رابطه تصویر بدنی و نمایه توده بدنی با بهداشت روانی در چارچوب تحول The Relationship between Body Image and Body Mass index with Mental Health in the Course of Development 1 1 زمینه و هدف: با توجه به اهمیت ویژه تحول جسمانی و ارتباط آن با تحول روان شناختی در دوران نوجوانی، هدف پژوهش حاضر بررسی رابطه تصویر بدنی و نمایه توده بدنی با بهداشت روانی در چارچوب تحول در دختران بود. روش: طرح پژوهش حاضر تحلیلی مقطعی و از نوع همبستگی است. جامعهآماری شامل تمامی دانش آموزان دختر 16-11 ساله شهر تهران بود که در سال تحصیلی 94-1393در مقطع پنجم ابتدایی، هشتم دبیرستان و دهم دبیرستان مشغول به تحصیل بودند. دانش آموزان کلاس پنجم به عنوان اوایل نوجوانی، دانش آموزان کلاس هشتم دبیرستان به عنوان میانه و دانش آموزان کلاس دهم دبیرستان به عنوان انتهای نوجوانی در نظر گرفته شدند. نمونه ای به حجم 384 نفر با روش نمونه گیری تصادفی خوشه ای انتخاب و به پرسشنامه های نگرانی درباره تصویر بدنی (لیتنتون و همکاران، 2005)، نمایه توده بدنی (لیتلتون، آکسوم و پوری، 2005)، و سلامت عمومی کلبرگ و هیلیر (1979) پاسخ دادند. برای تجزیه و تحلیل داده ها از آزمونهای ضریب همبستگی و رگرسیون چندمتغیره استفاده شد. یافته ها: نتایج تحلیل رگرسیون نشان داد که متغیر تصویر بدنی قوی ترین پیش بینی کننده است که به تنهایی 21 درصد از واریانس سلامت عمومی را تبیین می کند. همچنین نتایج تحلیل داده ها نشان داد بین متغیرهای تصویر بدنی و نمایه توده بدنی با بهداشت روانی در دختران در دوره های مختلف تحول تفاوت معناداری وجود دارد (0/01>p). نتیجه گیری: باتوجه به نتایج پژوهش حاضر می توان گفت که بین تصویر بدنی و نمایه توده بدنی با بهداشت روانی در دختران نوجوان رابطه وجود دارد و در سطح مقایسه تحولی، انجام مداخله برای بهبود تصویر بدنی می تواند در کانون توجه قرار گیرد. 2 Background and Purpose: Considering the importance of physical development and its relationship with psychological development during adolescence, the purpose of this study was to examine the relationship between body image and body mass index with mental health in the course of development. Method: The present research is analytical sectionaland correlational. The statistical population included all 11-16 years old girls in Tehran who were studying in the 5th grade, 8th until 10th high school in the academic year of 2014-2015. Fifth grade students as early adolescence, eighth grade high school students as middle, and tenth grade high school students were considered as adolescents. A sample of 384 people was selected by cluster random sampling and responded to the questionnaires of body image concern inventory, (Littleton and et al., 2005), body mass index (GHQ-28) and general health (Golbarg and Hiller, 1979). For analyzing the data, correlation coefficient and multiple regression tests were used. Results: The results of multivariate analysis of variance and Scheffe post hoc test showed that there is a significant difference between body image and body mass index with mental health in girls in different stages of development (p <0.01). Conclusion: According to the results of this study, it can be concluded that there is a correlation between body image and body mass index with mental health in adolescent girls and at the level of developmental comparison, intervention can be considered for improvement of physical image. 3 15 2018/01/222016/09/26 1395/7/5 2018/01/222017/05/8 1396/2/18 خدیجه سلمانی Khadijeh Salmani دانشگاه آزاد اسلامی، واحد کرج ایران Khadije.salman@gmail.com حجت الله امینی Hojat Allah Amini دانشگاه تهران ایران amini.a@ut.ac.ir مریم برات پور Maryam Bayatpor دانشگاه علوم تحقیقات جمال فاضل کلخوران Jamal Fazell Kalkhoran دانشگاه تهران ایران مریم صالحی Maryam Salehi دانشگاه ارومیه ایران maryam_salehi288@yahoo.com Body image body mass index mental health teenage girls تصویر بدنی نمایه توده بدنی بهداشت روانی دختران نوجوان 1. Habib Pour Z, Sharifi AA. Comparative study of depression in girls and boys adolescent. Journal Urmia Nursing and Midwifery. 2008; 7(1): 8-12. [Persian]. ##2. Shoarinezhad AA. 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مطالعه ویژگی‌های شخصیتی پیش‌بین در فرسودگی شغلی مربیان مهدکودک The study of Personality Traits as predictors of Job Burnout in Kindergarten Teachers 1 1 زمینه و هدف: فرسودگی شغلی به عنوان یک نشانگان روان‌شناختی تعریف شده است که حرفه های خدمات انسانی معمولاً بیشتر از سایر حرفهها در معرض آن قرار دارند. هدف از پژوهش حاضر بررسی نقش ویژگی های شخصیتی به عنوان پیش بین های فرسودگی شغلی در مربیان مهدکودک های شیراز بود. روش: جامعه آماری پژوهش تمامی مربیان مهدکودک های شهر شیراز در سال تحصیلی 94-1395 بود. نمونهای به حجم 100 نفر از مربیان، به روش تصادفی چندمرحله‌ای انتخاب شدند. پژوهش حاضر توصیفی از نوع همبستگی بود. ابزار مورداستفاده جهت جمع‌آوری داده ها شامل مقیاس فرسودگی شغلی مسلش (1981) و سیاهه پنج عاملی نئو (مککری و کاستا، 1985) بود. به منظور تحلیل داده ها از روش تحلیل همبستگی متعارف استفاده شد. یافته ها: ضرایب ساختاری به‌دست‌آمده در تابع اول در این پژوهش نشان دادند که الگویی از نمرات بالا در روان آزردگی (ضریب ساختاری، 765/0)، و الگویی از نمرات پایین در توافق پذیری )743/0-) و برونگرایی ) 507/0-) با الگویی از نمرات بالا در تحلیل عاطفی (940/0)، دگرسان بینی خود (619/0) و فقدان موفقیت فردی (531/0)، همبسته هستند. ضرایب ساختاری به‌دست‌آمده در تابع دوم نیز نشان میدهد که الگویی از نمرات بالا در برون گرایی (854/0) با الگویی از نمرات پایین در فقدان موفقیت فردی (747/0) و دگرسان بینی (350/0-) خود همبسته است. نتیجه‌گیری: پژوهش حاضر، اهمیت تأثیر فرسودگی شغلی بر کار مربیان مهدکودک را روشن ساخت و بر لزوم توجه به متغیرهای تأثیرگذار بر فرسودگی شغلی ازجمله ویژگی های شخصیتی تأکید می کند. 2 Background and Purpose: Job burnout is usually defined as a psychological syndrome that jobs related to human service are usually more than other jobs are affected. The purpose of this study was to investigate the role of personality traits as predictors of job burnout in kindergarten teachers. Method: The statistical population of the study was all teachers of kindergartens in Shiraz during the school year 2012-2013. A sample of 100 teachers was selected using multi-stage random sampling.This study was descriptive and correlational method. Job burnout inventory (1981) and NEO five-factor inventory (1985) were used to collect of data. For analyzing data, canonical correlation was used. Results: Structural coefficients showed that the pattern of high scores in neuroticism (0.765) and the pattern of low scores in agreeableness (-0.743) and extraversion (-0.507) are correlated with a pattern of high scores in emotional exhaustion (0.940), depersonalization (0.619) and personal accomplishment (0.531). The structural coefficients obtained in the second function also show that a pattern of high scores in extraversion (0.854) are correlated with the pattern of low scores in depersonalization (-0.350) and personal accomplishment (0.747). Conclusion: The present study highlights the importance of the effect of job burnout on the work of kindergarten educators, and emphasizes the need to pay attention to the variables affecting job burnout, including personality traits. 16 26 2018/01/222016/09/262016/10/3 1395/7/12 2018/01/222017/05/82017/04/7 1396/1/18 فخری تاجیک زاده Fakhri Tajikzadeh دانشگاه شیراز ایران F.tajikzade@shirazu.ac.ir سمانه محمد پور Samaneh Mohamadpour دانشگاه شیراز ایران Mohamadpour.samaneh@yahoo.com فاطمه زارعی Fatemeh Zaree دانشگاه آزاد مرودشت ایران fatemehzaree@yahoo.com Job burnout personality traits kindergarten teachers فرسودگی شغلی ویژگی های شخصیتی مربیان مهدکودک 1. Maslach C. Understanding burnout: Definitional issues in analyzing a complex phenomenon. 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استفاده از آزمون‌های اندریافت کودکان و نقاشی فرافکن جهت غربالگری کودکان سازش نایافته Screening Maladjusted Children Using Children Apperception Test and Projective Drawing Test 1 1 هدف: استفاده از نقاشی و داستان‌سرایی به‌عنوان یک شیوه‌ فرافکن در مشخص ساختن مشکلات کودکان از دیرباز روشی حائز اهمیت بوده است. هدف این پژوهش استفاده از آزمون‌های اندریافت کودکان و نقاشی فرافکن جهت غربالگری کودکان سازشنایافته بود. روش: طرح پژوهش علی- مقایسهای بدون گروه کنترل بود. جامعه آماری پژوهش حاضر را کلیه‌ی کودکان ۳ تا ۱۰ ساله شهرستان سبزوار در تابستان ۱۳۹۲ تشکیل می‌داد. نمونه با استفاده از روش نمونه‌گیری در دسترس انتخاب شد. تعداد افراد نمونه ۲۵ نفر بودند. این کودکان با آزمون اندریافت کودکان و آزمون نقاشی خانه-درخت- آدم مورد ارزیابی قرار گرفتند. داده‌ها به کمک تحلیل کوواریانس چند متغیره مورد تجزیه‌وتحلیل قرار گرفت. یافته‌ها: این بررسی نشان داد که شاخص‌های سازشنایافتگی نقاشی فرافکن (0/05≥p) و مجموع نیازها (0/05p≤) در تفکیک دو گروه کودکان سازشیافته و سازشنایافته از یکدیگر نقش معناداری دارند، درحالی‌که مجموع فشارها در تفکیک دو گروه نقش معناداری ندارد (0/05≤p). نتیجه‌گیری: با استفاده از آزمون‌های فرافکنی مثل آزمون اندریافت کودکان و نقاشی خانه- درخت- آدم می‌توان کودکان سازشیافته و سازشنایافته را از یکدیگر تفکیک کرد. 2 Objectives: The use of painting and storytelling as a projective method has been a long-standing way of defining children's problems. The aim of this study was screening maladjusted children using children apperception test and projective drawing test. Method: The study design was causal-comparative without control group. The statistical population of current study was all children between 3 to 10-year-old of Sabzevar city in the summer of 2013. The sample was 25 children that selected by convenience sampling method. The children were evaluated by House-Tree-Person Drawing test and Children Apperception Test. Data was analyzed by multivariate analysis of covariance. Results: It was found that maladjustment index of projective painting (p≤0/05) and needs (p≤0/05 (can significantly separate well-adjusted and maladjusted children, but stress cannot separate two groups. (P≥0/05). Conclusion: Using projective test such as children apperception test and house-tree-person drawing can distinguish adjusted and maladjusted children each other. 27 36 2018/01/222016/09/262016/10/32017/02/10 1395/11/22 2018/01/222017/05/82017/04/72017/08/9 1396/5/18 مریم جمالی تبار Maryam Jamali Tabar دانشگاه سمنان maryamjamalitabar@yahoo.com اسحق رحیمیان بوگر Isaac Rahimian Boogar گروه روانشناسی بالینی، دانشکده روانشناسی و علوم تربیتی، دانشگاه سمنان I_rahimian@semnan.ac.ir مهران مکرمی Mehran Mokarami دانشگاه علامه طباطبایی mehran.mkrm@gmail.com Maladjusted indices‚ projective painting children apperception test (CAT) house-tree-person (HTP) شاخص‌های سازش نایافتگی نقاشی فرافکن آزمون اندریافت کودکان آزمون خانه-درخت-آدم 1. Cooper AJ, Stirling S, Dawe S, Pugnaghi G, Corr PJ. The reinforcement sensitivity theory of personality in children: A new questionnaire. Pers Individ Dif. 2016; (5): 178-210. ##2. Palmer D. Personality Correlations between Mothers and their Biological Children. InKalamazoo College Psychology VanLiere Symposium Collection 2017. Kalamazoo, Mich.: Kalamazoo College.##3. Kornienko K, Dmitriy S. Child Temperament and Mother's Personality as Predictors of Maternal Relation to Child. Procedia Soc Behav Sci . 2016; 333 (6): 343-347.##4. Rosu S, Savina C, Ogodescub A, Cioataa R, Zetua I. The Evaluation of the Apperception Regarding the Pain Related Emotional Status of Children with Dental Maxillary Abnormalities. J Behav Soc Sci (Cedarv). 2013; 78(4) :486 – 490.##5. Clark DA, Durbin CE, Hicks BM, Iacono WG, McGue M. Personality in the age of industry: Structure, heritability, and correlates of personality in middle childhood from the perspective of parents, teachers, and children. J Res Pers. 2016; (7): 76-91.##6. Gleason MM, Goldson E, Yogman M. Addressing Early Childhood Emotional and Behavioral Problems. J Child Psychol. Psychiatry. 2016; 138(6): 45-62.##7. Freidl MK, Stroeh OM, Steinberg E, Albano A. Assessment and Treatment of Anxiety Among Children and Adolescents. J Am Acad Child Adolesc Psychiatry. 2017; 15(2): 144-156.##8. Stricker G, Lally SJ. Projective Methods in Psychology. Journal of International Encyclopedia of the Social & Behavioral Sciences. 2015; (3): 129-134.##9. Brinich PM. Looking Back—and Forward—at The Psychoanalytic Study of the Child. The Psychoanalytic study of the child. 2015 Jan 1;69(1):3-1.##10. Jarollahi F, Mohamadi R, Modarresi Y, Agharasouli Z, Rahimzadeh SH, Ahmadi T, Keyhani MR. Story retelling skills in Persian speaking hearing-impaired children. Int J Pediatr Otorhinolaryngol. 2017; 96(5): 84-88.##11. Panca I, Georgescub A, Zaharia M. Why children should learn to tell stories in primary school? J Behav Soc Sci (Cedarv). 2015; 187(8): 591 – 595.##12. Freed J, McBean K, Adams C, Lockton E, Nash M, Law J. Performance of children with social communication disorder on the happè strange stories: physical and mental state responses and relationship to language ability. Journal of communication disorders. 2015 Jun 30; 55(7):1-4.##13. Guenther K, Hess V. Drawing as instrument, drawings as evidence: Capturing mental processes with pencil and paper. Med Hist. 2016; 60(3):359-87.##14. Kryger MH. Painting a dream. Journal of Sleep Health. 2017; 23(4): 12-29. ##15. Betul S, Perihan U, Sevinc P. Lineal development characteristics of preschool children painting. J Soc Behav Health Sci. 2015; 174(6): 687 – 692.##16. Goodenough FL, Harris DB. Studies in the psychology of children's drawings: II 1928-1949. Psychological Bulletin. 1950; 47(5):369.##17. Bahrami H. Personality projective tests. Second edition. Tehran: Allama Tabatabai university; 2005, p p: 65. [Persian].##18. Karami A. Trading test development and mental test. Eight edition. Tehran: Ravansanji; 2015, pp: 18-33 [Persian].##19. Marnat GG. Mental assessment guideline for clinical psychologist, Consultants and Psychiatrists. Passha sharifi H, Nikkho M. (Persian translator). Fourth edition. Tehran: Roshd; 2002, pp: 283.##20. Ashoori M, Bidjari A. Fears and their Manifestation in 10-12 Year-old Girls’ Painting in Zanjan County. J Soc Behav Health Sci. 2015; 205(3): 80-85.##21. Dolidze KH, Smith E, Tchanturia K. A Clinical Tool for Evaluating Emotional Well-Being: Self-Drawings of Hospitalized Children. Journal of Pediatric Nursing. 2013; 28(5): 470-478.##22. Miller N, Voltkamp S. Clinical assessment on children were sexually abused. J Soc Behav Health Sci. 2010; 116(4): 3989 – 3995. ##23. Gittelman K. projective psychological assessment on children. J Soc Behav Health Sci. 2011; 17(2): 987 – 992.##24. West M. Meta-analyze of studies assessing the efficacy of projective techniques in discriminating child sexual abuse. J Child Abuse Negl. 2010; 2(2): 1151–1166.##25. Goldstein ML. Projective Personality Assessment in Child Custody Evaluations. InHandbook of Child Custody 2016 (pp. 85-92). Springer International Publishing.##26. Karami A. Guideline for Performance and Commentary the children apperception test. Second edition. Tehran: ravansangi; 2015, pp: 11-23. [Persian].##27. Buck, John N. The H‐T‐P technique. A qualitative and quantitative scoring manual. Journal of clinical psychology. 1948; 4(4): 310-317.##28. Marnat GG. Mental assessment guideline for clinical psychologist, Consultants and Psychiatrists. Passha sharifi H, Nikkho M. (Persian translator). Fourth edition. Tehran: Roshd; 2002, pp: 283.[Persian].##29. Dadsetan P. Examine the child base on graphic test. Third edition. Tehran: Roshd; 1998, PP: 24- 45.[Persian].##30. Muijs D, Reynolds D. The effectiveness of the use of learning support assistants in improving the mathematics achievement of low achieving pupils in primary school. Educational Research. 2003; 45(3):219-30. ##31. Parker JG, Asher SR. Friendship and friendship quality in middle childhood: Links with peer group acceptance and feelings of loneliness and social dissatisfaction. Dev Psychol. 1993; 29(4):611.##32. Matson JL, Neal D, Fodstad JC, Hess JA, Mahan S, Rivet TT. Reliability and validity of the Matson Evaluation of Social Skills with Youngsters. Behavior Modification. 2010; 34(6):539-58.##33. Davis KM, Boon RT, Cihak DF, Fore C. Power cards to improve conversational skills in adolescents with Asperger syndrome. Focus Autism Other Dev Disabl. 2010; 25(1): 12-22.##34. Gabel S. The draw a story game: An aid in understanding and working with children. Arts in Psychotherapy. 1984; 11(3): 187-196.##35. Palmer R, Nascimento LN, Fonagy P. The State of the Evidence Base for Psychodynamic Psychotherapy for Children and Adolescent. J Child Adolesc Psychiatric Clin N Am. 2013; 22(5): 149–214.##36. Nair SM, Yusof NM, Hong SH. 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رابطه علی حمایت اجتماعی و تنیدگی والدینی با سبک‌های والدگری مادران کودکان مبتلا به کم‌توانی‌ذهنی با میانجی‌گری خودنظم‌جویی شناختی هیجان Causal Relationship between Social Support and Parenting Stress with Parenting Styles of Mothers of Children with Intellectual Disabilites with the Mediating Role of Cognitive-Emotional Regulation Strategies 1 1 زمینه و هدف: وجود کودکان کم‌توان‌ذهنی در خانواده موجب تحمیل فشارهایی بر والدین و در‌نهایت باعث محدود شدن پیشرفت کل خانواده می‌شود. هدف این پژوهش تعیین نقش واسطه‌ای راهبردهای نظم‌جویی شناختی هیجان در رابطه بین حمایت اجتماعی و تنیدگی‌والدینی با سبک‌های والدگری مادران کودکان مبتلا به کم‌توان‌ذهنی بود. روش: روش پژوهش همبستگی بود. جامعه آماری تمامی مادران دانش‌آموزان مبتلا به کم‌توانی‌ذهنی متوسط مقطع ابتدایی در سال تحصیلی 94-1393 شهر تهران و کرج بودند که از بین آنها نمونه ای به حجم 130 نفر به صورت نمونه‌گیری در دسترس انتخاب شدند. از پرسشنامه‌های نظم‌جویی شناختی هیجان گارنفـسکی(2007)، مقیــاس چندبعــدی حمایــت اجتمــاعی ادراکشــده زیمـت و همکـاران (1988)، مقیاس تنیدگی والدینی بری و جونز(1995)، و شیوه‌های والدگری بامریند (۱۹۷۳) برای جمع‌آوری داده‌ها استفاده شد. داده‌ها از طریق تحلیل مسیر مورد تجزیه و تحلیل قرار گرفتند. یافته‌ها: نتایج نشان داد که فقط تاثیر حمایت اجتماعی بر سبک‌های والدگری معنادار نیست (21/1) در حالی که تنیدگی والدینی و راهبردهای نظم‌جویی شناختی هیجان تاثیر معنی‌داری بر سبک‌های والدگری دارند (0/05p<). همچنین حمایت اجتماعی و تنیدگی والدینی تاثیر معنی‌داری بر راهبردهای نظم‌جویی شناختی هیجان دارند (0/05p<). در نهایت نقش واسطه‌ای راهبردهای نظم‌جویی شناختی هیجان در رابطه بین حمایت اجتماعی و تنیدگی والدینی با سبک‌های والدگری پذیرفته شد. نتیجه‌گیری: راهبردهای نظم‌جویی شناختی هیجان، مؤلفه مرکزی در سازماندهی رفتار سازش‌یافته و جلوگیری از رفتارهای سازش‌نایافته است و از این راه می‌تواند جنبه‌های منفی تنیدگی والدینی موثر بر سبک‌های والدگری مادران را کاهش دهد و از طرفی اثرات ناشی از حمایت اجتماعی را تعدیل کند. 2 Background and Purpose: The presence of mental retarded children in the family will impose pressure on parents and ultimately limit the progress of the whole family. The purpose of this study was to determine the mediating role of cognitive-emotional regulation strategies in the relationship between social support and paternal stress with parenting styles in mothers of mental retarded children. Method: The research method was correlation. The statistical population was consisted of all mothers with intellectually disabled children of Tehran and Karaj academic year of 2-13-2014 that a sample of 130 people was selected through convenience sampling. The cognitive emotion regulation questionnaire of Garnefski (2007), multidimensional scale of perceived social support questionnaires of Zimet et al (1988), parental stress scale of Beri and Jones (1995) and parenting styles of Baumrind (1973) were used to collect data. Data were analyzed by path analysis. Results: The results showed that only the effect of social support on parenting styles was not significant (1/21), while parental stress and emotional cognitive regulation strategies have a significant effect on parenting styles(p<0/05). Social support and parental stress also have a significant effect on cognitive emotion regulation strategies (p<0/05). Finally, the mediating role of cognitive emotion regulation strategies in the relationship between social support and paternal stress with parenting styles was accepted. Conclusion: Emotional cognitive regulation strategies is a central component in organizing adapted behavior and preventing maladaptive behaviors that can undermine the negative aspects of parental stress affecting parenting styles and on the other, modulate the effects of social support. 37 48 2018/01/222016/09/262016/10/32017/02/102017/02/18 1395/11/30 2018/01/222017/05/82017/04/72017/08/92017/09/10 1396/6/19 نیلوفر شکیب Niloufar Shakib بیمارستان روانپزشکی روزبه، تهران، ایران ایران Shakib.nill@gmail.co هادی هاشمی رزینی Hadi Hashemi Razini دانشگاه خوارزمی ایران Hadihashemi@khu.ac.ir Cognitive emotion regulation strategies social support parenting Stress parenting styles mothers of children with intellectual disability راهبردهای نظم‌جویی شناختی هیجان حمایت اجتماعی تنیدگی والدینی سبک‌های والدگری مادران کودکان کم‌توان‌ذهنی 1. Shaghaghi F, Kako joibari AA, Salami F. The effect of family Training on mental health of educable mentally retarded children’s parents. 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تأثیر بازی درمانی کودک محور بر احساس خودکارآمدپنداری در تعاملات بین فردی دانش آموزان مبتلا به نشانه های اختلال نافرمانی مقابله ای The Effect of Child-Centered Play Therapy on the Self-Efficacy in Peer Relations among Students with Oppositional Defiant Disorder Symptoms 1 1 زمینه و هدف: با توجه به اهمیت تعاملات بین فردی در تحول اجتماعی دوران کودکی، هدف پژوهش حاضر بررسی تأثیر بازی درمانی کودک محور بر احساس خودکارآمدپنداری در تعاملات بین فردی دانش آموزان مبتلا به نشانه های اختلال نافرمانی مقابله ای بود. روش: روش پژوهش نیمه آزمایشی با طرح پیش آزمون پس آزمون با گروه کنترل بود. جامعه آماری شامل تمامی کودکان 8 تا 12 ساله مبتلا به نافرمانی مقابله ای مراجع کننده به مراکز روان‌پزشکی و روان‌شناختی شهر رشت در بازه زمانی شش ماه اول سال 1396 بود که از میان آنها 30 کودک از طریق نمونه‌گیری در دسترس و بر حسب شرایط ورود به پژوهش انتخاب و به تصادف در دو گروه آزمایش و گواه جای دهی شدند. جهت جمع آوری داده ها از مقیاس درجه بندی اختلال نافرمانی مقابله ای (هومرسن و همکاران، 2006)، مصاحبه بالینی ساختاریافته (انجمن روانپزشکی آمریکا، 2013)، و مقیاس خودکارآمدی کودکان در روابط بین‌فردی با همسالان (ویلر و لد، 1982) استفاده شد. مداخله آموزشی بازی درمانی برای گروه آزمایش در 10 جلسه 60 دقیقه ای با فاصله 3 روز بین جلسات ارائه شد، در حالی که گروه کنترل چنین آموزشی را دریافت نکردند. یافته ها: نتایج آزمون تحلیل کوواریانس تک متغیری یک راهه نشان داد که بازی درمانی کودک محور موجب افزایش خودکارآمدپنداری کودکان مبتلا به اختلال نافرمانی مقابله‌ای در سطح کل و در موقعیت با تعارض در تعاملات بین فردی می‌گردد. نتیجه گیری: بازی درمانی با شیوهای متناسب با سطح تحول کودکان به طور عینی و ملموس، تجربه مهارت آموزی را برای آنها فراهم می کند و این تمرین عملی به طور مستقیم و غیرمستقیم منجر به بهبود خودکارآمدپنداری در تعاملات بین فردی این کودکان میشود. 