neda khodakaramian; MOHSEN NIAZI; elham shafaei
Abstract
In recent decades, the social exclusion of people with disabilities has become an up-to-date topic for analyzing issues and problems at various levels and dimensions. In fact, the most obvious feature of the social status of people with disabilities is the issue of their social exclusion. Accordingly, ...
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In recent decades, the social exclusion of people with disabilities has become an up-to-date topic for analyzing issues and problems at various levels and dimensions. In fact, the most obvious feature of the social status of people with disabilities is the issue of their social exclusion. Accordingly, the main purpose of this study is to investigate the rate of social exclusion of the physically disabled people, and the extent of its difference based on the type of disability, severity and cause of disability of the individuals. This research was based on the social survey method. The sample size consisted of 528 people with physical disabilities who were selected and examined by the convenience sampling method due to access problems. The results of the study indicated that the rate of social exclusion in the majority of the subjects was moderate to high. Findings of the one-way analysis of the variance test indicated that there was no significant difference in the mean score of social exclusion of the disabled individuals based on the type and cause of their disability. However, the results of the Fisher test were significant in relation to the difference between the mean score of social exclusion among the disabled based on the severity of disability with a value of (sig = .05 and F = 2.942) at an error level of less than .05 and with 95% confidence. Accordingly, the severity of disability in people with disabilities reduced their participation in social life, their marginalization, and social exclusion. In this regard, it is necessary for the society to adopt approaches to facilitate the presence and participation of the disabled in the society so that they are not excluded from the social spheres due to their disability.
Sakine Pourtaleb; Bagher Ghobari Bonab; Sogand Ghasemzadeh; Hamed Babakri
Abstract
Objective: The present study was conducted to investigate the effectiveness of the forgiveness program in reducing anger problems and promoting anger management in adolescents residing in Tehran Correctional Center. This study was a quasi-experimental study with pretest-posttest design and control group. ...
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Objective: The present study was conducted to investigate the effectiveness of the forgiveness program in reducing anger problems and promoting anger management in adolescents residing in Tehran Correctional Center. This study was a quasi-experimental study with pretest-posttest design and control group. In this study, 30 adolescents with behavioral problems residing in the correctional center were selected by available sampling method. Subjects were randomly divided into experimental and control groups. The experimental group participated in 16 sessions of 120-minute forgiveness training sessions, while the control group was not trained. The data collection tool in this study was the STAXI-2 Spielberger Anger-Trait Anger Questionnaire and the obtained data were analyzed by univariate covariance method using SPSS software version 23. Findings showed that forgiveness program training has a significant effect on anger management skills of adolescents with behavioral problems (p <0.05). Therefore, teaching this program is associated with positive and effective results on controlling and managing the anger of the experimental group, and paying attention to forgiveness programs in reducing adolescent behavioral problems is necessary and of particular importance.
hassan yaghoubi; Saber Zarvan; Ezzatollah Ahmadi
Abstract
Reading is one of the ways of acquiring human knowledge. Every person in society has to read a number of writings, in most societies literacy is the key to educational success. Because one of the influential factors in reading is listening comprehension, the present study was conducted with the aim of ...
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Reading is one of the ways of acquiring human knowledge. Every person in society has to read a number of writings, in most societies literacy is the key to educational success. Because one of the influential factors in reading is listening comprehension, the present study was conducted with the aim of the effect of teaching listening time perception on improving the phonological elimination skills of fourth-grade elementary students with special learning disabilities in reading. This research is a quasi-experimental study with pre-test and post-test, has an experimental group and a control group. The statistical population includes all students of fourth-grade elementary school boys in Saqqez with special learning disabilities in reading who were introduced to the centers of learning disabilities in the academic year of 1998-99. Using the available sampling method, a sample of 20 students from educational disability centers in Saqqez was selected. Then, 10 children in the experimental group and 10 children in the control group were randomly selected. The tools used in this study are the subtraction wave removal test, worm reading test and optical (2006). The number of educational intervention sessions includes 7 sessions for the experimental group. And the post-test was performed immediately on the experimental and control groups. One-way analysis of covariance was used to analyze the data. The results showed that the training of listening time perception in the experimental group compared to the control group had a significant effect on improving children's phonological elimination skills. Listening time training in students with special learning disabilities in reading leads to improved elimination skills and improves their reading performance.
Asgar Alimohamadi; Karim Abdolmohamadi; Abolfazl Gadami
Abstract
The purpose of this study was to investigate the psychometric properties of the two-factor questionnaire of executive dysfunction among adolescents. The method of the research was descriptive and psychometric research. The statistical population of the research consisted of all the male students aged ...
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The purpose of this study was to investigate the psychometric properties of the two-factor questionnaire of executive dysfunction among adolescents. The method of the research was descriptive and psychometric research. The statistical population of the research consisted of all the male students aged 12 to 18 years of East Azerbaijan province in the academic year of 1401-1401 in Iran. From this population, 1000 students were selected by multi-stage random sampling method, and their parents completed the two-factor questionnaire of adolescent executive dysfunction (TEXI) and also the behavior rating inventory of executive function, second edition. Finally, the questionnaire of 602 parents was analyzed. In order to check the reliability, the method of internal consistency, Cronbach's alpha, and the correlation coefficient between the questions and the total score were used, and to measure the validity, confirmatory factor analysis and criterion validity were used. The results of the research showed that the two-factor questionnaire of executive dysfunction has good reliability and validity. Also, the criterion validity of the questionnaire was confirmed (p<0.05). Therefore, it can be concluded that the present questionnaire is a suitable tool for evaluating executive dysfunction among adolescents.
fateme chitsaz; Kaazem Barzegar bafroie; Maryam zare
Abstract
Abstract
The purpose of this study was to investigate whether teaching story mapping strategies and comprehension can improve the reading skills of students with reading difficulties. This study used a single subject experimental design with baseline, and the statistical population consisted of third-grade ...
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Abstract
The purpose of this study was to investigate whether teaching story mapping strategies and comprehension can improve the reading skills of students with reading difficulties. This study used a single subject experimental design with baseline, and the statistical population consisted of third-grade students with reading difficulties in Yazd during the 2020-2021 academic year. Due to the limitations imposed by the corona pandemic, only four male students were selected using convenience sampling, but one participant dropped out, leaving three participants who attended 12 sessions. The WISC-IV and NAMA tests were used to screen and establish baseline measures for the participants. Data were analyzed using percentage of recovery and index of stable change calculations. The research findings showed that six reading skills improved in the first and third participants, and eight skills improved in the second participant. All three participants showed significant growth in rhyming subtests, word comprehension, vowel removal, letter marks, and category marks. The first and second participants improved in reading non-words, while the second and third participants improved in comprehending text. These improvements were attributed to the teaching of story mapping strategies and comprehension. Overall, the results suggest that teaching story mapping strategies and comprehension can improve most reading skills in students with reading difficulties.
Extended Abstract
Introduction
Learning disorders are a common issue that children face, hindering their ability to learn and acquire crucial life skills (Rangebar et al., 2018). Reading is a vital skill that students should master at a young age as it increases their knowledge and enables them to continue their education later in life. Additionally, it strengthens social connections (Royanto, 2012). Students with reading problems often struggle with phonology, word decoding, fluency, and reading comprehension. This affects their education, learning, self-esteem, physical and mental health, and puts additional pressure on families and education officials, including teachers and school administrators. Therefore, therapeutic interventions are necessary in this field. The present study aims to investigate the effectiveness of teaching story mapping strategies and reading comprehension in improving the reading skills of students with reading problems.
Literature Review
The story mapping strategy is a method that directs individuals' attention to the relevant elements of a story through a specific structure. The outlines for a story map serve as a guide for important information in the narrative. These outlines serve to engage children with the story and provide them with context. The review is organized under these subheadings.
Overall, the research suggests that the story mapping strategy can be an effective tool for improving students' reading comprehension and engagement with the story. It can be particularly beneficial for students with learning or language difficulties, as well as those with attention deficit hyperactivity disorder. Additionally, the use of mobile software and survey techniques can further enhance the effectiveness of this strategy. By providing students with a clear structure for understanding and organizing the elements of a story, educators can help them develop stronger comprehension skills and become more confident readers.
Methodology
This study used a single subject experimental design with baseline, and the statistical population consisted of third-grade students with reading difficulties in Yazd during the 2020-2021 academic year. Due to the limitations imposed by the corona pandemic, only four male students were selected using convenience sampling, but one participant dropped out, leaving three participants who attended 12 sessions. The WISC-IV and NAMA tests were used to screen and establish baseline measures for the participants. Data were analyzed using percentage of recovery and index of stable change calculations.
Results
The research findings showed that six reading skills improved, in the first and third participants, and eight skills improved in the second participant. All three participants showed significant growth in rhyming subtests, word comprehension, vowel removal, letter marks, and category marks. The first and second participants improved in reading non-words, while the second and third participants improved in comprehending text. These improvements were attributed, to the teaching of story mapping strategies and comprehension. Overall, the results suggest that teaching story mapping strategies and comprehension can improve most reading skills in students with reading difficulties.
Conclusion
According to the findings, in order to answer the research question, in each participant (3 male students), out of ten reading skills that were measured by the Nama test, six skills have improved in the first and third participant, and eight skills have improved in the second subject. All three participants in the sub-tests of rhyme, word comprehension, and elimination of sounds, letter signs and category signs jointly achieved significant growth and change in these skills. In addition, in the first and second participants, reading non-words has become meaningful, and in the second and third participants, understanding the text has become meaningful; that these changes were caused by teaching story mapping strategies and reading comprehension. Teaching story mapping and reading comprehension strategies can be used as an effective educational program to improve the reading skills of students with reading problems.
Keywords: Comprehension Strategy, Reading Problems, Reading Skills, Story Mapping.
Malihe Namvar; Mohammad Khorrami; Atefe Noorollahi; Mina pournemat
Abstract
Objective: The aim of this study was to investigate the effectiveness of mindfulness group therapy based on stress reduction on anxiety and depression in patients with MS in Bojnourd Methods: Samples were selected by simple random sampling (n = 22) and then randomly divided into an experimental group ...
