bagher ghobari bonab

The study reported in this paper aimed at developing and validating a family-based mental empowerment program to enhance cognitive processes, psychological hardiness, and academic performance of slow learners. The present study was fundamental in nature. The statistical population included psychologists and exceptional children's education specialists, family education instructors, and parents of slow learners in Tehran. The sample population consisted of three professors in psychology and exceptional children's education from the University of Tehran, three family education instructors, and three mothers of slow learners, selected through purposive sampling. The validation process of the studied program was carried out in five steps (reviewing theoretical foundations, reviewing previous research and existing programs, developing program content, validating the content, and explaining the program validation). The Delphi method was used for program content development, triangulation and Lawshe's content validity index were employed for content validity determination, and the expert agreement percentage method was used for determining the program’s reliability. The overall content validity coefficient of the sessions stood at 85%, and the program’s reliability coefficient was 86%. The family-based mental empowerment program aimed at enhancing cognitive processes, psychological hardiness, and academic performance of slow learners demonstrated high validity and reliability. Therefore, this program can be used to improve the cognitive and academic status of slow learners.

Children with autism spectrum disorder have deficiencies in verbal or nonverbal communication skills. It seems that executive functions training using augmented reality can improve the communication skills of children with autism spectrum disorder.

The aim of the present study was to investigate the effectiveness of an executive functions training program using augmented reality on communication skills in children with high-functioning autism spectrum disorder.

The present study was a quasi-experimental study with a pre-test-post-test design and a control group with a one-month follow-up period. The statistical population of the study included all children with high-functioning autism spectrum disorder in Tehran in 2023-2024, from which 30 people were selected through purposive sampling and randomly assigned to two experimental (15 people) and control (15 people) groups. Participants answered the Gilliam Autism Diagnostic Scale - Second Edition (1995) for pre-test and post-test. After 21 45-minute sessions of executive functions training using augmented reality for children in the experimental group, the statistical method of analysis of variance with repeated measures and SPSS24 software were used to analyze the data.

The findings showed that the executive functions training program using augmented reality had a significant effect on the control group in the two stages of post-test and follow-up (p<0.001).

Executive functions training using augmented reality is effective on the communication skills of children with autism spectrum disorder and this training is recommended for children with autism spectrum disorder.

The present study aimed to shorten and prepare two parallel forms of the Trust in God (TiG) scale and examine their psychological characteristics in married men and women. According to the purpose, the current research is of the applied type, and in terms of the data collection method, it is descriptive. The research population included all married persons in the north, south, east, west, and center of Tehran, from which 773 people were selected using Cohen's sampling formula and multi-stage cluster sampling method. Confirmatory factor analysis and correlation measurement with other tools were used to investigate the psychometric properties of parallel forms. The results showed that both parallel forms of TiG scale have good fit indices in men and women, which indicated the appropriateness of the construct validity of TiG short forms. Cronbach's alpha coefficient and correlation between the dimensions of two parallel forms were used to check the reliability, and the results indicated that the values in all three dimensions of behavior, cognition, and emotion of TiG forms were appropriate. Also, all dimensions in both forms of TiG showed positive and significant correlations with the subscales of secure attachment to God and secure attachment of adults; on the contrary, they had negative and significant correlations with the subscales of anxious attachment to God, avoidant attachment to God, and anxious attachment of adults, which shows the appropriate convergent and divergent validity. In conclusion, it can be said both parallel forms have suitable psychometric properties for psychological research.

drug use in teenagers is a psycho-social phenomenon that personality, biological, family, cultural, emotional, social and economic features play a role in its formation, and among these, the role of emotional factors including emotional dysregulation in driving teenagers to drug use. The substance and also the continued use play a decisive role. The purpose of this study was to design an emotion regulation program based on a transdiagnostic approach for adolescents with emotional disorders with a history of drug use.

This research is qualitative and phenomenological. The research community includes all specialists in child and adolescent psychology and addiction, and the emotion regulation program based on the transdiagnostic approach in seven stages and in 17 adjustment sessions and the designed program was provided to 10 child and adolescent psychologists and addiction specialists, and after approval The content validity index and content validity ratio were calculated.

