Allameh Tabataba’i University Psychology of Exceptional Individuals 2252-0031 11 42 2021 06 22 The Combined Effect of Executive Functions Training to Children with Attention Deficit /Hyperactivity Disorder, Behavior Change Strategies to Parents, and Communication Skills to Peers on Relationship with Parents The Combined Effect of Executive Functions Training to Children with Attention Deficit /Hyperactivity Disorder, Behavior Change Strategies to Parents, and Communication Skills to Peers on Relationship with Parents 27 57 13110 10.22054/jpe.2021.58872.2286 FA Pegah Azadimanesh PhD student in Psychology, Faculty of Literature and Humanities, University of Guilan, Rasht, Iran. Abbasali Hossein Khanzadeh Associate Professor, Department of Psychology, Faculty of Literature and Humanities, University of Guilan, Rasht, Iran. 0000-0003-4060-0011 Abbas Abolghasemi Professor, Department of Psychology, Faculty of Literature and Humanities, University of Guilan, Rasht, Iran. 0000-0002-7378-9730 Journal Article 2021 02 07 The aim of this study was to determine the combined effect of executive functions training to children with attention deficit /hyperactivity disorder, behavior change strategies to parents, and communication skills to peers on relationship with parents. the statistical population of the study was all boys with symptoms of Attention Deficit / Hyperactivity Disorder, 6 to 9 years old in Kermanshah in the academic year of 2019. that among them, 30 students who were diagnosed with Attention Deficit / Hyperactivity Disorder based on a questionnaire and clinical interview were selected by random cluster sampling method and were divided into two groups of 15 people (experimental group and control group). the instruments used in this study were the Attention Deficit / Hyperactivity Disorder Diagnostic Questionnaire based on the information provided in the fourth edition of the Diagnostic and Statistical Manual of Mental Disorders (Sadock and Sadock, 2005) and Parent-child Relationship Scale (Fine, Moreland, and Schwebel, 1983). data were analyzed using analysis of covariance. the results showed that integrated multidisciplinary education improved relationship between parents and child with attention deficit / hyperactivity disorder. creating the right context through family and peer education and the simultaneous teaching of executive functions has contributed to the effectiveness of this integration. based on the results of this study, it is suggested that in the treatment of children with Attention Deficit / Hyperactivity Disorder, multifaceted methods be used with emphasis on different levels of parents and peers. The aim of this study was to determine the combined effect of executive functions training to children with attention deficit /hyperactivity disorder, behavior change strategies to parents, and communication skills to peers on relationship with parents. the statistical population of the study was all boys with symptoms of Attention Deficit / Hyperactivity Disorder, 6 to 9 years old in Kermanshah in the academic year of 2019. that among them, 30 students who were diagnosed with Attention Deficit / Hyperactivity Disorder based on a questionnaire and clinical interview were selected by random cluster sampling method and were divided into two groups of 15 people (experimental group and control group). the instruments used in this study were the Attention Deficit / Hyperactivity Disorder Diagnostic Questionnaire based on the information provided in the fourth edition of the Diagnostic and Statistical Manual of Mental Disorders (Sadock and Sadock, 2005) and Parent-child Relationship Scale (Fine, Moreland, and Schwebel, 1983). data were analyzed using analysis of covariance. the results showed that integrated multidisciplinary education improved relationship between parents and child with attention deficit / hyperactivity disorder. creating the right context through family and peer education and the simultaneous teaching of executive functions has contributed to the effectiveness of this integration. based on the results of this study, it is suggested that in the treatment of children with Attention Deficit / Hyperactivity Disorder, multifaceted methods be used with emphasis on different levels of parents and peers. https://jpe.atu.ac.ir/article_13110_3e55526969e8df9ffaefe69d1d590825.pdf

