فصلنامه سلامت روان کودک
سال هشتم شماره 1 (پیاپی 26، بهار 1400)

Learning disabilities affect many aspects of a personchr('39')s life, including social skills. And, most children with poor social skills are depressed and isolated. Therefore, this study aimed to develop a structural model of social skills in children with learning disabilities based on their attachment styles, through the mediating role of academic self-efficacy.

The present study was an applied research in its objective and a survey-correlational study using structural equations in the method of gathering the data. A sample of 200 students with learning disabilities referring to Bujika Center for the Treatment of Learning Disabilities in Tehran in 2019-2020 were selected by convenience sampling. The Social Skills Rating System-Parents Version (Gresham & Elliott, 1990), the Kinship Center Attachment Questionnaire (Halpern & Kappenberg, 2006), and the Academic Self-Efficacy Scale (Jinks & Morgan, 1999) were used to collect data.  Research data were analyzed by structural equation modeling and mediation effect testing in the proposed model using bootstrap method.

Findings showed that the proposed model was fitted to the data. Based on the results, anxious and avoidant attachment styles and academic self-efficacy were negative and positive predictor of social skills, respectively (p<0.05). Findings also confirmed the mediating role of academic self-efficacy in the relationship between anxious and avoidant attachment styles and social skills.

Therefore, it can be concluded that anxious and avoidant attachment styles decrease the social skills in children with learning disabilities, while the indirect effect of attachment styles through the mediating role of academic self-efficacy improves the social skills in these children.

Academic performance is one of the important components in education that has always been addressed by programmers, school principals, teachers, and parents, who have always tried to provide appropriate conditions for enhancing the academic efficiency of students. This study was conducted to investigate the mediating role of meaning of education in the relationship between academic optimism and academic performance.

This study was an applied research in terms of research objective and a descriptive-correlational study in terms of gathering the data. Data were collected from a sample of 250 secondary school girls in Khorramdareh by random cluster sampling. Meaning of education Questionnaire (Henderson-King& Smith, 2006) and Academic Optimism Scale (Tschanen-Moran et al., 2013) were used to collect the data. Also to evaluate the academic achievement, the average score of students in the first and second semesters were used. Data were analyzed by structural equations in SPSS22 and MPLUS 7.4.

Findings showed that there was a significant positive relationship between academic optimism and academic performance (P<0.01) and that meaning of education plays a mediating role in this relationship.

The results show that academic optimism directly improves students chr('39')academic performance, but it affects indirectly the academic performance through the mediating role of meaning of education.

Mothers of blind children have difficulty regulating emotions and psychological reactions. Stress inoculation training (SIT) seems to be advantageous for them. This study aimed to investigate the effect of stress inoculation on cognitive emotion regulation and psychological problems of mothers of blind children.

The present research is a quasi-experimental study with a pretest-posttest design and control group. The study population included mothers of blind children aged 7-10 years in Isfahan city in 2018-2019. The participants were selected by convenient sampling method from Shahid Samani and Shahid Abedi schools and randomly divided into two experimental (N=17) and control (N=17) groups. The experimental group received the intervention in ten 45-minutes sessions, but the control group did not receive any training. The instruments used were the Cognitive Emotion Regulation Questionnaire (Garnefski & Kraaij, 2006) and the Depression, Anxiety, and Stress Scale (Lawibund & Lawibund, 1995). Data were analyzed by MANOVA in SPSS.

The results indicated that SIT had a significant impact on the adaptive strategies of cognitive emotion regulation in the participants (F=6.91, P=0.01), but it had not a significant effect on their maladaptive strategies (F=0.19, P=0.66). Moreover, the program had a significant impact on depression (F=22.42, P=0.0001) and stress (F=10.99, P=0.002) of participants, but there was no significant impact on their anxiety (F=0.19, P=0.66).

The SIT affects emotional experiences and psychological reactions; therefore, it plays a crucial role in improving the emotion regulation and psychological problems of mothers of blind children.

Autism spectrum disorder (ASD) is a lifelong developmental condition that is characterized by specific problems in social interaction and communication, the ability to think and flexible behavior, and perception and managing of sensory stimuli. Due to the presence of students with autism in public education schools, it is necessary to develop the teaching skills of teachers based on evidence-based methods. The present study aimed to perform a systematic review of the professional development program for teaching teachers based on evidence-based practices for students with ASD.