The results of the content validity and the implementation of the emotion regulation program based on the transdiagnostic approach showed that this package was approved by the relative coefficient of content validity and content validity index.

According to the results obtained from this research, it can be said that this package is a comprehensive program for teenagers with emotional disorders with a history of drug use.

Previous studies have shown that educational interventions are effective in reducing the behavioral problems of children with Attention–Deficit/Hyperactivity Disorder (ADHD). However, there is a research gap in the effectiveness of these interventions on behavioral Difficulties. If untreated, this disorder could lead to academic failure and isolation from friends. Available treatments for ADHD include pharmacological and non–pharmacological interventions. In the first line of treatment for this disorder, the education of parents has a special place in reducing the syndrome. The findings obtained from the research report different results, some of which indicate the lack of impact of interventions on children's behavioral problems. Considering the high prevalence of ADHD and its adverse effect on the communication and social skills of these children, the need for timely intervention and the design of appropriate educational methods to reduce behavioral problems is of particular importance. The present research aimed to develop a Family Education Program based on the Behavior Management for Parents model and study its effectiveness in the reduction of behavioral difficulties in their children with ADHD.

This quasi–experimental study employed a pretest–post–test design and a control group. The statistical population included all children with ADHD and their parents studying in primary schools of Qazvin City, Iran, in the 2018–2019 academic year. Forty ADHD students were chosen as a sample using random multi–stage cluster sampling. The subjects were selected and randomly assigned into experimental and control groups (20 each).    The inclusion criteria for selecting parents were having a child with ADHD, no divorce in the family, the absence of mental disorders in the parents, and constant participation in training sessions. The entry conditions of children were having mixed–type ADHD, under drug use, having an intelligence above 90, and no coexistence of other mental disorders. The Conner's Parents rating of childhood behavior problems (Conners et al., 1987) and clinical interviews were employed to evaluate behavioral difficulties. Conners estimated the test–retest reliability of this test to be 0.72 to 0.92. The reliability coefficient of the original version of the scale was reported as 0.89 using the Cronbach alpha. Raven's Progressive Matrices (Raven, 1947) assessed the subjects' intelligence. Raven reported the reliability coefficient of this test by retesting the range of correlation coefficients between 0.85 and 0.98 and halving the range of coefficients between 0.88 and 0.98. The intervention package consisted of a ten–session treatment protocol on parent's behavior management based on a behavioral model. The experimental group's parents participated in ten behavioral management training sessions. No training was provided for the control group. In this study, fathers and mothers of both groups completed the scale of behavioral problems separately in the pretest and posttest. Descriptive statistics (mean and standard deviation) and inferential statistics (univariate covariance analysis to control the pretest effect) were utilized in SPSS version 24 to analyze the obtained data. The significance level of the tests was considered 0.05.

The results showed that from the point of view of mothers and fathers, there was a difference in the condition of the children of the two experimental and control groups after the implementation of the Family–Oriented Training Program based on Parents' Behavioral Management in reducing children's behavioral problems (p<0.001).

Based on the research findings, from the parents' point of view, the family–oriented training program based on Parents' behavioral management effectively reduces the behavioral problems of their children.

Gifted adolescents are particularly vulnerable to emotional and behavioral problems. This study aimed to develop a family-centered emotion regulation program and to evaluate its effectiveness on the social, emotional, and academic adjustment of gifted adolescents.

This quasi-experimental study utilized a pre-test, post-test control group design with a three-month follow-up phase. The study population comprised all gifted adolescents attending secondary school in Marivan, Kurdistan Province, during the 2023-2024 academic year. A total of 30 participants were selected using the convenience sampling method and randomly assigned to either the experimental group (n=15) or the control group (n=15). Research instruments included the Student Adjustment Questionnaire, the Tehran-Stanford-Binet Intelligence Scale, and the Achenbach Youth Self-Report. Data analysis was conducted using multivariate covariance analysis (MANCOVA) in SPSS software (version 28).

