جستجوی مقالات مرتبط با کلیدواژه « behavioral disorder » در نشریات گروه « علوم انسانی »

Aim. The aim of the present study was to investigate the prevalence of attention deficit/hyperactivity disorder based on self-report in women of Malayer city.Method. The method of this research was descriptive. The research population consisted of all the female of Malayer city, and 2,633 people were selected from this population. Data collection was done using the Connors (1999) adult ADHD self-report scale. Chi-square statistical test was used to analyze the data. Analysis was done with SPSS-22 statistical software.Findings. The prevalence of attention deficit/hyperactivity disorder in women aged 19 to 40 years was 8.2%, and attention deficit disorder was more common (9.6%) than hyperactivity disorder (7.4%). Also, with increasing age, the prevalence of attention deficit/hyperactivity disorder in women decreases.Conclusion. Attention deficit/hyperactivity disorder has a high prevalence in women, therefore, it is necessary to pay attention to this disorder and plan for its treatment.

Behavioral disorder refers to behaviors that occur excessively, are chronic, are not acceptable, and their cause is not social and cultural expectations. The purpose of this study was to investigate the effectiveness of teaching cognitive emotion regulation strategies on improving empathy and reducing bullying in male students with behavioral disorders.

The research method was semi-experimental with a pre-test and post-test design with a control group. The statistical population of this research consisted of all male students aged 13-15 with behavioral disorders in the city of Zabol in the academic year of 2022-2023. Among the statistical population, 26 students with behavioral disorders were selected using the available sampling method, and were assigned in the form of two experimental groups (13) and control groups (13). The experimental group underwent teaching cognitive emotion regulation strategies for 8 sessions of 50 minutes. In order to collect research data, Baron-Cohen and Wheelwright empathy questionnaire, Illinois Bullying Scale and Rutter's Behavioral Disorders Questionnaire (Teacher's Scale) were used. Research data were analyzed using univariate and multivariate analysis of covariance.

The results of the analysis of the research findings showed that teaching cognitive emotion regulation strategies is effective in improving empathy and reducing bullying of students with behavioral disorders (p<0.01).

According to the results obtained from this research, it can be said that one of the useful educational approaches to improve empathy and reduce bullying of students with behavioral disorders is teaching cognitive emotion regulation strategies.

The aim of the present study was the effectiveness of cognitive therapy-based emotion regulation on problem solving and social competence of adolescents with behavioral disorders.The method of experimental research was of experimental type and pretest-posttest design with control group. The statistical population of the research included all the high school students of Nowshahr city in the academic year2016-2017whose number is2060.The research sample consisted of 36 students with behavioral disorders who were randomly selected among the students with behavioral disorders and were randomly assigned to two experimental and control groups.To collect data, the revised checklist of behavioral problems(RBPC)the short form of the social problem solving questionnaire(SPSI-R)and the social adequacy test(Flener et al,1990)were used. The results of covariance analysis showed that the cognitive therapy-based emotion regulation in the experimental group was associated with an increase in positive and logical problem solving and a decrease in negative, impulsive and avoidant problem solving and an increase in the social competence of adolescents with behavioral disorders(P<0/001).Based on the findings of this research, it can be concluded that by correcting the misbehavior cognition's and the methods of expression of emotions and problem solving style in adolescents with behavioral disorders, it improved the social adequacy in interacting with themselves, peers and other people;This, in turn, can affect their other relationships and correct their disordered behaviors.In the end, according to the findings of this research, it is suggested that the effectiveness of cognitive therapy based on emotion regulation on other disorders of children and adolescents should be considered.

The present study was conducted with the aim of comparing the effectiveness of cognitive-behavioral therapy and therapy based on acceptance and commitment on psychological problems and psychological well-being in students with behavioral disorders. This research was conducted in a semi-experimental way with a pre-test-post-test design with control and follow-up groups. The statistical population included all 12th grade male students of Rasht District 2 in the academic year of 2021-2022 in the number of 452 people, out of which 45 people were selected as a sample using the purposeful sampling method and randomly placed in three groups of 15 people (15 people in the cognitive behavioral therapy group, 15 people in the treatment group based on acceptance and commitment and 15 people in the control group). To collect the required data, anxiety, depression and stress questionnaires of Lavibond (1995) and psychological well-being of Keyes and Margiamo (2003) were used. The data were analyzed using statistical methods of analysis of covariance and Benferroni's post hoc test at a significance level of 0.05 and through Spss22 software. The results showed that cognitive behavioral therapy and therapy based on acceptance and commitment were effective in reducing psychological problems and increasing psychological well-being of students with behavioral disorders (P<0.001). These results were removed in the follow-up phase. Also, there was no difference between cognitive-behavioral therapy and therapy based on acceptance and commitment (P<0.001). According to the research findings, it is concluded that cognitive-behavioral interventions and its third generation can be used to reduce psychological problems and psychological well-being of students with behavioral disorders as evidence-based interventions.

