@article{ author = {}, title = {Chiefeditor}, abstract ={}, Keywords = {}, volume = {3}, Number = {1}, pages = {6-8}, publisher = {Abbas Ali Hossein Khanzadeh}, url = {http://childmentalhealth.ir/article-1-108-en.html}, eprint = {http://childmentalhealth.ir/article-1-108-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2016} } @article{ author = {FamiTafreshi, Farzane and Mohammadi, Mohammad Reza and SharifiSaki, Sheida and Ahmadi, Hadi and Karimi, Reza and Aakhte, Maryam}, title = {Effectiveness of Training Applied Behavior Analysis to Parents on Increasing Self-help of Children with Autism}, abstract ={Background and purpose: Children with autism disorder from early childhood are often confronting with cognitive and behavioral problems such as problems with eating, dressing, linguistic relation, and motor activity. The purpose of this study is determining the effectiveness of training applied behavior analysis to the parents of children with autism in increasing self-help of children with autism. Method: Design of present study is experimental with pretest, posttest and control group.  The population includes all parents of pre-school and primary school children with autism in Tehran in 1394 year. Sampling was done through simple random sampling and 30 Participants (15 in experimental group and 15 in the control group) were assigned randomly. Participants before and after training responded to Vineland Social Maturity Scale (1953) and Garz list (1994). Applied Behavior Analysis was taught to parents of children to use this method to increase self-help skills of their children. The intervention program was held for 10 half-hour sessions on experimental group. Univariate analysis of covariance was used to analyze the data. Results: The results of covariance analysis showed there is significant difference in experimental group comparing to control group in self-help in children after intervention of applied behavior analysis to parents. (p<0.001) Conclusion: Due to high stress parents of children with autism and low self-help of children with autism, training of applied behavior analysis program and strengthen communication skills is necessary. Results’ implications are discussed.}, Keywords = {Applied behavior analysis, self-help, children with autism}, volume = {3}, Number = {1}, pages = {9-18}, publisher = {Abbas Ali Hossein Khanzadeh}, url = {http://childmentalhealth.ir/article-1-109-en.html}, eprint = {http://childmentalhealth.ir/article-1-109-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2016} } @article{ author = {Mohammadi, Zahra and Amiri, Sho'le}, title = {Comparing the Affective Perspective Taking and the Empathy Level of Bully Students and the Victims of Bullying}, abstract ={Background and purpose: Communication needs to keep track of social, linguistic and physical information and at the same time to manage the flow of this information between conversational partners. Successful communication requires the conversational partners to be aware of each other's mental states. So, the objective of the present study is to compare the affective perspective taking and the empathy level in bully students and the victims of bullying.   Method: The method of present study is a descriptive method and ex-post factor type and its statistical population includes all the students of Isfahan's elementary school in the academic year 1391-92. For sampling, 192 bully students and victims of bullying students were selected randomly during several stages. The tools used include affective perspective taking researcher-made questionnaire (2005) and Bryant empathy questionnaire (1982). Results: The results of multivariate variance analysis test showed that there is a significant difference between the groups in the study variables (P˂0.001). The results of univariate analysis test showed no significant difference between the groups in empathy variable (P˃0.05), but this difference in affective perspective taking variable is significant. This means that the grouping in affective perspective taking variable explains 8 percent of the variance (P˂0.05). Conclusion: To prevent the interpersonal problems as a result of weakness in perspective taking and empathy skills, affective perspective taking and empathy should be entered in formal and parenting skills education in the form of basic and essential skills as two factors affecting the social understanding and success in communication with peers.}, Keywords = {Perspective taking, empathy, bully children, victims of bullying}, volume = {3}, Number = {1}, pages = {19-27}, publisher = {Abbas Ali Hossein Khanzadeh}, url = {http://childmentalhealth.ir/article-1-110-en.html}, eprint = {http://childmentalhealth.ir/article-1-110-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2016} } @article{ author = {Shokoohi-Yekta, Mohsen and AkbariZardkhaneh, Saeed and Parand, Akram and Mahmoudi, Maryam and Mashrouti, Paris}, title = {Effect of Teaching Problem Solving to Mothers on Family Processes and Parenting Styles}, abstract ={Background and Purpose: Nowdays, relationship among family members is affected by the problem solving training. The purpose of the present research was to study the efficacy of problem solving teaching on parenting styles and family processes. Method: The present study plan was pseudo-experimental research method with one group pre-post design. The study population consisted of mothers of preschool and elementary school students. Sampling method used was available sample. Participants included 55 mothers of students in Tehran. For data gathering, Baumrind parenting style (Baumrind, 1967) and family processes questionnaires (Samani, 1995) were used. Results: Findings showed that attending in the problem solving workshops had positive effects on the subjects` performance in the area of parenting styles and family processes. So that it leads to improved communication skills, integrity and mutual respect and coping skills as well as permissive and authoritarian parenting styles changed in the desirable direction. Conclusion: Problem solving skills training can be suggested to improve parenting styles and family processes. Attending in the current program with improving parenting ways can result to increase positive experiences by children and following that psycho-social benefit. Thus, the current intervention can suggest as a promising one to clinicians.}, Keywords = {Problem solving, parent-child relationships, parenting}, volume = {3}, Number = {1}, pages = {29-40}, publisher = {Abbas Ali Hossein Khanzadeh}, url = {http://childmentalhealth.ir/article-1-116-en.html}, eprint = {http://childmentalhealth.ir/article-1-116-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2016} } @article{ author = {MahmoudAlilou, Majid and Khanjani, Zeinab and Bayat, Ahm}, title = {Comparing the Coping Strategies and Emotion Regulation of Students with Symptoms of Anxiety-Related Emotional Disorders and Normal Group}, abstract ={Background and purpose: Childhood and adolescence has special conditions. Difficulty in coping and emotional regulation can lead to anxiety disorders. The purpose of this research was comparing the coping strategies and emotion regulation of students having symptoms of anxiety-related emotional disorders with normal group. Method: The method of this research was causative-comparative. 331 students of middle school from Touyserkan city were selected by categorized sampling method. 60 persons were selected after screening (30 persons with high anxiety, 30 persons with low anxiety) as a sample. Subjects answered Andler & Parker Coping Strategies (1990), Cross & John Emotion Regulation (2003), and Anxiety-Related Emotional Disorders (2000) questionnaires. Data was analyzed by SPSS and with MANOVA method. Results: The results of this research showed that there is a statistical significant difference among coping strategies and emotion regulation of students having symptoms of anxiety-related emotional disorders with normal group (P < 0.05). Also, it is obtained significant statistical difference between two groups for components of mentioned variables as a mixed variable. However, problem-oriented coping strategy and emotion regulation of reappraisal does not demonstrate any significant difference between two groups. Also the difference between two groups in emotion-oriented coping strategy, avoidant coping strategy, and emotion regulation of suppression was significant (P < 0.05). Conclusion: The type of coping of students with problems and the way that they regulate their emotions has important role in incidence of symptoms of anxiety-related emotional disorders.