Abbas Ali Hossein Khanzadeh
Quarterly Journal of Child Mental Health
2423-3552
2476-5740
1
1
2015
3
1
Efficacy of Problem-Solving Skill Training in the Treatment of Test Anxiety of students
9
17
FA
Mahboobe
Taher
Department of Psychology, Faculty of Literature and Humanities, Islamic Azad University, Shahrood Branch
Mahboobe.Taher@uma.ac.ir
Y
Asghar
Norouzi
Department of Psychology, Faculty of Literature and Humanities, Islamic Azad University,Savadkooh Branch
N
Fatemeh
Taghizadeh Romi
Department of Psychology, Faculty of Literature and Humanities, Islamic Azad University, Sari Branch
N
Background and purpose: Present study aimed to investigate the efficacy of problem-solving skill training on the reduction of test anxiety in female students.
Method: Current research was an experimental study with pretest-posttest control group design. The sample consisted of 40 female students in Babol’s elementary schools that were selected using random cluster sampling method and were randomly assigned to experimental (N= 20) and control (N= 20) groups. Participants completed the Inventory of Test Anxiety (Abolghasemi, 1999). The experimental group received an eight-week training program (that consisted of one-hour sessions) on problem-solving skills, while the control group received no training program.
Results: The results of one-way ANCOVA showed that problem-solving skill training can significantly reduce students’ test anxiety (p < .001).
Conclusion: Problem-solving skill training is an immediate, efficient, and harmless strategy that can empower students to deal with test anxiety through enhancing their cognitive ability.
Problem-solving skill training, test anxiety, students
http://childmentalhealth.ir/article-1-23-en.html
http://childmentalhealth.ir/article-1-23-en.pdf
Abbas Ali Hossein Khanzadeh
Quarterly Journal of Child Mental Health
2423-3552
2476-5740
1
1
2015
3
1
Comparison of Behavioral Problems in Students with and Without Learning Disabilities from the Teachers’ Perspectives
19
26
FA
Hamidi
Farideh
Department of Educational sciences, ShahidRajaee Teacher Training University, Tehran
fhamidi@srttu.edu
Y
Seyyedeh Zahra
SeyyedNoori
University of Guilan
N
Roghayeh
Karimi Lichahi
Shahid Rajaee Teacher Training University
N
Background and purpose: The identification of students with learning disabilities as the at risk population for behavioral problems increases the necessity of considering these students’ well-being and needs more than ever. Current study aimed to compare the behavioral problems between students with learning disabilities and normal students.
Method: Present study is a casual-comparative research. The population consisted of all the elementary school students in 2014-2015 academic year in Rasht. The Sample consisted of 50 students with Learning Disabilities and 50 normal students that were selected using random cluster sampling method. The groups were matched according to their age and intelligence. Data were collected using Rutter Behavior Scale (B2) for Children (Teacher’s Scale).
Results: The findings of multivariate analysis of variance indicated significant differences between the behavioral characteristics of students with learning disabilities and normal students.
Conclusion: The results of current study showed that children with learning disabilities are at greater risk for developing behavioral problems. Therefore, in order to prevent such problems and diagnose and treat them in early stages, it is essential to provide training programs for parents and teachers.
Behavioral problems, learning disabilities, students, teachers
http://childmentalhealth.ir/article-1-24-en.html
http://childmentalhealth.ir/article-1-24-en.pdf
Abbas Ali Hossein Khanzadeh
Quarterly Journal of Child Mental Health
2423-3552
2476-5740
1
1
2015
3
1
Comparison of Reading Disorders in Monolingual and Bilingual Students
27
35
FA
Homeyra
Ahmadi
Islamic Azad University, Sanandaj Branch
N
Osman
Mahmoudi
Shahid Chamran University of Ahvaz
mahmoudi.osman@gmail.com
Y
Jabbar
Saleh
Islamic Azad University, Science and Research Branch, Tehran
N
Gaffar
Karimian Pour
University of Mohaghegh Ardabili,Ardabili
N
Background and objective: A high percentage of the world's population is bilingual. In many countries, including Iran, bilingual people face various lingual and learning problems. This purpose of the current study was to compare the prevalence of reading disorders in monolingual and bilingual students.
