فهرست مطالب mohsen shokohi yekta

About %20 of all babies in their first year of life show signs of severe crying, sleep problems, and nutrition, often referred to as regulatory problems. The purpose of this study was to identify the nature and strength of the relationship between primary adjustment disorder during infancy and behavioral problems in childhood and preschool.

Data Sources:

 According to the specialized keywords in internal databases, i.e. Academic Jihad Scientific Database and Noor Specialized Magazines Website between 1390 and 1401 and Islamic world and foreign databases Google Scholar, PubMed, PsycINFO between 2000 and 2022. The findings and information considered to achieve the research goal were reviewed.

In this regard, through a systematic review study, all selected articles were reviewed by two of the research authors, and duplicate articles were removed. 76 published articles were reviewed by considering the inclusion criteria and quality assessment using the PRISMA pattern. Then, based on the final qualitative evaluation, 17 articles were selected and examined to answer the research questions. Inclusion criteria included the existence of regulatory problems in the first year of life, the specificity of the scale of measurement used, the expression of statistically accurate measurements, prospective and longitudinal studies with at least one follow-up assessment.

Out of 76 articles, 17 articles were related to the input criteria of this study, each of which considered one, two or more variables of regulatory disorder. In this regard, out of 17selected research papers, nine articles were reviewed and the relationship between sleep disorders and behavioral problems, 13 articles on severe crying problems, six articles on nutritional disorders, and five articles on combined regulatory disorders. 13 articles reported a significant relationship between neonatal adjustment problems and behavioral problems in childhood.

Regulatory problems in infancy can increase behavioral problems during childhood. Parents with multiple risk factors show more negative outcomes than other children in outbreaks and hyperactivity, especially if they have multiple regulatory problems in infancy.

Background and Preterm birth is a stressful situation for parents and the infant, which may lead to difficulties in mother-infant relationships and disturb emotional and cognitive development in infants. The purpose of this study was to investigate the factorial structure, validity, and reliability of the Parenting Stress Scale for Mothers of Premature Infants.
The research sample included 500 mothers of premature infants selected via convenient sampling. They were divided into two groups (n=250 per group). Cronbach's alpha coefficient was used to evaluate the reliability of the scale. Exploration and confirmation factor analysis were applied to investigate the validity of the scale.
The Parenting Stress Scale for Mothers of Premature Infants was found to have an acceptable internal consistency and the Cronbach's alpha coefficient was 0.918. Test-re test reliability coefficient was 0.833 after 15 days. Three factors of parenting stress, mother-infant turbulent interaction, and parental expectations were obtained under the varimax rotation. The exploratory and confirmatory factor analysis also confirmed that the structure of the scale had an acceptable fit to the data, and all indicators confirmed the fitting goodness of this model.
Findings showed that this scale has appropriate psychometric properties which could be suitable in evaluating parenting stress for mothers of premature infants

The aim of the present study was to examine the efficacy of POOYESH educational program on self-esteem of children with learning problems. The study design was quasi-experimental, pre-test and post-test with control group. The sample consisted of 30 primary school students in grades 3 to 5 referred to the Imam Hossein Hospital for their learning problems and were randomly assigned to two experimental and control groups. POOYESH educational program was conducted 90-minutes a session for eight weeks (two sessions per week). To evaluate the effectiveness of the training, Pope Self-Esteem Scale was utilized. Analysis of covariance and dependent t-test was used to analyze the data. The results indicated that the scores of the total self-esteem and the three subscales of Global, Academic and Body Self-Esteem increased significantly in the experimental group compared with control group. These results were also confirmed after a two months follow-up. Thus, according to the results of this research and the necessity of increasing self-esteem of children with learning problems, it can be suggested that the POOYESH educational program be used in the schools and health centers to help improve the self-esteem of children with learning problems.

The aim of this study was investigating the Aim: The aim of this study was investigating the effects of Resiliency based on Islamic spirituality Training on marital satisfaction & Components of Resiliency based on Islamic spirituality in mothers of Slow Pace Children.
Method and Scales: In this study a semi-experimental design with pretest-posttest was applied. Afrooz Marital Satisfaction Scale (AMSS) andResiliency based on Islamic spirituality researcher made scale were utilized to evaluate marital satisfaction, resiliency and Components of Resiliency based on Islamic spirituality among mothers with Slow Pace Children. The sample size includes 30 mothers having Slow Pace children that assigned for experimental and control groups randomly. Analyzing of data is performed using Multivariable Analyze of Covariance.
Results reveal that marital satisfaction and its component and Components of Resiliency based on Islamic spirituality of mothers with Slow Paced children in experimental group significantly improved. According to the findings ofthe study it can be concluded that resiliency based on Islamic Spirituality skillstraining enhance the marital satisfaction and resilience in mothers ofSlow Pace children.