Considering the strategic role of ethics in organizational success and profitability, and the importance of compliance with ethical principles by managers, the purpose of this research is to explain the behavioral components of the moral vice of greed in managers.              

The present research method is a combined (qualitative and quantitative) method. The studied population, in both departments, are senior managers (high and middle level) and operational managers working in the headquarters of Mashhad Municipality. In the qualitative part, the study sample is 16 people from the qualitative treasury, which was obtained by a targeted non-random method. The data collection tool was interviews, and the modified descriptive phenomenology method was used to analyze the interviews. In the quantitative part, the study sample is 122 people from the statistical population of 174 people who were obtained by stratified sampling method. The data collection tool was a questionnaire, and confirmatory factor analysis was used for its analysis.

In the qualitative part, the results showed that the greed-based behavior of managers includes 7 components of political behavior, ignoring ethics, self-interested behavior, materialistic behavior, tendency to power-seeking behavior, lack of foresight, and behavioral confusion. In the quantitative part, the results showed that the validity of the questionnaire is confirmed based on convergent validity (structural coherence of the instrument), differential validity (non-overlapping between questionnaire constructs) and optimality of selected components. The reliability of the questionnaire was also confirmed.

In this research, the behavioral components of the moral vice of greed in managers were explained. Acquainting the managers of the organization with these components helps the organizations to provide the necessary ground to reduce their greed by changing the managers' attitude.

The aim of this study was to evaluate the effectiveness of group positive thinking training on reducing the impulsivity and bullying of male students with behavioral disorders.

The method of this research was quasi-experimental design with a pretest-posttest and a control group. The statistical population included all male students aged 12-15 years with behavioral disorders in Khorramabad City who were studying in the first year of high school in the academic year 2021-2022. Among the statistical population, 30 students with behavioral disorders were selected by multi-stage cluster sampling and randomly assigned into experimental and control groups (15 people in each group). Barat Impulsivity Questionnaire, Illinois Bullying Scale, and Rotter Behavioral Disorders Questionnaire (Teacher Scale) were used to collect the required data. Positive thinking training was provided to the experimental group in 10 sessions of 75 minutes. The collected data were analyzed using univariate and multivariate analysis of covariance.

The results showed that positive thinking training was effective in reducing the impulsivity and bullying of students with behavioral disorders (p<0.05).

According to the research results, it is suggested that a positive thinking educational approach be used to reduce the impulsive and bullying behaviors of students with behavioral disorders.

The aim of the present study was to investigate the effectiveness of impulse control training on problem solving, frustration and social competence of adolescents with behavioral disorders. The experimental research method was of experimental type with a pre-test-post-test design with a control group.The statistical population of the research included all the students of Nowshahr high school in the academic year of2018-2019, whose number was2060. The research sample consisted of36 students with behavioral disorder who were randomly selected from among the students with behavioral disorder and replaced by simple random in two experimental and control groups.To collect data, the revised checklist of behavioral problems,the short form of the social problem solving questionnaire, the frustration questionnaire and the social adequacy test were used.The results of covariance analysis showed that impulse control training in the experimental group has been associated with an increase in positive and logical problem solving and a decrease in negative,impulsive,avoidant problem solving,frustration,and an increase in the social competence of adolescents with behavioral disorders.

Impulse control training gives adolescents with behavioral disorders the ability to control their destructive behavior, which can reduce their impulsive and destructive behavior and increase correct problem-solving skills,which in turn It can improve relationships with peers in the long term,which ultimately reduces their sense of frustration,which results in an increase in their sense of social competence.In the end, based on the findings of this research, it is suggested that the effectiveness of impulse control training on other interpersonal and academic problems and adolescents be investigated.

