The aim of this study was to determine the effectiveness of mindful parenting on cognitive emotion regulation of mothers and Internalized and externalized problems of preschool children with anxiety symptoms in Tehran. The research method was quasi-experimental with a pretest-posttest design and a one-month follow-up period with the control group. The statistical population included all mothers of children aged 5 to 6 years with anxiety symptoms in kindergartens in Tehran, in the academic year 1397-98, 40 people were selected using the purposive sampling method and randomly placed in two groups of 20 people. In this study, the experimental group received a mindfulness parenting education program once a week in 8 sessions of 90 minutes. Participants also completed the cognitive emotion regulation Questionnaires  (CERQ, Garnefski et al., 2002) and the Children's Behavioral Problems List (CBCL, Achenbach et al., 1991) in three stages pre-test, post-test and follow-up. The results of mixed analysis of variance with repeated measures showed that mindfulness parenting education reduces cognitive emotion regulation strategies of maladaptive emotion (p <0.05, F = 10.906), and externalized problems (p <0.05, F =  0.002). and Internalized problems of children (p <0.05, F =0. 342)  had an effect and this effect remained stable during the follow-up period. According to the findings of the present study, it seems that the role of mindful parenting courses in preventing and reducing psychological problems in preschool children should be considered.

Cognitive-behavioral therapy (CBT) is used for a wide range of psychological problems in children. However, Children should have reached the level of development required to benefit from this treatment. The aim of this study is to examine developmental skills needed to effectiveness of cognitive behavior therapy in children.
In this umbrella review, review articles related to subject of study in Scopus, PubMed, springer in the period from 1900 to 2018 were extracted. Among articles extracted, 6 articles were selected for this study.  The results indicated that a variety of emotional, social and cognitive skills including understanding and recognizing of emotions, social perspective taking, metacognition, causal reasoning, logical reasoning, scientific reasoning, verbal abilities and cognitive flexibility, play an important role in effectiveness of CBT. Some children may respond poorly because they do not yet have the cognitive, social, or emotional maturity needed to understand and apply the skills being taught in therapy. In conclusion, treatments for children may need to be tailored to match children’s ability to both comprehend and implement the therapeutic techniques, otherwise, the effectiveness of the treatment is limited.

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.

Background and Psychological problems of children is associated with several factors such as temperament and personality traits that are biological. The aim of this study was to compare the personality traits with behavioral activation and inhibition systems in students with Conduct Disorder (CD), Attention Deficit Hyperactivity Disorder (ADHD) and normal students.
The research design is causal-comparative. The samples in clinical groups are selected by convenience sampling and the normal group is selected by cluster random sampling method. Eysenck Personality Questionnaire (1975) and behavioral activation and inhibition systems (Carver and White, 1989) are used in the research. Data were analyzed by using multivariate analysis of variance and Scheffe's test.
The results shows that students with ADHD in terms of behavioral inhibition, behavioral activation subscale drive and reward responsiveness are lower than normal group, but in fun seeking, neurosis and psychosis they are at higher level. The group with conduct disorder are at higher level in terms of behavioral activation, reward responsiveness, fun seeking and psychosis, but is lower in behavioral inhibition and subscale drive than the normal group.
The type of personality traits, behavioral activation and inhibition systems are related to behavioral problems, impulsivity, and risk-seeking in students. Therefore, considering to this area of problems can provide effective solutions to professionals and parents.

This study aimed to investigate the effectiveness of the FRIENDS treatment program on the anxiety of children in Shiraz. Research methodology was a randomized pre-test and post-test type with a control group. Statistical population includes all boys and girls 9 to 11 years old of Shiraz elementary schools in the academic year 2014-2015 with a multi-stage random sampling and by using the anxiety questionnaire of children, 20 students were selected and by simple random sampling method were assigned to two groups of test group (10 persons) and control group (10 persons). Test group was exposed to the training program of FRIENDS for 3 months and the control group didn’t receive any intervention. After 3 months and the end of program, the post-test was done and one month after the intervention, the follow-up was performed. Data analysis was performed by using T-test and multivariate analysis of covariance (MANCOVA). Research results in line with other studies supported the decisive effectiveness of training program of FRIENDS on reducing the anxiety of children in post-test and follow-up stages. It was also determined that the most effectiveness in post-test stage on reducing the social anxiety in children, and in follow-up stage on reducing the social anxiety and stress was comprehensive. FRIENDS program can be taken into consideration as a preventive intervention to reduce the anxiety of children in Iranian society.

According to effectiveness of story-telling in children’s psychological problems, this research conducted to assess the effectiveness of story telling aggression and depression in pre-school children.
The statistical community of this clinical trial included preschool children (4-6 years) in kindergartens of Saveh city in 2013. So, 40 children selected among those who had high scores of aggression and depression based on Rutter’s children behavioral problems checklist by available sampling method. Then they were divided into two equal experimental and control groups. After implementing the pre-test, the story-telling treatment conducted in 12 sessions with duration of 60 minutes (twice a week) for experimental group. After end of sessions, the post-test and one month later, follow-up test were done. For analyzing the data, descriptive statistics, the variance analysis with repetitious sizes and SPSS software were used.
The results showed that pre-test scores of depression and aggression were not different significantlly (P>0.05) but these scores decreased in story-telling group compared to control group (P=0.01) and this effect continoued in follow-up test.
It seems that story-telling can reduce preschool children’s aggression and depression and it can be used as an effective technique for behavioral disorders in children.

