جستجوی مقالات مرتبط با کلیدواژه « مشکلات رفتاری » در نشریات گروه « علوم تربیتی »

The different environments that the child deals with each have some kind of effect on how the child behaves. One of these environments is the kindergarten or school environment of children who spend a significant amount of their waking hours in this place.

This is a descriptive-analytical research of the correlation type. The statistical population is pre-primary centers in Tehran. The method of estimating the sample size is by considering the power of the first type error test and the alpha level of 0.5 based on Cohen's method and the cluster sampling method of 8 centers. Girls' and boys' pre-primary schools were selected from 4 parts of Tehran, North, South, East, and West, respectively, Region 1, Region 16, Region 9, and Region 4, then the required data were collected from these centers. Questionnaire and interview methods were used in this research. The data collection tool in this research was a questionnaire including Achenbach's Child Behavior List (1991) and a checklist of the quality assessment scale of early childhood education centers (3 to 6 years), ECERS-3 version (observation with interview). Data analysis was done using SPSS23 software.

The findings showed that based on the correlation coefficient between the characteristics of the care environment and children's behavioral problems, there is a relationship of -0.934, which indicates a strong and negative relationship. Also, according to the probability value obtained (<0.001), it can be He said that there is a significant relationship between the characteristics of the care environment and behavioral problems. Based on the results of multiple regression, there is a significant relationship between the component of learning activities and behavioral problems in such a way that by increasing one unit to the learning score, the average score of behavioral problems decreases by 0.40. Also, the results of Pearson correlation matrix analysis showed that there is a significant relationship between all dimensions of behavioral problems except law breaking with care features (safety and ergonomics). Also, based on the significance level obtained, there is a significant relationship between children's behavioral problems in girls and boys.

According to the findings of the present research, it can be said that in order to reduce children's behavioral problems, more attention should be paid to the characteristics of their care environment because children are very sensitive mentally.

This study explores the mediating role of parental stress in the association between mindful parenting and behavioural problems in preschool children’s mother. Mindful parenting, characterized by non-judgmental awareness and presence in the parent-child relationship, is hypothesized to have a direct impact on children's behaviour.

The statistical population for this study comprised preschool children’s mother in the city of Qazvin during the academic years 2023-2024, with a sample of 220 children selected through convenience sampling method.  The measurement instruments employed in this study were McCaffrey et al.'s Mindful Parenting Questionnaire (2015), Abidin's Parental Stress Questionnaire (1995), and Shahim and Yousefi's Behavioural Problems Questionnaire (2018). Path analysis and Amos 24 software were used to analyse the causal model.

The findings of this study demonstrated an excellent model-data fit. Furthermore, the results indicated a direct and statistically significant association between mindful parenting and children's behavioural problems, as well as highlighting the mediating role of parental stress in the relationship between mindful parenting and children's behavioural problems.

When developing psychological interventions for the management and treatment of children's behavioural issues, particular consideration should be given to the influence of mindful parenting and parental stress. Therapists should also prioritize the design and implementation of appropriate monitoring and control programs for these behavioural problems while taking into account these variables

Behavioral problems are common, debilitating and extreme childhood disorders that cause many problems for the child and the family. The purpose of this study was to compare the amount of behavioral problems of children with and without visual impairment aged 3 to 6 years.

The research method is descriptive and causal-comparative. The statistical population of this research included all preschool children (ages 3 to 6) with and without visual impairment in Tehran in 2022-2023. The sample of the research was 200 parents of preschool children (100 parents of visually impaired children and 100 parents of normal children) who were selected from rehabilitation and preschool centers in Tehran using a targeted sampling method. Merrell (1994) Preschool and Kindergarten Behavior Scale (PKBS) was used to measure behavioral problems. The collected data were analyzed using independent t-test.

The results of independent samples t-test for two groups of visually impaired children and normal children indicated that there is a significant difference between the two groups (P<0.05). Thus, visually impaired children have more behavioral problems than normal children.

