seyyed mohsen asgharinekah

Given the global experience of the COVID-19 pandemic, educational systems worldwide have transformed in recent years with the emergence and expansion of hybrid learning alongside traditional and virtual learning. Accordingly, this study aimed to qualitatively elucidate the aspects of expanding virtual education in primary education and to design a hybrid learning model, seeking answers to the following questions: According to teachers, parents, and primary school principals and vice-principals, what factors affect the quality retention of virtual education opportunities and the transition to hybrid education? What factors play contextual and intervening roles? What are the strategies and consequences of implementing these strategies to achieve the central phenomenon of developing hybrid education? Research

This qualitative study used a grounded theory approach based on the causal paradigm model. Data were collected using structured interviews and focus group discussions and were analyzed using Corbin and Strauss's systematic approach. Participants included two groups: teachers, school staff, and parents, who had at least one year of virtual teaching and activity in the second stage of primary school during the COVID-19 era. From the volunteer parents, contact was made with 22 parents, of whom 12 were unable to participate in the study due to their or their family's illness with COVID-19 or due to life and work commitments. Ultimately, eight parents participated in focus group sessions, and two parents were interviewed semistructurally by phone. Parent focus group sessions were held in two 90-minute sessions, one in person and one virtual. The researchers then formed a focus group of teachers, in March 2021 to gather new experiences from teachers and parents in the second year of virtual education, six months into the academic year. Both sessions were held in person and virtually. The in-person session lasted 180 minutes, while the virtual session lasted 75 minutes, with education experts and teachers in attendance. The organization of focus groups and interviews continued until theoretical data saturation was achieved after four focus group sessions with teachers and mothers and eight qualitative interviews, which took nine months to reach theoretical saturation.

The data collected from the interview texts were analyzed using the MaxQDA software for greater accuracy and speed of data analysis. Initially, open coding was performed, then primary concepts and core codes were extracted by aligning the initial codes, and finally, the main categories were formed in selective coding from the relationship between the core codes of the previous stage. From the systematic analysis of the interview data, 833 open codes and 192 primary concepts (core codes) were extracted. Of these, six main categories were identified as causal factors that participants considered to affect the retention of virtual education opportunities and the transition toward hybrid education. According to the study's participant groups, professional, skill, organizational, human-communication, and family factors were identified as intervening conditions in maintaining and expanding virtual education opportunities toward hybrid education. Infrastructure and socioeconomic factors formed the contextual conditions. The central phenomenon in this study is the retention and expansion of virtual education opportunities towards hybrid education in primary school. Strategies, actions, or counteractions taken to control, manage, confront, and respond to the central phenomenon were also identifed.

This research aimed to design and present a developmental model for maintaining and expanding virtual education opportunities toward hybrid education in primary school. In this study, five key strategies were mentioned by participants for expanding and utilizing hybrid education while preserving the advantages of traditional and virtual education: 1- Infrastructural and technological development; 2- Training of hybrid teachers; 3- Proficiency enhancement in class management and hybrid education design; 4- Improving technological and media literacy of parents and students; and 5- Enriching hybrid education with human communication. Practical suggestions from this study include designing and implementing special educational programs and packages for teachers and school staff that help improve their communication, educational, and technological competencies. The primary goal of these programs is to encourage teachers not to limit themselves to reproducing the traditional face-to-face instructional model in virtual and hybrid education and to apply educational innovations in line with the new educational scenario based on their acquired competencies. Additionally, designing and implementing programs, educational packages, courses, and group sessions specifically for parents can help improve their communication, educational, and technological competencies. These actions aim to create opportunities for active and effective parental involvement in their children's academic progress and constructive interaction with schools and teachers in the new hybrid education scenario.

This study aimed to investigate the effectiveness of a virtual intervention in a parent-child play therapy program on children's behavioral problems in COVID-19 quarantine.

In the present study conducted in Shahrood City, Iran, in 2020, twenty-six mothers with 3-9 year-old children suffering from behavioral problems volunteered to enter the study through a call on social networks. They were randomly divided into intervention and waiting groups. The intervention program included a training package of play therapy based on the parent-child relationship adapted from the Landreth's model, which was administered in ten weekly virtual 90-minute group sessions. The research instruments included Eyberg Child Behavior Inventory (ECBI) and House-Tree-Person Test (HTP). Data were analyzed via the MANCOVA model.

