جستجوی مقالات مرتبط با کلیدواژه « emotional-behavioral problems » در نشریات گروه « علوم انسانی »

Children's emotional-behavioral problems are problems that make them helpless and can make them helpless against issues and problems, and in addition to creating many problems for the child, they also create problems for the people around them, teachers and family. Despite conducting numerous studies to reduce children's emotional-behavioral problems, So far, the effectiveness of educational packages Researcher made on the life narratives of mothers on reducing the emotional-behavioral problems of their 6-8 year old children has not been investigated.

The present study was conducted with the aim of investigating the effecacy of the life skills training package for mothers in reducing the emotional-behavioral problems of 6-8 year old children.

The current research design was a semi-experimental pre-test-post-test type with a control group and a one-month follow-up. The statistical population of the present study included all mothers of children aged 6-8 in preschool centers and primary schools (first and second grades) in Khorram Abad and Borujerd cities in the academic year of 2020-2021. In order to select the statistical sample of the research (mothers of children with emotional-behavioral problems), first the parent form of the Achenbach questionnaire was implemented on 100 children aged 6 to 8 years, and a total of 26 mothers were selected by purposeful sampling and randomly assigned to two experimental and control groups. To measure children's emotional-behavioral disorders in the present study, the parent form of the Achenbach Questionnaire (Achenbach & Rescorla, 2001) was used. In this research, the experimental group underwent 8 sessions of 60 minutes of life skills training. Also, to analyze the data in this study, the method of analysis of variance with repeated measurements and SPSS-26 software was used.

The findings of this research indicated that the implementation of the life skills training package for mothers has significantly reduced the emotional-behavioral problems of children
(p< 0.01) and the results were sustained after one month of follow-up.

According to the results obtained regarding the effectiveness of the life skills training package in the present study, it is suggested, Counselors and child psychologists should use the contents of this educational package and its assignments to reduce the emotional-behavioral problems of children aged 6-8 to educate the mothers of this group of children.

This research was conducted with the aim of designing and validating the Mentalization promoting program for parents of a child with type 1 diabetes and investigating its effectiveness on parents' reflective Functioning and emotional-behavioral problems of the child.

A mixed method was used in this research. In the qualitative part, the mentalization problems of 18 children with T1D and 22 of their parents were extracted through the analysis of interviews with the method of transcendental phenomenology, and three general themes,18 main sub-themes and 50 sub-themes were obtained. Then, based on these themes and within the framework of the concepts of mentalization theory, a program to promote the mentalization of parents with a child with type 1 diabetes was designed. After confirming the content validity based on the CVI, with a semi-experimental method and a single-subject design of the type (A-B) with different subjects, 5 parents of children with diabetes who met the criteria for entering the research, were selected with a purposeful sampling method and participated in the program. The effectiveness of this program was assessed in four phases (baseline, during intervention, after intervention and follow-up) using the Child Behavior Checklist (CBCL) and the Parental Reflective Functioning Questionnaire (PRFQ) and indicators of program goals. Then data was checked based on visual analysis indicators.

The final outcome of this phenomenological study is the extraction of three general themes, including the underlying factors of breakdowns in mentalizing, types of common mentalizing problems, and the consequences of breakdowns in mentalizing which became the basis for design the program to promote the mentalization of parents with a child with type 1 diabetes The results showed that the designed program, while having sufficient validity, was effective in increasing the parents reflective Functioning and reducing the emotional-behavioral problems of the child, and this effectiveness continued in the follow-up phase.

Considering the validity of this program and its effectiveness, it is suggested that this program be widely implemented to help improve the physical and mental health of children with diabetes and their families, and also for children with other chronic diseases should also be adapted.

The lack of a good relationship between parents and children can lead to a wide range of behavioral and emotional problems in children and adolescents. The purpose of this study was to examine the impact of schema-based Parent Management Training (PMT)on parent-child conflict and behavioral problems in adolescent. The research was semi-experimental and designed using the pre-test and post-test for both experimental and control groups with a two-month follow-up period. The statistical population consisted of all mothers of 12–16-year-old adolescent suffering from behavioral problems in Isfahan in 2021. For this purpose, a number of 64 mothers were selected by cluster sampling and randomly assigned to either the experimental or the control group (n= 32 per group). The experimental group received training for 10 sessions of 60 minutes. The measuring tools of the research include the Child Behavior Checklist (CBCL) and the Murray A. Straus Conflict-Tactics-Scales. Data were analyzed using analysis of variance with repeated measures. The results showed that after the training, the total score of parent conflict, the total score of child conflict, and the total score of behavioral problems and its subscales including internalizing and externalizing behavioral problems in the experimental group significantly decreased compared to the control group. In general, it can be concluded that schema-based Parent Management Training (PMT) can be considered as an effective treatment to improve parent-child relationships and reduce emotional behavioral problems in children and adolescents

Background and Aim Parental substance abuse is so serious that it affects the well-being and health of the family and is a family disease caused by lifestyle that is affected by environmental, familial and genetic causes. Parental addiction is not only an individual problem but also causes other family members, especially adolescents and young people, with psychological, physical and social problems.