2 Background and Purpose: Considering the importance of interpersonal interactions in the social development of childhood, the purpose of the present study was to investigate the effect of child-centered play therapy on self-efficacy in peer relations among students with oppositional defiant disorder symptoms. Method: The research method was a semi-experimental design with a pre-test post-test design with control group. The statistical population included all children aged 8 to 12 years with oppositional defiant disorder symptoms that referring to psychiatric and psychological centers of Rasht in the first six months of 2017, among which 30 children were selected through convenient sampling entry, and assigned into two experimental and control groups randomly. To collect data, the scale of rating oppositional defiant disorder symptoms (Homerson & et al, 2006), structured clinical interview (American Psychiatric Association, 2013), and Self-Efficacy in Peer Relations (Wheeler & Led, 1982) were used. Child-centered play therapy intervention was provided to the experimental group in 10 sessions of 60 minutes with intervals of 3 days between sessions, while the control group received no training. Results: The results of one-way covariance analysis showed that child-centered play therapy improves the self-efficacy of children with oppositional defiant disorder symptoms in the overall level and in conflict situations in the interpersonal interactions. Conclusion: Play therapy in a manner consistent with the level of children's development, objectively and tangibly provides them skill learning experience, and this practical exercise directly and indirectly leads to improved self-efficacy in interactive interactions in children. 49 59 2018/01/222016/09/262016/10/32017/02/102017/02/182017/04/14 1396/1/25 2018/01/222017/05/82017/04/72017/08/92017/09/102017/09/19 1396/6/28 عباسعلی حسین خانزاده Abbas Ali HosseinKhanzadeh دانشگاه گیلان ایران Abbaskhanzade@gmail.com Child-centered play therapy self-efficacy peer relations oppositional defiant disorder بازی‌درمانی کودک‌محور خودکارآمدپنداری تعاملات بین‌فردی اختلال نافرمانی مقابله‌ای 1. American Psychiatry Association. Diagnostic and Statistical manual of mental disorder (3th Ed.). Washington, DC: Author; 1980.##2. Blumberg BM. Oppositional Defiant Disorder. Journal of Psychiatry and Psychiatric Disorders. 2017; 1 (4): 199-211. ##3. American Psychiatry Association. Diagnostic and Statistical manual of mental disorder (5th Ed.). Washington, DC: Author; 2013.##4. Krieger FV, Goodman G. Dimensions of oppositionality in a Brazilian community sample: testing the DSM- 5 proposal and etiological links. J Am Acad Child Adolesc Psychiatry. 2013; 52: 389-400.##5. Pardini D, Fite P. Symptoms of conduct disorder, oppositional defiant disorder, attention deficit/ hyperactivity disorder, and callous-unemotional traits as unique predictors of psychosocial maladjustment in boys: Advancing an evidence base for DSM-V. J Am Acad Child Adolesc Psychiatry. 2010; 49: 1134–1144.##6. Matthys W, Lochman JE. Oppositional defiant disorder and conduct disorder in childhood. London: Blackwell Publishing; 2010.##7. Matthys W, De Vries H, Hectors H. Differences between conduct disordered and normal control children in their tendencies to escalate or neutralize conflicts when interacting with normal peers. Child Psychiatry Hum Dev. 1995; 26: 29– 41.##8. Trentacosta CJ, Hyde LW, Shaw DS. Adolescent dispositions for antisocial behavior in context: The roles of neighborhood dangerousness and parental knowledge. J Abnorm Psychol. 2009; 118: 564-575. ##9. Khodayarifard M, Sohrabi F. Clinical psychology of children and adolescents. Tehran: Avaynoor; 2013. [Persian].##10. Birami M, Ebadi Asayesh M. A Comparison of the rate of Oppositional Defiant Disorder(ODD) with Regard to Mothers’ Child Rearing Styles. Journal of Woman and Study of Family. 2009; 1(4): 49-62. [Persian].##11. Skoulos V, Tryon G. Social skills of adolescents in special education who display symptoms of oppositional defiant disorder. Journal of American Secondary Education. 2007; 35(2): 103-115. ##12. Hommersen P, Murray C, Ohan J, Johnston C. Oppositional defiant disorder rating scale: preliminary evidence of reliability and validity. J Emot Behav Disord. 2006; 14: 118-125.##13. Sigurdson JF, Wallander J, Sund AM. Is involvement in school bullying associated with general health and psychosocial adjustment outcomes in adulthood? Child Abuse Negl. 2014; 38: 1607-1617.##14. Locke N, Sayegh L, Weber Ch, Turecki G. Interpersonal self-efficacy, goals, and problems of persistently depressed outpatients: prototypical circumplex profiles and distinctive Subgroups. 2016;1-13. https://doi.org/10.1177/1073191116672330.##15. Gore P. Academic self-efficacy as a predictor of college outcomes: Two incremental validity students. J Career Assess. 2006; 14: 92-115.##16. Davis Sh. Building self-efficacy in peer relations: Evaluation of a school-based intervention. [Degree of Doctor of Psychology in Clinical Psychology]. Faculty of the Graduate Department of Clinical Psychology, George Fox University; 2015.##17. Durlak JA, Weissberg RP, Dymnicki AB, Taylor RD, Schellinger KB. The impact of enhancing students’ social and emotional learning: A meta-analysis of school based universal interventions. Child Dev. 2011; 82(1): 405-432. ##18. Morshed N, Davoodi I, Babamiri M. Effectiveness of group play therapy on symptoms of oppositional defiant among children. Journal of Education and Community Health. 2015;2(3):12-8. [Persian].##19. Palmer E, Pratt J, Goodway K. A Review of play therapy interventions for chronic illness: Applications to childhood Obesity prevention and treatment. International Journal of Play Therapy .2017; 26 (3): 125–137. ##20. Pedro-Carroll J, Reddy L. A preventive play intervention to foster children resilience in the after of divorce. In: Reddy LA, Files-Hall TM, Schaefer CE, editors. Empirically based play interventions for children. Washington, DC: American Psychological Association; 2015.##21. Ray D. Supervision of basic and advanced skills in play therapy. Journal of Professional Counseling: Practice, Theory and Research. 2004; 32 (2):28.##22. Badamian R, Ebrahimi Moghaddam N. The effectiveness of cognitive- behavioral play therapy on flexibility in aggressive children. Journal of Fundamentals of Mental Health. 2017; 19: 133-137. ##23. Landreth GL, Ray DC, Bratton SC. Play therapy in elementary schools. Psychology in the Schools. 2009; 46(3): 9-281.##24. Kottman T, Meany-Walen K. Partners in play: An Adlerian approach to play therapy. Hoboken, NJ: Wiley; 2016.##25. Winburn A, Gilstrap D, Perryman M. Treating the Tiers: Play Therapy Responds to Intervention in the Schools. International Journal of Play Therapy. 2017; 26 (1): 1–11. ##26. Stringaris A, Zavos H, Leibenluft E, Maughan B, Eley TC. Adolescent irritability: Phenotypic associations and genetic links with depressed mood. American Journal Psychiatry. 2012; 169: 47-54.##27. O’Laughlin EM, Hackenburg JL, Riccardi MM. Clinical usefulness of the Oppositional Defiant Disorder Rating Scale (ODDRS). J Emot Behav Disord. 2010; 18: 247-255.##28. Faramarza S, Abedi A, Ghanbari A. Effect of Maternal Communication Model Education On reducing the symptoms of child abuse disorder. Medical Journal of Tabriz University of Medical Sciences.2012; 34(2): 90-96. [Persian].##29. Kheirie M, Shaeiri M. R, Azad Fallah P, Rasulzade Tabatabaei K. Effect of the triple P-positive parenting program on children with oppositional defiant disorder. Journal of Behavioral Sciences. 2009; 3(1): 53-58.##30. Chari H. Comparing perceived self-efficacy in social interaction with peers among a group of male and female students. Quarterly Journal of Psychological Studies.2007; 3(4):87-103. [Persian].##31. Ray D. Child-centered play therapy treatment manual. Denton, TX: Author; 2009.##32. Ehtesham M, Tebyari F. The effectiveness of training game therapy on Improving self-efficacy beliefs and Communication skills of male students in elementary school in Yazd. Third International Conference on Psychology, Educational Sciences and Lifestyle; 2016. [Persian].##33. Bagherizadeh H, Nasab HM, Goudarzvand R. The Effect of Play Therapy on Symptoms of Oppositional Defiant Disorder in Boys Aged 5 to Years Old. International Journal of Learning and Development. 2015; 5(2):48-55.##34. Safary S, Faramarzi S, Abedi A. Effectiveness of cognitive behavioral play therapy on reducing symptoms of students with oppositional defiant disorder. J Clin Psycol. 2013; 4(4):1-11. ##35. Bandura A. Self-Efficacy: The Exercise of Control, H.W.Freeman and Company, New York; 1997.##36. Hanser S, Meissler K, Dvevs R. Kids together: A group play therapy model for children with ADHD symptomology. Journal of Child and Adolescent Group Therapy. 2000; 10 (4): 391-402.##1. American Psychiatry Association. Diagnostic and Statistical manual of mental disorder (3th Ed.). Washington, DC: Author; 1980.##2. Blumberg BM. Oppositional Defiant Disorder. Journal of Psychiatry and Psychiatric Disorders. 2017; 1 (4): 199-211. ##3. American Psychiatry Association. Diagnostic and Statistical manual of mental disorder (5th Ed.). Washington, DC: Author; 2013.##4. Krieger FV, Goodman G. Dimensions of oppositionality in a Brazilian community sample: testing the DSM- 5 proposal and etiological links. J Am Acad Child Adolesc Psychiatry. 2013; 52: 389-400.##5. Pardini D, Fite P. Symptoms of conduct disorder, oppositional defiant disorder, attention deficit/ hyperactivity disorder, and callous-unemotional traits as unique predictors of psychosocial maladjustment in boys: Advancing an evidence base for DSM-V. J Am Acad Child Adolesc Psychiatry. 2010; 49: 1134–1144.##6. Matthys W, Lochman JE. Oppositional defiant disorder and conduct disorder in childhood. London: Blackwell Publishing; 2010.##7. Matthys W, De Vries H, Hectors H. Differences between conduct disordered and normal control children in their tendencies to escalate or neutralize conflicts when interacting with normal peers. Child Psychiatry Hum Dev. 1995; 26: 29– 41.##8. Trentacosta CJ, Hyde LW, Shaw DS. Adolescent dispositions for antisocial behavior in context: The roles of neighborhood dangerousness and parental knowledge. J Abnorm Psychol. 2009; 118: 564-575. ##9. Khodayarifard M, Sohrabi F. Clinical psychology of children and adolescents. Tehran: Avaynoor; 2013. [Persian].##10. Birami M, Ebadi Asayesh M. A Comparison of the rate of Oppositional Defiant Disorder(ODD) with Regard to Mothers’ Child Rearing Styles. Journal of Woman and Study of Family. 2009; 1(4): 49-62. [Persian].##11. Skoulos V, Tryon G. Social skills of adolescents in special education who display symptoms of oppositional defiant disorder. Journal of American Secondary Education. 2007; 35(2): 103-115. ##12. Hommersen P, Murray C, Ohan J, Johnston C. Oppositional defiant disorder rating scale: preliminary evidence of reliability and validity. J Emot Behav Disord. 2006; 14: 118-125.##13. Sigurdson JF, Wallander J, Sund AM. Is involvement in school bullying associated with general health and psychosocial adjustment outcomes in adulthood? Child Abuse Negl. 2014; 38: 1607-1617.##14. Locke N, Sayegh L, Weber Ch, Turecki G. Interpersonal self-efficacy, goals, and problems of persistently depressed outpatients: prototypical circumplex profiles and distinctive Subgroups. 2016;1-13. https://doi.org/10.1177/1073191116672330.##15. Gore P. Academic self-efficacy as a predictor of college outcomes: Two incremental validity students. J Career Assess. 2006; 14: 92-115.##16. Davis Sh. Building self-efficacy in peer relations: Evaluation of a school-based intervention. [Degree of Doctor of Psychology in Clinical Psychology]. Faculty of the Graduate Department of Clinical Psychology, George Fox University; 2015.##17. Durlak JA, Weissberg RP, Dymnicki AB, Taylor RD, Schellinger KB. The impact of enhancing students’ social and emotional learning: A meta-analysis of school based universal interventions. Child Dev. 2011; 82(1): 405-432. ##18. Morshed N, Davoodi I, Babamiri M. Effectiveness of group play therapy on symptoms of oppositional defiant among children. Journal of Education and Community Health. 2015;2(3):12-8. [Persian].##19. Palmer E, Pratt J, Goodway K. A Review of play therapy interventions for chronic illness: Applications to childhood Obesity prevention and treatment. International Journal of Play Therapy .2017; 26 (3): 125–137. ##20. Pedro-Carroll J, Reddy L. A preventive play intervention to foster children resilience in the after of divorce. In: Reddy LA, Files-Hall TM, Schaefer CE, editors. Empirically based play interventions for children. Washington, DC: American Psychological Association; 2015.##21. Ray D. Supervision of basic and advanced skills in play therapy. Journal of Professional Counseling: Practice, Theory and Research. 2004; 32(2):28.##22. Badamian R, Ebrahimi Moghaddam N. The effectiveness of cognitive- behavioral play therapy on flexibility in aggressive children. Journal of Fundamentals of Mental Health. 2017; 19: 133-137. ##23. Landreth GL, Ray DC, Bratton SC. Play therapy in elementary schools. Psychology in the Schools. 2009; 46(3): 9-281.##24. Kottman T, Meany-Walen K. Partners in play: An Adlerian approach to play therapy. Hoboken, NJ: Wiley; 2016.##25. Winburn A, Gilstrap D, Perryman M. Treating the Tiers: Play Therapy Responds to Intervention in the Schools. International Journal of Play Therapy. 2017; 26 (1): 1–11. ##26. Stringaris A, Zavos H, Leibenluft E, Maughan B, Eley TC. Adolescent irritability: Phenotypic associations and genetic links with depressed mood. American Journal Psychiatry. 2012; 169: 47-54.##27. O’Laughlin EM, Hackenburg JL, Riccardi MM. Clinical usefulness of the Oppositional Defiant Disorder Rating Scale (ODDRS). J Emot Behav Disord. 2010; 18: 247-255.##28. Faramarza S, Abedi A, Ghanbari A. Effect of Maternal Communication Model Education On reducing the symptoms of child abuse disorder. Medical Journal of Tabriz University of Medical Sciences.2012; 34(2): 90-96. [Persian].##29. Kheirie M, Shaeiri M. R, Azad Fallah P, Rasulzade Tabatabaei K. Effect of the triple P-positive parenting program on children with oppositional defiant disorder. Journal of Behavioral Sciences. 2009; 3(1): 53-58.##30. Chari H. Comparing perceived self-efficacy in social interaction with peers among a group of male and female students. Quarterly Journal of Psychological Studies.2007; 3(4):87-103. [Persian].##31. Ray D. Child-centered play therapy treatment manual. Denton, TX: Author; 2009.##32. Ehtesham M, Tebyari F. The effectiveness of training game therapy on Improving self-efficacy beliefs and Communication skills of male students in elementary school in Yazd. Third International Conference on Psychology, Educational Sciences and Lifestyle; 2016. [Persian].##33. Bagherizadeh H, Nasab HM, Goudarzvand R. The Effect of Play Therapy on Symptoms of Oppositional Defiant Disorder in Boys Aged 5 to Years Old. International Journal of Learning and Development. 2015; 5(2):48-55.##34. Safary S, Faramarzi S, Abedi A. Effectiveness of cognitive behavioral play therapy on reducing symptoms of students with oppositional defiant disorder. Journal Clinical Psycological. 2013; 4(4):1-11. ##35. Bandura A. Self-Efficacy: The Exercise of Control, H.W.Freeman and Company, NewYork; 1997.##36. Hanser S, Meissler K, Dvevs R. Kids together: A group play therapy model for children with ADHD symptomology. Journal of Child and Adolescent Group Therapy. 2000; 10 (4): 391-402.## ##

تأثیر آموزش مهارت‌های ارتباطی به مادران بر بهبود مشکلات رفتاری کودکان 4 تا 6 سال The Effectiveness of Communication Skills Training to Mothers on Reducing Behavioral Problems in Children 4 to 6 Years Old 1 1 زمینه و هدف: خانواده به عنوان اولین محیط اجتماعی است که در آن شخصیت هر فرد پایه‌گذاری می‌شود و عدم توجه والدین به سالم‌سازی محیط روانی و عاطفی کودک به دلیل نارسایی در مهارت‌های ارتباطی احتمال بروز مشکلات روان‌شناختی و رفتاری را افزایش می‌دهد؛ بنابراین هدف از پژوهش حاضر اثربخشی آموزش مهارت‌های ارتباطی به مادران بر بهبود مشکلات رفتاری کودکان 4 تا 6 سال است. روش: روش پژوهش نیمه آزمایشی با طرح پیش آزمون- پس آزمون و گروه کنترل است. نمونه آماری پژوهش شامل تعداد 30 مادر دارای کودکان با مشکلات رفتاری شهرستان لنجان بود، که به شیوه نمونه‌گیری در دسترس انتخاب شدند. ابزار مورداستفاده پرسشنامه رفتاری راتر کودکان (1967) بوده است. مادران گروه آزمایش تحت 9 جلسه 60 دقیقه‌ای مداخلات درمانی مهارت‌های ارتباطی قرار گرفتند، در حالی بود که گروه کنترل هیچ مداخله‌ای دریافت نکردند. برای تحلیل داده ها از آزمون تحلیل کوواریانس استفاده شد. یافته‌ها: نتایج تحلیل کواریانس یک طرفه نشان داده است که مداخلات مبتنی بر مهارت‌های ارتباطی منجر به کاهش مشکلات رفتاری کودکان مادران گروه آزمایش شده است (0/001<p). نتیجه‌گیری: بر اساس نتایج پژوهش حاضر لازم است به علل زمینه‌ساز مشکلات رفتاری کودکان به ویژه در حوزه خانواده توجه کافی شده و با بکارگیری برنامه‌های تربیتی و آموزشی مناسب با حضور متخصصان مختلف، در جهت جلوگیری از بروز این مشکلات اقدام شود. 2 Background and Purpose: Family is the first social environment in which the personality of each person is founded and the lack of attention of parents to the health of the child's mental and emotional environment due to lack of communication skills increases the likelihood of psychological and behavioral problems. Therefore, the purpose of this study was to investigate the effectiveness of teaching communication skills to mothers on behavioral problems in children aged 4-6 years Method: The research method is semi-experimental with pre-test-post-test design and control group. The sample consisted of 30 mothers with children with behavioral problems in the city of Lanjan who were selected by available sampling method. Children's behavioral questionnaire (Rutter, 1967). The mothers of the experimental group underwent 9 sessions of 60 minutes of communication skills interventions, while the control group did not receive any interventions. For data analysis, covariance analysis was used. Results: The results of one-way covariance analysis have shown that communication-based interventions have reduced the behavioral problems of children in the experimental group (P <0.001). Conclusion: Based on the results of this study, it is necessary to pay attention to the causes of children's behavioral problems, especially in the family, and to apply appropriate educational programs by specialists in order to prevent the occurrence of these problems. 60 68 2018/01/222016/09/262016/10/32017/02/102017/02/182017/04/142016/04/6 1395/1/18 2018/01/222017/05/82017/04/72017/08/92017/09/102017/09/192017/09/11 1396/6/20 زهرا محمدی Zahra Mohammadi دانشگاه آزاد واحد اصفهان (خوراسگان) Leilakarimi1367@gmail.com بیتا هاشمی Bita Hashemi دانشگاه آزاد واحد اصفهان (خوراسگان) شیرین فاضل دهکردی Shirin Fazel-Dehkordi دانشگاه آزاد واحد اصفهان (خوراسگان) Communication skills behavioral problems مهارت‌های ارتباطی مشکلات رفتاری کودکان پیش دبستانی 1. Yar Mohammadian A, Ghaderi Z, Chavoshi far N. The effectiveness of parental skills training on preschool’s children behavioral problems from 4-6 years old; Journal Management System. 2011; 2(6):1-81. [Prsian].##2. 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A dissertation submitted to the graduate school of the University of Massachusetts Amherst in partial fulfillment of the requirements for the Degree of Master of Science. J Appl Dev Psychol. 2013 Nov 1; 34(6). ##8. Esturgo-Deu ME & Sala-Roca J. Disruptive behavior of students in primary education and emotional intelligence. Teach Teach Educ. 2010; 26(5): 830-837. ##9. Wiley AL, Siperstein GN, Forness SR, Brigham FJ. School context and the problem behavior and social skills of students with emotional disturbance. J Child Fam Stud. 2010; 19(3): 451–461. Pandina GJ, Bossie CA, Youssef E, zhu Y, Dunber F. Risperidone improves behavioral symptoms in children with autism in a randomized, double-blind, placebo-controlled. J Autism Dev Disor. 2007; 37(2):367-73. ##10. Kalantari M, Tavasoli H. The Relationship between the parenting styles and behavioral disorders in pre-school children in Isfahan. Journal of Science and Research. 2005; 7(24):367-384. [Persian]. ##11. Douglas, L. G; Karen, C.W. Behavioral family therapy withy conduct disorder children. Behavioral Therapy. 1993; 14(37): 47-53.##12. Mohamadi A , Hajiamini Z, Ebadi A, Fathi-Ashtiani A & Aliasgari M. Effects of communication skills educational intervention of mother of school age children on their children anxiety level. Advances in Nursing & Midwifcery. 2014; 24(85): 1-10. [Persian]. ##13. Sanders, M. Parenting interventions and the prevention of serious mental health problems in children. Medical Journal Australia. 2002; 177(7): 87-92. ##14. Ashrafi M, Monjazi F. The effectiveness of communication skills training in reducing aggression among female high school students. Journal of Researches of cognitive and Behavioral Sciences. 2013; 3(1): 81-98. [Persian]. ##15. Saghati T. The effectiveness of group training based on the colloquial communication analysis in reducing the aggressive behavioral of female students in Rasht city. Khuzestan: MA thesis in counseling course, science and research unit of Khuzestan Islamic Azad University. 2009;152-158. ##16. Rapee M, Thompson S. The effect of situational structure on the social performance of socially anxious and nonanxious participants. J Behav Ther Exp Psychiatry. 2008; 33 (2): 91-102. ##17. Elksnin L.K, Elksnin,N. Teaching Social Skills to Students with Learning and their Parents. Journal of Violence against Women. 2005; 10 (9): 1036-1055. ##18. Delavar A. Research Methods in Psychology and Educational Sciences. Tehran: Virayesh. Publications; 2017, p: 99. [Persian].##19. Rutter MA. Children's Behavior Questionnaire for completion by Teacher. Journal of child psychology and psychiatry.1976; 8(27): 27-35. ##20. Minaei A. Adherence and standardization of the behavioral checklist of Achenbach child, self-report questionnaire and teacher's report form. Research on Exceptional Children, Spring 2006; 19(1): 529-558. [Persian].##21. Sitnikov L, Rohan KJ, Evans M, Mahon JN, Nillni YI. Cognitive predictors and moderators of winter depression treatment outcomes in cognitive behavioral therapy vs. light therapy. Behav Res Ther. 2013; 51(12): 872-881.##22. Leahey TM, Crowther JH, Irwin SR. A Cognitive-Behavioral Mindfulness Group Therapy. Intervention for the Treatment of Binge Eating in Bariatric Surgery Patients. Cogn Behav Pract. 2008; 15(4): 364-375.##23. Li L, Xiong L, ZhangS, Yu Q, Chen M. Cognitive behavioral therapy for irritable bowel syndrome: A meta-analysis. J Psychosom Res. 2014; 77(1): 1-12. ##24. Hedman E, Mortberg E, Hesser H, Clark DM, Lekander M, Andersson E, Ljotsson B. Mediators in psychological treatment of social anxiety disorder: Individual cognitive therapy compared to cognitive behavioral group therapy. Behav Res Ther. 2013; 51(10): 696-705.##25. Hamamci, Z. Integrating psychodrama and cognitive behavioral therapy to treat moderate depression. Arts Psychother. 2006; 33(3): 199-207.##1. Yar mohammadian A, Ghaderi Z, Chavoshi far N. The effectiveness of parental skills training on preschool’s children behavioral problems from 4-6 years old; Journal Management System. 2011; 2(6):1-81. [Prsian].