Abbas Ali Hossein Khanzadeh Quarterly Journal of Child Mental Health 2423-3552 2 4 2016 3 1 Chiefeditor 6 8 FA

Abbas Ali Hossein Khanzadeh Quarterly Journal of Child Mental Health 2423-3552 2 4 2016 3 1 The Effectiveness of Parents Training Program on Middle Adolescence Development on Parent-Child Relationship 9 19 FA Mohsen Shokouhi Yekta Background and purpose: Adolescence is a critical period in human development and various studies have conducted in this area. Present study aimed to investigate the effectiveness of parents training program in middle adolescence development on parenting styles and parent-child relationship. Method: Current research was a quasi-experimental study with one group pretest-posttest design. The study sample consisted of 50 mothers of secondary students who were studying in schools of Tehran City that were selected using convenience sampling method. Participants received a five-session training program on middle adolescence development (1/wk, 2 hrs). Data were collected using Parent-Child Relationship Inventory (PCR) and Baumrind Parenting Style Scale (PSS). Results: Results of analysis of variance with repeated measures showed that the training program had no significant influence on parent-child relationship (p > 0.05), while it had significant influence on participants parenting style profile (p < 0.05). According to our findings, subjects showed significantly higher scores in permissive parenting style after receiving the training program on middle adolescence development. Conclusion:: This program had no significant effect on parent-child relationship and showed a small effect size, which is indicative of its weak effectiveness on parent-child relationship. On the other hand, parenting style revealed a significant difference in posttest, which is indicative of the effectiveness of the training program. Research limitations and suggestions are discussed.

Abbas Ali Hossein Khanzadeh Quarterly Journal of Child Mental Health 2423-3552 2 4 2016 3 1 The Associations between Parent-Child Relationship and Aggressive Behavior among Students 21 34 FA Fereshteh mirzaei Iraj Shakerinia Farhad Asghari Background & purpose: Positive parent-child relationship has an important role in children’s academic, social, and behavioral adaptations. Present study aimed to investigate the associations between parent-child relationship and aggressive behaviors among students. Method: Present research was a correlational study with predictive design. The study population consisted of all female fifth graders who were studying in public schools of Sari city in 1393-94 academic year. The sample consisted of 254 students that were selected using random cluster sampling method. Data was collected using Parent-child relationship Survey (Fine, Moreland, and schwebel, 1983) and Shahim Aggression questionnaire for children (1385) and analyzed using Pearson correlation coefficient test and multiple regression analysis. Results: Results of Pearson correlation coefficient test revealed significant negative correlations between parent-child relationship and aggressive behavior among students (r= -0.79, p < 0.001). Moreover, results of regression analysis showed that parent-child relationship could significantly predict aggressive behavior among children with 99 percent confidence. Conclusion: According to our findings, we can conclude that parent-child relationship quality is a significant and influencing factor in children’s behavior, particularly their aggressive behavior.

Abbas Ali Hossein Khanzadeh Quarterly Journal of Child Mental Health 2423-3552 2 4 2016 3 1 The Role of Early Maladaptive Schemas in Explaining Social Anxiety 35 47 FA Seyed Valiollah Mousavi Hamid Javanparast Sajjad Rezaei Background and purpose: Given to the important role of early maladaptive schemas in psychological disorders, this study aimed to investigate the relationship between these maladaptive schemas and social anxiety among adolescents. Method: Current research was a correlational study. Sample consisted of 384 students who were studying in the schools of Rasht City and were selected using multistage cluster sampling method. Participants completed the Social Anxiety Scale (La Greca and Lopez, 1998) and Early Maladaptive Schemas Questionnaire (Young, 2005). After controlling the confounding effects of age and gender, data was analyzed using descriptive tests including frequency, mean, and standard deviation, and Pearson correlation coefficient test and hierarchical regression analysis. Results: Findings revealed that the domains of early maladaptive schemas could explain 40 percent of shared variance of social anxiety (p < 0.0001; F = 41.35). The domain of disconnection/ rejection (p < 0.0001, β = 0.40), impaired autonomy and performance (p < 0.004, β = 0.17), and other-directedness (p < 0.001, β = 0.19) could significantly predict levels of social anxiety. Conclusion: Based on the findings of present research, early maladaptive schemas could affect social anxiety. Therefore, identification of these schemas may provide a better understanding of the etiology of social anxiety disorder. Results’ implications for designing proper interventions for reducing social anxiety among adolescents are discussed.

