نشریه سلامت اجتماعی
سال دهم شماره 4 (امرداد و شهریور 1402)

Gut microbiota can play a role in improving or aggravating diseases, including inflammatory bowel disease, by affecting intracellular signaling pathways. About 25% of cases of inflammatory bowel disease occur in children, and there are many similarities and differences between inflammatory bowel disease in children and adults. In children with inflammatory bowel disease, Enterococcus increases and Anaerostipes, Bluetia, Coprococcus, Faecalibacterium, Roseboria, Ruminococcus and Lachnospira decrease significantly. These findings suggest that the diet and resulting dysbiosis seen in adults with inflammatory bowel disease may develop during childhood. As a result, studying the microbiota profile of the digestive system and its relationship with diet in children with inflammatory bowel disease can play a role in their diagnosis, screening and treatment. In this article, the basic concepts related to the microbiota of children's gastrointestinal tract, and its relationship with diet in children's inflammatory bowel disease and their relationship with each other, and the intracellular mechanisms and the prospects of their use in the future have been reviewed.

Childhood is one of the most basic periods of life. Meanwhile, the pre-primary period is considered the key years for children's mental and physical development. Education of parents, especially mothers of children under the age of six, has recently attracted the attention of planners in the field of children due to the positive changes it creates in children. This research was conducted with the aim of determining the effectiveness of the psychological empowerment of mothers on children's social skills and mother's empathy.

This semi-interventional study, pre-test-post-test and two-month follow-up, was conducted with the participation of thirty mothers with children aged 4 to 6 years in Isfahan city in 2021. The participants were selected in the available way and randomly replaced in two equal intervention and control groups. The intervention group received the mother's psychological empowerment package for 10 sessions of 90 minutes, and the control group did not receive any intervention. The participants of both groups completed the questionnaires of Mattson's Child's social skills and Davis's mother's empathy before and after intervention and two months later as a follow-up. Data were analyzed using variance analysis with repeated measurements test and SPSS Statistics for Windows, version 23.0 (SPSS Inc., Chicago, Ill., USA).

The mean (SD) score of the child’s social skills in the pre-test was 190.8 (22.4), which increased to 210.0 (12.9) in the post-test and 204.1 (14.3) in the follow-up (P<0.001). The mean (SD) score of the mother's empathy in the pre-test was 46.9 (8.5), which increased to 54.0 (7.9) in the post-test and 55.7 (7.2) in the follow-up (P<0.001). No significant change was observed in the control group.

The study showed that teaching psychological empowerment packages to mothers with children aged 4 to 6 years increased the child’s social skills and mother's empathy.

 Experiencing any traumatic event in any form such as emotional abuse, physical and physical abuse, sexual abuse in childhood can affect people's well-being. The aim of this study is to determine the validity of the educational package based on motivational interviewing and mentalizing approaches in order to achieve its effectiveness on experiential avoidance and the sense of agency of students with childhood trauma.

 This study was carried out with the participation of five specialized PhDs in psychology. A group training package based on motivational interviewing and mentalization was developed by holding 11 sessions and based on references and principles of educational and therapeutic methods based on motivational interviewing and mentalization. Content validity was obtained using a 33-question questionnaire.

 The face validity of the educational package based on motivational interviewing and mentalization was confirmed. The content validity ratio for all training sessions except the second, fifth and tenth session was higher than 0.99 and approved. Also, the content validity index of all 33 questions is higher than 0.79.

 The educational package based on motivational interviewing and mentalization has favorable validity in terms of both form and content dimensions.