@article{ 
author = {Shademan, Tahereh and Mohammadi, Masumeh and LotfiKahrizSangi, Zahra and AshrafiAlavijeh, Masoumeh},  
title = {The effectiveness of positive thinking training on academic vitality and students\' achievement motivation during Corona epidemic}, 
abstract ={Background and Purpose: Students in the era of corona due to excessive use of cyberspace, usually face a decrease in health and academic motivation. Accordingly, the current study was conducted with the aim of the effectiveness of positive thinking training on academic vitality and achievement motivation of students during the coronavirus epidemic. Method: The present study was a quasi-experimental study with a pretest-posttest design with a control group and a follow-up stage. The statistical population of the research was all male students of the first secondary school in Kermanshah city in the academic year 2020-2021. Forty students were selected by purposive sampling and randomly assigned to experimental and control groups. The research tools included the latest validated version of the Academic Vitality Questionnaire (Dehghani Zadeh and Hossein Chari, 2012) and the Achievement Motivation Questionnaire (Hermans, 1970). The experimental group received 10 90-minute sessions of positive thinking; while the control group did not receive any intervention and received regular school education. The research data was analyzed by the method of analysis of variance with repeated measurements and SPSS 21 software. Results: The results of data analysis showed that positive thinking training was effective and positive on the components of academic vitality variables (P <0.01) and students' achievement motivation (P <0.01) and these results continued in the follow-up period (P <0.01). Conclusion: Based on the findings of the present study, it can be concluded that positive thinking with its functional component has led to academic self-efficacy and this is effective in improving academic vitality. By having a positive mindset, one feels empowered, which in turn is effective in academic vitality and causes a cycle of positive academic events for the individual. Also, expressing positive experiences and receiving feedback from other members is one of the strongest steps in the positive approach in recognizing reliable abilities that play a role in increasing motivation for achievement.},  
Keywords = {Achievement motivation,
students,
academic vitality,
positive thinking},
volume = {11},
Number = {1}, 
pages = {1-14}, 
publisher = {Abbas Ali Hossein Khanzadeh},

doi = {10.61186/jcmh.11.1.2},
url = {http://childmentalhealth.ir/article-1-1137-en.html},  
eprint = {http://childmentalhealth.ir/article-1-1137-en.pdf},  
journal = {Quarterly Journal of Child Mental Health},  
issn = {2423-3552}, 
eissn = {2476-5740}, 
year = {2024}  
}

@article{ 
author = {Nazeri, Fatemeh and Shafieetabar, Mahdiyeh},  
title = {The role of executive functions and time perspective components in predicting bullying among students}, 
abstract ={Background and Purpose: Violence and bullying in schools are amongst the most common forms of victimization of children during their childhood in adolescence, which leaves harmful impacts on various fields of their performance including academic, behavioral, psychological, and social well-being and welfare. The present study was conducted to investigate the role of executive functions and time perspective components in predicting bullying among students. Method: The statistical society of this descriptive-correlation study included all students aged 10 to 13 years old in the schools of Qom in the academic year 1400_ 1401, out of which 273 people were selected using the sampling convenient method. Data were collected using the Illinois Bullying Scale (2000), Zimiardo's Time Perspective Inventory (1999), and Barkley Deficits in Executive Functioning Scale- Children and Adolescents (BDEFS-CA) (2012). Data analysis was done by SPSS software version 24 and using descriptive and inferential statistical methods (correlation coefficient and step-by-step regression analysis). Results: Bullying and lack of self-control/ inhibition and negative perspective have a positive and significant relationship. Also, the regression results show that self-control/inhibition and the effect of a negative pastime perspective can explain changes in bullying among students. Conclusion: Considering that the negative past time perspective and lack of self-control/inhibition can explain changes in bullying behavior in students; accordingly, intervention programs to improve executive functions and time perspective to prevent bullying in students should be taken into consideration as a suggestion.},  
Keywords = {Bullying,
executive functions,
time perspective dimensions},
volume = {11},
Number = {1}, 
pages = {15-30}, 
publisher = {Abbas Ali Hossein Khanzadeh},

doi = {10.61186/jcmh.11.1.3},
url = {http://childmentalhealth.ir/article-1-1363-en.html},  
eprint = {http://childmentalhealth.ir/article-1-1363-en.pdf},  
journal = {Quarterly Journal of Child Mental Health},  
issn = {2423-3552}, 
eissn = {2476-5740}, 
year = {2024}  
}

@article{ 
author = {KhalilinejadRashtAbad, Mahmoud and Avar, Zeynab and RahmatiTosekale, Fatemeh and NematpourDarzi, Ahmadali},  
title = {Relationship between experiences of childhood trauma and cyberbullying with the mediating role of dark triad traits in adolescents}, 
abstract ={Background and Purpose: Cyberbullying is one of the most vulnerable types of bullying in adolescents, which may result from childhood traumatic experiences and dark triad personality traits. Therefore, the present study aimed to investigate the relationship between childhood traumatic experiences and cyberbullying with the mediating role of dark triad traits in adolescents. Method: The research method used was correlational studies with structural equation modeling. The statistical population included all male students in the first and second grades of high school in the first district of Rasht city in the academic year 2022-2023. A preliminary sample of 480 individuals was selected through cluster random sampling, after removing the distorted samples, 380 samples were considered as the final sample. Data collection tools included the Cyber-Bullying/Victimization Experiences Questionnaire (Antoniadou et al., 2016), the Childhood Trauma Questionnaire (Bernstein et al., 1994), and the Dirty Dozen Questionnaire (Jonson & Webster, 2010). Data analysis was done by SPSS22 and AMOS24 software using the structural equation modeling method. Results: The results indicated a good fit with the proposed model. The findings showed that childhood traumatic experiences have a direct effect on cyberbullying (β= 0.583), dark triad traits (β= 0.714), and dark triad traits on cyberbullying (β = 0.318) (P < 0.05). Additionally, the results also demonstrated a significant mediating role of dark triad traits between childhood traumatic experiences and cyberbullying (β = 0.227) (P < 0.05). Conclusion: In general, it can be concluded that individuals vulnerable to childhood trauma are prone to cyberbullying in the virtual space, and dark triad personality traits play a significant role in predicting cyberbullying in adolescents.},  
Keywords = {Cyberbullying,
childhood traumatic experiences,
dark triad traits,
adolescents},
volume = {11},
Number = {1}, 
pages = {31-46}, 
publisher = {Abbas Ali Hossein Khanzadeh},

doi = {10.61186/jcmh.11.1.4},
url = {http://childmentalhealth.ir/article-1-1397-en.html},  
eprint = {http://childmentalhealth.ir/article-1-1397-en.pdf},  
journal = {Quarterly Journal of Child Mental Health},  
issn = {2423-3552}, 
eissn = {2476-5740}, 
year = {2024}  
}