Abbas Ali Hossein Khanzadeh Quarterly Journal of Child Mental Health 2423-3552 2 4 2016 3 1 The Relationship Between State Metacognition and Responsibility with Academic Self-regulation 49 57 FA Maryam Shahidi Mohammad Reza Zarbakhsh Background and purpose: Self-regulated learning is among the most important topics in contemporary world and is considered as a fundamental concept in educational planning. Present study aimed to investigate the relationship between state metacognition and responsibility with academic self-regulation among high school female students. Method: Current research was a correlational study. Population consisted of all the high school female students that were studying in high schools of Rasht City in 1393-94 academic year. Sample consisted of 283 students that were selected using random cluster sampling method, and completed Responsibility Questionnaire (Monireh Kordlou, 2006), State Metacognitive Inventory (O’Neil and Abedi, 1996), and Academic Self-Regulation Questionnaire (Connell and Ryan, 1987). Data analyzed using multivariate regression analysis in SPSS. Results: Research findings showed significant positive correlations between academic self-regulation with responsibility and state metacognition and its subscales, including awareness, cognitive strategy, planning, and self-checking among students (p < 0.01). Moreover, responsibility and state metacognition could explain 20 percent of the variance of academic self-regulation. Conclusion: According to our finding, self-regulated learning as an important factor in academic achievement can be gained through increasing responsibility level, planning, review, and knowing the students.

Abbas Ali Hossein Khanzadeh Quarterly Journal of Child Mental Health 2423-3552 2 4 2016 3 1 The Comparison of Efficacy of Empathy and Anger Management Trainings on Social Cognition and Symptoms of Students with Oppositional Defiant Disorder 59 74 FA Mahboobe Taher Department of Psychology, Shahrood Branch, Islamic Azad University, Shahrood, Iran Abbas Abolghasemi Department of Psychology, University of Guilan, Guilan, Iran Nader Hajloo Department of Psychology, University of Moohaghegh Ardabili, Ardabil, Iran Mohammad Narimani Department of Psychology, University of Moohaghegh Ardabili, Ardabil, Iran Background and purpose: Oppositional defiant disorder is one of the most common, disruptive behavioral disorders. The aim of this study was the comparision of effecacy of empathy and anger management trainings on social cognition and disorder’ symptoms in students with oppositional defiant disorder. Method: The method of research was experimental and research design was pretest- posttest with control group. 54 students among all of seventh and eighth grades with oppositional defiant disorder in 2014-2015 academic years in Sari, were selected by multi-stage cluster random sampling and were assigned in 3 groups (2 experimental groups and 1 control group) ramdomlly. For data collection, oppositional defiant disorder rating scale for children (Homerson et al., 2006), the structured clinical interview (First et al., 1999), and social stories (Tur-Kaspa & Brayran, 1994) were used. For experimental groups, empathy traning and anger management trainings were implemented at 8 weekly sessions in 60 minutes whereas control group has any training. Results: The results of multivariate and univariate analysis of covariance showed the effectiveness of empathy training and anger management training on total score of social cognition and its components. The Adjusted mean values ​​of anger management and empathy training sowed that empathy training  Rather than anger management has more role in improving social cognition of second and fifth stages (P<0.05). The results of analysis of univariate analysis of covariance showed empathy traning and anger management training are efficient in symptoms redcuction. The results of comparsion of difference between adjusted mean values showed that there was no significant difference in ​ two groups. Conclusion: Use empathy and anger management trainings alongside academic learning courses for children with oppositional defiant disorder, could prevent the occurrence, intensify and becoming oppositional defiant disorder to other disorders.

Abbas Ali Hossein Khanzadeh Quarterly Journal of Child Mental Health 2423-3552 2 4 2016 3 1 The Effectiveness of Fetal Attachment Training Program on Maternal- Fetal Relationship and Mental Health of Pregnant Women 75 87 FA Simin Hosseinian Seyyedeh Monavvar Yazdi Soraya Alavinezhad Background and Objective: Emotional relationship between mother and fetus is expressed as maternal fetal attachment. This attachment is the first relationship which is significantly correlated with afterborn mother-infant relationship. The purpose of present study was to study the effectiveness of maternal fetal attachment educational program on maternal fetal attachment and improvement of mental health in pregnant women. Method: This study was an experimental study with pretest – posttest and control group. The population consisted of pregnant women whom visited Sarem hospital from the April to the end of May of 2015. Which among them 30 people were chosen randomly, and 15 participant were assigned to the intervention group and 15 participant entered in control group. Intervention group were invited to the workshop by an invitation. In order to collecting the data, maternal fetal attachment scale (Cranley, 1981) and mental health scale (Lovibond & Lovibond, 1995) were used. Workshop was held for 10 sessions of 90 minutes each, once a week. The collected data were analyzed by multivariate covariance analysis. Results: Results showed that prenatal attachment program improves maternal fetal attachment and mental health of the pregnant women (p > 0.001). Conclusion: Considering the results, present study has important clinical applications in order to improve mental health in pregnant women. Learning attachment technics leads to improvement of prenatal attachment and mental health of pregnant moms; so by teaching these technics, we can lay the groundwork for mental health of mother and infant.