This study aimed to investigate the prevalence of psychological disorders and their causes in children of labor using a descriptive survey. In the initial screening, a sample of 300 children (aged between 6 to 16) was randomly chosen from the population of children under the auspices of Alborz Province Welfare Organization in 2018-19, considering demographic variable. In the next stage, 150 individuals who scored higher than the cut-off point in the screening stage were selected. To determine the prevalence of psychological disorders, the Children Symptom Inventory-4 (CSI-4) and Strengths and Difficulties Questionnaire (SDQ) were used, and to determine the pathology of the disorders, the Demographic Characteristics Questionnaire was used. Chi-square and logistic regression analysis were used to analyze the data. The results showed that behavioral disorder with a frequency of 36 people (24%) had the highest prevalence, followed by major depressive disorder with a frequency of 29 people (19.3%). Asperger's syndrome was the least common with a frequency of 6 people (4%). Moreover, the finding revealed that a combination of individual, family and social factors contribute to the onset of psychological disorders that vary depending on the disorder. Our findings highlight the need for mental health professionals and social workers to implement educational and therapeutic courses and workshops for these children and their families

Designed motoring programs for hyperactivity-induced children can lead to visible improvement in their behavioral problems. Therefore, this study aimed to compare the effect of perceptual-motor exercises and resistance-balance exercises on behavioral disorders in children with attention deficit hyperactivity disorder. In the current research, a semi-experimental design with two groups design with control group was used. A total of 36 boy children aged 12 to 5 years (18 preschoolers and 18 primary school children) with attention deficit hyperactivity disorder who visited the Zehnara rehabilitation clinic in Tehran, randomly assigned to two experimental groups (perceptual-motor exercises) and (resistance-balance exercises) and control group. For data screening and collection, Conners Parents Rating Questionnaire and Child Behavior Checklist (CBCL) were used and the results were analyzed using covariance analysis and Ben-fronni post hoc test. The results showed that the effect of perceptual-motor and resistance-balance exercises on reducing behavioral disorders in children with attention deficit hyperactivity disorder was significant (P <0.001).However, the results of Ben-fronni post hoc test showed that there was no significant difference between two experimental groups in reducing behavioral disorders (P <0.005). According to research results it can be said that motor activity with emphasis on perceptual-motor and resistance-balance exercises can reduce the behavioral disorders of children with attention deficit hyperactivity disorder and use of these programs in the treatment of these children is suggested.

Parents show different reactions at birth of their children, especially when children have a particular problem or disability such as a behavioral disorder. The present study aimed to determine the effectiveness of psychological immunization programs on depression, anxiety and stress reactions in mothers of children with the behavioral disorders in Tehran city.

The present research was a quasi-experimental study by pre-test, post-test design with the control group. Thirty mothers have children with behavioral disorder were selected by random sampling methods from schools of Tehran city and after doing the pre-test they were divided into an experimental and a control group (each consists of 15 young couples) randomly and equally. The experimental group participated in a psychological immunization program in 10 sessions (two sessions weekly; each lasts for 45 minutes), while the control group did not. Depression anxiety stress scale (DASS-21) was used for the assessment of all participants. Data were analyzed by multiple analysis of covariance through SPSS version 23.

Results showed that experimental and control groups had a significant difference at depression, anxiety and stress reactions (P<0.05).

Therefore, planning for such training programs alike with the psychological immunization program has an important role on promoting depression, anxiety and stress reactions in mothers of children with behavioral disorders.

Video modeling is a mode of teaching that uses video recording and display equipment to provide a visual model of the targeted behavior or skill. Present study aimed to effectiveness of video modeling on social skills of children with behavioral disorder.

This research was a quasi-experimental study by pre-test, post-test design with control group. 30 children aged 5 to 6 children who have behavioral disorder were selected by convenient method from Tehran city. The experimental group participated in video modeling training in 8 sessions (two sessions weekly; each lasts for 45 minutes). Matson social skills scale was used for measuring the all participants. Data were analyzed by analysis of covariance method with using 23th version of SPSS .

The results of analysis of covariance showed video modeling training had positive and significant effect on social skills of children with behavioral disorder (P<0.001).
              

Therefore, planning for programs alike with the video modeling training has an important role in increasing social skills of children with behavioral disorder

The aim of this research was to investigate of parenting program based on Barkley model on interaction of mother-child with behavioral disorder in Varamin City.

The present research was a quasi-experimental study with pre-test, post-test design and control group. The participants were 30 mothers of children with behavioral disorder from consultation clinic of Armaghan in 2019 academic year who were selected by convenient sampling method. Subjects were divided into experiment and control groups, each group consisting of 15 mothers randomly. The experiment group participated in 10 sessions of parenting program based on Barkley model (twice a week; each session lasted 80 minutes), while the control group did not. The research tool included Robert C. Piyanta’s Child-Parent Relationship Scale (1992). Multivariate analysis of covariance was used by SPSS24</sub> for analyzing the data. 

