Seyfollah Aghajani; Mohammad Zarei Nouroozi; Akbar Atadokht; Sajjad basharpoor
Abstract
The present study aimed to determine the prevalence of social-emotional problems in adolescents in Mashhad and to determine their relationship with childhood trauma and borderline personality syndrome. This study was methodologically conducted in two formats: exploratory and descriptive-correlation regression. ...
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The present study aimed to determine the prevalence of social-emotional problems in adolescents in Mashhad and to determine their relationship with childhood trauma and borderline personality syndrome. This study was methodologically conducted in two formats: exploratory and descriptive-correlation regression. The target population was all adolescent girls and boys aged 14 to 18 years in Mashhad in 2023-2024, from which 630 people were selected as a sample and available. The data collection tools were the Woodworth Psychoneurotic Inventory (WPI); Childhood Trauma Questionnaire (CTQ) and Schizotypal Trait Questionnaire-B form (STB). Pearson correlation tests and multiple regression were used to analyze the data. The results of this study showed that among social-emotional problems, avoidance-withdrawal (6.4%) and hyperactivity-impulsivity (4.8%) have a significant prevalence. In addition, there was a significant direct relationship between childhood trauma (P < 0.01, r = 0.32) and borderline personality disorder (P < 0.01, r = 0.67) with social-emotional problems, and these two variables, when combined, predicted 45% (p < 0.01) of the changes in emotional problems. These results can be used to design interventions aimed at preventing social-emotional problems in adolescents.
Mohamad Javad Ranjbar; sajjad basharpoor; naser sobhi gharamaleki; Mohammad Narimani
Abstract
The purpose of this study was to compare the effectiveness of computer-based cognitive rehabilitation and practical neuropsychological interventions on working memory and sustained attention in students with dyslexia. The method of this study was experimental and its design was multi-group pretest and ...
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The purpose of this study was to compare the effectiveness of computer-based cognitive rehabilitation and practical neuropsychological interventions on working memory and sustained attention in students with dyslexia. The method of this study was experimental and its design was multi-group pretest and posttest with control group. Statistical population of this study included elementary students with dyslexia in Amol and Mahmoudabad cities during the academic year of 1397-98, who were referred to learning disability centers. 45 students were selected by convenience sampling method and assisted by diagnostic tests of Raven and reading and dyslexic test (NAMA). They were randomly assigned to experimental and control groups. The experimental groups were received 14 interventions sessions. The computer version of the n-back test and computer version of the continuous performance task were used for gathering data in two pre and posttest stages. Data were analyzed by multivariate analysis of covariance. The results showed that computer-based rehabilitation was more effective (P<0.05) on the amount of correct responses in sustained attention, and correct response and reaction time in working memory in comparing to practical neuropsychological exercises. These results reveal that computerized cognitive rehabilitation with providing the visual and audio attractions and the creation of opportunities appropriate to the level of child's development can provide a more appropriate field for improving the defects of the high-quality functions of the minds of people with dyslexia.