Finally, 18 mothers completed the research process. Comparing two groups, the scores of problem intensity (F (1,16) = 45.17, P= 0.001, ηp2= 0.94) and behavioral problem (F (1,16) = 34.02, P= 0.001, ηp2= 0.97) were significantly different. The results showed that child-parent relationship therapy significantly reduced the children's behavioral problems.

It seems that child-parent relationship therapy can effectively improve children's behavioral problems in quarantine conditions similar to the COVID-19 pandemic.

Some neuropsychological theories have been offered to explain Autism Spectrum Disorder (ASD), so the purpose of this article is to review and compare three theories: Weak Central Coherence (WCC), Lack of Theory of Mind (ToM) and deficit of Executive Functions (EFs) and strategies Suggested educational treatment related to each pattern is examined.

The present article was compiled using an analytical-comparative review of neuropsychological theories and their implications in the design of play therapy and play-based interventions for children with autism.

The review and analysis of the most common neuropsychological theories explaining the characteristics and problems of children with autism spectrum disorder shows that the WCC model is suitable for some functions of savant syndrome and high-functioning autistic children, such as early reading and confusion in abstraction and understanding. The principle of the subject and sensory reactions to the crowd provides a suitable explanation, and the ToM model explains the deficiencies of autistic children in explaining the deficiencies in communication and social cognition, the deficiencies in understanding metaphors, and the difficulty in humor. The model of deficits in EFs also provides a reasonable explanation for the problem of stereotypes, inflexibility, assimilation and planning problems of autistic children.

The mentioned triple models have implications for play therapy and play-based interventions such as: step-by-step drawing, story-making with pictures, use of animation or short film, joint attention stimulation with puppets, imitation paly, pantomime and emoticons, social stories, mind reading training, demonstration and role playing, use of attention cards and process cards for the implementation of activities It offers daily and strategic games.

Psychologists and counselors need Psychological Capital and Sense of Coherence to effectively engage in their professional roles in prevention and intervention. So the purpose of this study was to investigate the role of psychological capital and sense of coherence in the work engagement of Iranian psychologists and counselors. Using a web-based sampling method, 1156 psychologists and counselors from different regions of Iran were selected in 2021 and completed the Utrecht Work Engagement Scale (UWES; Schaufeli & Bakker, 2003), the Psychological Capital Questionnaire (PCQ:Luthans, 2002), and the Sense of Coherence Scale (SOC:Flensborg-Madsen, 2017). SPSS26 was used to analyze the data using Pearson correlation coefficient and stepwise multiple regression. The results indicated a positive and significant relationship between the components of psychological capital (self-efficacy, resilience, hope, and optimism) and the feeling of psychological cohesion with job desire. (P<0.001). The regression analysis also showed that self-efficacy, optimism, and hope could predict the participants' work engagement (P<0.001).However, resilience and a sense of psychological cohesion could not predict work engagement (P<0.05).Discussion The findings highlighted the role of psychological capital and a sense of coherence in the work engagement of Iranian psychologists and counselors and its place supports them in preventive and intervention activities Based on the results of the current research, psychological capital and Sense of Coherence are important and influential variables on work engagement among mental health professionals, and it is suggested to pay more attention to these variables in the empowerment programs of mental health professionals

The study aimed to investigate the effect of increasing patience group training on self-efficacy and attitude of mothers with exceptional children. This quasi-experimental study involved a pre-test-post-test design with a control group. The population of the study included all mothers with exceptional children in Mashhad who were registered with the exceptional education department in Khorasan province. Voluntary participation and sample selection using random sampling were utilized. Thirty-two mothers of exceptional children were randomly assigned to experimental and control groups (16 participants per group). The instruments used to measure the study variables were the patience, Domka self-efficacy, and parents' attitudes toward exceptional children questionnaires. A pre-test was conducted on both groups. The experimental group underwent ten sessions of patience training, while no training was provided to the control group. After the training sessions, both groups took the questionnaires again (post-test). Data were analyzed using univariate analysis of covariance (ANCOVA) and multivariate analysis of covariance (MONCOVA). The results revealed that patience training led to enhanced self-efficacy, reduced hopelessness, improved attitude, increased failure tolerance, and lower levels of shame in mothers with exceptional children. As a result, it is recommended that counselors and psychologists focus on patience training in family education programs and groups of parents of exceptional children.

