Abbas Ali Hossein Khanzadeh Quarterly Journal of Child Mental Health 2423-3552 2476-5740 8 4 2021 12 1 Editorial 0 0 FA Abbas Ali Hoseinkhanzadeh Department of Psychology, Faculty of Literature and Humanities, University of Guilan, Rasht, Iran Khanzadehabbas@guilan.ac.ir Y 0000-0003-4060-0011 10.52547/jcmh.8.4.1 Editorial http://childmentalhealth.ir/article-1-1244-en.html http://childmentalhealth.ir/article-1-1244-en.pdf

Abbas Ali Hossein Khanzadeh Quarterly Journal of Child Mental Health 2423-3552 2476-5740 8 4 2021 12 1 The Effectiveness of Psychodrama Training on Adjustment of Children with Mild Intellectual Disability 1 15 FA Mahboobe Taher Department of Psychology, Shahrood Branch, Islamic Azad University, Shahrood, Iran Mahboobe.taher@yahoo.com Y 0000-0003-1320-3643 10.52547/jcmh.8.4.2 Background and Purpose: One of the main problems of children with mild intellectual disability (ID) is a deficit in adjustment. One of the most suitable methods for training people with operational intelligence level is psychodrama training. Therefore, the aim of this study was to evaluate the effectiveness of psychodrama training on adjustment in children with mild ID. Method: The present study is a quasi-experimental study with a pretest-posttest and a control group design. The statistical population included male students with mild ID in Damghan city in the academic year of 2019-2020, from which 30 people were selected by purposive sampling method and were randomly assigned to the experimental and control groups. First, both groups completed the pretest Adjustment Questionnaire (Sinha & Singh, 1993). After ten sessions of 90-minute psychodrama training for the experimental group, both groups were re-evaluated (post-test). Data were analyzed by analysis of covariance using SPSS-26 software. Results: The results of this study showed that psychodrama training improves the emotional, educational, and social adjustment of children with mild ID (p <0.05).  Conclusion: Psychodrama training through role-playing for the children in the experimental group provided a more accurate understanding of feelings and emotions, thereby increasing the emotional, academic, and social adjustment of children with mild ID. Psychodrama, adjustment, mild intellectual disability http://childmentalhealth.ir/article-1-1162-en.html http://childmentalhealth.ir/article-1-1162-en.pdf

Abbas Ali Hossein Khanzadeh Quarterly Journal of Child Mental Health 2423-3552 2476-5740 8 4 2021 12 1 The Effectiveness of Biofeedback on Improving Reading Performance and Visual-Motor Perception in Children with Dyslexia 16 28 FA Nazanin Abbasi Fashami Ph.D. Student، Department oF Psychology, Rasht Branch, Islamic Azad University, Rasht, Iran abasi.nazanin@gmail.com Y 0000-0002-6111-7275 Bahman Akbari Professor، Department of Psychology, Rasht Branch, Islamic Azad University, Rasht, Iran Bakbari44@yahoo.com N 0000-0001-5032-2524 Abbas Ali Hosseinkhanzadeh Invited Associate Professor, Department of Psychology, Rasht Branch, Islamic Azad University, Rasht, Iran and Associate Professor, Department of Psychology, Faculty of Literature and Humanities, University of Guilan. Rast, Iran and abbaskhanzade@gmail.com N 0000-0003-4060-0011 10.52547/jcmh.8.4.3 Background and Purpose: Dyslexia as a common developmental disorder in childhood can seriously impair the educational process of students and according to the previous studies, biofeedback can help these children manage those issues. This study sought to investigate the effectiveness of biofeedback on improving reading performance and visual-motor perception in children with dyslexia. Method: This was a quasi-experimental study with a pretest-posttest and a control group design. The statistical population included all 8-12 year old male students with dyslexia referred to learning disorders centers in the 3rd district of Tehran in 2019; from which 24 people were selected by the available sampling method according to the inclusion and exclusion criteria and were randomly assigned to the experimental group (n=12) and the control group (n=12). Instruments used in this study included the Reading and Dyslexia Test (Nema) (Kormi Nouri and Moradi, 2005) and the Bender Visual-Motor Gestalt Test (Bender, 1938). The intervention group underwent 30 sessions of 45-minutes biofeedback intervention program, while the control group received only the usual training of learning disorders centers. Data were analyzed using analysis of covariance in the SPSS-22 software. Results: The results of data analysis showed that biofeedback improved the reading performance of children with dyslexia. This method reduced the shape error, composition eror, rotation error, continuity error, and thus improved the visual-motor perception of children with dyslexia (p <0.01).  Conclusion: Biofeedback method can use the principles of factor conditioning learning to change and improve brain waves, strengthen self-regulation skills, improve brain function and thus improve reading performance and visual-motor perception in children with dyslexia. Biofeedback,reading performance, visual-motor perception, dyslexia http://childmentalhealth.ir/article-1-1195-en.html http://childmentalhealth.ir/article-1-1195-en.pdf