The findings indicated that the family-centered emotion regulation program significantly improved social, emotional, and academic adjustment in gifted adolescents at risk of emotional and behavioral problems (P<0.05).

Given the effectiveness of the family-centered emotion regulation program on the adjustment of gifted adolescents at risk of emotional and behavioral problems, it is recommended that specialists, therapists, and educators implement this program to enhance the adjustment of gifted adolescents facing such challenges.

The purpose of this research is to investigate the effectiveness of self-monitoring training on the attention and academic progress of students with special learning disorders. The research method was a single-subject type (multiple baselines) with intervention and follow-up. The statistical population of the current study includes all the fourth grade male students with math problems in the 20th district normal school, who were selected by purposive sampling of 4 boys according to the entry criteria. The tools of this research were Jordan's Attention Deficit Disorder Index (JADDI), the Stanford-Binet Intelligence Scale, 5th edition (SB-5) and teacher-made test for evaluating the subjects' math lessons. This study was conducted in three stages: basic, intervention and follow-up. In order to analyze the data, visual analysis and calculation of PND and SMD effectiveness indices were used for the average standard differences. Comparison of the results of three stages showed that self-monitoring training increased the attention and academic progress of all four subjects. Considering the effectiveness of attention self-monitoring training on the attention and academic progress of students with specific learning disorders (math disorder), it can be concluded that primary school teachers should use attention self-monitoring training to improve the attention and academic progress of elementary students with specific learning disorders.

This study aimed to investigate the Feasibility of the executive functions training program using augmented reality on social skills in high-functioning children with autism spectrum disorder. The research was conducted using a semi-experimental method with a pre-test-post-test design and a control group with a three-month follow-up period. The statistical population of the study included all children with autism spectrum disorder with high functioning in Tehran in 2023- 2024. After screening the research sample according to the entry and exit criteria, eligible children were included in the study and randomly assigned to two experimental (15 people) and control (15 people) groups. The research tool included Gilliam's autism diagnostic scale - Second Edition (1994). The variance analysis method with repeated measurements was used to analyze the data. The findings showed that the executive functions training program using augmented reality had a significant effect on the control group in the two stages of post-test and follow-up (p<0.001). Also, the effect size showed a 0.29% effect of the executive functions training program using augmented reality on social skills. It is concluded that to improve social skills in children with autism spectrum disorder, augmented reality can be used to teach executive functions.

About %20 of all babies in their first year of life show signs of severe crying, sleep problems, and nutrition, often referred to as regulatory problems. The purpose of this study was to identify the nature and strength of the relationship between primary adjustment disorder during infancy and behavioral problems in childhood and preschool.

Data Sources:

 According to the specialized keywords in internal databases, i.e. Academic Jihad Scientific Database and Noor Specialized Magazines Website between 1390 and 1401 and Islamic world and foreign databases Google Scholar, PubMed, PsycINFO between 2000 and 2022. The findings and information considered to achieve the research goal were reviewed.

In this regard, through a systematic review study, all selected articles were reviewed by two of the research authors, and duplicate articles were removed. 76 published articles were reviewed by considering the inclusion criteria and quality assessment using the PRISMA pattern. Then, based on the final qualitative evaluation, 17 articles were selected and examined to answer the research questions. Inclusion criteria included the existence of regulatory problems in the first year of life, the specificity of the scale of measurement used, the expression of statistically accurate measurements, prospective and longitudinal studies with at least one follow-up assessment.

Out of 76 articles, 17 articles were related to the input criteria of this study, each of which considered one, two or more variables of regulatory disorder. In this regard, out of 17selected research papers, nine articles were reviewed and the relationship between sleep disorders and behavioral problems, 13 articles on severe crying problems, six articles on nutritional disorders, and five articles on combined regulatory disorders. 13 articles reported a significant relationship between neonatal adjustment problems and behavioral problems in childhood.