 Sexual education is one of the required and challenging areas for empowering families. It seems necessary to use appropriate tools in identifying and promoting the sexual education of parents.

 This study aimed to investigate the construction and psychometric characterization of the Family-oriented and Developmental-based Sexuality Education Questionnaire for Iranian families.

 In this descriptive and survey research, the statistical population included all Iranian families in 2021. A number of 1,024 people throughout Iran were selected as the research sample using online sampling. The data were gathered through the Parental Sexual Education Style Questionnaire (PSESQ), Parental Self-efficacy Scale (PSES), and Family-oriented and Developmental-based Sexuality Education Questionnaire (F&DSEQ). The data were analyzed using Cronbach's alpha coefficient, correlation coefficient, and exploratory factor analysis in SPSS 26 and AMOS 24 software.

 Three factors were extracted from the exploratory and factor analysis, including eleven factors in three general factors (sexuality education knowledge, attitude, and skills). These eleven factors could explain 58.319% of the variance in 58 items of the questionnaire. Cronbach's alpha coefficient was 0.92 for the whole questionnaire. Also, Cronbach's alpha of the components was in the range of 0.65 to 0.92.

 The Family-oriented and Developmental-based Sexuality Education Questionnaire has good reliability and validity and can be used to measure sexuality education knowledge, attitude, and skills. Therefore, F&DSEQ can be used in research, care, and educational interventions by specialists in the fields of nursing, midwifery, psychology, and family counseling.

Dyslexia is one of the neurodevelopmental disorders with interdisciplinary dimensions. The study aimed to evaluate the effectiveness of computer-based Linguistic Games on semantic and phonological awareness of students with dyslexia. The study adopted a quasi-experimental design using pretest-posttest and a control group. The population of the study included all male students in the second grade with dyslexia, who were studying in the centers of learning disabilities in Mashhad- Iran. The research sample consisted of 20 students selected via convenient sampling method. The participants in the experimental group received 10 sessions of 45 minutes for training through the CBLG while the participants in the control group received the conventional training of learning disabilities in the centers. Language Development Test (TOLD-P3) was used in the pre-test and post-test to assess the semantic and phonological awareness of the students. The results of covariance (ANCOVA) showed that there was a significant difference between the mean scores of phonological (P< 0.05) and semantic (p< 0.001) awareness of the experimental and control groups. According to the findings, it became clear that training using educational linguistic games software package was more effective than conventional methods concerning the performance of semantic and phonological awareness.

Research in the field of psychological issues of women teachers is one of the basic activities that has a multifaceted effect on the condition of women, families, and students.The purpose of this study was investigating the relationship between virtual education activity of woman teachers and family function, marital conflict and boredom in COVID-19 quarantine.MethodThe research method was descriptive-correlational and the statistical population included all woman teachers in Mashhad, Tabadakan district which 390 people were selected by available and voluntary sampling method. The required information was collected through the Epstein et al, Family Functioning Scale( 1983), the Sanai and Barati Marital Conflict Scale (2003) and the Pinnes Marital Boredom Scale (1996). Pearson correlation test and regression analysis were used to analyze the data using SPSS software version 21ResultsFindings showed that there is a significant relationship virtual education activity of woman teachers and family function, conflict and Marital Boredom in corona quarantine virtual education (p <0.05) and the variable of virtual education activity is able to measure family function, marital conflict and boredom.ConclusionConsidering that, in the future, virtual education is a part of educational programs, it is suggested to pay attention to the empowerment of women teachers in virtual education and to formulate methods of virtual education that are compatible with the functions of the family in order to improve the quality of family functioning and reduce marital conflict and burnout among woman teachers

The aim of this study was to investigate the relationship between perceived Islamic parenting and the desire to get married mediated by spiritual well-being in single students of Ferdowsi University of Mashhad.

The research method was descriptive and Structural Equation Modeling (SEM). This study's statistical population included single students of Ferdowsi University of Mashhad who were studying in 2021, among which 400 students were selected through purposeful sampling and completed these questionnaires: Islamic Parenting Questionnaire of Maktobian Bharanchi et al., (2015), Spiritual Well-being Questionnaire of Golparvar et al., (2015), and the student version of desire to get married questionnaire of Heydari, et al., (2004). Structural Equation Modeling was used to analyze the data.

The Pearson correlation results showed a positive and significant correlation between perceived Islamic parenting and spiritual well-being with the desire to get married (p<0.05). In addition, results showed that perceived Islamic parenting could predict the desire to get married both directly and through spiritual well-being and were significant (p<0.001).