Abbas Ali Hossein Khanzadeh Quarterly Journal of Child Mental Health 2423-3552 2476-5740 8 4 2021 12 1 Investigating the Relationship between Mindful Parenting and Children\'s Executive Functions: The Mediating Role of Brain Waves 29 42 FA Somayeh Zarenezhad Faculty of Psychology and Educational Sciences, Ferdowsi University of Mashhad, Iran zarenezhadsomaye@gmail.com N 0000-0001-9065-3678 Sakineh Soltani Kouhbanani Department of Educational and Counselling Psychology, Faculty of Educational Science and Psychology, Ferdowsi University of Mashhad, Iran s.soltani@um.ac.ir Y 0000-0314-6902-4400 10.52547/jcmh.8.4.4 Background and Purpose: Mindful parenting enhances parenting capacity, stability, and adaptability, and strengthens parent-child relationships. The aim of this study was to investigate the relationship between mindful parenting and children’s executive functions with the mediating role of brain waves. Method: This was a descriptive correlational study with a structural equation modeling method. The statistical population of the study included all 6-12-year-old children referred to the “Andisheh va Raftar” Clinic in Mashhad in 2019-20, form which 133 children (60 females, 73 males) were selected using available sampling method. The instruments used in the study included the Mindfulness in Parenting Questionnaire (McCaffre et. Al, 2015), the Barkley Deficits in Executive Functions Scale-Children and Adolescents (Barkley, 2012), and Neurofeedback device. Data were analyzed by structural equation modeling method using SPSS23 and LISREL8.8 software. Results: The results showed that the proposed model best fitted the data. There was a direct relationship between mindful parenting and executive functions (β = 0.32, t = 5.34) and an indirect relationship through alpha wave (= 0.18). β, t = 3.58) and (β = 0.63, t = 12.31); Beta wave (β = 0.15, t = 3.16) and (β = 0.57, t = 9.32) and theta wave (β = 0.12, t = 1.25) and (0.22 = -β, 14 / 4- = t). Conclusion: According to the results, mindful parenting is both directly and indirectly related to the executive functions through the mediation of brain waves. The results of this study contain practical implications for promoting children's executive functions in relation to parenting. Mindful parenting, brain wave, executive functions http://childmentalhealth.ir/article-1-1032-en.html http://childmentalhealth.ir/article-1-1032-en.pdf

Abbas Ali Hossein Khanzadeh Quarterly Journal of Child Mental Health 2423-3552 2476-5740 8 4 2021 12 1 The Effectiveness of Sensory Integration-Based Therapy on Auditory Memory and Auditory Sensitivity of Students with Dyslexia 43 54 FA Raedeh Naghibosaddat Tehran North Branch, Islamic Azad University, Tehran, Iran raedeh.naghibosadat@gmail.com N 0000-0002-2975-8275 Hadi Hashemi Rezoni Department of General Psychology, Faculty of Psychology and Educational Sciences, Kharazmi University, Tehran, Iran Hadihashemirazini@yahoo.com Y 0000-0003-0046-0149 Afshin Salahian Department of Psychology, Payame Noor University, Tehran, Iran salahian2020@gmail.com N 0000-0003-0045-0146 10.52547/jcmh.8.4.5 Background and Purpose: Dyslexia is a specific learning disorder that could lead to academic and behavioral problems in students and has a very high prevalence in schools. The aim of this study was to investigate the effectiveness of sensory integration-based therapy on auditory memory and auditory sensitivity of students with dyslexia. Method: This was an applied quasi-experimental study with pretest-posttest-follow-up and a control group design. The statistical population of this study included all 7-12 year old children with dyslexia refered to psychology and counseling centers and psychiatric clinics in Tehran in 2020-21, From wich 30 students were selected by purposeful sampling method and were randomly assigned to the experimental and the control groups. The experimental group received the sensory