Regulatory problems in infancy can increase behavioral problems during childhood. Parents with multiple risk factors show more negative outcomes than other children in outbreaks and hyperactivity, especially if they have multiple regulatory problems in infancy.

Stuttering is one of the most common speech disorders. Parents with children who stutter are often worried about the reactions of society, relatives and friends. As a result, they face more stress and anxiety. This situation is a source of increased tension and affects their mental health. Therefore, the purpose of the present study was to determine the effect of the nursing program on reducing the stress of mothers with children who stutter.

This research was conducted as a semi-experimental type with a pre-test and post-test design with experimental and control groups.The statistical population of the present study included mothers with stuttering children in Karaj in 1400-1401. 30 qualified people were selected by purposive sampling and were randomly replaced in the control group (15 people) and the experimental group (15 people). The experimental group received 12 sessions of the remission program as a group, and the control group did not receive any intervention. In this research, Abidin's parental stress questionnaire (1983) and Pianta's parent-child relationship scale (1992) were used to collect data. Univariate and multivariate covariance analysis were used to analyze the research data.

The results of the research data showed that the forgiveness program is effective in reducing parental confusion, ineffective parent-child interaction, problematic child characteristics and overall stress score (p<0.001).

The results of the analysis showed that stress, parental confusion, dysfunctional parent-child interaction, and problematic child characteristics of mothers with children with stuttering in the group that received the forgiveness program were significantly lower than in the group There were those who had not received the amnesty program.

Inefficient spiritual patterns of our adaptation to God's laws cause problems in the society in living environments, the present study aims to formulate an intervention program based on attachment to God and examine its effectiveness on ineffective spiritual patterns and spiritual well-being.

From a methodological point of view, the current research was a quasi-experimental research design with a pre-test-post-test with a control group. The statistical population of this research was made up of all employees of Continental Plateau Oil Company in 2019. The sample of this study was 60 people who were randomly selected in two experimental and control groups (20 people in each subgroup) based on the criteria of entering and exiting the study. The research tool was the questionnaire of ineffective spiritual schemas, attachment to God and spiritual well-being, which was completed by all participants in the pre-test and post-test phases. God attachment sessions were held for experimental group participants in nine 120-minute sessions, while control group participants did not receive any intervention. Research data were analyzed using multivariate analysis of covariance and using SPSS-22 software.

The results showed that the intervention based on the quality of attachment to God has an effect on all the components of ineffective spiritual schemas and spiritual well-being (P<0.01).

According to the results of this study, the intervention based on the quality of attachment to God led to the improvement of all the components of ineffective spiritual schemas and spiritual well-being

The aim of this study was to investigate the effect of self-monitoring strategy on the ability to convey the position of numbers and the accuracy of students' mathematical calculations with mathematical learning difficulties. The research method was applied in terms of purpose and from the point of view of collecting the findings; it was a bit of an experimental type with a single subject design (multi-baseline type with different subjects). The statistical population included all third grade elementary students with learning math problems who were studying in the academic year 2018-2019. In the present study, the accessible sampling method was used and from the target population, 2 male students and 2 female students were selected as the research sample. Data collection tools in this study are: Wechsler Intelligence Test (1974), Key Math Diagnostic Test (1986) and Jordan Attention Deficit Disorder Index Test (1992). Central and effect size indices were analyzed. Research results show that: A) Teaching attention self-monitoring strategy has a positive effect on the ability to convey the position of students with mathematical learning difficulties. B) Teaching self-monitoring strategy Attention has a positive effect on the accuracy of mathematical calculations of students with mathematical learning difficulties and has increased the realization of the consequences of learning mathematics. The results of the present study can help teachers and professionals in this field to be able to improve the ability to convey the position of numbers and the accuracy of students' mathematical calculations with mathematical learning problems by teaching self-monitoring strategies.

