لیلا خادمی عادل

Divorce is a social damage that involves the family institution with important personal and social consequences. Children, as the youngest members of the family, are not safe from this harm and face many psychological and social harms throughout their lives. The present study was conducted with the aim of qualitatively studying the role of counselors in the readjustment of children of divorce. This research was carried out with a qualitative method of Claizian descriptive phenomenology.. The sample of the research is among divorce counselors active in counseling and psychology centers of Hamedan province in 1403 with work experience of 5 years and more, with a master's degree and above, who were in the age range of 27-45 years; They were selected based on the logic of targeted sampling. Research data was obtained through semi-structured interviews with 10 divorce counselors, five of whom were women and five were men.Analyzing the findings through the seven-step Clayey method led to the identification of eighteen sub-themes and four main themes. The main themes include "awareness and acceptance of parental divorce", "cultivation of conscious self-management in children", "supporting parents in order to regulate relationships with children" and "orienting the structure of counselors based on children's developmental and security needs".. The results of this research can provide awareness and insight for concerned parents about the necessity of benefiting from counseling services for their children after divorce and can be a way forward.

This research was conducted with the aim of investigating multiple sensory methods and cognitive behavioral intervention on self-discipline and self-assessment of 9-10-year-old dyslexic female students. The research method is practical in terms of purpose, and it was a semi-experimental design of pre-test-post-test type with a control group. For this purpose, 9 and 10-year-old dyslexic students of Razan city in the academic year of 2022-2023 were selected as a statistical population, which was selected through screening with a dyslexia checklist and intelligence test, 45 people were selected in a purposeful way and randomly in three The experimental group of 15 people and the control group of 15 were replaced. The experimental group was trained for 10 sessions of one and a half hours, and during this time, the control group did not receive any training. The tools used in this research were Selimi Timuri's reading disorder test (2006), Raven's IQ test (2010), Zandkarimi's self-discipline questionnaire (2010) and Zandkarimi's self-assessment questionnaire (2010). Analysis of covariance test was used to analyze the data. The results of the research in data analysis showed that multiple sensory methods had a significant effect on self-discipline and self-assessment. Also, cognitive-behavioral intervention has had a significant effect on discipline and self-assessment. In this regard, it seems that educators and parents should pay attention to dyslexic children in their regular classes and use multiple sensory methods and cognitive behavioral interventions in their education for better effectiveness.

This research was conducted with the aim of the effectiveness of multiple sensory methods on self-discipline and self-assessment of 9-10-year-old dyslexic female students. The research was in terms of practical purpose and semi-experimental design of pre-test-post-test type with a control group. The statistical population was 9 and 10-year-old dyslexic students of Razen city in the academic year of 1401-1400. Through screening with dyslexia checklist and intelligence test, 30 of them were purposefully selected as samples and randomly divided into two groups of 15. were tested and controlled. The experimental group received training in multiple sensory methods during 10 weeks and in 10 sessions of one and a half hours, while the control group did not receive any training. The tools used in this research were Selimi Timuri's reading disorder test (2006), Raven's IQ test (2010), Zandkarimi's self-discipline questionnaire (2010) and Zandkarimi's self-assessment questionnaire (2010). Data were evaluated using Spss software and descriptive and inferential statistics with analysis of covariance test. The results showed that teaching multiple sensory methods have an effect on students' self-discipline and self-assessment. Certainly, knowing a person about himself and his abilities and weaknesses can be effective in improving his living and learning conditions. In this regard, the mastery of teachers and parents on the use and application of the capacities and abilities of students with learning disorders with modern educational methods will have a great impact on their success and prevent them from experiencing a sense of helplessness and school truancy.

Studies have shown that the level of basic psychological needs (autonomy, competence and communication) in nurses is low in proportion to their job position and this issue needs further investigation. Studies have also shown that communication, training and counseling can improve the level of self-determination needs, competence and autonomy in nurses. The effectiveness of cognitive-behavioral therapy on the level of self-determination needs (perceived autonomy, perceived competence, perceived communication) in nurses.

In this quasi-experimental study, 40 nurses working in Milad Hospital in Tehran in 1400 were randomly selected and randomly divided into two groups of 20 people. The experimental group underwent cognitive-behavioral therapy in eleven sessions of 1.5 hours and the control group did not receive any treatment. To collect data, the self-determination needs scale of Soribo et al. (2009) was used in the pre-test and post-test stages for both experimental and control groups. Research data were analyzed by multivariate analysis of covariance. Data analysis was performed using software (SPSS 21).

Statistical findings showed that the effect of group (level of independent variable) on self-determination needs (perceived autonomy, perceived competence, perceived relationship) was statistically significant (P = 0.05). Findings also showed that cognitive-behavioral therapy had a positive and significant effect on the level of nurses' self-determination needs compared to the control group.

The results showed that cognitive-behavioral therapy is effective in increasing the level of nurses' self-determination needs. Therefore, if nurses with low levels of self-determination, communication, autonomy and competence can be identified and can be helped to increase the desired level of self-determination using cognitive-behavioral therapy.

The purpose of this study was examination and comparison of the amount of mathematical errors between the students with learning disorders and normal ones at sixth grade in Lordegan City. The study was a kind of applied with descriptive- analytic survey. The statistical population were all students at sixth grade in Lordegan City (2495 normal students and 238 with learning disorders) in 1394-95. Simple random sampling was used and 50 normal students along with 40students with learning disorders were chosen to do the study. The instruments were a couple of researcher made worksheet and mathematic learning disorders questionnaire. Validity of the instruments were confirmed by 5 mental tests and learning disorders specialists. The reliability with Cronbach alpha was 0.82. T test and variance analysis were used to inferential analysis. Findings showed that there is difference between students with learning disorders and normal ones at problem solving scale and distinction of shape, 4 operation, money and time at mathematical errors. There was no significant difference between students with mathematical learning disorder (whole and subscales) with attention to demographic traits(sex, average and parental education).

This study investigates the prevalence of behavioral disorder among preschool children of Razan city.

The research method was descriptive-epidemiology. 327 preschool children (144 girls and 183 boys) were selected by random cluster sampling from governmental and private elementary schools. Information were collected by Child Behavior Checklist (CBCL), Caregiver- Teacher Report Form (C-TRF) and questionnaire that made by researcher. Data were analysis by descriptive statistics, Chi square and Pearson correlation coefficient.

Analysis revealed that 9/8 % of preschool children had behavioral disorder and the prevalence of behavioral disorders includes anxiety, physical, withdrawal, attention, internalized and externalized disorders in boys were more than girls. Furthermore, the prevalence of behavioral disorders in rural areas was more than urban areas.

The relatively high percent of behavioral disorders in preschool children emphasize the necessity of educational planning and implementing for parents and teachers, also present psychological and counseling services.