1 2423-3552 Abbas Ali Hossein Khanzadeh 669 Special Chiefeditor 1 9 2018 5 2 0 0 03 10 2018 03 10 2018
323 Special The Impact of Coping Cat Program on Symptoms Reduction in Children with Anxiety Disorders Shokri Mirhosseini Hanie b Alizade Hamid c Fasrrokhi Nourali d b Department of Psychology, Faculty of Human Science, Islamic Azad University, Saveh Branch, Save, Iran c Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Education Allameh Tabataba’i University, Tehran, Iran d Department of Psychology, Faculty of Psychology, Allameh Tabataba’i University, Tehran, Iran 1 9 2018 5 2 1 13 10 11 2017 07 05 2018 Background and Purpose: Anxiety disorder in children is one of the most important causes of maladjustment in children. The present study was designed for evaluating the effectiveness of the Coping Cat treatment program on reducing symptoms of anxiety disorder in elementary school children. Method: This is semi-experimental, pre and post-test design with control group. Study population consisted of 9-11 age male and female children with anxiety disorders. Utilizing Multidimensional Anxiety Scale for Children (March and et al, 1997), and through a purposeful sampling method, 32 children from Tehran province were recruited and randomly assigned to 16 children in each group. The Coping Cat intervention administered for the experiment group, while there was no intervention for the control group. After intervention, post-test, and then after one month, the follow-up test was administered for the both groups. Results: SPANOVA analysis revealed that coping cat treatment program had a significant effectiveness on amelioration of symptoms of anxiety disorders in children. Also, this program has a significant effect on anxiety disorders variables on 1 month follow-up period (P<0.05). Conclusion: Accordingly, we can conclude that the Coping Cat program can lead to reduction of anxiety disorder in children by identifying signs of unwanted anxiety and using these signs as a guide for applying anxiety management strategies. 298 Special The Explanation of Social Anxiety in Primary School Children based on Difficulties in Emotional Regulation and Cognitive Flexibility of Mothers Moghaddam Poor Niloofar e Sepahvand Tooraj f e Faculty of Humanities, Islamic Azad University of Arak, Arak, Iran f Department of Psychology and Educational Sciences, Faculty of Humanities, Arak University, Arak, Iran 1 9 2018 5 2 14 24 23 10 2017 11 03 2018 Background and Purpose: Social anxiety is one of the most common anxiety disorders in childhood that is related to the family system. The purpose of this study was to predict the social anxiety of primary school children based on the emotional regulation difficulties and cognitive flexibility of their mothers. Method: This research is a descriptive study in the form of a correlation design. For this purpose, 120 students (along with their mothers) were selected by multistage cluster sampling method from primary school children from 4th to 6th grades in Arak, Iran. The students were asked to perform the Liebowitz social anxiety scale for children and adolescents (Masia-Warner2003), , and for their mothers, the difficulties in emotion regulation scale (Gratz & Roemer, 2004) and cognitive flexibility scale (Dennis & Vanderwall, 2010) were performed. The collected data were analyzed by pearson correlation coefficient and multiple simultaneous regressions. Results: The findings indicated that difficulties in emotion regulation and cognitive flexibility of mothers predict 57% of variance of social anxiety in children (F= 21/38, p< 0.001). Also, the subscales of difficulties in engaging in goal-directed behavior and limited access to emotion regulation strategies had a significant role in predicting of this variable with a beta coefficient of 0.335 and 0.325, respectively Conclusion: The difficulty in emotion regulation of mothers can be related to social anxiety in their children, and as mothers have more problems in their emotional regulation, children will also show more problems in social interactions such as social anxiety; therefore, the empowerment of mothers for better manage and regulate emotional problems leads to less social anxiety in children. 384 Special Prediction of the Food Neophobia by Dimensions of Personality and Parenting Styles Bagheri Sheykhangafshe Farzin g Shabahang Reza h Abolghasemi Abbas i g Faculty of Literature and Humanity Sciences, University of Guilan, Rasht, Iran h Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran i Department of Psychology, Faculty of Literature and Humanity Sciences, University of Guilan, Rasht, Iran 1 9 2018 5 2 25 35 02 01 2018 09 06 2018 Background and Purpose: Food neophobia define as avoidance and aversion of novel foods that can have harmful consequences for children. In this regard, the present study aimed to predict the food neophobia by dimensions of personality and parenting styles. Method: The research design was descriptive and correlational. The population of the study consisted of boy and girl students of the secondary schools of the