According to the research findings, perceived Islamic parenting and spiritual well-being are the variables affecting the desire to get married in single students.

Masturbation is a challenging issue with varying prevalence rates in different societies. This study aimed to investigate the effectiveness of an intervention program based on self-control, emotion regulation, and Islamic teachings in treating adolescent masturbation.

This single case study was conducted in 2018 with a purposeful sampling to recruit two participants from female high school counseling centers in Mashhad- Iran (single girls aged 16 and 17). Both participants had been masturbating for at least a year and received eight individual psychotherapy sessions. Data were collected using the Emotional Control Questionnaire (ERQ) and Masturbation Scale. The A-B-A design with a recovery index and effect size was used for data analysis. Data were analyzed using graph analysis and the recovery percentage method. The Blanchard and Schwarz's recovery percentage formula was used to analyze data from single-case experimental designs. In this formula, the difference between the pre-test and post-test scores is divided by the pre-test score.

According to recovery percentage formula, 50% or more improvement is significant. The improvement will be clinically significant if a person's post-test score is lower than the cut-off point. Thus, the Islamic-based self-control and emotion regulation intervention was effective in breaking the habit of masturbation in both participants, who also showed significant mental health improvements. After completing the treatment and follow-up periods, both participants demonstrated improved levels of masturbation frequency and emotion regulation.

Based on the results, it seems that Islamic-based self-control and emotion regulation can effectively treat adolescents' masturbation.

Gestational diabetes is the most common medical complication and a common metabolic disorder during pregnancy. Increasing people’s self‑efficacy is one of the best ways to control this disease. As there is a lag of intervention in this regard, the purpose of this study was to determine the effect of couple supportive counseling on self‑efficacy in women with insulin‑treated gestational diabetes.

In this randomized clinical trial, 64 women with gestational diabetes who referred to diabetes clinic of Mashhad Ommolbanin Hospital were divided into intervention and control groups through block randomization during 2019. Their gestational age was in 26–30 weeks. For the couples in the intervention group, three couple supportive counseling session was held. Each session lasted 1 h and was held one time per week. The instruments were diabetes self‑efficacy questionnaire, fasting and 2‑h postprandial checklist and Cassidy social support, which were assessed before and 4 weeks after intervention in both groups. Data was analyzed by SPSS software version 25 through Mann–Whitney and Wilcoxon test. P values of < 0.05 were reported to be significant.

In the preintervention, the diabetes self‑efficacy score had no significant difference in the intervention (30/6 ± 38/50) and control groups (09/8 ± 56/51) (P = 515/0). However, in the postintervention, the diabetes self‑efficacy score was significantly higher in the intervention group (58/6 ± 41/71) compared to the control group (15/7 ± 31/51) (P < 001/0). Also, before the intervention, there was no significant difference between the intervention (30/2 ± 72/10) and control group (87/1 ± 63/11) (P = 137/0) regarding social support. However, after the intervention, there was a significant difference between the intervention and control groups (879/0 ± 53/13, 03/2 ± 41/11, P < 0/001 respectively). Also, data analysis showed a significant correlation between self‑efficacy and social support (r = 0.451, P < 0.001), self‑efficacy and fasting blood sugar (P < 0.001, r = ‑0.577), and 2 h post prandial (r = ‑0.778, P < 0.001).

Couple supportive counseling leads to increased self‑efficacy and social support in pregnant women with gestational diabetes. Therefore, it is recommended to use this counseling as an effective method in the management of diabetic pregnant women during their prenatal care to have a healthier pregnancy.

Linguistic play therapy is a structured intervention based on the linguistic core of reading that can be modified and implemented for students with reading problems and disorders. The purpose of this study is to provide theoretical foundations and solutions and principles of linguistic game therapy design to empower teachers and counselors related to educational services and rehabilitation of children with reading problems or disorders.

Study of the theoretical foundations indicates that reading has a linguistic core and Decoding and comprehension are the two main components of reading, so play therapy for reading disorders should be focused on the linguistic core. Some research referred to the usefulness and effectiveness of interventions in the field of phonological awareness, semantics and syntax and comprehension. In the present article, the main and sub-components of the linguistic core are explained and in addition, examples of suggested play for each case are provided. Finally, principles and strategies for adaptation and redesign and implementation of linguistic play therapy interventions for reading disorders are presented.