Abbas Ali Hossein Khanzadeh Quarterly Journal of Child Mental Health 2423-3552 2 4 2016 3 1 Comparing Working Memory and Organization and Programming Ability in Children with and without Learning Disabilities 89 102 FA Zeynab Khanjani Tooraj Hashemi Shahla Jangi Ahmad Bayat Background & Objective: Today, most researchers confirm the role of executive functions in the incidence of learning disabilities. The purpose of this research was to comparing working memory and organization and programming in children with and without learning disabilities. Method: Study plan was causative-comparative. 120 leaning disable students (30 dyslexia, 30 dyscalculia, 30 written language disabilities and 30 normal) were selected thorugh convenience sampling method. Practitioners answered Raven IQ (1938), Reading and Dyslexia of NAMA (Karami & Nouri-Moradi, 2005), K-Math Mathematics (Kernoli et al., 1976), Diagnosis of Written Disability, Tower of Hanoi (Shaliss, 1982), and Digit Span Tests (Wechler, 1939). Data was analyzed with MANCOVA method by SPSS software. Results: Results demonstrated that working memory and organization and programming in children with learning disabilities (dyslexia, dyscalculia, and written language disability) are significantly lower than normal children, significantly (P < 0.05). Conclusion: Thus, it is recommended that educators of children with learning disabilities regard practices for strengthen working memory and organization and programming to them for their academic function improvement in.

Abbas Ali Hossein Khanzadeh Quarterly Journal of Child Mental Health 2423-3552 2 4 2016 3 1 The Comparison of Efficacy of Group Art Therapy and Puppet Play Therapy on the Social Skills of Children with Attention Deficit/ Hyperactivity Disorder 103 112 FA Bita Shalani Pegah Azadimanesh Background and Purpose: Attention Deficit Hyperactivity Disorder is the most common neuro-developmental disorder in childhood which leads to problems in educational and social abilities as well as family life. The purpose of present research was to investigate the role of group art therapy and Puppet play therapy on improving social skills in children with AD/HD.  Method: This Quasi-experimental study was one pretest-posttest design with tow experimental groups. The statistical population consisted of students from two of the six school of Kermanshah City, that 24 students was selected randomly and were divided into two experimental and one control groups. Gresham and Elliott Social Skills Scale (1990) were used to assess the student’s social skills. After applying the social Skills Scale as a pre-test, one experimental group received 9 sessions (each session was 45-60 minutes) group art therapy. Second experimental group received 10 sessions (each session was 45 minutes) Puppet play therapy. The control group received the usual curriculum. After the intervention, social skills were measured one more time and data were analyzed using analysis of variance. Results: The results showed that both groups had a significant increase in social skills and its subscales and this increase was higher in art therapy group than play therapy group (p<0.001). Conclusion: According to the results, it can be said that art therapy and play therapy can be used as a therapeutic approach to teaching social skills in these children.

Abbas Ali Hossein Khanzadeh Quarterly Journal of Child Mental Health 2423-3552 2 4 2016 3 1 Canonical Analysis of Relationship between Organizational Culture of Schools Based on Hofstede dimensions and Students Basic Psychological Needs 113 124 FA Javad Amani Sari- Baglou Mohsen Babaei Sangelaji Abbas Ali Hossein Khanzadeh Background and Purpose: today, basic psychological needs have key role in educational environments; the aim of current research is studying the relationship between organaizational cultures of schools with basic psychological needs Method: 187 sixth grade elementary school students in Urmia city were selected and answered to the Hofstede cultural dimension scale (Akour, 2006), and basic need psychological (La Guardia et al. 2000 Results: Canonical correlation analysis revealed that Hofstede cultural dimensions have significant relationship with psychological needs satisfaction. Canonical analysis of data discovered two significant sets of relationship between cultural dimensions and basic psychological needs. In first set power distance, uncertainty avoidance, masculinity/ femininity and individualism/ collectivism had the negative relationship with the sense of autonomy, competence and relatedness. In second set high power distance and uncertainty avoidance and low masculinity had significant correlation with high sense of relatedness and low autonomy. Conclusion: In general, Based on the results one can conclude that in schools that their organizational culture doesn’t support the students' autonomy, the sense of competence, cohesiveness and autonomy among students will be low.