##2. Tozandehjani H, Tavakolizadeh J, Lagzian Z. The effective of parenting Style on self-efficacy and mental health of students; Quarterly of the Horizon of Medical Sciences. 2011; 17(3): 56-64. [Persian].##3. Malekshahi F, Farhadi A. Studying the prevalence of behavioral problems in preschool children in Khorramabad city. Yafte. 2006;3(7):35-37.[Prsian]. ##4. Sanders MR, Woolley ML. The relationship between maternal self-efficacy and parenting practices: Implications for parent training. Child Care Health Dev. 2005 Jan; 31(1): 65-73. ##5. Behpazhooh, A. Families and children with special needs. Tehran: Avayeh Noor; 2012, pp[Prsian]. ##6. Lansford, JE. Parental divorce and children's adjustment. Perspect sychol Sci. 2009 Mar;4(2):140-52. ##7. Tichovolsky MH. Parenting and parent predictors of changes in child behavior problems. A dissertation submitted to the graduate school of the University of Massachusetts Amherst in partial fulfillment of the requirements for the Degree of Master of Science. J Appl Dev Psychol. 2013 Nov 1; 34(6). ##8. Esturgo-Deu ME & Sala-Roca J. Disruptive behavior of students in primary education and emotional intelligence. Teach Teach Educ. 2010; 26(5): 830-837. ##9. Wiley AL, Siperstein GN, Forness SR, Brigham FJ. School context and the problem behavior and social skills of students with emotional disturbance. J Child Fam Stud. 2010; 19(3): 451–461. Pandina GJ, Bossie CA, Youssef E, zhu Y, Dunber F. Risperidone improves behavioral symptoms in children with autism in a randomized, double-blind, placebo-controlled. J Autism Dev Disor. 2007; 37(2):367-73. ##10. Kalantari M, Tavasoli H. The Relationship between the parenting styles and behavioral disorders in pre-school children in Isfahan. Journal of Science and Research. 2005; 7(24):367-384. [Persian]. ##11. Douglas, L. G; Karen, C.W. Behavioral family therapy withy conduct disorder children. Behavioral Therapy. 1993; 14(37): 47-53.##12. Mohamadi A , Hajiamini Z, Ebadi A, Fathi-Ashtiani A & Aliasgari M. Effects of communication skills educational intervention of mother of school age children on their children anxiety level. Advances in Nursing & Midwifcery. 2014; 24(85): 1-10. [Persian]. ##13. Sanders, M. Parenting interventions and the prevention of serious mental health problems in children. Medical J ournal Australia. 2002; 177(7): 87-92. ##14. Ashrafi M, Monjazi F. The effectiveness of communication skills training in reducing aggression among female high school students. Journal of Researches of cognitive and Behavioral Sciences. 2013;3(1): 81-98. [Persian]. ##15. Saghati T. The effectiveness of group training based on the colloquial communication analysis in reducing the aggressive behavioral of female students in Rasht city. Khuzestan: MA thesis in counseling course, science and research unit of Khuzestan Islamic Azad University. 2009;152-158. ##16. Rapee M, Thompson S. The effect of situational structure on the social performance of socially anxious and nonanxious participants. J Behav Ther Exp Psychiatry. 2008; 33 (2): 91-102. ##17. Elksnin L.K, Elksnin,N. Teaching Social Skills to Students with Learning and their Parents. Journal of Violence Against Women. 2005; 10 (9): 1036-1055. ##18. Delavar A. Research Methods in Psychology and Educational Sciences. Tehran: Virayesh. Publications; 2017, p: 99. [Persian].##19. Rutter MA. Children's Behavior Questionnaire for completion by Teacher. Journal of child psychology and psychiatry.1976; 8(27): 27-35. ##20. Minaei A. Adherence and standardization of the behavioral checklist of Achenbach child, self-report questionnaire and teacher's report form. Research on Exceptional Children, Spring 2006; 19(1): 529-558.[Persian].##21. Sitnikov L, Rohan KJ, Evans M, Mahon JN, Nillni YI. Cognitive predictors and moderators of winter depression treatment outcomes in cognitive behavioral therapy vs. light therapy. Behav Res Ther. 2013; 51(12): 872-881.##22. Leahey TM, Crowther JH, Irwin SR. A Cognitive-Behavioral Mindfulness Group Therapy. Intervention for the Treatment of Binge Eating in Bariatric Surgery Patients. Cogn Behav Pract. 2008; 15(4): 364-375.##23. Li L, Xiong L, ZhangS, Yu Q, Chen M. Cognitive behavioral therapy for irritable bowel syndrome: A meta-analysis. J Psychosom Res. 2014; 77(1): 1-12. ##24. Hedman E, Mortberg E, Hesser H, Clark DM, Lekander M, Andersson E, Ljotsson B. Mediators in psychological treatment of social anxiety disorder: Individual cognitive therapy compared to cognitive behavioral group therapy. Behav Res Ther. 2013; 51(10): 696-705.##25. Hamamci, Z. Integrating psychodrama and cognitive behavioral therapy to treat moderate depression. Arts Psychother. 2006; 33(3): 199-207.## ##

مقایسه مشکلات هیجانی- اجتماعی در دانش‌آموزان مبتلا و غیرمبتلا به اختلال‌های یادگیری خواندن و ریاضی Comparison of Emotional-Social Problems in Students with and without Specific Learning Disabilities in Reading and Mathematics 1 1 زمینه و هدف: دانش‌آموزان مبتلا به اختلال‌های یادگیری خاص علاوه بر مشکلات تحصیلی دارای مشکلات هیجانی- اجتماعی نیز هستند. پژوهش حاضر با هدف مقایسه مشکلات هیجانی، ارتباط با همسالان، و رفتار مطلوب اجتماعی در دانش‌آموزان مبتلا به اختلال‌های یادگیری خاص (اختلال خواندن و اختلال ریاضی) و دانش‌آموزان بهنجار صورت گرفت. روش: طرح پژوهش توصیفی و از نوع علی- مقایسه‌ای بود. جامعه آماری شامل تمامی دانش‌آموزان مقطع ابتدایی شهرستان تبریز در سال تحصیلی 95-1394 بود که برای انتخاب نمونه با مراجعه به مرکز اختلال‌های یادگیری شهرستان تبریز، 50 دانش‌آموز مبتلا به اختلال خواندن، 50 دانش‌آموز مبتلا به اختلال در ریاضی، و 50 نفر از میان دانش‌آموزان بهنجار نیز به روش در دسترس به‌عنوان گروه گواه انتخاب شدهاند. برای جمعآوری دادهها، پرسشنامه توانمندی و مشکلات (گودمن، 1997) بر روی گروه‌ها اجرا شد. برای تحلیل داده‌ها نیز از روش تحلیل واریانس چندمتغیره و تحلیل کمترین تفاوت معنادار استفاده شد. یافته‌ها: نتایج نشان داد که مشکلات هیجانی، مشکل در برقراری ارتباط با همسالان، و رفتار مطلوب اجتماعی در ترکیب گروه‌های موردمطالعه تفاوت معناداری دارند (0/001p<) به‌طوری‌که دانش‌آموزان مبتلا به اختلال‌های یادگیری خواندن و ریاضی در مقایسه با دانشآموزان بهنجار از مشکلات هیجانی- اجتماعی بیشتری برخوردارند (0/001p< ). نتیجه‌گیری: با توجه به یافته‌های پژوهش به نظر می‌رسد مشکلات یادگیری مانند اختلال‌های خواندن و ریاضی باعث ایجاد مشکلات دیگری نظیر مشکلات هیجانی و مشکل در تعاملات اجتماعی نیز می‌شود. 2 Background and Purpose: Students with specific learning disabilities, in addition to educational problems, also have emotional-social problems. The purpose of this study was to compare emotional problems, relationship with peers, and prosocial behaviors in students with specific learning disabilities (reading disorder and math disorders) and normal students. Method: The research design was descriptive and causal-comparative. The statistical population consisted of all elementary students of Tabriz city in the academic year of 2015-2016. For the sample selection, from the center for learning disorders in Tabriz, 50 students with reading disorder, 50 students with math disorders, and 50 normal students were selected by the available method. Then the strengths and difficulties questionnaire (Goodman, 1977) were administered on the sample. To analyze of data, multivariate analysis of variance analysis and least significant difference analysis were used. Results: The results showed that there was a significant difference between the groups in terms of emotional problems, difficulty in communicating with peers, and prosocial behaviors (p <0.001) This means that Students with reading and math disorders have more emotional-social problems than normal students (P <0.001). Conclusion: According to research findings, learning problems such as reading disorders and maths may cause other problems, such as emotional problems and problems with social interactions. 69 78 2018/01/222016/09/262016/10/32017/02/102017/02/182017/04/142016/04/62017/04/6 1396/1/17 2018/01/222017/05/82017/04/72017/08/92017/09/102017/09/192017/09/112017/07/9 1396/4/18 منصور بیرامی Mansour Bayrami دانشگاه تبریز Dr.bayrami@yahoo.com تورج هاشمی Touraj Hashemi دانشگاه تبریز tourajhashemi@yahoo.com محمد شادبافی Mohammad Shadbafi دانشگاه تبریز M.shadbafi@gmail.com Dyslexia dyscalculia emotional problems relationship with peers prosocial behavior اختلال خواندن اختلال ریاضی مشکلات هیجانی ارتباط با همسالان رفتار مطلوب اجتماعی 1. Ahadi H, Kakavand A. Learning Disorders (Theory and practice), 5th edition. Tehran: Arasbaran Publishing; 2010. PP: 94-115. [Persian].##2. Gaddes WH. Learning disabilities and brain function: A neuropsychological approach. New York: Springer Science & Business Media; 2013, PP: 391-394.##3. Sadock BJ, Sadock VA. Kaplan and Sadock's synopsis of psychiatry: Behavioral sciences/clinical psychiatry. Philadelphia: Lippincott Williams & Wilkins; 2011, pp: 1181-1183.##4. American Psychiatric Association. Diagnostic and statistical manual of mental disorders (DSM-5®). American Psychiatric Pub; 2013. PP: 66-73.##5. Westendorp M, Hartman E, Houwen S, Smith J, Visscher C. The relationship between gross motor skills and academic achievement in children with learning disabilities. Res Dev Disabil . 2011; 32(6):2773-9.##6. Job JM, Klassen RM. Predicting performance on academic and non-academic tasks: A comparison of adolescents with and without learning disabilities. Contemp Edu Psychol. 2012; 37(2):162-9.##7. Shahim S. Comparison of social skills and behavior problems in two groups of children with and without learning disabilities. Journal of Psychology and Educational Sciences. 2003; 33 (1). [Persian].##8. Bernard S, Turk J. Developing mental health services for children and adolescents with learning disabilities: A toolkit for clinicians. London: RCPsych Publications; 2009. PP: 48-52##9. El-Keshky M, Emam M. Emotional and behavioral difficulties in children referred for learning disabilities from two Arab countries: A cross-cultural examination of the Strengths and Difficulties Questionnaire. Res dev disabil. 2015; 36(1):459-69.##10. Palombo, J. (2001). Learning disorders and disorders of the self in children and adolescents. New York: Norton; 2011, pp: 13.##11. Redley M. Understanding the social exclusion and stalled welfare of citizens with learning disabilities. Disabil Soc. 2009; 24(4): 489-501.##12. Li H, Morris RJ. Assessing fears and related anxieties in children and adolescents with learning disabilities or mild mental retardation. Res Dev Disabil. 2007; 28(5): 445-57.##13. Koulopoulou A. P01-221-Anxiety and depression symptoms in children-comorbidity with learning disabilities. European Psychiatry. 2010; 25(1): 432-433.##14. Mafra H. Development of Learning and Social Skills in Children with Learning Disabilities: An Educational Intervention Program. Soc Behav Sci. 2015; 209 (1): 221-8.##15. Hen M, Goroshit M. Academic procrastination, emotional intelligence, academic self-efficacy, and GPA: A comparison between students with and without learning disabilities. J learn disabil. 2014; 47(2):116-24.##16. Mammarella IC, Ghisi M, Bomba M, Bottesi G, Caviola S, Broggi F, Nacinovich R. Anxiety and depression in children with nonverbal learning disabilities, reading disabilities, or typical development. J learn disabil. 2016; 49(2):130-9.##17. Haddadian F, Majidi A, Maleki H. The effectiveness of self-instruction technique on improvement of reading performance and reduction of anxiety in primary school students with dyslexia. Soc Behav Sci. 2012; 46(1): 66-70.##18. Freilich R, Shechtman Z. The contribution of art therapy to the social, emotional, and academic adjustment of children with learning disabilities. Arts Psychother. 2010; 37(2): 97-105.##19. Long L, MacBlain S, MacBlain M. Supporting students with dyslexia at the secondary level: An emotional model of literacy. J Adolesc Adult Lit. 2007; 51(2):124-34.##20. Wood PM, Kroese BS. Enhancing the emotion recognition skills of individuals with learning disabilities: A review of the literature. J Appl Res Intellect Disabil. 2007; 20(6):576-9. ##21. Henschel S, Roick T. Relationships of mathematics performance, control and value beliefs with cognitive and affective math anxiety. Learn Individ Differ. 2017; 55(1): 97-107.##22. Tyrer F, McGrother CW, Thorp CF, Donaldson M, Bhaumik S, Watson JM, Hollin C. Physical aggression towards others in adults with learning disabilities: prevalence and associated factors. J Intellect Disabil Res. 2006; 50(4):295-304.##23. Wiener J. Do peer relationships foster behavioral adjustment in children with learning disabilities? Learn Disabil Q. 2004; 27(1):21-30.##24. Foo YL, Chow J, Hu CI, Chou W. High Association of Mood Disorders and Learning Disability among Patient with Stuttering. Arch Phys Med Rehabil. 2014; 95(10): 104-5.##25. Sideridis GD. Why are students with LD depressed? A goal orientation model of depression vulnerability. J learn disabil. 2007; 40(6):526-39.##26. Bauminger N, Kimhi-Kind I. Social information processing, security of attachment, and emotion regulation in children with learning disabilities. J learn disabil. 2008; 41(4):315-32.##27. Soleymani E, Zahed BA, Farzaneh J, Setoudeh MB. A. A comparison of alexithymia and the social skills in students with and without learning disorders. J of Learning Disabilities. 2011; 1(1):78-93. [Persian].##28. Estell DB, Jones MH, Pearl R, Van Acker R, Farmer TW, Rodkin PC. Peer groups, popularity, and social preference: Trajectories of social functioning among students with and without learning disabilities. J learn disabil. 2008; 41(1):5-14.##29. Al-Yagon M, Mikulincer M. Socioemotional and academic adjustment among children with learning disorders the mediational role of attachment-based factors. J Spec Educ. 2004; 38(2):111-23.##30. Ghosh SN, Sharma T. Life events stress and chronic pain. Psychol Stud. 2010;55(1):46-51.##31. Auerbach JG, Gross-Tsur V, Manor O, Shalev RS. Emotional and behavioral characteristics over a six-year period in youths with persistent and nonpersistent dyscalculia. J learn disabil. 2008; 41(3):263-73.##32. Bauminger N, Schorr Edelsztein H, Morash J. Social information processing and emotional understanding in children with LD. J learn disabil. 2005; 38(1):45-61.##33. Dodge KA, Coie JD, Lynam D. Aggression and antisocial behavior in youth. Handbook of child psychology. New Jersey: Wiley Publishing; 2006. pp:107-109##34. Rose CA, Espelage DL, Monda-Amaya LE, Shogren KA, Aragon SR. Bullying and middle school students with and without specific learning disabilities: An examination of social-ecological predictors. J learn disabil. 2015; 48(3):239-54.##35. Connolly AJ, Nachtman W, Pritchett EM. Keymath diagnostic arithmetic test. Circle Pines, Minnesota: American guidance service, Incorporated; 1976.##36. Ismail M. Elahe & Hooman, Heydar Ali (2002). Accommodating and standardizing Keymath mathematical test. Tehran: The National Bureau of Education and Training Pub. [Persian].##37. Goodman R. The Strengths and Difficulties Questionnaire: a research note. J Child Psychol Psychiatry. 1997; 38(5):581-6.##38. Ghanizadeh A, Izadpanah A, Abdollahi G. Scale validation of the strengths and difficulties questionnaire in Iranian children. Iran J Psychiatry. 2007; 2(2):65-71. [Persian].##39. Tehrani DM, Shahrivar Z, Pakbaz B, Rezaei A, Ahmadi F, Yafteh H. The Validity of the Persian Version of the Strengths and Difficulties Questionnaire (SDQ). Recent findings in cognitive science. 2006; 39(1):3-4. [Persian].##40. Mikaeli F, Farahani MT. Can the phonological processing model explain reading disability in bilingual students with and without dyslexia? Journal of Exceptional Children. 2006; 6(3):735-68. [Persian].##1. Ahadi H, Kakavand A. Learning Disorders (Theory and practice), 5th edition. Tehran: Arasbaran Publishing; 2010. PP: 94-115. [Persian].##2. Gaddes WH. Learning disabilities and brain function: A neuropsychological approach. New York: Springer Science & Business Media; 2013, PP: 391-394.##3. Sadock BJ, Sadock VA. Kaplan and Sadock's synopsis of psychiatry: Behavioral sciences/clinical psychiatry. Philadelphia: Lippincott Williams & Wilkins; 2011, pp: 1181-1183.##4. American Psychiatric Association. Diagnostic and statistical manual of mental disorders (DSM-5®). American Psychiatric Pub; 2013. PP: 66-73.##5. Westendorp M, Hartman E, Houwen S, Smith J, Visscher C. The relationship between gross motor skills and academic achievement in children with learning disabilities. Res Dev Disabil . 2011; 32(6):2773-9.##6. Job JM, Klassen RM. Predicting performance on academic and non-academic tasks: A comparison of adolescents with and without learning disabilities. Contemp Edu Psychol. 2012; 37(2):162-9.##7. Shahim S. Comparison of social skills and behavior problems in two groups of children with and without learning disabilities. Journal of Psychology and Educational Sciences. 2003; 33 (1). [Persian].##8. Bernard S, Turk J. Developing mental health services for children and adolescents with learning disabilities: A toolkit for clinicians. London: RCPsych Publications; 2009. PP: 48-52##9. El-Keshky M, Emam M. Emotional and behavioral difficulties in children referred for learning disabilities from two Arab countries: A cross-cultural examination of the Strengths and Difficulties Questionnaire. Res dev disabil. 2015; 36(1):459-69.##10. Palombo, J. (2001). Learning disorders and disorders of the self in children and adolescents. New York: Norton; 2011, pp: 13.##11. Redley M. Understanding the social exclusion and stalled welfare of citizens with learning disabilities. Disabil Soc. 2009; 24(4): 489-501.##12. Li H, Morris RJ. Assessing fears and related anxieties in children and adolescents with learning disabilities or mild mental retardation. Res Dev Disabil. 2007; 28(5): 445-57.##13. Koulopoulou A. P01-221-Anxiety and depression symptoms in children-comorbidity with learning disabilities. European Psychiatry. 2010; 25(1): 432-433.##14. Mafra H. Development of Learning and Social Skills in Children with Learning Disabilities: An Educational Intervention Program. Soc Behav Sci. 2015; 209 (1): 221-8.##15. Hen M, Goroshit M. Academic procrastination, emotional intelligence, academic self-efficacy, and GPA: A comparison between students with and without learning disabilities. J learn disabil. 2014; 47(2):116-24.##16. Mammarella IC, Ghisi M, Bomba M, Bottesi G, Caviola S, Broggi F, Nacinovich R. Anxiety and depression in children with nonverbal learning disabilities, reading disabilities, or typical development. J learn disabil. 2016; 49(2):130-9.##17. Haddadian F, Majidi A, Maleki H. The effectiveness of self-instruction technique on improvement of reading performance and reduction of anxiety in primary school students with dyslexia. Soc Behav Sci. 2012; 46(1): 66-70.##18. Freilich R, Shechtman Z. The contribution of art therapy to the social, emotional, and academic adjustment of children with learning disabilities. Arts Psychother. 2010; 37(2): 97-105.##19. Long L, MacBlain S, MacBlain M. Supporting students with dyslexia at the secondary level: An emotional model of literacy. J Adolesc Adult Lit. 2007; 51(2):124-34.##20. Wood PM, Kroese BS. Enhancing the emotion recognition skills of individuals with learning disabilities: A review of the literature. J Appl Res Intellect Disabil. 2007; 20(6):576-9. ##21. Henschel S, Roick T. Relationships of mathematics performance, control and value beliefs with cognitive and affective math anxiety. Learn Individ Differ. 2017; 55(1): 97-107.##22. Tyrer F, McGrother CW, Thorp CF, Donaldson M, Bhaumik S, Watson JM, Hollin C. Physical aggression towards others in adults with learning disabilities: prevalence and associated factors. J Intellect Disabil Res. 2006; 50(4):295-304.##23. Wiener J. Do peer relationships foster behavioral adjustment in children with learning disabilities? Learn Disabil Q. 2004; 27(1):21-30.##24. Foo YL, Chow J, Hu CI, Chou W. High Association of Mood Disorders and Learning Disability among Patient with Stuttering. Arch Phys Med Rehabil. 2014; 95(10): 104-5.##25. Sideridis GD. Why are students with LD depressed? A goal orientation model of depression vulnerability. J learn disabil. 2007; 40(6):526-39.##26. Bauminger N, Kimhi-Kind I. Social information processing, security of attachment, and emotion regulation in children with learning disabilities. J learn disabil. 2008; 41(4):315-32.##27. Soleymani E, Zahed BA, Farzaneh J, Setoudeh MB. A. A comparison of alexithymia and the social skills in students with and without learning disorders. J of Learning Disabilities. 2011; 1(1):78-93. [Persian].##28. Estell DB, Jones MH, Pearl R, Van Acker R, Farmer TW, Rodkin PC. Peer groups, popularity, and social preference: Trajectories of social functioning among students with and without learning disabilities. J learn disabil. 2008; 41(1):5-14.##29. Al-Yagon M, Mikulincer M. Socioemotional and academic adjustment among children with learning disorders the mediational role of attachment-based factors. J Spec Educ. 2004; 38(2):111-23.##30. Ghosh SN, Sharma T. Life events stress and chronic pain. Psychol Stud. 2010;55(1):46-51.##31. Auerbach JG, Gross-Tsur V, Manor O, Shalev RS. Emotional and behavioral characteristics over a six-year period in youths with persistent and nonpersistent dyscalculia. J learn disabil. 2008; 41(3):263-73.##32. Bauminger N, Schorr Edelsztein H, Morash J. Social information processing and emotional understanding in children with LD. J learn disabil. 2005; 38(1):45-61.##33. Dodge KA, Coie JD, Lynam D. Aggression and antisocial behavior in youth. Handbook of child psychology. New Jersey: Wiley Publishing; 2006. pp:107-109##34. Rose CA, Espelage DL, Monda-Amaya LE, Shogren KA, Aragon SR. Bullying and middle school students with and without specific learning disabilities: An examination of social-ecological predictors. J learn disabil. 2015; 48(3):239-54.##35. Connolly AJ, Nachtman W, Pritchett EM. Keymath diagnostic arithmetic test. Circle Pines, Minnesota: American guidance service, Incorporated; 1976.##36. Ismail M. Elahe & Hooman, Heydar Ali (2002). Accommodating and standardizing Keymath mathematical test. Tehran: The National Bureau of Education and Training Pub. [Persian].##37. Goodman R. The Strengths and Difficulties Questionnaire: a research note. J Child Psychol Psychiatry. 1997; 38(5):581-6.##38. Ghanizadeh A, Izadpanah A, Abdollahi G. Scale validation of the strengths and difficulties questionnaire in Iranian children. Iran J Psychiatry. 2007; 2(2):65-71. [Persian].##39. Tehrani DM, Shahrivar Z, Pakbaz B, Rezaei A, Ahmadi F, Yafteh H. The Validity of the Persian Version of the Strengths and Difficulties Questionnaire (SDQ). Recent findings in cognitive science. 2006; 39(1):3-4. [Persian].##40. Mikaeli F, Farahani MT. Can the phonological processing model explain reading disability in bilingual students with and without dyslexia? Journal of Exceptional Children. 2006; 6(3):735-68. [Persian].## ##