Basis and specialized logic of the design of linguistic play therapy interventions is the purposeful stimulating and challenging of the linguistic core of reading through play, and teachers and counselors with a proper understanding of the nature and core of linguistic disorders of reading disorders and to modify and implement the sample play presented in this article.

One of the important personality traits is positive thinking that increases the ability to create skills. On the other hand, having employees with strong communication skills is one of the important factors in the success of any service organization. Thus, the aim of this study was to investigate the status of positive thinking of the librarians of Mashhad public libraries and its effect on their communication skills.

This study was an applied research that has been conducted through survey. The research population included all the librarians of Mashhad public libraries (70 people). The desired sample (59 people) was selected based on Krejcie and Morgan’s sample size table through simple random sampling. The required data were collected by Ingram and Visnicky's positive thinking questionnaire and a researcher-made questionnaire of communication skills. The gathered data were analyzed through the SPSS using descriptive and inferential statistics.

The findings showed that the level of positive thinking of the librarians was undesirable. Positive thinking had a significant effect on communication skills of the librarians. A detailed analysis showed that some of the positive thinking components had a greater effect on the components of verbal and non-verbal communication skills. The “positive daily thinking” and “others' evaluations of self” components had the most effect on verbal communication skills. Also, the component of “others' evaluations of self” had the most effect on non-verbal communication skills. However, the “self-confidence” component had the least effect on verbal and non-verbal communication skills.

According to the results of this study, learning or enhancing positive-thinking will directly affect the enhancement and improvement of the librarians’ communication skills. Therefore, improvement of the librarians’ positive thinking through the implementation of workshops and training courses, under the supervision of professional associations and the allocation of certain budgets for all costs of these activities is proposed.

Fear of negative evaluation, focused attention and self-criticism are important cognitive factors in social anxiety disorder. So far, many therapeutic interventions have been introduced to improve them. The aim of this study was to compare the effectiveness of cognitive-behavioral therapy and psychodrama on reducing this symptoms.

This research is a quasi-experimental study with two experimental groups and a control group. In this study, 36 students of Neyshabour University of Medical Sciences who met the criteria of social anxiety were randomly divided into three groups of 12 including two experimental groups and a control group. All three groups were evaluated with the short form of Fear of Negative Evaluation Questionnaire, Focus Questionnaire and Self-Criticism Questionnaire. The above cognitions were assessed.

Findings showed that cognitive-behavioral intervention and psycho-display both significantly reduced the negative evaluation (F = 11.559 and p = 0.001) of self-focused attention (F = 5.343 and p = 0.011). And critical self (F = 17.217 and p = 0.001) in the experimental groups compared to the control group. This difference was not significant between the test groups (p> 0.05).

Both cognitive-behavioral and psycho-dramatic interventions are effective on fear of negative evaluation, self-focused attention and self-criticism and can be used alternatively and depending on the situation in different groups, including students.

Adolescence is a risky period in sexual development and the possibility of masturbation or harmful habits in front of girls and families, which sometimes affects their marital life, but there are few Iranian studies on girls masturbating, so this The study was conducted with a preventive and educational orientation to explore the masturbation of adolescent girls.

This qualitative study was conducted in the context of counseling interaction with families and girls with masturbation complaints during 1397 to 1399. In this study, 4 adolescent girls aged 14 to 17 years were included in the study by available sampling method. Data were collected through in-depth semi-structured interviews.

The findings of this study showed 3 main categories and 19 sub-categories in response to the question of factors leading to masturbation, which are the priority of environmental-communication factors (such as communication challenges with parents, family stressors, unlimited communication with the opposite sex), respectively. , Psychological factors (such as sexual fantasies, and misconceptions about masturbation, cyberbullying, and pornography addiction) and social factors (such as harmful social environment, level of education, and material well-being).

The analysis of participants' experiences indicates that communication-family, psychological and social factors have been effective in motivating adolescent girls to masturbate, respectively, and it seems that family empowerment can play a pivotal and decisive role in these factors. Therefore, preventing or quitting masturbation requires a family-centered sexual education model based on scientific principles in a broad and rich framework of religious and cultural teachings to be able to achieve sexual health in the form of family education programs in schools, national media and counseling clinics. Help teens.

