جستجوی مقالات مرتبط با کلیدواژه « اضطراب جدایی » در نشریات گروه « روانشناسی »

The present study aimed to compare the two executive functions of attention shifting and response inhibition in children with separation anxiety disorder and test anxiety. The current research was of a causal-comparative type. The statistical population of this study consisted of all female elementary school students in Sari City, who were diagnosed with separation anxiety disorder and test anxiety in the years 1402-1403. From the entire population, 150 individuals were selected using purposeful sampling. 75 individuals were placed in the separation anxiety group and 75 individuals in the test anxiety group. Data collection was done using the Spence Children's Anxiety Scale (SCAS; 1997), Sarason Test Anxiety Questionnaire (1958), Stroop Color-Word Computerized Test (SWCT; 1935), and Wisconsin Card Sorting Test (WCST; 1948). Multivariate Analysis of Variance (MANOVA) was used to analyze the data. The results showed a significant difference in the attention-shifting component (P=0.001) between individuals with separation anxiety and individuals with test anxiety (P< 0.05). However, no significant difference was observed in the response inhibition component (P= 0.225) between the two sample groups (P> 0.05). Therefore, it can be concluded that there is a difference in attention shifting in individuals with separation anxiety and individuals with test anxiety.

Addressing the challenges within the educational system during the early years of schooling stands as a crucial focus for researchers. Despite the necessity of exploring school-related fears and their influencing factors, there remains a scarcity of research in this domain.

The purpose of this research was to investigate the efficacy of storytelling on school phobia and separation anxiety among students in the first- grade of elementary school in Shiraz.

The present research employed a semi-experimental pre-test-post-test design with a control group. The study population consisted of all first-grade elementary students in Shiraz during the academic year 2022-2023. Thirty eligible students were randomly assigned to either a control group or an experimental group. After confirming the absence of significant differences between the control and experimental groups, a storytelling intervention program was implemented for the experimental group, utilizing a collection of books by Parirukh and Majid (2015) along with other educational materials. No intervention program was provided to the control group. The Anxiety-Related Disorders Questionnaire developed by Bimamar (1999) was used to measure two subscales: school phobia and separation anxiety, both administered before and after the intervention. Data analysis was conducted using analysis of covariance (ANCOVA) in SPSS version 25.

The results of the covariance analysis revealed a significant difference in the mean scores of school phobia and separation anxiety between the pre-test, post-test, and follow-up assessments (p < 0.05) for the experimental group. Specifically, the scores in the experimental group decreased significantly at the post-test and follow-up stages. In contrast, there was no significant change observed in the scores of the control group across these assessments.

The findings of the present study demonstrate that storytelling is effective in reducing separation anxiety and fear of school among students. Avoiding school can lead to serious consequences, including harm and social deviance. Students who skip school may be more susceptible to delinquent behaviors and jeopardize their future careers. Storytelling emerges as an accessible and effective intervention to alleviate children's fears and anxieties related to school. Moreover, parents can be trained in storytelling techniques to motivate their children to attend school and engage positively in the educational environment.

This research was conducted with the main purpose of determining the effectiveness of group therapy based on acceptance and commitment on reducing stress and depression symptoms of mothers of children with separation anxiety disorder.

The statistical population of the current research includes all mothers of children suffering from separation anxiety disorder in 2021 who referred to private medical clinics in Babol city. For sampling, a non-probability sampling method based on the purpose was used and according to the type of research, 20 mothers who had anxious children were selected (10 in the experimental group and 10 in the control group). And they participated in 8 2-hour sessions for two months starting from the 24th of April and ending on the 11th of June. The tools used are: Beck's 21-question depression questionnaire with Cronbach's alpha coefficient of 0.78; Perceived stress scale by Cohen (1983) with Cronbach's alpha coefficient of 0.86 was used. In order to analyze the data, after collecting the data, it was recorded in the computer under the SPSS24 program and descriptive statistics, which included the frequency distribution and percentage, were used, and in the inferential statistics section, in order to find the effectiveness of the research components from Analysis of covariance test was used.

The results indicate that group therapy training based on acceptance and commitment to mothers of children suffering from separation anxiety disorder reduces depression and the effect size is (0.887); Perceived stress becomes the effect size (0.723).

