جستجوی مقالات مرتبط با کلیدواژه "کودکان" در نشریات گروه "روانشناسی"

Increasing resilience in children helps them experience less anxiety during childhood and subsequently in adulthood. Anxiety can reduce cognitive abilities, deteriorate health, and even alter children's lifestyles. Various therapeutic programs have been developed to enhance, prevent, and treat children's behavioral, emotional, and social problems. Among these are the FRIENDS program and solution-focused kids’ skills method training. There are few studies examining the effectiveness of the FRIENDS program on improving resilience, and no research was found assessing the impact of solution-focused kids’ skills method on anxiety and resilience.

This study aimed to compare the effectiveness of the Solution-Focused Kids’ Skills method and the FRIENDS program on anxiety and resilience in children.

The research design was a quasi-experimental pretest-posttest with a control group and a two-month follow-up. The statistical population consisted of all female students in the second grade of elementary schools in District 2 of Tehran during the 2022-2023 academic year that with Using purposive sampling, 45 students were selected based on inclusion criteria and were randomly assigned to two experimental groups and one control group (with 15 students in each group). Data collection tools included the Spence Children’s Anxiety Scale (Spence, 1997) and the Social-Emotional Assets and Resilience Scales (Merrell, 2010). The FRIENDS program (Barrett, 1991) and the Solution-Focused Kids’ Skills method (Furman, 1990) were implemented separately in 10 sessions of 60 minutes each for the experimental groups, but the control group did not receive any intervention. Data were analyzed using mixed ANOVA and Bonferroni post-hoc tests with SPSS21 software.

Data analysis showed that both the Solution-Focused Kids’ Skills method and the FRIENDS program had significant effects on reducing anxiety and increasing resilience in students. The FRIENDS program was significantly more effective in reducing anxiety (P< 0.05) and the results have continued after two months of follow-up (P< 0.05).

Based on the obtained results, it appears that teaching the Solution-Focused Kids’ Skills method and the FRIENDS program at the elementary school level can sustainably reduce anxiety and increase resilience in children.

The present study aimed to determine the effectiveness of child-centered play therapy on behavioral problems and cognitive regulation of emotion in children with anxiety disorders. The research method was semi-experimental with a pre-test-post-test design and a control group. The statistical population of the study included all children aged 6 to 9 years with symptoms of anxiety disorders in Feridoonkanar city in 1401, from which 75 children were selected by available sampling. Then, among these children, 30 children who had the highest score on the anxiety scale were randomly placed in two groups (15 people in the experimental group and 15 people in the control group). The measurement tools included Spence et al.'s Preschool Anxiety Scale (PAS, 2001), Rutter et al.'s Behavioral Problem Scale (BPS, 1967), and Gross & John Emotion Regulation Questionnaire (CERQ, 2003). The experimental group underwent the child-centered play therapy intervention of Landreth (1993) during eight 45-minute sessions twice a week. Multivariate covariance analysis was used to analyze the data. The results of multivariate covariance analysis showed that by controlling the pre-test effect, there is a significant difference between the post-test mean of behavioral problems and cognitive regulation of emotion in the two experimental and control groups at the p<0.05 level. As a result, child-centered play therapy can be used as an efficient method in improving behavioral problems and cognitive regulation of emotions in children with anxiety disorders.

Children's behavioral problems are caused by limited family resources during childhood. Therefore, the aim of the current research is to analyze children's behavioral problems with an emphasis on the aspect of income and assets of household resources. This research is practical in terms of purpose and descriptive-analytical and causal in method and nature. The statistical population is households that have at least one school-aged child and has no geographic limits. The sample was selected by non-probability, random method and the sample size was selected using Morgan's table and the statistical population being unlimited 384 households. The method of research is library and field, the instrument used is a questionnaire, due to the qualitative and two-dimensional nature of the variable, the logit model was used. Based on the estimation results of the model "Owning a house and personal car at the age of 8" and "Household income at the age of 6" the child was significant. Based on the results of final effects estimation, having a house at the age of 8 years reduces the probability of problems by 0.088. which can be caused by the peace resulting from stability in the place of residence. Having a car at the age of 8 and household income at the age of 6 increases the probability of a problem by 0.069 and 0.018, respectively. The reason can be related to the insistence of children at a young age to drive and not agreeing the parents to it, the lack of balance in the demands and fulfilling them respectively, although the latter case is different from the existing theories.