Sex education is one of the required and challenging areas for empowering child specialists, and requires specialized scientific models appropriate to the cultural context. Therefore, the purpose of this study was to introduce family-based sex education model based on development and investigation its effectiveness on Child specialists' knowledge, attitude, skills and styles of sexual education.

The research method was quasi-experimental with a pretest-posttest design without a control group. The statistical population of the study was all specialists in the field of children in 2020-2012The research sample consisted of 30 people who participated in 5 four-hour training sessions virtually by volunteering and by calling the sexual education empowerment course. Before and after the training course, all individuals completed the researcher-made questionnaire on family-based sex education model based on development and the questionnaire on sexual education styles of Abdollahzadeh and Keykhosravi (2020) online. Paired Sample t test in SPSS-22 was used to analyze the data.

The results showed that there was a significant difference between the mean scores of pre-test and post-test of participants in the three components of knowledge, attitude and skills of sex education (p<0.001). The results also showed that there was a significant difference between the mean scores of pre-test and post-test in the components of strict and authoritative sexual education style (p<0.05). However, no significant difference was observed in the style of permissive sexual education (p<0.05).

According to the results of the present study, it is suggested to use the family-based sex education model based on development model for empowerment and professional development courses for child specialists in the field of sexual education.

Adolescence is a period of rapid physical, social, emotional, cognitive, and sexual  development. The widening gap between biological maturity and social transition to adulthood  highlights the importance of adolescents’ need for education, especially in sexual health. The main  objective of this study was to explore the facilitators of Sexual Health Education (SHE) for male  adolescents in Iran.

In this qualitative content analysis, a total number of  45 participants were investigated from June 2018 to July 2019 through individual, semi‑structured,  in‑depth interviews in the city of Mashhad, Iran, until data saturated. The participants were selected  using a purposive sampling method. The data were analyzed using a conventional content analysis  method based on the approach developed by Graneheim and Lundman (2004) using MAXQDA  software.

In data analysis, 2 main categories and 9 subcategories emerged. The main  categories included extrapersonal facilitators and intrapersonal facilitators. The category of  extrapersonal facilitators included the 7 subcategories of appropriate policy‑making, use of religious  capacities, consideration of native culture, supportive family environment, school empowerment,  inter‑sectoral integration and collaboration, and reinforcement of parent‑teacher interaction. The  category of intrapersonal facilitators comprised of the 2 subcategories of supporting adolescent  socialization and using distraction techniques in adolescents.

The study revealed that  having an action plan with a scientific, ethical, legal, religious, and cultural background, establishing  a suitable home, school, and community environment, strengthening inter‑sectoral integration,  collaboration, and interpersonal coordination, and utilizing the capabilities and potentials of  adolescents can provide an appropriate SHE for adolescent boys.

The purpose of this study was to investigate the effectiveness of expressive art group therapy on internalized problems and emotional-functional profiles of parentless and poor-parenting children. The design of this research was quasi-experimental, pre-test, and post-test with the control and sham-control group. The study's statistical population consisted of all parentless and poor-parenting boys from three to five years old living in one of the centers of Golestan Ali Family-like Center in Mashhad city. Thirty boys selected by the convenience sampling method were randomly divided into the intervention group, the sham control group, and the control group. The experimental group received expressive art group therapy during eleven 90-minute sessions, while the sham-control group participated in eleven 90-minute computer training sessions. The control group didn’t receive any intervention. Multivariate covariance analysis was used for data analysis. The instruments of this study were Greenspan emotional-functional profile questionnaire and Child Behavior Checklist (CBCL). The results of MANCOVA on pre and post-test scores showed that there is a significant difference between variables of emotional-functional profile (P< 0.05) and internalized problems (P< 0.05). Thus, the mean of functional-emotional profile scores in the experimental group after receiving intervention increased significantly compared to the control group. The scores of internalized problems significantly decreased compared to the control group. Besides, the improvement in the scores of functional-emotional profile and internalized problems in the experimental group were more than the sham control group. According to the results, and expressive art group therapy model can be considered as an adequate intervention for improving the internalized problems and emotional-functional profile of children.

Gestational diabetes mellitus is the most common medical disorder during pregnancy that has many negative psychosomatic effects on the pregnant women and their fetus. According to existing studies, the role of counseling and husband’s support in gestational diabetes has been less studied, so the present study aimed to determine the effect of couples' supportive counseling on self-care behavior in women with insulin-treated gestational diabetes.