The present study aims to investigate the effectiveness of a family-based play therapy program on parent-child relationships in children with Attention Deficit Disorder (ADD). The research method was quasi-experimental with a pretest, posttest, control group design, and follow-up. The statistical population of this study included all children in Tehran. Among them, 24 people were selected by purposive sampling and assigned to the experimental and control groups. The Child Parent Relationship Scale (CPRS) (Pianta,1997) was used to collect data. Family-based play therapy was performed on the experimental group for ten 2-hour weekly sessions, While the control group did not receive any intervention. Data was analyzed by multivariate analysis of covariance (MANCOVA) and Multivariate Analysis of Variance with Repeated Measures. The results showed that family-based play therapy improved the parent-child relationship's Conflict, Closeness, and Dependency (p<0.05). The findings of this study showed that applying family-based play therapy is significantly effective in improving the Closeness and Dependency in the parent-child relationship of children with Attention Deficit Disorder.

Emotion perception means the ability to identify, predict and explain one’s own emotions and those of others. Less attention has been paid to the psychosocial effects of hearing loss such as emotion perception. The current study aimed to investigate the effect of the unified protocol for transdiagnostic treatment of emotional disorders on emotion perception of children with Cochlear Implant (CI).

This is a quasi-experimental study with a pretest/post-test/follow-up design. Participants were 18 children with CI aged 8–11 years and their mothers were randomly divided into experimental and control groups. All mothers and their children in the experimental group received the Unified Protocol (UP) program online at 20 sessions twice a week. For the evaluation of emotion perception, we used the Test of Emotion Comprehension (TEC) which had high internal consistency. For statistical analyses, descriptive statistics and repeated measures ANOVA were used.

Mean score of emotion comprehension test at the mental and reflective levels and its overall score were significantly different between pretest and post-test and between pretest and follow-up phases in both group. The difference in the external level of emotion perception was not significant among three phases in any groups.

The UP program can positively affect the emotion perception in children with CI, especially in more difficult levels (mental and reflective), and its effects remain stable three months after the intervention.

The family is the only natural, irreplaceable, and eternal institution of human beings, established by a sacred marriage covenant between a man and a woman. Children are a gift and trust for the family. Every family may face many challenges in their lifetime. One of these challenges is the birth of a child with autism spectrum disorder (ASD). For parents, the challenges of caring for a child with ASD may affect their relationship with their spouse and reduce marital satisfaction. According to research findings, marital satisfaction can be a protective factor for families and help them to cope with the challenges of raising a child with ASD. In addition, marital satisfaction has been shown to affect children's health. This study investigated the factors influencing marital satisfaction in parents with ASD children.

The present study was a systematic review, and its approach was based on collecting, classifying, and summarizing the findings of scientific–research articles related to marital satisfaction in families with ASD children, which were taken from internal and external databases during 1980–2021. For this purpose, the "satisfaction," "marriage," and "child with autism spectrum disorder" keywords were considered. Internal databases included SIDs, and external databases included CINAHL, PsycINFO, Scopus, Medline, Embase, Informit, ProQuest, Sage Journals, AMED, PubMed, OT Seeker, and Google Scholar. The search was conducted in English with the above keywords. Eighty–seven articles were selected in the initial search, but 54 were deleted due to their inconsistency with the ASD subject. Subsequently, 3 articles were deleted due to duplication in several databases, and 7 articles due to review. Finally, 22 articles were selected. The inclusion criteria included studies with the keywords searched directly for marital satisfaction in parents of children with ASD and original articles published in English in prestigious journals from 1980 to 1921. The exclusion criteria were articles that could not be accessed in full, as well as articles that were reviewed.

In the present study, according to a review of 22 studies conducted in the field of children with ASD and their families during 32 years of research and study in this field, it was concluded that a total of 8 groups of components affecting marital satisfaction in the parents of ASD children. We collected and analyzed these components and examined them in 8 groups: 1) child characteristics such as age, gender, and cognitive function, 2) severity of autism spectrum symptoms, 3) challenging behaviors, 4) sociodemographic and family characteristics, 5) parent characteristics such as age and gender, 6) parental stress and psychological well–being, 7) parental personality, resources cognitive and coping strategies, and 8) strategies to maintain marital satisfaction.