Improving interpersonal problem solving skills in gifted students would facilitate their confrontation with everyday conflict situations. Due to the necessity of these skills in the lives of the gifted students, a creative interpersonal problem solving training program was developed, and its effectiveness on social skills of the elementary gifted students was evaluated. The design of the study was semi-experimental with pretest-posttest and control group. Among 5 different 4th grade classes in an all-girl school in north Tehran, two were randomly selected and assigned as experimental and control groups. The students in these two classes were screened by the Raven Progressive Matrix of Intelligence (1938) and the Tehran Stanford-Binet test of intelligence (Afrooz & Hooman, 1996). The experiment group participated in the interpersonal creative problem solving program, and the control group did not receive any treatment. Teacher form of Social Skills Rating Scale (Gresham and Elliott, 1990) was used to measure their social skills. The obtained data were analyzed using repeated measures analysis of the variance showed significant differences (p

The aim of the present study was to examine the efficacy of Passport Program on self-esteem of students with learning problems.
The study design was quasi-experimental, with pre-test, post-test and control group. In this study, available sampling method was used and the sample consisted of 30 primary school students in grades 3 to 5 referred to the Imam Hossein Hospital and Goharmehr Clinic for their learning problems. The subjects were randomly assigned to two experimental and control groups. Passport Program was conducted for an hour and thirty minutes a session, for a total of eight sessions (in one month). To evaluate the effectiveness of the training program, Cooper Smith Self-Esteem Inventory and Social Skills Rating System (SSRS) – Student and Parent forms were utilized. Analysis of covariance and dependent T-test were used to analyze the data.
The results indicated that the scores of the total self-esteem and the subscale of academic self-esteem increased significantly in the experimental group compared to the control group. On the other hand, the scores of the social skills did not increase significantly, and these results support some of the previous studies. At the end of the present research report, the possible reasons for the insignificant intervention findings on social skills are discussed.
According to the results of this research and the necessity of increasing self-esteem of children with learning problems, it is suggested that the Passport Program can be used in the schools and health centers to help to improve the self-esteem of children with learning problems.

The mental health of the bus driver is a critical factor in driving performance and any impairmentcan have undesirable consequences for drivers and passenger. In the present study effectiveness of a psychosocial skills training package was examined. The trainings were implemented to one group of drivers (N=174) concurrently, for a period of 9 sessions of 80 minutes. Pre- and posttest measures were obtained by Mental Health Inventory- 28 (IMH-28) ( Veit, & Ware, 1983 ) and . Depression, Anxiety, Stress Scale (DASS) ( Loviband, & Loviband, 1995). Results demonstrated the effectiveness of the training in enhancing mental health. Limitations and implications for treatment and research were discussed.

Improving interpersonal problem solving skills of gifted students would facilitate their confrontation with everyday conflict situations. Due to the necessity of these skills in the lives of the gifted students, a creative interpersonal problem solving training program was developed, and its effectiveness on problem solving skills of the elementary gifted students was evaluated. The design of the study was semi-experimental with pretest-posttest and control group. Among 5 different 4th grade classes in an all-girl school in north Tehran, two were randomly selected and assigned as experimental and control groups. The students in these two classes were screened by the Raven Progressive Matrix of Intelligence (1938) and the verbal section of Tehran Stanford-Binet test of intelligence (Afrooz & Hooman,1996). The experiment group participated in the interpersonal creative problem solving program, and the control group did not receive any treatment. Alternative Solution Scale (Shure & Spivak, 1985) was used to measure their problem solving capabilities. Data was analyzed using analysis of covariance and repeated measures analysis of the variance. Findings showed significant differences (p

It is used in educational settings in teaching mathematics and reading instruction. The present study examined the impact of Direct Instruction program on learning math concepts (addition, subtraction, multiplication and division) in children with mathematics disorder. To fulfill the stated goal three students who were referred to Malmir’s learning disability research center in Yazd city were selected as subjects and the following instruments were administered on them: Wechsler Intelligence Scale for Children- Revised (WISC-R), tests of mathematical concepts that was developed and validated by researcher and personal records of participants. Data were collected by using a single subject research design during baseline and intervention phases. After collecting the data on baseline conditions, a DI program based on the content of math books in elementary school was designed and implemented on all three students. Results showed that Direct Instruction program was effective in improving all four math concepts (addition, subtraction, multiplication and division) in all three students. All three students were reached the criterion level that was established in advance. Theoretical implication and practical application of the research have been discussed in the original paper.