@article{ author = {Hoseinkhanzadeh, Abbas Ali}, title = {Editorial}, abstract ={}, Keywords = {Editorial}, volume = {9}, Number = {1}, pages = {0-0}, publisher = {Abbas Ali Hossein Khanzadeh}, doi = {10.52547/jcmh.9.1.1}, url = {http://childmentalhealth.ir/article-1-1320-en.html}, eprint = {http://childmentalhealth.ir/article-1-1320-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2022} } @article{ author = {Malekpour, Nasim and Hassanvand, Mohammad Kazem and Faramarzi, Salar}, title = {The Effect of Art Therapy through Using Color Activities on the Level of Happiness in Children Suffering from Cancer}, abstract ={Background and Purpose: The function of Art Therapy is the simplification of positive changes like happiness with communicating to a therapist by implementing artistic elements in a safe atmosphere. It is worth mentioning that, one of the illnesses with intense negative effects, particularly on children is cancer; as a result, the goal of this research was to study the effect of expressive art therapy on children with cancer ranging in age from 6-10 years old. Method: This research was a quasi-experimental study with a pretest-posttest design. The sample consisted of 30 children with cancer from Isfahan in 2017, selected by convenience sampling method and randomly assigned to the experimental (n=15) and control groups (n=15). The experimental group received color therapy for 15 sessions, while the control group did not receive any. To gather data the children's happiness scale (Morgan, 2014) has been utilized. Data were analyzed by ANCOVA using SPSS-22 software. Results: The results showed that there was a significant difference between the experimental and the control group in Happy Thought and Happy mood (p<0/05). Conclusion: We can conclude that art activities that incorporate color and emphasize the release of negative emotions improve the happiness of children with cancer, and this can be recommended as a proper form of treatment for children with cancer.}, Keywords = {Art therapy, color therapy, happiness, children with cancer}, volume = {9}, Number = {1}, pages = {1-14}, publisher = {Abbas Ali Hossein Khanzadeh}, doi = {10.52547/jcmh.9.1.2}, url = {http://childmentalhealth.ir/article-1-1109-en.html}, eprint = {http://childmentalhealth.ir/article-1-1109-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2022} } @article{ author = {Heidari, Soofia and MoshkbidHaghighi, Mohsen Moshkbid Haghighi and Shojaee, Ali Asghar}, title = {The Effectiveness of Family Life Education in Reducing Parenting Stress of Mothers of Children with Intellectual Disability}, abstract ={Background and Purpose: Parenting is one of the most difficult tasks that adults without any special preparation undertake to perform. Especially if one of the children has an intellectual disability, the parents may face various problems. In this regard, the present study was conducted to investigate the effectiveness of family life education in reducing the stress of mothers of children with intellectual disabilities (ID). Method: The present study is a quasi-experimental study with a pretest-posttest and a control group design. The sample consisted of 60 mothers of children with intellectual disabilities from exceptional children's schools in Rasht in 2017-2018 who were selected by purposive sampling. After entering the evaluation stage and receiving informed consent, these participants were placed in the experimental (n=30) and control (n=30) groups. Participants completed the Parental Stress Index (PSI; Abidin, 1990) at the beginning as a pre-test stage, and after eight 90-minute group therapy sessions for the experimental groups, in the post-test stages, both groups were re-measured. Data were analyzed by multivariate analysis of covariance in the SPSS-24 software environment. Results: The results of this study showed that family life education leads to a reduction in reinforcement (38.42), acceptance (28.51), adaptability (18.92), hyperactivity (30.47), sense of competence (17.54), sense of attachment (16.42), feeling of limitation (39.53), feeling of depression (44.49), relationship with a spouse (16.22) and parental health (16.86) in mothers of children with intellectual disability (p <0.01). Conclusion: The findings of this study showed that increasing the skills of mothers of children with an intellectual disability through the program of behavior modification and familiarity with parenting techniques can significantly reduce the stress of parents of children with intellectual disabilities.}, Keywords = {Family life education, parenting stress of mothers, children with intellectual disabilities}, volume = {9}, Number = {1}, pages = {15-31}, publisher = {Abbas Ali Hossein Khanzadeh}, doi = {10.52547/jcmh.9.1.3}, url = {http://childmentalhealth.ir/article-1-1171-en.html}, eprint = {http://childmentalhealth.ir/article-1-1171-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2022} } @article{ author = {Farzadi, Fatemeh and Behroozi, Nasser and ShahniYilagh, Manijeh and Omidian, Mortez}, title = {The Effect of Chucky & Nelly Cognitive Game on Hot and Cold Executive Function Skills in order to Develop School Readiness Skills in Preschool Children}, abstract ={Background and Purpose: Executive functions have played a key role in early childhood and have been known as one of the predictors of school readiness. This study aimed to investigate the effectiveness of Chucky & Nelly educational-cognitive game in developing cold and hot executive function skills in preschool children and to compare the two groups in terms of their school readiness skills. Methods: The present study was of a quasi-experimental study design in the form of a pre-test and post-test with a control group. The statistical population of the study included all preschool children in Ahvaz in the academic year of 2019-2020; 204 of which were selected through a multi-stage cluster random sampling and randomly divided into experimental (n=102) and control (n=102) groups. The intervention plan was performed on the experimental group in ten 30-minutes-sessions for 1 month. In order to gather data, the following instruments were used: Cold Executive Function Questionnaires: Go/No-Go Task (Hofman, 1948), Box Task (Kessels & Postma, 2018), and Wisconsin Card Sorting Test (Grant & Berg, 1948), Hot Executive Function: 3-items Emotional Flexible Item Selection Task (3-item EM-FIST) (Marcus et al., 2016), and Delay Discounting Test (Nejati et al., 2019), and School Readiness: The Bracken School Readiness Assessment Test: Third Edition (Bracken & Panter, 2009), and Social-Emotional School Readiness Scale (Bustin, 2007). Results: The results of the analysis of covariance exhibited that Chucky & Nelly game has affected the improvement of cold (working memory, inhibition, and cognitive flexibility) and hot (delayed gratification and affective flexibility) executive function skills (p<0/01) and the results of comparing the mean scores of the two groups in terms of school readiness showed that the experimental group have obtained a higher score (academically from 17.56 to 25.17 and social-emotionally 56.76 to 75.06). Conclusion: Using group games, especially at preschool age, which is a critical stage in the development of hot and cold executive functions, by stimulating children’s senses through playing with peers and using a real-life situation such as playing in a preschool environment can help children to generalize cognitive developments, at least in other similar situations or tasks, as well as, executive functions that have been known as important predictors of school readiness skills.}, Keywords = {Hot and cold executive function, school readiness, preschool}, volume = {9}, Number = {1}, pages = {32-52}, publisher = {Abbas Ali Hossein Khanzadeh}, doi = {10.52547/jcmh.9.1.4}, url = {http://childmentalhealth.ir/article-1-1128-en.html}, eprint = {http://childmentalhealth.ir/article-1-1128-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2022} } @article{ author = {ValiZadeh, Shirin and SadiPour, Esmaeil and Dortaj, Fariborz and Delavar, Ali and SheivandiCholicheh, Kamr}, title = {Developing a Psychosocial Empowerment Educational Package Based on the Choice Theory and Investigating its Effectiveness in Reducing Agression in Adolescents}, abstract ={Background and Purpose: Adolescents are more prone to aggressive behavior because of peer pressure and a diversified social environment. Thus, the aim of this study was to develop a psychosocial empowerment package based on the choice theory and investigate its effectiveness in reducing aggression among adolescents in Tehran. Method: The present study has been designed as a practical study and was performed as a quasi-experimental study with a pretest/posttest and follow-up. A sample of 30 female secondary school students from the 3rd district of Tehran was selected based on the available method. Of these 30 students, 15 were randomly assigned to the experimental group and 15 to the control group during the period 2019-20. The experimental group received 8 sessions of a researcher-made psychosocial empowerment training based on the Choice Theory (Glasser, 1999), while the control group underwent no intervention. The data collection instrument was the Aggression Questionnaire (Buss and Perry, 1992). Data were analyzed using RMANCOVA and RMMANCOVA. Results: This study revealed a significant group effect on the aggression variable and components of physical aggression, verbal aggression, anger, and hostility in female high school students (P<0.001). Second, the difference between the two groups for the aggression variable and its components was significant, and in the population as a whole, it was greater than 0.1. Conclusion: Results suggested that psychosocial empowerment, based on choice theory, had a significant impact on aggression among adolescents and its components; and the favorable effects were sustained over time. Therefore, this package can be used along with other existing therapeutic approaches as a suitable option for reducing aggression in adolescents.}, Keywords = {Psychosocial empowerment, choice theory, aggression}, volume = {9}, Number = {1}, pages = {53-66}, publisher = {Abbas Ali Hossein Khanzadeh}, doi = {10.52547/jcmh.9.1.5}, url = {http://childmentalhealth.ir/article-1-1269-en.html}, eprint = {http://childmentalhealth.ir/article-1-1269-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2022} } @article{ author = {NajafiKhorramabad, Hojatollah and Jayervand, Hamdollah and SadatMarashian, Fatemah}, title = {Comparison of the Effectiveness of Self-determination Theory Training and Acceptance and Commitment Therapy on Sleep Quality and Academic Hope in Students with Internet Gaming Disorder with and without Comorbidity of Attention Deficit / Hyperactivity Disorder}, abstract ={Background and Purpose: The increasing use of the Internet by students can lead to problems such as addiction and dependence, which can have an adverse effect on their academic and personal achievements. Therefore, this study aimed to compare the effectiveness of self-determination theory (SDT) training and Acceptance and Commitment Therapy (ACT) on sleep quality and academic hope in students with Internet gaming disorder (IGD) with and without comorbidity of Attention Deficit / Hyperactivity Disorder (ADHD). Method: The study was designed as a quasi-experimental pre-test-post-test study with a control group and a follow-up phase. The statistical population consisted of all students aged 12 to 14 years with IGD in Khorramabad in 2019 (N=5200); From which 42 children were selected by purposive sampling method and randomly assigned to two experimental groups (n=28) and one control group (n=14).The instruments used included IGD-20 Test (Pontes et al. 2014), the Child Symptom Inventory-4 (CSI-4; Sprafkin & Gadow, 1994), Academic Hope Scale (AHS, Khormaei & Kamari, 2018) and Pittsburgh Sleep Quality Index (PSQI, Buysse et al, 1989). The intervention groups received 9 two-hour sessions of SDT training (intervention group 1) and ACT (intervention group 2)). Data analysis was performed using analysis of covariance in SPSS26 environment. Results: The results of data analysis showed that in both groups of SDT training and ACT, there was a significant difference between the two stages of post-test and follow-up in sleep quality and academic hope (p <0.0001); Also, by controlling the effect of pretest, the interaction of two variables of group membership and comorbidity of ADHD group in students' academic hope was significant (p <0.0001). Conclusion: SDT training and ACT can both benefit students with Internet gaming disorder and have a significant impact on their sleep quality and academic hope.