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Objective: The aim of this study was to investigate the effectiveness of mindfulness group therapy based on stress reduction on anxiety and depression in patients with MS in Bojnourd Methods: Samples were selected by simple random sampling (n = 22) and then randomly divided into an experimental group (11 subjects in the stress awareness-based mindfulness group) and a control group (n = 11). Beck Anxiety Inventory and Beck Depression Inventory were used in the pre-test. In the next step, mindfulness based on stress reduction was administered to the experimental group for 8 sessions once a week for two hours and the control group did not receive any intervention. Then the post-test was completed for both groups and the necessary data were collected and analyzed using covariance analysis. Results: The findings showed that there was a significant difference between the group of mindfulness-based stress therapy and the control group in the variables of anxiety and depression. Conclusion: Considering the findings, more attention should be paid to stress-reduction mindfulness intervention in order to reduce the level of anxiety and depression in MS patients.
Mohammad Reza Askari; behnam makvandi; abdolkazem neisi
Abstract
This study aimed to explore the causal relationship of academic engagement and academic self-efficacy with mediation school climate in high school gifted students studying in Ahvaz in the school year 2018-2019. The research is of a provide model of the causal model relationship. The participants of the ...
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This study aimed to explore the causal relationship of academic engagement and academic self-efficacy with mediation school climate in high school gifted students studying in Ahvaz in the school year 2018-2019. The research is of a provide model of the causal model relationship. The participants of the present study were selected using random stratified random sampling, included a sample of 300 students (140 boys gifted and 160 girls gifted). To collect the required data four educational questionnaires were used including Zarang Questionnair(2011), Maurice Academic Self-Efficacy Questionnaire(2001), Taylor's Educational Performance Questionnair(1999), a Trick and Mouse School climate understanding Questionnaire (1973). To analyze the collected data, the Pearson correlation coefficient was used and SPSS 18 and Amos 18 were used for evaluating the proposed model. The findings of the present study showed that the current pattern of development goals in the research community is valid (RMSEA = 0.08). Gifted students have a positive and significant relationship in all direct paths of academic engagement and academic self-efficacy with the component of the school meditation. Moreover, the indirect paths of research in academic engagement and academic self-efficacy with the mediation of school meditation have an effect on academic performance.
Farhad Ghadiri Sourman Abadi; karim abdolmohamadi; Asgar Alimohamadi
Abstract
The study aimed to compare social isolation and psychological well-being in students with specific and normal learning disabilities. The current research was descriptive and the causal-comparative type of research. The statistical population of the present study included all students with learning disabilities ...
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The study aimed to compare social isolation and psychological well-being in students with specific and normal learning disabilities. The current research was descriptive and the causal-comparative type of research. The statistical population of the present study included all students with learning disabilities and normal students of Urmia City in the academic year of 2022-2023. A sample of 34 people (17 students with Specific learning disabilities and 17 normal students) were selected for each group using targeted sampling. The group of students with learning disabilities was diagnosed by the teacher and by a specialist in the psychology and education of children with special needs. Social Isolation Assessment Questionnaire of Asher et al., (1984) and Sterling's Children's Well-Being Questionnaire were used to collect data. Analysis of covariance test was used to analyze the data. The results of the research showed that there is a significant difference between the social isolation and mental well-being of students with specific learning disabilities and normal students (P<0.05). Therefore, it can be said that students with specific learning disabilities need to receive effective interventions to improve social isolation and well-being.Keywords: Social Isolation, Psychological Well-Being, Students, Specific Learning Disability. Extended Abstract IntroductionSpecific learning disability is a complex neurodevelopmental disorder (McDonough et al., 2017) that includes persistent problems in reading (dyslexia), written expression (dyslexia), or mathematics (Dyscalculia) (Colvin et al., 2022). One of the adverse consequences of this disorder in the social sphere is social isolation (Bruefach & Reynolds, 2022). Social isolation is defined as the objective lack of social relationships or low social contact with others (Wu, 2020) and is often measured in terms of the size of the social network, the diversity of the network or the frequency of contacts (Lim et al., 2022). On the other hand, students with specific learning disorders are at a lower level of Psychological well-being than normal children due to the frequent failures they face at school and at home (Alesi et al., 2014). Psychological well-being allows people to reach their maximum potential by developing virtues, focusing on capabilities and personal growth, and understanding that happiness is achieved through individual self-knowledge (Ryff, 2014).Literature ReviewStudies have shown that compared to normal children, children with special learning disorders have more information-processing defects and are less popular and more rejected (Khasawneh, 2021). In this regard, Brufak and Reynolds (2022) found that students with specific learning disabilities have fewer friends, their friends are less academically ambitious, they feel more incuriosity and hate at school, and they are more likely to avoid friendships. Abbasi (2016) also showed that students with specific learning disorders have problems in starting and maintaining friendships, and these problems may lead to feelings of loneliness, low self-esteem, and other psychological and social defects. Also, Matteucci & Soncini (2021) reported the prevalence of problems related to psychological well-being in students with specific learning disorders more than in normal students. Haft et al. (2019) showed that more psychological problems such as depression, anxiety, interpersonal relationships, and low self-esteem are observed in people with specific learning disorders.MethodologyThe current research was descriptive and the causal-comparative type of research. The statistical population of the present study included all students with learning disabilities and normal students of Urmia City in the academic year of 2022-2023. A sample of 34 people (17 students with Specific learning disabilities and 17 normal students) were selected for each group using targeted sampling. The group of students with learning disabilities was diagnosed by the teacher and by a specialist in the psychology and education of children with special needs. Social Isolation Assessment Questionnaire of Asher et al., (1984) and Sterling's Children's Well-Being Questionnaire were used to collect data. Analysis of covariance test was used to analyze the data.ResultsTo answer the question of which of the dependent variables of the research have significant differences in the two groups, univariate analysis of variance was used, which is reported in Table 1.Table 1. Multivariate analysis of variance for research variablesηsigFMSdfsstdependent variable 0/7550/000198/771006/6111006/61positive emotiongroup0/7910/0001120/74743/551743/55positive attitude0/5380/000137/19192/971192/97Social desirability0/1790/016/98840/021840/02Social isolation 10/1932326/11positive emotionerror 6/1532197/05positive attitude 5/1832166/00Social desirability 120/20323846/58Social isolationThe results obtained from univariate analysis of variance (Table 1) show that the two groups with specific learning disability and the normal group differ from each other in terms of psychological well-being sub-components (positive emotion, positive attitude and social desirability) as well as social isolation. In general, the results obtained from the following research show that the normal group has more psychological well-being than the specific learning disability group and also experiences less social isolation. DiscussionIn explaining this finding, it can be said that students with specific learning disorders have low social competence due to their weak social skills and problems in getting along with others due to the fear of making mistakes in front of others, or a negative evaluation by others leads to social isolation (Ezzati Babi and Aghajani, 2022). It can also be said that students with specific learning disorders have problems with stability and emotional stability, these people have more intense reactions when facing emotional situations and do not act in the same and stable conditions; also, these people absorb environmental stimuli slower than their peers and act like younger children and always have problems in the field of cognitive and emotional processing deficits (Rezaei Fard et al., 2021). Therefore, this result may be due to the fact that people who use weaker cognitive styles in terms of emotional processing, such as rumination, catastrophizing, and self-blame, are more vulnerable to emotional problems than other people, and as a result, have low psychological well-being.ConclusionIt can be said that students with specific learning disabilities need to receive effective interventions to improve social isolation and well-being.AcknowledgmentsWe are grateful to all the parents and teachers who helped us in conducting this research despite many problems.
sefallah aghajani; matine ebadi; Sanaz eyni
Abstract
Students with specific learning disorder have adaptation problems due to lack of favorable social relationships and numerous academic problems. Therefore, the present study was conducted with the aim of predicting social adjustment based on metacognitive beliefs, alexithymia and empathy in students with ...
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Students with specific learning disorder have adaptation problems due to lack of favorable social relationships and numerous academic problems. Therefore, the present study was conducted with the aim of predicting social adjustment based on metacognitive beliefs, alexithymia and empathy in students with special learning disabilities. In this descriptive and correlational study, 116 student were selected as a purposeful sample from all male and female students aged 10 to 14 years with specific learning disorder in Tabriz in 2019- 2020. Bell Social Adjustment Questionnaire, Wells Metacognitive Beliefs Questionnaire, Toronto Alexithymia Scale and Jolliffe & Farrington Empathy Scale were used to collect data. Data were analyzed by Pearson test and regression analysis. The results showed that social adjustment of students with specific learning disabilities had a positive and significant relationship and empathy and with metacognitive beliefs and alexithymia had a negative and significant relationship (p> 0.01). Metacognitive beliefs, alexithymia and empathy predicted 58% of the variance of social adjustment scores in students with specific learning disabilities (P <0.01). Considering the adverse consequences of learning disability and its widespread effects on the child's individual and social life, it is suggested that programs be implemented to promote appropriate metacognitive emotions and beliefs and to develop empathy among students with learning disabilities.
Fatemeh Hosseinjani; Mehdi Zemestani
Abstract
Abstract
Autism spectrum disorder (ASD) is one of the important neurodevelopmental disorders that always has a high comorbidity with other psychiatric disorders. One of the ways to investigate this comorbidity is to identify the underlying mechanisms involved in this association. The aim of the present ...
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Abstract
Autism spectrum disorder (ASD) is one of the important neurodevelopmental disorders that always has a high comorbidity with other psychiatric disorders. One of the ways to investigate this comorbidity is to identify the underlying mechanisms involved in this association. The aim of the present study was to explore the mediating role of emotion regulation and intolerance of uncertainty in the development of externalizing disorders in children with ASD. The current research was a correlational study using structural equation modeling (pathway analysis). The statistical population included all children and adolescents with ASD in the age range of 8 to 18 years from autism schools and the autism society in Tehran, Tabriz, and Mianeh province. Using a convenience sampling method, a sample of 117 children was selected and the data were collected online from parents. Pearson correlation coefficient and pathway analysis were used for the statistical analysis of data by SPSS and AMOS software. The results of the present study showed that the symptoms of autism directly and significantly explain the symptoms of externalizing spectrum disorders. Also, emotion dysregulation and intolerance of uncertainty as mediating factors explain the severity of externalizing spectrum disorders impairments in children with autism disorder. According to these findings, it can be concluded that emotion dysregulation and intolerance of uncertainty as pathological transdiagnostic factors play an important mediating role in the exacerbation of the symptoms of externalizing disorders in children with ASD.
Keywords: Autism spectrum disorder, Transdiagnostic factors, Emotion regulation, Intolerance of uncertainty, Externalizing disorders.
Extended Abstract
Introduction
Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by marked social and communication deficits, fixed interests, and repetitive behaviors (American Psychiatric Association, 2022). Children with ASD often have comorbid psychiatric disorders, including internalizing and externalizing disorders (Kaplan, Sadock, & Ruiz, 2019). Co-occurring externalizing problems (e.g. aggression, outburst behaviors, hyperactivity, and irritability) are very common in ASD across the lifespan and are often associated with poorer quality of life over and above the impact of ASD itself (Vaillancourt et al., 2017; Miller et al., 2019).