first district of Rasht city in the academic year of 2017-2018. A sample of 400 boy and girl students was selected by convenient sampling method. The data were collected through food neophobia scale (Pliner & Hobden, 1992), big five questionnaire for children (Barbaranelli et al, 2005) and parenting style inventory (Baumrind, 1973). At the end, the data were analyzed by multiple regression stepwise. Results: The results showed that personality dimensions of energy-extraversion (p<0/05), intellect-openness, agreeableness and emotional instability (p<0/01) could predict food neophobia. Also, the results indicated that it was possible to predict the food neophobia through authoritative parenting styles, authoritarian and permissive parenting (p<0/01). Conclusion: In sum, the results show the relationship and the possibility of prediction the food neophobia by examining personality dimensions and parenting styles. According to the findings of this study, by improving the personality extroversion and developing an authoritative parenting style can reduce the food neophobia that is associated with many physical and psychological disorders. 306 Special The Effects of Sand Play Therapy in Reduction of Impulsivity and Attention Deficit in Boys with ADHD Ghadampour Ezatollah j Shahbazirad Afsaneh k Haghighi Kermanshahi Maral l Mohammadi Fereshteh m Naseri Narges n j Department of Psychology, Faculty of Literature and Humanities, Lorestan University, Khorram Abad, Iran k Department of Psychology, Faculty of Literature and Humanities, Payam Noor University, Tehran, Iran l Department of Psychology, Faculty of Literature and Humanities, Islamic Azad University, Kermanshah Branch, Kermanshah, Iran m Department of Psychology, Faculty of Social Science, Razi University, Kermanshah, Iran n Department of Psychology, Faculty of Literature and Humanities, Islamic Azad University Kermanshah Branch, Kermanshah, Iran 1 9 2018 5 2 36 46 28 10 2017 12 06 2018 Background and Purpose: ADHD is one of the most common disorders in childhood, which causes many problems for the child and his or her family. The purpose of this study was to investigate the effect of sand play therapy on reduction of impulsivity and attention deficit in boys with ADHD. Method: The present study was a semi-experimental study with a pre-test-post-test with a control group. The statistical population of the study was all children aged 5-7 years old with ADHD in Kermanshah's kindergartens in 2017. Twenty of them were selected using convenient sampling method as the sample and randomly assigned into two experimental and control groups (10 children in each group). The data collection tools were scale of attention deficit hyperactivity disorder (Sprafkin & Gadow, 1984) and diagnostic and statistical manual of mental disorders- -IV (American Psychiatric Association, 2000). To analyze the data, multivariate analysis of covariance analysis was used. Results: The data showed sand play therapy was effective on reducing the symptoms of attention deficit and impulsive in experimental group (P<0.001). Conclusion: According to the results of this study, it can be concluded that the use of sand play technique with the effect on perforentural cortex development in children with attention deficit / hyperactivity disorder is effective in reducing symptoms of disorder. As a result, this method can be used as a supplementary method along with other therapies for this disorder. 322 Special The Effect of Mindfulness-based Cognitive Therapy on Executive Functioning and Social Emotional Learning in Students with Oppositional Defiant Disorder Vahedi Shahram o Mir Nasab Mir Mahmmod p Fathi Azar Eskandar Damghani Mirmahaleh Maasomeh o Department of Educational Sciences, Faculty of Psychology and Educational Sciences, University of Tabriz, Tabriz, Iran p Department of Educational Sciences, Faculty of Psychology and Educational Sciences, University of Tabriz, Tabriz, Iran Department of Educational Sciences, Faculty of Psychology and Educational Sciences, University of Tabriz, Tabriz, Iran Faculty of Psychology and Educational Sciences, University of Tabriz, Iran 1 9 2018 5 2 47 58 10 11 2017 04 09 2018 Background and Purpose: Regarding the problems of children with oppositional defiant disorder in learning and executive functions, the purpose of this study was to the effect of mindfulness-based cognitive therapy on executive functioning and social emotional learning in students with oppositional defiant disorder. Method: The research method is a semi-experimental with pre-test and post-test with control group. The statistical population consisted of all male students with oppositional defiant disorder aged 11-15 year-old in Gorgan city in 2017, 30 of them were selected using randomized two-step cluster sampling method and then randomly placed in two experimental and control groups (15 students in each group). The research tool includes the child health inventory (CSI-4) Parent Form (Gadow & Sprafkin, 1994), social-emotional learning questionnaire (Crane et al., 2009), and neuropsychological