}, Keywords = {Self-determination theory training, acceptance and commitment therapy, sleep quality, scademic hope, internet gaming disorder, attention deficit / hyperactivity}, volume = {9}, Number = {1}, pages = {67-83}, publisher = {Abbas Ali Hossein Khanzadeh}, doi = {10.52547/jcmh.9.1.6}, url = {http://childmentalhealth.ir/article-1-1197-en.html}, eprint = {http://childmentalhealth.ir/article-1-1197-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2022} } @article{ author = {MazaheriTehrani, Firouzeh and Kokali, Masoumeh and SavabiNiri, Vahid and BikasYekani, Mahdieh}, title = {The Effectiveness of Reality Therapy on Cognitive Flexibility and Self-Differentiation in Mothers with Children with Special Learning Disorders}, abstract ={Background and Purpose: It is common for mothers of children with special learning disorders to experience stress due to their child's.The aim of this study was to evaluate the effectiveness of reality therapy training on cognitive flexibility and differentiation in mothers with children with special learning disorders. Method: The present study was a quasi-experimental pretest-posttest study with a control group and a follow-up stage. The statistical population of the study consisted of all mothers with children with special learning disorders in Tehran in the academic year 2020-2021. Thirty mothers of children with special learning disorders who were referred to the centers for special learning difficulties were selected by available sampling and divided into two experimental and control groups. The experimental group received 7 sessions of reality therapy. The instruments included the Cognitive Flexibility Questionnaire (Dennis and Vanderwall, 2010) and the Self-Differentiation Questionnaire (Skowron E and Friedlander, 1998). Research data were analyzed by repeated measures analysis of variance. Results: Reality therapy training was effective on the components of cognitive flexibility (perception of controllability, perception of different options and perception of justification of behavior) (P<0.01), and components of self-differentiation (emotional reactivity, emotional cutoff, I position and fusion with others) (0.01). > P), and these results were maintained in the follow-up period (P<0.01). Conclusion: By emphasizing the qualitative world of individuals in reality therapy, members are able to develop self-control by changing their mental images in their desired world, resulting in a positive self-image, leading to increased flexibility and differentiation.}, Keywords = {Reality therapy, flexibility, differentiation, specific learning disorder}, volume = {9}, Number = {1}, pages = {84-99}, publisher = {Abbas Ali Hossein Khanzadeh}, doi = {10.52547/jcmh.9.1.7}, url = {http://childmentalhealth.ir/article-1-1129-en.html}, eprint = {http://childmentalhealth.ir/article-1-1129-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2022} } @article{ author = {Delazar, Elaheh and Hadianfard, Habib and Aflakseir, Abdolaziz and Kousha, Maryam}, title = {The Effectiveness of Mindfulness and Modification Therapy on Impulsivity and Risk-Taking Behaviors in Adolescents with Attention Deficit-Hyperactivity Disorder}, abstract ={Background and Purpose: Despite interventions designed to reduce symptoms of Attention Deficit Hyperactivity Disorder (ADHD), no effective treatments have been identified that effectively decrease impulsivity and risk-taking behaviors. In this regard, this study aimed to determine the effectiveness of a mindfulness-based intervention that has recently been introduced to improve impulsivity and risk-taking behaviors in adolescents with ADHD. Method: The present research was a single-subject experimental study with multiple baselines and follow-up. The study sample consisted of four adolescents with ADHD in the age range of 15 to 18 years who had been randomly selected from a clinical center in Rasht in 2020-2021. To measure the research variables, the Barratt Impulsivity Scale (Patton et al., 1995) and the Iranian Adolescents Risk-taking Scale (Zadeh Mohammadi et al., 2011) were used. The mindfulness and modification treatment (MMT) was implemented in 12 weekly 45-minute sessions, each of which included a 3 to 16-minute mindfulness exercise and a review of previous homework and presentation of new homework. The effect size, reliable change, and percentage of non-overlapping data were used to assess statistical significance; improvement percentage was used to assess clinical significance. Results: The findings showed that according to three indices of reliable change, effect size, and percentage of non-overlapping data, the effectiveness of this intervention in reducing impulsivity and risk-taking behaviors was statistically significant, but the improvement percentage index could not show its clinical significance. Conclusion: According to the findings, it can be concluded that MMT by affecting awareness of present experience and strengthening emotion regulation can reduce impulsivity and risk-taking behaviors.}, Keywords = {Attention deficit-hyperactivity disorder, impulsivity, risk-taking behavior, mindfulness}, volume = {9}, Number = {1}, pages = {100-118}, publisher = {Abbas Ali Hossein Khanzadeh}, doi = {10.52547/jcmh.9.1.8}, url = {http://childmentalhealth.ir/article-1-1175-en.html}, eprint = {http://childmentalhealth.ir/article-1-1175-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2022} } @article{ author = {RostampourBrenjestanaki, Mohadese and Abbasi, Ghodratollah and Mirzaian, Bahram}, title = {The Effectiveness of Positive Psychology on Caregiver Burden and Self-Criticism in Mothers of Children with Mild Intellectual Disabilities}, abstract ={Background and Purpose: A considerable percentage of families in Iran have children with intellectual disabilities who have various problems, including sleep disorders, attention-deficit/hyperactivity disorder (ADHD), aggression, self-injury, and personality disorders. This study investigates the effectiveness of positive psychology on caregiver burden and self-criticism in mothers of children with mild intellectual disabilities. Methods: This is a semi-experimental study that includes a pre-test post-test control group design with follow-up. The study population includes all mothers of children with mild intellectual disabilities who were studying in special needs schools in Qaem Shahr province from 2018 to 2019. A total of 30 subjects were selected through purposeful sampling and randomly divided into the control group (n=15) and the experimental group (n=15). Eight 90-minute sessions of intervention were conducted with the experimental group. The control group received no intervention. The data were collected by applying the multidimensional caregiver burden inventory by Novak and Cast (1989), and the levels of self-criticism scale by Tampson and Zarof (2004). Data were analyzed by SPSS 22 using the repeated-measures analyses of variance (ANOVA). Findings: The findings showed that positive psychology was associated with reduced caregiver burden dimensions (P>0.001) (F2.27=25.791) and self-criticism dimensions (P>0.001) (F2.27=29.465) in mothers of children with intellectual disabilities. Except for comparative self-criticism, the consistency of treatment was observed with other variables in the follow-up. Conclusion: Through the use of positive psychology interventions, the mothers were able to change their attitudes toward multiple issues, including negative emotions, unpleasant emotions, and self-determination, leading to a reduction in caregiver burden and self-criticism.}, Keywords = {Positive psychology, caregiver burden, self-criticism, children with intellectual disabilities}, volume = {9}, Number = {1}, pages = {119-140}, publisher = {Abbas Ali Hossein Khanzadeh}, doi = {10.52547/jcmh.9.1.9}, url = {http://childmentalhealth.ir/article-1-1015-en.html}, eprint = {http://childmentalhealth.ir/article-1-1015-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2022} } @article{ author = {KhodaBakhsh, Mahdi and HashemiRazini, Hadi and NouriGhasemabadi, Robabeh}, title = {Structural Pattern of Social Skills of Children with Learning Disabilities Based on Attachment Styles with the Mediating Role of Academic Self -efficacy, Behavioral Problems, and Executive Functions}, abstract ={Background and Purpose: Learning disabilities affect many aspects of a person's life, including social skills, and most children with poor social skills are depressed and isolated. Therefore, this study aimed to develop a structural pattern of social skills of children with learning disabilities based on attachment styles with the mediating role of academic self-efficacy, behavioral problems, and executive functions. Method: The present study was an applied research in its objective and a survey-correlational study using structural equations in the method of gathering the data. A sample of 200 students with learning disabilities referred to Bujika Center for the Treatment of Learning Disabilities in Tehran in 2018-2019 was selected by convenience sampling. The Social Skills Rating System-Parents Version (Gresham & Elliott, 1990), the Kinship Center Attachment Questionnaire (Halpern & Kappenberg, 2006), the Academic Self-Efficacy Scale (Jinks & Morgan, 1999), the Children's Behavior Questionnaire (Rutter, 1967), and the Behavior Rating Inventory of Executive Functions (BRIEF; Gioia, Isquit, Guy, Kenworthy, 2000) were used to collect data. Research data were analyzed by structural equation modeling and mediation effect testing in the proposed model using the bootstrap method. Results: The proposed model was found to fit the data. Results indicated that anxious and avoidant attachment styles and academic self-efficacy predicted social skills negatively and positively, respectively (p<0.05). Furthermore, results showed that academic self-efficacy mediates the relationship between anxious and avoidant attachment styles and social skills. Moreover, the findings indicated that the secure attachment style was indirectly effective on children with learning disabilities social skills due to the mediating role of executive functions, and this was statistically significant (p<0.01). Conclusion: According to the results of this study, academic self-efficacy, behavioral problems, and executive functions are mediators in the relationship between social skills and attachment styles in children with learning disabilities.}, Keywords = {Social skills, attachment style, academic self-efficacy, learning disabilities}, volume = {9}, Number = {1}, pages = {141-157}, publisher = {Abbas Ali Hossein Khanzadeh}, doi = {10.52547/jcmh.9.1.10}, url = {http://childmentalhealth.ir/article-1-1165-en.html}, eprint = {http://childmentalhealth.ir/article-1-1165-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2022} } @article{ author = {RasouliFoshtami, Ali and Hashemi, Touraj and Kiamarsi, Azar and Ghaffari, Azr}, title = {Determination of Psychometric Indicators and Standardization of Intelligence Test of Children’s Raven Colored Progressive Matrices in Elementary School Students}, abstract ={Background and Purpose: The Raven’s Colored Progressive Matrices test is one of the valid IQ tests that is used to measure general intelligence (general factor). The Children's Colored version of this test is a useful tool for measuring 6 to 11 year old children. The purpose of this study was to determine the psychometric indicators and standardization of this test to assess the intelligence of elementary school students in Rasht. Method: The present study was a standardization study. In this study, confirmatory factor analysis was used to evaluate the validity of the scale. In order to estimate the parameters, the method of Weighted Least Square Mean and Variance Adjusted (WLSMV) with M-Plus 7.4 software was used. For this purpose, from the statistical population of elementary school students in Rasht who were studying in the academic year 2020-21 (N=48500), a sample of 1643 students were selected via random clustering method from privileged and semi-privileged areas and were tested. Assessment tools included Raven’s 36-item Colored Progressive Matrices (1949) and the non-verbal part of the fifth edition Stanford Binet IQ scale (2011). Results: Findings of the validity of the test showed a positive and significant correlation between the Children's Raven Colored Progressive Matrices scales and Stanford Binet (P<0.001, r=0.758), which indicates the favorable validity of the Children's Raven Colored Progressive Matrices Scale. Also, in evaluating the reliability of the Children's Raven Colored Progressive Matrices scales by Cronbach's alpha and test-retest in total and by gender, the obtained coefficients in the whole scale and by gender were more than 0.7. Also, using the standard score calculation method (z scores), the IQ equations of students in 6 grades of boys and girls (grades 1 to 6) on the Stanford-Binet IQ scale with an average of 100 and a standard deviation of 15 were obtained. Conclusion: The Raven’s Colored Progressive Matrices is a good tool for measuring general intelligence. It is necessary to determine local norms for testing the intelligence of Colored Progressive matrices and the appropriateness of non-verbal psychometric tests in order to identify students with learning disabilities.}, Keywords = {chometric indices, intelligence test, Raven’s colored progressive matrices, standardization}, volume = {9}, Number = {1}, pages = {158-175}, publisher = {Abbas Ali Hossein Khanzadeh}, doi = {10.52547/jcmh.9.1.11}, url = {http://childmentalhealth.ir/article-1-1215-en.html}, eprint = {http://childmentalhealth.ir/article-1-1215-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2022} } @article{ author = {Darabi, Neda and Soltanizadeh, Mohammad and RezaeiDehnavi, Sedighe}, title = {Comparison of Executive Function, Working Memory, and Academic Performance of Female Students from Nuclear and Single-Parent Families}, abstract ={Background and Purpose: Changes in the structure and function of the family are among the most interesting topics for psychologists. A number of reasons have led to single-parent families not being nuclear. The transformation of the nuclear family into a single-parent family can impact various aspects of the children's and adolescents’ development. This research aimed to compare executive function, working memory, and academic performance of female students from nuclear and single-parent families. Method: The research method was a causal-comparative type. The population included all female students in the first and second grades of secondary school in the 2017-2018 school year. Eighty female students (including 40 students from nuclear families and 40 students from single-parent families) were selected through multistage cluster sampling in two stages. The research instrument included the Wisconsin Test Software (Grant & Berg), students’ averages from the previous year, and the Wechsler Memory Scale (form A) (Wechsler). Data were analyzed using multivariate analysis of variance and independent t-tests. Results: The results showed that female students in nuclear families scored higher than female students in single-parent families in executive functions, working memory and its subscales, and academic performance (P <0.01). Conclusion: According to the research results, female students from single-parent families have lower executive functions, poorer working memory, and lower academic performance than students from nuclear families due to the absence of a parent in the family, which can contribute to a reduced social support system and lower socioeconomic status. Therefore, these problems can be solved through education and family counseling and the implementation of special rehabilitation programs for this group of students.