Considering the high prevalence of comorbid externalizing problems with ASD, the negative consequences of this comorbidity, identifying the underlying mechanisms involved in this comorbidity have important implications. Identifying and understanding the possible role of transdiagnostic mechanisms in the development and maintenance of externalizing pathologies in children with ASD have implications in the better explanation of the nature of comorbid disorders with ASD as well as in the modeling and developing effective treatment protocols for these children (Ozsivadjian et al., 2020).
Various transdiagnostic factors may play a mediating/moderating role in the development or maintenance of the symptoms of comorbid externalizing problems in children with ASD. Limited research has been conducted on transdiagnostic factors underlying the comorbidity of externalizing disorders in children with ASD. There is emerging empirical support for a number of cognitive-emotional mechanisms being implicated in the development and maintenance of high rates of externalizing problems in ASD (Mazefsky et al, 2013).
Among the important transdiagnostic factors that have been highly emphasized in recent studies on the externalizing problems in ASD, we can mention emotion regulation (Mazefsky et al, 2013; Morie et al., 2015) and intolerance of uncertainty (Neil, Olsson, & Pellicano, 2016; Vasa et al., 2018). These two constructs are among the important underlying transdiagnostic factors that have been emphasized in recent research on their influential and mediating role in the creation and continuation of comorbid disorders with autism spectrum disorder (Say et al., 2017; Saiz-Souanes et al., 2020).
The present study was conducted to explain the mediating role of emotion dysregulation and intolerance of uncertainty as transdiagnostic mechanisms in the development and maintenance of externalizing problems in children with ASD. The main question of the research was to what extent the two underlying and transdiagnostic constructs of emotion dysregulation and intolerance of uncertainty as mediating variables can explain the symptoms of externalizing symptoms in children with ASD?
Literature Review
Limited studies have been conducted on the role of emotion dysregulation and intolerance of uncertainty in the development of internalizing and externalizing problems in children with ASD. In this regard, Mazefsky et al. (2011) showed that children with ASD have problems in using adaptive emotion regulation strategies and they use maladaptive strategies to deal with negative daily tensions, which makes them prone to a wide range of internalizing psychopathologies including depression and anxiety. Morie et al. (2015) also showed that defect in emotion regulation plays an important role as a mediator in the development and exacerbation of anxiety and depressive symptoms in youth with ASD. Neil et al. (2016) and Vasa et al. (2018) showed that the high level of intolerance of uncertainty in children with ASD increases the level of tension and anxiety in them, and this tension in turn leads to the possibility of disruptive behaviors in them. Therefore, previous evidence shows that intolerance of uncertainty is an important element in the development and maintenance of internalizing pathologies in them. Therefore, previous pieces of evidence show that emotion dysregulation and intolerance of uncertainty in youth with ASD are among the important mediating risk factors for the development and maintenance of comorbid psychopathologies in them.
Methodology
A descriptive correlation research approach (structural equation model) is adopted in this study. The statistical population included all children and adolescents with ASD who were referred to exceptional children schools and autistic centers in Tehran, Tabriz, and Mianeh cities in 2019-2020. A convenience sampling method was used to select 117 children and adolescents with ASD as the study sample. The inclusion criteria were receiving ASD diagnosis based on the pediatric psychiatrics interview, ability to write and read, having ages between 8 and 18 years, and willingness to participate in the study. All participants were assessed by the Gilliam Autism Rating Scale-second edition (GARS-2), Strengths and Difficulties Questionnaire (SDQ), and Intolerance of Uncertainty Scale for Children (IUSC). To analyze the data, descriptive statistical metrics such as mean, standard deviation, and Pearson correlation and pathway analysis were employed using the SPSS-22 and Amos-24 software.
Results
The results of the matrix correlation showed a significant relationship between ASD symptoms, externalizing problems, emotion regulation strategies, and intolerance of uncertainty dimensions. The standardized direct effect of ASD symptoms on externalizing problems, emotion regulation strategies, and intolerance of uncertainty dimensions was significant (p> 0.05). Moreover, evaluation of indirect effects using the bootstrap method showed that the indirect effects of ASD symptoms on conduct problems, hyperactivity, emotion regulation strategies (i.e., suppression, reappraisal), and intolerance of uncertainty dimensions (prospective and inhibitory) were significant. Therefore, the indirect relationship between ASD symptoms and externalizing problems through emotion regulation and intolerance of uncertainty is significant (p> 0.05).
Conclusion
This study aimed to investigate the mediating role of transdiagnostic factors of emotion dysregulation and intolerance of uncertainty in the association between ASD symptoms and externalizing problems. The results of the present study showed that the symptoms of autism directly explain the externalizing problems in children with ASD. Also, emotion regulation and intolerance of uncertainty as mediating factors explain the severity of externalizing problems in children with ASD.
According to these findings, it can be said that emotion dysregulation and intolerance of uncertainty as pathologic transdiagnostic mechanisms probably play an important mediating role in explaining the development and maintenance of externalizing problems in children with ASD. Based on the results of this research, it can be said that the defect in emotional regulation and also the inability to tolerate ambiguous situations in autistic children and adolescents probably lead to the development of externalizing symptoms (conduct problems, hyperactivity) in them.
This study has limitations that should be considered in future research. Limitations related to the cross-sectional nature of the study, geographical region, small sample size, sampling method, and using self-reporting questionnaires as a data collection tool.
khosro rashid; leila alibolandi; Ahmad Bayat
Abstract
Education in exceptional schools has its own difficulties and characteristics. The purpose of this study was to survey and compare the compassion fatigue of five groups of exceptional school teachers (including Mentally Retarded, Learning Disorders, Blind, Deaf, and Autistic) based on age, gender and ...
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Education in exceptional schools has its own difficulties and characteristics. The purpose of this study was to survey and compare the compassion fatigue of five groups of exceptional school teachers (including Mentally Retarded, Learning Disorders, Blind, Deaf, and Autistic) based on age, gender and education factors in Hamadan, Iran. The method was correlational. One-hundred teachers of exceptional schools in Hamadan were selected by the convenience sampling method and completed the 40-items Compassion Fatigue questionnaire (Portnoy, 1996). Data were analyzed, using the SPSS-version 25 software, through running the independent samples t-test, correlation coefficient, and one-way analysis of variance. The results showed a significant and positive correlation between fatigue compassion and age (r = 0.7, P < 0.05). But there was no significant correlation between education and fatigue compassion (P < 0.05). There was a significant difference between fatigue compassion of male and female teachers of exceptional schools. Additionally, there was a significant difference between the teachers of deaf and learning disordered students with the teachers of mentally retarded, autistic, and blind students in terms of compassion fatigue (P < 0.05). Thus, fatigue compassion had a significant relationship with age, but it did not have a significant relationship with education. The levels of compassion fatigue among teachers of mentally retarded, autistic, and blind groups were significantly higher than those in teachers of deaf and learning disordered students. Thus, paying more attention to the age of the teachers as well as the type of exceptionality in students with whom the teacher works are significant for the compassion fatigue.
mehrzad ramezanloo; Khadijeh Abolmaali Alhosseini; Fariborz Bagheri; somayeh robatmili
Abstract
The aim of this study was to determine the effectiveness of stress-emotion management skills training on quality of life and cognitive emotion regulation of mothers of children with autism spectrum disorder. This study was an experimental study with a pretest-posttest-follow-up plan with a control group. ...
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The aim of this study was to determine the effectiveness of stress-emotion management skills training on quality of life and cognitive emotion regulation of mothers of children with autism spectrum disorder. This study was an experimental study with a pretest-posttest-follow-up plan with a control group. The statistical Society was all mothers of children (a both 3500 cases) with autism spectrum disorder in Iran Autism Association in Tehran, from which 30 people were selected by purposive sampling and randomly divided into experimental and control groups (15 cases in each group). Garnefski Cognitive Emotional Regulation(2001) and Quality of Life (WHOQOL-BREF)(1991) Questionnaires were used to collect data. Mixed multivariate analysis of variance was used to analyze the data with respect to defaults. The mothers' promotion program (ramezanlo, 1399) was implemented in 7 two-hour sessions for the experimental group. The results showed that the scores of negative emotion regulation strategies decreased in the experimental group compared to the control group, but in positive emotion regulation strategies and quality of life in the components (mental health and social relationships) increased significantly (P <0.01).,in the follow up step lasting effect was seen. Due to the effectiveness of mothers' promotion program (stress-emotion management), improving the quality of life and using effective strategies to regulate the emotions of mothers of autistic children, this package can be used as a psychological intervention.
Rahim Shalian; Azam Sharifzadeh davoodki
Abstract
This research was conducted with the aim of investigating to which degree the content of the first-grade Persian textbook in inclusive courses is adapted to the needs and abilities of students with hearing impairment. This research has been conducted using a qualitative approach and content analysis ...
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This research was conducted with the aim of investigating to which degree the content of the first-grade Persian textbook in inclusive courses is adapted to the needs and abilities of students with hearing impairment. This research has been conducted using a qualitative approach and content analysis method strategies. Then, using the method of reflective analysis of Gall et al, the strengths and weaknesses of the content of the mentioned books were identified. Guba and Lincoln's indexes have been used to measure the validity of the findings. The Research findings confirm that the content of writing skills and Persian textbooks in the year 2020-2021, in the first grade of primary school, cannot meet the needs of students with hearing impairment in the "fundamental capabilities of functional emotion" desired by the integrated approach of evolutionary growth, especially the "creation and representation of ideas". From the analysis of the obtained data, it can be concluded that the mastery of the ability to "create and represent ideas" improves speech and the development of the vocabulary domain and thus strengthens the reading and writing literacy of people with hearing impairment and since this ability is the basis for learning other sciences, so the weakness in the ability to"create and represent ideas" can be a threat to people in the target community and put them in a failure cycle in education.
behrouz mehrabian; farideh dokaneei fard; azam fattahi andabil
Abstract
The present study was conducted to codify parents’ psychological empowerment package and evaluate its effectiveness on the positive and negative emotions of adolescents with inefficient parent-child interaction. The research method of the present study was thematic analysis through a comparative ...