The purpose of this study was to evaluate the effectiveness of parent – child cognitive behavioral therapy on emotional behavioral problems of grief children.

This research was an experimental study, with pretest - posttest – follow up design with control group. The statistical population included 7 to 11 years old girls without father and covered by the Relief Committee of Sari City and had emotional behavioral problems. The sample consisted of 16 girls, 7 to 11 years old, fatherless covered by Relief Committee that were selected purposefully and were equal in the two groups of intervention and control. The Child Behavior Checklist questionnaire was completed by their mothers before and after the intervention and one month follow-up. Parent-child cognitive-behavioral therapy was performed for the intervention group in the form of 8 sessions of 45 minutes weekly. The first to sixth sessions were for children and the seventh and eighth sessions were for their mothers. Data were analyzed using repeated measures analysis of variance test.

Implementing parent-child cognitive-behavioral therapy led to a reduction in anxiety, depression, physical complaints, social problems, attention and thinking, law-breaking behaviors, and aggression in children in the intervention group. In addition, significant differences were observed between the two groups in the variables of anxiety, aggression, social problems and attention.

The use of parent – child cognitive-behavioral therapy, which simultaneously considers the surviving parent and the child in treatment process, can be effective in reducing emotional behavioral problems in children after parental loss.

Many events in everyday life cause children to experience varying degrees of grief. Losing parents is one of the most important events that causes grief in children and can lead to significant emotional behavioral problems in them. The purpose of this study was to achieve the lived experience of mothers in the field of affective factors in emotional behavioral problems of grief children. The present study was a qualitative and content analysis method. Participants included 10 person from mothers of grief children 7 to 11 years old covered by the Ghaemshahr Relief Committee were selected using purposive sampling and their lived experience were collected through semi-structured interviews. Then the recorded interviews were transcripted and it was analyzed in Colaizzi Method. From the analysis of lived experience of participating mothers, extracted the four organizing content included child-related factors, family related factors, death-related factors, and supportive factors and 26 basic content. The most important basic content include child's age at the time of father's death, child relationship with deceased parent and survivor, consider different from peers, family economic status, sudden death and the lack of emotional support from the fatherly family. The factors derived from lived Experience of Mothers in the field of emotional behavioral problems of grief children can help in the formulation of an intervention appropriate with their cognitive, emotional and social development these children and also appropriate with the culture, community and family in which the child lives.

The aim of this study was investigate the role of mediator emotional-behavioral problems in relation to the perception of inter-parental conflict and attitude to drug use.

The study is description and Structural Equation Modeling; the population of the study is All high school students of Qods town located in Tehran Province. Sample size is 600 students selected by multistage random sampling. The data were gathered through, perception of inter-parental conflict scale, Youth Self Report Inventory and attitude to drug use scale. In the present study, the criteria for entering the age of 13-17 years and studying in one of the secondary schools of the first or second moderate period and the criteria for the withdrawal of parents' divorce and the death of the father or mother was considered.

The results of structural equation modeling analysis showed the theoretical model of emotional-behavioral problems as a mediator variable in relation to inter-parental conflict and substance abuse from the model was a good fit indices with the data (df/d2χS-B= 2/71, CFI= 0/98 ،GFI=0/94, RMSEA= ،0/049). Also In this model Indirect path between of inter-parental conflict to tend to substance abuse With mediator emotional-behavioral problems significant (t-value= 9/14,β= 0/42) and direct path to conflict between parents tend to use substances not significant Obtained; So it can be said that mediation is a relatively significant. The results obtained from research on trends in drug prevention in schools and related institutions could be fruitful. However, it can be formulated when setting the treatment and therapy, family conflicts and emotional and behavioral problems as a risk factor to be considered and used in clinical interviews.

The aim of present research was determine the effectiveness of family centered play therapy on emotional-behavioral problems of children with learning disorder in primary school. This research was a semi-experimental with a pre-test and post-test design with a control group. The research population was primary school students with learning disorder referring to Ataman’s counseling center of Tehran city in 2017 year. The Research sample was 32 people of them which selected through purposive sampling method and randomly assigned to two experimental and control groups. The experimental group educated 10 sessions of 45 minutes by family centered play therapy. Groups completed the Rutter’s emotional-behavioral problems scale in the pre-test and post-test stages. Data was analyzed with multivariate analysis of covariance (MANCOVA) method. The findings showed that there was a significant difference between the experimental and control groups in all emotional-behavioral problems of children. In the other words family centered play therapy method significantly led to decrease the problems of aggression and hyperactivity, anxiety and depression, social maladjustment, antisocial behaviors and attention shortage of children with learning disorder (P<0/001). Therefore family centered play therapy method led to decrease the emotional-behavioral problems of children with learning disorder.