}, Keywords = {Nuclear family, single-parent family, executive function, working memory, academic performance}, volume = {9}, Number = {1}, pages = {176-191}, publisher = {Abbas Ali Hossein Khanzadeh}, doi = {10.52547/jcmh.9.1.12}, url = {http://childmentalhealth.ir/article-1-1053-en.html}, eprint = {http://childmentalhealth.ir/article-1-1053-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2022} } @article{ author = {HedayatiShalkouhi, Fatemeh and Akbari, Bahman and Bidabadi, Elham and Moghtader, Leil}, title = {Comparison of the Effectiveness of Pharmacotherapy and Neurofeedback on Improving Executive Functions in Children with Attention Deficit-Hyperactivity Disorder}, abstract ={Background and Purpose: Attention Deficit/Hyperactivity Disorder (ADHD) is one of the most common neurodevelopmental disorders in childhood that adversely affects the executive functions of people with the disorder. Therefore, the purpose of this study was to determine the effectiveness and compare pharmacotherapy and neurofeedback in improving executive functions in children with attention deficit / hyperactivity disorder. Method: This research was a quasi-experimental study with a pretest-posttest design with two experimental and one control groups. The statistical population included all male children with ADHD in exceptional schools of Rasht city in the second semester of the academic year 2020-2021. The research sample consisted of 36 children in the mentioned community who were selected by convenience sampling method and randomly assigned to three groups (12 in the pharmacotherapy group, 12 in the neurofeedback group and 12 in the control group). Data collection tool of this research included Behaviour Rating Inventory of Executive Function (BRIEF) (Gioia et al., 2000). Data were analyzed using analysis of covariance in SPSS22. Results: The results showed that both pharmacotherapy and neurofeedback methods were effective on improving overall executive functions in children with ADHD (p<0.001). However, neurofeedback was more effective than pharmacotherapy on improving overall executive functions and its components in children with ADHD (p <0.001). Conclusions: As well as the effect of pharmaceutical therapy on brain structures, neurofeedback also uses operant conditioning learning principles to affect brain structures, and functionally, it also improves self-regulation skills, enhances brain function, and ultimately improves executive function in children with attention-deficit / hyperactivity disorder as well as changes and improves brain waves.}, Keywords = {Pharmacotherapy, neurofeedback, executive functions, attention deficit-hyperactivity disorder}, volume = {9}, Number = {1}, pages = {192-208}, publisher = {Abbas Ali Hossein Khanzadeh}, doi = {10.52547/jcmh.9.1.13}, url = {http://childmentalhealth.ir/article-1-1220-en.html}, eprint = {http://childmentalhealth.ir/article-1-1220-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2022} } @article{ author = {Hoseinkhanzadeh, Abbas Ali}, title = {Editorial}, abstract ={}, Keywords = {}, volume = {9}, Number = {2}, pages = {0-0}, publisher = {Abbas Ali Hossein Khanzadeh}, doi = {10.52547/jcmh.9.2.1}, url = {http://childmentalhealth.ir/article-1-1345-en.html}, eprint = {http://childmentalhealth.ir/article-1-1345-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2022} } @article{ author = {Rasouli, Somayeh and Vahedi, Shahram and Gharadaghi, Ali and Nemati, Shahrooz}, title = {Developing and Validation of Intervention Program Based on Multiple Learning Systems for Students with Specific Learning with Reading Disabilities: Meta-Synthesis Study}, abstract ={Background and Purpose: One of the most important skills that play a key role in students' learning are reading skills. The purpose of this study is to design and validate an intervention program based on multiple learning systems for dyslexic students. Method: The present study was a meta-synthesis. five electronic databases from 2005 to 2021 were searched using a comprehensive search strategy. To obtain the selected articles for the analysis, systematic search strategies were used. The keywords procedural learning, statistics, sequence, dyslexia were searched in five databases including Scopus, Sciencedirect, PubMed, PsycINFO, Springer, Magiran, Sid and Noormags. As a result of this search, 229 articles were retrieved. Based on the inclusion and exclusion criteria, 22 research papers were selected for the study.The Seven -step pattern of Sandelowski & Barroso research synthesis was used for data analysis. Results: Based on the identified codes, 10 main categories related to learning systems and 9 main categories in the field of Intervention programs were extracted. Some of the categories related to learning systems include implicit, non-verbal, gradual, behavioral and numerical learning. The categories related to Intervention programs were visual sequence, auditory sequence, motor sequence, sensory and motor coordination, language sequence, play, cognitive and metacognitive strategies, and accuracy and concentration. The extracted categories were agreed upon by the coders (Kappa Cohen: 0.65). After identifying the goals, content, and activities of the learning systems, the training program was organized into 14 training sessions. The content validity ratio of the Lavshe table showed that the program's objectives and content were valid with a score of 0.85 and a content validity index of 0.79. Conclusion: The findings of this study provide a program to help dyslexic students From our findings, we can conclude that paying attention to basic learning systems has been effective for improving reading skills, since our daily lives depend on implementing procedures. As a result, this program can be recommended as a useful rehabilitation program for specialists and therapists in the field of specific learning disorders.}, Keywords = {Specific learning disability, learning systems, dyslexia}, volume = {9}, Number = {2}, pages = {1-20}, publisher = {Abbas Ali Hossein Khanzadeh}, doi = {10.52547/jcmh.9.2.2}, url = {http://childmentalhealth.ir/article-1-1222-en.html}, eprint = {http://childmentalhealth.ir/article-1-1222-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2022} } @article{ author = {Baradaran, Majid and RanjbarNoushari, Farzaneh}, title = {Effectiveness of Emotion Regulation Skills Training on Academic Procrastination and Cognitive Flexibility among Students with Internet Addiction}, abstract ={Background and Purpose: Internet dependency has dangerous consequences and is increasing at an alarming rate throughout the world, especially in children and adolescents. The current research has aimed at investigating the effectiveness of emotion regulation skills training on academic procrastination and cognitive flexibility among students with internet addiction. Method: This was a semi-experimental study with a pre-test and post-test design and a control group. The statistical population included all students with internet addiction in the 1st grade of secondary school in region 2 Rasht in the academic year of 2019-2020.  A total of 36 individuals were selected by available sampling methods and were randomly assigned to the experimental and control groups (18 individuals in each group). To collect data, the internet addiction test (Young, 1998), the academic procrastination scale (Solomon and Ruthblum, 1984), and the cognitive flexibility inventory (Dennis and Vander Wal, 2010) were used. Emotion regulation training was conducted during 12 sessions in experimental group while the control group did not receive any training. The data were analyzed using multivariate analysis of covariance and SPSS-23 software. Results: The results showed that mean scores of academic procrastination and cognitive flexibility, after emotion regulation training, were significantly different in experimental and control groups (P<0/01). In other words, emotion regulation training increases the mean score of cognitive flexibility and decreases the mean score of academic procrastination in the experimental group compared to the control group. Conclusion: According to the results of the present study, emotion regulation skills training can be used as an effective intervention on the academic procrastination and cognitive flexibility among Students with internet addiction.}, Keywords = {Emotion regulation, academic procrastination, cognitive flexibility, internet addiction}, volume = {9}, Number = {2}, pages = {21-35}, publisher = {Abbas Ali Hossein Khanzadeh}, doi = {10.52547/jcmh.9.2.3}, url = {http://childmentalhealth.ir/article-1-1148-en.html}, eprint = {http://childmentalhealth.ir/article-1-1148-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2022} } @article{ author = {Seidy, Maryam and Afrooz, Gholam Ali and KashaniVahid, Leila and Arjmandnia, Ali Akbar and Kakabaraee, Keiv}, title = {The Effectiveness of Problem Solving Training Program on the Attention Span of Students with Down Syndrome}, abstract ={Background and Purpose: Attention span, as the most important cognitive function that plays a decisive role in learning, memory and perception, is impaired in children with intellectual disabilities. The purpose of this study was to investigate the effect of problem-solving training on the attention span of students with Down syndrome. Method: This was a quasi-experimental study with a pretest-posttest-follow-up and a control group design. The statistical population included all students with Down syndrome in Kermanshah in the academic year 2021-2022; 30 people were selected by the purposive sampling method and were randomly assigned to the experimental group (n=15) and the control group (n=15). The problem-solving training program was presented to the experimental group during 15 one-hour sessions once a week for 15 weeks. The data collection tool was the Rosvold,s continuous performance test. Data were analyzed using mixed repeated measures in the SPSS-24 software. Results: Analysis of the data revealed a significant difference between the pre- and post-test scores on the attention domain subscales (P≥  0.05), but no significant difference between the posttest-follow-up scores (P>0.05). Conclusion: This study demonstrated that problem-solving education improves the attention of students with Down syndrome; therefore, it is crucial to use this method as an effective cognitive program when educating children with Down syndrome.The implications of the results are discussed in this article.}, Keywords = {Attention span, problem-solving education, students with Down syndrome}, volume = {9}, Number = {2}, pages = {36-49}, publisher = {Abbas Ali Hossein Khanzadeh}, doi = {10.52547/jcmh.9.2.4}, url = {http://childmentalhealth.ir/article-1-1260-en.html}, eprint = {http://childmentalhealth.ir/article-1-1260-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2022} } @article{ author = {EsmaeelpanahAmlashi, Zahra and Hosseinkhanzadeh, Abbas Ali and Akbari, Bahman and Moghtader, Leil}, title = {Comparison of the Effectiveness of Cognitive Behavioral Training with Acceptance and Commitment Therapy on the Self-esteem of Mothers of Children with Autism Spectrum Disorder}, abstract ={Background and Purpose: Autism spectrum disorder is one of the most common neurodevelopmental disorders, the diagnosis of which in children has a negative impact on the quality of life of parents, especially mothers. Thus, the present study was conducted with the aim of comparing the effect of cognitive behavioral training with an intervention based on acceptance and commitment on the self-esteem of mothers of children with autism spectrum disorder.  Method: The current research was a semi-experimental study with a pre-test-post-test design that included two experimental groups and a control group. The study sample included 36 mothers with children with autism spectrum disorder in Rasht City in 2019, who were selected according to the entry and exit criteria. These participants were placed in one of three groups: cognitive behavioral intervention, acceptance and commitment therapy, or the control group. At first, the self-esteem questionnaire (Sorensen, 2005) was administered as a pre-test to all three groups. The first experimental group received cognitive behavioral training in ten 90-minute sessions, and the second experimental group received acceptance and commitment therapy in eight 60-minute sessions, while the control group did not receive any intervention. Then, a post-test was conducted with all three groups. And after three months, the follow-up was done. The data were analyzed using univariate covariance analysis. Results: The results of this study showed that the effectiveness of the on acceptance and commitment therapy for self-respect (1.318) was different from that of the cognitive-behavioral training group. And the results of the dependent t test showed that in the cognitive behavioral training group (P=0.491, t(11)=0.713) and the intervention based on acceptance and commitment (P=0.067, t(11)=2.028) no significant difference was observed between the two stages of post-test and follow-up on self-esteem (p<0.05). Conclusion: Based on these findings, it can be stated that both methods of cognitive behavioral education and intervention based on acceptance and commitment increased the self-esteem of mothers with children with autism spectrum disorder. The implications of the obtained results are discussed in the article.