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The present study was conducted to codify parents’ psychological empowerment package and evaluate its effectiveness on the positive and negative emotions of adolescents with inefficient parent-child interaction. The research method of the present study was thematic analysis through a comparative method in the qualitative part and quasi-experimental with a pre-test, post-test, control group design, and two-month follow-up period in the quantitative part. The statistical population included adolescents with inefficient parent-child interaction in the city of Tehran who were selected through the purposive sampling method and randomly accommodated into experimental and control groups (each group of 20 people). The adolescents' parents in the experimental group received ten sessions of psychological empowerment package during two-and-a-half months. 4 people in the experimental group and 3 in the control group quit participating in the study. The applied questionnaires in this study included the parent-child relationship questionnaire (Fine, Moreland, Schwebel, 1983) and the positive and negative emotions questionnaire (Watson, Clark, Tellegen, 1988). The data from the study were analyzed through the mixed ANOVA method via SPSS23 statistical software. The results showed that the psychological empowerment package enjoys suitable content validity from the experts’ viewpoint. Moreover, this package has had an effect on the positive (F=67.56; Eta=0.64; P<0001) and negative emotions (F=51.37; Eta=0.61; P<0001) of adolescents with inefficient parent-child interaction. According to the findings of the present study, the psychological empowerment package can be used as an efficient method to increase positive emotions and decrease negative emotions in adolescents with inefficient parent-child interaction through employing mental flexibility, training normal parenting style, and emotional participation with the child.
lida Malekzadeh; Seyedeh Zahra Emadi; zahra naghsh
Abstract
Abstract
This research aims to evaluate the effectiveness of Schema Therapy on cognitive emotion regulation and Emotional Behavior Regulation in mothers with children with learning disabilities. Based on purpose the research was applied with a semi-experimental design with pre-test, and post-test. The ...
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Abstract
This research aims to evaluate the effectiveness of Schema Therapy on cognitive emotion regulation and Emotional Behavior Regulation in mothers with children with learning disabilities. Based on purpose the research was applied with a semi-experimental design with pre-test, and post-test. The statistical population of the study was mothers of children with learning disabilities in Tehran in the first six months of 1400. The sample consisted of 30 mothers who were selected as the final sample by purposive sampling method and were randomly divided into two groups of experiments and control (each Group 15 mothers). Cognitive Emotion Regulation Questionnaire by Garnefski and Kraaij (2002) and Emotional Behavior Regulation by Garnefski and Kraaij (2019) were used. The experimental group received eight sessions of mindfulness-based cognitive therapy and the control group received no therapy. The results of covariance analysis showed that the Perceived Stress and Emotional Behavior Regulation was significantly different in the experimental group (P0.01). So Schema Therapy can be used effectively on cognitive emotion regulation and Emotional Behavior Regulation in mothers with children with learning disabilities.
Keywords: Schema Therapy, Cognitive Emotion Regulation, Emotional Behavior Regulation.
Extended Abstract
Introduction
Learning disability is a neurodevelopmental disorder with biological roots that has three characteristics of reading, writing and mathematics. This disorder affects the normal pattern of learning (American Psychiatric Association, 2013). Research has shown that parents of children with learning disabilities experience more stress and difficulties in dealing with adverse situations compared to other parents (Gupta, 2007; Suzuki, Kobayashi, Moriyama, Kaja, & Enakagi, 2013). Stress is a general reaction to environmental demands and pressures and is associated with the limitation of people's emotional resources to effectively cope with these demands (Emond, Eyck, Kasmerelli, Robinson, Stillar, & Bledrein, 2016; Anioja & Aniojoti, 2016). Therefore, cognitive and behavioral regulation of emotion is necessary for parents with children with learning disabilities.
Emotion regulation includes adjusting or maintaining experiences and expressing negative and positive emotions and indicates the type of emotion experienced, its occurrence, intensity, duration, and how to express it (Gross, 1998; Gross and Thompson, 2007). In this research, has been noted to two dimensions of cognitive and behavioral regulation of emotion. Cognitive regulation of emotion is the way of cognitive processing of a person when facing unfortunate and stressful events (Garnefski, Ban and Kraij, 2005). The cognitive regulation of emotion can be defined as the cognitive method of managing emotionally stimulated information (Pathoff, Garnevsky, Miklosi, Domingos-Sánchez et al., 2016). People who have the cognitive skills of emotional regulation can reduce or manage negative emotions well, and there is a significant relationship between emotion regulation by reducing self-harm and reducing emotional problems such as symptoms of depression, anxiety, and stress. There is (Zofari and Khademi Ashkazari, 2019). Behavioral emotion regulation also evaluates the behavioral strategies that people use to regulate their emotions after stressful or negative events. According to the findings of Garnevsky and Kraich (2019) and Tona (2020), distraction, active coping, and seeking social support are more adaptive methods to cope with stressful events, while avoidance and ignoring are less adaptive strategies.
There are different approaches to helping mothers with children with learning disabilities, and one of these approaches is schema therapy. Schema therapy was founded by Yang, Klosko, and Vishar (2003) and its main goal is to change and improve the initial maladaptive schemas and it is possible to create a healthy schema (Peters et al., 2021). In the approach of schema therapy, the focus is on increased awareness and insight and the understanding of the role of schemas in maintaining problem-causing situations, as well as adjusting the activation and action of schemas (Heuntjen, Rijkboer and Arntz, 2019). Despite conducting numerous researches on the effect of schema therapy, research findings on the effect of schema therapy on mothers with children with learning disabilities are very limited. Therefore, considering the existing gap and the importance of providing effective interventions in the field of cognitive and behavioral regulation of emotion, the present study aims to investigate the effect of schema therapy on the cognitive and behavioral regulation of emotion in mothers with children with learning disabilities.
Research Question
Is schema therapy effective on cognitive and behavioral emotion regulation of mothers with children with learning disabilities?
Literature Review
Hertz and Evans (2021), showed that schema therapy through cognitive, behavioral, interpersonal and experimental interventions has reduced depressive rumination and avoidance behaviors, as well as increased the frequency of positive mood. Dadmo et al. (2018), also showed in research that schema therapy is one of the most important treatments in the treatment of personality disorders, and with schema therapy techniques, emotion regulation can be created in these people.
Methodology
The current research was semi-experimental and the research design was pre-test-post-test with a control group. The statistical population of this study included mothers of children with learning disabilities in Tehran in the first six months of 1400. The research sample included 30 mothers of children with learning disabilities, whose children attended exceptional elementary schools. Among the volunteer mothers, 30 mothers were randomly selected based on the entry and exit criteria. Then, cognitive and behavioral emotion regulation questionnaires were presented to them. Then these 30 mothers were randomly replaced in the experimental and control groups (15 mothers in the experimental group and 15 mothers in the control group). In the next step, the mothers in the experimental group received schema therapy for two months, while the control group did not benefit from this intervention during the research process. After the end of the intervention period, both groups answered the mentioned questionnaires again and the results of the two groups were analyzed with statistical methods of univariate covariance analysis.
Results
The mean and standard deviation of the dependent variables of the research in the pre-test and post-test stages, separated by two experimental and control groups, are presented in Table 1.
Table 1. The mean and standard deviation of the scores of cognitive emotion regulation and Emotional Behavior Regulation in two stages of measurement according to the experimental and control groups
Variable
Stage
experimental
control
Mean
Standard Deviation
Mean
Standard
Deviation
cognitive emotion regulation
Pretest
13.55
3.04
17.08
.902
Posttest
18.22
.183
17.02
.712
Emotional Behavior Regulation
Pretest
11.61
93.3
68.15
1.98
Posttest
15.37
81.3
.2514
2.04
In order to investigate the effectiveness of schema therapy based on cognitive regulation and emotional behavior, univariate covariance analysis was used. Before conducting this test, the assumptions of the normality of the distribution of scores, the homogeneity of the variance of the variables and the equality of the slope of the regression line were checked and all the assumptions were met.
Table 2.The results of covariance analysis to compare the cognitive emotion regulation in the experimental group and the control group
MS
df
F
P-value
Effect size
Pretest
27.37213
1
.34210
0010.
760.
group
40.61689
1
28.309
001.0
840.
error
.5312655
66
total
1174792
69
Table 2 shows the results of covariance analysis to compare the scores of cognitive emotion regulation in the experimental and control groups in the post-test phase. The obtained F value is equal to 309.28 and its significance level is less than 0.001 (p<0.001). Therefore, the null hypothesis is rejected and the research hypothesis is confirmed. Based on this and considering the higher average scores of the experimental group in the post-test, it can be concluded that schema therapy has been effective in increasing the cognitive regulation of emotion.
In the following, the effectiveness of schema therapy on the behavioral regulation of emotions has been investigated using the covariance analysis test.
Table 3. The results of covariance analysis to compare the Emotional Behavior Regulation in the experimental group and the control group
MS
df
F
P-value
Effect size
Pretest
27.27413
1
33289.
001.0
74.0
group
40.48689
1
40.404
001.0
.780
error
53/10655
66
total
7479210
69
Table 3 shows the results of the analysis of covariance to compare the emotional regulation scores in the experimental and control groups in the post-test phase. The obtained F value is equal to 404.4 and its significance level is less than 0.001 (p<0.001). Therefore, the null hypothesis is rejected and the research hypothesis is confirmed. Based on this and considering the higher average scores of the experimental group in the post-test, it can be concluded that schema therapy has been effective in increasing the behavioral regulation of emotion.
Discussion
The present study was conducted with the aim of investigating the effectiveness of schema therapy on increasing the cognitive regulation of emotion and the regulation of emotional behavior in mothers with children with learning disabilities. The results showed that schema therapy has a significant effect on increasing the cognitive regulation of emotion and the regulation of emotional behavior in mothers with children with learning disabilities.
Conclusion
The results of this research showed that schema therapy can lead to the reduction of interpersonal problems and emotional instability and emotion regulation by using cognitive therapy. In schema therapy, substituting adaptive management solutions leads to an increase in the regulation of emotions in the individual. In this treatment, by changing incompatible schemas, a person, in facing life events, replaces ineffective coping strategies with adaptive strategies and withdraws his avoidant and negative evaluation. In other words, schema therapy provides conditions for people to use normal and adaptive strategies. Using adaptive strategies increases the mental capacity of people, which in turn improves the regulation of emotions in people.
Acknowledgments
In the end, we would like to express our gratitude to all those who helped the authors in the implementation and compilation of the article.
Zohre Valiei; Ahmad Amani
Abstract
The Acceptance and Commitment Therapy (ACT) is one of the third-generation behavioral therapies that tries to increase psychological flexibility instead of changing cognitions. The purpose of this study was to examine the effectiveness of the group ACT on parenting stress, hardiness, and parent-child ...
