پسران

Muscular dystrophy is a common genetic condition that causes progressive loss of physical function. This study seeks to explore the lived experiences of boys with muscular dystrophy in Kermanshah.

The research methodology used in this study is phenomenological. The sample size consists of ten boys diagnosed with muscular dystrophy in Kermanshah. The sampling method was purposive, and data was collected through in-depth interviews.

Based on the data analysis, there are two main themes that emerged. The first theme is the Continuation of External Quality, with sub-themes including Broken Individual Communication, Corrupted Identity, Endless Everyday Life, Social Isolation, and Bio-fragility. The second theme is Feelings and Concerns, with sub-themes such as Feeling Anxiety, False Hope, No Surrender, and Shame and Fear of Losing Parents.

The study reveals that individuals with muscular dystrophy face unfavorable social and individual status. Therfore, it is important to enhance public spaces and urban transportation, ensure the implementation of laws that facilitate their employment, introduce social and cultural policies to change people's attitudes towards them, plan their capabilities through national media, review existing laws, and provide support packages to improve their situation. Additionally, the participation of NGOs should be facilitated to help reduce harm.

</span> Children will experience emotional and cognitive changes in different aspects when they mature into adolescence. During this period, growth and transformation occur in physical, cognitive, and social–emotional fields. Excluding the infancy period, the most extensive changes occur in adolescence. The beginning of adolescence is associated with puberty, containing physical, cognitive, social, and emotional development. During this period, significant and widespread changes occur in the self–concept of teenagers due to the experience of an identity crisis. Family and its status are the first and most crucial social system that effectively forms self–efficacy and self–esteem in their children. Many factors, including sociocultural factors, influence how families educate their teenagers and promote their self–efficacy. Parenting and its relationships are important because evidence shows that parents' interaction with their children plays a significant role in determining the children's self–efficacy. Children's psychological characteristics and gender also affect parents' interaction methods and parenting styles. Different parenting styles create different behaviors among children and teenagers. In other words, children's behavior is strongly influenced by the family's parenting styles. This research aimed to compare parenting styles and self–efficacy in male and female teenagers in Dushanbe, Tajikistan. </span></span>

</span> The research method was descriptive–analytical and of comparative causal type. The statistical population of the current study included all 10000 high school students studying in the city of Dushanbe, Tajikistan, in the academic year of 2010–2011. Of them, 300 eligible girls and boys were randomly selected by multi–stage cluster sampling method. In this way, 6 schools were randomly selected from secondary high schools in Dushanbe in the first stage. In the next stage, 3 secondary schools were randomly selected from each school. The inclusion criteria were as follows: growing up under a mother's guardian during childhood and adolescence, lacking physical disabilities and chronic diseases, and not taking drugs. The exclusion criterion was incomplete answering to the study questionnaires. </span>The research tools were the Baumrind Parenting Styles Questionnaire (Baumrind, 1991) and the Self–efficacy Scale (Sherer et al.,1982). Data analysis was done using the t test comparing the averages of two independent groups at a significance level of 0.05. </span></span>

</span> In the present study, the mean ± SD age of the study females was 16.50 ± 1.09, and that of the males was 16.48 ± 1.08 years. The results of the present study showed a significant difference between the two groups of males and females in the variables of self–efficacy (p=0.041) and authoritarian parenting style (p=0.048). Teenage females obtained a higher average score (66.40±10.70) in self–efficacy than males (61.31±15.97). Also, adolescent males received a higher average score (111.00±8.02) in authoritarian parenting style than females (127.54±5.84). </span></span>

</span> The results of the present study showed differences between the two groups of teenage females and males in Tajikistan in terms of perceived self–efficacy and parenting styles. The adolescent males reported a higher authoritarian parenting style. In general, authoritative parenting is characterized by high demands from parents and their inadequate responses. These parents do not see the need to provide a reason for their orders and emphasize their children's unconditional obedience and respect. Parents encourage girls to seek and maintain close relationships. On the other hand, boys' tendency to be independent in individual and interpersonal situations imposes a heavy burden on them and forces them to fight hard to get rid of their parents' domination. Such a struggle is considered disobedience by parents and sometimes forces them to be strict in interacting with boys, ultimately reducing the teenagers' self–efficacy. One of the effects of correct parenting roles and methods in the family is the opportunities provided for children to know their capabilities and talents and take steps toward self–efficacy. This issue makes their time and energy optimally spent on positive things. Dealing with positive things and feeling that parents always have a supportive role, in turn, makes children feel self–efficacy. Developing effective educational programs and counseling to the family to use the best parenting style to increase self–efficacy, especially in male adolescents, are suggested among families.</span></span></span></span>