In this study, through systematic reviews and search for specialized keywords in Elsevier, Scopus, Google Scholar, ProQuest, Springer, and PubMed databases between 2000 and 2018, the findings and information needed to achieve the research goal was obtained. In the next step, all selected articles were reviewed by three research authors in EndNote software and duplicate articles were removed, and 217 published articles were considered base on the inclusion criteria and quality assessment using Cochrane risk of bias quality assessment. Then, based on the final qualitative evaluation, 14 articles were selected in English and reviewed in order to answer the research questions.

Among studies, education in behavioral context with nine studies (45 percent), communication context with seven studies (35 percent), social context with three studies (15 percent), education context with one study (5 percent), and transfer and play context without study, from most to least research to allocuted themselves; also, 25 percent of the studies used in behavioral interventions and positive behavioral-supportive strategies, 15 percent of the naturalistic intervention strategies, and discrete trial training and 10 percent pivotal response training and other strategies.

Based on the obtained results, it is suggested that professional development programs for educating teachers with students with ASD in Iran be mostly based on positive behavioral interventions and supportive strategies. As a result, educational programs should be presented in the form of individual and combined education.

By developing new technologies, increasing the use of Computer games by children, the variety of these games, and their negative effects on childrenchr('39')s sleep, identifying and monitoring games will be crucial. This study aimed to investigate the relationship between Computer Games addiction to sleep disorders in preschool children considering the role of moderating relationships with parents.

This is a correlation study. The sample of this study was 350 mothers of preschool children who were studying in the academic year of 2017-18 in areas 3, 5, and 6 Isfahan and were selected by convenient sampling. In this research, Farhadi computer addiction inventory (2016), Owens and Sprite (2000), and Baby-Baby Relationships (1961), were used. The results were analyzed using Pearson correlation coefficient and regression.

The results of correlation analysis showed that there is a positive and significant relationship between sleep deprivation computer addiction in children with sleep resistance, sleep duration, sleep anxiety, and parasomnia (P=0/001<0.05). However, there was no meaningful relationship with the components of delay in beginning sleep (P=0/20), night-time awakening (P=0/21), sleep disorder (P=0/05) and sleepiness (P=0/66), and the relationship with parents in the over-supporting component relationship with sleep disorders and addiction to computer games has a significant moderating effect (P=0/0012<0.05). However, with the acceptance components of the child (P=0/94), the more aggressive (P=0/52) and rejection of the child (P=0/34) does not have a significant moderating effect (P>0.05).

The results indicate the positive relationship between sleep disorders and their adverse effects on the child, the way parents work, and the destructive role of computer games addiction. Extreme gambling plays a significant role in the development of problems and intensifying symptoms of sleep disorders, and on the other hand, child withdrawal also results in increased addiction to computer games and sleep disorders.

Considering the importance of students’ well-being and the study of variables affecting it, the present study aimed to investigate the mediating effect of self-efficacy on the relationship between basic psychological needs gratification and students’ psychological well-being.

The method of this research was descriptive-correlational. The statistical population of the study included all female junior high school students in the second district of Hamedan in the academic year 2019-2020 (N = 1200). The statistical sample of this study was selected using Two-stage cluster random sampling method with 302. For data collection, Basic Needs Gratification (Haftlang et.al, 2015), Psychological Well-being (Ryff & Keyes, 1989) and General Self-efficacy (Sherer and Maddux, 1982) questionnaires were used. The collected data were also analyzed using AMOS structural equations.

The results of data analysis showed that the gratification of basic psychological needs and self-efficacy explain 63% of the variance of psychological well-being. Gratification of basic psychological needs explains 39% of the variance in self-efficacy. In addition, self-efficacy has a positive and significant effect on adolescent psychological well-being (p <0.001) and self-efficacy in the relationship between basic needs and psychological well-being of adolescents has a positive mediating role. And has significance (p <0.001).

Based on the findings of this study, it can be concluded that the psychological well-being model of adolescents has a good fit based on the gratification of basic psychological needswith self-efficacy mediation. The results of this study also showed that self-efficacy has an important role in satisfying the basic psychological needs and psychological well-being of students; therefore, satisfying the basic needs of students leads to increasing their self-efficacy and ultimately can be very effective in increasing the psychological well-being of students.