The statistical findings and the explanation of the findings show that there is a significant difference between preschool children with and without visual impairment in terms of behavioral problems, and this difference can be caused by the lack of sufficient skills in the adaptation of children with visual impairment, the lack of symptoms visual problems in these children, anger, anger and aggression following rejection, social isolation of children with visual impairment, parenting styles of parents with children with visual impairment that affect the child's behavior, the type of parental attitude and negative emotions of parents, parental stress, the controlling parenting style of parents with a child with visual impairment, all of which aggravate behavioral problems in children with visual impairment.

The aim of this study was to investigate the moderating role of parent-child interaction in relationship of parenting practices with behavioral problems of elementary students. The method was descriptive-correlational. The statistical population was all students of secondary elementary and their parents in Bojnourd. Three hundred and seventy two students of secondary elementary were selected by cluster sampling. The Alabama Parenting Questionnaire (Frick, 1991), Parent-Child Interaction (Lange et al, 2002) and rating behavior problems Scale (Connors, 1990) were completed by participants. Data were analyzed by correlation and Hayes regression analysis. The results showed that the dimensions of corporal punishment and lack of parental supervision were positively correlated and the dimensions of parenting and participation were negatively correlated with behavioral problems. Parent-child interaction was also negatively associated with behavioral problems. The results of Hayes regression analysis showed that parent-child interaction, child-mother interaction and child-father interaction moderate the relationships of parenting dimensions of poor supervision, corporal punishment, parent-child participation and positive parenting with behavioral problems. The results show that when parent-child interaction is strong, ineffective methods of poor supervision and corporal punishment do not increase behavioral problems. Also, despite positive parenting, behavioral problems will not be reduced if there is no strong interaction with the children. Therefore, the impact of parenting on behavioral problems is influenced by the parent-child interaction.

The purpose of this study was to investigate the effectiveness of the good behavior game on behavioral problems of students with intellectual disabilities. The study participants were four male students with intellectual disability aged 9-13 selected from Shamim Exceptional Center in Gachsaran, Kohgiluyeh and Boyer-Ahmad province, Iran, in the academic year 2020- 2021. A changing-criterion design within the single-subject research design was used as the study design. The participants were observed for 16 sessions at the baseline. Then, each of them was subjected to the intervention of the good behavior game in 16 sessions. At this stage, according to the changing criterion design, the 16 intervention sessions were divided into four criteria, each of which included four intervention sessions. The criteria showed the extent of changes in the behavioral problems of each participant. Finally, each participant was followed up for one week. It should be noted that all sessions were video recorded. Statistical and visual analysis showed that participants’ behavioral problems were reduced by playing the good behavior game. Furthermore, the effect-size analysis showed that the percentage of effectiveness in all four participants was 100%. As a result, it can be stated that the good behavior game is an effective strategy to reduce the behavioral problems of students with intellectual disabilities.

This research was conducted with the aim of investigating the effect of sports activities with music on the behavioral problems of educable mentally retarded female students.40 intellectually disabled girls with an IQ of 50-70 were selected by selective sampling from Kausar Exceptional School in Yazd, and based on the pre-test scores, they were homogenously divided into four experimental and control groups. The groups included music, Exercise, exercise with music and control. Subjects were evaluated using Michael Rutter's behavioral problems test as pre-test and post-test. The data were analyzed using SPSS version 26 software and intra-group changes from dependent t and out-group changes as post-test and pre-test from one-way analysis of variance test. Findings of one-way analysis of variance showed that the score of behavioral problems among the groups was non-significant and significant after the test. The average changes in the score of behavioral problems in the post-test stage compared to the pre-test in the sports, music, sports + music groups were significantly reduced. According to the results of this research.