The purpose of this study was to investigate the relationship between parents’ motivations for involvement and children’s academic performance and to examine the mediating role of school-based parental involvement in this relationship. This study also explored the extent of school-based parental involvement. The research method was correlational and of structural equation modeling type. The participants were 384 sixth graders (200 boys and 184 girls) in Lorestan Province aged 11-13 years and their parents (69 male and 315 female ones) who were selected by multistage cluster sampling method in 2019-2020 school year. The results demonstrated that parents' motivation for involvement had a direct, significant relationship with school-based parental involvement and children’s academic performance. Furthermore, the structural analysis indicated that school-based parental involvement significantly mediated the relationship between parents' motivation for involvement and academic performance. Finally, the results showed that parents participated moderately in their children's school events. These findings show the importance of school-based parental involvement in primary schools and play a prominent role in providing evidence and empirical background based on parents' motivation for involvement in developing interventions and educational models to improve children's academic performance.

The present study was conducted to determine the effectiveness of group training in moral intelligence through reading stories on children's behavioral problems and social competence. The method of this research was semi-experimental and a pre-test-post-test research design with a control group. The statistical population included all 346 female students of the fourth grade of Kochesfhan City in the academic year of 2022-2023, of which a sample of 48 qualified volunteers was selected by sampling available and They were randomly placed in two groups of 24 people. Both groups completed the Questionnaires of Behavioral Problems (QBP) by Quay and Patterson (1987) and Social Competence (SCQ) by Fellner & et al (1990). The experimental group was subjected to the moral intelligence training protocol (MITP) by Frank and Burba (2014) for 12 sessions (50 minutes each session). The data was analyzed using multivariate covariance analysis method. The results showed that by controlling the pre-test effect, there is a significant difference between the post-test mean of behavioral problems and social competence of children in the two groups at the 0.001 level. Therefore, to reduce behavioral problems and increase social competence in children it is effective to use the intervention of teaching moral intelligence in the way of reading stories.

The aim of this study was to determine the effectiveness of the training package enhancement lateral domination over the components of executive functions including: initiation, working memory, planning, organizing and monitoring and visual perception components including: Visual-spatial relationship, visual form-constancy, visual sequential-memory and visual figure-ground of children with specific learning disabilities. The method of the present study was experimental with a pretest-posttest design with a control group. From elementary school children from 7 to 12 years old who were diagnosed with specific learning disabilities in psychology clinics in Tehran in 2020, 30 people were randomly selected and then randomly replaced in two groups of 15 experimental and control. The Edinburgh inventory and Delacato Neurodevelopmental Scale, TVPS-R Visual Perception Test and Brief’s Behavioral Rating Scale of Executive Functions were used to collect data. The results of the analysis of covariance showed that the training package had an effect on executive functions (p <0.01 and F = 8.47) and visual perception (F=10.20 and P<0/01) in children with specific learning disabilities in the experimental group.

The present study examines the comprehension of conventional (familiar) metaphors and novel (unfamiliar) metaphors with both emotional and non-emotional contents among a sample of healthy, normal Persian-speaking children aged 4 to 12 years.

The present study is designed to explore the extent and manner of the development of conceptual metaphor comprehension at different childhood ages, particularly in preschool and elementary school children. In this investigation, 113 healthy Persian-speaking children aged 4 to 12 years, without any language, hearing, or cognitive impairments, and all right-handed, participated. The participants were assessed in one session by responding to questionnaires containing multiple-choice questions (32 questions) and descriptive questions (8 questions) across four groups: conventional emotional metaphors, conventional non-emotional metaphors, novel emotional metaphors and novel non-emotional metaphors.