The extreme use of digital tools is one of the most influential factors in academic achievement. Meanwhile, using the Internet is the most common occupation among students. The present study aimed to determine the effectiveness of systematic desensitization and self-regulation on the studentschr('39') dependence on the Internet.

The present study was a quasi-experimental design with a pretest-posttest design and a control group. Forty-five students with the highest scores in the Kimberly Young (1995) Internet Addiction Questionnaire were selected by convenient sampling from Rasht city over the academic year 2018-2019, and randomly assigned to two experimental groups and a control group. After 12 sessions of systematic desensitization and self-regulation interventions, the Internet Addiction Questionnaire was administered again. Statistical data were analyzed using univariate analysis of covariance and SPSS-21 statistical software.

The results showed that regular desensitization and self-regulation training was effective on studentschr('39') dependence to the Internet (P <0.01). Also, self-regulation had a greater effect on studentschr('39') Internet dependence than the systematic desensitization (P< 0/001).

Systematic desensitization with behavioral changes, and self-regulation with cognitive changes, reduce the Internet dependence; therefore, these two educational approaches can be used to reduce studentschr('39') Internet dependence.

Social skills play a substantial role in the social adjustment process and the children’s behavioral problems reduction. Expressive language and the theory of mind are two efficacious fundamental factors in children’s social skills enhancement. So the present study was conducted to designing a social skills model based on the role of expressive language development components through the mediation of theory of mind in children of 4 to 6 years old.

This research was a practical survey-correlational study. The population included 750 pre-school children in Shahr-e-Babak located in Kerman province during the 2017-18 academic year; 104 preschoolers (including 48 girls and 56 boys) were selected with a three-stage cluster sampling method. They completed the language development test (Newcome & Hammill 1988), Social Skills Rating Scale (ROSS) (Truscott, 1989), and the test of the theory of mind by Nepssy2 (Korkman, Davis and Matthews, 2007). Research data was analyzed through path analysis.

Results indicate that the proposed model has a proper fitting with the research data. Results approve the direct effect of the theory of mind on social skills (0<0.001) and also the direct effect of expressive language components on the theory of mind (p<0.01). Findings confirmed the mediatory role of the theory of mind in the relation of social skills and expressive language components (p<0.05).

Findings of this research indicate that the components of expressive language and the theory of mind should improve as well as the social skills of 4 to 6-year-old children. Components of expressive language can indirectly, and through the theory of mind, enhance, develop and improve children’s social skills, which is done through affecting children’s social efficiency, enabling effective interaction with peers, and decreasing their behavioral problems.

The onset of the oppositional defiant disorder (ODD) occurs in childhood and preschool age; and if left untreated, it can make many imposed costs on the child, family, and community, so appropriate interventions for children with this disorder are required; therefore, the aim of this study was the effectiveness of parent-centered play-therapy on aggression and symptoms of ODD.

The present study was a quasi-experimental pretest-posttest with a control group. From the statistical population that included all children aged 4-5 years with ODD referred to Setarehshahr Kindergarten and Preschool in District 14 of Tehran in the second six months of 2019, 30 eligible children were selected by convenient sampling method and randomly assigned into two experimental and control group (15 persons in each group). The Gado and Sprafkin (2002) Child Symptoms Questionnaire and the Achenbach and Rescorella (2001) Child Behavior Inventory were used to collect data. Parent-based Play Therapy Educational Intervention (Barton and Landarth, 2006) was presented to the experimental group in 8 sessions of 60 minutes, while the control group did not receive educational training. Data were analyzed using SPSS software version 22 and univariate analysis of covariance at the significance level of 0.05.

The results showed that parent-centered play therapy was effective in reducing aggression and syptoms of ODD symptoms (p <0.01)

Parent-centered play therapy provides effective and beneficial strategies to reduce aggression and ODD symptoms; therefore, the use of this model in medical and counseling centers is recommended to promote mental health.

Identifying the factors that can prevent or reduce studentschr('39') risk-taking behaviors is crucial; therefore, this study aimed to investigate the prediction of female studentschr('39') risk-taking beahaviors based on basic psychological needs and emotion regulation.