Method: Present study was a casual-comparative research. The population consisted of all the male students who were studying in the schools of Ravansar City in the 1390-91 academic year. The sample consisted of 88 participants (44 Kurdish speaker and 44 Persian speaker students) that were selected using random cluster sampling method. Data were collected using a researcher-made test for measuring vocabulary and reading comprehension and a teacher-made test for calculating the reading final scores. Data were analyzed using multivariate analysis of variance.
Results: The results showed that there was significant difference between two groups in terms of reading disorders. Monolingual students significantly scored higher in vocabulary comprehension, class tests, and overall reading scores.
Conclusion: According to the findings of this study, modifying educational programs as well as providing some special materials and courses for bilingual students can lead to their increased academic achievement and decreased learning disorders. These findings have important implications for teachers’ training programs and teaching method.
Reading disorders, students, monolingual, bilingual
http://childmentalhealth.ir/article-1-25-en.html
http://childmentalhealth.ir/article-1-25-en.pdf
Abbas Ali Hossein Khanzadeh
Quarterly Journal of Child Mental Health
2423-3552
2476-5740
1
1
2015
3
1
Resiliency in the Siblings of Children and Adolescents with Special Needs
37
47
FA
Setareh
Shojaee
University of Shiraz
Y
Ahmad
BehPajooh
University of Tehran
N
Objective: Having siblings with special needs has various positive and negative influences on their normal siblings. Regardless of the positive and negative effects of having a sibling with special needs, the question is why some of the siblings of children and adolescents with special needs are successful and have an excellent performance, while the others are unsuccessful, have a poor performance, and face different problems.
Results: Researchers have shown that successful siblings have shown greater resilience. Resilience refers to individual’s capacity to withstand stress and catastrophe and properly adapt and overcome difficult life problems. Self-efficacy, positive future orientation, controlling of emotions and negative behaviors, interpersonal skills, optimism, internal locus of control, purposefulness, adequate knowledge on disability, feelings management, coping skills, the ability of establishing positive social relationships, caring responsibilities, and problem-solving skills are among the most important factors affecting resilience in the siblings of children and adolescents with special needs.
Conclusion: It is essential for the siblings of children and adolescents with special needs to participate in resilience training program and gain necessary skills in order to enhance their resilience. In this paper, after presenting a short introduction on having a sibling with special needs, we will define resilience then, we will discuss the main factors affecting the resilience of the siblings of children and adolescents with special needs.
Resilience, siblings, children and adolescents with special needs
http://childmentalhealth.ir/article-1-28-en.html
http://childmentalhealth.ir/article-1-28-en.pdf
Abbas Ali Hossein Khanzadeh
Quarterly Journal of Child Mental Health
2423-3552
2476-5740
1
1
2015
3
1
Comparison of Executive Functions in Children with Epilepsy and Normal Children
49
56
FA
Roghaye
Moazez
University of Mohaghegh Ardabili,
Y
Ali Reza
Tavasoli
Hospital Bu-Ali of Ardabil, Ardabili
N
Roya
Moazez
Islamic Azad University, Ardabil Branch,Ardabili
N
Elham
Abniki
University of Mohaghegh Ardabili, Ardabili
N
Background &purpose: since epilepsy is a neurotic disorder, the study of its related cognitive disorders lies in the field of neuropsychology. Among these disorders we can mention to brain injury in patients with epilepsy and its various effects on executive functions. Current study aimed to compare children with epilepsy and normal children in terms of their executive functioning.
Method: present study was a casual-comparative study. The sample consisted of 60 participants (30 patients with epilepsy and 30 normal individuals) that were selected using convenience sampling method among all the patients referred to Bu-Ali Hospital in Ardabil City in 1392. Data were collected using Wisconsin Card Sorting Test (WCST) (Grant and Berg, 1984), and analyzed using independent sample t-test.
Results: according to the results of independent sample t-test, comparing to normal children, children with epilepsy showed more total and perseverative errors, and less completed categories. In addition, comparing to normal group, these children showed a higher tendency to stick to a single rule in categorizing the cards. In this study, we examined the effects of the age of seizure onset and epileptic seizure frequency on executive functioning. Results indicated that among the children with epilepsy, those with earlier onset of seizure and more frequent epileptic seizure had more difficulty in completing the categories. Moreover, comparing to patients with focal epilepsy, patients with generalized epilepsy showed more perseverative errors. However, the groups did not differ significantly in terms of their total errors.
