دکتر جهانگیر کرمی

The concept of respect is one of the fundamental values in education and social development, which has been emphasized in policies, educational programs, and workplace environments. Despite the general consensus on the importance of respect, existing research has primarily focused on adults and has paid less attention to the conceptualization and measurement of respect in children. Specifically, in children aged 10 to 12, who are at a critical stage of cognitive and moral development, valid and standardized psychometric tools to assess this concept have rarely been developed.

The aim of the present study was to examine the psychometric properties of the questionnaire on the concept of respect in children.

The present study was descriptive-correlational in nature. The statistical population consisted of all students aged 10 to 12 years in the city of Kermanshah during the 2022-2023 academic year. A cluster random sampling method was employed to select the sample, and 350 individuals were chosen from the target population to respond to the researcher-developed respect scale. For data analysis, exploratory and confirmatory factor analysis were performed using the software Smart PLS 4, SPSS-26, and AMOS-24.

The results of the study indicated that the respect concept scale has acceptable internal consistency (α= 0.886). The correlation between the two administrations of the scale was 0.873 (p< 0.01). Additionally, the results of the confirmatory factor analysis revealed that the unidimensional model of the scale exhibited a good fit (p= 0.001).

The children’s concept of respect scale in Iran possesses desirable psychometric properties and can be utilized as a tool for examining concepts related to respect in children.

For many people, marriage is the most important adult relationship they enter into in their lifetime. A messy marriage contract causes pain and suffering, while a happy marriage predicts personal well-being and well-being. The quality of marriage depends on the concept of marital compatibility and provides marital satisfaction.

The aim of this study was to investigate the effectiveness of emotional couple’s therapy on increasing effective dialogue and marital forgiveness in incompatible couples visiting counseling centers.

The research method was experimental with the research design of the pre-test type. The research community included all couples visiting the Gulistan counseling and Psychology Center in Kermanshah. Through targeted sampling, 30 people from among married women and men who visited counseling and psychology centers were selected as samples and randomly tested and certified in two groups. Research tools included the past questionnaires of the adjective Barry et al. (2005) and the effective dialogue of Queen dam (2004). The data was analyzed by repeated measurement variance analysis using the SPSS software version 25.

Analysis of the data showed that couples therapy was effective in effective dialogue and marital forgiveness in incompatible couples (p> 0.05).

Based on the findings of the study, it can be concluded that couple’s therapy of circuit excitement leads to improved effective dialogue and marital forgiveness

The study was conducted to compare the effectiveness of Mindfulness-Based Relationship Enhancement (MBRE) and Emotion Focused Therapy (EFT) on Family-Functioning in Couples with low Self-disclosure. This research was a semi-experimental study with a pre-test, post-test design with experimental and control groups and 3-month follow-up. The research statistical population included all couples who were referred to non-governmental counseling centers in Kermanshah in 2023, who had low level of self-disclosure. Among them, 30 couples were selected by purposeful sampling and randomly replaced in two experimental and one control group (10 pairs each). The first experimental group underwent MBRE (Eight 90-minute couple-sessions and one full-day session) and the second experimental group underwent EFT (Nine 90-minute couple-sessions) and control group didn’t receive intervention. The research tools included the Marital Self-Disclosure Questionnaire of Waring et al. (1998) and the Family-Functioning Scale (Tavitian et al., 1983). Analysis of variance with repeated measures showed both interventions increased family-functioning (p<0.01) and this effect was maintained during the follow-up period. Also, findings of research indicated there is no difference between MBRE and EFT in improving family-functioning. According to research results, it is recommended that counselors use both approaches as an effective method to help improve couples and family’s relationship.

children with dysgraphia have several visual perception. This research was conducted with the aim of investigating the effectiveness of HAMRAH cognitive rehabilitation package on improving visual perception in children with dysgraphia. A semi-experimental in the form of pretest-posttest control group design was used. 40 primary school students with dysgraphia who referred to counseling centers in Kermanshah city in the academic year 2022/2023 were selected. Among them, 40 who were willing to cooperate and were also available according to the entry criteria (having at least three components among the diagnostic criteria of dysgraphia, student and parent satisfaction) and withdrawal (being under other interventions) and after obtaining informed consent, they were randomly selected and and randomly divided into experimental and control groups. After performing the pre-test on both groups, a 12-session HAMRAH cognitive rehabilitation package was performed on the experimental group. Then both groups received the post-test. The data were analyzed using covariance. The results showed that the Hamrah cognitive rehabilitation package has an effect on improving visual perception and its components (spatial communication, spatial perception and shape stability) in children with dysgraphia (P<0.01). However, there was no significant effect on the components of shape-background recognition and motor-visual coordination. It can be concluded that the Hamrah cognitive rehabilitation package can be used as a single treatment or along in combination psychological therapies for students with dysgraphia.