questionnaire (Koolidge, 2002). The experimental group was trained in 8 sessions of 120 minutes in group. Data were analyzed by covariance analysis after the end of the sessions. Results: The results showed that mindfulness-based cognitive therapy is effective on the components of executive functioning, including decision making, organization and lack in inhibition, and also on social-emotional learning components, including organizing task, peer relationships and self-regulation in students with oppositional defiant disorder (p<0/001). Conclusion: Based on the results of this study, it can be concluded that since the majority of people with oppositional defiant disorder have deficiency in executive functions, mindfulness education can be used as one of the complementary methods of treatment in these individuals. 321 Special The Effect of Body Language and Social Skills Training on Social Adjustment of Students with Visual Impairment Mohammad Yusef Bahareh Sharifi Daramadi Parviz Aghaie Hakime Faculty of Humanity Sciences , Islamic Azad University, Shahrood, Iran Department of Psychology, Faculty of Psychology and Educational Sciences, University of Allameh Tabatabaii, Tehran, Iran Department of Psychology, Faculty of Humanity Sciences, Islamic Azad University, Shahrood, Iran 1 9 2018 5 2 59 71 10 11 2017 11 03 2018 Background: Considering the importance of social skills as the most important factor of socialization and social adaptation, this study aimed to investigate the effectiveness of body language and social skills training on social adjustment in students with visual impairment. Methods: The present study was a semi-experimental pre-test-post-test with control group. The statistical population of this study consisted of all 14-year-old female students with visual impairment in Tehran in 2015-2017 who referred to the welfare and rehabilitation centers. 40 students were selected using conveniant sampling method and randomly assigned into two experimental and control groups. The experimental group was trained for 14 sessions of 90 minutes. Both groups responded to the California Test of Personaliy (social compromise component) before and after the training. Collected data were analyzed using single-variable and multivariate covariance analysis. Results: The results of data analysis showed that the mean score of total social adjustment and all its subscals for exprimental group increased in post-test stage, but this increase in "social forms and antisocial tendency" scale was not (p <0.05). Conclusion: Considering that in the social and body language, a person with visual impairment  develops a model of communication skills that uses self-knowledge and learns non-verbal communication techniques such as body condition, shaking, facial expressions, and appropriate voice and tone, which resulting in social adaptation. 307 Special The Effect of Storytelling on Moral Intelligence and its Components in Primary School Female Students Kahrizeh Mahnaz Rezaeian Faraji Hamid Zandipour Tayyebe Faculty of Psychology and Educational sciences, University of Alzahra, Tehran, Iran Department of Counseling, Faculty of Psychology and Educational Sciences, University of Alzahra, Tehran, Iran Department of Counseling, Faculty of Psychology and Educational Sciences, University of Alzahra, Tehran, Iran 1 9 2018 5 2 72 82 29 10 2017 29 04 2018 Background and Purpose: By familiarizing children with principles of ethics and committing to them, it is possible to have a dynamic and ethical society. Considering the importance of the moral development of children in the society as well as their interest in storytelling, the purpose of this study was to investigate the effect of storytelling on moral intelligence and its components in primary school students. Method: The research method was quasi-experimental with pre-test-post-test. The statistical population included all 7-year-old primary school students in Tehran's 2nd and 17th districts in 2016. Sampling in educational districts was done randomly and purposeful at schools and classes. A total of 108 students were selected, and 54 of them were trained for 9 weeks, and 45 minutes a week. The data was collected using a moral intelligence questionnaire (Dornajafi Shirazi ,2013), which was completed by the student's teacher. In order to analyze the data, covariance analysis was used. Results: The findings of this study showed that storytelling led to increase of moral intelligence and all its components in female primary students (p< 0.01). Conclusion: Based on the results of this study, it can be concluded that storytelling by transmitting moral messages to children gradually increases the moral intelligence in children. 