نشریه سلامت و آموزش در اوان کودکی
سال پنجم شماره 4 (پیاپی 18، زمستان 1403)

Considering that in the families of patients with borderline personality disorder, parents tend to trivialize their child's painful emotional experiences and even attribute them to the child's personal defects. The present study was conducted with the aim of quantitatively combining the results of research related to borderline personality disorder in 2023.

This study is applied in its purpose and employs a mixed-method approach. Using meta-synthesis and the fourth version of Comprehensive Meta-Analysis software, it searched for articles related to borderline personality disorder in children under 8 years old in reliable Persian-language databases, including the Research Institute for Information Science and Technology database, the Jihad University of Tehran database, the Comprehensive Internal Journals System, the Human Sciences Portal, the Noor Specialized Journals database, the Tebyin Digital Library, the Iranian Research Institute for Information Science and Technology, and foreign databases including Springer, ScienceDirect, Google Scholar, Elsevier, Dart-Europe.eu, Etd.Lsu.edu, and Zpid.de, which were eligible to enter the research and related to the causes and factors of borderline personality disorder. The statistical population of the research consisted of articles published between 2013 and 2023in the field of borderline personality disorder. After retrieving the relevant works, 38 domestic articles and 27 foreign articles met the research criteria and were selected for analysis.

The results of the meta-analysis of 45 variables showed that the variables, primary emotional characteristics, self-esteem, depression, psychological pain, object relations, trauma, mentalization, emotional dysregulation, self-worth, difficulty in regulating emotions, mindfulness, negative spiritual coping, communication skills, psychological flexibility, and self-compassion had the most significant impact on borderline personality disorder. The findings also showed heterogeneity among the observed effect sizes, indicating the existence of mediating variables influencing the research results.

A review of the studies indicates that borderline personality disorder is associated with multiple factors. These interconnections highlight the complexity of the disorder and the necessity for multidimensional therapeutic approaches tailored to the individual needs of each patient.

Children, especially children of working mothers, experience a high level of anxiety and it is necessary to conduct research with the aim of predicting and designing programs to reduce it. Therefore, the aim of this study was determine the role of the child's temperament and mother-child emotional bonding in predicting the anxiety of 3 to 6 year-old children of working mothers.

This study in terms of purpose was applied and in terms of implementation method was cross-sectional from type of correlation. The research population was all children 3 to 6 year-old with working mothers in Urmia city in 2022 year. The sample size was 200 people, which this number were selected by purposive sampling method. The research tools were Hegwit et al.'s middle childhood temperament questionnaire (1982), Kitamura et al.'s mother-child emotional bonding scale (2015) and Rodgers et al.'s parental version of anxiety scale for children (2016). The data were analyzed by Pearson correlation coefficients and multiple regression with enter model in SPSS software version 24.

The findings showed that the child's positive temperament (r=-0.479) and mother-child emotional bonding (r=-0.596) had a negative and significant relationship with the anxiety of children of working mothers and the child's negative temperament (r=0.471) had a positive and significant relationship with their anxiety (P<0.001). Also, the child's positive and negative temperament and mother-child emotional bonding significantly could predict 48.3% of the anxiety changes of children with working mothers, which in this predicting according to the rate of Beta the share of mother-child emotional bonding was higher than other variables (P<0.001).

The results indicated the effective role of the child's temperament and mother-child emotional bonding in predicting the anxiety of 3 to 6 year-old children of working mothers. Therefore, to reduce their anxiety, can be used the educational workshops to reduce child's negative temperament and improve child's positive temperament and mother-child emotional bonding.

This study aimed to investigate the effectiveness of the Floortime program on behavioral problems and parent-child interaction in children with attention deficit hyperactivity disorder.

The current research method was semi-experimental with a pre-test-post-test design with a control group. The statistical population of this research was all children with attention deficit hyperactivity disorder in Babol City in the academic year 1402-1403. The statistical sample in this research includes 30 children with hyperactivity disorder (15 for the control group and 15 for the experimental group) who were selected by available sampling and replaced in two groups simply randomly. The data collection tool was Connors's (1978) Children's Behavioral Problems Questionnaire and Pianta's (1994) Parent-Child Interaction Scale. In this research, the statistical method of multivariate covariance analysis was used in SPSS-24 software to analyze the obtained data.

The findings of the research showed that Floortime program training has a significant effect on behavioral problems and parent-child interaction in children with attention deficit hyperactivity disorder (P≤0.05).

Floortime play therapy program is a practical and effective way to reduce behavioral problems and increase parent-child interaction. Therefore, it can be said that the therapeutic principles of Flortime, by focusing on the foundations of communication, emotional exchange, and the meaningful use of ideas, move the child towards transformational progress, facilitates.

With the aim of developing mental abilities and improving the cognitive level of children, the Fabak program seeks to increase their social, moral, and cognitive abilities through their active participation in philosophical discussions and interactive learning. The present study aimed to assess the effect of the P4C (Philosophy for Children) program on the happiness, quality of life, and mental health of children aged 9-12 in Tehran.