}, Keywords = {Coping Strategies, emotion regulation, anxiety}, volume = {3}, Number = {1}, pages = {41-51}, publisher = {Abbas Ali Hossein Khanzadeh}, url = {http://childmentalhealth.ir/article-1-117-en.html}, eprint = {http://childmentalhealth.ir/article-1-117-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2016} } @article{ author = {Taher, Mahboobe and Taher, Malihe and HosseinKhanzadeh, Abbas Ali and Mojarrad, Arezoo}, title = {Analytical Study of Early Maladaptive Schemas in Abused children}, abstract ={Background and Purpose: The process of child’s development is influenced by interaction of biological, psychological and social factors and family has a basic role in child development. The study of research literature show that children are at risk of abuse among families more than anyplace, and these physical, sexual and psychological injuries and ignorance make mental distress in child, and create maladaptive schemas and irrational thoughts on children's mind. The schemas as cognitive elements play an important role in personality organization, and the way that persons interpret their experiences. Method: This paper done by descriptive analytical method and literature study. For this, scientific databases with relevant keywords were searched and reliable scientific documents and articles were studied, analyzed, reviewed, compared, explained, and conclude. Results: Summary of the literature about early maladaptive schemas in abused children show that most of 18 early maladaptive schemas that was introduced by Jeffrey Yaung (1990) happen in abused children and each of abuses and maltreatments of parents in turn leads to formation and intensification of one or more of the domains of the early maladaptive schemas. Conclusion: Adequate planning is required in the micro and macro levels to knowing causes of the abuse, using prevention strategies, and holding educational and research programs. Also holding specialized meetings to preventing from child abuse is necessary.}, Keywords = {Early maladaptive schemas, child abuse, maltreatment with child }, volume = {3}, Number = {1}, pages = {53-69}, publisher = {Abbas Ali Hossein Khanzadeh}, url = {http://childmentalhealth.ir/article-1-118-en.html}, eprint = {http://childmentalhealth.ir/article-1-118-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2016} } @article{ author = {Garmabi, Mahdi and Adib-Sereshki, Narges and Taheri, Mohammad and Movallali, Guita and SeyyedNoori, Seyyedeh Zahr}, title = {The Effectiveness of Visual Perception Skills Training on Short-Term Visual Memory of Children with Hearing Impairment}, abstract ={Background and Purpose: Regarding the cognitive abilities of people with hearing impairment, memory has attracted attention of specialists. Especially the role of visual memory in remembering and recall of visual cues such as sign language and cued speech is frequently studied. The aim of this study was to investigate the effect of visual perception on short-term visual memory of male hearing-impaired students. Method: The method of this research was a quasi-experimental study with a pre-test/post-test design and control group. Among of the all of the boy’s students with hearing impairment in Tehran, thirty-six of students of Baghcheban School were selected through convenience sampling. They were then equally assigned to two groups (control and experiment). After 10 session intervention on experimental group, data were collected by Kim karad visual memory test. Results: Analysis of covariance showed that visual skills training significantly affected on improve of short-term visual memory on children with hearing damage. Conclusion: For improving visual memory in children with hearing impairment can be used of visual perception skills, because this perceptual skills makes activation areas related to visual memory and thus improves the visual memory.}, Keywords = {Visual perception, short-term visual memory, hearing-impaired children}, volume = {3}, Number = {1}, pages = {71-80}, publisher = {Abbas Ali Hossein Khanzadeh}, url = {http://childmentalhealth.ir/article-1-119-en.html}, eprint = {http://childmentalhealth.ir/article-1-119-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2016} } @article{ author = {Doostzade, Maryam and HemmatiAlamdarloo, Ghorban and Shojaee, Setareh}, title = {The Effectiveness of Family-Centered Early Intervention on Stress Symptoms of Mothers of Children with Hearing Impairment}, abstract ={Abstract Background and purpose: With the birth of child with disabilityy, parents are faced with many challenges. Generally, parents of children with disabilities have more stress than parents of typically developing children. So, the purpose of the present study was to investigate of the effectiveness of family- centered early interventions on stress symptoms in mothers of children with hearing impairment. Method: Study procedure was experimental with pretest-posttest design with control group. The sample size was 32 mothers that were selected by available sampling method of all mothers of hearing impaired children in Shiraz city in the academic year 2014-2015 and assigned into experimental and group control, randomly. The number of each experimental and control groups were 16 mother. Stress symptoms Questionnaire was used to collect data. The data were analyzed using ANCOVA and MANCOVA. Results: The results showed that there were significantly decrease in mean scores of stress symptoms and subscales (somatic symptoms, anxiety, social dysfunction and depression) in experimental group (P< 0.05). Conclusion: Findings indicated that family- centered early interventions lead to improve stress symptoms in mothers of children with hearing impairment.}, Keywords = {Family- centered, early intervention, stress symptoms, mothers, children with hearing impairment}, volume = {3}, Number = {1}, pages = {81-93}, publisher = {Abbas Ali Hossein Khanzadeh}, url = {http://childmentalhealth.ir/article-1-101-en.html}, eprint = {http://childmentalhealth.ir/article-1-101-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2016} } @article{ author = {Shokri, Somayeh and Khanjani, Zainab and Hashemi, Touraj}, title = {Predictions Parents Stress and Psychological Distrees Mothers on Basis Behavioral Problems and Adaptive Functions Primary School Children with Developmental Delays}, abstract ={Abstract Background and Purpose: birth child with developmental delay can be accompanied new problems and double  for parents these children looking to have, often for such parents especially mothers stress, emotional responses and experiences such as depression, anxiety and other psychological distresses occurs, that these are a direct relationship children's issues. the present study was done in order to predictions parents stress and psychological‌ distrees mothers on basis behavioral problems and adaptive functions primary school children with developmental delays. Method: the research plan is description of the type correlation, that research data analysis has been with the method structural equational modeling with the use of program lisrel. the statistical community this research was included all the children 6-11 years old with developmental delays includes children with autism referred to training and rehabilitation center and students schools with special needs tabriz, iran In the academic year 2014-2015. in this study, was used of the available sampling methods. after explain the objectives research for mothers and satisfying conscious of them, scales aberrant behavior checklist (1986), short form of mental symptoms test (1973), vineland adaptive behavior scales (1984), parents stress index (1967), complete by mothers. Findings: research data by the statistical method structural modeling was analyzed by lisrel software. data analysis showed that between the components behavioral problems children with developmental delays (with autism and without autism) with parents stress and psychological distrees their mothers, there is a positive relationship but between the components of the adaptive functions these children with psychological distrees and parents stress mothers, there is a negative relationship. Conclusions: according structural modeling results can be concluded that adaptive functions and behavioral problems children with developmental delays the format of structural modeling changes psychological distrees and parents stress mothers significantly explain. for example variable irritability the beta coefficient (0/24), t calculated (3/72), is able to 24% of the changes psychological distrees mothers significantly explain. and this variable the beta coefficient (0/42), t calculated (5/46), is able to %42 of the changes parents stress mothers significantly explain.}, Keywords = {Keyword: developmental delay, behavioral problems, adaptive functions psychological distress, parental stress. }, volume = {3}, Number = {1}, pages = {95-108}, publisher = {Abbas Ali Hossein Khanzadeh}, url = {http://childmentalhealth.ir/article-1-67-en.html}, eprint = {http://childmentalhealth.ir/article-1-67-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2016} } @article{ author = {Zeyni, Marzieh and BaloochiAnaraki, Mohamm}, title = {A Comparison of the Elements of Draw–a–Person Test (DAP) in Children with Spelling Disorders and Normal Children}, abstract ={Background and purpose: Spelling learning disability is one of the most common childhood disorders. In recent years, several methods have been developed for the diagnosis of this disorder. That detection of the various elements of the drawings is one of these methods. The aim of this study was to compare children with and without spelling disorder in the test elements of the draw a person. Method: Design of this study was causal-comparative. 