416 Special The Effect of Expectancy-Value Motivation Model on Academic Motivation, Educational Engagement, and Mathematic Academic Performance in Students Atashrouz Behrouz Naderi Farah Pasha Reza Eftekhar Zahra Asgari Parviz Faculty of Humanities, Islamic Azad University, Ahvaz, Iran Faculty of Humanities, Islamic Azad University, Ahvaz, Iran Faculty of Humanities, Islamic Azad University, Ahvaz, Iran Faculty of Humanities, Islamic Azad University, Ahvaz, Iran Faculty of Humanities, Islamic Azad University, Ahvaz, Iran 1 9 2018 5 2 83 94 13 02 2018 20 05 2018 Background and Purpose: Today, the quality of students' performance in various subjects, such as the field of mathematics that is important in selecting the field of study, is one of the basic issues in the educational system.The purpose of the present study was to investigate how the expectancy–value motivational model affects the intrinsic and extrinsic educational motivation, educational engagement (motivational strategies, learning strategies), and academic performance of students in mathematics. Method: The statistical population consisted of all 8th grade male students in Dezful city. 50 students were selected by multi-stage cluster sampling and placed in two experimental and control groups (25 students in each group). The expectation-value motivation model was implemented in the experimental group, while the control group received no training. In order to collect data in this study, Harter's classroom motivational scale (2005) and motivated strategies for learning questionnaire (Pintrich & DeGroot, 1990) were used. Results: The results of covariance analysis showed that there was a significant difference between the two groups in the intrinsic educational motivation variables, motivational engagement, cognitive engagement, and academic performance (P <0.01). Conclusion: Based on the results of this study, the use of expectation-value motivation model will have a positive effect on academic motivation, educational engagement, and academic performance. 463 Special Effect of Practice Structure and Off- Line Time Period on Consolidation of Motor Memory in Children: An Investigation of Theoretical Foundation for Principles of Practice Variability and Memory Encoding Specificity Jannati Masoome Abdoli Behrooz Farsi Alireza Shamsipour Dehkordi Parvaneh Faculty of Physical Education and Sports Sciences, Shahid Beheshti University, Tehran, Iran Department of Physical Education and Sport Science, Faculty of Physical Education and Sports Sciences, Shahid Beheshti University, Tehran, Iran Department of Physical Education and Sport Science, Faculty of Physical Education and Sports Sciences, Shahid Beheshti University, Tehran, Iran Department of Physical Education and Sport Science, Faculty of Physical Education and Sports Sciences, Alzahra University, Tehran, Iran 1 9 2018 5 2 95 106 15 03 2018 10 06 2018 Background and Purpose: Memory consolidation and learning are effective factors to form and develop motor and cognitive skills in children. In the present study, practice structure and off- line time periods have been manipulated to examine its effects on motor memory consolidation in children Method: 36 female students (9-12 years old) from Maktabi elementary school of Qom city were elected and randomly assigned to 3 groups of constant, blocked, and random practice. This study includes acquisition and retention tests for dart throwing task (tests were done in 3 time periods; 1hour, a day, and one week after practice). Retention tests were done by constant, blocked, and random to evaluate the variability and memory encoding specificity principles. Results: Means of radial errors showed skill improvement for blocked and constant practice groups. This improvement was not meaningful but remained over time for blocked practice group. Paired samples T test between end of acquisition and retention test similar to practice that showed significant decrease of error (p≤0.05) in the blocked practice group only (confirmation of the specificity principle). Paired comparisons between end of acquisition and constant retention tests in per group did not show any significant improvement (P≥0.05) for none of the off- line time periods in blocked and random practice groups (rejection of the variability of practice). However, we showed significant improvements (P≤0.05) for performance of both random and blocked groups in similar retention tests to practice (principle the specificity). Conclusion: Memory consolidation and performance improvement could occur in children, even after 1 hour end of acquisition (in off- line time period). Furthermore, constant or low variable (blocked) practice could lead to more improvements in consolidation process and motor memory in children. 