The purpose of the present study was to investigate the effectiveness of play-therapy which is based on relationship therapy on the behavioral problems of children who suffer from hearing loss and the resilience of their mothers. This research was applied in terms of purpose and quasi-experimental in terms of method. It had a quasi-experimental design with a pre-test, post-test and a control group. Thirty mothers were selected by convenience sampling method from the students with hearing loss in Isfahan. They were randomly assigned to experimental (n = 15) and control groups (n = 15). Play-therapy training was provided to the experimental group in 10 sessions of 90 minutes, while the control group did not receive any training until the end of the post-test phase. Participants were assessed using the Goodman Strengths and Difficulties Questionnaire (1997) and the Connor-Davidson Resilience Scale (2003). The obtained data were analyzed by univariate and multivariate analysis of covariance using SPSS 26 software. The findings indicated that play-therapy training had a positive and significant effect on behavioral problems. Some of its components, include emotional symptoms and desirable social behaviors in children who suffer from hearing loss (p < 0.01). Therefore, it can be concluded that the a play-therapy training program which is based on relationship therapy improves the behavioral problems of children who are suffering from hearing loss and this program can be used in special schools for students with hearing loss.

The aim of this study was to investigate the effectiveness of positive parenting training on parent-child interaction and children's behavioral problems with external problems.

The method of this research was semi-experimental and pre-test-post-test with control group. The statistical population of the study was all students with externalized problems in the third and fourth grades of elementary school in Isfahan in the academic year 1399-99. Thirty of these students were selected by available sampling method and randomly assigned to experimental and control groups (each group consisted of 15 students). The experimental group received positive parenting training and the control group did not receive any intervention. Research instruments included the Ross Mother-Child Relationship Questionnaire (1988) and the Achenbach Child List-Parents' Prescription (Achenbach and Rescular, 2007).

Multivariate analysis of covariance was used to analyze the research data. Data were analyzed using SPSS-22 software. The results showed that positive parenting training significantly increases parent-child interaction and reduces behavioral problems (social problems, ignoring rules and aggressive behaviors) of children with externalized problems (P = 0.0001).

As a result, it can be said that positive parenting training is a good approach to increase parent-child interaction and reduce children's behavioral problems with externalized problems

This study aimed to predict children's behavioral problems based on mothers' problematic use of virtual social networks. This study was a descriptive correlational study. The statistical population of the study included all mothers in Tehran in 1400 who had at least one child in primary school and were members of the virtual social networks Instagram, WhatsApp, and Telegram. 120 people were selected by convenience sampling method (call-in virtual social networks). Behaviors and Abilities Questionnaire (1997). Data analysis was performed from questionnaires through SPSS 23 software in two parts: descriptive (standard deviation, skewness, and elongation) and inferential (Pearson correlation and linear regression analysis). The results showed that there is a significant positive relationship between problematic use of mothers' Internet and children's behavioral problems. problematic use of the Internet by mothers can also predict children's behavioral problems. Accordingly, it is necessary to pay special attention to the effects of technology in family interactions, and parents are advised to improve their children's behavioral problems by managing the use of the Internet.

The method of the present study was a quasi-experimental study with an active control group with pre-test and post-test design that aimed to investigate the effect of working memory on reducing behavioral problems and increasing responsibility of students in Bakhzar city in the academic year 1400 Done in 1399. Therefore, two sixth grade elementary classes were selected and one class as an experimental group was exposed to the independent variable, ie working memory was performed and the other class was designated as a control group. For this purpose, 50 sixth grade students were selected through a sample Multi-stage cluster random sampling was selected and randomly assigned to experimental and control groups (25 experimental group and 25 control group). The obtained data were analyzed by covariance test. The results showed that working memory reduces behavioral problems and increases the responsibility of students in the Caspian Sea. It can be said that working memory reduces the behavioral problems and increases the responsibility of students in the Caspian Sea.