integration-based therapy for eight 90-minutes-sessions. The instruments used in the study included the auditory memory subtest of the n-back working memory computer training task, and a revised version of the Wepman auditory discrimination test. Data were analyzed by the one-way repeated measures analysis of covariance in the SPSS statistics-26 software. Results: The results showed that the sensory integration-based treatment had a significant effect on auditory memory and auditory sensitivity in the experimental group, and the effectiveness of this program was maintained in one month follow-up (p <0.001). Conclusion: Based on the findings of this study, it can be concluded that the sensory integration program with an emphasis on auditory memory and auditory sensitivity is effective in the treatment of dyslexia. Dyslexia,sensory integration-based therapy, auditory memory, auditory sensitivity http://childmentalhealth.ir/article-1-1189-en.html http://childmentalhealth.ir/article-1-1189-en.pdf

Abbas Ali Hossein Khanzadeh Quarterly Journal of Child Mental Health 2423-3552 2476-5740 8 4 2021 12 1 Comparison of the Effectiveness of Painting Therapy, Clay Therapy and a Combined Method on Resiliency in Children with Attention Deficit/Hyperactivity Disorder 55 75 FA Saloumeh Sakha Ph.D. Student of Psychology in Psychology and Exceptional Children Education, Shiraz Branch, Islamic Azad University, Shiraz, Iran. nasimmasoomi94@gmail.com N 0000-0001-5353-6739 Mohammad Mozafari Department of Psychology, Shiraz Branch, Islamic Azad University, Shiraz, Iran Mozafari937@yahoo.com Y 0000-0001-5071-6566 Siamak Samani Department of Psychology, Shiraz Branch, Islamic Azad University, Shiraz, Iran Samani@iaushiraz.ac.ir N 0000-0002-6945-6263 Sajad Aminimanesh Department of Psychology, Shiraz Branch, Islamic Azad University, Shiraz, Iran sajadaminimanesh@gmail.com N 0000-0002-8613-0708 10.52547/jcmh.8.4.6 Background and Purpose: The lack of behavioral inhibition in children with attention deficit/ hyperactivity ADHD disorder disrupts the way they respond. These children are not able to wait; Because of this, resiliency in them is of importance. The purpose of this study was to compare the effectiveness of the painting therapy, clay therapy and combined method (The combination of painting therapy and clay therapy) on resiliency in children with attention deficit/ hyperactivity disorder.  Methods: This study used a single-subject ABA design. The statistical population consisted of all 8 - 11 year old children with ADHD reffered to medical centers of Tehran in the academic year 2020-2021. Among them, 6 children (three boys and three girls) were selected based on inclusion and exclusion criteria and by purposive sampling and were randomly placed in 3 two - person groups. Interventions of the painting therapy, clay therapy and combined methods for each child, according to the child-centered play therapy program with Landerth and Bratton Approach (2006) were conducted in 2 one – hour – weekly sessions which lasted for 8 weeks (16 sessions). The research instrument included Social-Emotional Assets and Resilience Scale (SEARS; Merrell, 2008). Data were analysed at both within-condition and between-condition levels based on three indicators of level, trend and stability. Results: The results showed that interventions were effective in two groups of painting therapy and combined method (The combination of painting therapy and clay therapy). The most effective method in improving resiliency was the combined method (The combination of painting therapy and clay therapy) (P< 0.05). The recovery percentage of clay therapy was lower than other interventions and had no significant effect on the resiliency in children with ADHD (P> 0.05). Conclusion: Based on the findings, it can be concluded that the painting therapy and combined method (The combination of painting therapy and clay therapy) can increase the resiliency of children with ADHD. Necessary explanations for the results are discussed in the article.    Painting therapy, clay therapy, combined method, resiliency, attention deficit/hyperactivity disorder http://childmentalhealth.ir/article-1-1141-en.html http://childmentalhealth.ir/article-1-1141-en.pdf