50 girl students with spelling disorder and 50 students without spelling disorder were chosen through the random cluster sampling method. To gather of dadta, Raven’s progressive matrices, Draw a person test (DAP) and the diagnostic Spelling test of Fallahchai, were used. Results: The results of Chi-square and T-test revealed that there is significant differents between the drawings elements in the children with and without the disorder (p>./05). The persons drawn by children with spelling disorders included shapes which were more simple and smaller than shapes drawn by normal children. There were fewer details in the drawings of children with spelling disorders than in the drawings of normal children. Also, the disregard of coordination and symmetry and omission of the person's body members and the general low quality were very evident in the drawings of children with spelling disorders in comparison with those drawn by normal children. Conclusion: The findings have diagnostic value of drawing associated with learning disorders, especially in spelling disorder. Existence the difference between the levels of test elements of drawing in children with and without spelling disorder means that the elements of the drawing can be used to identify children with spelling disorder.}, Keywords = {Learning disability, spelling disorder, Draw–a–Person Test (DAP)}, volume = {3}, Number = {1}, pages = {109-120}, publisher = {Abbas Ali Hossein Khanzadeh}, url = {http://childmentalhealth.ir/article-1-87-en.html}, eprint = {http://childmentalhealth.ir/article-1-87-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2016} } @article{ author = {HosseinKhanzadeh, Abbas Ali}, title = {Chiefeditor}, abstract ={}, Keywords = {}, volume = {3}, Number = {2}, pages = {7-8}, publisher = {Abbas Ali Hossein Khanzadeh}, url = {http://childmentalhealth.ir/article-1-157-en.html}, eprint = {http://childmentalhealth.ir/article-1-157-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2016} } @article{ author = {Azizi, Arman and Karimipoor, Bent Alhoda and Rahmani, Shamsollah and Veisi, Farshi}, title = {Comparing the Efficacy of Child-Parent Relationship Therapy (CPRT) and Family-Focused Therapy (FFT) on Function of Families with Children with Oppositional Defiant Disorder (ODD)}, abstract ={Background and Purpose: Family function is an important aspect of family environment which affect physical, social and emotional health of the children. The function of families with children with oppositional defiant disorder may falter. The aim of the study was to compare the efficacy of child-parent relationship therapy (CPRT) and family-focused therapy (FFT) on function of families with children with oppositional defiant disorder (ODD). Method:  Current study is an experimental research with pretest and posttest and control group. The population consisted of all families with children with oppositional defiant disorder who referred to counseling centers in Sanandaj in 2016. The sample consisted of 36 families who were selected using convenience sampling method and randomly assigned to one of the two experimental groups (treatment with CPRT, or treatment with FFT) or the control group. Data were collected using the measure of family functioning (Epstein, Baldwin and Bishop, 1983). The experimental group received a 10-session training course (2 hours/ per session), while the control group did not receive any training. Results: According to the findings, both experimental groups showed significant improvement on family function comparing to control group. Furthermore, comparing to FFT therapy, CPRT therapy had a greater influence on the improvement of family function. Conclusion: Using the two therapeutic methods discussed in this study is an important step toward improving the family function.}, Keywords = {Child-parent relationship therapy, family-focused therapy, family function, oppositional defiant disorder}, volume = {3}, Number = {2}, pages = {9-20}, publisher = {Abbas Ali Hossein Khanzadeh}, url = {http://childmentalhealth.ir/article-1-131-en.html}, eprint = {http://childmentalhealth.ir/article-1-131-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2016} } @article{ author = {Sadri, Maryam and ZareBahramabadi, Mehdi and Ghiasi, Mahnaz}, title = {Effectiveness of Attachment-Oriented Therapy on the Quality of Attachment and Social Skills in Children with Oppositional Defiant Disorder}, abstract ={Background and Purpose: As a result of the dramatic increase in mental health illness rate, we have witnessed a growing concern about children’s psychological health and its effect on child development in recent years. Therefore, current study aimed to investigate the effectiveness of attachment-oriented therapy and social skills in children with oppositional defiant disorder. Method: Present research had a quasi-experimental design with pretest-posttest and control group. The study population consisted of all boys with oppositional defiant disorder who were studying at the institutes of Isfahan in 2015-16 academic year. 30 boys were with oppositional defiant disorder were selected using nonprobability sampling method, and then, their mothers were invited to participate in the study. The experimental group received a ten-session course on attachment-oriented therapy, while the control group did not receive any intervention. The study instruments included children and adolescents mental health assessment questionnaire (Sprafkin, Lani, Unitat and Gado, 1984), Randolf’s attachment quality questionnaire (2004), and Matson’s social skills (1983). Data were analyzed using univariate analysis of covariance. Results: Findings suggested that attachment-oriented therapy had a significant effect on the components of attachment quality and social skills of children with oppositional defiant disorder (P<0.05). Conclusion: According to our findings, attachment-oriented therapy can be administered to improve attachment quality and social skills in the children with oppositional defiant disorder.}, Keywords = {Attachment-oriented therapy, attachment quality, social skills, oppositional defiant disorder}, volume = {3}, Number = {2}, pages = {21-30}, publisher = {Abbas Ali Hossein Khanzadeh}, url = {http://childmentalhealth.ir/article-1-113-en.html}, eprint = {http://childmentalhealth.ir/article-1-113-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2016} } @article{ author = {Beh-Pajooh, Ahmad and Parand, Akram and Emami, Nahid and SeyyedNoori, Seyyedeh Zahr}, title = {Comparison of Academic Achievement in Elementary Students with and without Attention Deficit / Hyperactivity Disorder (ADHD)}, abstract ={Background and Purpose: Attention Deficit Hyperactivity Disorder (ADHD) is one of the most prevalent childhood disorders which can affect children’s academic achievements and performance. The purpose of the present study was to compare the academic achievement in elementary students with and without Attention Deficit and Hyperactivity Disorder in Tehran, Iran. Method: Present study had causal-comparative design. The study population consisted of all elementary students in the city of Tehran. Sample consisted of 160 third to fifth elementary school students (80 students with ADHD and 80 students without ADHD) who were selected using random sampling method. For diagnosis of ADHD, the 18-item ADHD checklist (Ghanizadeh & Jafari, 2010) was completed by the teachers. Academic achievement of two groups was calculated using students’ GPA on four courses (Persian, Writing, Math, and Science) in previous academic years. Independent sample t-test was used for data analysis. Results: Results indicated that ADHD group had a significantly lower academic achievement comparing to normal group (p < .01). In addition, female students with ADHD showed higher academic achievement comparing to male students with ADHD (p < .05). Conclusion: In order to prevent academic wastage among elementary students with ADHD, early identification and treatment of such children is recommended.}, Keywords = {Attention Deficit / Hyperactivity Disorder, academic achievement, elementary students}, volume = {3}, Number = {2}, pages = {31-39}, publisher = {Abbas Ali Hossein Khanzadeh}, url = {http://childmentalhealth.ir/article-1-120-en.html}, eprint = {http://childmentalhealth.ir/article-1-120-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2016} } @article{ author = {Alipour, Farshid and Hasani, Jafar and Bodaghi, Elahe and Mohtashmirad, Forouzandeh and Saeidpour, Saber}, title = {Cognitive Emotion Regulation Strategies, Metacognition, and Early Maladaptive Schemas in Students with Stuttering and Normal Students}, abstract ={Background and purpose: Stuttering disorders are among the disorders which their etiology is not entirely clear yet, and more psychological research is needed to clear our understanding of this disorder. Therefore, present study aimed to compare cognitive emotion relgulation, metacognition, and early maladaptive schemas in adolescents with stuttering and normal adolescents. Method: present study was a casual-comparative research. The study population consisted of all the secondary school students in Hamadan with stuttering who referred to speech therapist in the third quarter of 2013. 21 patients suffering from stuttering and 21 normal individuals were selected using convenience sampling method. Data were collected using Young Schema Questionnaire (1998), cognitive emotion regulation (Garnfsky, Krayj & Aspynhavn, 2001), and meta-cognition Inventory (Wells, 2002). Data were analyzed using univariate analysis of variance. Results: The results showed that comparing to normal adolescents, adolescents with stuttering use more maladaptive strategies and less adaptive strategies. Furthermore, groups showed significant differences in terms of their metacognition and schemas (p < .001). Conclusion: According to our findings, in comparison to normal adolescents, adolescents with stuttering have higher levels of maladaptive emotion regulation strategies, metacognitive beliefs, and early maladaptive schemes.