Abbas Ali Hossein Khanzadeh
Quarterly Journal of Child Mental Health
2423-3552
2476-5740
2
1
2015
5
1
Chiefeditor
7
8
FA
Y
http://childmentalhealth.ir/article-1-73-en.html
http://childmentalhealth.ir/article-1-73-en.pdf
Abbas Ali Hossein Khanzadeh
Quarterly Journal of Child Mental Health
2423-3552
2476-5740
2
1
2015
5
1
Efficacy of Emotion Regulation Training on Coping Strategies among Female Elementary School Students
9
19
FA
Samaneh
Zahediyan
zahediyan65@yahoo.com
Y
Seyed Mosa
Kafi Masule
N
Mahnaz
Khosrov Javid
N
Mahnaz
Fallahi
N
Background and Purpose: Emotion regulation skill is one of the most necessary skills in maintenance of mental health. Present study aimed to investigate the efficacy of emotion regulation training on coping strategies among female elementary school students.
Method: Present research was a quasi-experimental study with pretest-posttest control group design. Study sample consisted of 24 fifth grade female students who were studying in the schools of Qazvin in 2014-2015 academic year and gained the lowest scores in the Children’s Coping Behavior Questionnaire (Hernandez, 2008) and randomly assigned to experimental (n = 12) and control (n = 2) groups. Experimental group received eight 40-minute sessions of emotional regulation training, while control group received no training.
Results: The results of univariate analysis of covariance showed that emotion regulation training could significantly increase the mean scores of coping with problem (p = 0.001) and deviation of the problem (p = 0.05) in experimental group comparing to the control group. However, there was no significantly difference between experimental and control group in terms of destructive coping strategy (p = 0.15).
Conclusion:Aaccording to the findings of this study, by learning these skills students will evaluate stressful situations less intimidating and use more appropriate coping strategies.
Emotion regulation, coping strategies, female elementary school students
http://childmentalhealth.ir/article-1-35-en.html
http://childmentalhealth.ir/article-1-35-en.pdf
Abbas Ali Hossein Khanzadeh
Quarterly Journal of Child Mental Health
2423-3552
2476-5740
2
1
2015
5
1
Efficacy of Reading Comprehension Strategy Training on Reading Achievement among Students with Dyslexia
21
34
FA
Hadise
Khoshhal
h.khoshhall@yahoo.com
Y
Abbas Ali
Hossein Khanzadeh
N
Akram
Parand
N
Background & Purpose: Learning disabilities are the most important reason for poor academic performance, and approximately six percent of students are identified as having specific learning disabilities. During 1991 to 2000, the number of students identified as having learning disability has increased about 28.5 percent. Given to the importance of early prevention and intervention in this disorder, present study aimed to investigate the efficacy of reading comprehension strategy training (bilateral training) on reading achievement among students with dyslexia.
Method: Current research was a quasi-experimental study with pretest-posttest and control group design. Study sample consisted of 30 elementary students with dyslexia who were studying in schools of Rasht in 2014-2015 academic year and received therapeutic and educational services from learning disability centers were selected using simple random sampling method and randomly assigned to experimental and control groups. Experimental group received eight 45-minute sessions of reading comprehension strategy training, while control group received no training.
Results: The results of multivariate analysis of covariance showed that experimental group gained significantly higher scores in reading achievement in posttest (p < 0.01).
Conclusion: Reading comprehension strategy training can be administered as an effective training program in the treatment of reading problems in students with dyslexia.
Reading comprehension strategy training, bilateral training, dyslexia
http://childmentalhealth.ir/article-1-36-en.html
http://childmentalhealth.ir/article-1-36-en.pdf
Abbas Ali Hossein Khanzadeh
Quarterly Journal of Child Mental Health
2423-3552
2476-5740
2
1
2015
5
1
Efficacy of Davis Dyslexia Correction Program on Rereading Performance of male students with Dyslexia
35
47
FA
Fatemeh
Khodamehri
Fatemehkh344@yahoo.com
Y
Seyed Mosa
Kafi Masule
N
Mahnaz
Khosrov Javid
N
Mahnaz
Fallahi
N
Background and purpose: reading is one of the most fundamental necessary skills in today’s world, and there is no surprise that any disability in reading can cause various problems for people. Therefore, current study aimed to examine the efficacy of Davis Dyslexia Correction Program on reading performance of students with dyslexia.
