naiemeh moheb

Specific learning disabilities Based on the latest statistical diagnostic version of mental disorders, neurodevelopmental disorder of biological origin is considered, which causes abnormalities at the cognitive level. Therefore, the aim of this study was to investigate the effectiveness of Transcranial Direct Current Stimulation on students’ impulsivity and aggression with a particular learning disorder.

The present research method was a quasi-experimental pre-test-post-test design with a control group. The statistical population of all male and female students in the second grade of elementary school with special learning disabilities was the type of reading in Tabriz. The study sample included 36 male and female students in the second year of elementary school with a learning disability. To select the sample, first from the 3rd district of Tabriz education, three primary schools for girls in the second year and three schools for boys in the second year were selected as a cluster. And their parents completed the consent form. Fourty five people were selected for targeted sampling and 36 of them were selected as the final sample by considering the entry and exit criteria as the final sample and randomly tested in two experimental groups. Particepents (18 in each group) were in test group and control group. Raven’s intelligence test, checklist of teacher dysfunction checklists (teacher form), Buss and Perry’s aggression questionnaire, and Barratt’s developmental scale were used to collect data. Data were analyzed using multivariate analysis of covariance with SPSSsoftware 22 and the significance level was considered to be 0.05.

The results showed that Transcranial Direct-Current Stimulation on aggression and impulsivity of children in both experimental and control groups was significant (P<0.001).

According to the results of this study, it can be concluded that Transcranial Direct Current Stimulation is effective in reducing impulsivity and aggression in children with learning disabilities.

Adolescence due to some changes Biological, psychological and social with a tendency to a variety of risky behaviors. The aim of this study was to investigate the causal relationship between parental psychological control and mindfulness with high-risk behaviors of adolescents with mediating the role of emotional self-regulation. The statistical population includes junior high school students in Zanjan, whose number was 46,000 and according to Krejcie and Morgan table and using multi-stage cluster random sampling method. Through cyberspace, due to the lack of face-to-face class, a sample of 403 students of both sexes was selected (of which 214 were in the girls 'group and 189 were in the boys' group) and Virtually, they responded to the Iranian Adolescent Risk Questionnaire (IARS), the Emotional Self-Regulation Questionnaire (MARS), the Dependent Oriented Parental Control Scale (DAPCS), and the Mindfulness Questionnaire (MFQ).Statistical method of structural equation modeling was used to analyze the data. Findings showed that emotional self-regulation mediates the relationship between parental psychological control and mindfulness and high-risk behaviors. Also, the direct effect of parental psychological control, mindfulness and emotional self-regulation with high-risk behaviors and the direct effect of emotional self-regulation with psychological control of parents and mindfulness were significant. Based on the findings, it can be concluded that family support and control play an important role in preventing the tendency to high-risk behaviors. Equipping students with individual skills such as mindfulness and emotional self-regulation can also be effective in preventing high-risk behaviors.

Behavioral problems are a complex set of emotional, cognitive and behavioral problems, which are characterized by a lack of control and non-adherence to moral and social principles and behavioral disorders in a desirable way in society. Therefore, the aim of this study was to investigate the effectiveness of cognitive therapy based on emotion regulation on impulsivity and aggression of students with behavioral problems.

The method of the present study was a semi-interventional pretest-posttest design with a control group.  The statistical population was all male and female students in the second grade of elementary school (fourth, fifth, and sixth grade) with behavioral problems in Tabriz. The research sample also included 36 male and female elementary school students with behavioral problems. To select the sample, first from the 3rd education district of Tabriz, three primary schools for girls and three secondary schools for boys were selected in clusters, and the Quay and Peterson Behavioral Problems Questionnaire was completed by the teacher. Among the students who scored high on the Quay and Peterson Behavioral Problems Questionnaire, 36 were selected as the final sample based on the inclusion and exclusion criteria and randomly divided into two experimental groups (18 people) and a control group (18 people) were replaced. To collect data from a revised checklist of behavioral problems, Buss and Perry Aggression Questionnaire (1992) and Barratt Impulsivity Scale (1994) were used.

Cognitive therapy based on the emotional regulation of aggression and impulsivity in children in the intervention group is significant (P <0.001); According to ETA square in each of the variables of aggression (physical, verbal, anger, and hostility) 0.40, 0.260, 0.196 and 0.221, respectively, and impulsivity (lack of planning, motor and cognitive), respectively. 0.270, 0.283, and 0.251% of the changes are explained according to cognitive therapy based on emotion regulation.

Cognitive therapy based on emotion regulation is effective in reducing impulsivity and aggression in children with behavioral problems.

High-risk behaviors are considered to be one of the major threats to the health system. The tendency to take risks in teenagers is higher than in other age groups, and parental control plays an important role in preventing the occurrence of risky behaviors. The lack of emotional expression skills is an important factor in the emergence of risky behaviors. A review of the research related to high-risk behaviors shows that basic research has rarely evaluated the related variables.

To investigate the structural model of the relationship between parental psychological control and general self-efficacy with adolescents' high-risk behaviors mediated by emotional self-regulation.

The statistical population included the students in the first year of high school in Zanjan who were studying in the academic year 2021-2022. The statistical population according to Krejcie and Morgan table and using multi-stage cluster random sampling method through cyberspace due to the lack of face-to-face class of a sample of 403 students of both sexes (of which 214 in girls and 189 were in the boys' group (selected), and were virtually assigned to Adolescent Risk Questionnaires (Galone et al., 2000), March Emotional Self-Regulation (1988), Dependent Psychological Control, and Parental Developmental Progress by Sonnens et al. (2010). and General self-efficacy Scherer et al. (1982) responded. The statistical method of structural equation modeling (SEM) was used to analyze the data.

The results showed that direct effect of parental psychological control on emotional self-regulation (β= -0.28, p< 0.01) and high-risk behaviors (β= 0.02, p< 0.01) was significant. Was. The direct effect of self-efficacy on emotional self-regulation (β= 0.01, p< 0.01) and high-risk behaviors (β= -0.24, p< 0.01) was significant. Also, the relationship between parental psychological control and self-efficacy with high-risk behavior through emotional self-regulation was significant.

Family support and control play an important role in preventing the tendency to risky behaviors. Equipping students with individual skills such as self-efficacy in management and emotional self-regulation can also be effective in preventing high-risk behaviors.