}, Keywords = {Autism spectrum disorder, cognitive-behavioral training, acceptance and commitment therapy, self-esteem, mothers}, volume = {9}, Number = {2}, pages = {50-64}, publisher = {Abbas Ali Hossein Khanzadeh}, doi = {10.52547/jcmh.9.2.5}, url = {http://childmentalhealth.ir/article-1-1138-en.html}, eprint = {http://childmentalhealth.ir/article-1-1138-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2022} } @article{ author = {Fateminia, Mohadeseh and Hasani, Fariba and Borjali, Ahmad and Golshani, Fatemeh}, title = {Explanation of Causal Relationships Between Cognitive Flexibility and Borderline Personality Disorder Traits in Students: The Mediating Role of Problem-Solving Styles}, abstract ={Background and Purpose: Due to the evolution of the brain during adolescence, adolescents are more likely to experience emotional reactivity and make incorrect decisions; in addition, this period is also considered the peak period for mental illness. Consequently, the present study aimed to explain the causal relationship between cognitive flexibility and borderline personality disorder traits in adolescents: the role of problem solving styles in mediating these relationships.   Method: The present research method was practical in terms of purpose and descriptive correlative in terms of the data collection method, which involved the use of structural equation modeling. Approximately 352 teenagers were selected by the available sampling method from the statistical population of the study which consisted of all teenagers studying in the 5th education region of Tehran in 2018-2019. In addition, they completed the borderline personality inventory (Leichsenring, 1999), the cognitive flexibility inventory (Dennis and Vander wal, 2010), and the problem-solving styles questionnaire (Cassidy and Long, 1996). The data were analyzed using the correlation research method and structural equation model method using the SPSS 26 and AMOS 24 software packages. Results: The results showed the total path coefficient between cognitive flexibility and borderline personality disorder traits (β = -0.263, P < 0.01) and the path coefficient between adaptive problem-solving styles and borderline personality disorder traits (β = -0.406, P < 0.01) were negative, and the path coefficient between maladaptive problem-solving styles and borderline personality disorder traits was positive (β = 0.275, P < 0.01). Additionally, the findings indicated that cognitive flexibility indirectly affected borderline personality disorder traits through problem-solving styles (P<0.01).}, Keywords = {Borderline personality disorder, cognitive flexibility, problem solving styles}, volume = {9}, Number = {2}, pages = {65-77}, publisher = {Abbas Ali Hossein Khanzadeh}, doi = {10.52547/jcmh.9.2.6}, url = {http://childmentalhealth.ir/article-1-1302-en.html}, eprint = {http://childmentalhealth.ir/article-1-1302-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2022} } @article{ author = {Karampour, Minoo and HashemiRazini, Hadi and GholamaliLavasani, Masoud and Vakili, Samir}, title = {The Effectiveness of an Intervention Program Based on Functional Communication Training on the Social and Communication Skills of Children with Autism Spectrum Disorder}, abstract ={Background and Purpose: Autism spectrum disorder is a neuropsychological disorder that causes difficulties in social and intellectual functioning. In order to design an effective intervention program based on functional communication training in the social and communication skills of children with autism spectrum disorder, the current study was done. Method: In terms of purpose, this research was pragmatic, and its method of data collection was semi-experimental, with a pre-test, post-test, and follow-up plan for the control group. In 2018, the statistical population consisted of all children with autism spectrum disorder level 1 between the ages of 4 and 8 in Tehran, as well as their parents. Thirty children with autism spectrum disorder, level 1, were selected on purpose using different criteria from the Padideh Clinic and randomly assigned to two experimental and control groups. The experimental group received fifteen sessions of the intervention program, while the control group received the standard programs of the rehabilitation center. The Gilliam Autism Rating Scale (James and Gilliam, 2003), the Autism Spectrum Screening Questionnaire (ASSQ; Ehler and Gilberg, 1993), and the Autism Treatment Evaluation Checklist (ATEC; Rimland and Edelson, 1999) were utilized to collect data. The data were then analyzed using SPSS 26's multivariate covariance analysis and a t-test correlated with a modified alpha. Results: The intervention program based on functional communication training significantly improved the social and communication skills of children with autism spectrum disorder (P<0.01). The effect size was for the social skills (0.87 points) and communication skills (0.92 points) components. In addition, the findings of the paired sample t-test indicated that the effect of the functional communication training program on the social and communication skills components throughout the follow-up phase was successful and consistent. Conclusion: According to the research findings, it can be concluded that training can improve the social and communication skills of autistic children, and that a treatment program based on functional communication training can be utilized as an effective intervention to develop these skills.}, Keywords = {Children with autism spectrum disorder, functional communication, social skills, communication skills}, volume = {9}, Number = {2}, pages = {78-91}, publisher = {Abbas Ali Hossein Khanzadeh}, doi = {10.52547/jcmh.9.2.7}, url = {http://childmentalhealth.ir/article-1-1178-en.html}, eprint = {http://childmentalhealth.ir/article-1-1178-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2022} } @article{ author = {Poormirzaei, Maryam and Bagheri, Masoud and Askarizadeh, Ghasem}, title = {The Effectiveness of MindUP Curriculum on Psychological Well-being and Personality Traits of Girl Students}, abstract ={Background and Purpose: Few studies have examined the role of mindfulness in well-being in children. Given that individual differences can play an important role in the acceptance and effectiveness of mindfulness training, understanding the role of Big Five personality traits in responding to mindfulness interventions seems necessary. Therefore, the aim of this study is to investigate the effect of MindUp curriculum on well-being and Big Five personality traits, based on Maloney et al. (2016) theory of change, Method: This study employed an experimental approach with a pre-test and post-test design and a control group.The study population included all elementary school girl students in grades 3-5 in Kerman in 2020-2021. Randomly, 35 individuals were assigned to the intervention group and 35 individuals were assigned to the control group.They answered Health-related Quality of Life Index (KIDSCREEN-10) (Erhart et al., 2009) and Big Five Questionnaire for Children and Adolescents (BFQ-C) (Markos & Kokkinos, 2017). The MindUp curriculum was then presented in 15 sessions over the course of six months to the experimental group, while the control group did not receive any training. The final data analysis was performed by MANCOVA using SPSS with 66 participants. Results: According to the findings, there is a difference in the mean of well-being, agreeableness, and extraversion variables in the experimental and control groups, and the MindUP curriculum improved students' well-being, agreeableness, and extraversion in the intervention group (p≤0/05). Conclusion: The findings of this study demonstrated the need for MindUp curriculum to emphasize well-being enhancement.T In addition, students who receive mindfulness training based on their personality traits, particularly agreeableness and extraversion, can expect more significant outcomes.}, Keywords = {MindUp curriculum, well-being, Big Five, agreeableness, extraversion}, volume = {9}, Number = {2}, pages = {92-107}, publisher = {Abbas Ali Hossein Khanzadeh}, doi = {10.52547/jcmh.9.2.8}, url = {http://childmentalhealth.ir/article-1-1254-en.html}, eprint = {http://childmentalhealth.ir/article-1-1254-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2022} } @article{ author = {AhangarGhorbani, Zohreh and Atadokht, Akbar and Mikaeili, Niloofar and Hajloo, Nader}, title = {Causal Modeling of Creativity Based on Psychological Well-being with the Mediating Role of Self-Efficacy among Students}, abstract ={Background and Purpose: As we move forward, the importance of adolescent student creativity becomes more apparent, yet creativity has received less attention among students. The aim of this study was to present a model of creativity based on psychological well-being mediated by the role of self-efficacy in students. Method: In terms of purpose, this study was basic research that was conducted using the descriptive-correlative method and structural model analysis (SEM). The statistical population included all high school students studying in 2018–2019 in Abbas Abad, a city located in Mazandaran Province. In this regard, a sample of 314 people (269 girls and 45 boys) participated in the study using the available sampling method. Data were collected using the Creativity Questionnaire (Abedi, 1992), the Ryff's Psychological Well-Being Scales (PWB) (Riff, 2002), and the Sherer's Genenal Self-Efficacy Scale (SGSES; 1982). Data analysis was conducted using SPSS and Lisrel software. Results: The results of the research showed that the direct effect of psychological well-being on creativity is 0.31 (P = 0/002), self-efficacy on creativity is 0.37 (0/001), and psychological well-being on self-efficacy is 0.79 (P = 0/002). Also, the indirect effect of psychological well-being on creativity mediated by self-efficacy was 0.11 (T = 3/32). Therefore, according to the results, the present model had a good fit and was approved. Conclusion: The present results provide valuable insights for researchers and educators on issues related to creativity for students, and the importance of self-efficacy in relation to students' creativity and psychological well-being has been supported.}, Keywords = {Creativity, psychological well-being, self-efficacy, students}, volume = {9}, Number = {2}, pages = {108-122}, publisher = {Abbas Ali Hossein Khanzadeh}, doi = {10.52547/jcmh.9.2.9}, url = {http://childmentalhealth.ir/article-1-1235-en.html}, eprint = {http://childmentalhealth.ir/article-1-1235-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2022} } @article{ author = {Poostchi, Mahsa and Sharifi-Daramadi, Parviz and Asgari, Mohammad and Kazemi, Farangis}, title = {Effectiveness of a Mother-Child Interaction Instructional Program based on the Secure Attachment Style on Attachment Components of Students with Anxiety Disorders}, abstract ={Background and Purpose: Modifying the child's attachment style is one of the ways to reduce the damage caused by disorders and negative emotions. Accordingly, the present study was conducted to investigate the effectiveness of the mother-child interaction instructional program based on the secure attachment style on the attachment components of elementary school students with anxiety disorders. Methods: This was a quasi-experimental study with a pretest-posttest and follow-up with the control group. The statistical population consisted of female elementary school students with anxiety disorders in district 3 of Tehran City, Iran, who, from September 2020 to June 2021, were studying in the second or third grades of elementary school. Using the purposeful sampling method, 30 mother-child pairs were chosen as a sample based on inclusion and exclusion criteria. They were randomly divided into experimental and control groups (n = 15 per group). In the pre-test, post-test, and follow-up stages, participants completed the Kinship Center Attachment Questionnaire (Kappenberg & Halpern, 2006). The mother-child interaction instructional program based on secure attachment style was conducted with the experimental group in twelve 60-minute sessions for mothers and eleven 30-minute sessions for mothers and children, while the control group did not receive any intervention. At the end of the 12 sessions, both experimental and control groups were assessed by posttest and follow-up. Repeated measurement analysis of variance and the Bonferroni post hoc test were utilized to evaluate the obtained data. Results: The results indicated a significant difference in attachment component scores between the control and experimental groups at the posttest (p<0/05). Furthermore, the result of the Bonferroni post hoc test showed that the impact of the instructional program on attachment components was consistent until the follow-up (p<0/05). Conclusion: With regards to the present study`s findings, it can be concluded that the designed intervention program emphasizing secure attachment style led to the improvement of attachment style in primary school students with anxiety disorders. As a result, this instructional program can be used as a suitable intervention to improve the attachment problems of children with anxiety disorders in elementary school.