290 General Effectiveness of Social-Emotional Competence Training on Problem Solving, Aggression and Optimism of Students with Low Economic Socio-Economic Status Ahmadpour Torki Zahra Hakim Javadi Mansour Soltani Shal Reza Faculty of Literature and Humanities, University of Guilan, Rasht, Iran Department of Psychology, Faculty of Literature and Humanities, University of Guilan, Rasht, Iran Department of Psychology, Faculty of Literature and Humanities, University of Guilan, Rasht, Iran 1 9 2018 5 2 107 118 20 10 2017 15 09 2018 Background and Purpose: The results of the studies indicate that a set of emotional, cognitive, behavioral, and social elements plays a role in the emotional-social development. Thus, the purpose of this study was to investigate the effect of social-emotional competence training on problem solving, aggression and optimism of students with low economic socio-economic status. Method: The research method was semi-experimental with pretest-post-test and control group. The statistical population consisted of all female high school students with low socioeconomic status in Babol in 1395. Among them, 30 students were selected through cluster random sampling from less-favored schools and assigned in two experimental and control groups (15 students each). For collecting data, Buss and Perry's aggression questionnaire (1992), Social Problem Solving (D’Zurilla & et al, 2002) and life orientation test (Scheier & Carver, 1994) were used. The experimental group received the social emotional competency program for 9 sessions of 90 minutes, but the control group did not receive any interventions. Results: The results of multivariate analysis of covariance showed that there was a significant difference between the scores of aggression, social solving and optimism in the experimental and control groups (P <0.05). Conclusion: Based on the results of this study, the training of emotional social competence with increasing students' ability to identify, express and regulate emotions has reduced aggressive behaviors and increased problem solving. 347 Special Comparison of the Self-Concept, Anxiety, and Dexterity between Left-Handed and Right-Handed Students Asgari Mostafa Bakhshipour Abbas Khanjani Zeynab Department of Psychology, university of Tabriz, Tabriz, Iran Department of Psychology, Faculty of Psychology anf Educational Sciences, University of Tabriz, Tabriz, Iran Department of Psychology, Faculty of Psychology anf Educational Sciences, University of Tabriz, Tabriz, Iran 1 9 2018 5 2 119 130 22 11 2017 05 04 2018 Background and‌ Purpose: Laterality is a controversial issue that related to lateralization or assignment of brain hemispheres to specific activities. The purpose of this study was to comparison of the self-concept, anxiety, and dexterity between left-handed and right-handed students.  Method: The present study is causal-comparative. The population of the study consisted of all girls and boys students aged 9-14 years old in Tabriz city in 1395. After identifying selected schools, 30 left-handed right-handed and 30 right-handed students were selected through purposeful sampling. The research data obtained by using the handedness quetionnair (Chapman & Chapman, 1987), Piers-Harris children's self-concept scale (1981), Beck anxiety scale (1988) and Purdue Pegboard (Tiffin & Asher, 1948). For data analysis, independent t-test and multivariate analysis of variance were used. Results: The results showed a significant difference between the self-concept and anxiety components between the two groups of the left-handed and right-handed students, but there was no significant difference between the two groups in terms of dexterity (P <0.05) Conclusion: Based on the results of this study, it can be concluded that there is a difference between the left-handed and right-handed students in emotional, behavioral and motor dimensions, which should be considered by families and child psychologists. 269 Special The Relationship between Wisdom Dimensions and Thought Control Strategies of Mothers with Symptoms of Behavioral Disorders in Girls Pedramnia Sodeh Yosefi Zahra Faculty of Psychology and Educational Science, Islamic Azad University, Isfahan (Khorasgan) Branch, Isfahan, Iran Department of Clinical Psychology, Faculty of Psychology and Educational Sciences, Islamic Azad University, Isfahan (Khorasgan) Branch, Isfahan, Iran 1 9 2018 5 2 131 141 26 09 2017 12 06 2018 Background and Purpose: The cognitive and emotional state of the parents, especially the mother, plays an important role in the child's behavioral state. The purpose of this study was to investigate the relationship between dimensions of wisdom and thought control strategies of mothers with symptoms of behavioral disorders in girls. Method: The research method is descriptive correlational. The research population consisted of all female students with behavioral problems that were studying in the third to fifth grade of elementary school in Kashan in 2017. The sample size consisted of 225 mothers and their daughters, who were selected by multi-stage cluster sampling. The research tools were behavioral disorders questionnaire (Akhnenbach and Raskorela, 2001), wisdom dimensions questionnaire (Ardelet, 2002), thought control strategies (Wels and Davis, 1994), which were completed by mothers. Data were analyzed by Pearson correlation and multiple regressions analyzes. Results: Correlation results showed that there is a significant negative correlation between distraction strategies, worry, and punishment with internalizing and externalizing behavioral disorders. Also, the results of the regression analysis show that reflective wisdom, the strategy of distraction, and worry are a significant predictor for externalizing behaviors; and emotional wisdom, distraction, and worry are a significant predictor for internalizing behaviors (P <0.05). Conclusion: According to this finding, it can be concluded that improving wisdom and thought control strategies of mothers lead to appropriate emotional and behavioral responses and thus reduce behavioral difficulties in children. 