The present study aimed to train the creative problem solving program and determines its effectiveness on reducing behavior problems in gifted elementary students. The research was conducted as a quasi-experimental study with two intervention and control groups with pretest and posttest. The statistical population comprised gifted male primary school students of Mulla Sadra school in Karaj who started school in 2019-2020. The statistical sample consisted of 50 second grade male students who were randomly selected and divided into experimental and control groups. The data collection instrument was Achenbach Child Behavioral Checklist (CBCL). The experimental group received 12 sessions of the program twice a week and their parents received 4 training sessions at the same time. Both groups answered the Child Behavioral Checklist in two phases, a pretest and a posttest. Data analysis was conducted using SPSS-25. The results showed that training a comprehensive creative problem-solving program significantly reduced behavior problems in gifted students (P <0.005). Therefore, training Comprehensive Creative Problem Solving Program can counteract behavior problems by creating a sense of efficiency and self-confidence and laying the foundation for reducing behavior problems.

The purpose of this study was to predict self-control based on social and behavioral skills of the educable mentally retarded students at the exceptional primary schools of Tehran. The research method was descriptive correlational. Statistical population of this study included all male and female educable mentally retarded students in Tehran's exceptional primary schools in the academic year of 2017-2018 which 196 students (87 girls and 109 boys) were selected by cluster random sampling as the research sample. To collect data, standard social skills rating system- teacher form (Gresham & Elliott, 1990) and self-control measures (Kendall and Wilcox, 1979) were used. The face and content validity of the questionnaires according to the experts of the educational sciences and their reliability were confirmed by the Cronbach's alpha method with coefficients of 0.93 and 0.83, respectively. Findings showed that there is a positive and significant relationship between different dimensions of social skills (cooperation, assertion and self-control) with self-control in male and female students. There is a negative and significant relationship between two dimensions of behavioral problems (extraversion and hyperactivity) with self-control, but there is no significant relationship between introversion and self-control. Multivariate regression analysis showed that dimensions of social and behavioral skills significantly predicted self-control of female educable mentally retarded students (F= 39.40, P <0.01) and self-control of male educable mentally retarded students (F= 55.182, P <0.01). The results of one-way ANOVA indicated that there was no significant difference between self-control in educable retarded students based on the mother and father's education, the occupation level of the head of household and their age. Also, there was no significant difference between self-control in male and female educable mentally retarded students. Therefore, the results of the research show that improvement of social skills in mentally retarded students leads to self-control in them.

Positive parenting education and parental management can be effective ways to solve children’s behavioral problems. Meanwhile, the comparison of the effectiveness of these two methods has received less attention. The aim of this study was to compare the effectiveness of positive parenting and parental management on children’s behavioral problems.

The research method was quasi-experimental with pre/test-post/test design with a control group and one-month follow-up. The statistical population included all parents of female students with behavioral problems in primary schools in Tehran in the academic year of 2019-2020, from which 45 parents with children with behavioral problems were selected and randomly assigned in 3 groups of 15 patients (two experimental groups and one control group). The Connors Parent Scale Questionnaire was administered to all three groups in all three stages of the study. Positive parenting training was performed in 8 sessions of 90 minutes and parental management training was performed in 12 sessions of 90 minutes on the experimental groups and the control group did not receive any intervention. Finally, the data were analyzed using multivariate analysis of covariance.

The results of this study showed that there was no significant difference between the two educational methods (P <0.05). This means that positive parenting education and parental management had the same effect on the subscales of children’s behavioral problems, but the difference between the experimental groups and the control group in the subscales of normative behavior disorder (p <0.05, F = 5.07) and hyperactivity-impulsivity (P < 0.05, F = 4.52) are significant.

According to the findings, both positive parenting and parental management methods have the necessary efficiency to reduce children’s behavioral problems. In this regard, the results of the present study indicate that there is no clear difference in the effectiveness of positive parenting and parental management on reducing children’s behavioral problems.

The present study aimed to investigate the effect of time management training and proper use of mobile phones, social media, and cyberspace on attachment patterns, children's behavioral problems, and the rate of internet addiction in parents of kindergarten children. The research method was quasi-experimental with a pre-test and post-test design and a control group. From all mothers of kindergarten children in district 2 of Tehran, 30 people were selected as a sample by multistage random sampling method. The research instruments included the Internet Addiction Test (IAT, Kimberly Young), the Child Behavior Checklist (CBCL, Achenbach), and the Attachment Q-Set. Data were analyzed by multivariate analysis of covariance (MANCOVA). The results showed that there was a significant difference between the scores of attachment pattern, children's behavioral problems, and internet addiction between the experimental and control groups in the post-test. The training was effective in managing time and parents' proper use of mobile phones, social media, and cyberspace. It also improved attachment, reduced children's behavioral problems, and reduced internet addiction in the parents of kindergarten children.