}, Keywords = {Metacognition, cognitive emotion regulation, early maladaptive schemes, stuttering}, volume = {3}, Number = {2}, pages = {41-54}, publisher = {Abbas Ali Hossein Khanzadeh}, url = {http://childmentalhealth.ir/article-1-111-en.html}, eprint = {http://childmentalhealth.ir/article-1-111-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2016} } @article{ author = {Shokoohi-Yekta, Mohsen and Parand, Akram and Dargahi, Mahboobeh}, title = {Family-Based Preventive Interventions: Effects on Parent-Child Relationship and Parenting Styles}, abstract ={Background and purpose: Due to their parenting styles, many parents ruin their children’s opportunity to think about the problems and find solutions for them, which may increase the likelihood of behavior problems in children. Various training packages have been designed and administered in order to help parents, and raising a thinking child is one of them. The purpose of the present study was to investigate the effects of raising a thinking child training, as a family-based training method, on problem solving, parenting style, and parent-child interaction. Method:  The sample group consisted of Parents of 40 preschool and first grade children, who voluntarily participated in the workshop. Present research was a quasi-experimental study with pretest-posttest and without control group. The workshop included nine weekly two hours training sessions. Data were collected using parenting methods questionnaire (Shokohi-Yekta & Parand, 2006) and parent-child relationship inventory (Gerard, 1994). Parents completed the questionnaires in pretest and posttest. Results: The findings showed that problem solving training has significantly improved parents’ parenting style (p < .01). Furthermore, the training significantly affected the subscales of satisfaction and relationship in parent-child relationship (p > .05). Conclusion: The raising a thinking child package can help parents to use effective strategies, such as problem solving rather non-effective methods like punishment.}, Keywords = {Educational strategies, parent-child relationship, parenting }, volume = {3}, Number = {2}, pages = {55-63}, publisher = {Abbas Ali Hossein Khanzadeh}, url = {http://childmentalhealth.ir/article-1-64-en.html}, eprint = {http://childmentalhealth.ir/article-1-64-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2016} } @article{ author = {MoayedGhaedi, tahereh and GhorbanShiroodi, Shohreh}, title = {The Efficacy of Group Hope Therapy on Depression, Loneliness, and Self-Efficacy in Female Students}, abstract ={Background and purpose: The theoretical foundations of hope therapy have rarely been used to improve the psychological symptoms among adolescent girls, and there are few data available about the effectiveness of group hope therapy. Present study aimed to investigate the efficacy of group hope therapy on the treatment of depression, loneliness, and self-efficacy in girl students. Method: The present research was experimental study with pretest-posttest design and control group. The study population consisted of all tenth and eleventh grade female students who were studying in the district one schools of Rasht in 2014-2015 academic year. 200 female students were selected using random cluster sampling method and filled out Beck depression inventory ‌ (1971), Asher loneliness (1983), and Sherer and Adams self-efficacy scale (1985) as their pretest. After scoring and screening the questionnaires, 30 students with the lowest scores were selected and randomly assigned to experimental (n =15) or control groups (n =15). The control group received no intervention, while the experimental group received an eight-session (90 min/ per session) group hope therapy. Results: the results of univariate analysis of covariance showed that comparing to control group, experimental group scored significantly lower on depressed mood and loneliness (p < .05). However, the groups did not differ significantly in terms of self-efficacy (p > .05). Conclusion:  Group hope therapy is an effective way to decrease depression and loneliness in female high school students. Based on these results, it is suggested that educational counselors use group hope therapy in working with students with mood disorder or loneliness.}, Keywords = {Group hope therapy, depression, loneliness, self-efficacy}, volume = {3}, Number = {2}, pages = {65-75}, publisher = {Abbas Ali Hossein Khanzadeh}, url = {http://childmentalhealth.ir/article-1-138-en.html}, eprint = {http://childmentalhealth.ir/article-1-138-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2016} } @article{ author = {Hesarsorkhi, Robabeh and AsghariNekah, Seyed Mohsen and LalzdehKandekali, Ensiyeh and Parvaneh, Elham}, title = {Comparison of Aggression and Emotional Knowledge in Orphans and Abandoned Male Children with Non- Orphans Male Children}, abstract ={Background and purpose: Due to the increasing number of orphans and their maladaptive behaviors and emotional disorders, it is necessary to pay special attention to this population. Present study aimed to compare the aggression and emotional knowledge between orphanage and abandoned children with normal children. Method: The present study was a causal-comparative research. The sample consisted of 64 male children aged four to six years old (32 orphans and abandoned children and 32 non-orphans), who were selected using convenience sampling method and were assessed using Preschool Aggression Questionnaire (Vahedi et al, 2008) and emotional matching task (Izard et al, 2003). Data were analyzed using independent sample t-test and MANOVA. Results: Result of independent sample t-test showed significantly higher levels of aggression in orphans and abandoned children comparing to non-orphans (p= 0/0001). Moreover, orphans and abandoned children showed significantly lower emotional knowledge comparing to non-orphans (p= 0/0001). In addition, results of MANOVA revealed that orphans and abandoned children had significantly lower scores in components of emotional knowledge (p < .05). Conclusion: Present study showed that children’s aggression and emotional knowledge is mainly influenced by parents’ parenting styles.}, Keywords = {Aggression, emotional knowledge, orphans}, volume = {3}, Number = {2}, pages = {77-85}, publisher = {Abbas Ali Hossein Khanzadeh}, url = {http://childmentalhealth.ir/article-1-94-en.html}, eprint = {http://childmentalhealth.ir/article-1-94-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2016} } @article{ author = {MotamediSharak, Farzaneh and GhobariBonab, Bagher and Rabiee, Alirez}, title = {Behavior Problems of Students of Single-Parent and Two-Parent Families from Teachers’ Perspective}, abstract ={Background and purpose: living in a single-parent family can lead to some disorders and affect their progress and prognosis. For this reason, investigating the behavior problems in these children has significant importance. Current study aimed to compare students of single-parent and two-parent families in terms of their behavior problems. Method: Current research was an Ex-Post Facto research. 100 single-parent elementary school students (50 girls and 50 boys) were selected using convenience sampling method from schools of Tehran (under the coverage and support of Imam Khomeini Committee). In addition, 100 two-parent elementary school students were selected using clustering sampling method from schools of Tehran. Data were collected using Ruther children questionnaire, and analyzed using ANOVA. Results: Results of multivariate analysis of variance showed that single-parent students have significantly more behavior problems comparing to two-parent students. Students, who were raised by a single parent, showed higher levels of aggression-hyperactivity, anxiety, depression, antisocial behaviors, and attention deficit and hyperactivity disorder. In addition, findings indicated significant gender difference between boys and girls; in another words, girls showed higher levels of anxiety, depression, and attention deficit disorder. Conclusion: Children experience more behavior problems in single-parent families - in which father is not present or cannot manage the family due to physical or mental disorder.}, Keywords = {Problem behaviors, single-parent families, two-parent families}, volume = {3}, Number = {2}, pages = {87-96}, publisher = {Abbas Ali Hossein Khanzadeh}, url = {http://childmentalhealth.ir/article-1-91-en.html}, eprint = {http://childmentalhealth.ir/article-1-91-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2016} } @article{ author = {Nazari, Mohammad Ali and Yaghooti, Fereshteh}, title = {Comparison of Time Perception of Emotional Events in Children with and without Autism Disorder}, abstract ={Background and purpose: Various studies show that emotion affects time perception. On the other hand, clinical reports indicate that individuals with autism have more difficulties in time processing. Present study aimed to compare the effects of emotional events (happy, sad, and neutral) on time perception in children with and without autism.  Method: Present research was a retrospective study. 