 In this randomized clinical trial, 64 pregnant women (26-30 weeks of gestation) with gestational diabetes referred to the diabetes clinic of Umm al-Banin Hospital in Mashhad in 2018-2019 were divided into the intervention or control groups using the 4-way blocking method. For the women and their husbands in the intervention group, couples' supportive counseling was conducted by the researcher in the form of three one-hour sessions with one week interval. A diabetes self-care questionnaire was completed in two stages, before and four weeks after the intervention for both groups, and data were analyzed by independent t-test and paired t test using the SPSS software version 16.

There were no statistically significant differences between the two groups in pre-intervention self-care scores (P>0.05). After the intervention, the difference between the mean of self-care scores before and after the intervention in the intervention group was 12.09±7.56 and in the control group was 0.00±3.60, which a significant increase was observed in the self-care score for the intervention group compared to the control group (P<0.001).

Couples' supportive counseling helps to promote self-care behavior in patients with gestational diabetes and can be used as an effective method to reduce the adverse consequences of gestational diabetes.
Clinical trial registry: IRCT20181002041202N1

Sexual health education, especially in adolescents, faces excess challenges in many cultures. Iranian adolescents, especially boys, have many educational needs in the field of sexual health that have not been met due to various obstacles. The main purpose of this qualitative study was to explore the challenges of sexual health education for Iranian adolescent boys.

This qualitative content analysis study was conducted through individual semi‑structured in‑depth interviews from 45 participants (20 adolescents and 25 key adults). Data were analyzed using inductive conventional content analysis based on the Graneheim and Lundman’s approach via MAXQDA software (version 2010) by VERBI GmbH Company, Berlin, Germany.

In total, 2 categories and 11 subcategories emerged; including, “extrapersonal barriers to sexual health education for adolescent boys” containing seven subcategories of lack of clear policies, family inadequacy, social barriers, cultural heterogeneity, school inadequacy, cyber threats, and educational process inadequacy concerning adolescent sexual health education as well as “intrapersonal barriers to sexual health education for adolescent boys” comprised four subcategories of uncontrolled emotions of adolescence, adolescent rebellion, information and communication weaknesses, and adolescents’ concerns about being judged by others.

The findings clarify some barriers to sexual health education for adolescent boys. Therefore, it was recommended to develop community‑based educational programs to change attitudes of families and society toward addressing the challenges of providing sexual health education to adolescent boys. Moreover, it was suggested to utilize an educational program specific to adolescent boys, tailored to the Iranian culture, using the potential of religion.

Sexual education is one of the most important issues in the field and affects the formation of human personality and his/her thoughts, emotions and behaviors. This study was conducted to review existing studies with the aim of "determining the need of family-based sexual education ".

This study was conducted based on the PRISMA systematic review protocol. The data were obtained from international scientific electronic resources including the World Health Organization, PubMed, Scopus, Web of Science, Google Scholar and Persian databases as well as manual search using appropriate keywords. The criteria for entering this sample were articles published in English and Persian from the beginning of 1990 to June 2018.

of the 294 articles reviewed, a total of 17 articles were included in the study. The results showed that the effective communication of parents with their children creates a proper attitude towards the gender issue as well as proper behaviors in this regard. These include improving adolescent reproductive health, raising awareness of puberty and menstruation, pregnancy and HIV / AIDS, emergency contraception and condom methods, delayed onset of sexual activity, less sexual communication and unwanted pregnancy prevention. The next point in reviewing these texts was the low level of communication between parents and boys in sexual matters.

According to the results, the necessity of family-centered education is evident and this method can prevent the commission of many sexually inappropriate behavior. The important challenge in this regard is the creation of effective communication skills in the family and the education and health organs should set this agenda as a priority. Another important issue is the empowering of parents to teach their children about sexual issues.

Hospitalization causes children to be afraid,and this can be an important factor in delaying their recovery. Nurse's dress creates non-verbal communication and creates a low stressed environment . Children prefer colorful skirts to formal dresses  . Therefore, considering that nurses' appearance in treatment centers plays an important role in creating a sense of trust among patients, especially children, it is advisable for nurses to choose the color and design of their clothes in a way that attracts children's trust and attention. The purpose of this study was to influence of the illustrated clothing on fear of admission in children aged 6 to 3 years. In randomized control trial at Imam Reza hospital of Mashhad, 50 children aged between 3 and 6 years old who were admitted and was divided into two groups of intervention and control by simple random assignment. Data were collected using a questionnaire consisting of two sections. In the first part of the form, the individual characteristics were completed by interview and using the children's case file. In the second part, the Child Fear Scale was used to examine the fear. Findings showed that the level of fear was significantly higher in the control group than the intervention group and this difference was statistically significant (p<0.001). The study showed that the intervention with illustrated clothing reduces fear in children, therefore, it is recommended to use the illustrated clothing in the pediatric ward to reduce the child's fear.