Allameh Tabataba’i University Psychology of Exceptional Individuals 2252-0031 11 42 2021 06 22 The effectiveness of Snoezelen method on autism in children with autism spectrum disorder The effectiveness of Snoezelen method on autism in children with autism spectrum disorder 59 82 13775 10.22054/jpe.2021.57349.2262 FA Zahra Zarekhalili Azarbaijan Shahid Madani University 0000-0003-3414-7919 Mehran Soleymani Assistant Professor of Shahid Beheshti University of Azerbaijan, Tabriz 0000-0001-8827-3115 Qorban HemmatiAlamdarlou, Assistant Professor of Exceptional Children, Shiraz University Hassan Yaghoubi Shahid Madani University of Azerbaijan Journal Article 2020 12 07 The aim of this study was to investigate the effect of Snoezelen method on the symptoms of children with autism spectrum disorder. The research method was quasi-experimental with pre-test and post-test design with control group. The statistical population of the present study was all children with autism spectrum disorder, from which a sample of 30 people was selected by convenience sampling method and randomly assigned to the experimental and control groups. So that each group was 15 people and from both groups pre-test was performed and the experimental group received the Snoezelen method in 40 sessions while the control group was not presented with this intervention and at the end for both groups the post-test was performed. The instrument used in this study was the Gilliam (Garz) survival rating scale. Data analysis using univariate analysis of covariance and multivariate covariance showed that the mean scores of autism syndrome and its sub-comparisons (social interaction and communication) increased significantly and stereotyped behavior decreased P (<0/05). The findings indicate that the Snoezelen method improves autism in children with autism spectrum disorder. Therefore, it is recommended to design and implement Snoezelen program to improve autism. The aim of this study was to investigate the effect of Snoezelen method on the symptoms of children with autism spectrum disorder. The research method was quasi-experimental with pre-test and post-test design with control group. The statistical population of the present study was all children with autism spectrum disorder, from which a sample of 30 people was selected by convenience sampling method and randomly assigned to the experimental and control groups. So that each group was 15 people and from both groups pre-test was performed and the experimental group received the Snoezelen method in 40 sessions while the control group was not presented with this intervention and at the end for both groups the post-test was performed. The instrument used in this study was the Gilliam (Garz) survival rating scale. Data analysis using univariate analysis of covariance and multivariate covariance showed that the mean scores of autism syndrome and its sub-comparisons (social interaction and communication) increased significantly and stereotyped behavior decreased P (<0/05). The findings indicate that the Snoezelen method improves autism in children with autism spectrum disorder. Therefore, it is recommended to design and implement Snoezelen program to improve autism. https://jpe.atu.ac.ir/article_13775_26fcf9e127023b55bc1dab3feacf45a8.pdf

Allameh Tabataba’i University Psychology of Exceptional Individuals 2252-0031 11 42 2021 06 22 Developing a model of professional competencies and competencies of school principals based on successful managerial intelligence with the mediating role of personality intelligence Developing a model of professional competencies and competencies of school principals based on successful managerial intelligence with the mediating role of personality intelligence 83 110 13112 10.22054/jpe.2021.59225.2292 FA Mohammad Reza Ghayebi Mehmandoost PhD student in Philosophy of Education, Islamic Azad University, Science and Research Branch, Tehran, Iran Majid Ghadami Associate Professor of Philosophy of Education, Farhangian University, Tehran, Iran Aboutaleb Seadatee Shamir Assistant Professor, Department of Educational Psychology and Personality, Islamic Azad University, Science and Research Branch, Tehran, Iran Sadegh Rezaei Journal Article 2021 05 01 Purpose: The aim of this study was to present a model of professional competencies and competencies of primary school principals in 23 public districts of Tehran in the first half of the 98-99 academic year based on managerial intelligence and successful intelligence with the mediating role of personality intelligence.<br />Methodology: In terms of method, the research was among the mixed (quantitative-qualitative) exploratory research. The statistical population in the qualitative part of the research consisted of experts from the academic community and specialists in education. Fifteen people were selected to conduct the qualitative part of the research and participated in the interview process using the Delphi method. The sampling method in the qualitative part was purposeful. The statistical population of the quantitative section included all managers. The sample obtained from this population based on Krejcie and Morgan table was 384 people and 100 people were considered in this study. The data analysis method in the qualitative part of the questionnaire was researcher based on content analysis and theoretical coding. The coding steps used in this research included open, content and axial coding. Successful intelligence, business intelligence, personality intelligence and managerial intelligence questionnaires were used to collect information.