13 high functioning children with autism, aged 5 to, were selected using convenience sampling method among the clients of autism centers of Tabriz. In addition, 13 children without autism were selected using convenience sampling method. Two groups were matched in terms of age and sex. Autism range inventory (Ehlerz & Gillberg, 1993) was used for screening the high-functioning autistic children. Then, time reproduction task (in both 2000 and 7000 ms) was performed in both groups. Data was analyzed using multivariate analysis of variance. Results: Results showed that children with autism had lower time reproduction rate in both durations comparing to normal group (P=0/001). Conclusion: The observed underestimation in this research is consistent with models of attention, which indicate that attention impairment is one of the primary deficits in autistic children that can lead to distraction and underestimation.}, Keywords = {Autism, time perception, time reproduction, emotion}, volume = {3}, Number = {2}, pages = {97-107}, publisher = {Abbas Ali Hossein Khanzadeh}, url = {http://childmentalhealth.ir/article-1-162-en.html}, eprint = {http://childmentalhealth.ir/article-1-162-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2016} } @article{ author = {HosseinKhanzadeh, Abbas Ali}, title = {Chiefeditor}, abstract ={}, Keywords = {}, volume = {3}, Number = {3}, pages = {1-2}, publisher = {Abbas Ali Hossein Khanzadeh}, url = {http://childmentalhealth.ir/article-1-172-en.html}, eprint = {http://childmentalhealth.ir/article-1-172-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2016} } @article{ author = {Narimani, Mohammad and Einy, Sanaz and Tagavy, Rami}, title = {Classroom Behavior Pattern and Academic Self-Handicapping in Students with Specific Learning Disabilities}, abstract ={Background and Purpose: Classroom behavior pattern and academic self-handicapping are important variables in academic failure of students with learning disabilities. Therefore, the aim of this study was to compare classroom behavior pattern and academic self-handicapping in students with and without specific learning disabilities.   Method: This study is causal- comparative. The statistical population of this study consisted of all students with learning disabilities in learning disability centers and normal students in the Ardabil city in 2015-2016. 90 students with and without learning disability (45 students in each group) were selected by convenience sampling method. To collect data, questionnaire of classroom behavior (Shaffer, 1977) and academic self-handicapping scale (Midgley et al, 2000) were used. Data was analyzed with MANOVA method. Results: The results showed that there are significant differences in classroom behavior pattern and academic self-handicapping between the two groups (p<0.01). In other words, students with learning disabilities had higher scores on academic self-handicapping variable and non-adaptive classroom behavior to the students without learning disability. Also, students with learning disability receive lower score in adaptive behavior than the students without learning disability. Conclusion: Students with specific learning disabilities in comparison peers show less adapted classroom behavior and also use self-handicapping strategies more than other students. Implication of the findings is discussed in the paper.           }, Keywords = {Classroom behavior pattern, academic self-handicapping, specific learning disability}, volume = {3}, Number = {3}, pages = {3-11}, publisher = {Abbas Ali Hossein Khanzadeh}, url = {http://childmentalhealth.ir/article-1-152-en.html}, eprint = {http://childmentalhealth.ir/article-1-152-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2016} } @article{ author = {Moshkani, Mohammad and malekmohammadi, hossie}, title = {Personality Traits, Behavioral Inhibition and Behavioral Activation Systems in Students with Conduct Disorder, Attention Deficit/Hyperactivity Disorder and Normal Group}, abstract ={Background and Purpose: 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. Method: 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. Results: 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. Conclusion: 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.}, Keywords = {Personality trait, behavioral activation, attention deficit, conduct disorder}, volume = {3}, Number = {3}, pages = {13-29}, publisher = {Abbas Ali Hossein Khanzadeh}, url = {http://childmentalhealth.ir/article-1-130-en.html}, eprint = {http://childmentalhealth.ir/article-1-130-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2016} } @article{ author = {Yahyazadeh, Aida and Karimi, Roghaye and HassanniaJorshari, Mahdis}, title = {Motivation, Self –Concept and Attitudes toward Reading in Students with Dyslexia}, abstract ={Background and Purpose: One of the most common learning disorders in students is dyslexia that caused many negative consequences. The present study is conducted with the aim of compare motivation to reading, self –concept of reading, and attitudes toward reading in students with and without dyslexia. Method: In terms of methodology, this research design is a sectional- analytical study. The statistical population of the study is comprised of all elementary students with dyslexia in Rasht, Iran, in the academic year 2013-2014. 108 of students (54 subjects without dyslexia and 54 subjects with dyslexia) were selected with convenience sampling. To collect of data, Official Reading and Dyslexia Test (ORDT), and the Motivations for Reading Questionnaire (MRQ), Reading Self-concept, and Attitude toward Reading were used. Results: The finding of Multivariate analysis of variance (MANOVA) showed that there are significant differences between children with and without dyslexia in at least one of the dependent variables (p<0/001). The results showed that the mean scores of children with dyslexia in all components of reading motivation, self-concept, and attitude are significantly lower than children without dyslexia (p<0/001). Conclusion: The findings showed that educational problems of dyslexic students have a negative impact on their psychological aspects that need to be considered.}, Keywords = {Motivation to reading, self –concept of reading, attitudes toward reading, dyslexia}, volume = {3}, Number = {3}, pages = {31-42}, publisher = {Abbas Ali Hossein Khanzadeh}, url = {http://childmentalhealth.ir/article-1-141-en.html}, eprint = {http://childmentalhealth.ir/article-1-141-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2016} } @article{ author = {Behroozy, Naser and Farzadi, Fatemeh and Faramarzi, Hami}, title = {Investigating the Causal Relationship of Parents’ Physical and Emotional Violence with Anger Management and Aggressive Behavior of Children with Oppositional Defiant Disorder Mediated by Parent-Child Relationship and Empathy}, abstract ={Background and Purpose: Oppositional defiant disorder is one of the most common disruptive behavioral disorders. The aim of this study was to study the causal relationship of parents’ physical and emotional violence with anger management and aggressive behavior of children with oppositional defiant disorder mediated by parent-child relationship and empathy Method: This study is the correlation and path analysis. Statistical population of this study included all female students in third to eighth grade with defiant disorder. Of this population, a sample of 100 subjects were selected by multistage random sampling. The tools used in this study included Children Oppositional Defiant Disorder Rating Scale of Homerson et al (2006), Child Abuse and Trauma Questionnair (CTQ) of Bernstein (1995), Conflict Tactics Scale (CTS) of Strauss (1979), Child-Parent Relationship Questionnaire (CPRS) of Fine et al (1983), Children’s Emotional Management Scale (CEMS) of Zeman et al (2001), Baron-Cohen’s Empathy Questionnaire (2003), Child Behavior Scale (CBS) of Ladd and Proflit (1996), and the structured clinical interview. Results: The results showed that emotional violence has a significant direct effect on aggressive behavior and anger management, but physical violence has only a direct effect on aggressive behavior. Also, the results demonstrated that empathy and parent-child relationship can act as a mediator between physical violence and emotional violence with anger management and aggressive behavior. Conclusion: The results has highlighted the importance of parents’ behaviors and recognizing symptoms and how to deal properly with child has oppositional defiant disorder symptoms.