The present study was conducted with the aim of designing, building and validating the educational package of cognitive rehabilitation of dysgraphia "Hamrah". The research method included 6 steps. In the first stage, the necessary information for making the package was collected through books and research background based on the cognitive approach to improve writing skills and executive functions. In the second step, based on the background of the research, major writing problems in dysgraphia were identified. In the third and fourth stages of the research, relevant games were designed and made. In the fifth stage, the validation package was provided to experts in the field of cognitive psychology and specific learning disorders (1 psychologist in the cognitive field, 2 psychologists in the field of specific learning disorders, and 2 experienced primary school teachers in the field of specific learning disorders). For this purpose, a questionnaire with a 4-point spectrum was used. The validation result showed that the package has acceptable validity (CVI=0.85). Finally, the package containing 40 game-based exercises was given to 3 normal students and 2 dysgraphia elementary school students for preliminary testing. In this way, the problems that existed during the execution of the games were identified and resolved. It is suggested that the educational package of cognitive rehabilitation of dysgraphia, along with other treatment methods, should be used in medical centers by experts in the field of learning disorders in order to improve writing skills and improve executive functions for students with dysgraphia

 This study designed and developed in order to identify and be aware of the lived experience of successful students with low social and economic status. Successful students are those who been admitted to desirable academic disciplines with relatively low grades. The research method is qualitative and the researcher has obtained the data using semi-structured interviews with the respondents. The statistical population included Kermanshah province and the statistical sample included 18 respondents from some cities of this province. Data were analyzed using content analysis method. The findings showed that 45 categories were identifiable in the first stage, which could be converted into 4 categories. The main categories included subjective-objective experiences and positive-negative experiences. The findings also showed that there is a systematic relationship between the formation of these experiences so that first mental-positive experiences are involved in the process of student success and then objective-negative experiences and finally in a process of overcoming success. To be. Based on the findings, motivation-barrier are the two main categories that play a role as a link between these four main components.

Dysgraphia is one of the common symptoms of specific learning disorders. children with dysgraphia have several cognitive problems. This research was conducted with the aim of investigating the effectiveness of HAMRAH cognitive rehabilitation package on improving executive functions (working memory and response inhibition) in children with dysgraphia. The present research was semi-experimental in the form of pre-test-post-test with a control group. The statistical population of the research was students with dysgraphia who referred to education counseling centers in Kermanshah city in 1401. Among them, 40 people (initially 20 people in the experimental group and 20 people in the control group, but one of the control group was removed by the end of the experiment) who were willing to cooperate and were also available were selected and then randomly divided into experimental and control group. Then, in both groups, the pre-test was implemented, and after that, the experimental group received 12 intervention sessions of the HAMRAH cognitive rehabilitation package, but there was no intervention for the control group. Then, a post-test was performed for both groups. The data were analyzed using covariance. The results showed that the Hamrah cognitive rehabilitation package has an effect on improving working memory and response inhibition in children with dysgraphia (P<0.01). It is suggested that the HAMRAH cognitive rehabilitation package be used in medical centers by mental health specialists, along with other treatment methods, in order to improve working memory and response inhibition for children with dysgraphia

Borderline personality disorder is one of the severe psychological disorder that is associated with many problems in executive functions. The aim of this study was to compare the effectiveness of cognitive rehabilitation and drug therapy on executive functions in patients with borderline personality disorder.

This is a quasi-experimental study with pre-test, post-test, and follow-up with control group design on 45 patients with borderline personality disorder that were selected using available sampling and randomly divided into three groups (two experimental groups and one control group). The cognitive rehabilitation group underwent Captain’s Log cognitive rehabilitation program for 12 sessions. The drug therapy group was treated with lamotrigine for three months. To collect data, Executive Functions Questionnaire (Nejati, 2013) was used. Three months later, the subjects were followed again. Data were analyzed by analysis of variance by repeated measures.