After analyzing the statistical data from the tests at both the descriptive and inferential levels and evaluating the descriptive and inferential indices, the results showed that Persian-speaking children begin to understand abstract concepts and conceptual metaphors from the age of 4 (or even earlier). Additionally, older children demonstrated a better and more extensive comprehension of complex metaphorical expressions compared to younger children. The empirical results of the study indicated that, based on the designed tests, there was no significant difference in the comprehension of various types of conventional emotional metaphors, conventional non-emotional metaphors, novel emotional metaphors, and novel non-emotional metaphors among Persian-speaking children aged 4 to 12 years.

According to the results of this study, the ability to understand metaphors in children follows a developmental trajectory, with metaphor comprehension improving as children age. Additionally, there is no significant difference in the comprehension of emotional and non-emotional metaphors, whether they are conventional or novel, among Persian-speaking children.

Some children encounter developmental disorders in biological growth and evolution that significantly impact developmental stages. One of these well-known genetic and neurodevelopmental disorders is autism. Autism Spectrum Disorder (ASD) is characterized by various challenges in communication, social interactions, and stereotypical behavior patterns during early developmental stages, leading to prominent functional impairment in individuals. Recently, the evolution of motor skills in children diagnosed with ASD has gained considerable attention, sparking debates on whether motor impairments could be a primary feature of the autism spectrum. However, weaknesses and inconsistencies in motor abilities can lead to social isolation, limited participation in daily activities, language difficulties, issues with play, eye contact, communication challenges, academic and occupational setbacks, anxiety, learning difficulties, dependence, stereotypical behaviors, aggression, rejection of peers, and more. Nevertheless, autism spectrum disorder remains one of the prevalent conditions among children, primarily understood in the context of biological foundations and neurological dysfunction. However, external factors such as the absence of identification, treatment, and care systems, low societal and familial awareness about this disorder, and lack of support for children affected by autism are considered significant societal issues in Afghanistan. Therefore, the main objective of this research is to investigate the effects of visual exercises on the motor abilities of children with ASD in Kabul, Afghanistan.

The current research is of a quantitative and quasi-experimental nature and is conducted through a fieldwork approach. The statistical population of the study consisted of children with autism spectrum disorder ASD in Kabul, Afghnistan. A purposive and accessible sampling method was employed to select 14 children aged 6 to 12 years who were re-evaluated for autism diagnosis using the Autism Diagnostic Interview-Revised (ADI-R). These children were divided into pre-test and post-test groups and underwent a 6-week intervention with 30-minute sessions. The critical criteria for sample selection included age (between 6 and 12 years), absence of physical problems and disorders, absence of chronic mental disorders diagnosed by a psychologist, parental and guardian consent, and normal intelligence (IQ>70) based on the assessment (23). Visual impairment was also not reported. In this study, variables were categorized into three groups: independent, dependent, and control variables. The independent variable encompassed six weeks of visual exercises. The dependent variable included static balance, dynamic balance, and finger movement. Finally, the control variable was the intelligence level of the participants. Modified Leckey assessment, Hierarchical Assessment of Balance and Coordination (HABC), and Peabody Developmental Motor Scales (PDMS-2) were used as assessment tools to measure motor abilities. After collecting research data, the data were entered into the SPSS-26 software. Confirming the distribution, normality, and homogeneity of the data was done using central tendency and dispersion indices. Subsequently, inferential tests, including the Shapiro-Wilk test (to determine the normal distribution of data), dependent t-test (for within-group effects), and independent t-test (for between-group differences) were conducted at a significance level of 0.05.