مقایسه تنیدگی والدگری و آشفتگی روان‌شناختی مادران کودکان مبتلابه اختلال اوتیسم و تأخیرتحولی Comparison of Parenting Stress and Psychological Distress in Mothers of Children with Autism Disorder and Developmental Delay 1 1 زمینه و هدف: مادران کودکان مبتلابه اختلال اوتیسم با چالش‌هایی مواجه هستند که باعث افزایش تنیدگی و علائم هیجانی در این مادران می‌شود. پژوهش حاضر به‌منظور مطالعه تنیدگی والدگری و آشفتگی روان‌شناختی مادران کودکان مبتلابه اوتیسم و تأخیرتحولی انجام شد. روش‌: طرح پژوهش توصیفی از نوع علی- مقایسه‌ای بود. جامعه آماری شامل تمامی مادران کودکان 11-6 ساله مبتلابه اختلال اوتیسم مراجعه‌کننده به مراکز توان‌بخشی و دانش‌آموزان مدارس با نیازهای ویژه شهر تبریز در سال تحصیلی 94-1393 بود که تعداد 100 نفر از آنها (50 نفر مادر کودک مبتلابه اوتیسم و 50 نفر مادر کودک با تأخیرهای تحولی) با روش نمونه‌گیری در دسترس انتخاب شدند. مقیاس‌های ‌‌رفتار غیرعادی کودکان ‌(1986)، نسخه کوتاه آزمون علائم روانی‌(1973)‌، ‌‌مقیاس کارکرد انطباقی واینلند (1984)،‌ و شاخص تنیدگی والدگری (1967) توسط مادران تکمیل و داده های پژوهش با روش تحلیل کوواریانس چندمتغیره تحلیل ‌شد. یافته‌ها: نتایج به‌دست‌آمده از تحلیل کوواریانس چندمتغیره نشان داد که بین مادران کودکان مبتلابه اوتیسم و کودکان با تأخیرتحولی در هر دو متغیر وابسته تفاوت معنی‌داری وجود دارد (P<0/05). همچنین نتایج نشان داد که میانگین نمرات مادران کودکان مبتلابه اوتیسم به‌طور معناداری بالاتر از نمرات میانگین مادران کودکان با تأخیر تحولی است(P<0/05). نتیجه‌گیری: یافته‌های این پژوهش نشان داد تنیدگی والدگری و آشفتگی روان‌شناختی در بین مادران کودکان مبتلابه اوتیسم در مقایسه با مادران کودکان با تأخیرهای تحولی بیشتر است که احتمالاً ناشی از مشکلات رفتاری زیاد و کارکردهای انطباقی پایین در بین این کودکان است که ضرورت دارد موردتوجه قرار گیرد. 2 Background and Purpose: Mothers of children with autism are faced with challenges that increase stress and emotional symptoms in them. The present study was conducted to study the parental stress and psychological distress of the mothers of children with autism and developmental delay. Method: The research design was descriptive and causal-comparative. The statistical population included all mothers of children aged 6-11 years with autism disorder referring to educational and rehabilitation centers and students with special needs in Tabriz city during the academic year 2014-2015. 100 of Mothers (50 mother of child with autism and 50 mother of child with developmental delay) were selected using convenience sampling method. The aberrant behavior checklist (1986), short form of mental symptoms test (1973), adaptive behavior scale (1984), and parents stress index (1967), completed by mothers. Data were analyzed using multivariate analysis of covariance. Results: The results of multivariate analysis of covariance showed that there is a significant difference between the mothers of children with autism and children with developmental delay in both dependent variables (P<0.05). Also, the results showed that the mean scores of mothers of children with autism were significantly higher than the mean scores of the mothers of children with developmental delay (P < 0.05). Conclusions: The findings of this study showed that parenting stress and psychological distress among mothers of children with autism are more than those with delayed developmental children, which may be due to behavioral problems and low adaptive functions among autistic children, which should be considered. 79 90 2018/01/222016/09/262016/10/32017/02/102017/02/182017/04/142016/04/62017/04/62017/04/26 1396/2/6 2018/01/222017/05/82017/04/72017/08/92017/09/102017/09/192017/09/112017/07/92017/09/16 1396/6/25 سمیه شکری Somayeh Shokri دانشگاه تبریز ایران Sbafrajard@gmail.com زینب خانجانی Zeynab Khanjani دانشگاه تبریز ایران تورج هاشمی Touraj Hashemi دانشگاه تبریز ایران خلیل اسماعیل پور Khalil Esmaeilpuor دانشگاه تبریز ایران Parental stress psychological distress mothers developmental delay autism تنیدگی والدگری آشفتگی روان‌شناختی مادران تأخیر تحولی اوتیسم 1. Baker BL, Blacher J, Crnic KA, Edelbrock C. Behavior problems and parenting stress in families of three-year- old children with and without developmental delays.##2. Rodrigue JR, Morgan SB, Geffken G. Families of autistic children: Psychological functioning of mothers. Journal of clinical child psychology. J Clin Child Psychol. 1990; 19(4): 371-9.##3. Hauser-Cram P, Warfield ME, Shonkoff JP, Krauss MW, Sayer A, Upshur CC, Hodapp RM. Children with disabilities: A longitudinal study of child development and parent well-being. Monogr Soc Res Child Dev.2001; 66(3): 115- 126.##4. Hodapp RM, Ricci LA, Fidler DJ. The effects of the child with Down syndrome on maternal stress. British Journal of Developmental Psychology. Br J Dev Psychol. 2003; 21(1): 137-51.##5. Johnston C, Hessl D, Blasey C, Eliez S, Erba H, Dyer-Friedman J, Glaser B, Reiss AL. Factors associated with parenting stress in mothers of children with fragile X syndrome. J Dev Behav Pediatr. 2003; 24(4): 267-275.##6. Baker B L, Blacher J, Kopp C B, Kraemer B. Parenting children with mental retardation. Int Rev Res Dev Disabil. 1997; 20: 1-45.##7. Turnbull A P, Patterson J M, Behr S K, Murphy D L, Marquis J G, Blue-Banning M J. (eds) Cognitive Coping Families and Disability Baltimore Md. Paul H. Brookes Publishing. 1993., pp: 230-235.##8. Dumas JE, Wolf LC, Fisman SN, Culligan A. Parenting stress, child behavior problems, and dysphoria in parents of children with autism, Down syndrome, behavior disorders, and normal development. Exceptionality Special Education Journal. 1991; 2(2): 97-110.##9.Sarabi Jamab M, Hasanadadi A, Mashhdi A, Asgharinekah M. The effects of Parent education and skill training Program on Stress of mothers of children with autism. Quarterly Journal of Family Research. 2012; 8(3): 261 – 272.##10. Estes A, Munson J, Dawson G, Koehle E, Zhou X H, Abbott R. Parenting stress and psychological functioning among mothers of preschool children with autism and developmental delay. Autism. 2009; 13(4): 375-387.##11. Griffith GM, Hastings RP, Nash S, Hill C. Using matched groups to explore child behavior problems and maternal well-being in children with Down syndrome and autism. J Autism Dev Disord .2010; 40(5): 610-9.##12. Naseef RA, Special Children, Challenged Parents: The Struggles and Rewards of Raising a Child with a Disability. Baltimore: Paul H. Brookes. 2001, pp: 27-45.##13. Schieve LA, Blumberg SJ, Rice C, Visser SN, Boyle C. The relationship between autism and parenting stress. Pediatrics. 2007; 119(1):114-121.##14. Bristol, MM. Schopler, E. A developmental perspective on stress and coping in families of autistic children. In Blacher J, editor Severely handicapped young children and their families. Orlando FL: Academic Press. 1984, pp: 91-141.##15. Sawyer MG, Bittman M, La Greca AM, Crettenden AD, Harchak TF, Martin J. Time demands of caring for children with autism: What are the implications for maternal mental health? J Autism Dev Disord. 2010; 40(5): 620-8.##16. Estes A, Olson E, Sullivan K, Greenson J, Winter J, Dawson G, Munson J. Parenting-related stress and psychological distress in mothers of toddlers with autism spectrum disorders. Brain Dev.2013; 35(2): 133-8.##17. Gray DE, Holden WJ. Psycho-social well-being among the parents of children with autism. Australia and New Zealand. J Dev Disabl.1992; 18(2): 83-93.##18. Lecavalier L, Leone S, Wiltz J. The impact of behavior problems on caregiver stress in young people with autism spectrum disorders. J Intellect Disabil Res.2006; 50(3): 172-183.##19. Tomanik S, Harris G E, Hawkins J. The relationship between behaviors exhibited by children with autism and maternal stress. J Intellect Disabil Res.2004; 29(1): 16- 26.##20. Hastings RP, Johnson E. Stress in UK families conducting intensive home-based behavioral intervention for their young child with autism. J Autism Dev Disord. 2000; 31(3): 327-36.##21. Schieve LA, Boulet SL, Kogan MD, Yeargin-Allsopp M, Boyle CA, Visser SN, Blumberg SJ, Rice C. Parenting aggravation and autism spectrum disorders: 2007 National Survey of Children’s Health. Disabil Health J. 2001; 4(3): 143-52.##22. Baker-Ericzn M J, Brookman-Frazee L, Stahmer A. Stress levels and adaptability in in parents of toddlers with and without autism spectrum disorders. Res Pract Persons Severe Disabl.2005; 30(4): 194-20.##23. Bromley J, Hare D J, Davison K, Emerson E. Mothers supporting children with autistic spectrum disorders social support, mental health status and satisfaction with services. Autism. 2004; 8(4): 409-423.##24. Eisenhower AS, Baker BL, Blacher J. Preschool children with intellectual disability: syndrome specificity, behavior problems, and maternal well‐being. J Intellect Disabil Res. 2005; 49(9): 657-71.##25. Beck A, Daley D, Hastings RP, Stevenson J. Mothers’ expressed emotion towards children with and without intellectual disabilities. J Intellect Disabil Res .2004; 48(7): 628-38.##26. Abbeduto L, Seltzer MM, Shattuck P, Krauss MW, Orsmond G, Murphy MM. Psychological well-being and coping in mothers of youths with autism, down syndrome, or fragile X syndrome. Am J Ment Retard. 2004; 109(3): 237-54.##27. Blacher J, McIntyre LL. Syndrome specificity and behavioral disorders in young adults with intellectual disability: Cultural differences in family impact. J Intellect Disabil Res.2006; 50(3): 184-98.##28. Dumas JE, Wolf LC, Fisman SN, Culligan A. Parenting stress, child behavior problems, and dysphoria in parents of children with autism, Down syndrome, behavior disorders, and normal development. Exceptionality. 1991; 2(2): 97-110.##29. Hastings RP, Brown T. Behavior problems of children with autism, parental self-efficacy, and mental health. Am J Ment Retard. 2002; 107(3): 222-32.##30. Fitzgerald M, Birkbeck G, Matthews P. Maternal burden in families with children with autistic spectrum disorder. Ir J Psychol 2002., 23(1-2): 2-17.##31. Tomanik S, Harris G E, Hawkins J. The relationship between behaviors exhibited by children with autism and maternal stress. J Intellect Dev Disabil. Journal of Intellectual and Developmental Disability. 2004; 29(1): 16- 26.##32. Beck A, Daley D, Hastings R P, Stevenson J. Mothers’ expressed emotion towards children with and without intellectual disabilities. J Intellect Dev Disabil. JIDR. 2004; 48(7): 628-638.##33. Lecavalier L, Leone S, Wiltz J. The impact of behavior problems on caregiver stress in young people with autism spectrum disorders. J Intellect Dev Disabil. JIDR. 2006; 50(3): 172-183.##34. Aman M G. Aberrant Behavior Checklist Current identity and future developments Clin Exp Pharmacol. 2012; 2(3): 2161-1459.##35. Rojahn J, Helsel WJ. The Aberrant Behavior Checklist with children and adolescents with dual diagnosis. J Autism Dev Disord. 1991; 21(1):17-28.##36. Marshburn EC, Aman MG. Factor validity and norms for the Aberrant Behavior Checklist in a community sample of children with mental retardation. J Autism Dev Disord. (1992); 22(3): 357-373.##37. Astora j. Stress or Stress New Century Illness. Dadsetan P. (Persian translator) Third edition. Tehran: Publishing Roshd; 2008, p: 252.##38. Dadsetan P, Ahmadi Azghandi A, Hasanabadi HR. Parenting stress and general health: a research on the relation between parenting stress and general health among housewife- mothers and nurse - mothers with young children. Quarterly Developmental Psychology (Journal of Iranian Psychologists). 2006; 2(7):171 - 184. [Persian].##39. Derogatis L R, Rickles K, Rock A. The SCL-90 and the MMPI A step in the validation of a new self- report scale. Br J Psychiatry Suppl. 1976; 128: 280-289.##40. Najarian B, Davoodi I. Construction and Validation of a Short Form of the SCL-90-R (SCL-25). Journal of Psychology. 2001; 2 (18): 136 -149. [Persian].##41. Sparrow SS, Balla DA, & Cicchetti DV. Vineland adaptive behavior scales: Interview edition, survey form manual. Circle Pines, MN: American Guidance Service. 1985.##42.Carter A S, Volkmar FR, Sparrow SS, Wang JJ, Lord C, Dawson G, Schopler E. The Vineland Adaptive Behavior Scales: supplementary norms for individuals with autism. Journal of autism and developmental disorders. J Autism Dev Disord.1998; 28(4):287-302.##43. Tavakkoli MA, Baghooli H, Ghamat Boland HR, Bolhari J, Birashk B. Standardizing Vineland Adaptive Behavior Scale Among Iranian Population. Iranian Journal of Psychiatry and Clinical Psychology. IJPCP. 2000; 5(4): 27-37. [Persian].##44. Zamyad A, Yasemi Mt, Vaezi SA. Preliminary Standardization of Vineland Adaptive Behavior Scale in Urban and Rural Population of Kerman. Iranian Journal of Psychiatry and Clinical Psychology. IJPCP 1996, 2(4): 44-55. [Persian].##1. Baker BL, Blacher J, Crnic KA, Edelbrock C. Behavior problems and parenting stress in families of three-year- old children with and without developmental delays.##2. Rodrigue JR, Morgan SB, Geffken G. Families of autistic children: Psychological functioning of mothers. Journal of clinical child psychology. J Clin Child Psychol. 1990; 19(4): 371-9.##3. Hauser-Cram P, Warfield ME, Shonkoff JP, Krauss MW, Sayer A, Upshur CC, Hodapp RM. Children with disabilities: A longitudinal study of child development and parent well-being. Monogr Soc Res Child Dev.2001; 66(3): 115- 126.##4. Hodapp RM, Ricci LA, Fidler DJ. The effects of the child with Down syndrome on maternal stress. British Journal of Developmental Psychology. Br J Dev Psychol. 2003; 21(1): 137-51.##5. Johnston C, Hessl D, Blasey C, Eliez S, Erba H, Dyer-Friedman J, Glaser B, Reiss AL. Factors associated with parenting stress in mothers of children with fragile X syndrome. J Dev Behav Pediatr. 2003; 24(4): 267-275.##6. Baker B L, Blacher J, Kopp C B, Kraemer B. Parenting children with mental retardation. Int Rev Res Dev Disabil. 1997; 20: 1-45.##7. Turnbull A P, Patterson J M, Behr S K, Murphy D L, Marquis J G, Blue-Banning M J. (eds) Cognitive Coping Families and Disability Baltimore Md. Paul H. Brookes Publishing. 1993., pp: 230-235.##8. Dumas JE, Wolf LC, Fisman SN, Culligan A. Parenting stress, child behavior problems, and dysphoria in parents of children with autism, Down syndrome, behavior disorders, and normal development. Exceptionality Special Education Journal. 1991; 2(2): 97-110.##9.Sarabi Jamab M, Hasanadadi A, Mashhdi A, Asgharinekah M. The effects of Parent education and skill training Program on Stress of mothers of children with autism. Quarterly Journal of Family Research. 2012; 8(3): 261 – 272.##10. Estes A, Munson J, Dawson G, Koehle E, Zhou X H, Abbott R. Parenting stress and psychological functioning among mothers of preschool children with autism and developmental delay. Autism. 2009; 13(4): 375-387.##11. Griffith GM, Hastings RP, Nash S, Hill C. Using matched groups to explore child behavior problems and maternal well-being in children with Down syndrome and autism. J Autism Dev Disord .2010; 40(5): 610-9.##12. Naseef RA, Special Children, Challenged Parents: The Struggles and Rewards of Raising a Child with a Disability. Baltimore: Paul H. Brookes. 2001, pp: 27-45.##13. Schieve LA, Blumberg SJ, Rice C, Visser SN, Boyle C. The relationship between autism and parenting stress. Pediatrics. 2007; 119(1):114-121.##14. Bristol, MM. Schopler, E. A developmental perspective on stress and coping in families of autistic children. In Blacher J, editor Severely handicapped young children and their families. Orlando FL: Academic Press. 1984, pp: 91-141.##15. Sawyer MG, Bittman M, La Greca AM, Crettenden AD, Harchak TF, Martin J. Time demands of caring for children with autism: What are the implications for maternal mental health? J Autism Dev Disord. 2010; 40(5): 620-8.##16. Estes A, Olson E, Sullivan K, Greenson J, Winter J, Dawson G, Munson J. Parenting-related stress and psychological distress in mothers of toddlers with autism spectrum disorders. Brain Dev.2013; 35(2): 133-8.##17. Gray DE, Holden WJ. Psycho-social well-being among the parents of children with autism. Australia and New Zealand. J Dev Disabl.1992; 18(2): 83-93.##18. Lecavalier L, Leone S, Wiltz J. The impact of behavior problems on caregiver stress in young people with autism spectrum disorders. J Intellect Disabil Res.2006; 50(3): 172-183.##19. Tomanik S, Harris G E, Hawkins J. The relationship between behaviors exhibited by children with autism and maternal stress. J Intellect Disabil Res.2004; 29(1): 16- 26.##20. Hastings RP, Johnson E. Stress in UK families conducting intensive home-based behavioral intervention for their young child with autism. J Autism Dev Disord. 2000; 31(3): 327-36.##21. Schieve LA, Boulet SL, Kogan MD, Yeargin-Allsopp M, Boyle CA, Visser SN, Blumberg SJ, Rice C. Parenting aggravation and autism spectrum disorders: 2007 National Survey of Children’s Health. Disabil Health J. 2001; 4(3): 143-52.##22. Baker-Ericzn M J, Brookman-Frazee L, Stahmer A. Stress levels and adaptability in in parents of toddlers with and without autism spectrum disorders. Res Pract Persons Severe Disabl.2005; 30(4): 194-20.##23. Bromley J, Hare D J, Davison K, Emerson E. Mothers supporting children with autistic spectrum disorders social support, mental health status and satisfaction with services. Autism. 2004; 8(4): 409-423.##24. Eisenhower AS, Baker BL, Blacher J. Preschool children with intellectual disability: syndrome specificity, behavior problems, and maternal well‐being. J Intellect Disabil Res. 2005; 49(9): 657-71.##25. Beck A, Daley D, Hastings RP, Stevenson J. Mothers’ expressed emotion towards children with and without intellectual disabilities. J Intellect Disabil Res .2004; 48(7): 628-38.##26. Abbeduto L, Seltzer MM, Shattuck P, Krauss MW, Orsmond G, Murphy MM. Psychological well-being and coping in mothers of youths with autism, down syndrome, or fragile X syndrome. Am J Ment Retard. 2004; 109(3): 237-54.##27. Blacher J, McIntyre LL. Syndrome specificity and behavioral disorders in young adults with intellectual disability: Cultural differences in family impact. J Intellect Disabil Res.2006; 50(3): 184-98.##28. Dumas JE, Wolf LC, Fisman SN, Culligan A. Parenting stress, child behavior problems, and dysphoria in parents of children with autism, Down syndrome, behavior disorders, and normal development. Exceptionality. 1991; 2(2): 97-110.##29. Hastings RP, Brown T. Behavior problems of children with autism, parental self-efficacy, and mental health. Am J Ment Retard. 2002; 107(3): 222-32.##30. Fitzgerald M, Birkbeck G, Matthews P. Maternal burden in families with children with autistic spectrum disorder. Ir J Psychol 2002., 23(1-2): 2-17.##31. Tomanik S, Harris G E, Hawkins J. The relationship between behaviors exhibited by children with autism and maternal stress. J Intellect Dev Disabil. Journal of Intellectual and Developmental Disability. 2004; 29(1): 16- 26.##32. Beck A, Daley D, Hastings R P, Stevenson J. Mothers’ expressed emotion towards children with and without intellectual disabilities. J Intellect Dev Disabil. JIDR. 2004; 48(7): 628-638.##33. Lecavalier L, Leone S, Wiltz J. The impact of behavior problems on caregiver stress in young people with autism spectrum disorders. J Intellect Dev Disabil. JIDR. 2006; 50(3): 172-183.##34. Aman M G. Aberrant Behavior Checklist Current identity and future developments Clin Exp Pharmacol. 2012; 2(3): 2161-1459.##35. Rojahn J, Helsel WJ. The Aberrant Behavior Checklist with children and adolescents with dual diagnosis. J Autism Dev Disord. 1991; 21(1):17-28.##36. Marshburn EC, Aman MG. Factor validity and norms for the Aberrant Behavior Checklist in a community sample of children with mental retardation. J Autism Dev Disord. (1992); 22(3): 357-373.##37. Astora j. Stress or Stress New Century Illness. Dadsetan P. (Persian translator) Third edition. Tehran: Publishing Roshd; 2008, p: 252.##38. Dadsetan P, Ahmadi Azghandi A, Hasanabadi HR. Parenting stress and general health: a research on the relation between parenting stress and general health among housewife- mothers and nurse - mothers with young children. Quarterly Developmental Psychology (Journal of Iranian Psychologists). 2006; 2(7):171 - 184. [Persian].##39. Derogatis L R, Rickles K, Rock A. The SCL-90 and the MMPI A step in the validation of a new self- report scale. Br J Psychiatry Suppl. 1976; 128: 280-289.##40. Najarian B, Davoodi I. Construction and Validation of a Short Form of the SCL-90-R (SCL-25). Journal of Psychology. 2001; 2 (18): 136 -149. [Persian].##41. Sparrow SS, Balla DA, & Cicchetti DV. Vineland adaptive behavior scales: Interview edition, survey form manual. Circle Pines, MN: American Guidance Service. 1985.##42.Carter A S, Volkmar FR, Sparrow SS, Wang JJ, Lord C, Dawson G, Schopler E. The Vineland Adaptive Behavior Scales: supplementary norms for individuals with autism. Journal of autism and developmental disorders. J Autism Dev Disord.1998; 28(4):287-302.##43. Tavakkoli MA, Baghooli H, Ghamat Boland HR, Bolhari J, Birashk B. Standardizing Vineland Adaptive Behavior Scale Among Iranian Population. Iranian Journal of Psychiatry and Clinical Psychology. IJPCP. 2000; 5(4): 27-37. [Persian].##44. Zamyad A, Yasemi Mt, Vaezi SA. Preliminary Standardization of Vineland Adaptive Behavior Scale in Urban and Rural Population of Kerman. Iranian Journal of Psychiatry and Clinical Psychology. IJPCP 1996, 2(4): 44-55. [Persian].## ##