The results showed a significant difference between the pre-test, post-test, and follow-up measurements. In addition, according to the significance of F obtained in the intergroup source in the total score of executive functions, memory components, selective inhibition,selective attention, decision making, planning, sustained attention, social cognition, and cognitive flexibility, it can be said that there is a significant difference between the average scores of the experimental groups and the control group.

According to the findings, it can be said that cognitive rehabilitation and drug therapy can be used as effective methods in increasing executive functions in medical centers.

Borderline personality disorder is a disorder with a pervasive pattern of instability in interpersonal relationships, self-image, and emotions with impulsivity. This disorder is characterized by defects in the frontal activity circuits that play an important role in inhibiting and aggression regulation. The aim of this study is to design a neurofeedback protocol and investigate its effect on impulsivity, emotional instability and self-mutilation behavior in patients with borderline personality disorder. This study is a quasi-experimental study with a pre-test, post-test, follow up and control group design. The research sample consisted of 30 patients with borderline personality disorder that received a diagnosis of borderline personality disorder according to the diagnosis of a psychiatrist and a structured clinical interview based on DSM5. They were selected by available sampling and divided into experimental (neurofeedback training) and control groups randomly. The experimental group underwent 30 sessions of neurofeedback training and the control group was placed on a waiting list.

After the last treatment session, both groups were re-evaluated. To collect the data, The Borderline Personality Disorder Scale (STB), Barat Impulsivity Questionnaire (1957 Difficulties in Emotion Regulation Scale (Gratz and Roemer ,2004), and the Self-injury Scale (Swanson et al., 1998) were used. Three months after the study, the subjects were followed up again . The results showed that after controlling the effect of pretest, neurofeedback training had a significant effect on reducing the impulsivity, emotional instability and its components, as well as self-mutilation behavior in the experimental group compared to the control group(p<0/001(. With regard these results, we can say that the neurofeedback training method is an effective way to reduce the impulsivity, emotion dysregulation, and self-mutilation behavior in the treatment centers.

Goal:

 The purpose of this study was to predict academic dishonesty through religious commitment and stress of academic expectations and testing the mediator role of academic self-efficacy.

Method of research was a descriptive correlation type. The study sample consisted of 315 high-level secondary school students who were studying in the 2021 academic year. They were selected online with a multi-stage cluster random sampling method. To collect data, the religious commitment questionnaires of Worthington et al. (2003), the stress of academic expectations of Ang and Huan (2006), the academic dishonesty of McCabe and Treviño (1997) and the academic self-efficacy of Jinks and Morgan (1999) were used were used.  The structural equation modeling was used to analyze the data.

Academic self-efficacy in the relationship between religious commitment and academic dishonesty has a partial mediation role and the stress of academic expectations and academic dishonesty has a full moderator role.

In order to control the academic dishonesty of students, it should be noted that strengthening religious commitment and the beliefs of academic self-efficacy should be considered.

Studies showed that the extreme use of the Internet that is prevalent among adolescents today affects their depression, social anxiety, and academic performance, communication with parents, self-esteem, and efficiency. Internet use expectancies and coping strategies also affect the relationship between the underlying factors and Internet addiction.

In this regard, this study examined the model of predicting Internet addiction in high school students.

This was a descriptive-correlational study and its population was all male and female high school students in Gorgan city. Research instruments included the Young Internet addiction test (2013), the Rosenberg Self-Esteem Scale (1965), the Schwartz Self-Efficacy Scale (1995), inventory for chronic stress (Schultz, 2004), brief cope (Carver,1997) and Wegmanns Internet use expectancies.

The findings showed that the aspects of psychological pathology have no significant effect on Internet addiction (P> 0. 1). But personality aspects and social cognitions have a negative effect on Internet addiction (P<0.01). Also, the effect of Internet usage expectations on the relationship between pathology and Internet addiction (P<0.913); between personality aspects and internet addiction (P<0.917), and on the relationship between social aspects and internet addiction (P<0.951) is not significant. Additionally, coping strategies have a positive and significant effect on the relationship between pathology and Internet addiction (P<0.000) and have a negative and significant effect on the relationship between personality and Internet addiction (P<0.000).

It seems that controlling mood and anxiety symptoms, teaching strategies to increase self-efficacy, self-esteem, perceived social support and coping skills, and changing Internet use expectations are helpful in preventing the development and maintenance of Internet addiction.