Group therapy based on acceptance and commitment can reduce depression and stress of mothers of children with separation anxiety disorder.

Animations are one of the most popular programs among children, which have a direct impact on them, and in addition to the aspect of entertainment and attractiveness, they can influence socialization, the formation of emotions and the way they manifest. In the theory of subject relations, the child's early experiences in relation to his caregivers affect emotional responses to separation signals and disturbing life conditions.
Considering the children's impressionability of animations, this research was conducted with the aim of examining the content of Kung Fu Panda trilogy animations from the perspective of the concepts of thematic relationships and separation anxiety.
The current research was conducted with a qualitative design and using the content analysis method. The components of the desired concepts were extracted from the standardized version of Bell's Thematic Relations and Separation Anxiety Questionnaires of children in Iran. The components were validated by examining the opinion of experts in the field of children and the examination of three evaluators showed that the extracted items are valid. Then, the frequency of the scenes that contained these components in the desired animations was observed and recorded.
The findings showed that the concepts of thematic relationships and separation anxiety are present in the three animations of Panda Kung Fu Kar. Among the three versions of the Kung Fu Panda animation, the concepts of separation anxiety were observed more in the second animation; also, compared to the third part, the first and second animation had more concepts of thematic relationships.
The greater frequency of concepts of thematic relationships of separation anxiety in the second animation shows that this episode can have an impact on the problems of thematic relationships and anxiety of children.

The purpose of this study was to investigate the effectiveness of cognitive-behavioral game therapy on bullying, separation anxiety and academic enthusiasm of first grade female students in Shahrekord city. The method of the current research was semi-experimental with a two-group pre-test-post-test design (test-control) and two-month follow-up. The statistical population of the research consisted of all first grade female students of Shahrekord, numbering 11,832 people. In this research, available sampling method was used and a total of 30 people were selected and randomly divided into two groups (experimental and control). The research tools included the Illinois Bullying Standard Questionnaire (2001), Spence et al.'s (1999) separation anxiety, and Fredericks' academic enthusiasm, Blumenfield, Paris (2004). Cognitive-behavioral game therapy intervention was implemented for the experimental group during 8 sessions of 30 minutes and the data was analyzed using multivariate analysis of covariance and analysis of variance with repeated measurements in SPSS25 software. The findings indicated the effectiveness of cognitive-behavioral play therapy on bullying, separation anxiety and academic enthusiasm and their components. The results showed that the eta coefficient of the intervention effect on bullying was 0.738, separation anxiety was 0.623, and academic enthusiasm was 0.632 at a significant level of 0.001. The two-month follow-up showed that after two months of cognitive-behavioral game therapy training, there was no significant change in the variables of bullying, separation anxiety and academic enthusiasm. Therefore, this intervention can be used as an effective intervention to reduce bullying and separation anxiety of students and increase students' academic enthusiasm.

Research has shown that children with separation anxiety disorder often struggle with self-regulation and emotional regulation. The purpose of this study was to investigate the impact of group play therapy, specifically painting-based therapy, on the emotional skills of children with separation anxiety disorder. The study utilized a quasi-experimental design with a pre-test-post-test approach and a control group. The study population included all sixth-grade female students with separation anxiety disorder in Ghaemshahr city during the academic year 1400. Thirty children were selected for the study and randomly assigned to either the experimental or control group. Data were collected using the Separation Anxiety Questionnaire (March et al., 1997) and Zeiman's (2001) emotion management scale. The experimental group received ten 45-minute sessions of painting-based group play therapy, while the control group received no intervention. The data were analyzed using univariate and multivariate analysis of covariance. The results showed that painting-based group play therapy significantly improved the emotional skills of children with separation anxiety disorder (P<0.001). Based on these findings, it can be concluded that group play therapy based on painting is an effective treatment method for promoting mental health and preventing psychological problems in children with separation anxiety disorder.

The purpose of the current research is to predict separation anxiety based on parental mentalization with the mediating role of emotion regulation. The research method is correlation using structural equation modeling. The statistical population of the present study included all the third to fifth elementary students and their mothers in Tehran in the academic year of 1401-1400, and 160 of them were selected as a sample using multi-stage cluster sampling. . The measurement tools in this research were separation anxiety questionnaires (parent version) by Han et al. (2003), parental mentalization by Leviten et al. (2017) and emotion regulation by Gross and John (2003), all of which had acceptable validity and reliability. In order to analyze the data, two descriptive (central and dispersion indices) and inferential (structural equations) methods were used using SPSS-V24 and Lisrel-V8.8 software. The results showed that parental mentalization can directly and indirectly (with the mediating role of emotion regulation) predict separation anxiety. In general, the research results indicated that emotion regulation plays a mediating role in the relationship between separation anxiety and parental mentalization.