تأثیر درمان مبتنی بر پذیرش و تعهد بر انعطاف‌پذیری روان‌شناختی کودکان مبتلا به اختلال وسواس بی‌اختیاری The Effectiveness of Acceptance and Commitment Therapy on Psychological Flexibility in Children with Obsessive-Compulsive Disorder 1 1 زمینه و هدف: اختلال وسواس بی‌اختیاری در کودکان و نوجوانان، نه‌تنها عملکرد شناختی، اجتماعی و تحصیلی آنها را تحتتأثیر قرار داده، بلکه نظام خانواده این افراد را نیز متأثر می‌سازد؛ بنابراین هدف این پژوهش بررسی تأثیر درمان مبتنی بر پذیرش و تعهد بر انعطاف‌پذیری روان‌شناختی کودکان مبتلا به اختلال وسواس بی‌اختیاری بود. روش: در این پژوهش از روش پژوهش مورد منفرد با طرح A-B استفاده شد. چهار کودک 12-7 سال بر اساس روش نمونهگیری هدفمند انتخاب شدند. شرکتکنندگان پژوهش قبل از اجرای مداخله به پرسشنامه وسواس بی‌اختیاری کودکان (گودمن و همکاران، 1986) و پرسشنامه اجتناب و آمیختگی (گریگو و همکاران، 2005) به عنوان ابزارهای پژوهش پاسخ دادند. سپس شرکت‌کنندگان پس از 4 جلسه خط پایه، 9 جلسه تحت درمان مبتنی بر پذیرش و تعهد قرار گرفتند که 3 جلسه اول مداخله متعلق به والدینشان بود. آزمون پیگیری 40 روز پس از درمان انجام شد. یافته‌های این پژوهش بر اساس تحلیل دیداری و شاخص‌های آمار توصیفی مورد تجزیه و تحلیل قرار گرفت. یافته‌ها: بر اساس تحلیل دیداری نمودار داده‌ها، درمان مبتنی بر پذیرش و تعهد در مورد هر چهار آزمودنی اثربخش بود (درصد غیرهمپوشی نقاط موقعیت آزمایشی خط پایه و مداخله 75 درصد، 75 درصد، 100 درصد و 75 درصد برای آزمودنی‌های شماره یک، دو، سه و چهار). نتیجه‌گیری: نتایج حاصل از پژوهش حاکی از سودمندی درمان مبتنی بر پذیرش و تعهد بر انعطاف‌پذیری روان‌شناختی کودکان با اختلال وسواس بی‌اختیاری بود که بر این اساس می‌توان از این روش در جهت افزایش سلامت روان‌شناختی این کودکان بهره برد. 2 Background and Purpose: Obsessive-compulsive disorder in children and adolescents not only affects their cognitive, social and educational functions, but also affects the family system of these individuals. Therefore, the purpose of this study was to investigate the effect of acceptance and commitment therapy on the psychological flexibility of children with obsessive-compulsive disorder. Method: In this study, a single case method with A-B design was used. Four children aged 7-12 years were selected using purposeful sampling. The children’s obsessive compulsive disorder questionnaire (Goodman et.al, 1986) and avoidance and fusion questionnaire (Grigo et.al, 2005) were used to collect data. After the 4 sessions of the baseline, the participants received 9 sessions of acceptance and commitment treatment, the first 3 sessions were for their parents. The follow-up test was performed 40 days after treatment. The findings of this study were analyzed based on visual analysis and descriptive statistics indexes. Results: Based on the visual analysis of the data chart, acceptance and commitment treatment was effective for all four subjects (percentage of non-overlap of points of two experimental situations of base line and intervention 775%, 75%, 100% and 75% for subjects 1, 2, 3, and 4. Conclusion: The results of the study indicated the beneficial effects of acceptance and commitment therapy on the psychological flexibility of children with obsessive-compulsive disorder, which can be used to increase the psychological health of these children. 91 106 2018/01/222016/09/262016/10/32017/02/102017/02/182017/04/142016/04/62017/04/62017/04/262017/04/10 1396/1/21 2018/01/222017/05/82017/04/72017/08/92017/09/102017/09/192017/09/112017/07/92017/09/162017/08/20 1396/5/29 پری ناز طیبی نایینی Parinaz Tayebi Naieni دانشگاه خوارزمی ایران Parinaz_tn@yahoo.com شهرام محمدخانی Shahram Mohammad-Khani دانشگاه خوارزمی ایران sh.mohammadkhani@gmail.com مهدی اکبری Mehdi Akbari دانشگاه خوارزمی ایران akbari.psy@gmail.com محمدرضا عابدی Mohamadreza Abedi دانشگاه اصفهان ایران Dr.Mr.Abedi@gmail.com Acceptance and commitment therapy psychological flexibility obsessive-compulsive disorder درمان مبتنی بر پذیرش و تعهد انعطاف‌پذیری روان‌شناختی اختلال وسواس بی‌اختیاری 1. Ganji H. Abnormal psycholigy; DSM-5. Tehran: Savalan.2014; pp: 321-322 [Persian].##2. Izadi R, Abedi MR. Alleviation of obsessive symptoms in treatment-resistant obsessive-compulsive disorder using acceptance and commitment-based therapy. Feyz. 2013; 17(3): 275-286. [Persian].##3. Rapoport J, Inoff-Germain G, Weissman MM, Greenwald S, Narrow WE, Jensen PS, et al. Childhood obsessive compulsive disorder in the NIMH MECA Study: Parent versus child identification of cases. J Anxiety Disord. 2000; 14(6): 535-548.##4. Heyman I, Fombonne E, Simmons H, Ford T, Meltzer H, Goodman R. Prevalence of obsessive-compulsive disorder in the British nationwide survey of child mental health. Int Rev Psychiatry. 2003; 15(1-2): 178-184.##5. Waite P, Wiliams T. obsessive-compulsive disorder cognitive behaviour therapy with children and young people. Mohammadkhani SH, Darharj M, Ayatmehr F. first edition. Tehran: Almas Alborz (Persian translator), 2014; pp: 174-175. [Persian]. ##6. Piacentini J, Bergman RL, Jacobs C, McCracken JT, Kretchman J. Open trial of cognitive behavior therapy for childhood obsessive-compulsive disorder. J Anxiety Disord. 2002;16(2): pp: 207-219.##7. March JS. Cognitive-behavioral psychotherapy for children and adolescents with OCD: A review and recommendations for treatment. J Am Acad Child & Adolesc Psychiat. 1995; 34(1): 7-18.##8. Stewart SE, Geller DA, Jenike M, Pauls D, Shaw D, Mullin B, et al. Long-term outcome of pediatric obsessive-compulsive disorder: A meta-analysis and qualitative review of the literature. Acta Psychiatr Scand. 2004; 110(1): 4-13.##9. Barrett PM, Farrell L, Pina AA, Peris TS, Piacentini J. Evidence based psychosocial treatments for child and adolescent obsessive-compulsive disorder. J Clin Child & Adolesc Psychol. 2008; 37(1): 131-155.##10. Armstrong BA. Acceptance and Commitment Therapy for Adolescent Obsessive-Compulsive Disorder. [doctoral dissertation]. Faculty of Psychology [Logan, USA]:2011, pp: 121-124.##11. Hayes SC, Masuda A, Bissett R, Luoma J, Guerrero LF. DBT, FAP, and ACT: How empirically oriented are the new behavior therapy technologies. Behav Therap. 2004; 35(1): 35–54.##12. Tolin DF. Alphabet soup: ERP, CT and ACT for OCD. Cogn Behav Pract. 2009; 16(1): 40-48.##13. Swain J, Hancock K, Dixon A, Bowman J. Acceptance and commitment therapy for children: A systematic review of intervention studies. J Contextual Behav Sci.2015; 4(2): 73-85. ##14. Yardley J. Treatment of pediatric obsessive-compulsive disorder: utilizing parent-facilitated acceptance and commitment therapy. [doctoral dissertation]. [Logan, USA]: Faculty of Psychology, Utah State University; 2012, pp: 74-77.##15. Hayes SC, Luoma JB, Bond FW, Masuda A, Lillis J. Acceptance and commitment therapy: Model, processes and outcomes. Behav Res Therap. 2006; 44(1): 1-25.##16. Marcks BA, Woods DW. Role of thought-related beliefs and coping strategies in the escalation of intrusive thoughts: An analog to obsessive–compulsive disorder. Behav Res Therap. 2007;45(11): 2640-2651.##17. Masuda A, Hayes SC, Twohig MP, Drossel C, Lillis J, Washio Y. A parametric study of cognitive defusion and the believability and discomfort of negative self-relevant thoughts. Behav Modific. 2009; 33(2): 250-262.##18. Arch JJ, Craske MG. Mechanisms of mindfulness: Emotion regulation following a focused breathing induction. Behav Res Therap. 2006; 44(12): 1849-1858.##19. Dahl J, Wilson KG, Nilsson A. Acceptance and commitment therapy and the treatment of persons at risk for long-term disability resulting from stress and pain symptoms: A preliminary randomized trial. Behav Therap. 2004; 35(4): 785-801.##20. Forman EM, Herbert JD. New directions in cognitive behavior therapy: acceptance based therapies. In: O'Donohue WT, Fisher, JE, editors. Cognitive behavior therapy: applying empirically supported techniques in your practice. 2nd ed. Hoboken, NJ: John Wiley & Sons; 2009, pp: 263-268.##21. Wersebe H, Lieb R, Meyer AH, Hoyer J, Wittchen H, Andrew T. Changes of valued behaviors and functioning during an acceptance and commitment therapy intervention. J Contextual Behav Sci. 2017; 6(1): 63-70.##22. Eilenberg T, Hoffmann D, Jensen JS, Frostholm L. Intervening variables in group-based acceptance & commitment therapy for severe health anxiety. Behav res and ther. 2017; 92: 24–31.##23. Yu L, Norton S, McCracken LM. Change in self-as-context (perspective-taking) occurs in acceptance and commitment therapy for people with chronic pain and is associated with improved functioning. J pain. 2017; 18(6): 664-672.##24. Gall M, Borg W, Gall J. Educational Research an Introduction. Nasr A, Oreizy H, Abolghasemi M, Pakseresht M, Kiamanesh A, Bagheri Kh, et al. (Persian translator). Tehran: Samt; 2007, pp: 179-180. ##25. Gast DL. Single subject research methodology in behavioral sciences. (Persian translator). H. Farahani H, Abedi A, Aghamohammadi S, Kazemi Z. first edition. Tehran: Danjeh., 2012. PP: 156-157 [Persian].##26. Rajezi Esfahani SR, Motaghipour Y, Kamkari K, Zahiredin A, Janbozorgi M. Reliability and validity of the persian version of the yale-brown obsessive-compulsive scale (Y-BOCS). Iran Journal Psychiatry and Clinical Psychology. 2012; 17)4(: 297-303. [Persian].##27. Stewart SE, Ceranoglu TA, O’Hanley T, Geller DA. Performance of clinician versus self-report measures to identify obsessive-compulsive disorder in children and adolescents. J Child Adolesc Psychopharmacol. 2005; 15(6): 956-963.##28. Greco LA, Murrell AR, Coyne LW. Avoidance and Fusion Questionnaire for Youth. Available from L. A. Greco at Department of Psychology, University of Missouri, St. Louis, and online at www.contextualpsychology.org.2005.##29. Greco LA, Lambert W, Baer RA. Psychological inflexibility in childhood and adolescence: Development and evaluation of the avoidance and fusion questionnaire for youth. Psychol Assess. 2008; 20 (2): 93-102.##30. Westrup D. Advanced Acceptance and commitment therapy: the experienced practitioner’s guide to optimizing delivery. Oakland, CA: New Harbinger; 2014, pp: 67-70.##31. Izadi R, Abedi M. Acceptance and Commitment Therapy. Tehran: Jungle; 2012, pp: 124. [Persian]. ##32. Orsillo MS, Roemer L. Acceptance and mindfulness-based approaches to anxiety conceptualization and treatment. New York: Springer; 2005, pp: 99-101.##33. Twohig MP, Hayes SC, Plumb JC, Pruitt LD, Collins AB, Hazlett-Stevens H, et ol. A randomized clinical trial of acceptance and commitment therapy versus. progressive relaxation training for obsessive compulsive disorder. J Consul Clin Psychol. 2010; 78(8): 705–716.## ##

تأثیر تقویت آگاهی واجی بر بهبود خواندن و حرمت خود دانش‌آموزان مبتلا به نارساخوانی Effect of Phonological Awareness on Improving Reading and Self-esteem of Students with Dyslexia 1 1 زمینه و هدف: از آنجایی که دانش آموزان نارساخوان در آگاهی واجی مشکل دارند و از حرمت خود پایین‌تری برخوردارند، هدف پژوهش حاضر بررسی تأثیر تقویت آگاهی واجی بر بهبود خواندن و حرمت خود دانش‌آموزان نارساخوان بود. روش: روش پژوهش نیمه آزمایشی با طرح پیش آزمون- پس آزمون با گروه گواه بود. جامعه آماری تمامی دانش آموزان نارساخوان مراجعه کننده به مرکز اختلال‌های یادگیری شکوفای شهر گرگان بود که 30 نفر از آنها به صورت در دسترس انتخاب و به‌طور مساوی در دو گروه آزمایش و گواه جای دهی شدند. ابزار پژوهش، آزمون خواندن نما (کرمینوری و مرادی، 1387) و مقیاس حرمت خود پپ (1999) بود. گروه آزمایش 8 جلسه 60 دقیقه ای، آگاهی واجی را به صورت گروهی آموزش دیدند. داده ها با استفاده از تحلیل کوواریانس مورد تجزیه و تحلیل قرار گرفتند. یافته ها: نتایج پژوهش نشان داد آموزش آگاهی واجی بر خواندن واژه‌ها، درک واژه‌ها، تشخیص واژه‌های هم قافیه، حذف آواها و خواندن شبه واژه‌ها تأثیر معناداری داشته و باعث افزایش مهارت خواندن در دانش‌آموزان نارساخوان می گردد. همچنین این آموزش حرمت خود دانش آموزان نارساخوان را به طور معناداری افزایش داده است (0/01> P). نتیجه گیری: بر اساس نتایج پژوهش حاضر می توان نتیجه گرفت آموزش آگاهی واج شناختی در بهبود مهارت‌های خواندن، کیفیت آموزشی و افزایش احساس مثبت تحصیلی دانش‌آموزان با نارساخوانی تأثیر معناداری دارد. 2 Background and Purpose: Since students with dyslexia have difficulty phonological awareness and have lower self-esteem, the purpose of this study was to investigate the effect of phonological awareness on improving reading and self-esteem among these students. Method: The research method was semi-experimental with pre-test-post-test design and control group. The statistical population consisted of all dyslexic students who referred to the center of learning disorder in the city of Gorgan, 30 of whom were selected by convenience sampling and were equally placed in two experimental and control groups. The research tools are Nama reading test (Koromi Nouri & Moradi, 2008) and self-esteem inventory (Pop, 1999). The experimental group was trained phonological awareness for 8 sessions of 60 minutes, while the control group did not receive such training. Data were analyzed using covariance analysis Results: The results of this study showed that phonological awareness training has a significant effect on reading words, understanding words, recognizing rhyme, deleting vocals, and reading pseudo-words, and increasing reading skills in dyslexic students. Also, this training significantly increased the self-esteem of students with dyslexia (p<0.01). Conclusion: Based on the results of this study, it can be concluded that phonological awareness training has a significant effect on improving reading skills, educational quality and increasing academic positive feeling of dyslexia. 107 118 2018/01/222016/09/262016/10/32017/02/102017/02/182017/04/142016/04/62017/04/62017/04/262017/04/102017/04/25 1396/2/5 2018/01/222017/05/82017/04/72017/08/92017/09/102017/09/192017/09/112017/07/92017/09/162017/08/202017/09/19 1396/6/28 محمد مشکانی Mohammad Moshkani دانشگاه آزاد اسلامی واحد گرگان ایران Moshkani.moh@gmail.com ادریس نوری Edris Nuori آموزش و پرورش استثنایی استان گلستان ایران edresnouri@gmail.com مریم لطفی Maryam Lotfi آموزش و پرورش استثنایی استان گلستان ایران m.lotfie8115@gmail.com قربان عبادی نیا Ghorban Ebadinya آموزش و پرورش استثنایی استان گلستان ایران moshkani_moh@yahoo.com Phonological awareness dyslexia self-esteem آگاهی واجی نارساخوان حرمت خود 1. Layes S, Lalonde R, Mecheri S, Rebaï M. Phonological and cognitive reading related skills as predictors of word reading and reading comprehension among Arabic dyslexic children. Psychology. 2015; 6(1): 20-38.##2. Ziegler JC, Perry C, Ma-Wyatt A, Ladner D, Schulte-Körne G. Developmental dyslexia in different languages: Language-specific or universal?. J Exp child psychol. 2003; 86(3): 169-193.##3. Tressoldi PE, Lorusso ML, Brenbati F, Donini R. Fluency remediation in dyslexic children: does age make a difference? Dyslexia. 2008; 14(2): 142-152.##4. Elbeheri G, Everatt J. Literacy ability and phonological processing skills amongst dyslexic and non-dyslexic speakers of Arabic. Reading and writing. 2007; 20(3): 273-94.##5. Abu-Rabia S, Abu-Rahmoun N. The role of phonology and morphology in the development of basic reading skills of dyslexic and normal native Arabic readers. Creative Education. 2012; 3(7): 1259-1268.##6. Taha H. Investigating cognitive processes underlying reading in arabic: Evidence from Typical and poor reading performance. Psychology. 2013; 4(12): 1018-1026.##7. Eissa MA. The effectiveness of a phonological awareness training intervention on pre-reading skills of children with mental retardation. International Journal of Psycho-Educational Sciences. 2013; 2(2): 12-22.##8. Layton L, Deeny K. Sound practice: phonological awareness in the classroom. New York: Routledge. 2013, pp: 83-94.##9. Gillon, GT. Phonological awareness: from research to practice. New York: Guilford Press. 2004, pp: 1-60.##10. Shakouri M, Movallali G, Arefi M, Taheri M. The effect of Cued Speech teaching on raising phonological awareness in children with educable intellectual disability. Journal of Disability study. 2014; 3(3): 50-60. [Persian].##11. Solleimani Z, Dastjerdi Kazemi M. Validity and reliability of the phonological awareness ##12. test. Journal psychology. 2005; 9(1): 82-100 .[Persian].##13. Metsala JL, Ehri LC, editors. Word recognition in beginning literacy. New York: Routledge. 2013, pp: 137-410.##14. Rüsseler J, Gerth I, Münte TF. Implicit learning is intact in adult developmental dyslexic readers: Evidence from the serial reaction time task and artificial grammar learning. J Clin Exp Neuropsychol. 2006; 28(5): 808-827.##15. Treutlein A, Zöller I, Roos J, Schöler H. Effects of phonological awareness training on reading achievement. Writ Lang Lit. 2008; 11(2): 147-166.##16. Suggate SP. A meta-analysis of the long-term effects of phonemic awareness, phonics, fluency, and reading comprehension interventions. J learn disabil. 2016; 49(1): 77-96.##17. Makhoul B. Moving beyond phonological awareness: the role of phonological awareness skills in arabic reading development. J psycholinguistic resh. 2016; 46(2): 469-480.##18. Barbosa T, Miranda MC, Santos RF, Bueno OF. 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Self-esteem at school and self-handicapping in childhood: comparison of groups with learning disabilities. Psychol rep. 2012; 111(3): 952-962.##24. Trautwein U, Lüdtke O, Köller O, Baumert J. Self-esteem, academic self-concept, and achievement: how the learning environment moderates the dynamics of self-concept. J perssoc psychol. 2006; 90(2): 334-349.##25. Crocker J, Wolfe CT. Contingencies of self-worth. Psychol rev. 2001; 108(3): 593-623.##26. Narimani M, Einy S, Tagavy R. Classroom behavior pattern and academic self-handicapping in students with specific learning disabilities. Journal of Child Mental Health. 2016; 3(3): 3-11. [Persian].##27. Brabcova D, Zarubova J, Kohout J, Jošt J, Kršek P. Effect of learning disabilities on academic self-concept in children with epilepsy and on their quality of life. Res Dev disabi. 2015; 45(2): 120-128.##28. Fuhrmann P, Equit M, Schmidt K, von Gontard A. 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شیوع اختلال‌های روان‎شناختی در مراقبان کودکان با کم توانی های ذهنی و معلولیت های حرکتی در استان همدان Prevalence of Psychological Disorders among Caregivers of Children with Intellectual Disabilities and Motor Disabilities in Hamadan 1 1 زمینه و هدف: شیوع اختلال‌های روانی نقش مهمی در شناخت وضعیت موجود بهداشت روان جامعه و برآورد امکانات مورد نیاز آن در هر مقطع زمانی دارد؛ بنابراین هدف از این مطالعه بررسی شیوع اختلال‌های روان‎شناختی در مراقبان کودکان با کمتوانیهای ذهنی و معلولیتهای حرکتی در استان همدان در سال 1395 بود. روش: طرح پژوهش حاضر توصیفی از نوع پیمایشی- مقطعی بود. جامعه آماری شامل تمامی مراقبان (مادران) کودکان با ناتوانی بود که در مراکز و کلینیک‌های بهزیستی شهرستان همدان در سال 1395پذیرش‌شده بودند. از بین این خانواده‌ها، 37 خانواده‌ دارای فرزند مبتلا به کم‌توان ذهنی و 37 خانواده‌ دارای فرزند ناتوانی حرکتی به عنوان گروه نمونه انتخاب شدند. ابزار مورد استفاده در پژوهش حاضر نسخه تجدیدنظرشده فهرست علائم 90 سؤالی (1976) برای جمع‌آوری اطلاعات بود. یافته ها: نتایج پژوهش حاضر نشان داد، شایعترین اختلال‌های روانی در مراقبان کودکان کم‌توان ذهنی پرخاشگری(خصومت)، حساسیت در روابط متقابل، ترس مرضی و افسردگی و در مراقبان کودکان معلولیت‌های حرکتی شکایت جسمانی، حساسیت ‌در روابط متقابل، افکار پارانوییدی و اضطراب بود. نتیجه گیری: ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ یﺎﻓﺘﻪ‌ﻫﺎی ایﻦ ﭘﮋوﻫﺶ می‌توان ﻧﺘﯿﺠﻪ ﮔﺮﻓﺖ ﮐﻪ مراقبان کودکان با نیازهای ویژه از نظر سلامت روانی در وضعیت مطلوبی قرار ندارند که نتیجه عدم سازش یافتگی مناسب با ناتوانی فرزندشان و برآورده نشدن نیازهای آنها است. 2 Background and Purpose: The prevalence of mental disorders plays an important role in identifying the state of mental health of the community and Estimate the required facilities at any time estimate the required facilities at any time. Therefore, the purpose of this study was to investigate the prevalence of psychological disorders in caregivers of children with intellectual disabilities and motor disabilities in Hamadan. Method: The research was descriptive and cross-sectional survey. The statistical population consisted of all mothers of children with disabilities who were admitted to welfare centers and clinics of Hamedan in 2016. Of these families, 37 mothers with children with intellectual disability and 37 mothers with children with motor disability were selected as the sample group. SCL-90-R (1976) was used to collect of data. For analyze the data, MANOVA test was used. Results: The results of this study showed that the most common psychological disorders in caregivers of children with intellectual disability were aggression (hostility), hypersensitivity to interpersonal relationships, anxiety and depression, and in caregivers of children with motor disabilities were physical complaints, sensitivity to interpersonal relationships, paranoid thoughts and anxiety. Conclusion: According to the findings of this research, it can be concluded that caregivers of children with special needs in terms of mental health are not in a favorable situation, which is due to the lack of proper adaptation with the disability of their child and the failure to meet their needs. 119 129 2018/01/222016/09/262016/10/32017/02/102017/02/182017/04/142016/04/62017/04/62017/04/262017/04/102017/04/252017/05/10 1396/2/20 2018/01/222017/05/82017/04/72017/08/92017/09/102017/09/192017/09/112017/07/92017/09/162017/08/202017/09/192017/08/9 1396/5/18 نرگس زمانی Narges Zamani دانشگاه آزاد اسلامی، واحد همدان n.zamani1367@yahoo.com مجتبی انصاری Mojtaba Ansari Shahidi دانشگاه آزاد اسلامی، نجف Drmojtabansarishahidi@gmail.com Psychological disorders caregivers children intellectual movement disabilities شیوع اختلال‌های روان شناختی کم‌توانی ذهنی معلولیت‌ حرکتی 1. Zamani N, Zamani S, Habibi M, Abedini S. Comparison in stress of caring mothers of children with evelopmental, external and internal disorders and normal children. Journal of Research & Health. 2017; 7(2): 688- 694. URL: http://jrh.gmu.ac.ir/article-1-886 en.html. ##2. Barkley RA. Attention-deficit hyperactive disorder: A handbook for diagnosis and treatment (2nd Ed). New York: Guilford; 1998.##3. Dowdell EB. Caregiver burden: grandmothers raising their height risk grandchildren. J Psychosoc Journal of Psychosocial Nursing and Mental Health Services. 1995; 33(3): 27-30.##4. Hankin CS. ADT-ID and its impact on the family. Drug Benefits Trends. 2001; 13: 15-6##5. Sanders JL, Morgan SB. Family stress and adjustment as perceived by parents of children with autism or Down syndrome: implicatiations for intervention. Child & Family Behavioral Therapy. 1997; 19(4): 15-32##6. Gilchrist E, Johnson R, Takriti R, Weston S, Beech A, Kebbell M. A psychometric typology of U.K. domestic violence offenders. J Interpers Violence. 2006; 21(10): 1270-85.##7. Moradi A, Kalantari M. The impact of life skills training on psychological profile of women with physical mother disabled. J Except child. 2006; 19(1): 559-576. [Persian]##8. Loeb M, Eide HA, Mont D. Approaching the management of disability prevalence. Eur J Disabl Res. 2008; 2(1): 32-43. ##9. Mazur E. Negative and positive disability related events and adjustment of parents with acquired physical disabilities and of their adolescent children. Journal of Child and Family Studies. 2008; 17(4):517-37##10. Zamani N, Abyar Z, Jenaabadi H, Zamani S. The effectiveness of Impulse control training on depression and anxiety in mothers of children with developmental coordination disorders (DCD). Journal of Research & Health. 2017; 7(5): 1012- 1020. URL: http://jrh.gmu.ac.ir/article-1-909-n.html##11. Sartorius N, Leff J, Lopez J, Ibor L, Maj M, Okasha A. Family & Mental Disorders. RC; 2005.##12. Kogel RL. Consistent stress profile in mothers of children with autism. J autism and Dev Dis. 1992; 22(2): 205-216.##13. Jordan BK, et al. Problems in families of male Vietnam veterans with posttraumatic stress disorder. J Cousult Clin Psychol. 1992; 60(4): 916–926.##14. Sajedi F, Vameghi R, Alizad V, Malek Khosravi G, Karimloo M, Ravarian A et al. Is Anxiety More Common in Mothers of children with Cerebral Palsy? J Rehabil. 2011; 11 (5):15-20. [Persian]##15. Gupta VB. Comparison of parenting stress in different developmental disabilities. J Dev Phys Disabil. 2007; 19(1): 417-425.##16. Kwan T. Quality of life in family caregivers of persons with schizophrenia. Dissertation Abstracts Mt. 2001; 61(8-B): 4078.##17. Derogatis LR. Symptom Checklist-90-Revised. In Handbook of psychiatric measures. American Psychiatric Association. 2000; 1(17): 81-84.##18. Fathi Ashtiani A, Dadsetan M. Psychological tests personality and mental health, Besat pub. 2009; 35-52. [Persian]##19. Dohrenwend BP, Dohrenwend BS. Perspectives on the past and future of psychiatric epidemiology. Am J Public Health Res. 1982; 72(11):1271-79.