}, Keywords = {Mother-child Interaction, attachment style, attachment components, anxiety disorders}, volume = {9}, Number = {2}, pages = {123-139}, publisher = {Abbas Ali Hossein Khanzadeh}, doi = {10.52547/jcmh.9.2.10}, url = {http://childmentalhealth.ir/article-1-1285-en.html}, eprint = {http://childmentalhealth.ir/article-1-1285-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2022} } @article{ author = {Hoseinkhanzadeh, Abbas Ali}, title = {Editorial}, abstract ={}, Keywords = {}, volume = {9}, Number = {3}, pages = {0-0}, publisher = {Abbas Ali Hossein Khanzadeh}, doi = {10.52547/jcmh.9.3.1}, url = {http://childmentalhealth.ir/article-1-1341-en.html}, eprint = {http://childmentalhealth.ir/article-1-1341-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2022} } @article{ author = {Kermani, Ali and Basharpoor, Sajjad and Narimani, Mohamm}, title = {The Effectiveness of Computerized Visual-Motor Skills Training on the Severity of Symptoms of Children with Attention Deficit / Hyperactivity Disorder}, abstract ={Background and Purpose: Previous research has demonstrated that computerized cognitive training can be utilized to treat the symptoms of attention deficit/hyperactivity disorder in children; however, the effect of computerized training on visual motor abilities is unknown. Few studies on these children have been conducted. Determining the effects of computerized visual-motor skills training on the severity of symptoms in children with attention deficit/hyperactivity disorder was the purpose of the present investigation. Method: The present study was an experimental one using a pre-test, post-test, and control group design. Using cluster sampling, 30 male students with the highest scores on the Conners’ teacher rating scale (1969) and the clinically structured interview criteria were randomly assigned to the experimental and control groups. These students attended an elementary school in the city of Mashhad during the 2019–2020 academic year. The experimental group received the intervention over the course of nine 60-minute sessions, while the control group did not. The instruments included the Conners’ teacher rating scale (CTRS;1969), organized clinical interviews, and the computer game (Rayapouya). The data were examined in the SPSS 25 software environment, utilizing univariate and multivariate covariance analysis. Results: After controlling for pre-test scores, multivariate covariance analysis revealed a statistically significant difference between the mean post-test scores of the two experimental and control groups for the variable of symptoms of attention deficit/hyperactivity disorder (adjusted mean from 0.73 to 29.33) (P<0.01). Conclusion: Computerized visual-motor skills training (Rayapoya) is a promising learning technique that has been shown to alleviate symptoms of attention deficit/hyperactivity disorder. Therefore, it can be utilized as an alternative or supplement to the conventional treatments for this disorder.}, Keywords = {Computerized training, visual-motor skills, attention deficit / hyperactivity disorder}, volume = {9}, Number = {3}, pages = {1-14}, publisher = {Abbas Ali Hossein Khanzadeh}, doi = {10.52547/jcmh.9.3.2}, url = {http://childmentalhealth.ir/article-1-1122-en.html}, eprint = {http://childmentalhealth.ir/article-1-1122-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2022} } @article{ author = {Kazemi, Aida and Estaki, Mahnaz and Ghobaribonab, Mohammad Bagher and Moradisabzevar, Manouchehr}, title = {Design and Validation of Children\'s Emotional Intelligence Assessment Questionnaire (Parent Form)}, abstract ={Background and Purpose: Since assessing emotional intelligence from childhood is important, this study aimed to develop and validate an emotional intelligence questionnaire for Iranian culture. Method: This is a descriptive and developmental study in which the questionnaire was designed with 68 items. The study population consisted of 618 mothers of children 6 to 9 years old in Tehran in the academic year 1400, that were selected from schools by means of accessible way. The content validity was determined by 10 college professors who were chosen in an accessible way. For construct validity, exploratory and confirmatory factor analysis were performed, and the internal consistency of the questionnaire was determined by calculating Cronbach's alpha coefficient. Results: Based on the analysis of the questionnaire, 9 items were omitted because their content validity ratio was less than 0.62 and content validity index was less than 0.79, final analysis was performed with 59 items. Based on the exploratory factor analysis, 7 factors were able to explain the variances, and after rotation with the varimax method, the total factors explained 62.516% of the variance. In the confirmatory factor analysis, the goodness-of-fit index reached 0.943, which was acceptable. The internal consistency of the questions was also 0.95. Conclusion: Based on the results of this study, it can be concluded that the present questionnaire is a valid instrument for assessing children from 6 to 9 years old.}, Keywords = {Validation, questionnaire design, emotional intelligence, children}, volume = {9}, Number = {3}, pages = {15-29}, publisher = {Abbas Ali Hossein Khanzadeh}, doi = {10.52547/jcmh.9.3.3}, url = {http://childmentalhealth.ir/article-1-1245-en.html}, eprint = {http://childmentalhealth.ir/article-1-1245-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2022} } @article{ author = {Sadri, Shamin and Alizadeh, Hamid and Pezehsk, Shahla and Asgari, Mohamm}, title = {Evaluation of the Effectiveness of Psychological Interventions on Callous-Unemotional Traits of Children with Conduct Problems: A Systematic Review}, abstract ={Background and Purpose: Children with conduct problems and callous-unemotional traits form a separate group who exhibit persistent, widespread, and more severe patterns of delinquent, antisocial, and aggressive behaviors and are generally assumed to be resistant to therapeutic interventions and improvement. Accordingly, this study seeks to answer these questions: 1- What interventions have been used for this group so far? 2- Have the interventions effectively reduced this group's problems? 3- What factors have influenced the effectiveness of the interventions? Methods: A systematic review was used in this research. Articles between 2000 and 2021 with the keywords Callous-unemotional traits, intervention, treatment, and therapy were reviewed in PubMed، ProQuest، ،PsycINFo sciencedirect، Google scholar & Springer databases. They were reviewed using the Prisma guidelines and 17 articles were selected according to the inclusion and exclusion criteria. Findings: The results of this study showed that the interventions that have been carried out so far for the group of children with conduct problems and callous-unemotional traits are in three categories: interventions based on behavioral approach, based on parent-child interaction therapy. And they are divided based on the training of individual, cognitive, and social skills. Ten studies have reported low effectiveness and seven studies have reported appropriate effectiveness. Among these, the interventions based on behavioral approaches were the least effective, the interventions based on parent-child interaction were the most effective, and skills training was effective only in combination with the parent education program. Conclusion: In general, the response to treatment of children with conduct problems and callous-unemotional traits compared to those without callous-unemotional traits was low, and among different interventions, behavioral interventions had a more insufficient improvement. Innovative programs focusing on the warm and emotional relationship between parent and child have responded well.}, Keywords = {Keywords: Callous-unemotional traits, conduct problems, intervention, treatment}, volume = {9}, Number = {3}, pages = {30-46}, publisher = {Abbas Ali Hossein Khanzadeh}, doi = {10.52547/jcmh.9.3.4}, url = {http://childmentalhealth.ir/article-1-1281-en.html}, eprint = {http://childmentalhealth.ir/article-1-1281-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2022} } @article{ author = {Hashemi, Zohreh and Shahjoee, Taghi}, title = {Comparison of Oppositional Defiant Disorder, Self-Control and Attachment Styles in Children with Addicted and Non-Addicted Parent}, abstract ={Background and Purpose: The family is known as the foundation of the child's personality and subsequent behaviors. The aim of this study was to compare Oppositional defiant disorder, self-control, and attachment styles in children with and without addicted parents. Method: The method of this research is descriptive and causal-comparative. The statistical population of the study included children aged 7 to 12 years, with and without addicted parents in Tehran in 1398. The study sample consisted of 62 children (31 children with addicted parents and 31 children with non-addicted parents) who were selected using available sampling. The research instruments included the Pediatric Symptoms Questionnaire (Gadow and Sprafkin, 1984), the Self-Controlling Assessment Scale (Kendall and Wilcox, 1979), and the Attachment Questionnaire (Collins and Read, 1990). Data analysis was performed by SPSS software version 24 usinga a t-test for independent groups and multivariate analysis of variance. Results: The findings of this study showed that there is a significant difference between children with and without addicted parents in the variables of coping disorder, self-control, and attachment styles (safe, avoidant, and ambivalent) (p <0.05). Children with addicted parents scored high on confrontational disobedience disorder, avoidant and ambivalent attachment style, and low scores on self-control and secure attachment (p <0.05). Conclusion: Based on the findings of the study, it can be concluded that in children with addicted parents, confrontational disobedience disorders are high and have a lower style of insecure attachment and self-control. Therefore, it is necessary to pay more attention to the effects of parenting practices and its consequences.}, Keywords = {Oppositional defiant disorder, self-control, attachment styles, addiction}, volume = {9}, Number = {3}, pages = {47-61}, publisher = {Abbas Ali Hossein Khanzadeh}, doi = {10.52547/jcmh.9.3.5}, url = {http://childmentalhealth.ir/article-1-1213-en.html}, eprint = {http://childmentalhealth.ir/article-1-1213-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2022} } @article{ author = {Babosalam, Safoura and Ghazanfari, Ahmad and Ahmadi, Rez}, title = {Modeling Academic Engagement Based on Academic Identity with the Mediating Role of Academic Wellbeing of Students}, abstract ={Background and Purpose: The health and psycho-social and academic vitality of students have a great impact on their future progress. Therefore, the present research was conducted with the aim of modeling academic engagement based on academic identity with the mediating role of academic wellbeing of students. Method: In terms of purpose, the present study is applied, and in terms of the method of data collection, it is a structural equation correlation. The population consisted of all female students enrolled in the second year of high school in the city of Isfahan during the 2014-2015 academic year. From this population, 501 individuals were selected using the staged cluster sampling method. The scale of School Engagement (Wang et al., 2011), the Educational Identity Questionnaire (Was and Isaacson, 2008), and the Academic Well-Being Questionnaire were used to collect data (Tuominen-Soini et al., 2012). The research data were analyzed using structural equation modeling method and by using SPSS26 and AMOS24 software. Results: The results demonstrated that the proposed model fits the data well. According to the findings, successful and early academic identity were positive predictors of interest in school, whereas late and confused academic identity were negative predictors (P<0.01). Additionally, academic well-being had a significant and positive relationship with school engagement (p<0.01). The mediating role of academic well-being in the relationship between academic identity and interest in school was also confirmed (P<0.01). Conclusion: Based on the findings of this study, it can be concluded that academic well-being mediates the relationship between school engagement and academic identity among second-year high school students, and that by enhancing identity styles, it was possible to increase their interest in school. Increasing academic well-being, on the other hand, can result in a strengthening of this relationship.