The purpose of the present study was to investigate the effectiveness of emotion regulation training on adaptive/social behaviors of adolescents with separation anxiety disorder. The research method was quasi-experimental with pre-test and post-test design with a control group. Participants in the study were 20 adolescents with separation anxiety who were identified among the adolescents studying in the first and second grades of Tehran School of Art and Literature in the academic year 2019-2020 and were randomly assigned to two experimental and control groups of 10 adolescents. The experimental group received the Gross model emotion regulation training in 8 sessions of 90 minutes individually, but the control group did not receive any intervention. Data were collected using March et al.'s (1997) Separation Anxiety Inventory and Spence et al.'s (2002) Adaptive / Social Performance Questionnaire, in pretest and post-test. Research data were analyzed by univariate and multivariate analysis of covariance. The results of the analysis of covariance showed that emotion regulation training was effective in increasing adaptive/social behaviors in adolescents with a separation anxiety disorder (ρ <0.001). According to the findings, it seems that emotion regulation training can be used to manage anxiety and increase adaptive behaviors in adolescents with separation anxiety disorder as a complementary education program along with other treatment methods.

Children with separation anxiety disorder have many problems in their mental health and social life.The aim of this study was to evaluate the effectiveness of Training based philosophy for children on psychological flexibility and social performance in children with separation anxiety disorder aged 6 to 12 years with separation anxiety disorder. Research method in this study; The quasi-experimental was pretest and posttest with the control group. The statistical population was all children referred to Shamim Counseling Center in Kermanshah in 2019-2020. The sample group consisted of 20 children with separation anxiety disorder. The sample was selected by purposive sampling and random sampling. The sample group consisted of 20 children with separation anxiety disorder. The sample was selected by purposive sampling and random sampling. First, separation anxiety questionnaires (Han et al., 2003), Matson's social skills (Matson et al., 1983) and the Wisconsin card classification test (Grant and Berg, 1948) were administered to both groups (pretest). The participants in the intervention group then received Training based philosophy for children in 10 sessions of 60 minutes once a week; While the control group did not receive any educational intervention. Then both groups were re-evaluated with the mentioned questionnaires (post-test). The follow-up stage was held 2 months after the post-test. Covariance analysis was used to analyze the data by observing the defaults. The results showed that psychological flexibility and social functioning increased significantly (P <0.05) and the level of anxiety in these children decreased significantly.

This study aimed to investigate effectiveness of attachment-based Theraplay on parental self-efficacy of mothers, emotional regulation, social adjustment and anxiety of children with separation anxiety.

The present study is a quasi-experiment, a kind of single-subject individual baseline A.B. The statistical population of the study incorporates mothers and children with separation anxiety (SAD) who have referred to Pardis counseling and psychological center in Isfahan for 4 months in 2020. Three children with Separation anxiety, between 3.5 to 6 years old were selectedby availablesampling. Children and their mothers participated individually in attachment-based Theraplay for eight forty-five-minute sessions. In order to evaluate the effectiveness of the package, Parental Self-Efficacy Questionnaire (Domka, 1996), Emotional Regulation Checklist (Shields & Cicchetti, 1998), Social Skills Questionnaire (Matson, 1983), and Preschool Anxiety Questionnaire (Spence, 2001) wereutilized and the results were demonstrated by graphs and improved effectiveness percentage.

The results indicated that in the post-test and follow up, children's anxiety scores have decreased significantly mothers' parental self-efficacy scores and children's emotional regulation and social adjustment have increased significantly.

Based on the findings of this research, it can be concluded that the presence of attachment components in attachment-based Theraplay intervention improved performance of mother-child relationship and reduces separation anxiety in children. Attachment-based play therapy provides effective and advantageous strategies for mothers, parents, and child psychotherapy centers in order to promote parental sensitivity and treat behavioral problems and separation anxiety in children with attachment problems.