@article{ 
author = {YosefiKhanehbargh, Hajar and Zeinali, Ali},  
title = {The role of child\'s temperament and mother\'s attachment and parenting styles in predicting behavioral problems of 3-5 year old children with working mothers}, 
abstract ={Background and Purpose: Children's behavioral problems are common and debilitating problems in children, ‎and ‎investigating them is very important. Therefore, the present research was conducted to determine the role of child's temperament and mother's attachment and parenting styles in predicting behavioral problems of 3-5 year old children with working mothers. Method: This study was a cross-sectional type of correlation. The research population was working mothers’ ‎with 3-‎‎5-year-old children in Urmia city kindergartens in 2021-2022 year with number 353 people that the sample ‎size ‎based on the Krejcie and Morgan table estimated 184 people who were selected by cluster sampling method. ‎The ‎research data were collected with the questionnaires of Revised Temperament (Ellis and Rothbart, 2001), ‎Attachment Style (Hazen ‎and Shaver, 1987), Parenting Styles (Baumrind, 1991), and Behavioral Problems ‎‎(Rutter, 1976) ‎and were analyzed by methods of Pearson correlation coefficients and multiple regression with enter model ‎in SPSS ‎software versions 21.‎ Results: The findings showed that a child's temperament, secure attachment style, and authoritative parenting ‎style ‎had a negative and significant relationship with children's behavioral problems and avoidant; ‎ambivalent ‎insecure attachment styles and authoritarian parenting style had a positive and significant relationship ‎with ‎children's behavioral problems at a level of 0.01; and permissive parenting style had a positive and ‎significant ‎relationship with children's behavioral problems at a level of 0.05. Also, the variables of the child's ‎temperament, ‎attachment style and authoritative and authoritarian mother's parenting style significantly could ‎predict 29 ‎percent of changes in children's behavioral problems (P<0.001).‎ Conclusion: The results of this study indicated the effective role of a child's temperament, attachment style ‎, and ‎authoritative and authoritarian mother's parenting style in predicting the children's behavioral problems.‎ The implications of the obtained results were discussed in the article.},  
Keywords = {Child's temperament,
attachment style,
parenting style,
behavioral problems},
volume = {11},
Number = {1}, 
pages = {47-61}, 
publisher = {Abbas Ali Hossein Khanzadeh},

doi = {10.61186/jcmh.11.1.5},
url = {http://childmentalhealth.ir/article-1-1337-en.html},  
eprint = {http://childmentalhealth.ir/article-1-1337-en.pdf},  
journal = {Quarterly Journal of Child Mental Health},  
issn = {2423-3552}, 
eissn = {2476-5740}, 
year = {2024}  
}

@article{ 
author = {BagheriSheykhangafshe, Farzin and Farahani, Hojjatollah and Dehghani, Mohsen and Fathi-Ashtiani, Ali},  
title = {The effectiveness of psychological interventions in the treatment of children and adolescents with chronic Pain: A systematic review}, 
abstract ={Background and Purpose: Chronic pain at an early age can lead to serious psychological, social, and academic issues and negatively impact cognitive functioning. Due to the limitations of medical treatments, psychological interventions can offer effective solutions to improve quality of life and reduce pain. This review study aimed to determine the effectiveness of psychological interventions in treating children and adolescents with chronic pain. Method: Through a systematic review study, all selected articles were evaluated by the research authors using specialized keywords in external databases such as Google Scholar, PubMed, ProQuest, EMBASE, PsycINFO, and Scopus, covering the period from January 2001 to July 2024. A total of 973 published English articles were reviewed, considering inclusion criteria and quality assessment using the PRISMA model. Based on the final qualitative evaluation, 38 articles were selected and examined to address the research questions. Results: The results of the studies indicate the effectiveness of biofeedback-relaxation (7 studies), mindfulness-based interventions (9 studies), acceptance and commitment therapy (8 studies), cognitive-behavioral therapy (10 studies), and compassion-focused therapy (3 studies) on the psychological and physical health of children and adolescents with chronic pain. Conclusion: Psychological interventions have proven to be significantly effective for children and adolescents with chronic pain. These therapies have reduced pain intensity, stress, anxiety, depression, and pain-related disabilities. Conversely, they have improved quality of life, coping skills, physical functioning, and life satisfaction in patients. Overall, these treatments have not only alleviated negative symptoms but also enhanced various aspects of the patients' lives.},  
Keywords = {Chronic pain,
psychological interventions,
children,
adolescents,
systematic review},
volume = {11},
Number = {1}, 
pages = {62-80}, 
publisher = {Abbas Ali Hossein Khanzadeh},

doi = {10.61186/jcmh.11.1.6},
url = {http://childmentalhealth.ir/article-1-1443-en.html},  
eprint = {http://childmentalhealth.ir/article-1-1443-en.pdf},  
journal = {Quarterly Journal of Child Mental Health},  
issn = {2423-3552}, 
eissn = {2476-5740}, 
year = {2024}  
}

@article{ 
author = {JarestanDoguri, Leila and Moqtadar, Leil},  
title = {The effectiveness of cognitive-behavioral therapy on academic procrastination and self-efficacy of female students}, 
abstract ={Background and Purpose: Different biological, environmental, cognitive, motivational, individual, and collective factors affect the student’s academic achievement or failure. This study aimed to investigate the effectiveness of cognitive-behavioral therapy on academic procrastination and self-efficacy of female students. Method: This research was experimental with pretest-posttest control group design. The population included all the female students at grade 11 in Rasht during the academic year 2018-2017. A sample of 30 students with the highest academic procrastination score and lowest self-efficacy score were selected by cluster sampling and then assigned to the experimental and control groups (15 students per group). The most recent Iranian standardized version of Academic Procrastination Questioners of Solomin& Roth Bloom (1984) and Self-Efficacy Questionnaire of Sherer (1982) were carried out on the groups at the pretest and posttest stages. After conducting the pretest, the experimental group underwent eight 45-sessions of Ellis’s cognitive- behavioral therapy (2004), while the control group received no training except the routine school education.  Data were analyzed by SPSS-16 and univariate covariance statistical method. Results: Findings showed that the cognitive-behavioral therapy was significantly effective on students' academic procrastination (F=15.61, p<0.01) and students' self-efficacy (F= 7.64 and P<0.01). Conclusions: In general, results indicated that cognitive-behavioral therapy was significantly effective in improving the student’s psychological charectristics. Therefore, it is suggested to use this method to decrease academic procrastination and to increase self-efficacy in schools and clinics.},  
Keywords = {Cognitive-behavioral therapy, academic procrastination, self-efficacy, students},
volume = {11},
Number = {1}, 
pages = {81-93}, 
publisher = {Abbas Ali Hossein Khanzadeh},

doi = {10.61186/jcmh.11.1.7},
url = {http://childmentalhealth.ir/article-1-1412-en.html},  
eprint = {http://childmentalhealth.ir/article-1-1412-en.pdf},  
journal = {Quarterly Journal of Child Mental Health},  
issn = {2423-3552}, 
eissn = {2476-5740}, 
year = {2024}  
}

@article{ 
author = {Khanjani, Esmail and Bayat, Mohammad Reza and Alavizadeh, Seyed Mohammadrez},  
title = {Comparison of the effectiveness of computer-based cognitive rehabilitation therapy and virtual reality intervention on visual and auditory attention of children with reading learning disorder}, 
abstract ={Background and Purpose: Reading learning disorder is one of the most common childhood problems, which needs effective interventions. Therefore, the present study aims to compare the effectiveness of computer-based cognitive rehabilitation and virtual reality intervention on visual and auditory attention of children with reading learning disorder. Method: This study was a quasi-experimental study with pretest-posttest control group design. The population included all the students with reading learning disorder who had referred to Omid Learning Disability Rehabilitation Clinic in Arak city during 2023. They were screened by Colorado Learning Difficulties Questionnaire (CLDQ). A sample of 30 students were randomly selected and assigned to computer-based cognitive rehabilitation group, virtual reality intervention group and the control group, with 10 members per group. Then interventions were carried out for computer-based cognitive rehabilitation group (twelve 30-min sessions) and virtual reality group (sixteen 30-min sessions). Also, all three groups were assessed by the second edition of Integrated Visual and Auditory Continuous Performance at the pretest and posttest stages. Finally, data were analyzed by multivariate analysis of covariance and Benferroni post-hoc test in SPSS-26. Results: Based on the findings, the computer-based cognitive rehabilitation therapy and virtual reality intervention were both significantly effective in improving the visual and auditory attention of students (P<0.05); however this effect was a little higher in computer-based cognitive rehabilitation group. Conclusion: computer-based cognitive rehabilitation and virtual reality intervention can be used to improve the attention level in children with reading learning disorder.},  
Keywords = {computer-based cognitive rehabilitation, virtual reality, visual attention, auditory attention, reading learning disorder},
volume = {11},
Number = {1}, 
pages = {94-110}, 
publisher = {Abbas Ali Hossein Khanzadeh},

doi = {10.61186/jcmh.11.1.8},
url = {http://childmentalhealth.ir/article-1-1407-en.html},  
eprint = {http://childmentalhealth.ir/article-1-1407-en.pdf},  
journal = {Quarterly Journal of Child Mental Health},  
issn = {2423-3552}, 
eissn = {2476-5740}, 
year = {2024}  
}