Before data analysis, an examination of statistical indices was conducted. The report of this section indicated that the mean scores of the research groups in both experimental and control conditions were normal, and no significant abnormal difference was found. Additionally, before investigating the interventions of visual exercises on motor abilities among the research samples, it was necessary to examine the homogeneity of the groups. For this purpose, an independent t-test was used to assess and compare the visual abilities of children with autism (experimental group and control group) in the pre-test stage. The results showed that in the pre-test stage, considering the test statistics, a significant difference was observed in the motor abilities of the research samples. Dependent t-test results indicated that visual exercises led to significant changes in the motor abilities of the research samples to varying extents. The presented table indicated differences in the scores of research groups resulting from the interventions of these exercises, and statistically, all these differences were reported as significant (P<0.05). Furthermore, an independent t-test was used to compare the effects of visual exercises on motor abilities between groups. The results demonstrated that there were significant differences in the effects of visual exercises on dynamic balance, static balance, and finger movement of children with autism in the experimental group compared to the control group (P<0.05). The findings of these tests suggest that children with autism have diverse motor abilities, and these abilities can be improved and directed toward better adaptability through various interventions and exercises, including visual exercises. In conclusion, the research findings indicated that visual exercises had positive and significant effects on the motor abilities of children with autism in static balance, dynamic balance, and finger movement.

Children with ASD in Afghanistan are among the most underserved globally, lacking any programs or institutions for identification, treatment, care, and support. Therefore, at the very least, interventions and auxiliary exercises can assist in improving the abilities, adaptability, and coordination of their body parts. This research, employing a semi-experimental and field-based approach, has aimed to take a small step towards opening up the culture of research and investigation related to the autism spectrum. It calls for the attention of all domestic and international educators, medical communities, academic societies, and policymakers to focus on the identification, care, treatment, and support of children on the autism spectrum. In conclusion, the overall findings of the research indicate that children with autism in Afghanistan, who are numerous due to general conditions and persistent crises, require identification, treatment, care, and support. On the other hand, society and families must be aware of the rights and living conditions of these children. Compassionate communities and families are the primary needs of these children. Moreover, it is essential to establish institutions for the identification, treatment, and care of these children. Families also need to embrace some basic and even professional exercises and interventions to help these children adapt to life and society. One such intervention is visual exercises, which have a great deal of positive and improving effects on these children’s motor abilities, including static balance, dynamic balance, and finger movements.

The relationship between parenting style and physical activity of children has been confirmed in previous studies. Studies show that strict parents may impose more restrictions on their children's physical activity.

The aim of this study was to avoid physical activity and parental stress during the COVID-19 pandemic: from the perspective of strict parents.

This research is descriptive and cross-sectional and correlational in terms of purpose, which was done using structural equation modeling method. The statistical population of this study is all parents of 7-12 years old children in Kerman city who are studying in elementary school in 2020. In this study, 271 parents of elementary school students responded to the research questionnaires. Stress, depression and anxiety questionnaires (Antony and et al., 1998) were used to collect the data. Data were collected using Smart PLS.3 software.

The results of the analysis showed that knowledge directly and indirectly through parental stress and severity rate on physical activity abstinence of children. The results showed that awareness through parental stress explained 40% of variance of abstinence from physical activity. Also, awareness through deterioration rate explains 30% of variance of abstinence from physical activity.
Stress and perceived risk can significantly affect authoritarian parents’ decision-making process. Parents with greater awareness and knowledge about COVID-19 reported more avoidance behavior.

Based on these results, it can be concluded that parental awareness through perceived deterioration and parental stress can affect the abstinence of physical activity in children. Therefore, evidence-based psychological interventions can have a moderating effect on parental stress and perceived severity of disease.

One of the most common clinical problems in children is anxiety disorders, which are associated with significant psychopathology. This research was conducted to investigate the effectiveness of emotion-focused cognitive-behavioral therapy group on worry and anxiety sensitivity in anxious children. The research method was a quasi-experimental type with a pre-test-post-test research design and follow-up with a control group. The research population included all female students in the second year of elementary school who studied in the elementary schools of Kahrizak district in the academic year 1400-1401. First, through cluster sampling, 672 people responded to the research tool, including questionnaires of Youth Anxiety Measure for DSM5 (2017), anxiety sensitivity (1991), and worry (1997), in the second stage, 30 people from among the students who Based on the Youth Anxiety Measure for DSM5 (2017) and clinical interview, they met at least one of the criteria of anxiety disorders, they were selected as samples and randomly assigned to two experimental and control groups. To analyze the data, analysis of variance with repeated measurements was used through SPSS-25 software. Data analysis showed that emotion-focused cognitive- behavioral therapy group was effective in worry and anxiety sensitivity in children with anxiety disorders (P<0/05). Based on the findings of the research, it can be concluded that emotion-focused cognitive- behavioral therapy affects on worry and anxiety sensitivity, according to this evidence, the use of emotion-focused cognitive- behavioral therapy for emotional disorders in clinical work with anxious children is recommended.