Abbas Ali Hossein Khanzadeh Quarterly Journal of Child Mental Health 2423-3552 2476-5740 8 4 2021 12 1 Constructing and Evaluating Psychometric Properties of Neuropsychological Skills Questionnaire (Teacher Form) for Preschool Children 76 93 FA Bita Hashemi Hashjin Department of Psychology, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran hashemi.bita@yahoo.com N 0000-0002-5772-008X Tayebeh Sharifi Department of Psychology, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran sharifi_ta@yahoo.com Y 0000-0002-8224-8805 Shahram Mashhadizadeh Department of Basic Medical Sciences, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran smz1@yahoo.com N 0000-0003-2614-5657 Reza Ahmadi Department of Psychology, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran rozgarden28@yahoo.com N 0000-0002-9537-7163 10.52547/jcmh.8.4.7 Background and Purpose: The primary goal of preschool education is facilitating learning the basic concepts such as reading, writing, and math. Prerequisite skills such as neuropsychological ones are required for learning these concepts. This study aimed at constructing and evaluating psychometric properties of neuropsychological skills questionnaire (teacher form) for preschool children.  Method: In the qualitative section, we used the thematic analysis method. The statistical population included all books, theories, and Persian and English articles related to neuropsychological skills. The sample was selected using the purposeful sampling method and considered sufficient as theoretical saturation was achieved. A descriptive- survey research design was used in the quantitative section. The statistical population consisted of all preschool children in Isfahan in the academic year of 2020-2021. According to Cochran’s formula, 374 preschool children were determined as the research sample. Due to the Coronavirus - 2019 restrictions, this study used an online questionnaire, and 410 preschool teachers selected by the two-stage cluster sampling completed the questionnaire. Exploratory factor analysis method with the main components’ analysis and the varimax rotation and confirmatory factor analysis for the goodness of the model fit were used to investigate the construct validity. Results: The results confirmed the face and content validity, discriminant validity, construct validity, and the right norm of the researcher-made questionnaire. The reliability of the questionnaire, estimated by Cronbach’s alpha, was 0.921; its split-half reliability coefficient was .84, and its clinical cut-off point was 2.86. Regarding eigenvalues greater than one, eighteen factors in the first order and five factors in the second order were extracted using exploratory factor analysis, which respectively explained 83.58 and 85.59 percent of the total variance of the scale. Confirmatory factor analysis revealed that factor loadings of all items were higher than 0.4 and significant (p<0.01). Conclusion: In general, it can be concluded that the researcher-made questionnaire has good validity, reliability, and norm; therefore, it can be used as a valid instrument for assessing the neuropsychological skills of preschool children. Neuropsychological skills, psychometric properties, preschool children http://childmentalhealth.ir/article-1-1211-en.html http://childmentalhealth.ir/article-1-1211-en.pdf

Abbas Ali Hossein Khanzadeh Quarterly Journal of Child Mental Health 2423-3552 2476-5740 8 4 2021 12 1 The Effectiveness of Acceptance and Commitment Therapy on Distress Tolerance and Depression in Students 94 107 FA Atefeh Rezaeian Faculty of Psychology and Educational Sciences, Ferdowsi University, Mashhad, Iran Y 0000-0002-8470-2792 Liah Agha Akbari Islamshahr Branch, Islamic Azad University, Islamshahr, Iran N 0000-0002-3950-7402 Fatemeh Amirzadeh Science and Research Branch, Islamic Azad University, Tehran, Iran N 0000-0002-9729-8493 Naghmeh MalekMohammadi Roodehen Branch, Islamic Azad University, Tehran, Iran N 0000-0001-7896-1133 10.52547/jcmh.8.4.8 Background and Purpose: One of the most frequent and disabling problems of students in different age periods is depression that researchers have examined different components in the perception of depression, including distress tolerance. In this way, the purpose of this study was to determine the effectiveness of acceptance and commitment therapy (ACT) on distress tolerance and depression in students. Method: This research was a quasi-experimental study with pretest-posttest control group design. The statistical population included all 7th grade female students in Qayen in the academic year of 2019-20, of which 30 students were selected by available sampling method and were randomly assigned to the experimental (n=15) and control (n=15) groups. The instruments used in the study included the Beck Depression Inventory (BDI–II; Beck, Steer, GK Brown, 1996) and the Distress Tolerance Scale (Simons, Gaher, 2005). The experimental group received 8 one – hour sessions, while the control group underwent no intervention. Data were analyzed by the multivariate analysis of covariance using the SPSS statistics version 24 program. Results: The results showed that there is a significant difference between the mean scores of distress and depression in the experimental and control group, in the way that ACT reduced depression and improved distress tolerance in students (P <0.01) Conclusion: In through mindful exercises, the acceptance of thoughts, beliefs, emotions, and sensory and physical receipts are facilitated. As a result, the infrastructure mechanisms of this treatment reduced depression and improved distress tolerance in students in this study. Acceptance and commitment, distress tolerance, depression, students http://childmentalhealth.ir/article-1-1068-en.html http://childmentalhealth.ir/article-1-1068-en.pdf

Abbas Ali Hossein Khanzadeh Quarterly Journal of Child Mental Health 2423-3552 2476-5740 8 4 2021 12 1 The Structural Model of Attitudes toward Smoking and Concern about Weight and Diet Based on Self-Compassion in Female Students: The Mediating Role of Perceived Socio-Cultural Pressure 108 123 FA Masoumeh Shahrokh Faculty of Social Sciences, Imam Khomeini International University, Qazvin, Iran ms.masiha.shahrokh@gmail.com N 0000-0001-7420-9489 Mandana Piryaei Faculty of Social Sciences, Imam Khomeini International University, Qazvin, Iran mandanapiryaei@gmail.com Y 0000-0003-0748-408x Alireza Kakavand Department of Psychology, Faculty of Social Sciences, Imam Khomeini International University, Qazvin, Iran ar.kakavand@soc.ikiu.ac.ir N 0000-0001-8795-4699 Abdouljavad Ahmadi Department of Psychology, Faculty of Social Sciences, Imam Khomeini International University, Qazvin, Iran ab.ahmadi@soc.ikiu.ac.ir N 0000-0003-3049-9159 10.52547/jcmh.8.4.9 Background and Purpose: Today, smoking and the problems of obesity or weight loss are one of the major concerns of the World Health Organization, especially in children and adolescents. This study aimed to predict the attitudes toward cigarette smoking and concern about weight and diet based on self-compassion with the mediating role of perceived socio-cultural pressure. Method: The research method was descriptive-correlational. The statistical population consisted of teenage secondary school girls in Alborz province in the 97-98 academic year. Among them, 300 individuals were selected by multistage random sampling method. The instruments used were the attitudes toward smoking scale (Shore & et al, 2000), the worry over weight and diet questionnaire (Kagan & Squires, 1984), the self-compassion questionnaire (Neff 2003) and the perceived socio-cultural pressure questionnaire (Stice & bearman, 2001). Data were analyzed by structural equation modeling method using SPSS24 and AMOS24 software. Results: The results showed that the proposed model best fitted the data. According to the results, perceived socio-cultural pressure has a mediating role in the relationship between self-compassion with attitudes toward smoking and concern about weight and diet. Also, self-compassion is not directly related with attitudes toward smoking (P<0.05, β= -0/0083) and concern about weight and diet (P<0.05, β=0.002) but is directly related to perceived socio-cultural pressure (P<0.05, β=0.222). Perceived socio-cultural pressure is not directly related to attitudes toward smoking (P< 0.05, β=0.074) but is directly related to the concern about weight and diet (P<0.05, β=0.139). Also, the indirect effect of self-compassion (P<0.05) was confirmed by perceived socio-cultural pressure on concerns about weight and diet. While the results showed that there was no significant indirect relationship between self-compassion and perceived socio-cultural pressure with attitudes toward cigarette smoking. A significant indirect effect of self-compassion (P<0.05) was confirmed by perceived socio-cultural pressure on the attitudes toward smoking and concern about weight and diet. Conclusion: The results showed that high self-compassion female students had less concern about their weight and diet and perceived less socio-cultural pressure. Therefore, it is recommended to develop treatment programs based on compassion to prevent problems related to concerns about weight and diet for students. Attitudes toward smoking, worry about weight, self-compassion, perceived socio-cultural pressure, students http://childmentalhealth.ir/article-1-1133-en.html http://childmentalhealth.ir/article-1-1133-en.pdf