@article{ 
author = {Asgari, Shokufeh and Mozafari, Mohammad and AminiMenesh, Sajjad and Bardideh, Mohammad Rez},  
title = {The Effectiveness of child-based working memory training on the parent-child interaction of children with attention deficit- hyperactivity disorder}, 
abstract ={Background and Purpose: Interactional patterns are conflicting in parent and child with attention deficit hyperactivity disorder (ADH (; And there are few effective treatments for them. Therefore, this study aimed the effectiveness of child-based working memory educational program on the parent-child interaction of children with ADHD.    Method: The research method was quasi-experimental, pre-test, post-test, follow-up with a control group. The statistical population included all children 7 to 10 years with ADHD who referred to the Asal counseling center in Tehran in the second half of 2022. Among them, thirty children with ADHD were selected based on inclusion criteria and by purposive sampling method and randomly were placement into two groups (15 people). Child-based working memory educational program was performed simultaneously for each child and mother in 12 sessions of 45 minutes, and the control group was on the waiting list. The research instrument included Parent-Child Relationship Survey (Fine et al., 1983). The data were analyzed using repeated measure of covariance analysis in SPSS23 software.  Results: The results showed that there was a significant difference between the parent-child interaction in experimental and control groups; And child-based working memory educational program increased the parent-child interaction (F= 4.40, P<0.05) and the components of hate/loss of mother's role (F= 9.61, P<0.05), and communication (F= 4.37, P<0.05) of children with ADHD, and the effect of this therapeutic intervention was stable in the follow-up phase (P<0.05).       Conclusion: Based on the obtained results, the intervention program used emphasized on the decrease symptoms of the communication between parents and children, has improved the parent-child interaction of children with ADHD. Therefore, it can be of interest to clinical psychologists as one of the major axes of improving parent-child interaction.},  
Keywords = {Child-based working memory training,
parent-child interaction,
attention deficit- hyperactivity disorder},
volume = {11},
Number = {2}, 
pages = {1-16}, 
publisher = {Abbas Ali Hossein Khanzadeh},

doi = {10.61186/jcmh.11.2.2},
url = {http://childmentalhealth.ir/article-1-1393-en.html},  
eprint = {http://childmentalhealth.ir/article-1-1393-en.pdf},  
journal = {Quarterly Journal of Child Mental Health},  
issn = {2423-3552}, 
eissn = {2476-5740}, 
year = {2024}  
}

@article{ 
author = {Rahimi, Mohammad and Sepehrianazar, Firouzeh and Soleimani, Esmael},  
title = {The effectiveness of storytelling on shyness, empathy, and academic progress of Persian course of bilingual students}, 
abstract ={Background and Purpose: Reading stories play a significant role in language learning, getting to know cultures, learning morals, and increasing listening skills. This study aimed to investigate the effectiveness of storytelling on shyness, empathy, and academic progress in the Persian course of bilingual elementary school students. Method: The research method was a semi-experimental study with a pre-test-post-test design and one control group. The statistical population included all the bilingual primary school students of the 3rd to 6th grades of Baneh City in 2021. First, 338 students were selected by cluster random sampling method from the statistical population. In the final stage, 30 students with the highest scores on the shyness test were selected as the study sample and were placed in two experimental (including 15 students) and control groups (including 15 students) randomly. The experimental group participated in storytelling sessions for 11 sessions of 90 minutes for two months, While the control group received no intervention. To collect data, the Empathy Questionnaire of Davis (1980), Cheek-Briggs' Shyness Questionnaire (1990), and the teacher-made Persian course test were used, which were administered in two stages, pre-test and post-test, on both experimental and control groups. To consider ethical considerations at the end of the study, two storytelling sessions were held for the control group. In the end, the data were analyzed using multivariate and univariate analysis of covariance tests in SPSS24. Results: There was a significant difference between the experimental and control groups in the studied variables. Storytelling had the most impact on distress and social withdrawal (F=26.78, P<0.001), empathic concern (F=46.42, P<0.001), and progress in the Persian course (F=17.22, P<0.001). Conclusion: Storytelling helps the students to be aware of the impact of their behavior on the feelings of others, as a result, their empathy increases. Also, when students repeatedly read stories to their classmates, their shyness decreases, and reading stories strengthens the Persian language of bilingual students and, as a result, their academic progress. It is suggested that storytelling be held as a separate curriculum or together with Persian lessons for primary school students.},  
Keywords = {Academic progress,
empathy,
persian course,
shyness,
storytelling},
volume = {11},
Number = {2}, 
pages = {17-33}, 
publisher = {Abbas Ali Hossein Khanzadeh},

doi = {10.61186/jcmh.11.2.3},
url = {http://childmentalhealth.ir/article-1-1387-en.html},  
eprint = {http://childmentalhealth.ir/article-1-1387-en.pdf},  
journal = {Quarterly Journal of Child Mental Health},  
issn = {2423-3552}, 
eissn = {2476-5740}, 
year = {2024}  
}

@article{ 
author = {Azizi, Delsa and Khanjani, Zeinab and Bakhshipour, Abbas},  
title = {Relationship between childhood maltreatment and body image concerns in female adolescents: the mediating role of attachment styles and depression}, 
abstract ={Background and Purpose: Childhood maltreatment affects people’s mental and physical health and causes physical, mental and interpersonal problems. The aim of the present study was to investigate the relationship between childhood maltreatment and body image disorder with mediating role of attachment styles and depression. Method: The design of the current research is descriptive and correlational. The statistical sample of this study consisted of 452 female students in the 9th, 10th, and 11th grades who were selected by multi-stage cluster sampling from among the students of secondary schools in Rasht city. In this study, in order to measure the studied variables, Body Image Concern Questionnaire (Littleton et al, 2005), Childhood Trauma Questionnaire (Bernstein et al, 2003), Revised Adult Attachment Scale (Collins & Read, 1990) and Children's Depression Questionnaire (Kovacs, 1992) were used. SPSS24 and AMOS24 software were used to classify, process and analyze statistical data. Results: The results showed that the modified measured model has a relatively good fit with the hypothetical model. Attachment styles and depression are able to significantly mediate the relationship between childhood maltreatment and negative body image(p<0.05). Insecure attachment styles and depression are directly related to negative body image(p<0.05). No significant direct relationship between childhood maltreatment and body image was observed. Conclusion: Based on the results obtained, it can be said that negative body image can be the result of the interaction of attachment styles and depression with childhood maltreatments. Paying attention to these results can be effective in formulating preventive and therapeutic interventions for body image disorders.},  
Keywords = {Body image,
childhood maltreatment,
attachment styles,
depression},
volume = {11},
Number = {2}, 
pages = {34-51}, 
publisher = {Abbas Ali Hossein Khanzadeh},

doi = {10.61186/jcmh.11.2.4},
url = {http://childmentalhealth.ir/article-1-1430-en.html},  
eprint = {http://childmentalhealth.ir/article-1-1430-en.pdf},  
journal = {Quarterly Journal of Child Mental Health},  
issn = {2423-3552}, 
eissn = {2476-5740}, 
year = {2024}  
}