}, Keywords = {Physical and emotional violence, aggressive behavior, anger management, empathy, oppositional defiant}, volume = {3}, Number = {3}, pages = {43-58}, publisher = {Abbas Ali Hossein Khanzadeh}, url = {http://childmentalhealth.ir/article-1-139-en.html}, eprint = {http://childmentalhealth.ir/article-1-139-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2016} } @article{ author = {RahbarKarbasdehi, Fatemeh and Abolghasemi, Abbas and RahbarKarbasdehi, Ebrahim}, title = {Effect of Stress Management Training Based on Cognitive-Behavioral Approach on Improving Parent- Child Relationship and Psychological Well- Being in Mothers of Children with Intellectual Disability}, abstract ={Background and purpose: Birth of a child with intellectual disability could have a negative impact on mothers, to physical, psychological and social tensions. The purpose of the present research was to determine the effect of stress management training based on cognitive-behavioral approach on improving parent- child relationship and psychological well- being in mothers of children with intellectual disability. Method: This study is a experimental with pre- test/ post- test and a control group. The population comprised of all mothers of children with intellectual disability of Rasht city in 2016 that 28 participants were selected by available sampling method and assigned to two experimental and control groups (14 mothers in each). To collect the data,‌ Robert mother- child relationship assessment questionnaire (1961) and Ryff‘s scales of psychological well- being (2002) were used. For experimental group, stress management training based on cognitive- behavioral approach was executed at 10 weekly sessions in 45 minutes whereas control group did not have any training. Results: The results of multivariate analysis of covariance (MANCOVA) showed, this training were improve acceptance and reduce other components of mother- child relationship (overprotection, overindulgence, rejection) and also were improve the psychological well- being of mothers of children with intellectual disability (P< 0/001). Conclusion: According to the findings of the research, stress management training based on cognitive- behavioral approach is one of the most effective treatments to reduce stress, aggression and improve psychological well- being in mothers of children with intellectual disability.}, Keywords = {Stress management, parent- child relationship, psychological well- being}, volume = {3}, Number = {3}, pages = {59-71}, publisher = {Abbas Ali Hossein Khanzadeh}, url = {http://childmentalhealth.ir/article-1-146-en.html}, eprint = {http://childmentalhealth.ir/article-1-146-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2016} } @article{ author = {Esmaeilpour, Khalil and Mir, Afrooz and Zareei, Ahm}, title = {Relationship between Attachment Problems and Symptoms of Oppositional Defiant Disorder in Children}, abstract ={Background and Purpose: Due the high prevalence of oppositional defiant disorder in children and its later consequences, this study aimed to examine the relationship between attachment problems and symptoms of oppositional defiant disorder among elementary school students. Method: The present research was a descriptive-correlational study. The study population consisted of all elementary school students who were studying in the schools of Tabriz in 2015-2016 academic year. Participants included 229 patients (119 female, 110 male) children aged 11-6 years old who were selected using multistage cluster sampling method. Then, their parents compeleted the Oppositional Defiant Disorder Rating Scale (ODDRS; Hommersen et al, 2006) and Kinship Center Attachment Questionnaire (KCAQ; Kappenberg & Halpern, 2006). Data were analyzed using Pearson’s correlation coefficient test and multiple regression analysis. Results: The results indicated that there were significant relationships between attachment problems and oppositional defiant disorder (p < .01). Moreover, the components of attachment problems were strong predictors of oppositional defiant disorder among elementary school students, and could account  40% of the variability in oppositional behaviors of children. Conclusion: Based on the findings and consistent with attachment theory, the role of attachment in the oppositional defiant disorder was confirmed. Diagnostic and therapeutic implications of attachment problems about threatment of oppositional defiant children have been discussed.}, Keywords = {Oppositional defiant disorder, attachment, parent-child relationship}, volume = {3}, Number = {3}, pages = {73-83}, publisher = {Abbas Ali Hossein Khanzadeh}, url = {http://childmentalhealth.ir/article-1-136-en.html}, eprint = {http://childmentalhealth.ir/article-1-136-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2016} } @article{ author = {Samimi, Zobair and Heyrati, Habibeh and Ramesh, Somayeh and Kordtamini, Moslem}, title = {Role of Academic Motivation in High-risk Behavior of Vulnerable students}, abstract ={Background and purpose: Due to the increasing high-risk behaviors in vulnerable students, researchers need to study further at understanding the factors associated with it. One of these factors is academic motivation. Therefor the aim of this study was to survey the role of academic motivation in explaining high-risk behaviors of vulnerable students. Method: This study was descriptive and correlational. The statistical population was of all 10 -18 years old vulnerable students studying in the academic year 95-1394 in Kermanshah province. A sample of 100 students was selected by convenience sampling method. The Academic Motivation Scale (Vallerend, 1992), and Iranian Adolescents Risk-Taking Scale (Zadeh Mohammadi, 2011) were used for data collection. To analysis of data, correlation test and multiple regression analysis were used. Results: Findings indicated that internal motivation (r= -0/56), external motivation (r=-0/48), and reluctance (r=0/38) are correlated with high-risk behaviors. Results of regression analysis showed internal motivation can predict 55 percent of the variance of high-risk behaviors negatively. Morever, reluctance can be predict 31 percent of the variance of high-risk behaviors positively (P<0/001). Conclusion: According to the findings can be concluded that academic motivational is an important predictor of high-risk behaviors in vulnerable students; therefore to prevent and reduce high-risk behaviors in vulnerable students, pay special attention to the role of academic motivation in educational programs is necessary.}, Keywords = {Vulnerable students, high-risk behavior, academic motivation}, volume = {3}, Number = {3}, pages = {85-95}, publisher = {Abbas Ali Hossein Khanzadeh}, url = {http://childmentalhealth.ir/article-1-115-en.html}, eprint = {http://childmentalhealth.ir/article-1-115-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2016} } @article{ author = {Khanjani, Zeynab and Khaknezhad, Zahr}, title = {The Effect of Inactive Music Therapy on Symptoms, Communication Deficit, and Social Interaction of Children with Autism Spectrum Disorder}, abstract ={Background and Purpose: The study aimed to investigate the effect of music therapy on symptoms, communication deficit, and social interaction of children with autism spectrum disorder. Method: The present research was quasi-experimental with pretest- posttest control group. The statistical population consisted of all children with autism spectrum disorders in Tabriz that 50 of them (25 children in each group) were selected by convenience sampling method and assigned in experimental and control group randomly. Gilliam Autism Rating Scale (GARS) was used to gather of data. Analysis of the data was performed using analysis of covariance. Results: The findings of this study showed that music therapy can increase communication and language skills and reduce symptoms of autism (P<0.05). Conclusion: Based on the results of this study, inactive music therapy can be used as a rehabilitation method for children with autism. Implications of the results are discussed in the article.}, Keywords = {Autism spectrum disorder, music therapy, social interaction, communication skills}, volume = {3}, Number = {3}, pages = {97-105}, publisher = {Abbas Ali Hossein Khanzadeh}, url = {http://childmentalhealth.ir/article-1-105-en.html}, eprint = {http://childmentalhealth.ir/article-1-105-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2016} } @article{ author = {Karimi, Tamjid and Rangrazian, Fatemeh and MobasherAmini, Zeynab}, title = {The Effect of Coping Strategies with Stress on Marital Satisfaction and Stress in Parents of Children with Mental Retardation}, abstract ={Background and purpose: Raising a mentally retarded child for the family is a stressful and sometimes lead to marital conflicts. This study was conducted to evaluate the effects of coping strategies on marital satisfaction and stress of parents of mentally retarded children. Method: The present research was quasi-experimental with pretest- posttest control group. The statistical population consisted of all parents of mentally retarded students in Rasht (Iran) that 20 couples of them were selected by convenience sampling method and assigned in experimental and control group randomly. The Depression Anxiety Stress Scales-21 (DASS-21) and ENRICH Marital Satisfaction Scale were used to gather of data. For experimental group, coping strategies training executed at 12 weekly sessions whereas control group did not have any training. Data were analyzed using analysis of covariance. Results: The results showed that teaching coping strategies was effective on marital satisfaction and parenting stress. Parents in the experimental group showed a significant increase in marital satisfaction and showed significant decrease in stress (p<0/05). Conclusion: Based of the findings can be conclude coping strategies is one of the most effective methods for marital satisfaction and reduce stress in parents of mentally retarded children.