Covid-19 has caused many psychological problems, and deaf people are among the most vulnerable groups at the time of this outbreak. The aim of this study was behavioral problems, anxiety disorders, and depression in deaf children and adolescents of mothers with and without fatigue symptoms in the COVID-19 outbreak. The research method was causal-comparative. The statistical population of this study consisted of all mothers of deaf children and adolescents in Qazvin, Arak, and Malayer, Iran. In this study, 87 mothers participated in the study by convenience sampling method. Data were collected using the Fatigue Assessment Scale, the Revised Behavioral Problems Checklist, the Spence Children Anxiety Scale, and Level 2 - the Parent / Guardian Depression Scale. Multivariate Analysis of Variance (MANOVA) was used to compare the two groups. Results showed that the average of anxiety disorders (panic, separation anxiety, fear of physical injury, social phobia and generalized anxiety disorder) and depression in deaf offspring of mothers with and without fatigue symptoms was higher than in offspring of mothers without fatigue symptoms. But there was no significant difference between behavioral disorders in the two groups. Based on the findings, it is suggested that the role of maternal fatigue in anxiety disorders and depression in deaf children and adolescents should be considered and the necessary psychological strategies have to be used to reduce this problem.

The aim of this study was to determine the effectiveness of play therapy-based on Child parent relation therapy on the quality of maternal care and self-control of children with behavioral problems. The research method was quasi-experimental with a pretest-posttest design with a control group. The statistical population of the present study included all mothers with children with behavioral problems aged 6 to 9 years who were referred to Tabassum Counseling Center in Shahriar in 2020. 24 mothers were selected by convenience sampling based on inclusion criteria and randomly assigned to experimental and control groups (12 in the experimental group and 12 in the control group). The Landreth’s Child parent relation therapy training program was performed in 10 sessions of 2 hours per week for the experimental group and the control group remained on the waiting list. Data collection tools included maternal care quality questionnaire and self-control questionnaire. Data analysis was performed using univariate and multivariate covariance analysis. The results showed that there was a significant difference between the experimental and control groups in the maternal care quality and child self-control. Findings showed that play therapy based on Child parent relation therapy has a positive effect on the maternal care quality and increases children's self-control (p <0.05). The findings of this study show the effectiveness of Child parent relation therapy on child self-control and maternal care quality. Therefore, it is suggested that psychologists and therapists use this method to improve maternal care quality and increase self-control in children.

The aim of this study was to investigate the effectiveness of cognitive rehabilitation based on emotional recognition on behavioral problems and theory of mind in children with autism spectrum disorder (ASD). The research was an experimental study with pre-test-post design and a control group. The statistical population consisted of students with ASD (298 subjects=65 girls+232 Boys) of Shiraz City in 2019-2020 academic year. The sample consisted of 44 students who were selected by purposeful sampling from among normal and exceptional schools with simple random method and were placed in 2 groups of 22 (16 boys+6 girls). Intervention in 12 sessions was performed on the experiment group and control group members continued their daily programs. The research tools included Autism Spectrum Screening Questionnaire (Ehlers, Gillberg, Wing, 1993), Theory of Mind Test or ToM (Stimann, 1994) and study of cognitive rehabilitation background based on emotion recognition (AREF). Data were analyzed using single-variable and multivariate analysis of covariance using statistical software SPSS24. Results showed that cognitive rehabilitation method based on emotional recognition had a positive effect on improving behavioral problems (F=33.68, df=1, P≥0.001), level one (P=0.001 & F=21.23) level two (P=0.002 & F=11.58) and the overall score of theory of mind (P=0.001 & F=16.93), but did not have a significant effect on level three theory of mind. Based on the results, it can be concluded that teaching the proper recognition and diagnosis of various emotions through cognitive rehabilitation (substitution) can improve behavioral problems and upgrade the levels of theory of mind.