@article{ 
author = {FalahatgarMutlaq, Amir Reza and Hosseinkhanzadeh, Abbas Ali and Abolghasemi, Abbas},  
title = {The effectiveness of perceptual-motor skills training on executive functions in students with dysgraphia}, 
abstract ={Background and Purpose: Dysgraphia causes some serious problems in writing which is an abstract and complex activity. Given the relationship between dysgraphia and various cognitive functions, this study aimed to evaluate the effectiveness of perceptual-motor skills training on the executive functions in students with dysgraphia. Method: This research was a quasi-experimental study with pretest-posttest control group design. The population included all the students with dysgraphia and aged 8 to 12 who had referred to the learning disability centers in Rasht during the academic year 2023-2024. From this population, a sample of 26 students was selected by convenience sampling and then randomly assigned to the experimental (n=13) and control group (n=13). The experimental group received twelve 45-min sessions of the Werner-Rini perceptual-motor skills program training, while the control group underwent the routine training provided by the learning disability center; however, they received a summary of the intervention at the end of the study. Data were collected by Minnesota Handwriting Test (1993) and Barkley Deficits in Executive Functioning Scale--Children and Adolescents (BDEFS-CA) (2012). The data were analyzed using analysis of covariance in SPSS-26. Results: The results of the data analysis indicated that perceptual-motor skills training led to the improvement of executive functions (F=28.87, P<0.05) and its components, including self-management of time (F=8.21, P<0.05), self-organization/problem-solving (F=5.77, P<0.05), self-control/inhibition (F=6.50, P<0.05), self-motivation (F=11.04, P<0.05), and emotional self-regulation (F=5.17, P<0.05) in the students with dysgraphia (P<0.05). Conclusion: Perceptual-motor skills training can enhance brain growth and development by stimulating neural pathways. Also, it can lead to the improvement of executive functions such as self-management of time, self-organization/problem-solving, self-control/inhibition, self-motivation, and emotional self-regulation in students with dysgraphia by increasing the function of the neural system. Therefore, it can be considered as one of the key intervention strategies for the rehabilitation of these students.},  
Keywords = {Executive functions,
perceptual-motor skills,
dysgraphia},
volume = {11},
Number = {2}, 
pages = {52-69}, 
publisher = {Abbas Ali Hossein Khanzadeh},

doi = {10.61186/jcmh.11.2.5},
url = {http://childmentalhealth.ir/article-1-1440-en.html},  
eprint = {http://childmentalhealth.ir/article-1-1440-en.pdf},  
journal = {Quarterly Journal of Child Mental Health},  
issn = {2423-3552}, 
eissn = {2476-5740}, 
year = {2024}  
}

@article{ 
author = {Ataee, Naier and Zeinali, Ali},  
title = {The role of brain-behavioral systems and impulsivity (five-factor model) in predicting the violence of student with history of violence in schools}, 
abstract ={Background and Purpose: Various factors can play a role in violence in schools and students. The present study was conducted with the aim of investigating the role of brain-behavioral systems and impulsivity (five-factor model) in predicting violence among students with a history of violence in schools. Method: The present research method is descriptive and correlational. The statistical population of this research was the students in the second year of high school with a history of violence in schools in the academic year of 2020-2021 in the city of Urmia. There were 245 of which 150 were selected as a case sample by random cluster sampling. Gary–Wilson Personality Questionnaire (Wilson et al., 1989), Impulsive Behavior Scale (Whiteside and Lynam, 2001), and Conflict Tactics Scale (Strauss, 1979) were used to collect data. The data were analyzed using Pearson's correlation and stepwise regression analysis. Results: The research results showed a positive and significant relationship between BAS and violence (r = 0.40, p<0.01), and there was a negative and significant relationship between BIS and violence (r = -0. 25 p<0, 01). Also, there is a positive and significant relationship between impulsivity and components of positive urgency (r = 0.19), negative urgency (r = 0.35), lack of perseverance (r = 0.37), and lack of Premeditation (r = 0.26) and Sensation seeking (r = 0.16) with violence (p > 0.01 and p<0.05). On the other hand, the results of the step-by-step regression analysis showed that the variables of BAS and BIS, negative urgency, and lack of perseverance can significantly predict 36% of the changes in violence in students. Conclusion: Based on the findings of this research, it can be concluded that BAS/BIS and impulsivity play an important role in predicting student violence in schools. The findings of the present study can significantly help mental health professionals in formulating and implementing preventive and therapeutic interventions for violent students.},  
Keywords = {Brain-behavioral systems,
impulsivity,
students,
violence},
volume = {11},
Number = {2}, 
pages = {70-84}, 
publisher = {Abbas Ali Hossein Khanzadeh},

doi = {10.61186/jcmh.11.2.6},
url = {http://childmentalhealth.ir/article-1-1318-en.html},  
eprint = {http://childmentalhealth.ir/article-1-1318-en.pdf},  
journal = {Quarterly Journal of Child Mental Health},  
issn = {2423-3552}, 
eissn = {2476-5740}, 
year = {2024}  
}

@article{ 
author = {BagheriSheykhangafshe, Farzin and Abbaspour, Arash and SavabiNiri, Vahid and BikasYekani, Mahdieh and Keramati, Samir},  
title = {The effectiveness of mindfulness-based cognitive therapy (MBCT) on alexithymia, pain intensity, and emotional regulation in children with irritable bowel syndrome}, 
abstract ={Background and Purpose: Irritable bowel syndrome (IBS) in children is characterized by chronic abdominal pain and alterations in bowel habits, such as frequent stools and constipation. This study aimed to evaluate the effectiveness of mindfulness-based cognitive therapy (MBCT) on alexithymia, pain intensity, and emotional regulation in children with IBS. Method: The research employed a quasi-experimental design with a pre-test, post-test, and control group. The statistical population consisted of children with IBS in Rasht city in 2023. A total of 30 participants were selected through purposive sampling and randomly assigned to experimental and control groups. Data were collected using the Alexithymia Questionnaire (Bagby et al., 2003), Pain Intensity Scale (Von Korff et al., 2016), and Emotion Regulation Questionnaire (Gross & John, 2003). The experimental group underwent eight 90-minute sessions of MBCT based on Segal et al. (2018), while the control group received no intervention. Data were analyzed by SPSS-24 and multivariate analysis of covariance (MANCOVA) method. Results: MBCT significantly reduced difficulty in identifying emotions (F= 26.01), difficulty in describing emotions (F= 22.76), externally oriented thinking (F= 30.36), pain intensity (F= 19.85), disability (F= 32.38), and suppression (F= 32.89), while significantly increasing reappraisal (F= 23.39) in children with IBS (P< 0.01). Conclusion: MBCT proves to be an effective intervention for managing IBS in children. The results suggest that incorporating MBCT into treatment plans may help alleviate both emotional and physical symptoms associated with IBS in children.},  
Keywords = {Irritable bowel syndrome,
mindfulness-based cognitive therapy,
alexithymia,
pain intensity,
emotion regulation},
volume = {11},
Number = {2}, 
pages = {100-120}, 
publisher = {Abbas Ali Hossein Khanzadeh},

doi = {10.61186/jcmh.11.2.7},
url = {http://childmentalhealth.ir/article-1-1348-en.html},  
eprint = {http://childmentalhealth.ir/article-1-1348-en.pdf},  
journal = {Quarterly Journal of Child Mental Health},  
issn = {2423-3552}, 
eissn = {2476-5740}, 
year = {2024}  
}

@article{ 
author = {Hoseinkhanzadeh, Abbas Ali},  
title = {Editorial}, 
abstract ={},  
Keywords = {},
volume = {11},
Number = {3}, 
pages = {0-0}, 
publisher = {Abbas Ali Hossein Khanzadeh},

doi = {10.61186/jcmh.11.3.1},
url = {http://childmentalhealth.ir/article-1-1478-en.html},  
eprint = {http://childmentalhealth.ir/article-1-1478-en.pdf},  
journal = {Quarterly Journal of Child Mental Health},  
issn = {2423-3552}, 
eissn = {2476-5740}, 
year = {2024}  
}