The aim of this study was to evaluate the effectiveness of philosophy education for children and group play therapy with cognitive-behavioral method on social performance of children with separation anxiety disorder. Research method in this study; The quasi-experimental was pretest and posttest with the control group. The statistical population was all children referred to Shamim Counseling Center in Kermanshah. The sample group consisted of 30 children with separation anxiety disorder. The sample was selected by purposive sampling and alternative by random sampling. First, social skills questionnair (Matson et al., 1983). Implemented for all three groups (pre-test). Then, the participants of one of the intervention groups received the philosophy training program for group child play therapy in 10 sessions of 60 minutes once a week, and the other intervention group received group play therapy with cognitive-behavioral method in 10 sessions of 60 minutes. ; While the control group did not receive any educational intervention. Then all three groups were re-evaluated with the mentioned questionnair (post-test). The follow-up stage was held 2 months after the post-test. The results showed that both methods in the intervention groups had a significant effect on increasing social performance. Of course, the effectiveness of the philosophy education program for children has been more than group play therapy in a cognitive-behavioral way.

The purpose of this study was to evaluate the effectiveness of cognitive-behavioral therapy (CBT) on reducing separation anxiety in children with hearing impairment. The present study is a quasi-experimental study with a pretest-posttest design with the control group. The statistical population composed of all 6-12-years-old children with hearing impairment, covered by the Kamyaran Welfare Office in 2018. 26 Children who had earned a Score above the cut-off point in the separation anxiety disorder scale in the Child Abnormal Symptoms Inventory were selected and randomly assigned to the experimental group (n=13) and the control group (n=13). The experimental group received CBT skills training in 12 weekly sessions. Data were analyzed using analysis of covariance. The results showed a significant difference between experimental and control groups in pre-test and post-test (p <0.001). Therefore, cognitive-behavioral therapy can reduce separation anxiety in children with hearing impairment and is recommended as a beneficial treatment intervention for hearing-impaired children in Welfare and medical centers.

Attention deficit hyperactivity disorder (ADHD) is a developmental neurological disorder and a common childhood disorder that has attracted the attention of psychologists, psychiatrists, and clinical specialists; hence, the present study aimed to determine the effectiveness of painting therapy on attention deficit hyperactivity disorder, and separation anxiety in second-grade female students at primary schools of Bastak County in the school year 2020-2021.

The study had a quasi-experimental design with pretest-posttest and a control group. The statistical population of the study consisted of all female second-grade students of Bastak primary schools in the school year 2020-2021. The sample group was selected by the convenience sampling method and divided into two experimental (n=20) and control (n=20) groups using random assignment. The Child Symptom Inventory-4 (CSI-4) was used to collect data. After performing the pre-test, the experimental group received painting therapy for ten 90-minute sessions, but the control group did not receive any intervention. After collecting pre-test and post-test, the data were analyzed using the statistical method of analysis of covariance (ANCOVA) and statistical software (SPSS).

The results of analysis of covariance indicated that there was a significant difference between attention deficit hyperactivity disorder and separation anxiety in the control and experimental groups in the post-test after eliminating the pre-test effect, and painting therapy had a significant effect on attention deficit hyperactivity disorder and separation anxiety in female second-grade students.

Therefore, the results of painting therapy can be used as a useful non-pharmacological therapy in clinical situations and the treatment of separation anxiety problems in children.

Present study aimed to determine the effect of resilience training on anxiety components in primary school children. This study was quasi-experimental with a pretest and posttest design with a control group. The research population was male students referred to education counseling centers of 5 and 6 districts of Tehran city in 2019-20 academic years. The research sample was 40 people who were selected by available sampling method and randomly assigned into two equal groups. The experimental group trained 9 sessions of 60 minutes (two sessions a week) with the resilience training method and the control group didn’t received any training. Data collected with using the demographic information form and revised child anxiety and depression scale (Chorpita and et all, 2000) and analyzed by methods of chi-square and multivariate analysis of covariance in SPSS-21 software. The findings showed that the in the experimental and control groups didn’t significant difference in terms of educational level, age and education of parents (P>0.05). Other findings showed that resilience training reduced the components of separation anxiety, social phobia, generalized anxiety and obsessive-compulsive in primary school children (p < 0.05), but hadn’t significant effect on their panic (P>0.05). According to the results of this study, planning to use the method of resilience education is necessary to reduce anxiety of primary school children.