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The Acceptance and Commitment Therapy (ACT) is one of the third-generation behavioral therapies that tries to increase psychological flexibility instead of changing cognitions. The purpose of this study was to examine the effectiveness of the group ACT on parenting stress, hardiness, and parent-child relationship in mothers of children with ADHD. The research method was semi-experimental, with a pre-test, post-test, 2-month follow-up, and control group. The statistical population of the study included all mothers with ADHD children who were studying in Sanandj city. Among them, through the convenience sampling method, 30 subjects who met the criteria for entering the research were first listed and then randomly assigned to two groups of experimental (i.e., ACT) or control. The research tools were the parent-child relationship scale (Pianta, 1992), parenting stress index (Abidin, 1995), and hardiness questionnaire (Cobasa, 1979). The experimental group received eight sessions of ACT training (each session lasting for two hours), while the control group did not receive any intervention. Then, the post-test and, after two-months, the follow-up test were conducted. The obtained data were analyzed using the repeated measures analysis of variance. The findings showed that ACT led to reduced parenting stress, and increased parent-child relationship and hardiness, and the treatment gains were maintained at the follow-up stage. Hence, ACT was effective for parenting stress, hardiness, and parent-child relationship in mothers of ADHD children. The findings emphasized the importance of applying these interventions for the relationship between parent and child, and parenting stress and hardiness in mothers with ADHD child, and the provision pf new horizons for clinical interventions of these mothers and their offspring(s).
karim abdolmohamadi; farhad ghadiri
Abstract
Abstract
Depression is a mood disorder that results in persistent feelings of sadness and loss of interest. The purpose of this study was to compare the executive functions and sluggish cognitive tempo of individuals with depressive disorder to those who are normal. The present study utilized a descriptive ...
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Abstract
Depression is a mood disorder that results in persistent feelings of sadness and loss of interest. The purpose of this study was to compare the executive functions and sluggish cognitive tempo of individuals with depressive disorder to those who are normal. The present study utilized a descriptive causal-comparative method. The statistical population consisted of clients with depression disorder who visited Health Centers in Tabriz city. A total of 100 participants were selected to take part in the research. The executive skills questionnaire (Strait et al., 2019), Sluggish Cognitive Tempo questionnaire (Beker et al., 2017), and the depression screening questionnaire (PHQ-9) were used to collect data. The results of the multivariate analysis of variance indicated that individuals with depression exhibited weaker performance in all components of executive functions (planning, time management, emotion regulation, organization, and behavior regulation) compared to the healthy group (p < 0.001). Additionally, the Sluggish Cognitive Tempo component was significantly higher in depressed individuals than in normal individuals (p < 0.001). Therefore, based on the findings of this study, it can be concluded that individuals with depression experience serious deficiencies in executive functions and encounter more problems in the Sluggish Cognitive Tempo component than the healthy group.
Extended Abstract
Introduction
Major depressive disorder is a widespread psychological disorder that affects public health worldwide (Vancappel et al, 2021). Studies have shown that depression is related to deficits in executive functions (Hawkey, 2017; Wagner et al, 2012), wich means people with major depressive disorder show more deficits in executive functions (LeMoult & Gotlib, 2019). Executive functions are a set of skills that enable individuals to plan and meet goals, self-regulate, and stay focused in face of distractions (Abdolmohammadi et al, 2019). Slow cognitive tempo is a relatively new clinical construct that refers to symptoms such as lethargy, daydreaming, sleepiness, mental confusion, and slow thinking and behavior (Becker, 2021; Bernad et al, 2016). However, research on Slow Cognitive Tempo (SCT) as a separate disorder from Attention Deficit/Hyperactivity Disorder (AD/HD) has not been well-established for people with depressive disorder. Therefore, the purpose of this study is to compare levels of executive functions and Slow Cognitive Tempo between two groups: those with depressive disorder and those without.
Literature Review
Researches have reported that individuals with depression who have more deficits in their executive functions tend to experience more resistance in the treatment process (López-Sola et al, 2020), leading to more challenging treatment outcomes. While some studies have showed a link between executive functions and depression, others have produced conflicting results. For example, Nakano et al (2008) and Pardo et al (2006) both found no significant difference between the executive functions of depressed and non-depressed individuals. Despite this ambiguity, research has shown a strong connection between major depressive disorder and slow cognitive rhythm disorder (Bernad et al, 2016), leading to the hypothesis that cognitive tempo disorder may be a distinct clinical construct worth investigating, particularly in the context of depression. However, Burns et al (2013) suggested through their research that cognitive tempo disorder and major depressive disorder are two unrelated disorders that should be treated separately. Overall, while there is evidence supporting the relationship between executive functions and depression, more consistent and robust research is needed to understand the extent of this connection.
Methodology
The present study adopted a descriptive causal-comparative method. A total of 100 participants with depression disorder who were clients of the health centers in Tabriz city were selected. The Executive Skills Questionnaire, Sluggish Cognitive Tempo Questionnaire, and Depression Screening Questionnaire (PHQ-9), were used to collect data.
Results
The results obtained from univariate analysis of variance show two groups with depressive disorder and healthy in terms of sub-components of functions, with depressive disorder and healthy in terms of sub-components of implementation functions (planning, time management, emotion regulation, organization and regulation of behavior) as well as slow cognitive tempo are significantly different from each other. Supplementary investigations show that the healthy group has fewer executive function defects than the group with depressive disorder, and the problem of slow cognitive tempo is more common in the depressed group than in the healthy group.
Conclution
The study suggests that individuals with depressive disorder scored lower than healthy controls all most components of executive functions. Additionally, the results indicated that individuals with depressive disorder experienced a higher level of slow cognitive tempo compared to healthy controls.
Keywords: Depression, Executive Functions, Sluggish Cognitive Tempo.
Acknowledgments
We extend our heartfelt gratitude to all individuals who participated in this study, as well as the health care providers and staff of the health centers of Tabriz who lent us their invaluable aid and support in conducting this research.
Jafar Rahmanzadeh Moghadam; Galavizh Alizade; Mohammad Rostami
Abstract
Adolescents as one of the vulnerable age groups are exposed to a variety of psychological problems. The aim of present study was to investigate the relationship between early maladaptive schemas and personality traits with internalizing and externalizing behavioral problems. The present study is descriptive ...
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Adolescents as one of the vulnerable age groups are exposed to a variety of psychological problems. The aim of present study was to investigate the relationship between early maladaptive schemas and personality traits with internalizing and externalizing behavioral problems. The present study is descriptive and correlational. In this study, 362 male high school students in Boukan city were selected using multi-stage cluster sampling method and completed the questionnaires of Behavioral Problems of Achenbach (1991), Schema Young (1998) and Neo short form (1992). Pearson correlation coefficient and multivariate regression were used to analyze the data. Regression analysis showed that 12% and 26% of the variance of internalizing behavioral problems and 15% and 20% of the variance of externalizing behavioral problems are due to early maladaptive schemas and personality traits in students, respectively. Early maladaptive schemas and personality traits have the potential to predict internalizing and externalizing behavioral problems in students. early maladaptive schemas and personality traits in students, respectively. Early maladaptive schemas and personality traits have the potential to predict internalizing and externalizing behavioral problems in students.
yaser Rezapur Mirsaleh; mehdi shomali ahmadabadi; elahe akbarian torkabad; seydalireza emarati; atefe barkhordari
Abstract
The purpose of the present study was to investigate the effectiveness of emotion-focused group intervention on sexual satisfaction, marital satisfaction and dimensions of mental health in mothers of children with intellectual disability. A quantitative study design using quasi-experimental method including ...
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The purpose of the present study was to investigate the effectiveness of emotion-focused group intervention on sexual satisfaction, marital satisfaction and dimensions of mental health in mothers of children with intellectual disability. A quantitative study design using quasi-experimental method including pretest posttest follow-up with control group was used. The population consisted of all mothers with mentally retarded children who their child studying in Meybod in 1397-98 academic year. A total of 24 mothers were selected by available sampling method and randomly assigned in experimental and control groups (12 participants per groups). Participants answered Lovibond’s depression, anxiety and stress scale, Enrich marital satisfaction scale, and Larson sexual satisfaction questionnaire at pretest, posttest and follow-up phases. The experimental group received emotion-focused group intervention intervention in 8 sessions of 1.5 hours (two sessions per week) while the control group did not receive any intervention. Finally, the data were analyzed by repeated measures ANOVA at the significance level of 0.05. The results showed that, compared to control group, the mean scores of sexual satisfaction, marital satisfaction and maintained at the follow up phase (p <0.001). According to the results, it can be concluded that emotion-focused group intervention could improve sexual satisfaction, marital satisfaction and mental health of mothers with intellectual disable children. So, emotion-focused can see as a be a valuable intervention to reduce the problems of mothers with intellectual disable children.
Khadijeh Kaboli; Mohammad Reza Bardideh; Siamak Samani; Leila Khabir
Abstract
Abstract
The purpose of this research was the effectiveness of mentalization-based drama therapy on the sustained attention of children with attention deficit/hyperactivity disorder. The research method was semi-experimental with a pre-test-post-test design and follow-up with a control group. The statistical ...
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Abstract
The purpose of this research was the effectiveness of mentalization-based drama therapy on the sustained attention of children with attention deficit/hyperactivity disorder. The research method was semi-experimental with a pre-test-post-test design and follow-up with a control group. The statistical population of the research included all students aged 9 to 11 years old with attention deficit/hyperactivity disorder in Zanjan city in 2023. The sample size includes 30 subjects (15 subject in the experimental group and 15 subject in the control group) from the statistical population were selected by purposeful sampling and were placed in two control and experimental groups. For the experimental group, the developed drama-therapy package based on mentalization was implemented, while the control group remained on the waiting list. The research tools included Connors Attention Deficit Hyperactivity Disorder Questionnaire (2007) and integrated visual and auditory continuous performance test (1995). The results showed that the drama therapy package based on mentalization had a significant effect on improving sustained attention in the post-test and follow-up stages. The findings of this research provide useful information regarding the drama therapy package based on mentalization, and counselors and psychologists can use this intervention to improve sustained attention in children with attention deficit/hyperactivity disorder.
Keywords: drama therapy, mentalization, emotion regulation, attention deficit/hyperactivity disorder.