The aim of this study was investigate the role of grandparents in the repairing or damaging of attachment security of avoidant insecure attached children. The present study was in terms of purpose applied and in terms of implementation method was qualitative. The research population was educators and children of center of intellectual development of children and adolescents of Tehran city, which from them 8 educators and 100 children were selected as a sample according to the principle of theoretical saturation and with the purposeful sampling method. The educators were subjected to a semi-structured interview and the children answered to the questionnaire of attachment styles classification and researcher-made questionnaire of mental representations of attachment relationships in middle childhood. The data of this study were analyzed by thematic analysis and frequency and frequency percentage methods. The results of thematic analysis showed that for attachment security of avoidant insecure attached children were identified 6 dimensions and 10 components; So that the dimensions were included of form of expression of feelings (with two components of normalization of the event and indifference or doubt), form of physical emotions (with one component of separating the feeling from the event), coherence in expression (with two components of shortness of expression and avoiding accountability), interaction with person (with one component of recklessness along with sensory detachment), form of expression of event (with one component of generalization and brevity) and facing whit the conflict (with three components of avoiding the event or escaping from the situation, open ending/making up and focusing on the consequences of the decision instead of understanding the problem). The results of frequency and frequency percentage indicated the examination of the mentioned 10 components based on 7 narratives including guests, keys, stores, strangers, paintings, bullies and picnics, which showed that grandparents played a small role in repairing or damaging of attachment security of avoidant insecure attached children. Therefore, by providing appropriate and practical training workshops can be improved the role of grandparents in the repairing of attachment security of avoidant insecure attached children.

The purpose of current study was to investigate the effectiveness of filial therapy on fear of coronavirus in children. The present study was a quasi-experimental study with a pretest, posttest, and control group. The statistical population consisted of all mothers of children with complain of fear of coronavirus visiting counseling centers in Isfahan, Iran, from among whom 22 people were selected through purposive sampling and randomly assigned to experimental and control groups. The experimental group received eight sessions of filial therapy sessions, while the control group received no training. Data collection instrument was fear of covid-19 scale (FCV-19S) (Ahorsu et al, 2020) that was standardized and visualized in children society. Date were analyzed by univariate covariance in SPSS version 21. filial therapy was an effective intervention in reducing fear of coronavirus in children (p<0.01). filial therapy, like other psychological and pharmacological interventions, can improve the fear of coronavirus in children.
Key words: play therapy, filial therapy, fear of coronavirus, children

Risky- taking behaviors in people with attention deficit/hyperactivity are due to their impulsivity. Therefore, investigating the effective variables in the occurrence of risky- taking behaviors in these individuals is an inevitable necessity.

The aim of this study was to investigate the structural relationship between executive functions and risky behavior in children with attention deficit/hyperactivity by mediating psychological maltreatment

The research method is descriptive-correlational. The statistical population of this study was all children aged 8 to 12 years in Tehran. The sample consisted of 316 children with ADHD in Tehran referring to psychiatric clinics who were selected by available sampling method. Psychological Maltreatment (Fidel, 1989), Eyberg Child Behavior Inventory (Eyberg and Pincus, 1999) and Executive functions self-rating scale (Coolidge and Wynn, 2001) were used to collect the research data. To evaluate the proposed model, structural equation modeling was used using AMOS version 24 and SPSS Version 27.

The results of the structural model showed that 18% of variance of psychological maltreatment is explained by executive functions and 59% of variance of risky -taking behaviors is explained by psychological maltreatment and executive functions.