@article{ 
author = {Khani, Rezvan and Abedi, Ahmad and JavadzadehShahshahani, Fatemeh},  
title = {Effectiveness of mothers\' wise parenting training on the psychological well-being of  preschool children}, 
abstract ={Background and Purpose: One of the new topics in education and psychology is wisdom. The present study investigated the effectiveness of mothers' wise parenting on the psychological well-being of preschool children in Isfahan City. Method: This was an experimental study with a pre-test and post-test design and included an experimental group and a control group. The statistical population included mothers of 4 to 6-year-old preschool children in Isfahan city in 2023. Samples were randomly selected in a multi-stage cluster and placed in the experimental and control groups (15 people for each group). The research tool was the Psychological Well-being Questionnaire (Mayer and Ulich, 2009) completed by parents of preschool children. The experimental group was trained for ten sessions of 90 minutes duration and the control group only received two sessions after the study. The data were analyzed through multivariate covariance analysis with SPSS version 23 software. Results: The results showed that wise parenting training in the experimental group effectively increased social performance scores (17.4 to 25.5), self-control (16.9 to 25.0), self-confidence (7.4 to 11.3), task orientation (13.6 to 21.2), and pleasure in exploration (15.1 to 22.9) compared to the control group (p<0.05). Conclusion: Based on the findings of the research, it can be said that the use of wise parenting and its effect on their speech, action, and behavior can improve preschool children's social performance, self-control, confidence, task-orientation, and enjoyment of exploration. As a result, it is suggested that wise parenting along with other existing educational methods be used in the field of educating parents of preschool children.},  
Keywords = {Wise parenting,
psychological well-being,
mothers,
preschool children},
volume = {11},
Number = {3}, 
pages = {1-16}, 
publisher = {Abbas Ali Hossein Khanzadeh},

doi = {10.61186/jcmh.11.3.2},
url = {http://childmentalhealth.ir/article-1-1379-en.html},  
eprint = {http://childmentalhealth.ir/article-1-1379-en.pdf},  
journal = {Quarterly Journal of Child Mental Health},  
issn = {2423-3552}, 
eissn = {2476-5740}, 
year = {2024}  
}

@article{ 
author = {Kazerounian, Zahra and Rostami, Rez},  
title = {The Effectiveness of Cognitive Behavioral Therapy on the Mental Health of Children and Adolescents with Autism Spectrum Disorder: A Systematic Review}, 
abstract ={Background and Purpose: Autism spectrum disorder (ASD) is a complex neurodevelopmental condition that affects children's relationships, behaviors, and social interactions. Children with ASD often face mental health challenges such as anxiety and depression, which can significantly affect their quality of life and daily functioning. This study aimed to find the effectiveness of cognitive-behavioral therapy (CBT) on the mental health of children and adolescents with ASD through a systematic review of existing research. Method: Through a systematic review, all relevant studies were selected based on keywords including autism spectrum disorder, cognitive-behavioral therapy, anxiety, depression, mental health, children, and adolescents. The studies were retrieved from international databases such as Google Scholar, PubMed, ProQuest, Embase, PsycINFO, and Scopus, covering the period from September 2009 to August 2024. A total of 894 English-language articles were assessed by the researchers based on inclusion criteria and quality evaluation using the PRISMA framework. After the final qualitative evaluation, twenty-seven studies were selected for review to address the research questions. Results: Among 894 studies on the effectiveness of CBT on the mental health of children and adolescents with ASD, twenty-seven studies involving 625 children and adolescents from various countries were reviewed. The results showed that CBT is particularly effective in reducing anxiety symptoms and improving quality of life. Additionally, it helps address issues such as insomnia and obsessive behaviors. These findings highlight the success of CBT in managing mental health challenges on an international level. Conclusion: This study emphasizes that CBT can serve as an effective approach to managing mental health symptoms associated with ASD and emphasizes the need for further research to examine the long-term effects and adaptability of this treatment to different age groups and types of disorders.},  
Keywords = {Cognitive behavioral therapy,
mental health,
children and adolescents,
autism spectrum disorder,
systematic review},
volume = {11},
Number = {3}, 
pages = {17-34}, 
publisher = {Abbas Ali Hossein Khanzadeh},

doi = {10.61186/jcmh.11.3.3},
url = {http://childmentalhealth.ir/article-1-1450-en.html},  
eprint = {http://childmentalhealth.ir/article-1-1450-en.pdf},  
journal = {Quarterly Journal of Child Mental Health},  
issn = {2423-3552}, 
eissn = {2476-5740}, 
year = {2024}  
}

@article{ 
author = {Khalkhali, Vahid and EsfandyariSaleh, Mojtab},  
title = {Mindset of children at elementary school; growth or fixed? content analysis of Farsi elementary school books}, 
abstract ={Background and Purpose: Mindsets are presuppositions that each person holds about the flexibility or constancy of human characteristics. The purpose of this research was to analyze the content of Farsi elementary school books based on Dweck's theory of mindset to figure out to what extent and how mindsets are introduced to students. Method: This was a descriptive study with content analyze method. The statistical population of the research consisted of six volumes of Farsi elementary school books, published in 2023. Total population sampling was conducted, and the sample size was equal to the population. To collect data, a checklist for measuring the four components of mindset was used. Its content validity was confirmed by the experts' opinion method. The reliability by Holsti Index; 0.96. The results were analyzed by SPSS27 and x2  test. Results: The results showed that in Farsi books’ emphasis on mindsets and its components was not the same and the emphasis on growth mindset was significantly more than fixed mindset. In the components, the most emphasis is on belief in the usefulness of effort, strategy after failure, achievement goals and failure attribution, respectively (p=0.001). The trend of mindsets expression in Farsi books is non-linear from the first to the sixth grade. Conclusion: Farsi books emphasize growth mindset rather than fixed mindset. However, its trend from the beginning to the end of primary school is not in full accordance with the developmental trend of mindset and in the fourth to sixth grades, there is a greater need for the encouraging content of the growth mindset.},  
Keywords = {Mindset,
growth mindset,
fixed mindset,
content analyze},
volume = {11},
Number = {3}, 
pages = {35-51}, 
publisher = {Abbas Ali Hossein Khanzadeh},

doi = {10.61186/jcmh.11.3.4},
url = {http://childmentalhealth.ir/article-1-1431-en.html},  
eprint = {http://childmentalhealth.ir/article-1-1431-en.pdf},  
journal = {Quarterly Journal of Child Mental Health},  
issn = {2423-3552}, 
eissn = {2476-5740}, 
year = {2024}  
}

@article{ 
author = {Giahi, Zahra and Sadoughi, Majid and Tamanneifar, Mohammadrez},  
title = {The effectiveness of self-compassion training on cognitive emotion regulation and distress tolerance in mothers of children with intellectual disability}, 
abstract ={Background and Purpose: Having a child with intellectual disability can cause several psychological problems for parents, especially for mothers as the main caregiver. Therefore, it is very important to find ways to handle such problems. The present study aimed to determine the effectiveness of a self-compassion training intervention focused on cognitive emotion regulation and distress tolerance among mothers of children with intellectual disability. Methods: This research used a quasi-experimental design with a pretest-posttest and a three-month follow-up with control group. The participants were 40 mothers of children with intellectual disability. The participants referred to an education and rehabilitation center in Kashan (Iran) and were randomly selected and assigned to experimental and control groups, each containing 20 participants. The experimental group received self-compassion training (45) in twelve sessions (each session 90 minutes) sessions based on Germer and Neff (2013), while the control group remained on the waiting list. The data collection instruments were Garnefski & Kraaij’s Cognitive Emotion Regulation Questionnaire (2007) and Simons and Gaher’s Distress Tolerance Scale (2005). Data analysis was performed using SPSS-24 software and one-way repeated measures multivariate analysis of variance. Results: The findings of the one-way repeated measures multivariate analysis of variance showed that self-compassion training helped the participants use more adaptive cognitive emotion regulation strategies (F=118.73, P=.001) and distress tolerance (F=126.15, P=.001) as well as fewer unadaptive cognitive emotion regulation strategies (F=90.11, P=.001). Additionally, these effects remained stable in the three-month follow-up phase. Conclusion: Self-compassion traning encouraged mothers of chlideren with intellectual disability to care more about themselves, which helped them adopt a more compassionate view of themselves in challenging situations and deal with the particular difficulties associated with raisng these children. Therefore, it is recommended that significant measures be taken to enhance the mental health of mothers of children with intellectual disabilities by providing them with self-compassion guidelines so that they can use more adaptive and fewer maladaptive cognitive emotion regulation strategies and increase their distress tolerance.},  
Keywords = {Cognitive emotion regulation, distress tolerance, self-compassion training, mothers of children with intellectual disability},
volume = {11},
Number = {3}, 
pages = {52-67}, 
publisher = {Abbas Ali Hossein Khanzadeh},

doi = {10.61186/jcmh.11.3.5},
url = {http://childmentalhealth.ir/article-1-1317-en.html},  
eprint = {http://childmentalhealth.ir/article-1-1317-en.pdf},  
journal = {Quarterly Journal of Child Mental Health},  
issn = {2423-3552}, 
eissn = {2476-5740}, 
year = {2024}  
}