An appropriate exchange of information between the health‑care provider and the family is an important component of coping with stress following the prenatal diagnosis of fetal anomalies. Therefore, this study was conducted to explore the informational needs of pregnant women following a prenatal diagnosis of fetal anomalies in Mashhad, Iran.

This qualitative, conventional, content analysis study was designed through two referral centers for fetal anomaly. The data were collected from April 2017 to January 2018 in Mashhad (Iran) through individual semi‑structured in‑depth interviews, from 25 pregnant women with a prenatal diagnosis of fetal anomalies.

Three categories and nine subcategories emerged. Category 1, information needed for clarifying the diagnosed anomaly and making a decision, containing four subcategories: The need to know the reasons of doing more diagnostic tests; The need to know the facts regarding the anomaly and its cause; The need for more information to gain control over the situation; and The need to know about legal permission for therapeutic abortion. Category 2, Information needed for preparing to the future, containing three subcategories: Practical and economic issues; The delivery and postnatal situation; and Future mortality and morbidity of especial anomaly. Category 3, the adequacy of the information provided, containing two subcategories: Information overload and Inadequate information.

Pregnant women receiving a prenatal diagnosis of fetal anomaly have a variety of information needs that are not adequately met by the health‑care providers. Further research is required for finding a means to meeting this information need.

Paternal-fetal attachment develops an emotional relationship between father and his infant which can affect their future interactions. Therefore, the present study aimed to determine the effect of attachment training on paternal-fetal attachment. This clinical trial was conducted in Karmandan and 22 Bahman health centers in Mashhad in 2015. The participants of the study consisted of 60 randomly-selected fathers whose wives `gestational age was 28 to 32 weeks. The intervention group received three 120-min sessions of attachment training once a week in the forms of group discussion, lectures, question and answer, film screenings, and educational booklet. Data collection was performed by means of two questionnaires, named personal and fertility characteristics questionnaire and Weaver Cranley paternal-fetalattachment questionnaire. Two groups were assessed before, immediately after, and 3 weeks after intervention (follow-up) by paternal-fetal attachment questionnaire. Data analysis was performed in SPSS (version 22) using the Chi-square, independent t-test, Fisher, Mann-Whitney U test, and repeated measure tests. P The results of repeated measures showed that mean scores of paternal-fetal attachment was not significantly different between the control and intervention groups before training (P=0.527) However, paternal-fetal attachment significantly increased at post-test (P=0.069) and follow-up (P=0.006) in the experimental group. Attachment training increases paternal-fetal attachment; therefore, pregnancy care programs should include training sessions for fathers.

  Pregnant women are often ill-prepared for the health of their unborn child in the case of abnormal findings, and experience several difficulties following the detection of fetal anomalies. Therefore, this study was conducted to explore the emotional and cognitive experiences of pregnant women following prenatal diagnosis of fetal anomalies in Mashhad, Iran. This qualitative conventional content analysis study was designed through two referral centers for fetal anomaly. The data were collected from April 2017 to January 2018 in Mashhad (Iran) through individual semi-structured in-depth interviews, from 25 pregnant women with a prenatal diagnosis of fetal anomalies. Four categories and 10 subcategories emerged. Category one, grief reactions during the time of diagnosis, contained two subcategories: shocked and panicked, and distressed and disbelieved.Category two, perinatal loss through a pregnancy termination, contained four subcategories: guilt and shame during pregnancy termination, loss of their expected child, suffering and emotional distress process, and unmet needs by health professionals. Category three, fears of recurrence in future pregnancies, had two subcategories: worried about inadequate prenatal care in the future pregnancies and worried about abnormal fetus in next pregnancies. Finally, Category four, a dilemma between hope and worries contained two subcategories: hope for normality and worried about future. It is important to monitor emotional reactions of women following prenatal anomaly diagnosis. So, training clinicians and health-care professionals for proper response to grief reaction in post therapeutic abortion is essential.