The results showed that parenting program based on Barkley model had a significant effect on the interaction and also conflict, closeness and dependency subscale in mother-child with behavioral disorder (P<0/001).

The parenting program based on Barkley model can increase interaction of mother-child with behavioral disorder. Therefore, planning for providing this program has a particular importance.

Aim. The aim of this study was to compare identification styles, self-efficacy and emotional intelligence of adolescents’ behavioral disorder with normal adolescents in Tehran City. Methods. In this causal-comparative research, 110 students aged 13-15 years old participated. They were chosen using simple random sampling method and divided into two groups (55 students with behavioral disorder and 55 normal students). They were from middle socio-economical class. The toold utilized were were Berzonsky Identity Style Questionnaire (1992), Sherer et al. Self-Efficacy Questionnaire (1982), Bradberry & Greaves’ Emotional Intelligence Questionnaire (2004), and Rutter’s Child Behavior Questionnaire for Parents (1995). Data were analyzed by MANOVA through SPSS24. Results. The results of multivariate analysis of variance showed that mean scores of identification styles, self-efficacy and emotional intelligence in normal adolescents were significantly more than those of behavioral disordered adolescents. Conclusion. Identification styles, self-efficacy and emotional intelligence are complex and multidimensional phenomena that play a very important and interactive role in adolescents.

This research aimed to investigate the effect of forgiveness training on mental health of mothers of children with behavioral disorder. The present study was an experimental research by pre-test, post-test design with control group. The study sample included 32 mothers of children with behavioral disorder who were selected by random sampling method from elementary schools of Tehran city and randomly assigned to experimental and control group (each consisted of 16 individuals). The experimental group participated in 8 forgiveness training sessions (two sessions weekly; each lasted for 60 minutes), while control group did not participate in these sessions. The research tool used in present study was Goldberg and Hiller's General Health Questionnaire. Data were analyzed using multiple analysis of covariance through SPSS version 23. The findings of this research showed that there was significant decrease in mean scores of general health problems (somatic symptoms, anxiety, social dysfunction and depression) in experimental group after the intervention in comparison with control group (P

Aim: The aim of present study was to determine the effectiveness of rhythmic movement games on improving attachment and behavioral disorders in first and second grade elementary boy students.
This quasi-experimental study was conducted with a pretest-posttest experimental group design with a two-month follow-up. The target sample consisted of 20 students aged 7 to 9 years old and their mothers from a population of 210 students referred to the Babol Education Consultation Center in the academic year 2016 -2017. After screening and completing questionnaires by mothers, the students who had the highest score in Attachment Problems and Behavioral Disorders Questionnaire Randolph (2004) and Wald Rutter Behavioral Disorder Parent Version (1994) along with their mothers were selected and randomly were assigned to two experimental and control groups. Rafee's Rhythmic Movement Games Educational Package (2013) was conducted for mothers and their children in the experimental group for 60 minutes once a week for 10 weeks and data were analyzed using mixed variance repeated measures.
Findings indicated a significant difference between the performance of the two groups in the symptoms of attachment problems (F= 5.48, P= 0.03), and behavioral disorders (F= 9.52, P= 0.001), in post-test and at two months after the cessation of sessions.
It is argued that rhythmic movement games may facilitate the interaction between parent and child and thus may result in the improvement of behavior and increase brain development and positive imagination in children. Hence, therapists are advised to use this therapeutic approach to reduce attachment problems and behavioral disorders in children.

Aim: The purpose of the present study was to comparing general health and aggression in mothers of children with asthma and mothers of children with behavioral disorder.
The present research was a causal-comparative research. The study population included of mothers of children with asthma and mothers of children with behavioral disorder in Tehran city. 132 mothers aged 27-40 years participated in this study. They were divided into two groups and each group contains 66 mothers. First group were selected from mothers of children with asthma and second group were selected from mothers of children with behavioral disorder by convenient sampling method. The instruments of this research were general health questionnaire of Goldberg & Hiller (1979) and aggression questionnaire of Buss & Perry (1992). Data were analyzed by MANOVA.
findings showed that general health and somatic symptoms in mothers of children with asthma were significantly more than the mothers of children with behavioral disorder (P>0.05). Also, aggression, anxiety, social dysfunction, depression in mothers of children with asthma were significantly less than the mothers of children with behavioral disorder (P>0.05).
General health in mothers of children with asthma was more than the mothers of children with behavioral disorder. Also, their aggression was less than the others. Therefore, both groups had significant difference in general health and aggression.