The health status of each society’s members are of particular importance. Accordingly, paying attention to their mental health helps to improve their bio psychological health and their social functioning. However, in every community, some individuals encounter some problems that affect their bio psychological health. Recently, the behavioral issues of children, as a significant subject of psychology and psychiatry, have attracted much attention. Furthermore, they constitute a considerable part of the population of every society. Besides, numerous children experience emotional and behavioral problems, i.e., not only challenging to be resolved but also may continue into adulthood. Given the wide range of behavioral problems, there are several approaches to classifying them. The most common method of categorizing behavioral issues, introduced by Achenbach in 1991, concerns childrenchr('39')s behavioral problems in two broad categories; internalized behaviors (e.g., withdrawal, obsession, sadness, shyness, fear, & delusion) and externalized behaviors (e.g., behaviors against others and the environment, including aggression, contention, & the destruction of property). The present study aimed to investigate the effectiveness of treatment based on problem–solving training on externalized behavioral symptoms.

This was a quasi–experimental study with a pretest–posttest and a control group design. The statistical population of this study was all middle school students of Tabriz City, Iran, in the 2018–2019 academic year. Of them, 30 students were chosen by convenience sampling technique and were randomly divided into the experimental and control groups. The inclusion criteria were age range of 12–15 years, no learning disorders, no mental disability, no visual, auditory or motor impairments, as well as no medical conditions, such as diabetes, epilepsy, or heart disease that may influence the research process. First, Pelham and Gnagy’s Disruptive Behaviors Rating Scale (DBRS) (1992) was administered to both study groups. The experimental group then received 8 sessions of 60–minute treatment based on problem–solving training. Next, both groups were evaluated using DBRS. Finally, the obtained data were analyzed using Multivariate Analysis of Covariance (MANCOVA) in SPSS.

is the collected data suggested significant differences between the experimental and control groups in Attention–Deficit/Hyperactivity Disorder (ADHD) (p<0.001), oppositional defiant disorder (p=0.049), conduct disorder (p=0.003), attention deficit (p=0.008), hyperactivity (p<0.001), and deceitfulness or theft (p=0.004) symptoms. The mean value of attention deficit, hyperactivity, ADHD, oppositional defiant disorder, deceitfulness or theft, and conduct disorder were lower in the experimental group than the controls. In addition, the calculated eta coefficient indicated that 95% of individual differences in the posttest scores of behavioral disorders belonged to the effectiveness of the provided treatment. However, there was no significant difference between the experimental and control groups in terms of aggression, the destruction of property, and serious violations of rules.

Based on the present study findings, providing treatment based on problem–solving training is effective in reducing externalized behavioral symptoms among individuals.

The purpose of this study was an investigation of storytelling approach on aggression and test anxiety decrease of 8 year old boys orphanage in Rasht. Using a Quasi experimental, pre-test post-test- fallow up design with control group. a sample consisting of 20 elementary school boys were selected On the basis of the scores achieved from the scales of 34 elementary school children that they didn’t accusations any psychotherapy and psychoanalysis treatment. (Parent & teacher form), the samples were placed randomly in 1 experimental and control groups. Then experimental groups participated in storytelling and storytelling and discussion for 7 sessions. Upon the completion of the training and after 1months Shahim aggression scale were administered as a post test and fallow up to 2 groups of mothers and teachers to investigate the effect of independent variable on dependent variable. Data were analyzed using repeated measures analysis of variance & MANCOVA parents in storytelling and discussion group reported a significant decrease in children's aggression and test anxiety This finding shows the efficiency of using story and its structure in training and treatment of children with aggression and test anxiety.