##20. Derogatis LR, editor. SCL-90-R: administration, scoring and procedures Manual-I for the R(revised) version. Baltimore: John Hopkins University School Medicine; 1977.##21. Hodiamont P, Peer N, Syben N. Epidemiological aspects of psychiatric disorder in a Dutch health area. Psychol Med. 1987; 17(2): 495-505.##22. Hardt J, Gerbershagen HU. Cross-validation of the SCL-27: A short psychometric screening instrument for chronic pain patients. Eur J Pain. 2001; 5:187–197. ##23. Derogatis LR. The Brief-Symptom-Inventory-18 (BSI-18): administration, scoring and procedures manual. Minneapolis. National Computer Systems: MN; 2000.##24. Franke G. SCL-90-R. Die Symptom Checkliste von L.R. Derogatis - Manual zur Deutschen Version [SCL-90-R. The Symptom-Checklist by L.R. Derogatis - manual of the German version] 2 : Beltz; 2002.##25. 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Ahmadi KH, Khodadadi G, Akhavi Z, Anisi J. Faction of families with disabled children. Journal of Behavioral Sciences. 2013:6(4): 331- 337. http://journals.bmsu.ac.ir/jbs/index.php/jbs/article/ view/341. [Persian]##31. Ahmadi KH, Khodadadi G, Anisi J, Abdolmohammadi E. Problem of families with disabled children. Journal of Military Medicine. 2011; 12(1): 90-95. URL: http://militarymedj.ir/article-1-734-fa.html. [Persian]##32. Fidler DJ, Hodapp RM, & Dykens EM. Stress in families of young children with Down syndrome, Williams syndrome, and Smith-Magenis syndrome. Early Educ Dev. 2000; 11(4):395-406.##33. Rodrigue JR, Morgan SM. Family stress and adjustment as perceived by parents of children with ADHD. Pam Behay Then. 2009; 19(1): 371-379.##34. Morris MM. Parental stress and marital satisfaction in families of children with ADHD. Desertion abstract International 2001; 61(7-A): 74-91.##35. Rutter M, Silberg J, Oconnor T, Simonoff E. 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Drug Benefits Trends. 2001; 13: 15-6##5. Sanders JL, Morgan SB. Family stress and adjustment as perceived by parents of children with autism or Down syndrome: implicatiations for intervention. Child & Family Behavioral Therapy. 1997; 19(4): 15-32##6. Gilchrist E, Johnson R, Takriti R, Weston S, Beech A, Kebbell M. A psychometric typology of U.K. domestic violence offenders. J Interpers Violence. 2006; 21(10): 1270-85.##7. Moradi A, Kalantari M. The impact of life skills training on psychological profile of women with physical mother disabled. J Except child. 2006; 19(1): 559-576. [Persian]##8. Loeb M, Eide HA, Mont D. Approaching the management of disability prevalence. Eur J Disabl Res. 2008; 2(1): 32-43. ##9. Mazur E. Negative and positive disability related events and adjustment of parents with acquired physical disabilities and of their adolescent children. Journal of Child and Family Studies. 2008; 17(4):517-37##10. Zamani N, Abyar Z, Jenaabadi H, Zamani S. The effectiveness of Impulse control training on depression and anxiety in mothers of children with developmental coordination disorders (DCD). Journal of Research & Health. 2017; 7(5): 1012- 1020. URL: http://jrh.gmu.ac.ir/article-1-909-n.html##11. Sartorius N, Leff J, Lopez J, Ibor L, Maj M, Okasha A. Family & Mental Disorders. RC; 2005.##12. Kogel RL. Consistent stress profile in mothers of children with autism. J autism and Dev Dis. 1992; 22(2): 205-216.##13. Jordan BK, et al. Problems in families of male Vietnam veterans with posttraumatic stress disorder. J Cousult Clin Psychol. 1992; 60(4): 916–926.##14. Sajedi F, Vameghi R, Alizad V, Malek Khosravi G, Karimloo M, Ravarian A et al. Is Anxiety More Common in Mothers of children with Cerebral Palsy? J Rehabil. 2011; 11 (5):15-20. [Persian]##15. Gupta VB. Comparison of parenting stress in different developmental disabilities. J Dev Phys Disabil. 2007; 19(1): 417-425.##16. Kwan T. Quality of life in family caregivers of persons with schizophrenia. Dissertation Abstracts Mt. 2001; 61(8-B): 4078.##17. Derogatis LR. Symptom Checklist-90-Revised. In Handbook of psychiatric measures. American Psychiatric Association. 2000; 1(17): 81-84.##18. Fathi Ashtiani A, Dadsetan M. Psychological tests personality and mental health, Besat pub. 2009; 35-52. [Persian]##19. Dohrenwend BP, Dohrenwend BS. Perspectives on the past and future of psychiatric epidemiology. Am J Public Health Res. 1982; 72(11):1271-79.##20. Derogatis LR, editor. SCL-90-R: administration, scoring and procedures Manual-I for the R(revised) version. Baltimore: John Hopkins University School Medicine; 1977.##21. Hodiamont P, Peer N, Syben N. Epidemiological aspects of psychiatric disorder in a Dutch health area. Psychol Med. 1987; 17(2): 495-505.##22. Hardt J, Gerbershagen HU. Cross-validation of the SCL-27: A short psychometric screening instrument for chronic pain patients. Eur J Pain. 2001; 5:187–197. ##23. Derogatis LR. The Brief-Symptom-Inventory-18 (BSI-18): administration, scoring and procedures manual. Minneapolis. National Computer Systems: MN; 2000.##24. Franke G. SCL-90-R. Die Symptom Checkliste von L.R. Derogatis - Manual zur Deutschen Version [SCL-90-R. The Symptom-Checklist by L.R. Derogatis - manual of the German version] 2 : Beltz; 2002.##25. Stansfield SA, Marmot MG. Social class and minor psychiatric disorder in British Civil Servants: a validated screening survey using the General Health Questionnaire. Psychological Medicine. 1992; 22(3): 739-749. https://doi.org/10.1017/S0033291700038186##26. Hollander D, Majumdar S. Domestic violence in India is linked to individual and community factors. Int Fam Plan Perspect. 2006; 32(1): 53-54.##27. Dugan L, Nagin D, Rosenfeld R. Explaining the decline in intimate partner homicide: The effects of changing domesticity, women's status, and domestic violence. Law Soc Rev. 1999; 37(6): 169-98.##28. Modabernia M, Shojaie Tehranie H, Falahi M, Faghirpour M. Normalizing SCL-90-R Inventory in Guilan High-School Students. 3. 2010; 19 (75) :58-65. URL: http://journal.gums.ac.ir/article-1-184-fa.html.##29. Bhavnagar NP. Low income African American mothers’ parenting stress and instructional strategies to promote peer relationships in preschool children. Erly EducDev. 1999; 10(4): 551-71##30. Ahmadi KH, Khodadadi G, Akhavi Z, Anisi J. Faction of families with disabled children. Journal of Behavioral Sciences. 2013:6(4): 331- 337. http://journals.bmsu.ac.ir/jbs/index.php/jbs/article/ view/341. [Persian]##31. Ahmadi KH, Khodadadi G, Anisi J, Abdolmohammadi E. Problem of families with disabled children. Journal of Military Medicine. 2011; 12(1): 90-95. URL: http://militarymedj.ir/article-1-734-fa.html. [Persian]##32. Fidler DJ, Hodapp RM, & Dykens EM. Stress in families of young children with Down syndrome, Williams syndrome, and Smith-Magenis syndrome. 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تأثیر بازی با لگو بر مهارت‌های اجتماعی کودکان پیش‌دبستانی The Impact of Playing with Lego on Social Skills of Preschool Children 1 1 زمینه و هدف: مهارتهای اجتماعی شالوده ارتباط‌های موفق و رودررو است و برخورداری از آن و ارتباطهای ثمربخش برای داشتن عملکردی موفق در زندگی ضروری است. بر همین اساس پژوهش حاضر باهدف بررسی اثربخشی بازی با لگو بر مهارت‌های اجتماعی کودکان پیش‌دبستانی انجام شد. روش: روش پژوهش از نوع آزمایشی با طرح پیش آزمون- پس‌آزمون با گروه گواه و دوره پیگیری بود. جامعه آماری شامل تمامی کودکان 4 تا 6 ساله مرکز آموزشی لگو استان یزد در سال تحصیلی 95-1394 بود که نمونهای به حجم 30 نفر با استفاده از روش نمونهگیری در دسترس انتخاب و به صورت تصادفی در دو گروه آزمایشی و گواه گمارده شدند. برای سنجش مهارت‌های اجتماعی از مقیاس درجه‌بندی مهارت‌های اجتماعی (ویرت و همکاران ،1984) استفاده شد که بر روی افراد نمونه در مراحل اجرای آموزش لگو و در دوره پیگیری اجرا شد. به‌منظور آزمون فرضیه‌ پژوهش از آزمون تحلیل واریانس با اندازه‌گیری‌های مکرر بهره گرفته شد. یافته‌ها: نتایج نشان داد که بازی با لگو بر افزایش مهارت‌های اجتماعی کودکان 4 تا 6 ساله تأثیر معنادار دارد (0001/0p<). نتیجه‌گیری: بر اساس یافته‌های حاصل از پژوهش، می‌توان بر اهمیت بازی با لگو بر مهارت اجتماعی کودکان تأکید کرد و از آن به عنوان یک روش مؤثر بهره گرفت. 2 Background and Purpose: Social skills are foundation of successful relationships and face to face relationship and having a good relationship is essential for successful performance in life. The aim of this study was to investigate the effectiveness of playing with Lego on social skills of the preschool children. Method: The research method was experimental design with pre-test-posttest design with control group and follow-up stage. The statistical population consisted of all 4-6 year-olds of Lego educational center in Yazd province in the academic year of 2015-2016. The sample of 30 children selected by convenience sampling method and randomly assigned to two experimental and control groups. To assess social skills of the Social Skills Rating Scale (Wirth et al., 1984) was used on the sample in the process of implementation and follow-up training was conducted Lego. The rating social skills by teachers (Weert et al., 1984) was used to assess the social skills and it was completed by researcher for each sample after the Lego training and follow-up stage. To analyze the hypothesis of the research, repeated measures analysis of variance was used. Results: The results showed that play with Lego has a significant effect on the social skills of children aged 4-6 years (P <0/001). Conclusion: Based on the findings of the research, the importance of playing with Lego on children's social skills can be emphasized and used as an effective method. 130 142 2018/01/222016/09/262016/10/32017/02/102017/02/182017/04/142016/04/62017/04/62017/04/262017/04/102017/04/252017/05/102017/04/25 1396/2/5 2018/01/222017/05/82017/04/72017/08/92017/09/102017/09/192017/09/112017/07/92017/09/162017/08/202017/09/192017/08/92017/09/19 1396/6/28 کاظم برزگر بفرویی Kazem Barzegar Bafrooei دانشگاه یزد K.barzegar@yazd.ac.ir مهسا عموقدیری Mahsa Amogadiri دانشگاه یزد Lego training social skills preschool children آموزش لگو مهارت‌های اجتماعی کودکان پیش‌دبستانی 1. Sadri M, Zare Bahramabadi M, Ghiasi M. Effectiveness of attachment-oriented therapy on the quality of attachment and social skills in children with oppositional defiant disorder. Journal of child mental health. 2016; 3(2): 21-30. [Persian].##2. Gresham FM. Social skills for teaching replacement behaviors: Remediating acquisition deficits in at risk student. Behav disord. 2006; 3(4): 363-377.##3. Gresham FM. Social skills training with handicapped children: A review. Rev Educ Res. 1981; 51, 139-176.##4. Gresham FM, Elliott SN, Vance MJ, Cook CR. “Compatibility of the social skills rating system to the social skills improvement system. Content and psychometric components across elementary and secondary age levels”. Sch Psychol Q. 2011; 26(1), 27-44.##5. Herbert JD, Gaudiano BA, Rheingol AA, Myers VH, Dalrymple K, Nol EM. Social al skills training augment the effectiveness of cognitive behavioral oral group therapy for social anxiety disorder. Behavior or Therapy. 2005; 36, 125–138.##6. Javidi chelate Jafarabadi T, Abdoli F. Critical Thinking Change in Students at Ferdowsi University of Mashhad. Educational and psychological studies. 2010; 11(22), 103-120. [Persian].##7. Meyers LS, Gamst G, Guarino A. Applied multivariate research: Design and interpretation. Thousand Oaks, CA: Sage; 2006, pp 67.##8. Porath M. “Fostering social expertise in early childhood”. Early Child Dev Care, 2009; 179(1), 93- 106.##9. Wentzel KR..“Does being good make the grade? Social behavior and academic competence in middle school”. Journal of Educational Psychology. 1993; 85(2), 357-364.##10. Montroy JJ, Bowles RP, Skibbe LE, Foster TD. “Social skills and problem behaviors as mediators of the relationship between behavioral self-regulation and academic achievement”. Early Child Res Q. 2014; 29(3): 298-309.##11. Frey J, Elliot SN, Gresham FM. “Preschool social skills: Advances in assessment for intervention using social behavior ratings”. School Ment Health. 2011; 3(4): 179-190.##12. Denault AS, Déry, M. Participation in organized activities and conduct problems in elementary school the mediating effect of social skills. Journal of Emotional and Behavioral Disorders. 2014; 38(5), 1199–1213. ##13. Liu S, Yuen M, Rao N. “A play-based programme (Pillars of Society) to foster social skills of high ability and average ability primary-one students in Hong Kong”. Gifted Education International. 2015; 33(3), 1-22.##14. Beelman A, Losel F. “Child social skills training in developmental crime prevention: Effects on antisocial behavior and social competence”. Psicothema. 2006; 18(3), 603-610.##15. Schnieder B. “Didactic methods in for enhancing children’s’ peer relations, a qualitative review”. Clinical Psychology Review. 1992; 12(3): 363-382.##16. Caples R. “Effects of social skills training on the interpersonal behaviors of elementary school students in an after school program”: Graduate Theses and Dissertations. University of South Florida, pp 35.##17. Elliott S, Malecki CK, Demaray MK. “New directions of social skills assessment and interventions for elementary and middle school”. Exceptionality. 2001; 9(12):19-32.##18. Ratcliffe B, Wong M, Dossetor, Hayes S. Teaching social–emotional skills to school-aged children with Autism Spectrum Disorder: A treatment versus control trial in 41 mainstream schools. Research in Autism Res Treat. 2014; 8(12), 1722-1736.##19. Shure MB, Aberson B.“Enhancing the process of resilience through effective thinking”. In S. Goldstein & R. B. Brooks, (eds.) Handbook of Resilience in Children (pp.481-503). New York: Springer Science, Business Media; 2013, pp 45.##20. Hedayati M. The effect of the implementation of the philosophy program for children as a research society on increasing self-esteem and improving interpersonal relationships among elementary school students in tehran. Ph.D., Consultation, Islamic Azad University, Science and Research Branch of Tehran. 2009. [Persian].##21. Almeida, PA. Critical thinking, questioning and creativity as components of intelligence. Procedia Soc Behav Sci. 2011; 30, 357 -362.##22. Jafari A, Koshtkar E, Jafari A. The effectiveness of play training on increasing creativity of preschool children in kindergartens. Behavioral Sciences. 2014; 19(6), 55-68. [Persian].##23. Davis JM, Broitman JA. A brief historical overview of nonverbal learning disorders. The Ed Therapist. 2006, 27, 5-9. ##24. Webb, NB. School, and home settings Play therapy for bereaved children: Adapting strategies to community. Sch Psychol Int. 2011; 32(2): 132–143.##25. Fintez JM. The Assessment of phonological memory skills in preschool children. J Educ Psychol. 2012; 65(2): 155-164.##26. Akbari B, Rahmati F. The Efficacy of Cognitive Behavioral Play Therapy on the Reduction of Aggression in Preschool Children with Attention-Deficit/Hyperactivity Disorder. Journal of Child Mental Health. 2015; 2 (2), 93-100. [Persian].##27. Shalani B, Azadimanesh P. The Comparison of Efficacy of Group Art Therapy and Puppet Play Therapy on the Social Skills of Children with Attention Deficit/ Hyperactivity Disorder. Journal of Child Mental Health. 2016; 2 (4): 103-112. [Persian].##28. Hassani F, Mahmoudi Gh, Tehrani N. The Effect of Educational Lego on Increasing the Intelligence and Creativity of Preschool Children. Psychological Research. 2014; 5(22), 12-40. [Persian].##29. Dumitraşcu AI, Corduban CG, Nica RM, Hapurne T. LEGO Training. An educational program for vocational professions. Social and Behavioral Sciences. 2014; 142: 332-338.##30. Aqajani T, Jbarf R, Joffe Moshfegh. M. Impressed by the social skills of children (under study: nursery school children in Tehran province). Social Development Studies. 2014; 3 (23): 97- 104. [Persian].##31. Shafi Abadi A. Principles of developmental psychology, Tehran: Academic Publishing Center. 2013. [Persian].##32. Jafari A. Educational games preschoolers impact on social development. Journal of Educational Psychology. 2014; 33(4), 72-85. [Persian].##33. Hasani F. Lego effectiveness of training on emotional intelligence middle school girls. Master's thesis, Islamic Azad University - Central Tehran Branch, Islamic Azad University - Faculty of Psychology and Educational Sciences. 2013. [Persian].##34. Tazkereh Tavassoly SH. Lego evaluate the effectiveness of therapy in improving social skills in children with high functioning autism. Exceptional education. 2010; 2 (115): 63-76. [Persian].##35. Lindh J, Holgersson Th. Does Lego training stimulate pupils’ ability to solve logical problems? Computers & Education. 2007; 49(4): 1097–1111.##36. Truscott JW. A Comparison of social skills among second grade children with varying levels of reading achievement, a dissertation in education, Submitted to the Graduate Faculty of Texas Tech University. 1989.##37. Emarati F, Namazizade M, Mokhtari P, Mohammedan F. The effect on the growth of the primary games perceptual-motor and social development of girls 8-9 years. Research in Rehabilitation Sciences, 2011; 5(7): 661-673. [Persian].##38. Gauntlett D. Making is connecting: The Social Meaning of Creativity, from DIY and Knitting to YouTube and Web 2.0. Published by Polity. 2011.##39. Aghajani T, Jabbarov R, Mustafayev M. The Effect of Playing on Children’s Social Skills (Case of Study: Preschool Children in Tehran). Social Development Studies of Iran. 2014; 3(6), 97-104.##40. Bulmer L, Smith H. The use of Lego serious play in the Engineering Design Classroom, (2011), Available at: http://library.queensu.ca/ojs/index.php/pc ##1. Sadri M, Zare Bahramabadi M, Ghiasi M. Effectiveness of attachment-oriented therapy on the quality of attachment and social skills in children with oppositional defiant disorder. Journal of child mental health. 2016; 3(2): 21-30. [Persian].##2. Gresham FM. Social skills for teaching replacement behaviors: Remediating acquisition deficits in at risk student. Behav disord. 2006; 3(4): 363-377.##3. Gresham FM. Social skills training with handicapped children: A review. Rev Educ Res. 1981; 51, 139-176.##4. Gresham FM, Elliott SN, Vance MJ, Cook CR. “Compatibility of the social skills rating system to the social skills improvement system. Content and psychometric components across elementary and secondary age levels”. Sch Psychol Q. 2011; 26(1), 27-44.##5. Herbert JD, Gaudiano BA, Rheingol AA, Myers VH, Dalrymple K, Nol EM. Social al skills training augment the effectiveness of cognitive behavioral oral group therapy for social anxiety disorder. Behavior or Therapy. 2005; 36, 125–138.##6. Javidi chelate Jafarabadi T, Abdoli F. Critical Thinking Change in Students at Ferdowsi University of Mashhad. Educational and psychological studies. 2010; 11(22), 103-120. [Persian].##7. Meyers LS, Gamst G, Guarino A. Applied multivariate research: Design and interpretation. Thousand Oaks, CA: Sage; 2006, pp 67.##8. Porath M. “Fostering social expertise in early childhood”. Early Child Dev Care, 2009; 179(1), 93- 106.##9. Wentzel KR..“Does being good make the grade? Social behavior and academic competence in middle school”. Journal of Educational Psychology. 1993; 85(2), 357-364.##10. Montroy JJ, Bowles RP, Skibbe LE, Foster TD. “Social skills and problem behaviors as mediators of the relationship between behavioral self-regulation and academic achievement”. Early Child Res Q. 2014; 29(3): 298-309.##11. Frey J, Elliot SN, Gresham FM. “Preschool social skills: Advances in assessment for intervention using social behavior ratings”. School Ment Health. 2011; 3(4): 179-190.##12. Denault AS, Déry, M. Participation in organized activities and conduct problems in elementary school the mediating effect of social skills. Journal of Emotional and Behavioral Disorders. 2014; 38(5), 1199–1213. ##13. Liu S, Yuen M, Rao N. “A play-based programme (Pillars of Society) to foster social skills of high ability and average ability primary-one students in Hong Kong”. Gifted Education International. 2015; 33(3), 1-22.##14. Beelman A, Losel F. “Child social skills training in developmental crime prevention: Effects on antisocial behavior and social competence”. Psicothema. 2006; 18(3), 603-610.##15. Schnieder B. “Didactic methods in for enhancing children’s’ peer relations, a qualitative review”. Clinical Psychology Review. 1992; 12(3): 363-382.##16. Caples R. “Effects of social skills training on the interpersonal behaviors of elementary school students in an after school program”: Graduate Theses and Dissertations. University of South Florida, pp 35.##17. Elliott S, Malecki CK, Demaray MK. “New directions of social skills assessment and interventions for elementary and middle school”. Exceptionality. 2001; 9(12):19-32.##18. Ratcliffe B, Wong M, Dossetor, Hayes S. Teaching social–emotional skills to school-aged children with Autism Spectrum Disorder: A treatment versus control trial in 41 mainstream schools. Research in Autism Res Treat. 2014; 8(12), 1722-1736.##19. Shure MB, Aberson B.“Enhancing the process of resilience through effective thinking”. In S. Goldstein & R. B. Brooks, (eds.) Handbook of Resilience in Children (pp.481-503). New York: Springer Science, Business Media; 2013, pp 45.##20. Hedayati M. The effect of the implementation of the philosophy program for children as a research society on increasing self-esteem and improving interpersonal relationships among elementary school students in tehran. Ph.D., Consultation, Islamic Azad University, Science and Research Branch of Tehran. 2009. [Persian].##21. Almeida, PA. Critical thinking, questioning and creativity as components of intelligence. Procedia Soc Behav Sci. 2011; 30, 357 -362.##22. Jafari A, Koshtkar E, Jafari A. The effectiveness of play training on increasing creativity of preschool children in kindergartens. Behavioral Sciences. 2014; 19(6), 55-68. [Persian].##23. Davis JM, Broitman JA. A brief historical overview of nonverbal learning disorders. The Ed Therapist. 2006, 27, 5-9. ##24. Webb, NB. School, and home settings Play therapy for bereaved children: Adapting strategies to community. Sch Psychol Int. 2011; 32(2): 132–143.##25. Fintez JM. The Assessment of phonological memory skills in preschool children. J Educ Psychol. 2012; 65(2): 155-164.##26. Akbari B, Rahmati F. The Efficacy of Cognitive Behavioral Play Therapy on the Reduction of Aggression in Preschool Children with Attention-Deficit/Hyperactivity Disorder. Journal of Child Mental Health. 2015; 2 (2), 93-100. [Persian].##27. Shalani B, Azadimanesh P. The Comparison of Efficacy of Group Art Therapy and Puppet Play Therapy on the Social Skills of Children with Attention Deficit/ Hyperactivity Disorder. Journal of Child Mental Health. 2016; 2 (4): 103-112. [Persian].##28. Hassani F, Mahmoudi Gh, Tehrani N. The Effect of Educational Lego on Increasing the Intelligence and Creativity of Preschool Children. Psychological Research. 2014; 5(22), 12-40. [Persian].##29. Dumitraşcu AI, Corduban CG, Nica RM, Hapurne T. LEGO Training. An educational program for vocational professions. Social and Behavioral Sciences. 2014; 142: 332-338.##30. Aqajani T, Jbarf R, Joffe Moshfegh. M. Impressed by the social skills of children (under study: nursery school children in Tehran province). Social Development Studies. 2014; 3 (23): 97- 104. [Persian].##31. Shafi Abadi A. Principles of developmental psychology, Tehran: Academic Publishing Center. 2013. [Persian].##32. Jafari A. Educational games preschoolers impact on social development. Journal of Educational Psychology. 2014; 33(4), 72-85. [Persian].##33. Hasani F. Lego effectiveness of training on emotional intelligence middle school girls. Master's thesis, Islamic Azad University - Central Tehran Branch, Islamic Azad University - Faculty of Psychology and Educational Sciences. 2013. [Persian].##34. Tazkereh Tavassoly SH. Lego evaluate the effectiveness of therapy in improving social skills in children with high functioning autism. Exceptional education. 2010; 2 (115): 63-76. [Persian].##35. Lindh J, Holgersson Th. Does Lego training stimulate pupils’ ability to solve logical problems? Computers & Education. 2007; 49(4): 1097–1111.##36. Truscott JW. A Comparison of social skills among second grade children with varying levels of reading achievement, a dissertation in education, Submitted to the Graduate Faculty of Texas Tech University. 1989.##37. Emarati F, Namazizade M, Mokhtari P, Mohammedan F. The effect on the growth of the primary games perceptual-motor and social development of girls 8-9 years. Research in Rehabilitation Sciences, 2011; 5(7): 661-673. [Persian].##38. Gauntlett D. Making is connecting: The Social Meaning of Creativity, from DIY and Knitting to YouTube and Web 2.0. Published by Polity. 2011.##39. Aghajani T, Jabbarov R, Mustafayev M. The Effect of Playing on Children’s Social Skills (Case of Study: Preschool Children in Tehran). Social Development Studies of Iran. 2014; 3(6), 97-104.##40. Bulmer L, Smith H. The use of Lego serious play in the Engineering Design Classroom, (2011), Available at: http://library.queensu.ca/ojs/index.php/pc ## ##