Method: present research was a quasi-experimental study with pretest-posttest and control group. The study sample consisted of 30 third grade male students with dyslexia who were studying in elementary schools of Rasht City and were selected using random cluster sampling method and randomly assigned to experimental and control groups. Data were collected by Dyslexia Children’s Checklist, Case History Form (Karimi, 2005), Wechsler Intelligence Scale for Children, and Dyslexia Scale (Korominouri & Moradi, 2008). Experimental group received 16 30-minute sessions of individual therapy according to Davis Dyslexia method.
Findings: the results of analysis of covariance showed that Davis Dyslexia Correction Program could significantly improve reading performance in experimental group (p < 0.01).
Conclusion: administration of reconstructive-educational methods has positive effects on reading performance among students with dyslexia. These findings have important implications for the teachers. These implications are discussed further in the paper.
Davis dyslexia correction Program, students with dyslexia, reading performance
http://childmentalhealth.ir/article-1-39-en.html
http://childmentalhealth.ir/article-1-39-en.pdf
Abbas Ali Hossein Khanzadeh
Quarterly Journal of Child Mental Health
2423-3552
2476-5740
2
1
2015
5
1
Comparing Emotional Intelligence and Creativity in Gifted Students and Students with Average Intelligence
49
58
FA
Mahboobe Taher
Mahboobe.Taher@uma.ac.ir
Y
Baballah
Bakhshipour
N
Arezoo
Mojarrad
N
Maryam
Koochakpour
N
Background and purpose: Emotional intelligence and creativity are among effective factors in real life outcomes such as academic achievement, business success, successful interpersonal relationships, and general mental health. Present study aimed to compare emotional intelligence and creativity in gifted students and students with average intelligence.
Method: present research was a descriptive study with casual-comparative design. Study population consisted of all the high school students who were studying in the schools of Damghan in 1392-93 academic year. Sample consisted of 60 students that were selected using convenient sampling method (30 gifted students and 30 students with average intelligence) and completed Creativity Scale (Abedi, 1984) and Emotional Intelligence Test (Bar-On, 1999).
Results: results of independent sample t test indicated that comparing students with average intelligence, gifted students gained significantly higher scores on emotional intelligence and creativity (except the flexibility subscale) (p < 0.05).
Conclusion: the performance of students with average intelligence can foster through administering effective training programs on emotional intelligence and creativity. The implications are discussed further in the paper.
Emotional intelligence, creativity, gifted students
http://childmentalhealth.ir/article-1-40-en.html
http://childmentalhealth.ir/article-1-40-en.pdf
Abbas Ali Hossein Khanzadeh
Quarterly Journal of Child Mental Health
2423-3552
2476-5740
2
1
2015
5
1
The Efficacy of Problem-Solving Assistant Training Software on Improvement of Problem-Solving Skills among Elementary School Students with Mathematics Disorder
59
69
FA
Fereshte
Baezzat
F.Baezzat@umz.ac.ir
Y
Fllah
Leila
N
Background and purpose: Many of the students with mathematical problems show poor problem-solving skills. Present study aimed to investigate the efficacy of problem-solving assistant training software on improvement of problem-solving skills among elementary school students with mathematics disorder.
Method: Present research was a quasi-experimental study with pretest-posttest control group design. Study sample consisted of 30 students with mathematics disorders, who were selected using random cluster sampling method among all the female fourth and fifth graders with mathematics disorder that where studying in elementary schools of Qaemshahr City. These students were selected using Wechsler Intelligence Scale for Children (Shahim, 2006) and Iran Key math Test (Mohammad Ismael & Houman, 2002). Participants randomly assigned to control and experimental groups. Experimental group received eight 45-minute training sessions using problem-solving assistant software, while control group received no training. Data was analyzed using mixed-design analysis of variance for repeated measures.
Results: Results showed that experimental group gained significantly higher scores in problem-solving posttest comparing to control group (p < 0.001). Therefore, according to our findings, problem-solving assistant training software could significantly improve problem-solving skills among students with mathematics disorder. Moreover, the results of a 3-month follow up showed stability in learnt lessons.