<br />Findings: The results showed that successful intelligence, personality traits, interests of others, basic principles, awareness and knowledge, critical thinking, business characteristics, basic principles of life, competency infrastructure and physical structure of schools have the highest factor load and factor weight on the factor, respectively Purpose: The aim of this study was to present a model of professional competencies and competencies of primary school principals in 23 public districts of Tehran in the first half of the 98-99 academic year based on managerial intelligence and successful intelligence with the mediating role of personality intelligence.<br />Methodology: In terms of method, the research was among the mixed (quantitative-qualitative) exploratory research. The statistical population in the qualitative part of the research consisted of experts from the academic community and specialists in education. Fifteen people were selected to conduct the qualitative part of the research and participated in the interview process using the Delphi method. The sampling method in the qualitative part was purposeful. The statistical population of the quantitative section included all managers. The sample obtained from this population based on Krejcie and Morgan table was 384 people and 100 people were considered in this study. The data analysis method in the qualitative part of the questionnaire was researcher based on content analysis and theoretical coding. The coding steps used in this research included open, content and axial coding. Successful intelligence, business intelligence, personality intelligence and managerial intelligence questionnaires were used to collect information.<br />Findings: The results showed that successful intelligence, personality traits, interests of others, basic principles, awareness and knowledge, critical thinking, business characteristics, basic principles of life, competency infrastructure and physical structure of schools have the highest factor load and factor weight on the factor, respectively https://jpe.atu.ac.ir/article_13112_d6d46a8525c3ddc4c970734e4146e9be.pdf

Allameh Tabataba’i University Psychology of Exceptional Individuals 2252-0031 11 42 2021 06 22 The effectiveness of Adlerian parenting training (STEP) on decreasing of the conflicts in the relationship of mother/child in girl adolescents The effectiveness of Adlerian parenting training (STEP) on decreasing of the conflicts in the relationship of mother/child in girl adolescents 111 132 13113 10.22054/jpe.2021.47680.2067 FA Mehdi Khanabadi Asgar Choobdari Journal Article 2019 11 26 This research aims to investigate the effectiveness of Adlerian parenting training on decreasing of the conflicts in the relationship of mother/child, and it has been conducted on girl teenagers. The method of this research is respectively quasi-experimental, and the scheme, which has been implemented is respectively the scheme of pretest-posttest with evidence group. The statistical society of this research, incorporates all of girl students who are studying at first and second levels of high-school at Ardakan city, whose ages are between fifteen to seventeen years of old, in addition they are studying in the educational years of 1396-1397. The scheme of sampling was designed in this way, among high-schools of Ardakan city, high school was selected un-randomly. For the purpose of measurement of the conflict between parents and children in this research respectively. The results of the analysis of covariance indicated that the Adlerian parenting instruction has not any influence on decreasing of parent/child conflicts, nonetheless the increase in the skill of argumentation was efficient and paramount, whereas it has not any influence on the mitigating of verbal and physical aggression. From this we can conclude that Integrating the Adlerian approach to parent education With emotion-focused approaches, Can cover a whole range of parent-teen issues and to help solve them. This research aims to investigate the effectiveness of Adlerian parenting training on decreasing of the conflicts in the relationship of mother/child, and it has been conducted on girl teenagers. The method of this research is respectively quasi-experimental, and the scheme, which has been implemented is respectively the scheme of pretest-posttest with evidence group. The statistical society of this research, incorporates all of girl students who are studying at first and second levels of high-school at Ardakan city, whose ages are between fifteen to seventeen years of old, in addition they are studying in the educational years of 1396-1397. The scheme of sampling was designed in this way, among high-schools of Ardakan city, high school was selected un-randomly. For the purpose of measurement of the conflict between parents and children in this research respectively. The results of the analysis of covariance indicated that the Adlerian parenting instruction has not any influence on decreasing of parent/child conflicts, nonetheless the increase in the skill of argumentation was efficient and paramount, whereas it has not any influence on the mitigating of verbal and physical aggression. From this we can conclude that Integrating the Adlerian approach to parent education With emotion-focused approaches, Can cover a whole range of parent-teen issues and to help solve them. https://jpe.atu.ac.ir/article_13113_c0e2bf725db7e7a854b8c181154d8059.pdf