@article{ 
author = {Mirhoseyni, Farzaneh and Demehri, Farangis and Azizi, Mahdiye},  
title = {The effectiveness of emotional freedom technique on menstrual pain and emotional regulation in female students}, 
abstract ={Background and Purpose: Emotional freedom technique is a new method based on acupuncture and cognitive therapy that plays an essential role in eliminating energy imbalanece in the body and helping individual recovery. Dysmenorrhea or painful menstruation is one of the most common problems of women's diseases. The purpose of this research was to investigate the effectiveness of emotinal freedom technique in reducing menstrual pain and emotion regulation in female students in Yazd city. Method: The research method is quasi-experimental study with a pre-test-post-test design and one control group. The population of this research includes all girls aged 12 to 18 years in Yazd city in 2023. Using random cluser sampling 30 adolescent girls in one of the Yazd governmental schools were selected and randomly replaced to experimental (n=15) and control (n=15) group. The experimental group received Emotional Freedom Technique (EFT) for 6 sessions every week for 45 minites while the contol group did not receive any intervention. In this research, Persian version of the Emotion Regulation Questionnaire (ERQ, Gross & John, 2003) and Persian version of the McGill Pain Questionnaire (MPQ, Melzack 1987) were used for pre-test and post-test evaluation. In the end, the data were analyzed using multivariate analysis of covariance test in SPSS24. Results: The results showed that emotional freedom technique has a significant effect on the reduction of menstrual pain (P>0/002) and emotional regulation (cognitive reappraisal, P<0/01, F=24/142 and suppression P<0/01 F= 21/272) in adolescent girls. Conclusion: In general, the results indicated the significant effect of the emotion freedom technique in changing unconscious beliefs, negative emotions, and reducing menstrual pain in female students. Therefore, it is suggested that this method be taught to female students in medical centers and schools to reduce menstrual pains and improve emotion regulation.},  
Keywords = {Emotion regulation,
menstrual pain,
emotional freedom technique,
student},
volume = {11},
Number = {3}, 
pages = {68-81}, 
publisher = {Abbas Ali Hossein Khanzadeh},

doi = {10.61186/jcmh.11.3.6},
url = {http://childmentalhealth.ir/article-1-1418-en.html},  
eprint = {http://childmentalhealth.ir/article-1-1418-en.pdf},  
journal = {Quarterly Journal of Child Mental Health},  
issn = {2423-3552}, 
eissn = {2476-5740}, 
year = {2024}  
}

@article{ 
author = {Momeni, Khatereh and Alipour, Gita and GhasemiJobaneh, Rez},  
title = {The mediating role of resilience in the relationship the classroom psychosocial climate and creativity students}, 
abstract ={Background and Purpose: The classroom psychosocial climate can indirectly affect creativity through the effect on positive psychological variables such as resilience. The present research was also conducted with the aim of investigating the mediating role of resilience in the relationship between the classroom psychosocial climate and creativity students' creativity. Method: In the present correlational study, the study sample consisted of 341 students who were selected through a convenience sampling method through an online call from among all first-year high school students in Alvand city (Qazvin province) in the second semester of the 2023-2024 academic year. To collect data from Torrance's Creative Thinking Questionnaire (TTCT) (1979), Frazier et al.'s Psychosocial Climate (MCI-SF) (1995), and Connor and Davidson Resilience (CD-RISC) (2003) was used. The data were analyzed by Spss24 and AMOS24 software. Results: The results of the data analysis showed that the first initial hypothetical model had a good fit with the observed data. Based on the results of the direct path of the classroom psychosocial climate (friction and cohesion) and resilience, significant creativity was obtained (p≤0.001). Also, the indirect path of resilience in the relationship between the classroom psychosocial climate (cohesion) and creativity was significant (P<0.001), the indirect path of resilience in the relationship. There was also a significant difference between the classroom psychosocial climate (task-orientation) and creativity class (P<0.01). Conclusion: According to the obtained results, the classroom psychosocial climate can directly and indirectly explain creativity through resilience. The rich environment of the classroom together with the intimate relationship and authoritative teacher in the application of exploratory education and improving creativity has important implications for teachers and school counselors.},  
Keywords = {Creativity,
resilience,
classroom psychosocial climate,
students},
volume = {11},
Number = {3}, 
pages = {82-96}, 
publisher = {Abbas Ali Hossein Khanzadeh},

doi = {10.61186/jcmh.11.3.7},
url = {http://childmentalhealth.ir/article-1-1455-en.html},  
eprint = {http://childmentalhealth.ir/article-1-1455-en.pdf},  
journal = {Quarterly Journal of Child Mental Health},  
issn = {2423-3552}, 
eissn = {2476-5740}, 
year = {2024}  
}

@article{ 
author = {Izadabadi, Behrooz and Akbari, Bahman and Moqhtader, Leil},  
title = {The effectiveness of the educational program based on motivational interviewing and mentalization approaches on the experiential avoidance of students with childhood trauma}, 
abstract ={Background and Purpose: Experiencing any traumatic event in childhood can affect people's well-being. This research was conducted with the aim of the efficacy of the training program based on motivational interviewing and mentalization approaches on the experiential avoidance of students with childhood trauma. Method: This was a quasi-experimental with a pre-test, post-test, and two-month follow-up design with an experimental group and a control group. The statistical population of this research included all students with childhood trauma from 12 to 15 years who were referred to education counseling centers in Rasht city in 2022-2023. The target sample consisted of thirty students selected from the statistical population based on inclusion, exclusion, and voluntary criteria and convenience sampling. The students were randomly placed in the experimental and control groups (15 students in each group). The training program based on motivational interviewing and mentalization approaches was performed in group form for eleven sessions of 90 minutes in the experimental group, and the control group did not receive any intervention during the study process. Research tools included the latest validated version of The Multidimensional Experiential Avoidance Questionnaire (MEAQ) (2011) and Childhood Trauma Questionnaire–Short Form (CTQ-SF; Bernstein & Fink, 1998). The data was analyzed using the Mixed variance analysis and SPSS-26 software.  Results: The results showed that there was a significant difference between the mean reduction in experiential avoidance (F=3.115, P=0.04) and behavioral avoidance components (F=6.670, P=0.01), distress aversion (F=3.464, P=0.04), and distraction- suppression (F=5.975, P=0.02) in the post-test phase of the experimental and control groups, and these results (reduction in experiential avoidance) continued in the experimental group and the follow-up phase (P<0.05). Conclusions: Based on the results of this research, it can be concluded that training based on motivational interviewing and mentalization has helped prevent the downward spiral of negative mood and thinking and the tendency to anxious and avoidant responses of students with childhood trauma by creating the necessary cognitive strategies to face stress.},  
Keywords = {Motivational interview,
mentalization,
experiential avoidance,
childhood trauma,
students},
volume = {11},
Number = {3}, 
pages = {97-114}, 
publisher = {Abbas Ali Hossein Khanzadeh},

doi = {10.61186/jcmh.11.3.8},
url = {http://childmentalhealth.ir/article-1-1446-en.html},  
eprint = {http://childmentalhealth.ir/article-1-1446-en.pdf},  
journal = {Quarterly Journal of Child Mental Health},  
issn = {2423-3552}, 
eissn = {2476-5740}, 
year = {2024}  
}