The aim of this study was to determine the effectiveness of rhythmic movement game training on reducing separation anxiety in children aged 5 to 6 years.

The research method was quasi-experimental with pretest-posttest design with control group and two-month follow-up. The study population of this study was children aged 5 to 6 years with separation anxiety referred to the Family and child clinic of Shahid Beheshti University in 2018. After screening with separation separation measurement scale (parent version), 24 children were selected by convenience sampling method and randomly in The experimental and control groups (12 children in each group) were replaced. The experimental group underwent Rafie (2012) rhythmic movement training package for 8 sessions, but the control group did not receive any intervention. Data were analyzed using repeated measures analysis of variance statistical method.

The results showed that rhythmic motor game training on the total score of separation anxiety (F = 0.004, P = 0.004), fear of being left alone (F = 0.012, F = 7.7), fear of abandonment. (F = 10.00, P = 0.004), then the fear of physical diseases (F = 0.004, F = 10.60) and the dimension of worry about dangerous accidents (F = 0.049, F = 3.97) and this effect was sustained in the follow-up phase.

Teaching rhythmic movement games is an effective strategic intervention to reduce separation anxiety in children.

The aim of present study was "identification of the effects of play therapy training based on parent-child relationship on reducing separation anxiety disorder in 8-12 years old kids". We applied quasi-experimental research  method with pre-test, post-test and control group ; we had two group (experimental group and control group ) design and two pre-test and post-test stages in this study. The statistical population was consisted of all 8-12 years old students in second zone of Tehran in 2014 and 2015. By using Cohen table we got 30 samples ( the effect size was 0/5,α=0/05 and test power=0/76) which were distributed equally in experimental and control groups with 15 samples in each. We collected the samples by cluster random sampling method. We used Screen for Child Anxiety Related Disorders (SCARED) inventory by Birmaher(1999) as our research tool. Analysis of covariance(ANCOVA) was used for analysis of data. The results indicated that play therapy training based on parent-child relationship reduces separation anxiety disorder in 8-12 years old kids

This study aimed to compare self-regulatory behaviors and meta-mood in students with and without separation anxiety. Its design was descriptive and casual-comparative. The population consisted of all high school students in Roodsar in 2015-2016. 160 (80 female, 80 male) students were selected via purposive sampling. The data were collected by Adult Separation Anxiety Questionnaire (Manicavasagar, 2003), Self-regulation Questionnaire (Brown et al., 1999), and Meta-mood Scale (Palmer et al, 1999) and analyzed by multivariate analysis of variance. The results indicated significantly lower levels of self-regulatory behaviors and meta-mood in students with separation anxiety compared to those without (p=.05). Therefore, these students face more difficulties in regulating their behaviors and emotions and highly likely be exposed to psychological damages.

Aim: Present study aim was to determine effectiveness of attachment-centered intervention on improving the relationship between mother-child and reducing the symptoms of separation anxiety in elementary school children. Research method was quasi-experimental with a pretest-posttest design, a control group and a two-month follow-up process. The target sample included 20 mothers from a 73-member population of male students referred to Robat Karim Education Counseling Center in the academic year of 2016-2017. After screening, 20 of the mothers of the students were selected who had obtained higher scores from the Separation Anxiety Assessment Scale–Child (SAAS -C)’ Hahn, Hajilian, Eisen, Winder, & Pincus (2003) and lower scores from the Child-Parent Relationship Scale (CPRS)’ Pianta (1994) at the same time. They were randomly divided into the experimental and control groups. The experimental group received attachment-based intervention package’ Ganbari, Khodapanahi, Mazaheri & Gholamali Lavasani (2013) on a weekly basis in eight 90-minute sessions. The data were analyzed using the mixed variance analysis with repeated measurements. The findings showed a significant difference between the performance of two experimental and control groups on the symptoms of separation anxiety (F= 18.86, P= 0.001) and parent/child relationship (F= 12.18, P= 0.003) at the post-test stage and after two months of follow-up. As the attachment-centered treatment provides effective and beneficial strategies for mothers, parents and children's psychiatric centers to improve the relationship between mother and child as well as treating separation anxiety problems in children with attachment problems, it can be considered as an effective treatment method.