302 Special Effect of Compassion Therapy on Adjustment and Happiness of Students with High-Risk Behaviors Barghandan Sepideh Akbari Bahman Khalatbari Javad Varast Alireza Rasht Branch, Islamic Azad University, Rasht, Iran Department of Psychology, Rasht Branch, Islamic Azad University, Rasht, Iran Department of Psychology, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran Department of Psychology, Lahijan Branch, Islamic Azad University, Lahijan, Iran 1 9 2018 5 2 142 153 25 10 2017 07 04 2018 Background and Purpose: Many factors contribute to the high-risk behaviors of students, including the lack of skills necessary to cope with difficult life situations. Therefore, the present study aimed to investigate the effect of compassion therapy on adjustment and happiness of students with high-risk behaviors. Method: The statistical population consisted of all female students from the 10th grade in the academic year of 2017-2018 in Rasht. 30 students were selected by multistage cluster sampling and randomly assigned to experimental and control groups. The compassion therapy program was only applied to the experimental group for 8 sessions of 90 minutes, but the control group did not receive such intervention. Iranian adolescents risk-taking scale (Zadeh Mohammadi, Ahmad Abadi & Heidari, 2011), adjustment inventory for school students (Sinha and Singh (1993), and Oxford happiness questionnaire (Argyle & Lu, 1989) were used to gather of data. Data analyzed by multivariate analysis of covariance. Results: The results of data analysis have shown that compassion therapy has been effective on happiness and all aspects of adjustment including social and educational dimensions except emotional dimension (p <0.001). Conclusion: Based on the results of this study, the use of compassion therapy due to the training of mindfulness techniques and enhancement of self-compassion has a significant impact on the lives of students with high-risk behaviors and led to an improvement in their adjustment and happiness. 295 General The Impact of Anger Management Training Based On Cognitive - Behavioral Approach on Reducing Anger in Girls Shokoohi-Yekta Mohsen Kakabaraee Keivan Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran Department of Psychology, Faculty of Literature and Humanities, Islamic Azad University, Kermanshah Branch, Kermanshah 1 9 2018 5 2 154 163 21 10 2017 18 06 2018 Background and Purpose: The experience of anger and its management in the social environments have always been of interest to researchers. The present study was conducted with the aim of investigating the effect of anger management training based on cognitive-behavioral approach on reducing anger in girls.  Method: This quasi-experimental study used pretest – posttest design with control group. 142 female students aged 12- 15 years old were selected through convenient sampling method and randomly assigned to experimental and control groups (72 subjects in the experimental group and 70 subjects in the control group). Anger management training program based on cognitive-behavioral approach was conducted in a group for experimental group. Then, using the multidimensional anger questionnaire (Smith et al., 1998), the anger rates of participants before and after education were measured. Data were analyzed using multivariate analysis of covariance (MANCOVA). Results: The results showed that the score of the experimental group in posttest was significantly decreased in all aspects of anger (school anger, hostile attitude, school anger expression index) (p <0.01) Conclusion: The result of this study showed that anger management program based on cognitive-behavioral approach reduces the amount of anger by increasing mental capabilities and proper management of emotions. 424 Special The Meta-Analysis of the Effectiveness of Psychological and Educational Interventions on the Reduction of Symptoms of Oppositional Defiant Disorder Yaghoobi Abolghasem Mahdavi Azadeh mohamadzade serwe Department of Psychology, Faculty of Economics and Social Sciences, Bu -Ali Sina University, Hamadan, Iran Faculty of Economics and Social Sciences, Bu- Ali Sina University, Hamadan, Iran Faculty of Economics and Social Sciences, Bu -Ali Sina University, Hamadan, Iran 1 9 2018 5 2 164 173 25 02 2018 13 06 2018 Background and Purpose: Oppositional defiant disorder is a pattern of disobedience and hostility to adults. Different therapies have been used for this disorder, which are in the psychological and educational range. The purpose of this study is the meta-analysis of the effectiveness of psychological and educational interventions on the reduction of symptoms of coping disobedience disorder. Method: For this purpose, the meta-analysis method