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

This study aimed to compare the behavioral-emotional disorders and functional-emotional developmental Profile in orphans and children with caregiver. The statistical population consists of all orphans and children with caregiver in city of Mashhad. The sample included 38 orphans and 41 children with caregiver aged 4-6 years. In this study, the cluster sampling method was used for children with caregivers and convenience sampling method for the orphans. For collecting data, Rutter's Behavioral Disorders Questionnaire (RCBQ) and Greenspan's Functional-Emotional Developmental Questionnaire (FEDQ) were used. The results of multivariate variance showed a significant difference between the two groups in the second and fifth levels of functional-emotional development (p<0.01). However, there was no significant difference between the two groups in behavioral-emotional disorders. The results of Pearson correlation test showed that there is a negative significant correlation between behavioral problems and functional-emotional profile in orphaned children. According to the findings of the present study, it can be said that the orphans are different from children with caregivers in terms of functional-emotional development, and this may have a role in their behavioral problems. The findings of this study can contribute to provide an appropriate environment in the centers for orphaned children to improve their functional-emotional abilities.

There are an increasing number of orphans and abandon children who suffer from emotional disorders due to their separation from the family. The aim of the current study was to investigate the effectiveness of emotional competence training program on improving emotional knowledge, emotional regulation and decreasing aggression in orphans and abandon children.
This study was quasi-experimental design with pre-test and post-test and control group. The study population consisted of all male children aged 4-8 years who do bad supervisor in the maintenance centers of Mashhad.
1- The sample included 18 children with aggressive behavior who were introduced by their teacher and gained scores above mean in Preschool Aggression Questionnaire were assigned in two groups of experimental group (n=9) and control group (n=9). The experimental group received emotional competence training for 10 sessions, twice a week for 60 minutes. The control group received no intervention.Urmia Preschool Aggression Questionnaire, Emotional Matching Task, Preschool Self-Regulation Assessment and Vocabulary subtest of Wechsler Preschool and vocabulary Subscale of Wechsler Preschool and Primary Scale of Intelligencewere administered in pretest and post-test.
The results of ANCOVA showed scores of emotional knowledge, emotion regulation in children in post-test of experimental group were higher than the control group.
As well as aggression scores in the experimental group decreased on posttest than control group.The results of MANCOVA for components of emotional knowledge revealed that the component of emotional situational knowledge increased in posttest for experimental group. .
Emotional competence training was effective to increase the emotional knowledge, emotional regulation, and to decrease aggression in orphans and abandoned children. Thus, such training can be recommended to deliver for these children.

The purpose of this study was to survey the effectiveness of linguistic games on phonological awareness of orphans and vulnerable children. A sample of 24 orphans and vulnerable children age 4-5 in foster care was selected. They were randomly assigned to either an experimental group (N=12) or control group (N=12), then the phonological awareness questionnaire) subtest syllabic, phoneme awareness) was distributed. The experimental group received linguistic games in 10 sessions. The data analyses performed by ANCOVA showed that children who had received linguistic games, in the posttest, indicated significant difference in phonological awareness compared with the control group. Based on the findings of this study, it is recommended to provide the educational and rehabilitation programs through linguistic game therapy to enhance awareness, phonological, and linguistic capacity of children in care centers, which might be of help in solving reading problems of children in orphanage settings and kindergartens.