The present study was a descriptive correlational study. From the population that included females in first and second high school students in Saravan in the 2019-2020 academic year, 357 people were selected by convenience sampling method. To collect information, the basic Psychological Needs Questionnaires (Deci & Ryan, 2000), Emotional rRgulation (Gross and John, 2003), and Iranian Adolescents Risk-Taking Behaviors (Zadeh Mohammadi, Ahmadabadi & Heidari, 2011) were used. Data were analyzed by using the SPSS-24 and Pearson correlation coefficient and simultaneous multiple regression tests at a significance level of 0.05.

The results showed a correlation between basic psychological needs (r = -0.590) and its components including autonomy (r = -0.442), competence (r = -0.552) and relationship (r = -0.330) with risk-taking behaviors was negative and significant (p<0.01). Also, the correlation between emotion regulation (r = -0.527) and its components including reassessment (r = -0.461), and repression (r = -0.443) with negative and significant risk (p <0.01) was significant. The results also showed that the variables of basic psychological needs and emotion regulation explain 54% of risk-taking behaviors variances in the model (p <0.01).

Based on the results of the research, the gratification of basic psychological needs and emotion regulation predict studentschr('39') risk-taking; therefore, intervention programs are suggested by school counselors and psychologists to improve these variables.

Self-regulated learning has a very important role in students’ education and learning processes and academic self-efficacy and achievement goals are effective factors in developing this ability. In this regard, the purpose of this study was examining a prediction model of self-regulated learning based on students’ motivational beliefs, intelligence beliefs, and perception of classroom atmosphere while considering the mediating role of self-efficacy and achievement goals in students at Iranian gigted schools.

The present study was a descriptive correlational study. The statistical population included all eighth grade high school students at gifted schools in Tehran in 2020-21 school year. Four hundred students were selected through cluster random sampling. The research tools consisted of the General Self-Efficacy Scale (GSES) (Sherer et al., 1982), Motivational Strategies for Learning Questionnaire (MSLQ) (Pintrich et al., 1990), Perceptions of Classroom Atmosphere Questionnaire (Rovy, 2002), Intelligence Beliefs Questionnaire (Abdolfattah and Yiths, 2006), and Achievement Goals Questionnaire (Midgley, 1988). The collected data were analyzed through structural equation modeling (SEM) technique.

According to the results, the variables of achievement goals, self-efficacy, intelligence beliefs, motivational beliefs, and perception of classroom atmosphere had a positive and significant relationship with self-regulated learning (P<0.01). Moreover, the findings confirmed the mediating role of self-efficacy in the relationship between self-regulated learning and motivational beliefs and perception of classroom atmosphere and the mediating role of achievement goals in the relationship between self-regulated learning and motivational beliefs.

The results showed the desirable status of the fit indices of the research model. Furthermore, motivational beliefs variable had both direct and indirect effects on self-regulated learning variable.

Childhood experiences affect problems of adjustment such as anxiety and depression and parenting styles in adulthood. One of the most crucial ways to prevent psychological disorders is to develop positive personality traits from childhood and to use suitable parenting methods. The present study aimed to determine the effect of "raising a thinking preteen" parent training on resiliency and coping strategies of children with low levels of adjustment.

This research was a quasi-experimental study with a pretest-posttest control group design. The study sample consisted of 26 parents of female elementary school students of the first district of Rasht city in the academic year 2017-2018, which was done through multistage cluster sampling and in terms of scores below 65 in the Adjustment Scale (Dokhanchi, 1998). The participants were randomly assigned to experimental or control groups (15 per group). The applied instruments were the Child and Youth Resilience Measure) Ungar & Liebenberg, 2009)) and the Adolescent Coping Scale (Moos, 1993). Data were analyzed using the independent t-test and multivariate analysis of covariance.

Findings indicate that "raising a thinking preteen" training increases resiliency and adequate coping strategies and decreases insufficient coping strategies in children with low levels of adjustment. (P ≤ 0.05).

According to the results of the present study, it can be concluded that the intervention has a significant effect on resiliency and coping strategies in children with low levels of adjustment by relying on problem-solving skills and by affecting parenting style.