نشریه پژوهش در روان درمانی کودک و نوجوان
پیاپی 1 (زمستان 1401)

The aim of this study was to investigate the effectiveness of mindfulness -based intervention for children on psychological well-being and self-compassion in children with special learning disabilities.

This experimental study was conducted with a pretest-posttest design with control group. The statistical population was all children with special learning disabilities in Esfahan city in year 1400. In first, 30 child were selected by available sampling method and then randomly divided into experimental and control groups (15 child in group experimental and 15 child in group control). For the children in the experimental group, the mindfulness -based intervention for children was implemented in 8 sessions; each session lasting 90 minutes, but the control group received no training and remained in the waiting list. The instruments used in this study include psychological well-being scale for children (PWB-c) of Opree and et al (2018) and self-compassion scale for children (SCS-C) of Sutton and et al (2018). Data analysis was performed using SPSS-24 software in two sections: descriptive (mean and standard deviation) and inferential (multivariate analysis of covariance).

Results of covariance analysis showed that indicated that mindfulness -based intervention for children, significantly improvement psychological well-being and self-compassion of children with special learning disabilities (P<0.05)

It can be concluded that that mindfulness -based intervention for children can be used as an effective intervention in order to improvement the psychological well-being and self-compassion of children with special learning disabilities. Mindfulness -based intervention for children could be used as an intervention to increase children’s mental health and to decrease externalizing and internalizing disorders as it increases their mindfulness.

The purpose of this study was to investigate the effectiveness of Internet-based cognitive-behavioral therapy on the symptoms of female children with symptoms of obsessive-compulsive disorder.

The current research was a semi-experimental design with a pre-test-post-test design with a control group. The sample of this research was 24 girls with symptoms of obsessive-compulsive disorder who were identified among 268 elementary school students in Rasht city in 1400 and after checking the entry criteria (age range 11-12 years, no other physical and mental illness, Voluntary consent, access to internet and personal computer) and after a short telephone diagnostic interview (average 15 minutes for each person), they were randomly placed in two groups of 12 people, experimental and control. The measurement tools of this research were the Yale-Brown Obsession Questionnaire (YBOCS) (as screening) and the Maudsley Obsession Questionnaire (MOCI) (as pre-test and post-test). In this research, the experimental group was subjected to Internet-based cognitive-behavioral intervention during 8 individual and weekly sessions for two months. Data analysis was done by running single and multiple covariance analysis tests in SPSS-24 software.

The results of the present study showed that this treatment method has significantly improved the symptoms of obsessive-compulsive disorder in this group of people (P<0.05).

According to the results of this research, this treatment method can be used as a supplement or independently in the treatment of obsessive-compulsive disorder.

The present study was to determine the effectiveness of parental education based on Adler Drivers approach on controlling cognitive abilities in students with ADHD in Zahedan.

The present study was a quasi-experimental with a pretest-posttest design with a control group and a two-month follow-up period. The statistical population of the present study included all parents and female elementary school students with hyperactivity disorder studying in Zahedan city in the academic year 1399-1400. Thirty children with attention deficit hyperactivity disorder were selected by purposive sampling method and randomly assigned to experimental and control groups (15 children in each group). The parents of the experimental group were trained in the Adler-Driver approach for 10 sessions. Assessment tools included Attention Deficit Hyperactivity Disorder (TCQ) and Rescue Cognitive Ability Questionnaire (2013). The data were analyzed by repeated measures analysis of variance using SPSS 27 statistical software.

The results showed that parental education with Adler-Driver approach had a significant effect on the control of cognitive abilities (p <0.000) of children with attention deficit hyperactivity disorder.

Based on the findings of the present study, it can be concluded that parenting education with Adler-Driver approach focusing on the principles of cognitive ability, can be used as an effective method to improve learning of children with attention deficit hyperactivity disorder.

The present study was conducted with the aim of investigating the effectiveness of executive functions on the working memory of students with math learning disorders.

The method of this research was semi-experimental with a pre-test-post-test design with a control group. The statistical population included all elementary school students with math disorders who referred to the Center for Learning Difficulties in Noor city in the academic year of 2019-2020. 30 of these students were selected by available sampling and randomly assigned to two experimental and control groups, 15 each. In the implementation of this research, the capacity measurement testWorking memory of Danimin Carpenter (1980) was used and the training program of executive functions (Sahibani et al., 2019) was implemented for 10 sessions of 60 minutes and twice a week for the participants of the experimental group. If the control group did not receive any intervention. Data were analyzed using analysis of covariance.

The results showed that the training of the executive functions of the brain significantly increased the working memory of the students in the experimental group compared to the control group (p<0.001).

From the present study, it can be concluded that the training of the executive functions of the brain is effective on the working memory of students with math learning disorders and has improved it.

Disruptive mood dysregulation disorders include persistent instability and recurrent periods of uncontrolled temper that have recently been diagnosed in children and adolescents. These people have major problems labeling facial expressions and interpreting vague cues, various trainings on emotional cognitive cues can be effective in reducing their irritability and temper.

The present study was an experimental and its population consists of boys with disruptive mood dysregulation disorder between 6-12 years old. The number of samples in the training group includes 8 boys with mood disorders referred to psychotherapy clinics in Shiraz and was selected by purposed sampling method and according to the inclusion and exit criteria of the project. Then according to parental consent to participate in training they were divided into two groups (4 boys in the experimental group and 4 boys in the control group). The instruments included the Children's Temper Questionnaire (Nelson et al, 2000), which was used as a pretest and posttest. Finally, the experimental group received 8 training sessions (two sessions per week and about 45 minutes per session). The data analyzed by independent groups t-test.

Training the emotional face patterns has reduced the level of temper in children with disruptive mood dysregulation disorders (P>0/01).

Teaching emotional face patterns can be used as an intervention method in reducing the temper of boys with disorder of mood disorders.

The present study aims to done investigate role discriminate aggression, difficulty in emotion regulation and distress tolerance male students on vandalism behaviors. The study was a causal-comparative research.

The statistical population consists of all the male students of high school Arak city in year academic 2021-2022. For that 30 male students with vandalism behaviors and 30 male students without vandalism behaviors were picked through subjective sampling and aggression questionnaire of Buss and Perry (1992), difficulties in emotion regulation scale of Gratz and Roemer (2004) and distress tolerance scale Simons and Gaher (2005) were administered to them. Data were analyzed by SPSS-24 software, using discriminant analysis method. The obtained data were analyzed by the discriminant analysis method.

The results of the discriminant analysis showed that variable aggression, difficulty in emotion regulation and distress tolerance male students can help to prediction vandalism behaviors. The function discriminant analysis assigned 88/3 percent of the male students with and without of vandalism behaviors.

The findings clarified the importance of aggression, difficulty in emotion regulation and distress tolerance in distinguishing male students with and without vandalism behaviors; hence these factors can be used in prevention of vandalism behaviors by management.