Extended Abstract
Introduction
Attention-deficit/hyperactivity disorder is a neurodevelopmental disorder characterized by inattention, hyperactivity, and impulsivity (American Psychiatric Association, 2022). Sustained attention deficit is one of the major cognitive deficits of attention deficit/hyperactivity disorder that continues into adulthood (Ge et al., 2013). Sustained attention is a key cognitive ability that enables people to maintain their focus, control stimuli, not be easily distracted, and it improves significantly during the development of a person (Gallen et al., 2023). Sustained attention functions are a necessary condition for other abilities; without sustained attention, critical information for a subsequent behavior cannot be represented in the mind and will not be processed, therefore, deficits in sustained attention hinder cognitive performance, such as learning and memory (Fortenbaugh et al., 2017).
Therefore, in order to solve attention deficits in this group of people, it is felt necessary to use multidimensional treatments, which are usually a combination of drug therapy, psychological counseling, school-oriented intervention, behavioral therapy, family therapy, and social sufficiency training. It is used according to the needs of the individual and the family (Biyati et al., 2012). In recent years, one of the new methods of therapy that has received attention in this regard is drama therapy (Frydman and Mayor, 2023). Drama-based intervention is a creative form of psychotherapy that promotes psychological growth and transformation through the systematic and deliberate use of drama and theater techniques (Jiang et al., 2023). Another therapeutic intervention that has been used in recent years to improve children's problems is the Mentalization based treatment (Darabi et al., 2022). The main focus of this approach is to help the client to bring his mental experiences to the level of consciousness and to perceive himself as an integrated whole, therefore the goal of the treatment is to grow and strengthen the capacity of mentalization through the therapeutic relationship and increase the capacity of the person to recognize thoughts and feelings. It is what experiences (Choi-Kain, 2022).
Considering the research findings and the negative impact of sustained attention deficit on the lives of children with attention deficit/hyperactivity disorder, the use of appropriate interventions can lead to the improvement of these people's problems and significant changes in the way rehabilitation of people with attention deficit/hyperactivity disorder and on the other hand, looking at what has been reviewed, it can be said that play therapy and Mentalization based treatment solely on cognitive, emotional and behavioral components They are effective, but since adopting integrated and combined approaches is more efficient than single-factor approaches; Therefore, it seems that drama-therapy intervention based on mentalization can be more effective on children with attention deficit/hyperactivity disorder. Therefore, the current research was conducted with the aim of the effectiveness of drama-therapy intervention based on mentalization on the sustained attention of children with attention deficit/hyperactivity disorder.
Methodology
The research method was semi-experimental with a pre-test-post-test design and follow-up with the control group. The statistical population of the research is students aged 9 to 11 years old with attention deficit/hyperactivity disorder who were studying in Zanjan schools in the school year of 2023. Education consultants have received a diagnosis of attention deficit/hyperactivity disorder. For more accurate diagnosis, attention deficit/hyperactivity disorder questionnaire was completed and a semi-structured clinical interview was conducted with children. Finally, among these children, a sample of 30 people was selected based on the entry criteria and then they were replaced in two experimental and control groups (15 experimental people, 15 control people). For the experimental group, the drama-therapy intervention based on mentalization was implemented, while the control group remained on the waiting list. The research tools included Connors Attention Deficit Hyperactivity Disorder Questionnaire and integrated visual and auditory continuous performance test.
Results
In Table 1, the descriptive statistics of the variable scores of the research are reported by groups.
Table 1. Descriptive statistics of research variables by groups
Variable
Group
Pre-test
Post-test
Follow-up
M
SD
M
SD
M
SD
visual attention
experimental
52.53
4.45
58.40
3.66
57.26
3.75
Control
53.40
3.83
52.27
3.88
53.47
3.37
auditory attention
experimental
48.13
4.62
53.86
3.75
52.73
3.93
Control
48.86
3.80
47.80
3.82
48.73
4.45
According to the average scores of the pre-test, post-test and follow-up, the average scores of the stable attention components of children in the experimental group have increased. But in the control group, the scores in all three courses are not significantly different. In order to analyze the data, the analysis of variance test with repeated measurements was used.
Table 2. Variance analysis with repeated measures to Tests of Within-Subjects and Between-Subjects effects
Variable
Source of changes
SS
df
MS
F
P
Eta
visual attention
Time
113.62
1.31
86.57
16.83
0.01
0.69
Time × group
190.55
1.31
145.19
105.67
0.01
0.79
Group
205.51
1
205.51
4.84
0.03
0.14
auditory attention
Time
104.42
1.60
65.26
42.60
0.01
0.60
Group
182.28
1.60
113.93
74.38
0.01
0.72
Time × group
217.77
1
217.77
4.98
0.03
0.15
The results of Table 2 show that the F level of the interaction effect of stages and group is significant (P<0.001). Also, examining the results of the Bonferroni test showed that, in the components of sustained attention, the average of the experimental group in the post-test and follow-up is significantly higher than the pre-test stage (P<0.01), while the difference between the post- The test and the follow-up phase are not significant (P>0.01); But in the control group, there is no difference between pre-test, post-test and follow-up (P>0.01). This finding means that the drama-therapy intervention based on mentalization not only led to the improvement of the components of sustained attention in the experimental group, but this effect was also stable in the follow-up phase.
Discussion
The results showed that the drama-therapy intervention based on mentalization on sustained attention of children with attention deficit/hyperactivity disorder is effective. In explaining this finding, it can be said that drama therapy uses the child's natural tendencies to perform activities, so it can easily examine the child's activities, behavior and feelings, a child who Having problems in expressing and correct tone of words, refuses to pay attention and answer, shows more enthusiasm and willingness to pay attention by using the show and in some cases volunteers for this work (Biyati et al., 2012). On the other hand, in most drama therapy activities, such as activities that put children in different situations and ask them to display their reactions, the child actually faces some kind of problem and investigates it. There are different ways to deal with it by using intellectual skills. Also, during the performance, children should recognize the plan of the play, re-express and adjust the dialogues and scenes of the play, evaluate and criticize their own and each other's scenes, analyze the components that comprise the whole work. think again about their scenes, practice them and perform them again according to the changes and rewrites. All these factors lead to the creation of decision-making skills, reasoning, thinking and, accordingly, attention capacity (Sabouri et al., 2015).
Conclusion
Considering the effectiveness of the drama-therapy intervention based on mentalization on the sustained attention of children with attention-deficit/hyperactivity disorder, specialists and therapists should use this therapy package to improve the cognitive problems of children with attention-deficit/hyperactivity disorder.
Elahe Farahani; Mohsen Saeidmanesh; Farangis Demehri
Abstract
The purpose of this research was to compare the effectiveness of teaching two methods of image exchange communication system and matrix teaching on language skills and social skills of children with autism spectrum disorder. The method of this research was a semi-experimental method with a pre-test-post-test ...
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The purpose of this research was to compare the effectiveness of teaching two methods of image exchange communication system and matrix teaching on language skills and social skills of children with autism spectrum disorder. The method of this research was a semi-experimental method with a pre-test-post-test design along with a control group. The statistical population includes all children referred to autism centers in Qom city in 2021 who had symptoms of the disorder according to DSM criteria and were diagnosed with autism disorder according to the centers and experts. 45 people (9 girls and 36 boys) were randomly selected from autism centers in Qom province and randomly divided into two experimental groups and one control group. The experimental groups were subjected the 6-step treatment of the picture exchange communication system and matrix training individually for 3 months and 4 sessions of 15 to 20 minutes each week, and the control group did not receive any intervention. In this research, expressive and receptive and speaking language tests of Nyusha Development and Autism Social Skills Profile were used to collect data. SPSS 26 software was used for data analysis and the statistical method of multivariate covariance analysis was used. The final results showed that there was a significant difference between the two groups of matrix training and PEX treatment (p<0.05). Based on the results, both interventions were effective, but it can be said that the communication system of image exchange is more effective in the language skills and social skills of children with autism spectrum disorder.
Mahsa Zolfaghari; mohsen shakerinasab
Abstract
Abstract
Sometimes, the presence of impulsive behaviors in children with attention deficit/hyperactivity disorder increases their social problems, and the amount of interaction with their parents can increase their abilities. Based on this, the present study was conducted with the aim of determining ...
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Abstract
Sometimes, the presence of impulsive behaviors in children with attention deficit/hyperactivity disorder increases their social problems, and the amount of interaction with their parents can increase their abilities. Based on this, the present study was conducted with the aim of determining the effectiveness of parent-child joint play on reducing impulsivity and increasing the social skills of children with attention deficit/hyperactivity disorder. In this research, a semi-experimental method was used with a pre-test and post-test design with a control group, and its statistical population consisted of all children with attention deficit/hyperactivity disorder in Bojnord city and their mothers in 2022, 30 of whom were selected by purposive sampling and were randomly placed in two groups of 15 people, experimental and control. For both groups, the pre-test, including Barth's impulsivity scale (1995) and Matson's social skills scale (1983), was implemented, and the experimental group had 8 two-hour weekly sessions under the joint game. The parent and the child were placed and the control group did not receive any intervention. Both groups completed the post-test again and the results were analyzed through analysis of covariance. The findings showed that Parent-child joint play is effective in reducing impulsivity and increasing the social skills of children with attention deficit/hyperactivity disorder. The results of this research show that parent-child joint play can be used to reduce behavioral problems and increase the social skills of children with attention deficit/hyperactivity disorder.
Keywords: Parent-Child Joint Play, Impulsivity, Social Skills, Children with Attention Deficit/Hyperactivity Disorder.
Extended Abstract
Introduction
Attention deficit/hyperactivity disorder in children is one of the most common neurodevelopmental disorders that causes many problems for children. The presence of this disorder causes many problems for these children, and impulsive and thoughtless behaviors are one of the major problems. Unmeasured and sudden behaviors in children with attention deficit/hyperactivity disorder cause them to be criticized and blamed by others, their interpersonal relationships face problems, and their social skills are weakened. The problems related to children with attention deficit/hyperactivity disorder have caused various educational and therapeutic theories and approaches to be used all over the world, and the use of game techniques has been more welcomed by children and therapists due to their diversity and high attractiveness. Some therapists have emphasized the role of parents' therapy in the form of games and stated that parents' participation in play therapy can play a facilitating role. In the joint game between parent and child, it is emphasized to create a strong relationship between parent and child regarding the game, and this advantage is used to improve the child's problematic behavior, which is planned by the therapist and the parent as a facilitator, creates a greater impact.
Research Question
Is parent-child joint play effective in reducing impulsivity and increasing the social skills of children with attention deficit/hyperactivity disorder?