}, Keywords = {Academic engagement, academic identity, academic well-being}, volume = {9}, Number = {3}, pages = {62-77}, publisher = {Abbas Ali Hossein Khanzadeh}, doi = {10.52547/jcmh.9.3.6}, url = {http://childmentalhealth.ir/article-1-1284-en.html}, eprint = {http://childmentalhealth.ir/article-1-1284-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2022} } @article{ author = {SafariVesal, Morvarid and Nazari, Mohammad Ali and BafandehQaramaleki, Hass}, title = {The Effectiveness of Cognitive Rehabilitation in Improving Working Memory, Visual Processing, and Spatial Perception in Children with Math Learning Disorders}, abstract ={Background and Purpose: Cognitive rehabilitation consists of a set of targeted programs to remediate or improve cognitive functions. Cognitive skills are considered the main predictors of mathematical ability and related deficits are associated with mathematical disorders. The present study sought to investigate the effectiveness of cognitive rehabilitation in improving working memory performance, visual processing, and spatial perception in children with mathematical learning disorders. Method: This research utilized a semi-experimental approach with a pre-test-post-test design. The population of the study consisted of students with math problems in Tehran province. 30 participants were selected by purposive sampling and randomly assigned into two experimental (n=15) and control groups (n=15). KeyMath diagnostic test (Connelly, 1988) was used to evaluate their mathematical learning disorder. A researcher-made device called Morva was used for the intervention program. The experimental group participated in eight intervention sessions of 50 to 60 minutes for four weeks. However, the control group did not receive any intervention. The children’s’ performance before and after the intervention was evaluated by the Children’s fourth Wechsler test (Wechsler, 2003). Analysis of covariance for the data was conducted in SPSS 22 software. Results: The findings revealed a significant difference between the two groups (P<0.001). Therefore, our results suggest that the cognitive intervention had a significant effect on working memory performance, visual perception, and spatial perception. Conclusion: These results reveal that cognitive interventions might have been effective on the mathematical competency of children with math learning disorders.}, Keywords = {Learning disorder, visual perception, working memory, spatial perception, math problems}, volume = {9}, Number = {3}, pages = {78-92}, publisher = {Abbas Ali Hossein Khanzadeh}, doi = {10.52547/jcmh.9.3.8}, url = {http://childmentalhealth.ir/article-1-1258-en.html}, eprint = {http://childmentalhealth.ir/article-1-1258-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2022} } @article{ author = {SaidaeiGol-Sefidi, Zahra and PoorseyedAghaei, Zahra Sadat}, title = {The Effect of Solution-focused Therapy on Interpersonal Emotion Regulation and Self-control of Elementary School Students}, abstract ={Background and Purpose: As future nation-builders and human resources, it is vital to pay close attention to the mental and physical health of students, especially elementary school students. Therefore, the purpose of the present study was to investigate the effect of solution-focused therapy on second-year elementary school students' interpersonal emotion regulation and self-control. Method: In terms of methodology, the current study was quasi-experimental with a pre-test and post-test design and a control group. All second-year elementary school students in the city of Fouladshahr comprised the statistical population for this study. Using the available method, 30 participants were randomly selected and divided into two groups of 15 individuals. The experimental group received eight sessions of the solution-focused treatment protocol, whereas the control group received no intervention. This study utilized the self-control questionnaire (Schneider, 2005) and the interpersonal emotion regulation questionnaire (Hoffman et al., 2016) to collect data. At the end, data analysis was done using one-way univariate covariance analysis by spss26 software. Results: The post-test variables of self-control, interpersonal emotion regulation and components of positive emotion, positive attention to the emotions of others, emotional relaxation, and social emotional awareness differed significantly between the experimental group and the control group (P<0.05). Therefore, it can be stated that there is a statistically significant difference between the effectiveness of solution-focused treatment and interpersonal emotion regulation (P<0.05). Conclusion: Based on the findings, the solution-focused treatment method utilizes children's own reserves and abilities in the process of changing communication patterns, and this created an image of hope in the clients; consequently, the solution-focused therapy strengthens the clients' sense of self-control, relationship management, and emotional control.}, Keywords = {Solution-focused therapy, interpersonal emotion regulation, self-control}, volume = {9}, Number = {3}, pages = {93-105}, publisher = {Abbas Ali Hossein Khanzadeh}, doi = {10.52547/jcmh.9.3.9}, url = {http://childmentalhealth.ir/article-1-1278-en.html}, eprint = {http://childmentalhealth.ir/article-1-1278-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2022} } @article{ author = {Kamkar, Peyman and Dortaj, Fariborz and Saedipour, Esmaeil and Delavar, Ali and Borjali, Ahm}, title = {The Effectiveness of Successful Intelligence Components Education on Increasing Visual-Spatial Ability and Information Processing Speed of Male Students}, abstract ={Background and Purpose: Improving cognitive abilities is one of the important goals for many educational systems. In this regard, successful intelligence theory has a variety of educational implications for enhancing cognitive abilities. Due to the limited number of studies conducted on the effectiveness of educating the components of successful intelligence on increasing basic cognitive abilities, Therefore, the aim of this study was to investigate the effectiveness of successful intelligence components education on increasing visual-spatial ability and Information processing speed of students. Methods: The present study was quasi-experimental with a pretest-posttest control group design. The statistical population included all male seventh-grade students in Holeilan city in the academic year of 2019-2020. The study sample included 30 students from the mentioned population who were selected by available sampling and, then, were randomly placed into two experimental (15 students) and control groups (15 students). After the pre-test, the students of the experimental group were taught the components of successful intelligence in 30 sessions of 60 minutes, while the control group received the usual education of their schools. In the end, the post-test was done for both groups. The Wechsler scale for children (WISC-V) was used to collect data. Analysis of covariance was used to analyze the data. For this purpose, version 24 of SPSS software was used. Results: The results of the covariance analysis showed that the educational intervention significantly increased the score of visual-spatial ability and information processing speed in the students of the experimental group (P< 0.001). Conclusion: Educating the components of successful intelligence by increasing the scores of visual-spatial ability and speed of information processing, will improve the basic cognitive abilities of students.}, Keywords = {Components of intelligence, successful intelligence, visual-spatial ability, information processin speed, students}, volume = {9}, Number = {3}, pages = {106-120}, publisher = {Abbas Ali Hossein Khanzadeh}, doi = {10.52547/jcmh.9.3.10}, url = {http://childmentalhealth.ir/article-1-1100-en.html}, eprint = {http://childmentalhealth.ir/article-1-1100-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2022} } @article{ author = {MohammadiHosseiniAsl, Faezeh and SakenAzari, Rana and Abdoltajedini, Parviz and Aghdasi, Ali Naghi}, title = {The Role of Attachment Styles, Cognitive Emotion Regulation and Subjective Vitality in Predicting High-Risk Behaviors of Female Adolescents}, abstract ={Background and Purpose: It is important to identify factors that can reduce or prevent the risk taking of female adolescents; Therefore, the aim of this study was to determine the role of attachment styles, cognitive regulation of emotion and subjective vitality in predicting high-risk behaviors in female adolescents. Method: The statistical population of this descriptive-correlational study included all female students of the second year of high school in Tabriz in the academic year 2018-2019, from which 282 people were selected using multi-stage cluster sampling. Data were collected through Adult Attachment Inventory (Besharat, 2005), Cognitive Emotion Regulation Questionnaire (Garnefski et al, 2001), Subjective Vitality Scale (Ryan & Frederick, 1997) and Iranian Adolescents Risk-Taking Scale (Zadeh Mohammadi et al, 2011). Data were analyzed using inferential statistics method (Pearson correlation coefficient and stepwise regression analysis) in SPSS. 23 software. Results: High-risk behaviors have a positive and significant relationship with avoidant attachment styles (p = 0.002, r = 0.184) and ambivalent (p = 0.001, r = 0.201) and a negative and significant relationship with subjective vitality also subjective vitality (p = 0.001, β = -0/313) and ambivalent attachment style (p = 0.011, β = 0.147) have the ability to explain changes in high-risk behaviors. Conclusion: Given that subjective vitality and ambivalent attachment style have the ability to explain changes in high-risk behaviors; therefore, intervention programs are suggested to improve subjective vitality and security of attachment to prevent the occurrence of risky behaviors in female adolescents.}, Keywords = {Attachment, emotion regulation, cognition, subjective vitality, risk-taking}, volume = {9}, Number = {3}, pages = {121-135}, publisher = {Abbas Ali Hossein Khanzadeh}, doi = {10.52547/jcmh.9.3.11}, url = {http://childmentalhealth.ir/article-1-1104-en.html}, eprint = {http://childmentalhealth.ir/article-1-1104-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2022} } @article{ author = {MohammadzadehEmamverdikhan, Zahra and FarokhbakhtFoumani, Alireza and SaberiHaqayeq, Rahmatali}, title = {Factors Affecting Parents\' Permission to Accept the Marketing of Companies Providing Services (Kindergartens) with an Emphasis on the Role of Privacy in Children\'s Mental Health}, abstract ={Background and Purpose: The most important decision-making factor for parents in choosing the best center for the initial education of children, which has a significant impact on their mental health when they enter society, is reaching parents and establishing interactive communication, providing explanations and services of kindergartens. The current research was carried out with the aim of knowing the set of effective factors in allowing parents to communicate with kindergartens (companies providing services), emphasizing the role of privacy for parents and children. Method: This research was conducted in 2 qualitative phases. First: A Meta-synthesis with a review of over 150 domestic and foreign articles, Second: Content analysis with semi-structured interviews with 25 professors, managers, and special customers of kindergartens in Guilan province. In phase 2, coding was done and the model obtained from phase 1 was analyzed using the fuzzy-Delphi method. The Kappa kohen coefficient was calculated to measure the reliability. Results: The indices of the model obtained from the Meta-synthesis phase of "Privacy concern", "Disposition toward privacy" and "Permission" together with a weight of 0.065 had the highest weight and the second rank was the index of "culture" with 0.062. In phase two, from the point of view of social presence managers and experts, "App permission concerns", "Previous online experience" and "Costs (intrusiveness)" were below average and should be removed from the resulting model. According to the Kappa-Cohen coefficient (0.795) and its significance level, according to research experts, the test has acceptable reliability in the fuzzy part. Also, in this phase, based on the opinion of experts, "Culture" was considered as an effective factor in the model. Conclusion: After measuring the model obtained from the (Meta-synthesis phase (by experts and removing 4 rejected factors, the final model was obtained, and its quantitative test was suggested in future research. The implications of the current research and the role of privacy in the child's mental health were also discussed in the article.}, Keywords = {Permission marketing, privacy concern, service companies, kindergarten, mental health}, volume = {9}, Number = {3}, pages = {136-152}, publisher = {Abbas Ali Hossein Khanzadeh}, doi = {10.52547/jcmh.9.3.7}, url = {http://childmentalhealth.ir/article-1-1296-en.html}, eprint = {http://childmentalhealth.ir/article-1-1296-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2022} } @article{ author = {Hoseinkhanzadeh, Abbas Ali}, title = {Editorial}, abstract ={}, Keywords = {}, volume = {9}, Number = {4}, pages = {0-0}, publisher = {Abbas Ali Hossein Khanzadeh}, doi = {10.61186/jcmh.9.4.1}, url = {http://childmentalhealth.ir/article-1-1361-en.html}, eprint = {http://childmentalhealth.ir/article-1-1361-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2023} } @article{ author = {Kolivand, Foroozan and Nokani, Mostafa and Jamilian, Hamidreza and MohammadiAria, Alirez}, title = {The Psychometric Properties of Persian Form of Perceived Parenting Questionnaire among Shahr-e-Rey’s Girl Students}, abstract ={Background and Purpose: Parenting refers to all actions and behaviors related to raising children. Questionnaires have been developed to measure this psychological construct. This research aimed to examine the psychometric properties of the Persian form of the Perceived Parenting Questionnaires (P-PPQ) in Shahr-e-Rey girl students. Method: The present research is a development, cross-sectional survey. The study sample included 174 female students from a public high school in Shahr-e-Rey in 2020-2021, who were selected by convenience sampling method. First, participants completed the Persian form of the PPQ (Pasquali, 2012). Then, 50 participants completed the questionnaire again after two weeks. Data were analysed in SPSS-26 and SmartPLS software. Results: The study indicates that the PPQ has an acceptable internal consistency (a=0.72); The reliability coefficient of the split-half questionnaire was (r=0.68), and the two-week test-retest reliability coefficient was (r=0.81). In addition, the CFA results demonstrate two subscales of responsiveness and demandingness. The results also indicate that the PPQ has acceptable convergent and discriminant validity. Conclusion: According to the findings of this study, we can conclude that the P-PPQ has good validity and reliability. Therefore, researchers and clinicians can use the P-PPQ in their research and practice.