was used as a statistical method to determine, collect, combine and summarize the research results associated with these patterns. Among all the studies conducted in Iran between 2008 and 2016, the articles that are appropriate methodologically, such as society, sample size, research method, sampling method and measurement tools, have been included studied in the present study. Finally, 15 studies with the necessary criteria have been analyzed. Results: The results of the study showed that the overall effect size of these 15 studies under the constant model is equal to 0/361, which is high according to the Cohen criterion interpretation. Conclusion: Regarding the high effectiveness of psychological and educational interventions, it can be concluded that the educational interventions and psychological treatments can play a major role in reducing the symptoms of oppositional defiant disorder. 468 Special Effectiveness of Hope Therapy Based on Cognitive-Spiritual Approach on the Worry and Subjective Burden of Mothers with Children with Cancer Disease Geravand Parivash Manshaee Gholamreza Nadi Mohammadali Faculty of Psychology and Educational Sciences, Islamic Azad University, Isfahan (Khorasgan) Branch, Isfahan, Iran Department of Psychology, Faculty of Psychology and Educational Sciences, Islamic Azad University, Isfahan (Khorasgan) Branch, Isfahan, Iran Faculty of Psychology and Educational Sciences, Islamic Azad University, Isfahan (Khorasgan) Branch, Isfahan, Iran 1 9 2018 5 2 174 184 12 03 2018 19 06 2018 Background and Purpose: The emergence of chronic diseases, such as cancer in children, can seriously damage the mental health of mothers. Accordingly, the present study was conducted with the aim of the effect of hope therapy based on cognitive-spiritual approach on the worry and subjective burden of mothers with a child with cancer. Method: The present study was a quasi-experimental with pretest-post-test and control group. In this study, 30 mothers were selected by purposeful sampling from mothers with a child with cancer living in Lorestan province in 2018. They were randomly assigned into two groups of experimental and control (15 mothers in each group). The experimental group received educational intervention within 3 months in 10 sessions of 90 minutes. To collect data in this study, worry questionnaire (Davy & Wells, 2006) and subjective burden (Zarit, Todd & Zarit, 1980) were used. Results: The results of data analysis using covariance analysis showed that the hope therapy based on cognitive-spiritual approach reduced worry and subjective burden in the mothers of the experimental group (p <0.001). Conclusion: Based on the findings of this study, it can be concluded that the educational package used in this study, due to the use of hope therapy, cognitive and spiritual approach, has been effective in reducing the level of worry and psychological distress in mothers with a child with cancer. 421 Special The Effect of Teaching Method Based on Constructionism Approach on Student's Creativity Shahvali Abbas Pasha Reza Bakhtiarpour Saeed Makvandi Behnam Heidari Alireza Faculty of Humanity Sciences, Islamic Azad University, Ahvaz Branch, Ahvaz, Iran Department of Psychology, Faculty of Humanity Sciences, Islamic Azad University, Ahvaz Branch, Ahvaz, Iran Department of Psychology, Faculty of Humanity Sciences, Islamic Azad University, Ahvaz Branch, Ahvaz, Iran Department of Psychology, Faculty of Humanity Sciences, Islamic Azad University, Ahvaz Branch, Ahvaz, Iran Department of Psychology, Faculty of Humanity Sciences, Islamic Azad University, Ahvaz Branch, Ahvaz, Iran 1 9 2018 5 2 185 194 20 02 2018 02 06 2018 Background and Purpose: Teacher and school are one of the important factors in the development of students' creativity. Regarding the importance of teaching method in students' creativity, the purpose of this study was to investigate The Effect of Teaching Method Based on Constructionism Approach on Student's Creativity. Method: The research method is a semi-experimental design with pretest-posttest and control group. The statistical population consisted of all sixth grade male students in Dezful city, 48 of whom were selected by multi-stage cluster sampling and randomly assigned to control and experimental groups. From both groups, the form A of the Torrance creativity test (1988) was carried out in the pretest and post-test phases, and then the Method Based on Constructionism Approach in the experimental group and the traditional (teacher-centered) teaching method in the control group for all the courses. Data were analyzed using one-way covariance analysis. Results: The results showed that the use of method based on constructionism approach increased the creativity of the students in the experimental group compared with the traditional teaching group (teacher-centered) (p <0.001). Conclusion: According to the results of this study, teaching method based on constructionism approach by activating students in the process of education can be used as one of the main methods for increasing creativity.