}, Keywords = {Deal with stress, stress, marital satisfaction, mentally retarded children}, volume = {3}, Number = {3}, pages = {107-117}, publisher = {Abbas Ali Hossein Khanzadeh}, url = {http://childmentalhealth.ir/article-1-49-en.html}, eprint = {http://childmentalhealth.ir/article-1-49-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2016} } @article{ author = {}, title = {Chiefeditor}, abstract ={}, Keywords = {}, volume = {3}, Number = {4}, pages = {1-2}, publisher = {Abbas Ali Hossein Khanzadeh}, url = {http://childmentalhealth.ir/article-1-203-en.html}, eprint = {http://childmentalhealth.ir/article-1-203-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2017} } @article{ author = {Baezzat, Fereshteh and Rezapor, Soghra and Motaghedifard, Mahsh}, title = {Presenting the Prediction Model of Academic Self-Efficacy Based on Dimensions of Family Communication Patterns with the Mediate Role of Personality Traits of Students}, abstract ={Background and Purpose: Self-efficacy is informed under the influence by some of individual, familial and social factors. The purpose of this study was presenting the prediction model of academic self-efficacy based on dimensions of family communication patterns with the mediate role of personality traits of students. Method: The present study was a correlation method that was used path analysis model. The statistical population was consisted of all of first grade high school students of Mahmood Abad city that 284 samples were selected based on cluster sampling. Research tools included the revised family communication patterns inventory (2002), HEXACO personality inventory (2004) and academic self-efficacy questionnaire (1999). Results: The results showed that the model had a goodness of fitness with data of research. Extraversion (β=0.18, P<0.001), conscientiousness (β=0.31, P<0.001) and openness (β=0.35, P<0.001) to experience were effective on children's academic self-efficacy. Standardized path coefficient was positive and meaningful between orientation of dialogue and honesty – humility (β=0.19, P<0.011), extraversion (β=0.17, P<0.02), conscientiousness (β=0.26, P<0.009) and academic self-efficacy (β=0.14, P<0.019). Also, standardized path coefficient was positive between orientation of conformity and honesty- humility (β=0.14, P<0.025). Conclusion: Some of effective operations that will improve the children's academic self-efficacy are creation of effective communication with children, encouragement of children to express an opinion, the acceptance of probable mistakes and lapses of children, use of them in decision-makings of family and recognition of their reasonable freedoms.}, Keywords = {Academic self-efficacy, family communication patterns, personality traits}, volume = {3}, Number = {4}, pages = {3-13}, publisher = {Abbas Ali Hossein Khanzadeh}, url = {http://childmentalhealth.ir/article-1-160-en.html}, eprint = {http://childmentalhealth.ir/article-1-160-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2017} } @article{ author = {Dehghani, Yousef and Afshin, Syed Ali and Keykhosrovani, Moulu}, title = {Effectiveness of Neuropsychological Therapy on Executive Functions and Educational Performance of Students with Dyscalculia}, abstract ={Background and Purpose: Given the importance of interventions to improve the math disability and the need to prevent future problems, the purpose of this study was to evaluate effectiveness of neuropsychological therapy on executive functions and educational performance of students with mathematics disability. Method: This study is an experimental method. Population of the study was consisted of all students with math disability in sixth grade in Bushehr. A sample of 40 students with math disability selected by random sampling and were assigned to the control and experimental groups (N = 20 for each group). The instruments of this research included, Conner's Neuropsychological Questionnaire (2004) and Raven Progressive Matrices Test (1938). The experimental group received memory modified tasks in 11 weekly one-hour sessions. The gathered data were analyzed by multivariate analysis of covariance. Results: The results showed that neuropsychology therapy on improving the performance of school students with mathematics disability has a significant effect (p˂0/05); the therapy also improves verbal memory (p˂0/001), visual memory (p˂0/001), and improving students' attention (p˂0/001) on desirable impact. Conclusion: Based on the findings can be emphasis on the importance of these interventions in students with mathematics disability and can be used as an effective method of intervention.}, Keywords = {Neuropsychological therapy, executive functions, educational performance, mathematics disability }, volume = {3}, Number = {4}, pages = {14-25}, publisher = {Abbas Ali Hossein Khanzadeh}, url = {http://childmentalhealth.ir/article-1-181-en.html}, eprint = {http://childmentalhealth.ir/article-1-181-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2017} } @article{ author = {Hasani, Jafar and Elahi, Behnoush and Mohammadkhani, Shahram}, title = {Comparison of Lateralization in the Subtypes of Children with Attention Deficit/ Hyperactivity Disorder and Normal}, abstract ={Background and Purpose: Attention deficit/ hyperactivity disorder (ADHD) is chronic disorder that significant parts of these children are affected. Hence, this study aimed to comparison the lateralization in children with attention/ deficit hyperactivity disorder and normal. Method: Present study was causal-comparative. Statistical population of this study included all children with attention/ deficit hyperactivity disorder in Alborz state with age group 7-13 in 2015. In this study 80 subjects were selected by means of available sampling, and the following scales were administered on them: Clinical Interview, Conner's of Childhood Behavior Problems Scale (1999), Waterloo Handedness Questionnaire (Steenhuis and Bryden, 1989) and Waterloo Footedness Questionnaire-Revised (Elias et al, 1998) were used to gather of data. Subjects were four groups including 20 person with ADHD-PI, 20 person with ADHD-PHI, 20 person with ADHD-C and 20 normal person. Data were analyzed using one-way analysis of variance. Results: The result of one-way analysis of variance in lateralization variable in handedness component did not show meaningful difference in subtypes of children with attention/ deficit hyperactivity disorder and normal group (p<0/01), However, in the component of footedness have been meaningful difference in subtypes of ADHD and normal group (p<0/01). Conclusion: According to research findings, differences in lateralization in between children with attention deficit / hyperactivity disorder and normal children can be confirmed only in footedness, so that we can say that footedness a more important factor in determining differences in lateralization in the form of subtypes of children with Attention/ deficit hyperactivity disorder than normal children.}, Keywords = { Attention/ deficit hyperactivity disorder, lateralization, handedness, footedness}, volume = {3}, Number = {4}, pages = {26-36}, publisher = {Abbas Ali Hossein Khanzadeh}, url = {http://childmentalhealth.ir/article-1-178-en.html}, eprint = {http://childmentalhealth.ir/article-1-178-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2017} } @article{ author = {MahmoodAliloo, Majid and Madani, Yaser and Hosseinihasanabad, Fatemeh}, title = {Impact of Neurofeedback Therapy on Symptoms of Children with Attention Deficit/Hyperactivity Disorder}, abstract ={Background and Purpose: Attention deficit/hyperactivity disorder is a disorder with a complex etiology, documentary studies emphasized on the neurological bases of this disorder. This study was conducted to determine the efficacy of neurofeedback on symptoms of children with attention deficit/hyperactivity disorder. Method: The single case study design selected 3 children with ADHD between the ages of 8 to 9 years and was trained with neurofeedback in 40 sessions.  Child Symptom Inventory (CSI-4) was used to gather of data.   Results: For the analysis of data, was used visual analysis of charts, percentage of non-overlapping and overlapping data, Cohen’s d effect size, significance of reliable change index (RCI) and percentage of improvement. The results of the analysis showed that all three subjects had significantly decreased scores in symptoms of attention deficit / hyperactivity disorder during treatment and follow-up. The percent improvement in first participant 72/0, the second participant 66/0, and 75/0 in third subjects. Conclusion: Neurofeedback with continuous feedback process in order to produce different brain waves encourages the brain to modify, adjust and maintain appropriate action. In fact, neurofeedback training strengthening the mechanisms underlying self-regulation to effectively function.}, Keywords = {Neurofeedback, hyperactivity /attention deficit, brainwaves}, volume = {3}, Number = {4}, pages = {37-47}, publisher = {Abbas Ali Hossein Khanzadeh}, url = {http://childmentalhealth.ir/article-1-173-en.html}, eprint = {http://childmentalhealth.ir/article-1-173-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2017} } @article{ author = {BahadoriKhosroshahi, Jafar and Habibi-Kaleybar, Rami}, title = {The Effect of Verbal Self-Instruction Training on Students\' Academic Stress and Math Self-Concept}, abstract ={Background and Purpose: Math self-concept and academic stress are an important factor in students' performance. The purpose of this study was to investigate the effectiveness of training verbal self instruction on academic stress and math self-concept. Method: The research method was semi-experimental with pretest-posttest-follow up design with control group. The population of this study was all female students in the first period Ilkhichi secondary schools were enrolled in the academic year 2015-2016. The sample consisted of 40 students who were selected by multistage cluster sampling and randomly divided into two groups (N = 20) and control (N = 20) assigned. The experimental group had 7 session of training verbal self instruction. Math self-concept and academic stress scale used to data gathering. The data was analyzed by covariance statistical method. Results: Findings indicated that training verbal self instruction has an impact on math self-concept and academic stress high school students. In fact verbal self instruction decrease academic stress and increase math self-concept n in students (0.001>P). Conclusion: The findings need serious attention from policy makers and officials to the issue of math self-concept and academic stress of students is shown.