تعیین رابطه پرخاشگری آشکار و رابطه ای با میزان امیدواری در کودکان دبستانی The Relationship between Overt and Relational Aggression with Hope in Primary School Children 1 1 زمینه و هدف: بروز رفتارهای پرخاشگرانه در بین کودکان رو به افزایش است و تعیین عوامل مرتبط با پرخاشگری کودکان ضروری به نظر میرسد. پژوهش حاضر با هدف بررسی رابطه بین پرخاشگری و امیدواری در کودکان دبستانی طراحی و اجرا گردید. روش: طرح پژوهش توصیفی و از نوع همبستگی بود. به این منظور از بین دو مدرسه ابتدایی شهر شادمهر که در سال تحصیلی 95-94 مشغول به تحصیل بودند یک مدرسه به روش نمونهگیری سرشماری انتخاب گردید. برای جمعآوری دادهها از مقیاس امیدواری کودکان اسنایدر و همکاران (1996) و پرسشنامه پرخاشگری کودکان دبستانی شهیم (1385) استفاده گردید. داده‌های جمع‌آوری‌شده با استفاده از روش آماری همبستگی مورد تجزیه و تحلیل قرار گرفت. یافته‌ها: بر اساس نتایج پژوهش حاضر بین امیدواری در کودکان و پرخاشگری جسمانی همبستگی معکوس و معناداری به دست آمد (05/0, p<316/0-r=). همچنین بین امیدواری و پرخاشگری کلی در میان کودکان دبستانی همبستگی معکوس و معناداری به دست آمد (01/0, p<399/0-r=). نتیجه‌گیری: با افزایش امیدواری در کودکان، رفتارهای پرخاشگرانه آشکار کاهش پیدا می‌کند و در نتیجه در مهار رفتارهای منفی کودکان مؤثر است. 2 Background and Purpose: The incidence of aggressive behaviors among children is increasing, and identifying the factors associated with child aggression seems to be necessary. The present study was designed to investigate the relationship between aggression and hope in primary school children. Method: The research design was descriptive and correlational. For this purpose, one school was selected by sampling method from two primary schools in Shadmehr, which was studying in the academic year of 2015-2016. The children hope scale (Snyder, 1996) and overt and relational aggression questionnaire (Shahim, 2006) to collect of data. The data were analyzed using correlation statistical and multiple regression method. Results: Based on the results of this study, there was a significant correlation between hopefulness and physical aggression (r = -0.36, p <0.05). Also, there was a significant correlation between hope and general aggression among primary school children (r = -0.399, p <0.01). Conclusion: With increasing hope in children, overt aggressive behaviors are reduced and thus, it is effective in controlling negative children's behaviors. 143 152 2018/01/222016/09/262016/10/32017/02/102017/02/182017/04/142016/04/62017/04/62017/04/262017/04/102017/04/252017/05/102017/04/252017/06/11 1396/3/21 2018/01/222017/05/82017/04/72017/08/92017/09/102017/09/192017/09/112017/07/92017/09/162017/08/202017/09/192017/08/92017/09/192017/09/9 1396/6/18 زهرا احمدی Zahra Ahmadi دانشگاه آزاد اسلامی شاهرود ایران مهدی عصاران Mahdi Asaran مرکز آموزش عالی شهید رجایی تربت‌حیدریه ایران فاطمه سیدمحرمی Fatemeh Seyyedmoharrami دانشگاه آزاد اسلامی شاهرود ایران ایمان سیدمحرمی Iman Seyyedmoharrami دانشگاه فردوسی مشهد ایران Iman_moharrami@yahoo.com Children overt aggression relational aggression hope کودکان پرخاشگری آشکار پرخاشگری رابطه ای امیدواری 1. Martin-Storey A, Serbin LA, Stack DM, Ledingham JE, Schwartzman AE. Self and peer perceptions of childhood aggression, social withdrawal and likeability predict adult substance abuse and dependence in men and women: A 30-year prospective longitudinal study. Addict Behav rs. 2011; 36(12): 1267-1274.##2. Ashouri A, Torkman Malayeri M, Fadaee Z. The effectiveness of assertive training group therapy in decreasing aggression and improving academic achievement in high school students.. 2009; 14(4): 389-393. [Persian].##3. Suter M, Pihet S, de Ridder J, Zimmermann G, Stephan P. Implicit attitudes and self-concepts towards transgression and aggression: Differences between male community and offender adolescents, and associations with psychopathic traits. J Adolescence. 2014; 37(5): 669-680.##4. Street NW, McCormick MC, Austin SB, Slope N, Habre R, Molnar BE. Sleep duration and risk of physical aggression against peers in urban youth. Sleep Health. 2016; 2(2): 129-135. 3.##5. Burk LR, Armstrong JM, Park JH, Zahn-Waxler C, Klein MH, Essex MJ. Stability of early identified aggressive victim status in elementary school and associations with later mental health problems and functional impairments. J Abnorm Child Psychol y. 2011; 39(2): 225-238.##6. Atkinson R, Atkinson R, Smith E, Bem D, Hoksma S. Hilgard's Introduction to Psychology. (Persian translator). Barahani MN, Birashch B, Beik M, Zamani R, Shahrara M. Fifteenth edition. Tehran; Roshd Press, 2015: 189.##7. Casas JF, Weigel SM, Crick NR, Ostrov JM, Woods KE, Yeh EA & et al CA. Early parenting and children's relational and physical aggression in the preschool and home contexts. J Appl Dev Psychol y. 2006; 27(3): 209-227.##8. Shahim S. Relational Aggression in Preschool Children. Iranian Journal of Psychiatry & Clinical Psychology. 2007; 13(3): 264-271. [Persian]..##9. Crick NR, Grotpeter JK. Relational aggression, gender, and social-psychological adjustment. Child Dev t. 1995; 66(3): 710-722.##10. Crick NR, Casas JF, Mosher M. 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ERIC Clearinghouse on Elementary and Early Childhood Education, University of Illinois; 1998.##22. Siadatian SH, Mostajeran M, Ghomrani A. Comparison of life expectancy and optimism in deaf and hearing students. Journal of Exceptional Education. 2012; 4(112): 18-26. ##23. Williams K. Childhood disappointment and the recession holidays. Journal of Child Study Center. 2008; 7(4): 154-160.##24. Zimmerman B. Orphan living situations in Malawi: A comparison of orphanages and foster homes. Rev Policy Res. 2005; 22(6): 881-917.##25. Courtney EA, Johnson JG, Alloy LB. Associations of childhood maltreatment with hopelessness and depression among adolescent primary care patients. Int J Cogn Ther y. 2008; 1(1): 4-17.##26. Ripley JS, Worthington EL. Hope‐focused and forgiveness‐based group interventions to promote marital enrichment. J Couns Dev t. 2002; 80(4): 452-463.##27.Carr A. 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مقایسه پیشرفت تحصیلی و عملکرد رفتاری دانش‌آموزان با آسیب شنوایی در مراکز آموزشی تلفیقی و جداسازی شده استان مازندران Comparison of Academic Achievement and Behavioral Performance of Students with Hearing Impairment in Inclusive and Separated Schools of Mazandaran Province 1 1 زمینه و هدف: یکپارچه‌سازی دانش‌آموزان با نیازهای ویژه در مدارس آموزش عمومی یکی از موضوعات مهم نظام‌های آموزشی است. هدف پژوهش حاضر مطالعه پیشرفت تحصیلی و عملکرد رفتاری دانش‌آموزان با آسیب شنوایی مراکز با نیازهای ویژه و تلفیقی استان مازندران بود. روش: پژوهش حاضر توصیفی از نوع علی- مقایسه‌ای ‌است. جامعه پژوهش شامل تمامی دانش‌آموزان با آسیب‌ شنوایی در مراکز آموزشی تلفیقی و جداسازیشده استان مازندران بود که در سال تحصیلی 94-1393 مشغول به تحصیل بودند. نمونه مورد مطالعه 78 نفر از دانش‌آموزان با آسیب شنوایی بودند (35 دانشآموز از مدارس تلفیقی و 33 دانشآموز از مدارس جداسازیشده) که به صورت در دسترس انتخاب شدهاند. ابزار جمع‌آوری اطلاعات چکلیست رفتار کودک نسخه معلم (آخنباخ، 2001)، آزمون ماتریس پیش‌رونده ریون (کرمی، 1389)، و پرونده تحصیلی دانش‌آموزان بود. اطلاعات جمع‌آوری‌شده با استفاده از آزمون تی گروه‌های مستقل، آزمون منویتنی و کالموگروفاسمیرنف تحلیل شد. یافته‌ها: یافته‌ها نشان داد میانگین نمرات تحصیلی دانش‌آموزان مدارس با نیازهای ویژه بالاتر از میانگین نمرات دانش‌آموزان با آسیب شنوایی مدارس تلفیقی بود (001/0P<) اما میزان عملکرد رفتاری هر دو به استثناء مؤلفه مشکلات جسمانی گروه معنادار نبود. نتیجه‌گیری: با توجه به یافته‌های پژوهش حاضر نتیجهگیری میشود که یکپارچه‌سازی دانش‌آموزان با آسیب‌شنوایی در مدارس آموزش عمومی استان مازندران منجر به پیشرفت تحصیلی آنها نشده است و طرح یکپارچه‌سازی آموزشی نیاز به بازنگری از نظر بسترسازیهای لازم دارد. 2 Background & Purpose: Integrating students with special needs in public education schools is one of the important educational systems. The purpose of the present study was to compare the academic achievement and behavioral performance of students with hearing impairment in inclusive and separated schools of Mazandaran Province. Method: The present study is a causal-comparative study. The statistical population of the study consisted of all students with hearing impairment in separated and inclusive schools in Mazandaran who were studying in the academic year of 1963-94. The sample consisted of 78 students with hearing impairment (35 students from inclusive schools and 33 students from separated schools) who were selected using convenience sampling. To collect the data, the child behavior check list (Achenbach, 2001), Raven's progressive matrix test (Karami, 2010), and the students' educational records were used and data were analyzed using independent t-test, Mann-Whitney and Kalmogrof-Smirnov tests. Results: Findings showed that the academic achievement of students in special needs were higher than the achievement of students with hearing impairment in inclusive schools (P <0.001), but the level of behavioral performance was not significant except for the components of the physical problems. Conclusion: According to the findings of this study, it can be concluded that the integration of students with hearing impairment in public education schools has not resulted in their educational progress and the educational integration plan needs to be reviewed in terms of the necessary bases. 153 164 2018/01/222016/09/262016/10/32017/02/102017/02/182017/04/142016/04/62017/04/62017/04/262017/04/102017/04/252017/05/102017/04/252017/06/112017/03/26 1396/1/6 2018/01/222017/05/82017/04/72017/08/92017/09/102017/09/192017/09/112017/07/92017/09/162017/08/202017/09/192017/08/92017/09/192017/09/92017/08/23 1396/6/1 زهرا رجب پور عزیزی Zahra Rajabpour Azizi موسسه آموزش عالی فروردین قائم‌شهر Zahra.rajabpour@yahoo.com رجبعلی محمدزاده ادملایی Rajabali Mohamadzade دانشگاه پیام نور واحد بندپی Hearing-impaired students integrated schools academic achievement behavioral performance دانش‌آموز با آسیب شنوایی مراکز آموزشی تلفیقی پیشرفت تحصیلی عملکرد رفتاری 1. Prakash. P Inclusion of children with hearing impairment in schools: a survey on teachers’ attitudes. Zimbabwe Bulletin of Teacher Educationist. 2012; 15(1):##2. Loreman TM, Doppler J. Inclusive education in Victoria: The UNESCO education for all 2000 assessment. Interaction, Special issue on inclusive education.2001; 14(5): 13 –17.##3. Sa'ei Manesh S. What is inclusive education? Exceptional Education. 2003; 18(19). 1-3.##4. Farajullahi M, Sarmadi M. Taghdiri Nooshabadi A. Academic Achievement and Behavioral Difficulties in Male Students with Hearing Loss in Exceptional and Integrated Schools. JOEC. 2009; 3 (9):273-281. [Persian]. ##5. Allen Osborne's.Academic of hearing important student. America of the deaf. 1984; (129): 100-113.##6. Tavakoli M. Comparison of academic achievement of students with hearing impairment inclusive education. [Master’s thesis]. [Tehran, Iran]: Faculty of Psychology and Educational Sciences University of Tehran; 2008, pp 47 [Persian].##7. Kluwin T, Moores D. The effects of integration on the mathematics achievement of hearing impaired adolescents. Exceptional Children. 1995; 52 (2) 153-160.##8.Gudyanga E, Wadesango N, Gudyanga A. Challenges faced by students with hearing impairment in bulawayo urban regular schools. Mediterr J Soc Sci cis. 2014; 5(9). 444-451.##9. Bayat M. nondirective play- therapy for children with internalized problems. Journal of Iranian pasychologists. 2008; 4(15): 276-267. ‎[Persian].‎##10. Minaee A. Adaptation and standardization of child behavior checklist, youth self-report, and teacher’s report forms. Journal of Exceptional Children. 2006; 6 (1): 529-558. ‎ [Persian].‎##11. Ghobary Bonab B. Social skills and academic achievement in exceptional students in integrated and regular schools. Journal of Exceptional Children. 2009; 9 (1): 63-73. [Persian]. ‎##12. Burk p, Karen Lynn. Adjustment of hearing impaired children; Risk and residence factor. Dissertation abstracts international: Section B. 2002; 56, 49.##13. Anne H. Teachers’ attitudes toward the international of disabled students into their classrooms. 2002; 3(45):95-110.##14. Brown M, Bergen D. Play and social interaction of children with disabilities at learning/activity center in an inclusive preschool. J Res Child Educ. 2002; 17(1): 26-37.##15. Nozohore, R. Pathology of inclusive education in education. Journal of Exceptional Education. 2009; 97: 74-80. ‎[Persian].‎##16. Sa'ei Manesh S. The philosophy and foundations of inclusive education. Journal of Exceptional Education. 2009; 97(9). ‎[Persian].‎##17. Melili M, Salimi F. Review the viewpoints of ordinary and inclusive teachers about the comprehensive education of special needs students. Journal of Exceptional Education. 2009; 97(9): 35-39. ‎[Persian].‎##18. Eva Bosca. School adjustment of borderline intelligence pupils. [Summary of doctoral thesis]: Faculty of psychology and education sciences University of Cluj-Napoca; 2003. 32.##19. Moradi M., Abedin A, Heydari M M. The assessment of the distinctive indicators in "self-figure drawings" of three groups of children with internalizing problems, Externalizing Problems, and Normal Children. Journal of Clinical Psychology. 2009; 1(1): 19-34. ‎[Persian].‎##20. Minaei A, Wisma AA, Hasanzadeh S. Factors Affecting the Academic Achievement of Conscious Hearing Students. Exceptional Children's Quarterly. 2001; 5(4): 190-171.##21. Kurdish Eh, Kianpour F, Shanni Yialagh M. Comparison of social skills, self-concept and academic performance of male and female students of normal and exceptional guidance schools in Ahvaz. Journal of Exceptional Education.2010; 104:4-15. ‎[Persian].‎##22. Karchmer M, Mitchell R. E. Demographic and achievement characteristics of deaf and hard-of-hearing students. In: Mars hark M P. E. Spencer (editor.), Oxford handbook of deaf studies, language, and d education. New York: Oxford University Press, 2003, pp: 21-37.##23. Enayati T, Zamene F, Behnamfar. R Fallah. F. Exceptional Children's Inclusive Education Level from the Viewpoint of Sari Primary Teachers. Journal of Educational Strategies.2011; 4. 183-188. ‎[Persian].‎##24. Jackson B, Wills D. School inclusion. 13th world congress of Inclusion International Melbourne, Australia. 2002;##25. Fathi. D. Arshadi Agriculture. F. Jamali. M and Masah. A. Comparison of behavioral disturbances, adaptive behaviors and academic achievement of exceptional students of special educational system with integrated educational system. Journal of Rehabilitation.2011; 1, 48-55. ‎[Persian].‎##26. Kakojoibari AA. Sharifi A. The effect of hearing impairment on educational achievement of hearing-impaired students. Audiol. 2014; 23(2):19-30. ‎[Persian].‎##27.Gramei. M.English Language Learning for Blind Students, "Pre-university Boy of Tehran City.M.Research on Exceptional Children. 2003; 3(1):55-74. ‎[Persian].‎##28. Saadati Borujeni S, Hatamizadeh N, Vameghi R, Kraskian A. Social interaction in hearing-impaired adolescents at mutual schools and at segregated schools. Journal of Mod Care. 2012; 9 (1): 57-64. ‎[Persian].‎##29. Mennio I. A descriptive study the difficulties developmentally delayed student encounter with mastering and transferring social skills. of J Educ Psycho.2009; 70: 205-259.##30. Antia SD, Stinson MS, Gaustad M G. Developing membership in the education of deaf and hard of hearing students in inclusive settings. J Deaf Stud Deaf Educn .2009; 7(4): 214-229.##31. Javadnia A, Tzahibi N. Inclusive education to equalize educational opportunities. Journal of Exceptional. 2009; 104: 81-85. ‎[Persian].‎##1. Prakash. P Inclusion of children with hearing impairment in schools: a survey on teachers’ attitudes. Zimbabwe Bulletin of Teacher Educationist. 2012; 15(1):##2. Loreman TM, Doppler J. Inclusive education in Victoria: The UNESCO education for all 2000 assessment. Interaction, Special issue on inclusive education.2001; 14(5): 13 –17.##3. Sa'ei Manesh S. What is inclusive education? Exceptional Education. 2003; 18(19). 1-3.##4. Farajullahi M, Sarmadi M. Taghdiri Nooshabadi A. Academic Achievement and Behavioral Difficulties in Male Students with Hearing Loss in Exceptional and Integrated Schools. JOEC. 2009; 3 (9):273-281. [Persian]. ##5. Allen Osborne's.Academic of hearing important student. America of the deaf. 1984; (129): 100-113.##6. Tavakoli M. Comparison of academic achievement of students with hearing impairment inclusive education. [Master’s thesis]. [Tehran, Iran]: Faculty of Psychology and Educational Sciences University of Tehran; 2008, pp 47 [Persian].##7. Kluwin T, Moores D. The effects of integration on the mathematics achievement of hearing impaired adolescents. Exceptional Children. 1995; 52 (2) 153-160.##8.Gudyanga E, Wadesango N, Gudyanga A. Challenges faced by students with hearing impairment in bulawayo urban regular schools. Mediterr J Soc Sci cis. 2014; 5(9). 444-451.##9. Bayat M. nondirective play- therapy for children with internalized problems. Journal of Iranian pasychologists. 2008; 4(15): 276-267. ‎[Persian].‎##10. Minaee A. Adaptation and standardization of child behavior checklist, youth self-report, and teacher’s report forms. Journal of Exceptional Children. 2006; 6 (1): 529-558. ‎ [Persian].‎##11. Ghobary Bonab B. Social skills and academic achievement in exceptional students in integrated and regular schools. Journal of Exceptional Children. 2009; 9 (1): 63-73. [Persian]. ‎##12. Burk p, Karen Lynn. Adjustment of hearing impaired children; Risk and residence factor. Dissertation abstracts international: Section B. 2002; 56, 49.##13. Anne H. Teachers’ attitudes toward the international of disabled students into their classrooms. 2002; 3(45):95-110.##14. Brown M, Bergen D. Play and social interaction of children with disabilities at learning/activity center in an inclusive preschool. J Res Child Educ. 2002; 17(1): 26-37.##15. Nozohore, R. Pathology of inclusive education in education. Journal of Exceptional Education. 2009; 97: 74-80. ‎[Persian].‎##16. Sa'ei Manesh S. The philosophy and foundations of inclusive education. Journal of Exceptional Education. 2009; 97(9). ‎[Persian].‎##17. Melili M, Salimi F. Review the viewpoints of ordinary and inclusive teachers about the comprehensive education of special needs students. Journal of Exceptional Education. 2009; 97(9): 35-39. ‎[Persian].‎##18. Eva Bosca. School adjustment of borderline intelligence pupils. [Summary of doctoral thesis]: Faculty of psychology and education sciences University of Cluj-Napoca; 2003. 32.##19. Moradi M., Abedin A, Heydari M M. The assessment of the distinctive indicators in "self-figure drawings" of three groups of children with internalizing problems, Externalizing Problems, and Normal Children. Journal of Clinical Psychology. 2009; 1(1): 19-34. ‎[Persian].‎##20. Minaei A, Wisma AA, Hasanzadeh S. Factors Affecting the Academic Achievement of Conscious Hearing Students. Exceptional Children's Quarterly. 2001; 5(4): 190-171.##21. Kurdish Eh, Kianpour F, Shanni Yialagh M. Comparison of social skills, self-concept and academic performance of male and female students of normal and exceptional guidance schools in Ahvaz. Journal of Exceptional Education.2010; 104:4-15. ‎[Persian].‎##22. Karchmer M, Mitchell R. E. Demographic and achievement characteristics of deaf and hard-of-hearing students. In: Mars hark M P. E. Spencer (editor.), Oxford handbook of deaf studies, language, and d education. New York: Oxford University Press, 2003, pp: 21-37.##23. Enayati T, Zamene F, Behnamfar. R Fallah. F. Exceptional Children's Inclusive Education Level from the Viewpoint of Sari Primary Teachers. Journal of Educational Strategies.2011; 4. 183-188. ‎[Persian].‎##24. Jackson B, Wills D. School inclusion. 13th world congress of Inclusion International Melbourne, Australia. 2002;##25. Fathi. D. Arshadi Agriculture. F. Jamali. M and Masah. A. Comparison of behavioral disturbances, adaptive behaviors and academic achievement of exceptional students of special educational system with integrated educational system. Journal of Rehabilitation.2011; 1, 48-55. ‎[Persian].‎##26. Kakojoibari AA. Sharifi A. The effect of hearing impairment on educational achievement of hearing-impaired students. Audiol. 2014; 23(2):19-30. ‎[Persian].‎##27.Gramei. M.English Language Learning for Blind Students, "Pre-university Boy of Tehran City.M.Research on Exceptional Children. 2003; 3(1):55-74. ‎[Persian].‎##28. Saadati Borujeni S, Hatamizadeh N, Vameghi R, Kraskian A. Social interaction in hearing-impaired adolescents at mutual schools and at segregated schools. Journal of Mod Care. 2012; 9 (1): 57-64. ‎[Persian].‎##29. Mennio I. A descriptive study the difficulties developmentally delayed student encounter with mastering and transferring social skills. of J Educ Psycho.2009; 70: 205-259.##30. Antia SD, Stinson MS, Gaustad M G. Developing membership in the education of deaf and hard of hearing students in inclusive settings. J Deaf Stud Deaf Educn .2009; 7(4): 214-229.##31. Javadnia A, Tzahibi N. Inclusive education to equalize educational opportunities. Journal of Exceptional. 2009; 104: 81-85. ‎[Persian].‎## ##