This research was conducted with the purpose of conceptualizing the model of consumer behavior in crisis conditions and formulating a suitable marketing strategy with a multidimensional perspective

This research is developmental-applicative in terms of purpose, and in terms of method, it is mixed (qualitative-quantitative), and in terms of data collection, it is descriptive-survey. The studied population in the qualitative part of the research was selected from experts who had a theoretical understanding of the subject, and in the quantitative part, a statistical sample was selected from experts who lived in Kermanshah province. Sampling in the qualitative part was done based on theoretical sampling and with judgment method and snowball technique. In the quantitative part, the available sample was selected. The selection criterion of the sample size in the qualitative part was theoretical saturation and in the quantitative part the Morgan and Karaji formula. The number of samples was 20 in the qualitative section and 387 in the quantitative section. The data collection tool in the qualitative part of this research was an in-depth and semi-structured interview, and in the quantitative part, a researcher-made questionnaire.

The results of the inductive content analysis of the data obtained from the qualitative section were performed through three procedures of coding, conceptualization and categorization, as a result of which 388 codes, 44 concepts, 8 subcategories and 4 categories were identified; Then, by using binomial test and Friedman, the variables were ranked.

Identifying a five-part spectrum of consumer behavior in buying and consuming goods and services during a crisis is one of the results of this research. On the other hand, the findings of this research showed that according to consumers' behavior in crisis conditions, goods can be divided into essential, delayed and eliminated and behaviors can be peredict in five states: intensifying, weakening, delaying, replacing and completely suspending purchases.

The aim of this study was to investigate the intervention with mindfulness on the quality of life and psychological well-being of mothers of students with intellectual disabilities. The research population included all mothers of students with mental disabilities in Golestan province, 30 of them were selected by a simple random sampling method and participated in a quasi-experimental design with a control group and a non-identical two-group design with pre-test, post-test, and follow-up. Among the above sample, 15 people in the experimental group and 15 people in the control group were randomly assigned. Then, a mindfulness-based intervention program was performed for 8 group sessions. To evaluate the research variables, Quality Of Life (World Health Organization, 1994), and Psychological Wellbeing Scale (Ryff, 1980) were used in three stages: pre-test, post-test, and follow-up. Data obtained from the control and experimental groups were analyzed using multivariate analysis of covariance and repeated measures analysis of variance. The above findings showed significant quality of life and psychological well-being (at the level of p <0.05). The above results were maintained after two months of follow-up. Overall, it can be concluded that mindfulness-based intervention can increase the quality of life and psychological well-being of mothers of students with intellectual disabilities.

Specific learning disabilities are a set of heterogeneous disorders that are severely manifested in the learning and application of listening, speaking, reading, writing, and math skills and can have neurological roots. One of the therapies used in this field is neurofeedback, but a review of the history of neurofeedback and learning disabilities shows that there are many contradictions about the effects of neurofeedback on brain waves in children with special learning disabilities.

The aim of this study was to evaluate the effect of neurofeedback on the modulation of brain waves and basic executive functions in children aged 8 to 12 years with special learning disabilities.

This research was a quasi-experimental study with a pretest-posttest design and a control group. The statistical population of this study included all boys and girls with dyslexia and dysgraphia introduced to centers for learning disabilities in Kermanshah. Sampling Method of this study is convenience sampling. For this purpose 20 students aged 8 to 12 years were selected and randomly divided into two groups of 10 people. The experimental group received neurofeedback intervention for 20 sessions of 40 minutes. In order to record the brain waves, a two-channel neurofeedback device was used and to measure the active memory, change the attention and inhibit the response, Wechsler memory software(Khodadadi, Amani, 2014), Wisconsin(Khodadadi et al, 2014) and Stroop cards(Khodadadi et al, 2014) were used. In order to analyze the data, univariate analysis of covariance and multivariate analysis of variance were used.

the present protocol can suppress the ratio of theta waves to alpha(η2= 0.821) and improve the executive functions of attention change(classes(η2= 0.320), in place(η2= 0.544)), response inhibition(Concordant Time(η2= 0.434), Inconcordant Time(η2= 0.536)) and active memory(Auditory memory Span (η2= 0.515), Visual memory Span(η2= 0.536) in children with dyslexia and dyslexia.

Neurofeedback through the conditioning is likely to lead to the formation of new synaptic connections, ultimately modulating brain waves and improving basic executive functions.