The aim of this study was to determine the effectiveness of mindful parenting on the self-efficacy of mothers and anxiety symptoms in preschool children with anxiety symptoms in Tehran. The research method was quasi-experimental with a pretest-posttest design with a control group. The statistical population included all mothers of children aged five to six years with anxiety symptoms in kindergartens in Tehran, in the academic year 1397-98, using the multi-stage cluster sampling method, 40 people were selected and randomly placed in two groups of 20 people. In this study, the experimental group received 8 sessions of 90 minutes of a mindfulness-based parenting education program. Participants also completed preschool anxiety questionnaires (PAS, Spence et al., 1996) and parental self-efficacy (PSAM, Domka et al., 1996) in three stages: pre-test, post-test, and follow-up. The results of a mixed analysis of variance with repeated measures showed that mindfulness parenting training had an effect on increasing self-efficacy (p <0.05, F = 27.610) and reducing anxiety symptoms (p <0.05, F = 32.329) in children. The impact has remained stable during the follow-up period. According to the findings of the present study, it seems that the role of mindful parenting courses in preventing and reducing psychological problems in preschool children should be considered.

The aim of this study was to investigate and compare the effectiveness of storytelling and play therapy of the parent of the child on the aggression of social fear in children with symptoms of coping disobedience. The research design was quasi-experimental of pretest-posttest and follow-up with the control group. The statistical population of the study was all female students with symptoms of confrontational disobedience disorder who were studying in Tabriz schools in the academic year of 2019-2020. All students studying in the primary school were selected by available sampling and the grading scale of confrontational disobedience disorder was performed by the teachers of these schools on all students. After scoring the questionnaires and screening, 60 students were selected and randomly divided into three groups of 20 people. For data collection, the Shahim Aggression Questionnaire (2006) and Social Fear of Masia et al. (2003) were used. Data were analyzed by analysis of covariance and LSD post hoc test. The results showed that parent-child story therapy and play therapy have an effect on studentschr('39') aggression and social fear and reduce their aggression and social fear. The results of the post hoc test also showed that play therapy has a greater effect on aggression and social fear in children. Therefore, school counselors are advised to use story therapy and play therapy to reduce the psychological problems of children.

Epidemiology of psychological problems of children with type 1 diabetes is particularly important due to the ever-increasing prevalence of its sufferers in the world and difficult and stressful conditions of living with this disease and also the long-term negative effects it can have on the physical, psychological, social, and spiritual development of people. Because knowing the current condition of these children is essential for any psychological planning and intervention; the present study was conducted with the aim of epidemiology of psychological problems of children with type 1 diabetes.

Methods and Materials:

 In this descriptive-cross-sectional study, 100 children aged 8 to 12 years with type 1 diabetes in Isfahan province who were cared for in medical centers of the University of Medical Sciences in 2022 were investigated. Psychological problems including emotional-behavioral problems were measured by Children's Behavior Inventory (CBCL). The data was analyzed through SPSS software version 26 and with descriptive (mean, standard deviation and percentage) and inferential (chi-square, one-sample t-test and one-way analysis of variance) indicators.

68.7% of children examined in this research had psychological problems at the clinical level (55.2%) or borderline (13.5%).Some psychological problems were significantly related to gender and economic and educational level of the family (p ≤ 0.05).

Children with type 1 diabetes have internalized psychological problems such as anxiety, depression, somatization, as well as externalized problems such as rule-breaking and aggressive behaviors at the clinical and borderline levels. It is necessary to design and implement a context by strengthening the relationship between the medical team and the consultants to facilitate the acceptance of life with diabetes and help the children and their families express emotions properly.

Lifestyle changes as a result of the global outbreak of Quaid 19 have overshadowed children and have had psychological consequences. Therefore, the aim of the present study was to investigate the psychological consequences of the new coronavirus (Covid 19) in children with systemic review. The research findings from 2019 to 2020 in the databases PupMed, Springer, Scopus, ProQuest, Science direct, Google Scholar by searching the keywords of Quaid 19, psychological effects, mental health, social isolation, behavioral-emotional problems, quarantine and children Finally, according to the entry criteria, out of 62 articles reviewed, 15 articles were included in the research and classification results, summarized and reported. Evaluation of the articles showed an increase in behavioral problems, problems related to self-regulation, anxiety and fear, problems related to adaptation and coping strategies, experience of abuse and emotional abuse, increased severity of mental disorders and depression and post-traumatic stress disorder. Covid 19 is considered a disease in children. Considering the negative psychological consequences of the prevalence of Quaid 19 disease, it is recommended to design and plan intervention and support strategies to reduce the negative effects.