Accordingly, 30 individuals were selected as a sample and randomly assigned to two experimental and control groups (15 in each group). Both control and experimental groups completed the 29-itemn Oxford Happiness Questionnaire (1989), the Quality-of-Life Questionnaire for 8-12-year-old children (2003), and the Mental Health Assessment Questionnaire for Children and Adolescents (1984). Consequently, the experimental group students were trained for 10 sessions of 60 minutes with P4C exercises for 10 weeks. In addition, the control group remained in waiting mode. Following the end of the sessions and two months later, the mentioned tests were performed for both experimental and control groups. Data were analyzed in SPSS software (version 24) using analysis of covariance.

The results indicated that the impact of the P4C program on happiness, quality of life, and mental health among children aged 9- 12 years in Tehran was significant.

It can be concluded that the P4C program can be used as an effective tool to promote happiness, quality of life, and mental health among children aged 9-12 years. This positive impact can be attributed to the educational methods of P4C, including encouragement of critical thinking and participation in philosophical discussions.

The child-centered communication that is provided in special game sessions makes child therapy a desirable therapeutic tool for parents belonging to different cultures. This study aimed to compare the effectiveness of attachment-centered play therapy and parent-child relationship-based play therapy on the emotional regulation of children with separation anxiety disorder.

The current quasi-experimental research was conducted using a pretest-posttest-follow-up method with two experimental groups and one control group. The statistical population of this research included all mother-child pairs of five to six-year-old girls and boys with separation anxiety who were registered in preschool centers or kindergartens in the 4th district of Tehran in the academic year of 2022-2023. Among them, 45 people were selected by the available sampling method and randomly assigned to two experimental groups (15 people in each group) and one control group (15 people). The experimental group of attachment-centered play therapy was trained for 8 sessions of 60 minutes, and the experimental group of play therapy based on the parent-child relationship was trained for 10 sessions of 2 hours. The tools used in the current research included emotional regulation (Shields and Cicchetti, 1995). The analysis of the information obtained from the implementation of the questionnaire was done through SPSS-v24 software in two descriptive and inferential sections (variance analysis with repeated measurements).

The findings related to the within-group factor showed that the calculated F value for the effect of the phases (pre-test, post-test, and follow-up) was significant at the 0.05 level for emotion regulation scores (F=2.9 at P<0.05). The results indicated that both interventions used in this research could significantly improve the emotional regulation of children with separation anxiety disorder.

The results demonstrated that both training programs, utilizing specialized techniques of each intervention, were able to effectively promote empathy with the child and respond to the child's needs while providing emotional regulation, which in turn enhanced the mother's ability and competence.

Considering the psychological consequences of COVID-19 on the mental health of children and parents and its significant impact on the quality of  parent-child relationship, the present study aimed to assess  the effect of filial therapy on maternal sensitivity and parental stress of preschool children with emotional and behavioral problems in District 10 of Tehran during the COVID-19 pandemic.

This applied quasi-experimental research was conducted based on a pre-test-post-test control group design with a follow-up. The statistical population of the present study included the mothers of preschool children with emotional and behavioral problems in the 10th district of Tehran in 2022. A total of 41 people were selected by convenience sampling method. A number of 21 cases were randomly placed in the experimental group and 20 subjects were allocated to the control group. Thereafter, the mothers of the experimental group participated in Filial Therapy training sessions, and the mothers of the control group were waiting to receive the intervention. Both groups were evaluated three times: pre-test, post-test, at follow-up (one month after the end of the intervention) with the Behavior Checklist (Achenbach and Rescorla, 1991), maternal care quality questionnaire (Ghanbari et al., 2012), and the parental stress index questionnaire (Abidin, 1992). Analysis of covariance (ANCOVA) and multivariate covariance analysis (MANCOVA) were used to analyze the findings.

The results demonstrated that maternal sensitivity of the experimental group increased compared to the control group, and the level of parental stress decreased(except in the relationship with spouse subscale in the parent domain).

Filial therapy can be used as one of the upcoming interventions during crises, such as COVID-19, to improve parent-child relationship and reduce parental tension.

The present study aimed to validate the psychological-social risk scale of the work environment among working mothers in the Ministry of Labor, Cooperative and Social Welfare of the country in 2023.

The research was carried out using the psychometric methods (factor analysis) and the tool used was the researcher-made scale of psycho-social risks in the workplace (2023). The study population consisted of working mothers in the Ministry of Labor, Cooperation, and Social Welfare of the country. Among this population,  480 cases were selected by simple random method. The data analysis methods used to examine the factor structure were exploratory factor analysis and confirmatory factor analysis, and to examine the reliability, Cronbach's alpha coefficient was employed.

The findings demonstrated that the final structure of the tool in the form of 36 items covering 6 factors of organizational culture, health and well-being, ineffective behaviors, job satisfaction and participation, job demand and job insecurity had a Cronbach's alpha coefficient of 0.876 and the obtained factor structure during the exploratory analysis enjoyed good fit indices (CFI, GFI, RFI, NFI, and IFI).