ویژگی‌های روان سنجی نسخه بسیار کوتاه پرسشنامه رفتار کودک: بررسی مزاج در 3 تا 7 سالگی Psychometric Properties of the Very Short Form of the Children's Behavior Questionnaire (CBQ): Investigation of Temperament at 3 to 7 Years 1 1 زمینه و هدف: مزاج به صورت تفاوت های فردی مبتنی بر پاسخدهی و تنظیم هیجانی تعریف شده است. هدف از پژوهش حاضر تعیین روایی و اعتبار نسخه بسیار کوتاه پرسشنامه رفتار کودک در نمونه‌ ایرانی بود. روش: پژوهش حاضر توصیفی از نوع زمینه یابی بود که از مدلیابی معادلات ساختاری استفاده شد. جامعه آماری شامل تمامی کودکان 3 تا 7 ساله شهر بندرعباس در سال 1395 بود. نمونه موردمطالعه شامل 276 کودک (124 پسر و 156 دختر) بود که به روش نمونه گیری خوشه ای انتخاب شدند. ابزار گردآوری اطلاعات نسخه بسیار کوتاه گزارش مراقب (مادر) پرسشنامه رفتار کودک (روتبرت، 2001) بود که از طریق مربیان در اختیار مادران قرار گرفت و از آنها خواسته شد بر اساس رفتار کودک در 6 ماه گذشته تکمیل کنند. برای تحلیل داد هها از روش‌های آلفای کرونباخ و تنصیف جهت بررسی اعتبار و تحلیل عامل تأییدی جهت بررسی روایی سازه استفاده شد. یافته ها: نتایج نشان داد که نسخه بسیار کوتاه پرسشنامه رفتار کودک دارای همسانی درونی مناسب در دامنه 71/0 تا 79/0 برای خرده مقیاس ها و 77/0 تا 79/0 برای کل مقیاس بود. همچنین شاخص های برازندگی حاصل‌شده از تحلیل عاملی تأییدی نشان داد که مقیاس از روایی سازه مناسب برخوردار است و همه گویه ها از بار عاملی مناسب بالای 30/0 برخوردارند. نتیجه گیری: با توجه به نتایج پژوهش حاضر و همچنین اهمیت سنجش مزاج رفتاری در کودکان و نیز در دسترس نبودن ابزار مناسب اعتباریابی شده در فرهنگ ایرانی، میتوان نتیجه گرفت که پرسشنامه رفتار کودک ابزار مناسبی جهت سنجش مزاج در کودکان 3 تا 7 ساله است. 2 Background & Purpose: temperament is defined as individual differences based on reactivity and self- regulation. This study aimed to investigate the reliability and validity of a very short form of the Children Behavior Questionnaire (CBQ) in an Iranian sample. Method: This study was a descriptive survey, which has applied the structural equation modeling. The statistical population of this study included all 3-7 years old children in Bandar Abbas city in 2016. The sample consisted of 276 children (124 boys and 156 girls) who were selected among children in three kindergartens and three preschool centers by cluster sampling method. The data collection tool was a very short version of the caregiver report (Mother) of the child behavior questionnaire (Rothbart, 2001), that was provided to mothers through teachers and they were asked to complete the child's behavior in the last 6 months. To analyze the data, Cronbach's alpha and split-half methods were used to investigate the reliability, and confirmatory factor analysis for evaluating the construct validity. Results: The results showed that a very short form of the child behavior questionnaire (CBQ) had a good internal consistency in the range of 0.71 to 0.79 for subscales and from 0.77 to 0.79 for the whole scale, and the fitness indicators derived from confirmatory factor analysis showed that the scale had appropriate construct validity and all items had factor load higher than 0.30. Conclusion: According to the results of this study and the importance of measuring the temperament in children and the lack of appropriate and valid tools in Iranian culture, it can be concluded that the child behavior questionnaire is an appropriate tool to measure temperament in 3-7 years old children. 165 175 2018/01/222016/09/262016/10/32017/02/102017/02/182017/04/142016/04/62017/04/62017/04/262017/04/102017/04/252017/05/102017/04/252017/06/112017/03/262017/04/23 1396/2/3 2018/01/222017/05/82017/04/72017/08/92017/09/102017/09/192017/09/112017/07/92017/09/162017/08/202017/09/192017/08/92017/09/192017/09/92017/08/232017/09/16 1396/6/25 سمانه نجارپوریان Samaneh Najarpourian دانشگاه هرمزگان ایران Najarpourian@hormozgan.ac.ir سید عبدالوهاب سماوی Seyed Abdolvahab Samavi دانشگاه هرمزگان ایران wahab.samavi@gmail.com ندا اسدی Neda Asadi دانشگاه هرمزگان ایران neda.asadi2011@yahoo.com Temperament child behavior questionnaire validity reliability مزاج پرسشنامه رفتار کودک روایی اعتبار 1. Smith EE, Nolen- Hoeksema S, Fredickson B, loftus G. Hilgard ER. Atkinson & Hilgard's introduction to psychology. Cengage Learning; 2002, pp: 67-83. ##2. Van Beveren ML, et al. Association between temperament, emotion regulation, and depression in youth: The role of positive Temerament. J Child Fam Stud. 2016; 25(6): 1954- 1968.##3. Rothbart MK, Ahadi SA, Hershey KL, Fisher P. Investigations of temperament at three to seven years: The children's behavior questionnaire. Child Dev. 2001; 72(5): 1394-408.##4. Kagan J, Snidman N, Zentner M, Peterson E. Infant temperament and anxious symptoms in school age children. Dev Psychopathol. 1999; 11(2): 209-244.##5. Thomas A, Chess S. Temperament and parent-child interaction. In: Damon W, editor. Social and personality development: Essays on the growth of the child. New York: W. W. Norton; 1983, pp: 84–94.##6. Clarke-Stewart KA, Fitzpatrick MJ, Allhusen VD, Goldberg WA. Measuring difficult temperament the easy way. J Dev Behav Pediater. 2000; 21(3): 207-220.##7. Rothbart MK, Bates JE. Temperament. Handbook of child psychology. New York: Wiley; 2006, pp: 96- 166. ##8. Smith CL, Day KL. Parenting, anger, and effortful control as predictors of child externalizing behavior: The role of child sex as a moderator. J Dev Behav Pediater. 2017; 1-9.##9. Mangelsdorf SC, Schoppe SJ, Buur H. The meaning of parental reports: A contextual approach to the study of temperament and behavior problems in childhood. In: Molfese D & Molfese VJ.(Eds). Temperament and personality development across the life span. Erlbaum: Hillsdale, NJ; 2000, pp: 121-40.##10. Lee CL, Bates JE. Mother-child interaction at age two years and perceived difficult temperament. Child Dev. 1985; 56(5): 1314-1325.##11. Harris RC, Robinson JB, Chang F, Burns BM. Characterizing preschool children's attention regulation in parent–child interactions: The roles of effortful control and motivation. J Appl Dev Psychol. 2007; 28(1): 25- 39. ##12. Shigeto A, Mangelsdorf SC, Brown GL. Roles of family cohesiveness, marital adjustment, and child temperament in predicting child behavior with mothers and fathers. J Soc Pers Relat. 2014; 31(2): 200-220. ##13. Yazd Khashti F, Oreyzi HR S. Standardization of child, parent and teacher's form of child behavior checklist in the city of Isfahan. Iranian Journal of Psychiatry &Clinical Psychology. 2011; 17(1): 60-70. [Persian].##14. Buss A, Plomin R. Temperament: Early developing personality traits. Hillsdale, NJ: Erlbaum; 1984, pp: 96- 103. ##15. Rowe DC, Plomin R. Temperament in early childhood. J Pers Assess. 1977; 41(2):150-156.##16. .Marjanoviic-Umekl, Fekonja-Peklaj U. The roles of child gender and parental knowledge of child development in parent child interactive play. Sex Roles. 2017; 77(7-8): 496- 509. ##17. Allport GW. Personality: A psychological interpretation. New York: Holt; 1993, pp: 47- 61.##18. Gaspardo CM, Cassiano RGM, Gracioli SMA, Furini GCB, Linhares MBM. Effects of neonatal pain and Temperament on attention problems in toddles born preterm. Pediatr Psychol. 2017; 1- 10.##19. Tung L, Norona AN, Lee SS, Langley AK, Waterman JM. Temperamental sensitivity to early maltreatment and later family cohesion for externalizing behaviors in youth adopted from foster care. Child Abuse Negl. 2017; 2(76): 149- 159. ##20. Derryberry D, Rothbart MK. Reactive and effortful processes in the organization of temperament. Dev Psychopathol. 1997; 9(4): 633-652.##21. Izard CE. Basic emotions, natural kinds, emotion schemas, and a new paradigm. Perspect Psychol Sci. 2007; 2(3): 260-280.##22. Emmons RA, Diener E. Personality correlates of subjective well-being. Pers Soc Psychol Bull. 1985; 11(1): 89-97.##23. Rothbart MK. Measurement of temperament in infancy. Child Dev.1981; 52(2): 569-578.##24. Chugani HT, Phelps ME, Mazziotta JC. Positron emission tomography study of human brain functional development. Ann Neurol. 1987; 22(4): 487-497.##25. Tabachnick BG, Fidell LS, Osterlind SJ. Using multivariate statistics. New York: Pearsons; 2001, pp: 58-89.##26. Kusanagi E. A psychometric examination of the children's behavior questionnaire (Annual Report, 1991- 1992, No.15). [Sapporo, Japan]: Faculty of Education, Research and Clinical Center for Child Development, Hokkaido University; 1993, pp: 97-101.##27. Kochanska G, Murray M, Putnam S. Maternal reports of conscience, development, and temperament in young children. Child Dev. 1994; 65(3): 852- 868.##28. ##29. Sanson AV, Smart DF, Prior M, Oberklaid F, Pedlow R. The structure of temperament from age 3 to 7 years: Age, sex, and sociodemographic influence. Merrill Palmer Q. 1994; 40(2): 233- 252.##30. Eysenck HJ, Eysenck MW. Personality and individual differences: A natural science approach. New York: Plenum; 1985, pp: 93- 114.##31. Tellegan A. Structures of mood and personality and their relevance to assessing anxiety, with an emphasis on self- report. In: Tuma AH, Maser JD, editor. Anxiety and the anxiety disorder. Hillsdale NJ: Erlbaum; 1985, pp: 681- 706.##1. Smith EE, Nolen- Hoeksema S, Fredickson B, loftus G. Hilgard ER. Atkinson & Hilgard's introduction to psychology. Cengage Learning; 2002, pp: 67-83. ##2. Van Beveren ML, et al. Association between temperament, emotion regulation, and depression in youth: The role of positive Temerament. J Child Fam Stud. 2016; 25(6): 1954- 1968.##3. Rothbart MK, Ahadi SA, Hershey KL, Fisher P. Investigations of temperament at three to seven years: The children's behavior questionnaire. Child Dev. 2001; 72(5): 1394-408.##4. Kagan J, Snidman N, Zentner M, Peterson E. Infant temperament and anxious symptoms in school age children. Dev Psychopathol. 1999; 11(2): 209-244.##5. Thomas A, Chess S. Temperament and parent-child interaction. In: Damon W, editor. Social and personality development: Essays on the growth of the child. New York: W. W. Norton; 1983, pp: 84–94.##6. Clarke-Stewart KA, Fitzpatrick MJ, Allhusen VD, Goldberg WA. Measuring difficult temperament the easy way. J Dev Behav Pediater. 2000; 21(3): 207-220.##7. Rothbart MK, Bates JE. Temperament. Handbook of child psychology. New York: Wiley; 2006, pp: 96- 166. ##8. Smith CL, Day KL. Parenting, anger, and effortful control as predictors of child externalizing behavior: The role of child sex as a moderator. J Dev Behav Pediater. 2017; 1-9.##9. Mangelsdorf SC, Schoppe SJ, Buur H. The meaning of parental reports: A contextual approach to the study of temperament and behavior problems in childhood. In: Molfese D & Molfese VJ.(Eds). Temperament and personality development across the life span. Erlbaum: Hillsdale, NJ; 2000, pp: 121-40.##10. Lee CL, Bates JE. Mother-child interaction at age two years and perceived difficult temperament. Child Dev. 1985; 56(5): 1314-1325.##11. Harris RC, Robinson JB, Chang F, Burns BM. Characterizing preschool children's attention regulation in parent–child interactions: The roles of effortful control and motivation. J Appl Dev Psychol. 2007; 28(1): 25- 39. ##12. Shigeto A, Mangelsdorf SC, Brown GL. Roles of family cohesiveness, marital adjustment, and child temperament in predicting child behavior with mothers and fathers. J Soc Pers Relat. 2014; 31(2): 200-220. ##13. Yazd Khashti F, Oreyzi HR S. Standardization of child, parent and teacher's form of child behavior checklist in the city of Isfahan. Iranian Journal of Psychiatry &Clinical Psychology. 2011; 17(1): 60-70. [Persian].##14. Buss A, Plomin R. Temperament: Early developing personality traits. Hillsdale, NJ: Erlbaum; 1984, pp: 96- 103. ##15. Rowe DC, Plomin R. Temperament in early childhood. J Pers Assess. 1977; 41(2):150-156.##16. .Marjanoviic-Umekl, Fekonja-Peklaj U. The roles of child gender and parental knowledge of child development in parent child interactive play. Sex Roles. 2017; 77(7-8): 496- 509. ##17. Allport GW. Personality: A psychological interpretation. New York: Holt; 1993, pp: 47- 61.##18. Gaspardo CM, Cassiano RGM, Gracioli SMA, Furini GCB, Linhares MBM. Effects of neonatal pain and Temperament on attention problems in toddles born preterm. Pediatr Psychol. 2017; 1- 10.##19. Tung L, Norona AN, Lee SS, Langley AK, Waterman JM. Temperamental sensitivity to early maltreatment and later family cohesion for externalizing behaviors in youth adopted from foster care. Child Abuse Negl. 2017; 2(76): 149- 159. ##20. Derryberry D, Rothbart MK. Reactive and effortful processes in the organization of temperament. Dev Psychopathol. 1997; 9(4): 633-652.##21. Izard CE. Basic emotions, natural kinds, emotion schemas, and a new paradigm. Perspect Psychol Sci. 2007; 2(3): 260-280.##22. Emmons RA, Diener E. Personality correlates of subjective well-being. Pers Soc Psychol Bull. 1985; 11(1): 89-97.##23. Rothbart MK. Measurement of temperament in infancy. Child Dev.1981; 52(2): 569-578.##24. Chugani HT, Phelps ME, Mazziotta JC. Positron emission tomography study of human brain functional development. Ann Neurol. 1987; 22(4): 487-497.##25. Tabachnick BG, Fidell LS, Osterlind SJ. Using multivariate statistics. New York: Pearsons; 2001, pp: 58-89.##26. Kusanagi E. A psychometric examination of the children's behavior questionnaire (Annual Report, 1991- 1992, No.15). [Sapporo, Japan]: Faculty of Education, Research and Clinical Center for Child Development, Hokkaido University; 1993, pp: 97-101.##27. Kochanska G, Murray M, Putnam S. Maternal reports of conscience, development, and temperament in young children. Child Dev. 1994; 65(3): 852- 868.##28. ##29. Sanson AV, Smart DF, Prior M, Oberklaid F, Pedlow R. The structure of temperament from age 3 to 7 years: Age, sex, and sociodemographic influence. Merrill Palmer Q. 1994; 40(2): 233- 252.##30. Eysenck HJ, Eysenck MW. Personality and individual differences: A natural science approach. New York: Plenum; 1985, pp: 93- 114.##31. Tellegan A. Structures of mood and personality and their relevance to assessing anxiety, with an emphasis on self- report. In: Tuma AH, Maser JD, editor. Anxiety and the anxiety disorder. Hillsdale NJ: Erlbaum; 1985, pp: 681- 706.## ##

پیش‌بینی اعتیاد به اینترنت در دانش آموزان بر مبنای حمایت اجتماعی و تنیدگی ناشی از انتظارات تحصیلی Prediction of Internet Addiction in Students based on Social Support and Academic Expectations Stress 1 1 زمینه و هدف: اعتیاد به اینترنت در دانش آموزان پیامدهای منفی و مخربی برای فرد و جامعه به دنبال دارد. مطالعه حاضر به منظور بررسی نقش پیش‌بینی تنیدگی ناشی از انتظارات تحصیلی و حمایت اجتماعی بر اعتیاد به اینترنت دانش آموزان انجام شد. روش: طرح پژوهش توصیفی و از نوع همبستگی بود. دادههای پژوهش از 246 نفر از دانش آموزانی که در سال تحصیلی 96-1395 در مقطع متوسطه اول در شهر تهران مشغول به تحصیل بودند با استفاده از روش نمونه گیری در دسترس جمع آوری شد. ابزارهای مورداستفاده در این مطالعه پرسشنامه های حمایت اجتماعی (زیمنت و همکاران، 1988)، پرسشنامه تنیدگی تحصیلی (آنگ و هوان، 2006)، و پرسشنامه اعتیاد به اینترنت (یانگ، 1988) بود. دادهها با روش همبستگی پیرسون و تحلیل رگرسیون به روش گام به گام تحلیل شد. یافته ها: تنیدگی ناشی از انتظارات والدین و انتظارات خود رابطه مثبت با اعتیاد به اینترنت دارد در حالی که حمایت اجتماعی دوستان و خانواده با اعتیاد به اینترنت رابطه منفی دارد. همچنین نتایج تحلیل رگرسیون نشان داد که حمایت اجتماعی دوستان (0/001>p)، تنیدگی ناشی از انتظارات والدین (0/001>p)، تنیدگی ناشی از انتظارات خود (0/001>p)، و حمایت خانواده (0/01>p) اثر پیش بینی کنندگی معنیداری روی شاخص تعدیل‌شده اعتیاد به اینترنت در دانش آموزان دارند. متغیرهای پیش بین روی‌هم 69 درصد واریانس اعتیاد به اینترنت را تبیین می‌کند. نتیجه گیری: یافته ها نشان داد که انتظارات خانواده ها و همچنین حمایت آنها نقش مهمی در پیش بینی اعتیاد به اینترنت دارد؛ بنابراین طراحی برنامه های پیش گیرانه مبتنی بر خانواده برای کاهش گرایش نوجوانان به اعتیاد به اینترنت ضروری به نظر میرسد. 2 Background and Purpose: Internet addiction in students has negative and destructive consequences for the individual and society. The present study was conducted to investigate the role of social support and educational expectations stress in prediction of internet addiction in students. Method: The research design was descriptive and correlational. Data were collected from 246 high school students from schools in Tehran during the academic year of 2015-2016 using available sampling method. Multidimensional Scale of perceived social support (MSPSS), internet addictions test (IAT), and academic expectation stress inventory (AESI) was completed by students. The data were analyzed by using of Pearson correlation and step by step regression. Results: Stress from parents' expectations and their expectations have a positive relationship with Internet addiction, while social support of friends and family has a negative relationship with online addiction. Also, the results of regression analysis showed that social support of friends (p <0.001), stress due to parents' expectations (p <0.001), stress due to their expectations (p <0.001), and family support (p <0.01) significantly predicts students' Internet addiction. The predictive variables of the predictor account for 69% of the variance of Internet addiction. The predictor variables explain a total of 69 percent of the variance of internet addiction. Conclusion: Findings showed that family expectations and their support play an important role in predicting internet addiction; therefore, the design of family-based preventive programs is necessary to reduce the tendency of adolescents to internet addiction 176 186 2018/01/222016/09/262016/10/32017/02/102017/02/182017/04/142016/04/62017/04/62017/04/262017/04/102017/04/252017/05/102017/04/252017/06/112017/03/262017/04/232017/05/12 1396/2/22 2018/01/222017/05/82017/04/72017/08/92017/09/102017/09/192017/09/112017/07/92017/09/162017/08/202017/09/192017/08/92017/09/192017/09/92017/08/232017/09/162017/08/20 1396/5/29 صمد رشیدیان Samad Rashidiyan دانشگاه شهید بهشتی Srashidi642@gmail.com نورالدین رشیدی Nooraldin Rashidi دانشگاه علامه طباطبایی نیکزاد قنبری Nikzad Ghanbari دانشگاه شهید بهشتی nikzad.ghanbari@gmail.com Stress academic expectations family support internet addiction تنیدگی انتظارات تحصیلی حمایت خانواده اعتیاد به اینترنت 1. Miniwatts Marketing Group. 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Journal of Adolescence. 2009; 32(5):1225-37.##26. Block JJ. Pathological computer use in the USA. In2007 international symposium on the counseling and treatment of youth internet addiction. Seoul, Korea, National Youth Commission 2007, p: 433.##27. Wu CS, Wong HT, Yu KF, Fok KW, Yeung SM, Lam CH, Liu KM. Parenting approaches, family functionality, and internet addiction among Hong Kong adolescents. BMC pediatr. 2016;16(1):130.##28. Heo J, Oh J, Subramanian SV, Kim Y, Kawachi I. Addictive internet use among Korean adolescents: a national survey. PloS one. 2014; 9(2):e87819.##29. Tran BX, Hinh ND, Nguyen LH, Le BN, Nong VM, Thuc VT, Tho TD, Latkin C, Zhang MW, Ho RC. A study on the influence of internet addiction and online interpersonal influences on health-related quality of life in young Vietnamese. BMC public health. 2017; 17(1):138.##30. Ahmadi K. Internet addiction among Iranian adolescents: a nationwide study. Acta Med Iran. 2014; 52(6): 467.##31. Gunuc S, Dogan A. The relationships between Turkish adolescents’ Internet addiction, their perceived social support and family activities. Comput Human Behav. 2013; 29(6):2197-2207.##32. Wu XS, Zhang ZH, Zhao F, Wang WJ, Li YF, Bi L, Qian ZZ, Lu SS, Feng F, Hu CY, Gong FF. Prevalence of Internet addiction and its association with social support and other related factors among adolescents in China. J Adolesc. 2016; (52):103-11.##33. Sioni SR, Burleson MH, Bekerian DA. Internet gaming disorder: Social phobia and identifying with your virtual self. Comput Human Behav. 2017 30; )71(:11-15.##34. Lai CM, Mak KK, Watanabe H, Jeong J, Kim D, Bahar N, Ramos M, Chen SH, Cheng C. The mediating role of Internet addiction in depression, social anxiety, and psychosocial well-being among adolescents in six Asian countries: a structural equation modelling approach. Public health. 2015; 129(9):1224-36.##35. Fernández-Villa T, Molina AJ, García-Martín M, Llorca J, Delgado-Rodríguez M, Martín V. Validation and psychometric analysis of the Internet Addiction Test in Spanish among college students. BMC public health. 2015; 15(1):953.##36. Alavi SS, Islami M, Marathi MR, Najafi M, Janatifard F, & Rezapour H. Psychometric properties of the Young Internet addiction test. J Behav Sci. 2010; 4(3): 183-189. [Persian] ##37. Zimet GD, Dahlem NW, Zimet SG, Farley GK. The multidimensional scale of perceived social support. J Pers Assess. 1988; 52(1):30-41.##38. Wongpakaran T, Wongpakaran N, Ruktrakul R. Reliability and validity of the multidimensional scale of perceived social support (MSPSS): thai version. Clin Pract Epidemiol Ment Health: CP & EMH. 2011 ;( 7):161.##39. Ang RP, Huan VS. Relationship between academic stress and suicidal ideation: Testing for depression as a mediator using multiple regression. Child psychiatry and human development. 2006; 37(2):133.##40. Mirshahvalad F. Factor structure of stress based on educational expectations in adolescent, including two parts of parents 'and teachers' expectations and person expectations from self in gifted and normal students [Thesis for Master of Science]. Faculty of Psychology, Shahid Beheshti University; 2013, pp: 91-92. [Persian].##41. Chou HL, Chou C, Chen CH. The moderating effects of parenting styles on the relation between the internet attitudes and internet behaviors of high-school students in Taiwan. Comput Educ. 2016 ;)94(:204-214.##42. Fengqiang G, Jie X, Yueqiang R, Lei H. The relationship between internet addiction and aggression: multiple mediating effects of life events and social support. Psychology research. 2016 Jan; 6(1):42-9.##43. Velezmoro R, Lacefield K, Roberti JW. Perceived stress, sensation seeking, and college students’ abuse of the Internet. Comput Human Behav. 2010; 26(6):1526-30.##44. Leung L. Stressful life events, motives for Internet use, and social support among digital kids. Cyberpsychol Behav Soc Netw. 2006; 10(2):204-14.##45. Skinner BF. Contingencies of reinforcement: A theoretical analysis. Fourth edition. New York: BF Skinner Foundation; 2014, pp 98-99.##46. Varghese J. Effect of Family Focused Intervention on Perceived Stress, Quality of Life and Relapse Rate of Clients with Alcohol Dependence Syndrome. Int J Nurs Educ Scholarsh. 2017; 9(1):91-96.##47. Shah I, Siddiqui F, Ansari S. Relationship between Internet Addiction and Social Support among University Undergraduates. International Research Journal of Arts & Humanities (IRJAH). 2016; 44(44):209.## ##