Studies show that the prevalence of emotional-behavioral problems in primary school students was high, which can lead to many complications and problems for them and their families. Therefore, the aim of this study was to compare the effectiveness of brain gym education and child –parent relationship therapy on reducing emotional-behavioral problems in primary school male students.

The research was quasi-experimental with a pretest-posttest design with a control group and a two-month follow-up. The statistical population included all 7-11 year old male students studying in primary school in Gorgan. Using the available method, 30 students who scored high on the Rutter Behavioral Problems Questionnaire (Form A) were selected and assigned to three equal groups of 10 people. For the brain gym group, 8 1-hour sessions were performed once a week, and for the pediatric therapy group, 10 1.5 hour sessions were performed once a week, but the control group did not receive any intervention. Data analysis was performed by descriptive statistics and one-way covariance with repeated measures with SPSS version 22.

The results showed that in the post-test stage, there was a statistically significant difference between the mean scores of aggression, depression, anxiety and maladaptation in the subjects of the three groups (p < 0.05). Also, the results showed that in the two-month follow-up phase, this effect was stable and the effect of brain gym on reducing the dimensions of emotional-behavioral problems was more effective than child therapy based on the parent-child relationship (p < 0.05).

According to the results of the present study, it can be concluded that parents' brain gym training program and child therapy are effective strategies to reduce children's emotional-behavioral problems. Based on the results of this study, counselors and child psychologists are suggested to try to reduce children's emotional-behavioral problems by using these educational programs.

The purpose of this study was to design a cognitive flexibility training program and its effect on reducing the behavioral problems of Slow Paced Adolescents.

This study was a quasi-experimental study with pre-test, post-test and control group design. 24 students were selected of 60 Slow Paced students aged 14-18 years old through available sampling method in Sarpolzahab city. Subjects were randomly divided to two groups that included 12 members (one test group and one control group). The experimental group received cognitive flexibility training in 15 sessions that each session was 45 minutes while the control group did not receive this training. For data collection, the Wisconsin test software and the CBCL questionnaire (parents and teachers forms). Data were analyzed by SPSS,.

The results of multivariate analysis of covariance (MANCOVA) showed a significant effect of cognitive flexibility training program on reducing behavioral problems in Slow Paced Adolescents. This results show that there is a significant difference between the experimental group and the control of at least one of the dependent variables in 0/001.

Behavioral problems can be reduced by using cognitive flexibility training Therefore, therapists can find new ways to solve behavioral problems by finding techniques to increase cognitive flexibility and educating them for Slow Paced Adolescences.

The purpose of this study was to investigate the effectiveness of Peer Mediated Intervention on reducing the symptoms of behavioral disorders and increasing social skills in preschool children in District 3 of Tehran in the 97-98 academic year.

The study was conducted by quasi-experimental method with pre-test, post-test, control group and two-month follow-up and the statistical population of 132 male and female preschool students in Tehran's 3rd district in the 97-98 academic year. After available sampling and determining the sample size of 40 people, the Social Skills Rating Scale-teacher form (Gersham and Elliott, 1990) was completed by educators for children and those who had the required score to participate in the study were randomly divided into two experimental and control groups by gender (10 boys and 10 girls in each group). The children in the experimental group participated in the Peer Mediated Intervention plan for 12 weeks and 12 sessions in 20 minutes.

The results of the covariance analyzes showed a significant decrease in the symptoms of behavioral disorders and a significant increase in social skills of children in the experimental group compared to the control group in the post-test and follow-up phase.

Since Peer-Mediated Intervention leads to the reinforcement of positive behaviors by peer groups and learning social skills through the formation of positive interpersonal interaction and reinforcement by peers and social learning, this plan can be used as a effective and useful method for children who are at risk of behavioral problems as well as preventing the occurrence of more serious problems in older years.