}, Keywords = {Psychometric properties, perceived parenting questionnaire, students}, volume = {9}, Number = {4}, pages = {1-14}, publisher = {Abbas Ali Hossein Khanzadeh}, doi = {10.61186/jcmh.9.4.2}, url = {http://childmentalhealth.ir/article-1-1271-en.html}, eprint = {http://childmentalhealth.ir/article-1-1271-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2023} } @article{ author = {Mohtasham, Seyedeh Sogand and PooraghaRoodbardeh, Fatemeh and Kafi, Seyed Moos}, title = {Comparison of Academic Self-regulation, Subjective Vitality, and Academic Vitality in Students with and Without Learning Disorder}, abstract ={Background and Purpose: In recent years, with the improvement of the educational system, the treatment of learning disabilities in students has attracted the attention of many education specialists. As a result, it is very important to study the psychological aspects of students with learning disabilities and to identify the factors affecting them. Thus, the present study was conducted with the aim of comparing academic self-discipline, mental vitality, and academic vitality in students with and without special learning disorders. Method: The design of this research was a descriptive causal-comparative one. The research population included all the students of the 3rd to 6th grades of the first and the second district schools of Rasht city in the academic year of 2021-2022, and their number was 15071. The study sample was 120 individuals (including 60 students with learning disorders and 60 students without disorders) who were selected by convenience sampling method and taking the inclusion and exclusion conditions into account. In order to collect data, questionnaires of Academic Self-regulation (Swalend and Karin, 2007), Subjective Vitality (Ryan and Frederick, 1997) and Academic Vitality (Hossein Chari and Dehghanizadeh, 2013) were used. The research data was analyzed using t-tests and multivariate analysis of variance.  Results: The results of this study showed that the students with special learning disorder obtained lower grades in comparison to the students without disorders (P < 0.01) in terms of the total score of academic self-discipline and its dimensions (external regulation, internalized regulation, specified regulation, intrinsic motivation), mental vitality, and academic vitality. Conclusion: According to the findings of the research, it can be concluded that students with special learning disorder are weaker in academic self-discipline, mental vitality, and academic vitality than students without special learning disorder. Therefore, it is possible to solve these problems through early identification of these students, informing parents and school teachers, and implementing early screening and rehabilitation programs.}, Keywords = {Academic self-regulation, subjective vitality, academic vitality, special learning disorder}, volume = {9}, Number = {4}, pages = {15-30}, publisher = {Abbas Ali Hossein Khanzadeh}, doi = {10.61186/jcmh.9.4.3}, url = {http://childmentalhealth.ir/article-1-1330-en.html}, eprint = {http://childmentalhealth.ir/article-1-1330-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2023} } @article{ author = {Mohammadi, Arezoo and Aghamirmohammadali, Zahra and Shabahang, Reza and BagheriSheykhangafshe, Farzin and SavabiNiri, Vahi}, title = {Effectiveness of Grit Program on Capacity of Sustaining Effort and Interest for Long-Term Purposes, Mental Toughness, and Self-Efficacy of Students: An Interventional Study}, abstract ={Background and Purpose: Grit is the driver of success; without grit, talent couldn’t flourish. Grit is an essential ingredient of success in school, and its improvement can lead to academic achievement; hence the present study tries to strengthen the sustaining effort and interest for long-term purposes, mental toughness, and self-efficacy of students by using the grit program as an interventional study. Method: In this semi-experimental study (pretest-posttest with the control group), the study's statistical population included the middle school students of district one of Rasht City in the academic year of 2018-19. Using the convenience sampling method, 82 students (41 female students and 41 male students) aged between 13 and 15 years were selected and they were randomly assigned to the experimental (n = 41) and waiting for control (n = 41) groups. The program for developing and strengthening grit and mindset including stories, choice maps, peer tutoring, self-evaluation, and verbal self-instruction (Polirstok, 2017) was provided for the experimental group in 9 90-minute sessions (three days a week). The program was group-based and focused on increasing the capacity to sustain effort and interest in long-term goals. The research instruments included the Short Grit Scale (Duckworth & Quinn, 2009), Mental Toughness Questionnaire-18 items (Clough et al., 2002), and the General Self-Efficacy Scale (Schwarzer & Jerusalem, 1995). Data were analyzed by SPSS24 using multivariate covariance analysis (MANCOVA). Results: Based on the findings, the grit program enhanced the persistence of effort (ηp2 = 0.46), consistency of interest (ηp2 = 0.61), mental toughness (ηp2 = 0.46), and self-efficacy (ηp2 = 0.50) in students. The program on the consistency of interest (ηp2 = 0.61) was the most effective. Conclusion: Given the facilitating role of grit in students' academic performance and success in school, it is necessary to provide interventions to develop grit in students. Our results confirm the effectiveness of the grit program on the sustaining effort and interest for long-term purposes, mental toughness, and self-efficacy of students, which are recognized as critical factors in academic success.}, Keywords = {Capacity of sustaining effort and interest for long-term purposes, grit, mental toughness, self-efficacy, student}, volume = {9}, Number = {4}, pages = {31-44}, publisher = {Abbas Ali Hossein Khanzadeh}, doi = {10.61186/jcmh.9.4.4}, url = {http://childmentalhealth.ir/article-1-1045-en.html}, eprint = {http://childmentalhealth.ir/article-1-1045-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2023} } @article{ author = {MohammadiSangachinDoost, Alireza and Hosseinkhanzadeh, Abbas Ali and Kousha, Maryam and Naseh, Ashk}, title = {The Effect of Self-Compassion Training on the Self-Esteem and Perceived Stress of Mothers of Children with Attention Deficit / Hyperactivity Disorder}, abstract ={Background and Purpose: Attention deficit/hyperactivity disorder (ADHD) is a prevalent childhood disorder that can result in a range of difficulties for the individual, as well as their peers, teachers, and parents, across various educational, social, and familial settings. The disorder is characterized by impulsive, hyperactive, and attention deficit behaviors. The current investigation aimed to assess the efficacy of self-compassion training on the self-esteem and perceived stress of mothers of children with ADHD.  Method: The present study employed a quasi-experimental methodology utilizing a pre-test-post-test design with a control group. The statistical population consisted of mothers of 5–11 year old boys and girls diagnosed with ADHD in Rasht City during the 2020–2021 academic year. The research sample consisted of 28 mothers who were selected from the aforementioned statistical population using the convenience sampling method. These participants were then randomly assigned to either the experimental or control groups The experimental group underwent an 8-weekly session of the compassion training program, while the control group did not receive any intervention during this period of time. The control group was only engaged in meetings where they were asked questions that were not related to the domain of compassion. The study involved the assessment of two groups using Sorensen's Self-Esteem Questionnaire (2006) and Cohen et al.'s Perceived Stress Questionnaire (1983) during the pre-test and post-test stages. The data analysis was also analyzed by independent t-test with differential scores and SPSS26 software.  Results: The post-test stage of the compassion training intervention showed that the experimental group's self-esteem scores significantly increased (t=-11.571, P<0.001) and its perceived stress levels were reduced (t=-9.642, P<0.001). Conclusion: The results showed that compassion training, emphasizing components such as self-kindness during stress and hardships, human commonality, mindfulness, and being present at the moment, as well as being in peer groups, leads to improved levels of self-esteem and decreased perceived stress of mothers of children with ADHD. Therefore, it can be implemented as one of the parent education axes by professionals in various fields.}, Keywords = {Attention deficit /hyperactivity disorder, self-compassion, self-esteem, perceived stress, mothers}, volume = {9}, Number = {4}, pages = {45-59}, publisher = {Abbas Ali Hossein Khanzadeh}, doi = {10.61186/jcmh.9.4.5}, url = {http://childmentalhealth.ir/article-1-1096-en.html}, eprint = {http://childmentalhealth.ir/article-1-1096-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2023} } @article{ author = {Naimi, Sara and Minaei, Asghar and Niusha, Beheshteh}, title = {The Predicting Mathematics Self -Efficacy with Self-Regulation Strategies among Students of Saveh City: A Convergent Validity of Self-Regulation Strategies Inventory}, abstract ={Background and Purpose: Self-regulated learning (SRL) strategies are one of the most important factors influencing the quality of learning. This research aimed to predict math self-efficacy based on self-regulation strategies and determine the convergent validity of the SRLS questionnaire with the math self-efficacy source scale. Method: This research is a descriptive and correlational survey. For this purpose, after translating and preparing the mentioned questionnaires and sending them by email to 1480 students or their parents, 610 students participated in this research. Furthermore, the data were analyzed using correlation and regression after completing the Sources of Self-Efficacy in Mathematics Scale (Usher and Pajares, 2008) and the students form of Self-Regulation Strategies Inventory-Self-Report (Clary, 2006). Findings: The results showed that self-regulation strategies predicted students' mathematical self-efficacy (β=0.76, p=0.05). Also, the convergent validity of the self-regulation strategies questionnaire with the math self-efficacy questionnaire was 0.874. Conclusion: Therefore, according to the findings of the research, it can be said that self-regulation strategies predict students' mathematical self-efficacy; Also, the self-regulation questionnaire (student form) has a high convergent validity with the scale of mathematical self-efficacy resources, and this questionnaire can be used in research activities.}, Keywords = {Self-regulation strategies, convergent validity, mathematical self-efficacy}, volume = {9}, Number = {4}, pages = {60-71}, publisher = {Abbas Ali Hossein Khanzadeh}, doi = {10.61186/jcmh.9.4.6}, url = {http://childmentalhealth.ir/article-1-1313-en.html}, eprint = {http://childmentalhealth.ir/article-1-1313-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2023} } @article{ author = {Mousavi, Seyedeh Elnaz and SaraniYaztappeh, Jafar and SalekEbrahimi, Leila and Ahmadi, Gholamrez}, title = {Comparison of the Effectiveness of Unified Transdiagnostic Therapy with Cognitive Behavioral Therapy on Social Adjustment and Self-steem in Child Labours}, abstract ={Background and Purpose: One of the main problems of working children is the problem of social adjustment and self-esteem. One of the available psychotherapies is cognitive-behavioral therapy and unified transdiagnostic therapy. Thus, the present study was conducted with the aim of comparing the effectiveness of unified transdiagnostic protocol with cognitive behavioral therapy on social adjustment and self-esteem in working children. Method: The current research was a quasi-experimental study with a pre-test-post-test design. The studied population included all the socially disadvantaged girls (working children) of Tehran in 2019, and 30 people were selected as the study sample with the purposeful sampling method and were randomly placed to two groups of Unified Transdiagnostic therapy and cognitive behavioral therapy. First, the social adjustment questionnaire (Sinha and Singh, 1993) and the self-esteem scale (Pope et al., 1998) were administered as a pre-test on both groups. The first experimental group received cognitive behavioral therapy for eighteen 90-minute sessions and the second experimental group received unified transdiagnostic therapy for fifteen 90-minute sessions. The data were analyzed by the method of analysis of variance with repeated measurements and SPSS version 25 software. Results: The results showed that both treatments managed to significantly increase their social adjustment and self-esteem in the post-test and follow-up stages in working children. However, the comparison of effectiveness between unified Transdiagnostic Protocol and cognitive-behavioral therapies shows that the effectiveness of the in self-esteem (partial ƞ2=0.34; P<0.01; F=14.46) and social adjustment (partial ƞ2=0.16; P<0.05; F=11.33) was more than cognitive behavioral therapy. Conclusion: Pediatric transdiagnostic therapy was more effective in improving social adjustment and self-esteem than cognitive-behavioral therapy. Although UP-C has shown promising results, more clinical trials are needed to evaluate the effectiveness of UP-C in different communities and other concurrent mental states.