The aim of the present research was to conduct a meta-analysis on the effectiveness of play therapy studies on behavioral disorders in children. The method of this study was meta-analysis. Twenty two studies from throughout Iran (1996 to 2012) including 637 participants were used in this meta-analysis. Data was analyzed using standardized mean difference effect size method for fixed effect model or Cohen’s d (Cohen، 1988، Hooman، 2008). All statistical operations were accomplished by Comprehensive Meta-Analysis، Version 2. 0 (Borenstein، Hedges، Higgins & Rothestein، 2005، translated by Delavar & Ganji، 2012). Results showed that the mean of mixed-model of effect size was 0/434 for the fixed effect model and 0/477 for the random effect model that both of them were significant in 0/001 level. In view of the fact that the effect sizes were heterogeneous، searches were done for moderator variables. Results showed that there wasn’t any significant difference between the effect sizes of studies، regarding the research design and gender of participants. The differences between the effect sizes of studies about the effectiveness of play therapy studies on behavioral disorders in children، regarding the age of participants and number of play therapy sessions were significant. It can be concluded that carrying out play therapies in many sessions and in lower ages could decrease behavioral disorder symptoms in children.

The present study was conducted in order to survey the effectiveness of the sand play-therapy, on the behavioral disorders of the children in Kermanshah city.
The methodology used in this study is a semi-empirical method with pre-test and post-test with a control group, and its statistical method is a Multi-variant covariance statistical analysis. The statistical population of this study was the 5-7 year-old children in Kermanshah city with behavioral disorders and the selection method was a random method. At first from the three districts of Kermanshah, 6 kindergartens (2 kindergartens from each of the districts) were selected randomly. Fifty four children with behavioral disorders were identified. Then, according to the inclusion and exclusion conditions for the research, 30 children (10 girls and 20 boys) were selected as the sample group, and were placed in experimental and control groups randomly, with each of these groups having 15 members. The Rather Form Teacher Behavioral Disorder Questionnaires (1967) were answered by the teachers in pre-test and post-test steps and also one month after the completion of the intervention. The children in the experimental groups attended the sand play therapy sessions weekly for 10 sessions (45 minutes for each of the sessions).
The results revealed that, sand play therapy has a significant influence on decreasing the aggressive/hyper activity, anxiety/depression, social conflicts and lack of concentration on the children on the experimental group in comparison to the children in the control group; but it has no significant effect on the conduct disorder. This result was constant for one month. According to the obtained results, it can be said that sand play therapy can have effects on decreasing the behavioral disorders of children, and in this study we have focused on the necessity of using sand play therapy in order to decrease the behavioral disorders in the children having them.

The goal of the present study was to compare ADHD and oppositional behavioral disorder and conduct disorder in elementary students with learning disabilities and normal students. The sample group included 381 normal student (193 grils and 188 boys) and 80 students suffering learning disability (40 girls and 40 boys). The method of sampling for the first group was clustered multi-phased and the second group were chosen by the method of accessible sampling. The research method was causalcomparative. To collocet the data، Achenbach teacher report forms (TRF) were used. The research data were analyzed by means of chi-square test. The result showed that students with learning disability and normal ones have meaningful difference in ADHD and Oppositional behavioral disorder، but the defference in conduct disorder is not significant. The findings indicate that the attention to ADHD and oppositional behavioral disorder can be important factors in working with students with learning disabilities.

The present study was undertaken to explore the interrelationship of parenting styles, educational achievement, and behavioral disorders among elementary school students in Khour and Biabanak. In this descriptive, correlational research the statistical population comprised all fourth and fifth graders in Khour, Jandagh, and Farokhi from among 135 students were selected through multi-stage cluster sampling method. The instrumentation comprised Baumrind parenting styles questionnaire. In addition, students’ GPAs and teachers’ reports were used as indexes of academic achievement and behavioral disorders, respectively. The data were analyzed by Pearson and Spearman correlation coefficients. Results showed that there was a significant, positive relationship between authoritative parenting style and academic achievement. Furthermore, there was a negative association between permissive and authoritarian parenting styles and academic achievement. Moreover, behavioral disorders were observed less frequently among students whose parents displayed authoritative parenting style. It can be concluded that providing parents with training in appropriate parenting styles can promote students’ academic achievement and reduce their behavioral disorders.