@article{ 
author = {Nahavandi, Ghazale and Naseh, Ashkan and Hosseinkhanzadeh, Abbas Ali},  
title = {Psychometric properties of persian version of malevolent creativity behavior scale in a sample of iranian students}, 
abstract ={Background and Purpose: Creativity is generally considered a positive attribute. However, certain aspects of creativity can manifest as malevolent behavior. Measuring this malevolent aspect of creativity requires a valid scale. The purpose of this research was to determine the psychometric properties of the Persian version of the Malevolent Creativity Behavior Scale (MCBS; Hao et al., 2016) to evaluate the malevolent creativity of Iranian students. Method: The present study was a descriptive-survey study that evaluated the psychometric properties of the MCBS, including various types of validity and reliability. The study population included all senior high school students (15 to 18 years old) in District 1 of Rasht, Iran, during the 2023-2024 academic year. Then a sample of 393 students was selected among this population through random cluster sampling and they responded to the MCBS. Validity was assessed using face validity, content validity, and confirmatory factor analysis (CFA). Reliability was evaluated using internal consistency (Cronbach’s alpha), split-half reliability, and composite reliability. Data were analyzed using SPSS -26 and AMOS - 24. Results: To evaluate psychometric indices for validity, face validity was assessed qualitatively and quantitatively and content validity was assessed using the content validity ratio (CVR) and content validity index (CVI). Results indicated adequate qualitative and quantitative face validity, with all item impact scores exceeding 1.5. The CVR and CVI scores for the scale items were also adequate, exceeding 0.8. CFA results confirmed the three-factor structure (hurting people, lying, and playing tricks) with good model fit indices. Reliability was assessed using Cronbach's alpha, split-half reliability, and composite reliability. Cronbach's alpha was 0.79, 0.82, and 0.68 for the three factors, respectively, and 0.83 for the total scale. Split-half reliability (0.66) and composite reliability (0.91) were also satisfactory. Conclusion: Based on the present study's findings and the importance of evaluating malevolent creativity, the Persian version of the MCBS appears to be a suitable tool for evaluating this concept in students. Further research is recommended to administer and standardize this scale among different age groups and populations with varying characteristics.},  
Keywords = {Malevolent creativity behavior scale,
psychometric properties,
students},
volume = {11},
Number = {4}, 
pages = {1-17}, 
publisher = {Abbas Ali Hossein Khanzadeh},

doi = {10.61186/jcmh.11.4.1},
url = {http://childmentalhealth.ir/article-1-1429-en.html},  
eprint = {http://childmentalhealth.ir/article-1-1429-en.pdf},  
journal = {Quarterly Journal of Child Mental Health},  
issn = {2423-3552}, 
eissn = {2476-5740}, 
year = {2024}  
}

@article{ 
author = {Madani, Fatemeh and Ebrahimzadeh, Sedigheh},  
title = {The effectiveness of acceptance and commitment therapy on depression, anxiety, and stress in children with diabetes: a systematic review}, 
abstract ={Background and Purpose: Diabetes, as one of the most common chronic diseases in children, not only poses physical challenges but is also associated with psychological consequences such as depression and anxiety. Acceptance and Commitment Therapy (ACT), focusing on acceptance, mindfulness, and commitment to meaningful changes, has appeared as an innovative method for improving the mental health of chronic patients. This study systematically reviews the effectiveness of ACT in reducing psychological problems in children with diabetes. Method: Through a systematic review, all selected articles were evaluated by the researchers based on keywords including diabetes, depression, anxiety, stress, psychological distress, children, and Acceptance and Commitment Therapy in international databases such as Google Scholar, PubMed, ProQuest, Embase, PsycINFO, and Scopus, from January 2013 to September 2024. 749 articles published in English were reviewed using inclusion criteria and quality assessment based on the PRISMA framework. Finally, nineteen articles were selected after the qualitative evaluation and analyzed to address the research questions. Results: Among the first 749 articles, nineteen studies involving over 2,500 participants from various countries were reviewed. These studies showed that ACT helps reduce depression, anxiety, and stress while improving blood sugar management, quality of life, and psychological flexibility. Online and group interventions, especially for children and their parents, effectively and positively affect children's quality of life. Combining ACT with positive psychology and mindfulness eased better disease management and improved patient-physician relationships. Conclusion: ACT, as a comprehensive and flexible approach, expands the boundaries of traditional psychological treatments. By integrating mindfulness, acceptance, and commitment principles, this method not only reduces stress and distress associated with diabetes but also provides a foundation for more effective patient-physician interactions, improved quality of life, and enhanced self-management of the disease.},  
Keywords = {Diabetes, acceptance and commitment therapy,
depression, anxiety,
stress,
children},
volume = {11},
Number = {4}, 
pages = {18-33}, 
publisher = {Abbas Ali Hossein Khanzadeh},

doi = {10.61186/jcmh.11.4.18},
url = {http://childmentalhealth.ir/article-1-1469-en.html},  
eprint = {http://childmentalhealth.ir/article-1-1469-en.pdf},  
journal = {Quarterly Journal of Child Mental Health},  
issn = {2423-3552}, 
eissn = {2476-5740}, 
year = {2024}  
}

@article{ 
author = {Salehian, Kimia Sadat and Kashefizadeh, Mahs},  
title = {Structural modeling of binge eating based on self-compassion and impulsivity with the mediation of emotion regulation in girl Students with obesity}, 
abstract ={Background and Purpose: Adolescents, especially girls, in most cases, pay special attention to their body weight and shape, and often adopt wrong attitudes towards themselves, their feelings, and emotions in an effort to face the pressures associated with the changes of the critical and challenging period of puberty. They say that this exposure may cause eating behavior problems. Therefore, the present study aims to model the structure of binge eating based on self-compassion and impulsivity with the mediation of emotion regulation in female students with obesity. Method: The research method was correlation using structural equation modeling. The research sample consisted of 300 teenage girls suffering from binge eating in District One of Tehran city in 2024, who were selected through convenience sampling. The research tools included the Persian version of the Binge Eating Scale (BES; Gormally et al, 1982), The Self-Compassion Scale (SCS; Neff, 2003), The Barratt Impulsiveness Scale (BIS) (Barat, 2009) and the Emotion Regulation Questionnaire (ERQ, Gross & John, 2003). Data analysis was done with Pearson correlation tests and structural equations using SPSS26 and AMOS24 software. Results: Based on the results of the fit indices, the structural model of binge eating based on self-compassion and impulsivity with the mediation of emotion regulation had a good fit in female students with obesity. Also, reappraisal and suppression components had a negative and significant effect on self-compassion and a positive and significant effect on impulsivity, self-compassion had a negative and significant effect on binge eating, and impulsivity had a positive and significant effect on binge eating (P<0.001). Conclusion: Emotion regulation is the reservoir of adolescents' response when faced with stressful factors, and binge eating disorder behaviors are a performance adjustment for adolescents who experience a high level of annoying emotions due to a lack of self-compassion and impulsive behaviors.},  
Keywords = {Binge eating,
emotion regulation,
impulsivity,
self-compassion,
girl students},
volume = {11},
Number = {4}, 
pages = {34-48}, 
publisher = {Abbas Ali Hossein Khanzadeh},

doi = {10.61186/jcmh.11.4.34},
url = {http://childmentalhealth.ir/article-1-1444-en.html},  
eprint = {http://childmentalhealth.ir/article-1-1444-en.pdf},  
journal = {Quarterly Journal of Child Mental Health},  
issn = {2423-3552}, 
eissn = {2476-5740}, 
year = {2024}  
}