Allameh Tabataba’i University Psychology of Exceptional Individuals 2252-0031 11 42 2021 06 22 Comparison of the effectiveness of vibroacoustic therapy and logodotherapy on aggression in children with autism spectrum disorder Comparison of the effectiveness of vibroacoustic therapy and logodotherapy on aggression in children with autism spectrum disorder 133 158 13198 10.22054/jpe.2021.57393.2260 FA Marjan Al-e Behbahani Department of Psychology, Busher branch, Islamic Azad University, Bushehr, Iran 0000-0002-7926-5428 Moloud Keykhosrovani Assistant professor, Department of Psychology, Bushehr Branch, Islamic Azad University, Bushehr, Iran Naser Amini Asst. Prof. in the Department of Psychology, Islamic Azad University of Bushehr, Bushehr, Iran Mohammad Narimani Professor of Mohaghegh Ardabili University 0000-0001-7533-2323 Behnam Aldin Jamei Prof. in the Department of Basic Sciences, Neuroscience Research Center, Iran University of Medical Sciences Journal Article 2020 12 11 The aim of this study was to compare the effectiveness of vibroacoustic therapy and logodotherapy on aggression in children with autism. The research method was quasi-experimental pre-test-post-test with a control group and one-month follow-up. The statistical population of the study included 85 children aged 6-12 years with autism spectrum disorder who referred to two autism rehabilitation centers in Tehran (Shamim and Fariha centers) in the first half of 1398. Among them, 30 people (21 boys and 9 girls) were selected as a research sample by purposive sampling method and 10 people were randomly replaced in three groups of experiments (1, 2) and control. The first experimental group received vibroacoustic therapy for 12 sessions (20 minutes) and the second experimental group received logodotherapy for 12 sessions (45 minutes); The control group was placed on a waiting list. The Shahim Children's Aggression Questionnaire (2006) was used to collect information. In order to analyze the data, repeated measures analysis of variance and Bonferroni post hoc tests were used. Findings from the study showed that by controlling the effect of pre-test, there was a significant difference between the mean scores of aggression components (relational, verbal and physical aggression) in the experimental group and the control group in the post-test and follow-up. . Also, the findings showed that vibroacoustic therapy was more effective than legodotherapy in reducing aggression in children with autism. The aim of this study was to compare the effectiveness of vibroacoustic therapy and logodotherapy on aggression in children with autism. The research method was quasi-experimental pre-test-post-test with a control group and one-month follow-up. The statistical population of the study included 85 children aged 6-12 years with autism spectrum disorder who referred to two autism rehabilitation centers in Tehran (Shamim and Fariha centers) in the first half of 1398. Among them, 30 people (21 boys and 9 girls) were selected as a research sample by purposive sampling method and 10 people were randomly replaced in three groups of experiments (1, 2) and control. The first experimental group received vibroacoustic therapy for 12 sessions (20 minutes) and the second experimental group received logodotherapy for 12 sessions (45 minutes); The control group was placed on a waiting list. The Shahim Children's Aggression Questionnaire (2006) was used to collect information. In order to analyze the data, repeated measures analysis of variance and Bonferroni post hoc tests were used. Findings from the study showed that by controlling the effect of pre-test, there was a significant difference between the mean scores of aggression components (relational, verbal and physical aggression) in the experimental group and the control group in the post-test and follow-up. . Also, the findings showed that vibroacoustic therapy was more effective than legodotherapy in reducing aggression in children with autism. https://jpe.atu.ac.ir/article_13198_1845faa2957cb42b7ddd92b26f114c57.pdf