Literature Review
In a research, Parlad et al. (2020) showed that the use of mutual play between parents and children is effective in improving children's social functions, and Cohen et al. (2022) also showed that joint play therapy between parents and children can be effective on children's social adaptation due to better interaction and increase their social ability. The research of Branovich and Han (2019) also shows that the use of joint play between parents and children can be effective on children's psychological abilities and provide the possibility of learning social skills and correcting negative behaviors. Also, Dietman et al. (2016) in their research mentioned the role of parent-child communication through play in reducing children's disobedience and stubbornness and stated that this kind of play therapy method provides the possibility of correcting negative behaviors due to the creation of better interactive conditions.
Methodology
In terms of the method of data collection, the present study was a semi-experimental type with a pretest-posttest design with a control group, and its statistical population was all children aged 4 to 7 years with attention deficit/hyperactivity disorder (predominant hyperactivity) and their mothers, who in 2022, were admitted to one of the private counseling centers in Bojnord city. In addition to obtaining a score higher than 34 in the Connors Attention Deficit/Hyperactivity Disorder diagnosis questionnaire (parent version), these children were also subjected to a clinical interview by the center's psychiatrist based on the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders and a definitive diagnosis of Attention Deficit Disorder / had received hyper-activity. The research sample included 30 of these children along with their mothers, who were selected by purposeful sampling and randomly replaced in two experimental and control groups. Both groups completed the scale of impulsive behaviors and social skills about their child as a pre-test before any intervention in the same conditions. Then, for the experimental group, a joint parent-child game program was implemented; while the group did not receive a training certificate. Finally, after the end of the training sessions, the scale of impulsive behaviors and social skills was implemented again as a post-test for both groups. The data collection tools were: Children with Attention Deficit/Hyperactivity Disorder (CPRS), Impulsive Behavior Scale (BIS), and Social Skills Questionnaire (MESSY). Also, in this study, in the experimental group, the joint play program of parent and child was based on the model. Landreth (2006) was implemented as a group in 8 two-hour sessions for mothers and children of the experimental group.
Results
The mean and standard deviation of the research variable and their subscales according to the test and control groups in the pre-test and post-test situations are shown in Table 1.
Table 1. Mean and standard deviation of the research variable by test and control groups
posttest
Pretest
variables
group
SD
M
SD
M
2.28
59.75
2.24
74.06
Total impulsivity
experimental group
1.28
20.43
1.13
26/87
Lack of planning
1.49
24.22
1.45
28.60
Movement impulsivity
1.44
15.10
1.84
19.13
Cognitive impulsivity
3.64
132.56
3.88
110.45
Total Social skills
control group
2.06
29.22
2.12
26.12
Appropriate social skills
2.11
30.67
2.09
24.02
antisocial behaviors
2.04
24.30
2.19
18.11
Aggression and impulsiveness
2.11
20.17
2.18
18.26
Supremacy
2.09
28.20
2.11
24.14
Relationship with peers
The findings presented in the table show that in the experimental group, impulsivity and its components decreased in the post-test situation, while there was no significant change in scores in the control group. It can also be seen that social skills and their components increased in the post-test situation, while there was no significant change in scores in the test group. Before conducting the covariance analysis, the assumptions of using parametric statistics such as the Kolmogorov-Smirnov test, the Levin test, and the homogeneity of the regression slope were examined, and the results of the Kolmogorov-Smirnov test showed the level of significance in the test for each of the variables of impulsivity and social skills in the situation. The pre-test and post-test are more than 0.05 and as a result, it can be said that the normality of the distribution of the variables has been confirmed. Also, the assumption of homogeneity of variances was checked with Levine's test, and the results showed that the coefficient of the significance level of the test to check the homogeneity of variances for each of the research variables was more than 0.05, and as a result, it can be said that the variance of the groups has homogeneity. Also, the results of the regression slope investigation showed that the obtained value of both interaction effects is not significant at the 0.05 level, and the assumption of homogeneity of the regression slopes has been met, therefore, there is no problem with the presuppositions under investigation.
The results of covariance analysis to determine the effectiveness of parent-child joint play on reducing impulsivity and increasing social skills of children with attention deficit/hyperactivity disorder are according to Table 2.
Table 2. Multivariate covariance analysis test
Test
value
F
df
df error
sign
eta
Pillai effect
0.88
18.67
2
26
0.001
0.92
Wilkes Lambda
0.84
6.87
2
26
0.001
0.92
Hetling effect
4.14
77.18
2
26
0.001
0.92
The largest root on
30.11
7
2
26
0.001
0.92
The results listed in Table 2 show that there is a significant difference between the control and experimental groups in the research variables. In order to investigate this change, the univariate covariance test was used, the results of which are presented in Table 3.
Table 3. Univariate covariance analysis test on impulsivity and social skills scores
Variable
Source of changes
SS
df
MS
F
sign
eta
impulsivity
Pre-test impulsivity
781.75
1
781.75
18.44
0.001
0.34
Group membership
5291.02
1
5291.02
124/81
0.001
0078
social skills
Pre-test impulsivity
793.84
1
793.84
26.97
0.000
0.43
Group membership
4714.23
1
4714.23
45.116
0.000
0.82
As can be seen in the above table, with the pre-test evidence, a significant difference can be seen between the test group and the evidence in the impulsivity variable. In this way, the average post-test scores of the experimental group are significantly lower than the control group; and the effect or difference is equal to 0.78, which means that 78% of the individual differences in impulsivity scores were related to the effect of parent-child joint play. It can also be seen that, with pre-test control, there is a significant difference between the experimental and control groups in the variable of social skills. In this way, the average post-test scores of the experimental group are significantly higher than the control group and the effect or difference is equal to 0.82, which means that 82% of individual differences in social skills scores were related to the effect of parent-child joint play.
Discussion
It seems that the emphasis on the relationship between the parent and the child in regard to playing therapy has been able to provide a friendly and tension-free atmosphere for the child, which has led to listening more to the parent and imitating his positive behaviors, and in this way, the child has been able to manage impulsive behaviors and reflect on giving answers and develop his social skills. Since the focus of the parent-child joint game approach is on improving the parent-child relationship, the development of the intervention program by the therapist, which was carried out with the aim of correcting the child's problems and increasing his capabilities, has strengthened the child's inner self and his potential abilities to manifest positive behaviors and has helped the mother to better understand the child's emotional world and to gain an attitude be realistic and patient towards your child. This increase in insight and awareness has created a non-judgmental, accepting, and mutual understanding atmosphere and has influenced the behavior of children with attention deficit/hyperactivity disorder and has reduced their psychological problems, and increased their social skills.
Conclusion
The result of this research shows that parent-child joint play can be used to reduce behavioral problems and increase the social skills of children with attention deficit/hyperactivity disorder.
Acknowledgments
We are grateful to all colleagues and friends who helped us in the implementation of this research. Also, we are especially grateful to all the children and mothers who participated in this research.
shahrooz nemati; rahim badri; Mohammad Arshadtaleshmekaeil
Abstract
The purpose of this research was to systematic examination and present a meta-combination of the research related to the third kind of socio-emotional learning for elementary students with a specific learning disability. The study was qualitative using a meta-combination with synthesis study approach. ...
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The purpose of this research was to systematic examination and present a meta-combination of the research related to the third kind of socio-emotional learning for elementary students with a specific learning disability. The study was qualitative using a meta-combination with synthesis study approach. The needed data were collected through a search of keywords of socio-emotional learning, specific learning disability, a neuro-developmental disorder in the library resources, theses, and the articles existing in the databases of ERIC, Google Scholars, PubMed, Science Direct, Scopus, Springer, Magiran, Irandoc during 1990-2021. In order to search for the information in the Iranian and foreign databases was used both in separation and in combination. The theoretical bases and the main and combination concepts were extracted, and the concept was analyzed and classified. The results of the examination and analysis of the studies and research showed that the intervention program of the third kind of socio-emotional learning was effective in the fields of psychological problems and disorders. The findings of this research by identifying the nature of the intervention program of the third kind of socio-emotional learning show that regarding the existing theoretical and experimental, this idea could be proposed as an instructional package for the students with a specific learning disability.
Keywords: Response to Intervention Program of Third Type of Social-Emotional Learning, Behavioral Problems, Alexithymia, School Bounding, Emotional Regulation.
Extended Abstract
Introduction
A specific learning disability is a neuro-developmental disorder that continuously involves learning and a much wider range of cognitive problems that are often ignored in school (Jabarzadeh et al., 1402).
These disorders are identified based on the data obtained from different sources about the emotional or behavioral functions of the person and must appear in at least two different situations, one of which is school (Manuel, 2020). Among the challenges faced by children with specific learning disabilities is alexia (Cerutti et al., 2020), which is used to describe people who cannot identify and express their emotions (Auerbach et al., 2008). Also, they have fewer social skills, and compared to their brothers and sisters, they experience more physical and behavioral problems, they cannot understand and identify their emotions, and instead, they look for their emotional arousal to grow up. and they misinterpret their physical problems (Porcelli et al, 2013). Another concept that is raised in the relationship between the child and the school is the connection with the school, which refers to the relationship that a person has with the school and other aspects of academic life (McDoniel & Bierman, 2022).
Different approaches have been made to help this group of children in the field of special learning disorders, but in the new assessment model called the response-based intervention model, the effort is to emphasize the role of the educational environment in the assessment and interventions of education. This model is based on the identification and determination of shortcomings and inabilities and includes a set of decisions that guide interventions at 3 levels as follows: Interventions aimed at the progress of all students (first level). These interventions are deeper and are used for students who are at risk of academic failure (second level) and then more intensive. It is suitable for students for whom second-level interventions are not enough (third level). The level of progress of these students is tracked and finally, students who have special learning needs and should be examined with diagnostic methods beyond the usual psychological tests are identified (Shojaei and Rostami, 2016).
Therefore, considering the existence of many psychological problems such as behavioral problems, alexia, school connection, and emotional regulation in children with specific learning disabilities, in the present study, the results of research that has been conducted in the field of social-emotional learning approach are examined. By analyzing and combining the results of this research, we can design a framework and an intervention program based on a qualitative study of the research synthesis type. The findings of the present research lead to the expansion and adjustment of the views related to the social-emotional learning approach and specific learning disabilities, and it is a training package for educational psychologists and therapists of specific learning disabilities. Therefore, the main question of this research is raised as follows: What are the components of the social-emotional learning program for students with specific learning disabilities?
Methodology
This qualitative study employed a meta-combination synthesis approach to gather data on socio-emotional learning and specific learning disabilities. Information was collected from various library resources and databases such as ERIC, Google Scholars, PubMed, Science Direct, Scopus, Springer, Magiran, and Irandoc spanning from 1990 to 2021. Theoretical bases and key concepts were extracted, analyzed, and classified to form the foundation of the study.