@article{ 
author = {Abdi, Sabah and MohammadiGheshlagh, Parivash and HosseinZadeh, Majedeh and Ahmadifar, Rashid and Rahimpour, Esmaeil},  
title = {Study the effectiveness of the BASNEF model in educational environments by providing a written obesity control program and its effect on dimensions of general health and academic engagement of students}, 
abstract ={Background and Purpose: tudent obesity and being overweight have become a pervasive problem that has seriously endangered their health. Unfortunately, none of the education programs have been able to effectively address this problem. This study aimed to evaluate and assess the effectiveness of the BASNEF model in educational environments by presenting a written obesity control program and its effect on the general health and academic engagement of elementary school students in Boukan City. Method: This research was a quasi-experimental type with an experimental and control group. All the obese and overweight male students (based on body mass index) of the elementary school of Boukan City in the academic year of 2024-2023 formed the research community, out of which 32 obese and overweight students of the sixth elementary school were selected by purposive and convenience sampling method. They were placed in two experimental and control groups (16 people in each group). Then, the General Health Questionnaire (GHQ; Goldberg & Hillier, 1979) and Academic Engagement (AEQ; Fredericks et al., 2004) were administered in two phases, pre-test and post-test, on both experimental and control groups. After the pre-test, the experimental group received the comprehensive obesity and overweight control package based on the BASNEF model, but the control group did not receive any training. However, the control group was assured that after completing the research, they would receive a summary of the intervention program. Data was analyzed using PLS3.5 and the covariance statistical method. Results: The results of data analysis showed a significant difference between the experimental and control groups in the dimensions of academic engagement (behavioral, emotional, and cognitive) and general health (physical, mental, and social) (P<0.05). This means that the dimensions of general health and academic engagement of students in the experimental group improved after the intervention. Conclusions: Based on the findings of the research, it can be concluded that the BASNEF model, by changing behavior in obese and overweight students, has improved the dimensions of general health and academic engagement.},  
Keywords = {Academic engagement,
health,
educational environments,
obesity,
BASNEF model},
volume = {11},
Number = {4}, 
pages = {49-68}, 
publisher = {Abbas Ali Hossein Khanzadeh},

doi = {10.61186/jcmh.11.4.49},
url = {http://childmentalhealth.ir/article-1-1442-en.html},  
eprint = {http://childmentalhealth.ir/article-1-1442-en.pdf},  
journal = {Quarterly Journal of Child Mental Health},  
issn = {2423-3552}, 
eissn = {2476-5740}, 
year = {2024}  
}

@article{ 
author = {MotevallyJoybari, Fatemeh and BakhshipourJoybari, Babollah and Abbasi, Ghodratollah},  
title = {Compare the effectiveness of maternal training based on attachment-based intervention and cognitive-behavioral intervention on multiple dimensions of anxiety in children with separation anxiety disorder}, 
abstract ={Background and Purpose: Separation anxiety disorder is one of the most common anxiety disorders in childhood, which, if left untreated, can lead to severe disorders in adulthood. This study aimed to compare the effectiveness of maternal training based on attachment-based intervention and cognitive-behavioral intervention on multiple dimensions of anxiety in children with separation anxiety disorder. Method: This study was quasi-experimental with a pre-test-post-test design, a control group, and a three-month follow-up. The statistical population included all mothers of elementary school students with separation anxiety disorder in Educational District One of Sari City in the academic year 2022-2023. Through purposive sampling, 45 participants were selected and randomly assigned to three groups of 15 students (15 in the attachment-based intervention group, 15 in the cognitive-behavioral group, and 15 in the control group). Data collection tools included the Separation Anxiety Assessment Scale– Parent version (SAAS-P) (Han et al., 2003) and The Multidimensional Anxiety Scale for Children (MASC) (March et al., 1997). The data was analyzed using repeated measures analysis of variance and SPSS-26 software. Results: The results showed significant difference between the attachment-based intervention and the cognitive-behavioral intervention in reducing the multiple dimensions of anxiety (F = 4.207, P = 0.0001). Furthermore, in the post-test phase, both interventions showed equally significant effects on the various dimensions of anxiety, and the sustained effectiveness of both interventions was also observed in the follow-up phase (P < 0.001). Conclusion: Based on these findings, both attachment-based intervention, which focuses on improving emotional relationships and reducing separation-related worry, and cognitive-behavioral intervention, which aims to modify maladaptive thought patterns and enhance coping skills, can be considered effective methods for decreasing multiple dimensions of anxiety in children with separation anxiety disorder. Therefore, it is recommended to use both methods depending on the circumstances of the client},  
Keywords = {Attachment-based intervention,
cognitive-behavioral intervention,
children's anxiety,
mothers' training},
volume = {11},
Number = {4}, 
pages = {69-90}, 
publisher = {Abbas Ali Hossein Khanzadeh},

doi = {10.61186/jcmh.11.4.69},
url = {http://childmentalhealth.ir/article-1-1447-en.html},  
eprint = {http://childmentalhealth.ir/article-1-1447-en.pdf},  
journal = {Quarterly Journal of Child Mental Health},  
issn = {2423-3552}, 
eissn = {2476-5740}, 
year = {2024}  
}

@article{ 
author = {BabaeiSangelaji, Mohsen and Vahedi, Shahram and Khanjani, Zeynab},  
title = {Development and validation of academic resilience questionnaire for first grade students (parent form)}, 
abstract ={Background and Purpose: The beginning of the first school year for some students is not without struggles and tensions compared to other students, and it is accompanied by challenges; therefore, academic resilience can play a key role in their level of adaptation. This research was conducted with the aim of constructing and finding the psychometric characteristics of the Academic Resilience Questionnaire (Parent Form) for first-grade students in the city of Babol. Method: This research was conducted using the descriptive- survey method. The statistical population consisted of all parents of first-grade elementary school students in the city of Babol (Mazandaran province) in the academic year 2021-2022 (N=6150), from which 517 parents were selected using cluster sampling and responded to the Academic Resilience Questionnaire. To develop the questionnaire, necessary items were extracted through literature research and interviews with experts, and their feedback was incorporated over several stages. In the next phase, the content validity index and the content validity ratio were obtained using ten specialists. The minimum and maximum content validity ratios for each item were calculated as 0.62 and 1, respectively, and the minimum and maximum content validity index for each item were found as 0.87 and 1. Finally, the Academic Resilience Questionnaire was administered to the final sample. Construct validity was assessed using exploratory and confirmatory factor analysis, and for the reliability assessment, internal consistency (Cronbach's alpha) and test-retest methods were used. Data analysis was performed by using SPSS - 22 and Lisrel -8.5. Results: The results in the validity section of the questionnaire showed that this tool has face, content, and factor validity, and has desirable test-retest and Cronbach's alpha reliability. Exploratory factor analysis showed that four factors of resilience, emotional regulation, autonomy, and adaptability with an eigenvalue higher than 1 were able to explain 62.65% of the variance of the items. The results of first and second order confirmatory factor analysis showed that the model fit index was at a desirable level. Cronbach's alpha was 0.82 for the entire scale and greater than 0.7 for each factor. Conclusion: Based on the finding of this research, it can be concluded that the Academic Resilience Questionnaire for first-grade elementary school students (Parent Form) possesses appropriate validity and reliability and can be used as a valid tool for assessing the academic resilience of first-grade elementary school students.},  
Keywords = {Academic Resilience,
psychometric characteristics,
first grade of elementary school},
volume = {11},
Number = {4}, 
pages = {91-114}, 
publisher = {Abbas Ali Hossein Khanzadeh},

doi = {10.61186/jcmh.11.4.91},
url = {http://childmentalhealth.ir/article-1-1359-en.html},  
eprint = {http://childmentalhealth.ir/article-1-1359-en.pdf},  
journal = {Quarterly Journal of Child Mental Health},  
issn = {2423-3552}, 
eissn = {2476-5740}, 
year = {2024}  
}