Allameh Tabataba’i University Psychology of Exceptional Individuals 2252-0031 11 42 2021 06 22 Effectiveness of Executive Functions Training on the Parent-Child Interaction and Social Behaviors of the Children with Low Self-Control Effectiveness of Executive Functions Training on the Parent-Child Interaction and Social Behaviors of the Children with Low Self-Control 159 185 13199 10.22054/jpe.2021.59359.2294 FA FARIDEH SHAHBAZI PhD Student in General Psychology, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran. Reza Ahmadi Assistant Professor, Department of Psychology, Islamic Azad University, Shahrekord Branch, Shahrekord, Iran. Maryam Chorami Assistant Professor of Psychology, Shahrekord Branch, Islamic Azad niversity, Shahrekord, Iran Ahmad Gazanfari Associate Professor, Department of Psychology, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran. 0000-0002-2270-1129 Journal Article 2021 02 26 Behavioral problems such as low self-control cause communicational and psychological damages in the children. Therefore, the present study was conducted to investigate the effectiveness of executive functions training on the parent-child interaction and the children’s social behaviors with low self-control. The present study was experimental with pretest, posttest and control group design. The statistical population of the present study included the children with low self-control in the city of Isfahan in academic year 2020-21. 40 children were selected through multi-stage clustered random sampling method and they were randomly accommodated into experimental and control groups (each group of 20 children). The experimental group received ten seventy-five-minute sessions of intervention regarding executive functions training (Fischer et al, 2005) during two months. Three children from the experimental group and two from the control group were omitted from the study. The applied questionnaires in this study included Children's Self-control Questionnaire (Kendal & Wilcox, 1979), Parent child relationship scale or (Piyanta, 1994) and social skills questionnaire. The data from the study were analyzed through ANCOVA method . The results showed that executive functions training have significant effect on the parent-child interaction and social behaviors of the children with low self-control. According to the findings of the present study it can be concluded that executive functions training can be employed as an efficient method to improve parent-child interaction and social behaviors of the children with low self-control through employing techniques such as Increase focus and accuracy, organize activities, respond to deterrence, control impulsivity, and plan training. Behavioral problems such as low self-control cause communicational and psychological damages in the children. Therefore, the present study was conducted to investigate the effectiveness of executive functions training on the parent-child interaction and the children’s social behaviors with low self-control. The present study was experimental with pretest, posttest and control group design. The statistical population of the present study included the children with low self-control in the city of Isfahan in academic year 2020-21. 40 children were selected through multi-stage clustered random sampling method and they were randomly accommodated into experimental and control groups (each group of 20 children). The experimental group received ten seventy-five-minute sessions of intervention regarding executive functions training (Fischer et al, 2005) during two months. Three children from the experimental group and two from the control group were omitted from the study. The applied questionnaires in this study included Children's Self-control Questionnaire (Kendal & Wilcox, 1979), Parent child relationship scale or (Piyanta, 1994) and social skills questionnaire. The data from the study were analyzed through ANCOVA method . The results showed that executive functions training have significant effect on the parent-child interaction and social behaviors of the children with low self-control. According to the findings of the present study it can be concluded that executive functions training can be employed as an efficient method to improve parent-child interaction and social behaviors of the children with low self-control through employing techniques such as Increase focus and accuracy, organize activities, respond to deterrence, control impulsivity, and plan training. https://jpe.atu.ac.ir/article_13199_976b1a9632d56fe807128f14925de66b.pdf

Allameh Tabataba’i University Psychology of Exceptional Individuals 2252-0031 11 42 2021 06 22 Predicting Social Adjustment based on Metacognitive Beliefs, Alexithymia and Empathy in Students with Specific Learning Disabilities Predicting Social Adjustment based on Metacognitive Beliefs, Alexithymia and Empathy in Students with Specific Learning Disabilities 187 216 13111 10.22054/jpe.2021.60353.2315 FA Sefallah Aghajani Associate Professor, Department of Psychology, University of Mohaghegh Ardabili, Ardabil, Iran 0000-0001-9848-9016 Matine Ebadi Master of Psychology, University of Mohaghegh Ardabili, Ardabil, Iran 0000-0003-3915-0789 Sanaz Eyni PhD in Specialized Psychology, University of Mohaghegh Ardabili University 0000-0001-9650-9167 Journal Article 2021 04 21 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. 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. https://jpe.atu.ac.ir/article_13111_2c3587935e1f0e6c91c964d95d746a16.pdf