Results
Through the application of research synthesis methodology and the categorization of data from 14 internal and external sources selected based on their alignment with the research's title, purpose, questions, and methodology, this study has identified 16 subcategories and 8 primary articles. The examination of these sources reveals a notable focus by researchers on the educational framework of social-emotional learning that corresponds with the principles and strategies of social-emotional learning. Consequently, an initiative was taken to construct a comprehensive package by integrating elements such as self-awareness, emotional recognition, regulation strategies, empathy narratives, problem-solving skills, stress-coping mechanisms, decision-making processes, and SMART goal-setting. This holistic approach facilitates a thorough exploration of each foundational aspect of social-emotional learning.
Discussion
The findings of this study shed light on the crucial role of social and emotional learning training for individuals with special learning disorders, advocating for the integration of such interventions by therapists alongside other treatments. This approach not only fosters social integration and enhances interpersonal relationships among peers but also empowers individuals to gain self-awareness, facilitating improved interactions with peers, teachers, family, and society. The research identified limitations related to emotional expression and regulation influenced by educational and cultural factors, as well as interpersonal and social challenges. Future qualitative research could benefit from incorporating the key concepts derived from this study and exploring their application among the parents of these children. Given the robust theoretical and empirical foundation of the educational package designed for students with special learning disabilities, it stands as a valuable tool to support this demographic.
Sogand Ghasemzadeh; .Gholam Ali Afrooz; simin hosseinian; mohammad Gholami Fesharaki
Abstract
Family is known as the core of child and adolescent care and it plays an important role in the treatment of behavioral problems in children and adolescents. The aim of this study was to investigate the effectiveness of FCI on the behavioral consequences of Iranian children and adolescents. This study ...
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Family is known as the core of child and adolescent care and it plays an important role in the treatment of behavioral problems in children and adolescents. The aim of this study was to investigate the effectiveness of FCI on the behavioral consequences of Iranian children and adolescents. This study is a systematic review and meta-analysis of all published Persian or English articles (during the years 2011 to 2020) in the field of FCI in the Iranian child and adolescent community using an internal database such as SID, Iran Medex, MagIran, Civilica, Irandoc, and English Scopus, Web of Science, Pubmed, Science Direct and Google Scholar by combining the appropriate words. In this study, the Standard Mean Difference index (SMD) and STATA software were used to analyze the data. Among the 103 articles found in the initial search, only 38 articles (10 (26%) articles on adolescents, 28 (74%) articles on children) were eligible for inclusion in the study. The SMD index of FCI compared to the control group is generally equal to 1.60 with a 95% Confidence Interval (CI) (1.31 to 1.90) and in the child sample equal to 1.39 with a 95% CI (1.31 to 1.90). The adolescent sample was reported to be 2.18 with a 95% CI (1.44 to 2.91). The results of this study showed that FCI in children and especially Iranian adolescents have good therapeutic efficacy.
Somayeh Mohammadi kashka; Abbas Abolghasemi; seyyed mosa Kafi Masooleh
Abstract
Abstract
Research has shown that children with separation anxiety disorder often struggle with self-regulation and emotional regulation. The purpose of this study was to investigate the impact of group play therapy, specifically painting-based therapy, on the emotional skills of children with separation ...
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Abstract
Research has shown that children with separation anxiety disorder often struggle with self-regulation and emotional regulation. The purpose of this study was to investigate the impact of group play therapy, specifically painting-based therapy, on the emotional skills of children with separation anxiety disorder. The study utilized a quasi-experimental design with a pre-test-post-test approach and a control group. The study population included all sixth-grade female students with separation anxiety disorder in Ghaemshahr city during the academic year 1400. Thirty children were selected for the study and randomly assigned to either the experimental or control group. Data were collected using the Separation Anxiety Questionnaire (March et al., 1997) and Zeiman's (2001) emotion management scale. The experimental group received ten 45-minute sessions of painting-based group play therapy, while the control group received no intervention. The data were analyzed using univariate and multivariate analysis of covariance. The results showed that painting-based group play therapy significantly improved the emotional skills of children with separation anxiety disorder (P<0.001). Based on these findings, it can be concluded that group play therapy based on painting is an effective treatment method for promoting mental health and preventing psychological problems in children with separation anxiety disorder.
Extended Abstract
Introduction
Separation anxiety disorder is one of the types of anxiety disorders that can be indicative of anxiety disorders starting in childhood (Hoffman, Sterkenburg & Van Rensburg, 2019). This type of anxiety is so intense and serious that it prevents daily activities and causes severe disruption in a child's academic and social performance (Maltese & colleagues, 2018). If this anxiety continues until the end of childhood or adulthood, it can lead to an ineffective understanding of oneself and others (Tamman and colleagues, 2017). Additionally, separation anxiety disorder may be associated with various mental disorders and problems that can develop in adulthood, as reported by Agebati and colleagues (2020).
Children with separation anxiety disorder consistently use maladaptive emotional regulation strategies and use adaptive emotional regulation strategies less. In fact, maladaptive emotional regulation in children can be an important factor in maintaining their separation anxiety (Naseri, Gasempour & Mahmoudimogadam, 1394). Children with anxiety disorders tend to use more maladaptive strategies compared to those without anxiety. Identifying efficient or ineffective patterns of emotional regulation can improve anxiety (Rodrigues et al., 2021). Schneider et al. (2018) concluded that emotion dysregulation can be a potential risk factor in the development of anxiety symptoms in children and adolescents. Play therapy has a positive effect on reducing separation anxiety and avoiding harm in children (Yazdani, 2018) and is an effective intervention in improving the psychological symptoms of children suffering from separation anxiety disorder (Sidi Andi, Najafi and Rahimian Bogar, 2014). One of the other therapeutic methods used to treat children's disorders is art therapy based on painting (Mohammadi and Radin, 2016). Painting is the spontaneous drawing of pictures that provides opportunities for non-verbal communication and expression (Erickson and Blok, 2013). The research of Malekpour, Vahedi and Mirnesab (2013) showed that the implementation of painting therapy program is effective in increasing the emotional regulation of elementary school boys. Nan, Hinz and Loesbrink (2021) found that art therapy is effective in reducing stress, depression and improving the level of emotions and improving general health. Mabing-Barz, Hestercht and Ponstine (2019) concluded that art therapy reduces anxiety and improves emotion regulation and executive functioning. In general, group play therapy training based on drawing can help children to deal with their anxiety. Also, the combination of these two treatments can be a safe and useful way to promote mental health and improve the child's emotional skills. Therefore, the aim of the present study is to determine the effect of group play therapy training based on drawing on the emotional skills of children with separation anxiety disorder.
Method
The current study used a semi-experimental design with a pre-test and post-test, and a control group. The population studied consisted of all female students who were in the sixth grade and had been diagnosed with separation anxiety disorder in Ghaemshahr city during the 2019 academic year. Thirty individuals were then selected and randomly assigned to either an experimental or control group, with 15 participants in each group. The control group did not receive any intervention, while the experimental group received group play therapy training based on drawing. The study aimed to determine the effectiveness of group play therapy training on reducing separation anxiety in young girls with separation anxiety disorder.
Separation anxiety questionnaire: The separation anxiety questionnaire was developed by March et al. (1997) and contains 39 items. Mashhadi (2011) reported the reliability of this tool using Cronbach's alpha of 0.81 and a favorable face validity. Pirzadi (2017) reported a higher reliability coefficient for this questionnaire via Cronbach's alpha, with a value of 0.80.
Emotion Management Questionnaire: It was completed by Ziman et al. in 2001 and consists of 38 questions graded on a three-point Likert scale. Hashmipour and Mohammadi's research (2017) found a reliability coefficient of 0.73 and 0.86 using two-halves and retesting, respectively, for this scale.
Group play therapy based on drawing: The intervention program used in this research was a combined package of drawing therapy (Zadeh Mohammadi, 2007; quoted by Rezaei et al., 2014) and play therapy (Mohammed Ismail, 2010; quoted by Yazdani, 2018).
Results
The sample of students participating in the study was matched in terms of age, sex, and educational level.
Table 1. Pre-test and post-test descriptive indices of variables by groups
Post test
M±SD
Pre test
M±SD
Group
Variable
Post test
M±SD
Pre test
M±SD
Group
Variable
81/1±47/24
50/3±13/20
Experiment
Sadness
04/2±80/22
2±00/18
Experiment
Anger
66/2±07/22
96/3±67/21
Control
14/3±13/19
40/3±87/18
Control
22/5±33/83
60/7±80/66
Experiment
Emotion Management (total score)
77/1±00/23
61/3±20/27
Experiment
Anxiety
09/7±60/71
96/9±93/69
Control
88/2±53/28
93/3±53/27
Control
Table 1 presents the means and standard deviations of the research variables in both the control and experimental groups. To test the research hypothesis, the Multivariate covariance Analysis test was employed. Box and Levin's test and the test of effects between subjects indicated that the assumptions of the covariance analysis were met.
Table 2. Results of Multivariate covariance Analysis to investigate the effect of painting-based group play therapy training on emotional Skills
SS
Df
MS
F
P
Eta
OP
Variable
83/100
1
83/100
40/14
001/0>
340/0
96/0
Anger
20/43
1
20/43
36/8
001/0>
230/0
80/0
Sadness
63/149
1
63/149
23/26
001/0>
484/0
10/0
Anxiety
99/1255
1
99/1255
66/53
001/0>
665/0
1
Emotion
management
The results of the Multivariate covariance Analysis, as presented in Table 2, indicate a statistically significant difference between the experimental and control groups in the component of emotion management.
Discution
The aim of this study was to investigate the effect of group play therapy based on drawing on improving the emotional skills of children with separation anxiety disorder. The findings suggest that emotional dysregulation leads to difficulties with identifying, understanding, accepting, and adjusting emotions, and can result in a person being cognitively and emotionally helpless and confused. Drawing-based group play therapy training aims to improve the control of negative emotions in children with separation anxiety disorder, which can be effective in reducing it along with other treatments. Artistic activities have also been found to encourage healthy activities, emotional regulation, and the integration of the child's brain. This can help to reduce behavioral and emotional problems.
Final Results
In general, it can be concluded that group play therapy training based on drawing improves emotional skills. Since children with separation anxiety disorder have difficulty in regulating their emotions as well as in recognizing and describing their emotions, this causes problems in interpersonal relationships and interaction with others; therefore, group play therapy training based on drawing helps children to increase their emotional skills and also reduces their anxiety and worry.
Keywords: Separation Anxiety, Play Therapy, Emotional Skills, Painting Therapy.