Conclusion: According to the findings of current study, the administration of effective training software can be advantageous in treatment of learning disabilities. Implications are discussed in the paper.
problem-solving assistant software, problem-solving, mathematics disorder, elementary school students
http://childmentalhealth.ir/article-1-33-en.html
http://childmentalhealth.ir/article-1-33-en.pdf
Abbas Ali Hossein Khanzadeh
Quarterly Journal of Child Mental Health
2423-3552
2476-5740
2
1
2015
5
1
Challenges Facing Families with Children with Autism Spectrum Disorders
71
81
FA
Setare
Shojaee
Y
Autism spectrum disorders are life-long neurodevelopmental disabilities with onset before 36 months. Children with autism spectrum disorders show main deficits in three domains including: impairments in reciprocal social interactions, impairments in verbal and non-verbal communication skills, and stereotyped behaviors. These children cause enormous challenge for their families. Actually families of children with autism spectrum disorders are intensely affected by the multiple failures of their children, and these failures affect parents’ personality, marital relationship, parent-child relationship, and families’ other children. Moreover, these families experience intense stress, guilt, and shame. Present paper highlights the major challenges and difficulties which are faced by the families of children with autism disorder, such as stress, parenting problems, siblings’ problems, financial problems, and marital conflicts, and finally presents several strategies for the management of mentioned problems.
Autism spectrum disorders, family challenges
http://childmentalhealth.ir/article-1-42-en.html
http://childmentalhealth.ir/article-1-42-en.pdf
Abbas Ali Hossein Khanzadeh
Quarterly Journal of Child Mental Health
2423-3552
2476-5740
2
1
2015
5
1
Efficacy of Cognitive-Behavioral Therapy on the Reduction of Depression among Students
83
88
FA
Jabar
Saleh
aransaleh@yahoo.com
Y
Osman
Mahmoudi
N
Masoud
Paydar
N
Background and purpose: Depression is one of the most common psychological disorders, which has attracted researchers’ attention. Many studies have introduced cognitive-behavioral therapy as an effective treatment for depression. Therefore, current study aimed to investigate the efficacy of cognitive-behavioral therapy on the reduction of depression among students.
Method: Current research was a quasi-experimental study with pretest-posttest control group design. Among all the students referred to the Welfare and Educational Counseling Center of Kermanshah City, 30 students with severe depression were selected using convenient sampling method and randomly assigned to experimental and control group. Data were collected using clinical interview based on fourth edition of diagnostic and statistical manual of mental disorders (American Association of Psychology, 2000) and Mood and Feelings Questionnaire (Angold & et al, 1987).
Results: Results showed that cognitive-behavioral therapy significantly reduced depression among experimental group in posttest (p < .0001).
Conclusion: according to our findings, cognitive-behavioral therapy can be used as an effective treatment for emotional-behavioral problems among students. Implications are discussed in paper.
Cognitive-behavioral therapy, depression, students.
http://childmentalhealth.ir/article-1-34-en.html
http://childmentalhealth.ir/article-1-34-en.pdf
Abbas Ali Hossein Khanzadeh
Quarterly Journal of Child Mental Health
2423-3552
2476-5740
2
1
2015
5
1
Relationship between Attachment Styles and Avoidant Coping Strategies in Mothers of Children with Hearing Impairment
89
97
FA
Mohammad
Taheri
zemestan.man@gmail.com
Y
Mohammad
Alipour
N
Sajjad
Almardani Someeh
N
Soraya
Chayari Ilkhchi
N
Ibrahim
Zarei
N
Bahar
Arshi
N
Background and purpose: Attachment style is a determining factor in one’s capability in problem solving and adaptation to problems and frustrations. Present study aimed to investigate the relationship between attachment styles with avoidant coping styles in mothers of children with hearing impairment.
Method: Current research was a correlational study. 151 mothers of children with hearing impairment that were studying in special schools in Tabriz and its suburbs in 2013-2014 academic year were selected using census sampling method. Participants completed Adult Attachment Style Questionnaire (Read and Collins, 1990) and Coping Inventory for Stressful Situations (Endler & Parker, 1990).
Results: The results showed that avoidant insecure attachment in mothers of children with hearing impairment could predict their avoidant coping strategy (t=2, p0/04>); However, secure attachment style (t=0/91, p0/36>) and ambivalent insecure attachment style (t=1/11, p0/261>) could not significantly predict avoidant coping strategies. Therefore, there was no correlation between attachment styles of mothers of children with hearing impairment and their avoidant coping strategy, and insecure attachment style of mothers was the only variable that could predict their avoidant coping strategy.
Conclusion: According to our findings, mothers’ psychological well-being deficits may affect the relationship between attachment styles and avoidant coping strategies in mothers of children with hearing impairment.
Attachment styles, avoidant coping strategies, mother, hearing impairment
http://childmentalhealth.ir/article-1-41-en.html
http://childmentalhealth.ir/article-1-41-en.pdf