According to the results, it can be concluded that risky behaviors in children with ADHD are affected by executive functions and the role of psychological maltreatment in this relationship and the occurrence of risky behaviors requires psychological interventions

Studies have demonstrated that physical activities highly promote physical, mental and social health of children and adolescents with autism spectrum disorder. Numerous factors are involved in the lack of participation of this population in physical activities. The goal of this study was to investigate the family barriers to participation of children and adolescents with autism spectrum disorder in physical activities. This descriptive research had an ex-post facto design. The statistical sample comprised 370 Iranian children and adolescents with autism spectrum disorder, from both genders, aged 8 to 20 who were selected via cluster sampling method. The research instrument included a researcher-made questionnaire with Cronbach's alpha of 0.985. Data were analyzed using SPSS23 and Smart PLS3. The results showed that family factors are the barriers to participation of children and adolescents with autism spectrum in physical activities. The component “parents prefer their children to focus more on their school responsibilities instead of physical activity participation.” was reported as the most important barrier and the component "Physical activity takes a lot time from my child and he/she cannot do other family responsibilities and daily activities." was reported as the least important barrier. Due to the significant role of family in children’s physical activity participation, it is suggested that in order to promote the physical activity levels in children and adolescents with autism spectrum disorder, family barriers be considered and strategies be planned to overcome them.

The purpose of this research was to develop and validate the educational package of cognitive-emotional empowerment and its effectiveness on working memory and emotional recognition of sixth grade female students. The research method is considered to be fundamental and applied in terms of its purpose, and the research is considered to be hybrid-exploratory. The statistical population of the research in the qualitative part included Persian and English specialized books and articles in the field of cognitive-emotional empowerment in the last 20 years, which were selected by the purposeful sampling method of the sample group. Then the components of cognitive-emotional empowerment were extracted and coded with the qualitative method of thematic analysis. Finally, the package of cognitive-emotional empowerment was compiled during twelve sessions and its formal and content validity was confirmed by experts. The research method in the quantitative part was a semi-experimental type with a pre-test-post-test design with a control group. The statistical population of this research includes all the female students of the sixth grade of elementary school in 1400-1401 who were studying in schools in Tehran. The sample size includes 30 people from the statistical population selected by available sampling method and they were placed in two control and experimental groups. For the experimental group, the developed program of cognitive-emotional empowerment was implemented, while the control group did not receive training. The research tools included numerical span test (Wechsler, 2003) and facial emotion recognition test (Ekman and Friesen, 2003). The results showed that the cognitive-emotional empowerment intervention had a significant effect on improving working memory and emotional recognition in the post-test and follow-up stages.

The purpose of this study was to assess the efficacy of a family-centered sensory and motor interactive activities program in enhancing the motor and developmental abilities of infants between the ages of 12 and 24 months who have a medical history of low birth weight. The design of the study was combined methods (qualitative and quantitative). The statistical population comprised infants between the ages of 12 and 24 months who had a documented history of low birth weight in Tehran in 2022. The study sample comprised twenty-eight infants, ranging in age from twelve to twenty-four months, whose mothers were selected using a readily available sampling method. The participants were allocated into two groups—experimental and control—at random. The Children's Developmental Screening Scale, third edition of Ages and Stages Questionnaires (ASQ3TM) was utilized in both cohorts. Two sessions of the family-centered program for mothers and sixteen sessions for children in the experimental group were taken into account. The statistical analysis software SPSS version 26 was utilized to analyze the data. Initially, the descriptive analysis of the variables, the normality of the assumptions, and the equality of the variance of the variables in the groups were examined. Subsequently, univariate analysis of covariance was employed to examine the research hypotheses. The results of the covariance analysis demonstrated that the family-centered interactive activities program for sensory and motor development was effective. A significant difference has been observed between the experimental and control groups with regard to developmental skills between the pre-test and post-test (P<0.005). Motor and developmental skills among children aged 12 to 24 months with a history of low birth weight can be enhanced through entertainment programs that incorporate suitable structure, according to the findings of this study. It is recommended that future research investigate the efficacy of this program on children of average weight and conduct longitudinal studies.