Considering the validity and reliability of the target tool and the given the fact that the identification of workplace hazards is vital in the development of effective prevention services and early intervention, the tools reviewed in the current research can be used to estimate the level of workplace risks for women, especially mothers, in order to prove interventions aimed at increasing mental health and well-being in the workplace.

Parental divorce can act as an emotional storm in children's lives, leading to serious psychological problems such as anxiety, depression, and academic decline, jeopardizing their mental health. Despite these risks, evidence suggests a lack of attention to the education of children of divorce and the creation of conditions to address these harms.This research was conducted with the aim of developing an educational-counseling package to reduce the psychological and educational injuries of children of divorce.

the present research was carried out using systematic review, therefore, the research field under study is all the valid articles and theses published in Persian language in Iranian databases including, Scientific Information Center, Noor Mags and Comprehensive Humanities Portal were investigated in the period of 1385-1402 and 3296 documents were retrieved. To evaluate the quality of the studies, the checklist of the CASP critical evaluation skills program was used and 26 documents were selected. Further, in order to develop an educational-consultative package to reduce the injuries of children affected by parental divorce, based on the review of the background of studies, solutions that included various techniques and concepts were developed. 10 experts in the field of counseling selected and expressed their opinion in order to check the content validity of the package.

Findings In the qualitative section, we identified six categories of harms resulting from the content analysis of the data, including: psychological harms, physical harms and general health, family relationships, academic harms, and risky behaviors in these children, which led to 27 subthemes. After adjusting the content of the educational-counseling package based on the psychological approaches of CBT, DBT, and ACT, and individual and group counseling (integrated), the validity of the developed package was examined by experts, and a content index of 0.8 and a kappa agreement coefficient of 0.71 were obtained. Results of the content analysis of the data.

The findings of the present study indicate a wide range of psychological, social, and educational harms in the children studied. These harms, which have been identified through qualitative data analysis, indicate the need for psychological interventions. Developing an educational-psychological package based on an integrated approach of CBT, DBT, ACT, and individual and group counseling is an important step towards responding to these needs. These findings emphasize the importance of early identification and intervention in children's psychological, social, and educational harms. The integrated approach used in this study, by emphasizing the training of cognitive, emotional, and behavioral skills, can significantly contribute to improving the quality of life of affected children. Also, the high validity of this package indicates the effectiveness of this approach in promoting children's mental health.

The process of content analysis is the process of converting quality into quantity and then converting this quantity into quality. This method is often used in integrated research and research process and is used in various fields of educational and social sciences, including curriculum and educational planning, sociology, psychology, and educational technology.

In this research, a descriptive and library method was used, and all related these articles were purposefully selected and analyzed. This article is a review type. And also the research method based on grounded theory is used.

What is stated in this article first defines content analysis, then examines open content analysis versus hidden content analysis, as well as uses, stages, approaches, and finally attempts to express the nature of content analysis from a quantitative and qualitative point of view, and then to The two logics of induction and analogy and comparison were discussed and they were carried out in the three steps of preparing for organizing and reporting.

Since the method of content analysis has different branches, the border of their differences and similarities is not completely clear. For this reason, as well as the existence of different approaches, this research has been carried out, because by introducing, analysis and summarization of content analysis methods help researchers to write and find their methodological point of view, therefore, it has more of an operational aspect than a theoretical aspect, because it can be a precursor to the use and implementation of other methods such as the foundational data theory method.

Motivation is considered a general factor that generates behavior, while academic motivation is a student's perception of himself, his talents and abilities, and his efficiency. It is also effective in determining their goals and the extent of their success and failure. The present study aimed to model the causal relationship between self-efficacy and academic motivation with the mediating role of teacher-student interaction in female first-year high school students in Ahvaz city in Iran during 2023.

The present research method followed a fundamental, descriptive, correlational, and structural equation model in terms of its purpose. The research population was all 500 female sixth-grade elementary school students in District 2 of Ahvaz; among them, 220 were selected as samples according to the Krejcie & Morgan table and multi-stage randomization sampling. The research tools were the questionnaires related to Harter's Educational Motivation Scale (HEMS, 1980), Sherer General Self-Efficacy Scale (GSE, 1972), as well as the Teacher Interaction Questionnaire designed and validated by Lardasmi and Kenny (2001). In addition, the data were analyzed using SPSS (version 26) and AMOS.

The results indicated that the standard coefficients of the path between self-efficacy and academic motivation, between positive teacher-student interaction and academic motivation, and between negative teacher-student interaction and academic motivation are significant. Moreover, the self-efficacy variable has a significant indirect relationship with the academic motivation variable through positive teacher-student interaction, and the self-efficacy variable has a significant indirect relationship with the academic motivation variable through negative teacher-student interaction. With acceptable values of the fit indices, it was determined that the proposed model has an acceptable and appropriate fit with the data. As a result, academic motivation can be predicted based on self-efficacy through the mediation of teacher-student interaction in first-year female high school students in Ahvaz.

Overall, it was indicated that there is indeed a significant relationship between self-efficacy and academic motivation with the mediating role of teacher-student interaction, which supports the need for further research to bridge the gap between student motivation and identifying variables that influence their academic motivation.