}, Keywords = {Math self-concept, academic stress, verbal self instruction}, volume = {3}, Number = {4}, pages = {48-59}, publisher = {Abbas Ali Hossein Khanzadeh}, url = {http://childmentalhealth.ir/article-1-174-en.html}, eprint = {http://childmentalhealth.ir/article-1-174-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2017} } @article{ author = {Mohammadi, Nasim and Ramezani, Shokufeh and SadriDamirchi, Esmael}, title = {The Effectiveness of Self-efficacy on Test Anxiety and Academic Burnout of Students}, abstract ={Background and Purpose: Since self-efficacy has a considerable impact on many aspects of people's lives, the purpose of this study was to investigate the effectiveness of self-efficacy on test anxiety and academic burnout of students. Method: The research method was semi-experimental with pretest-posttest design with control group. The statistical population of study included all the primary school students in Rasht city in the second half 2015 year, that among them, 30 students were selected by using convenient method and assigned into experimental group (15 individuals) and control groups (15 individuals) randomly. The experimental groups had received 8 sessions of self-efficacy program. Test anxiety questionnaire and academic burnout questionnaire were used for data gathering. Data were analyzed by multivariable covariance test. Results: Results showed that the experimental group than the control group students in posttest had a significantly less test anxiety and academic burnout (P<0.01). Conclusion: Overall, the results obtained in this study confirmed the effect of self-efficacy in reducing anxiety and students' academic burnout.}, Keywords = {Self-efficacy, test anxiety, academic burnout}, volume = {3}, Number = {4}, pages = {60-69}, publisher = {Abbas Ali Hossein Khanzadeh}, url = {http://childmentalhealth.ir/article-1-175-en.html}, eprint = {http://childmentalhealth.ir/article-1-175-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2017} } @article{ author = {Farzadi, Fatemeh and Behroozy, Naser and Faramarzi, Hami}, title = {Comparison of Theory of Mind, Attention Maintenance and Sympathy in Students with and Without Oppositional Defiant Disorder}, abstract ={Background and Purpose: Oppositional defiant disorder is one of the most common, disruptive behavioral disorders. The main purpose of this study is to compare theory of mind, attention maintenance and sympathy in male students with Oppositional Defiant Disorder and normal students of first grade of high schools in Ahwaz. Method: This study was cross-sectional analysis. To analysis of data, multivariate ANOVA (MANOVA) has been used. The sample included 100 students (50 normal students and 50 students with oppositional defiant disorder) were selected from all male students of first grade of high schools in Ahwaz using random cluster sampling method. Instruments in this study included Achenbach Youth Self Report Questionnaire (1991), Reading Mind through the Eyes Test (Baron Cohen, 2001), Continuous Performance Test (Baron Cohen Sympathy Scale, 2003) and structured clinical interview. Results: Results of this study showed that there is significant difference between students with oppositional defiant disorder and normal students in terms of theory of mind, attention maintenance and sympathy (p<0.001). It means that students with oppositional defiant disorder have lower performance than normal students in terms of theory of mind, sympathy and attention maintenance. Moreover, students with oppositional defiant disorder have shown more mistakes than normal students in components of elimination error and presentation error. Conclusion: These results highlight the importance of developing and improving the theory of mind, empathy and attention maintenance in children with oppositional defiant disorder.}, Keywords = {Oppositional defiant disorder, theory of mind, sympathy, attention maintenance }, volume = {3}, Number = {4}, pages = {70-79}, publisher = {Abbas Ali Hossein Khanzadeh}, url = {http://childmentalhealth.ir/article-1-137-en.html}, eprint = {http://childmentalhealth.ir/article-1-137-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2017} } @article{ author = {Abolghasemi, Abbas and RahbarKarbasdehi, Fatemeh and RahbarKarbasdehi, Ebrahim}, title = {Assessment and Prioritize the Needs of Parents of Children with Attention- Deficit/ Hyperactivity Disorder}, abstract ={Background and Purpose: Attention- deficit/ hyperactivity disorder is a psychiatric disorder that appears in childhood and is the most common disorders in childhood. The present study aims to assess and prioritize the needs of the parents of children with attention- deficit/ hyperactivity disorder. Method: The design of this descriptive research is survey. Participants of this research included all parents of the students with attention- deficit/ hyperactivity disorder in Rasht city in the school year 2015-2016 that 120 of them were selected by convenient sampling method. To collect data, Family Needs Scale for Iranian Families (Nasiri and Samani, 2008) was used. Results: The results of Friedman test indicated that the most important needs of the parents of these students respectively are as follows: need for security and calmness, love, expressing love and interest of the family members in each other, good relationship and full of love and interest between the parents and children, warm and friendly relationships between the family members. Moreover, the results of Friedman test in total components showed the mental- emotional needs, psycho- educational needs, recreational entertainment needs, physical- economic needs; and bodily health needs are most important needs respectively (P< 0/001). Conclusion: Consequently, parents of the children with attention- deficit/ hyperactivity disorder experience high levels of psychological distress in the parenting experience. Considering the results of this research, design of intervention plans for parents of the children with attention- deficit/ hyperactivity disorder based on the identified needs of this research is essential.}, Keywords = {Assessment the needs, parents, attention- deficit/ hyperactivity disorder}, volume = {3}, Number = {4}, pages = {80-88}, publisher = {Abbas Ali Hossein Khanzadeh}, url = {http://childmentalhealth.ir/article-1-142-en.html}, eprint = {http://childmentalhealth.ir/article-1-142-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2017} } @article{ author = {Mirnasab, Mirmahmoud and Mohebbi, Mi}, title = {Functional Behavior Assessment (FBA): An Approach to Behavioral Intervention Planning for the Challenging Behaviors in Schools}, abstract ={Purpose: This study describes the conceptual foundations of functional behavior assessment (FBA) history, methods and its role in designing behavioral interventions, and review of a number of researches with an emphasis on challenging behavior in schools. Source of Data: SAGE journals, Springer, Elsevier, Science Direct, PsycNET, PubMed, Proquest and Google scholar databases were used to search for information. Method: A literature review was utilized as a method of this study. A number of valid articles and thesis which were used functional behavior assessment for challenging behaviors of children and adolescent up to 30 July, 2016 were evaluated. Selected studies were combined on the basis of the existing theories and models related to functional behavior assessment. Results: In different situations (especially in education), challenging behaviors may either interfere with individual learning and development or harm to the child itself and others. Functional behavior assessment, as an approach against behavior topography, seeks to identify the function of challenging behaviors by designing the reinforcement-based interventions using the assessment results. This approach has been examined in relationship with various problem behaviors in numerous studies over the past 70 years. Conclusion: A review of the research literature on functional behavior assessment suggests considerable evidence regarding the effectiveness of this approach, which is therefore of paramount importance to use especially in the areas of general education and special education.}, Keywords = {Direct and indirect instruments, challenging behaviors, functional behavior assessment, positive behavioral intervention}, volume = {3}, Number = {4}, pages = {89-100}, publisher = {Abbas Ali Hossein Khanzadeh}, url = {http://childmentalhealth.ir/article-1-165-en.html}, eprint = {http://childmentalhealth.ir/article-1-165-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2017} }