}, Keywords = {Unified transdiagnostic protocol, cognitive-behavioral therapy, self-esteem, social adjustment, child labours}, volume = {9}, Number = {4}, pages = {72-89}, publisher = {Abbas Ali Hossein Khanzadeh}, doi = {10.61186/jcmh.9.4.7}, url = {http://childmentalhealth.ir/article-1-1224-en.html}, eprint = {http://childmentalhealth.ir/article-1-1224-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2023} } @article{ author = {Moosavian, Zabihollah and Mohammadi, Masumeh and Sarlak, Niloofar and Ghodrat, Golnaz}, title = {The Effectiveness of Mindfulness-Based Cognitive Therapy on Attributional Styles and Academic Optimism of Students}, abstract ={Background and Purpose: Students' academic success and failure is one of the most important events during their studies that has short-term and long-term social and emotional effects on them. Accordingly, the present study was conducted with the aim of the effectiveness of mindfulness-based cognitive therapy on attributional styles and academic optimism of students. Method: The present study was a quasi-experimental pretest-posttest with a control group and a follow-up stage. The statistical population consisted of all male high school students in Qazvin in the academic year 1399-1400, in which 40 students were selected by cluster sampling and after matching were placed in two experimental and control groups. Research instruments included the Academic Optimism Questionnaire (Tschenen-Moran et al., 2013) and the Attribution Styles Questionnaire (Peterson and Seligman, 1984). The experimental group received therapeutic interventions related to cognitive therapy based on mindfulness. Data were analyzed by repeated measures analysis of variance. Results: The results showed that mindfulness-based cognitive therapy was effective on the components of attributional styles (P<0.01) and the variables of academic optimism (P<0.01) and these results continued in the follow-up period (P<0.01). Conclusion: Students who were influenced by cognitive-based mindfulness attributed positive events more to internal, stable and general causes and negative events more to external, unstable and specific causes. Mindfulness can also be effective in promoting optimism by providing a framework for interpreting life experiences, being in the "here and now", a sense of cohesiveness and existential cohesion, and student confidence.}, Keywords = {Cognitive therapy based on mindfulness, attributional styles, academic optimism, students}, volume = {9}, Number = {4}, pages = {90-104}, publisher = {Abbas Ali Hossein Khanzadeh}, doi = {10.61186/jcmh.9.4.8}, url = {http://childmentalhealth.ir/article-1-1134-en.html}, eprint = {http://childmentalhealth.ir/article-1-1134-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2023} } @article{ author = {NavabKashani, Seyyed Mehdi and PourSeyyedAghaei, Zahra Sadat}, title = {Predicting the Level of Academic Success of Students Based on Their Parents\' Parenting Style with the Mediation of Self-Efficacy and Self-Respect in Primary School Children}, abstract ={Background and Purpose: Academic success of students, as an efficient group and future builders of the country, is one of the important factors of their long-term professional and social progress and development in life. Thus, the present study was conducted with the aim of predicting the academic success of students based on the parenting style of their parents, with the mediation of self-efficacy and self-esteem in children. Method: The present research was applied in terms of purpose and descriptive-correlation in terms of data collection method, which was conducted using structural equation modeling method. The statistical population of this research included all elementary school boys in the 12th district of Tehran in the academic year 1401-1402, from which 300 people were selected according to the entry and exit criteria. Data collection tools included Academic Success Scale (Salehi, 2013), Parenting styles questionnaire (Bamrind, 1991), Self-efficacy questionnaire for Children (Morris, 2001) and Self-esteem inventories (Coppersmith, 1981). Finally, the data were analyzed using the correlation research method and the structural equation model method using SPSS26 and AMOS24 software. Results: The results showed that there is a negative and significant relationship between permissive and authoritarian parenting style with self-esteem and academic success, and there is a positive and significant relationship between authoritarian parenting style with self-efficacy, self-esteem and academic success (P<0.05). Also, a positive and significant relationship was observed between self-efficacy and self-esteem with academic success (P<0.05). The results showed that the indirect effect of permissive and authoritarian parenting styles on academic success through self-efficacy and the indirect effect of authoritarian parenting style on academic success through self-esteem were statistically significant (P<0.05). Conclusion: Based on the results obtained in this study, it can be said that by improving self-efficacy and self-esteem skills, the relationship between parenting style and academic success of primary school students can be indirectly strengthened.}, Keywords = {Academic success, Parenting style, Self-efficacy, Self-esteem}, volume = {9}, Number = {4}, pages = {105-120}, publisher = {Abbas Ali Hossein Khanzadeh}, doi = {10.61186/jcmh.9.4.9}, url = {http://childmentalhealth.ir/article-1-1301-en.html}, eprint = {http://childmentalhealth.ir/article-1-1301-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2023} } @article{ author = {Honarmanzadeh, Roya and Sadeghi, Ahmad and Abedi, Mohammadrez}, title = {Developing an Emotional Intelligence Scale for Children aged 4 to 6 Years Old and Examining its Psychometric Properties}, abstract ={Background and Purpose: Emotional intelligence defined as the ability to express and manage emotions appropriately, as well as to show respect for others' feelings- is a set of skills that children can learn at any age. The main purposes of the present study were to develop the Emotional Intelligence scale for 4-to-6-year-old children in Isfahan, as well as to assess the psychometric properties of the scale. Method: This research was carried out using the descriptive-survey method. The statistical population was cconsisted of all 4-to-6-year-old preschool children in Isfahan in 2016, with 530 (265 girls, 265 boys) selected as the study sample using a quota sampling method. The convergent validity was assessed using Mardiha's Emotional Intelligence Questionnaire (2014) and the newly developed  Emotional Intelligence scale for Four-to-Six-year-Old Children. Data were analyzed using SPSS-22 and LISREL-8.5 which yielded correlation coefficient, heuristic, and confirmatory factor analysis. Also, the content validity of this scale was confirmed by 5 psychology experts Results: The findings from factor analysis indicated that the eigenvalues for the five factors, i.e., intrapersonal, interpersonal, adaptation, stress management, and general mood, exceeded 1; therefore, they could explain 44.211% of the items' variance. The results also showed that the model fit index is at a desirable level. The Cronbach's alpha coefficient was found to be 0.95 for the whole scale (it was more than 0.7 for each factor). Conclusion: It can be concluded that the 32-item emotional intelligence scale for 4-to-6-year-old children is a suitable instrument to be used in different areas of psychology, education, and training.}, Keywords = {Development and validation factorial structure, emotional intelligence}, volume = {9}, Number = {4}, pages = {121-139}, publisher = {Abbas Ali Hossein Khanzadeh}, doi = {10.61186/jcmh.9.4.10}, url = {http://childmentalhealth.ir/article-1-1123-en.html}, eprint = {http://childmentalhealth.ir/article-1-1123-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2023} } @article{ author = {JavadiBazargani, Mahboobeh and Estski, Mahnaz and ShahriyariAhmadi, Mansoureh and Kooshki, Shiri}, title = {Comparison of Visual Perception Infradian Rhythms in Student with and without Special Learning Disorder}, abstract ={Background and Purpose: Body rhythms are repeating molecular, hormonal, or psychological phenomena occurring in all living organisms. The present study was conducted to compare the change in visual perception, in different seasons of the year in students with and without specific learning disorder (SLD) at the age group of 8-12 years according to the topic of time psychology. Method: This study is a comparative causal study. The sample consisted of students from schools in districts 13, 14, and 15 of Tehran during the academic years 2018-2020 who were selected by the convenience sampling method using purposive-voluntary sampling. Participants were 37 students with specific learning disorder with reading appearance (19 girls and 18 boys) and 31 students without learning disorder (17 girls and 14 boys). Then, each group of students with and without male and female learning disorder individually completed Visual Skills Perception Tests (Gardner & Morrison, 1982). Data were analyzed by repeated measurement method (once per season) in SPSS-22 software. Results: The results showed that visual perception skill (perceived visual age and visual gain) varies among subjects in different seasons of the year and there is a significant difference in visual perception between groups with and without learning disorders. Visual perception, processing speed, and sustained attention in normal students are significantly higher than in students with a learning disorder in different seasons of the year. Conclusion: According to the findings of this study, it can be concluded that there are significant differences in the visual perception of students with a learning disorder in seasonal rhythms that are due to these seasonal rhythms.}, Keywords = {Visual perception, infradian rhythms, special learning disorder}, volume = {9}, Number = {4}, pages = {140-151}, publisher = {Abbas Ali Hossein Khanzadeh}, doi = {10.61186/jcmh.9.4.11}, url = {http://childmentalhealth.ir/article-1-1266-en.html}, eprint = {http://childmentalhealth.ir/article-1-1266-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2023} } @article{ author = {NosouhiDehnavi, Mahmoud and Ghazanfari, Ahmad and Ahmadi, Rez}, title = {Comparison of the Effectiveness of Kendall\'s Coping Cat Group Program and Parent Management Training on Anxiety and Resilience of Elementary School Students}, abstract ={Background and Purpose: Anxiety disorders are common childhood disorders that have a low rate of spontaneous recovery and high comorbidity with other disorders. Resilience protects the developent process from psychological damage and makes people use more effective coping styles when faced with psychological pressures. This research aimed to compare the effectiveness of the Coping Cat Program and Parent Management Training on the level of anxiety and resilience of Students with anxiety disorders. Method: This was a semi-experimental study with a pre-test-post-test design, follow-up with two experimental groups, and one control group. The statistical population included primary school students with anxiety disorders in the city of Mobarakeh in the academic year 2021-2022. In this research, 45 elementary school students with anxiety disorders were randomly assigned to experimental and control groups. The students of experimental group 1 participated in ten 60-minute sessions of the Coping Cat Program, and the mothers of experimental group 2 participated in ten 75-minute sessions of Parent Management Training. The groups responded to anxiety (Spence, 1997) and resilience (Merrell, 2010) questionnaires before the intervention, immediately after the intervention, and also after 45 days for follow-up. A mixed variance analysis was used to analyze the data. Results: The results of mixed variance analysis showed that the Coping Cat Program and Parent Management Training had a significant effect on reducing anxiety and increasing resilience (p<0.001). The effectiveness of the Coping Cat Program in reducing anxiety is greater than that of the Parent Management Training (P<0.01). There is no significant difference between the two programs in increasing resilience. Conclusion: Coping Cat Program and Parent Management Training are suitable methods to reduce anxiety and increase students' resilience, and these models are suggested for the development of mental health.}, Keywords = {Anxiety disorders, resilience, coping cat program, parent management training}, volume = {9}, Number = {4}, pages = {152-166}, publisher = {Abbas Ali Hossein Khanzadeh}, doi = {10.61186/jcmh.9.4.12}, url = {http://childmentalhealth.ir/article-1-1300-en.html}, eprint = {http://childmentalhealth.ir/article-1-1300-en.pdf}, journal = {Quarterly Journal of Child Mental Health}, issn = {2423-3552}, eissn = {2476-5740}, year = {2023} }