Conclusion: according to the findings of this paper, comparing to normal children, children with epilepsy showed poorer executive functioning performance. The implications of this finding are discussed.
Epilepsy, executive functioning, Wisconsin Card Sorting Test
http://childmentalhealth.ir/article-1-29-en.html
http://childmentalhealth.ir/article-1-29-en.pdf
Abbas Ali Hossein Khanzadeh
Quarterly Journal of Child Mental Health
2423-3552
2476-5740
1
1
2015
3
1
Efficacy of Social Skills Training on the Reduction of Verbal and Nonverbal Aggression in Male Students with Intellectual Disability
57
66
FA
Guita
Movallali
, Department of Psychology & Education of Exceptional Children, University of Social Welfare & Rehabilitation Sciences, Tehran
N
Rohollah
Barati
University of Social Welfare & Rehabilitation Sciences, Tehran
N
Mohammad
Taheri
University of Social Welfare & Rehabilitation Science, Tehran
zemestan.man@gmail.com
Y
Background and purpose: intellectual disability can lead to behavioral problems such as aggression. Various studies have shown that social skills training have positive effects on children’s behaviors. The purpose of the current study was to investigate the effects of social skills training on the reduction of verbal and nonverbal aggression in male students with intellectual disability.
Method: current research was an experimental study with pretest- posttest control group design. The population consisted of all male students with intellectual disability in 2010-2011 academic year in Lordegan. Sample consisted of 30 male students that were selected using random cluster sampling method. Data were collected using the Inventory of Aggression for Children with Intellectual Disability (QezelSeflo, Bahrami, Davarmanesh, 2007). The students in experimental group participated in an eleven-session social skills training program (consisted of two one-hour sessions per week), while control group received no training program. Both groups participated in pretest and posttest. Univariate analysis of covariance was used for data analysis.
Results: Results showed that participating in social skills training program could significantly decrease aggression in the areas of total aggression (p < .05), self-verbal and nonverbal aggression (p < .05), and verbal and nonverbal aggression towards others (p < .05) in male students with intellectual disability.
Conclusion: According to our findings, by learning social skills, students with intellectual disability show less aggressive strategies in facing different situations.
Intellectual disability, social skills training, verbal aggression, nonverbal aggression
http://childmentalhealth.ir/article-1-31-en.html
http://childmentalhealth.ir/article-1-31-en.pdf
Abbas Ali Hossein Khanzadeh
Quarterly Journal of Child Mental Health
2423-3552
2476-5740
1
1
2015
3
1
The Role of Attachment Styles in Predicting of Conduct Disorder among Students
67
75
FA
Eghbal
Zarei
Department of psychology, University of Hormozgan, Hormozgan
N
Hossein
Heydari
University of Hormozgan, Hormozgan
Hossein.Heydari1368@yahoo.com
Y
Mojtaba Mahmoodi
Nodaj
Islamic Azad University, Bandar Abbas Branch, Bandar Abbas
N
Mahin
Askari
University of Medical Science, Bandar Abbas
N
Hatam
Mohammadi
University of Guilan, Guilan
N
Background and purpose: Up to now, various studies have investigated the relationships between attachment styles and psychological disorders in childhood, adolescence, and adulthood. These studies have generally been indicative of the undeniable importance of attachment styles as a key factor in the development of emotional-behavioral disorders among children and adolescents. Current study aimed to investigate the relationships between attachment styles and conduct disorder.
Method: Present research was a descriptive correlational study. The population consisted of all the students between 9 to 11 years old, who studied in Bandar Abbas schools in the 1391-92 academic year. The sample consisted of 365 students that were selected using random sampling method. Data were collected using Child Symptom Inventory (1984) and Attachment Style Questionnaire (2005), and analyzed using correlation coefficient test and regression analysis.
Results: Results indicated significant positive correlations between conduct disorder and insecure, ambivalent, and disorganized attachment styles, while the there was no significant correlation between conduct disorder and secure or avoidant attachment styles. The results of regression analysis showed that secure and avoidant attachment styles could explained 13 percent of the variance of conduct disorder among students.
Conclusion: According to our findings, parent-child relationship is one of the important factors in child development and has a significant role in children’s psychological health.
Keywords: conduct disorder, attachment styles, students
conduct disorder, attachment styles, students
http://childmentalhealth.ir/article-1-32-en.html
http://childmentalhealth.ir/article-1-32-en.pdf