Allameh Tabataba’i University Psychology of Exceptional Individuals 2252-0031 11 42 2021 06 22 Effectiveness of Emotion-focused Group Intervention on sexual satisfaction, marital satisfaction and dimensions of mental health in mothers of children with intellectual disability Effectiveness of Emotion-focused Group Intervention on sexual satisfaction, marital satisfaction and dimensions of mental health in mothers of children with intellectual disability 217 243 13774 10.22054/jpe.2021.40354.1955 FA Yaser Rezapur Mirsaleh Associate Professor, Department of Counseling, Ardakan University, Ardakan, Yazd, Iran 0000-0002-7308-6912 Mehdi Shomali Ahmadabadi Ph.D. Student in General Psychology, Islamic Azad University, Khorasgan Branch, Isfahan, Iran 0000-0002-0218-2229 Elahe Akbarian Torkabad Master of Clinical Psychology, Islamic Azad University, Yazd Branch, Yazd, Iran Seydalireza Emarati Master of Science in Clinical Psychology, Yazd Islamic Azad University, Yazd, Iran. Atefe Barkhordari Bachelor of General Psychology, Payame Noor University, Meybod Branch, Yazd, Iran Journal Article 2019 02 12 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. 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. https://jpe.atu.ac.ir/article_13774_74707d064c4eeda12c3bf2f1807a7198.pdf

Allameh Tabataba’i University Psychology of Exceptional Individuals 2252-0031 11 42 2021 06 22 Meta-analysis of the Biological, Cognitive and Psycho-social Characteristics of Relative Parents and Irrelative Parents Meta-analysis of the Biological, Cognitive and Psycho-social Characteristics of Relative Parents and Irrelative Parents 244 300 13239 10.22054/jpe.2021.52860.2175 FA Mohammad Ashori Assistant Professor, Department of Psychology and Education of People with Special Needs, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran 0000-0002-1685-2932 .Gholam Ali Afrooz Distinguished Professor, Department of Psychology and Education of Exceptional Children, University of Tehran, Iran Sogand Ghasemzadeh Assistant Professor, Department of Psychology and Education of Exceptional Children, University of Tehran, Iran 0000-0003-0897-1568 Journal Article 2020 06 06 The aim of the current meta-analysis was to determine the biological, cognitive and psychosocial characteristics of relative parents and irrelative parents that having more than one exceptional child in Iran. Study procedure was meta-analysis. This research specifies the effect size of the biological, cognitive and psychosocial characteristics of relative parents and irrelative parents that having more than one exceptional child by using meta-analysis technique and integrating the results of different studies. On the whole, 9 methodologically acceptable studies were selected and met analysis was done on them. Sources of data search were scientific documents in universities, noor specialized magazines database (Normans), Scientific Information Database (SID) and Iranian Research Institute for Information Science and Technology (IRANDOC). The research tool was meta-analysis checklist. Finding of research showed that the rate of effect size of biological, cognitive and psychosocial characteristics of relative parents and irrelative parents that having more than one exceptional child in Iran was high. Therefore, it seems that the education programs before of marriage can be used as a method to prevent the relative marriage. On the other hand, planning to prevent of the impairments of biological, cognitive and psychosocial characteristics of relative parents that having more than one exceptional child has particular importance. The aim of the current meta-analysis was to determine the biological, cognitive and psychosocial characteristics of relative parents and irrelative parents that having more than one exceptional child in Iran. Study procedure was meta-analysis. This research specifies the effect size of the biological, cognitive and psychosocial characteristics of relative parents and irrelative parents that having more than one exceptional child by using meta-analysis technique and integrating the results of different studies. On the whole, 9 methodologically acceptable studies were selected and met analysis was done on them. Sources of data search were scientific documents in universities, noor specialized magazines database (Normans), Scientific Information Database (SID) and Iranian Research Institute for Information Science and Technology (IRANDOC). The research tool was meta-analysis checklist. Finding of research showed that the rate of effect size of biological, cognitive and psychosocial characteristics of relative parents and irrelative parents that having more than one exceptional child in Iran was high. Therefore, it seems that the education programs before of marriage can be used as a method to prevent the relative marriage. On the other hand, planning to prevent of the impairments of biological, cognitive and psychosocial characteristics of relative parents that having more than one exceptional child has particular importance. https://jpe.atu.ac.ir/article_13239_b980be726641e1ce5cfa8dde32ee3bcf.pdf