Based on the general findings of this systematic review, couples with children with ASD are less likely to have marital satisfaction compared to couples with children without disabilities; Therefore, couples with children with ASD need social support to maintain the satisfaction of their marriage.

 Attention Deficit Disorder (ADD) is the most prevalent disorder among the subgroups of Attention–Deficit Hyperactivity Disorder. The most important problem of children with ADD is deficits in executive function (EF) skills, which result in adverse outcomes and issues for these children and their families. The most effective programs for EF skills are those that directly challenge it and support it indirectly through joyful activities that children love. Therefore, play can provide an appropriate context for children to improve their EF skills. In addition, involving parents in the treatment process is considered one of the most essential treatment approaches for children with ADD, so family–based play therapy can produce positive results in the field of training EF skills in these children. In this regard, the present study aims to investigate the effectiveness of executive function training based on family–based play therapy in children with ADD.

 The method of the present study was quasi–experimental with a pretest–posttest design and a control group. The sample consisted of 24 elementary students living in Tehran City, Iran, with their parents in the summer of 2021. They were selected by convenience sampling method. The inclusion criteria were as follows: children's age range of 6–10 years, minimum education diploma for mother, the presence of symptoms of ADD in children according to the expert psychologist's opinion and based on the criteria of Diagnostic and Statistical Manual of Mental Disorders– Fifth Edition (DSM–5). The exclusion criteria included receiving another intervention program for the child and his mother at the time of the study and more than three absenteeism sessions in the program sessions. The executive functions training based on a family–based play therapy program was designed and implemented by the researchers of the present study, based on the Barklay model of executive function (2012), to improve executive function skills in children with ADD. Mothers in the experimental group (n=12) received ten 3–h weekly sessions of executive function training using family–based play therapy. They trained their children under the supervision of a psychologist, whereas the mothers in the control group (n=12) were placed on the waiting list. The Long Form of Barkley Deficits in Functioning Scale Children and Adolescents (Barkley, 2012) was used to gather data. The obtained data were analyzed by multivariate analysis of covariance (MANCOVA) and univariate analysis of covariance at a significance level 0.05 in SPSS version 22.

 Based on the results, executive functions training based on family–centered play therapy significantly improved the total executive function skills (p=0.013) of children with ADD. Also, it was significantly effective in improving self–management to time (p=0.023), self–restraint (p=0.014), self–motivate (p=0.005), and self–regulate emotion (p=0.023). However, there was no significant difference between the study groups in self–organize (p=0.280).

 According to the findings, training of executive functions based on family–based play therapy is efficacious in improving the skills of executive functions and components of time self–management, self–restraint, self–motivate, and self–regulate emotions.

Objectiv:

 The aim of the present researh was to develop a Family Education Program based on the model of Behavior Management for Parents and study its effectiveness on reducing the clinical symptoms and improvement of educational performance in their children with Attention Deficit Hyperactive Disorder (ADHD).

This was a quasi-experimental study with pre-test post-test design and a control group. The statistical society of the study included all children with ADHD and their parent, in the primary schools of Qazvin City. population, of which 40 ADHD students were chosen as a sample using the random multistage cluster sampling model. The subjects were selected and randomly assigned into experimental and control groups (20 each). To evaluate the clinical symptoms, Teacher and Parent Rating Scale (SNAP-IV) was used. To assess the school performance, the researchers developed and used an assessment tool. intervention package consisted of a ten-session treatment protocol on the parents’ behavior management based on behavioral model. To analyze data, Multivariate Analysis of Covariance (MANCOVA) was utilized.

The research findings showed that intervention of teaching behavioral management for the children with ADHD is significantly effective in reducing clinical symptoms (P < 0.001) and improving school achievement (P < 0.001).

Counclusion: 

Thus, this program can be implemented to improve clinical symptoms and school performance in the target group, and planning is essential for its implementation.

The purpose of this study was to evaluate the effectiveness of combining education with the help of video training through WhatsApp to improve the fluent reading of students with learning disabilities. For this purpose, 3 boys from the primary school in Marivan who were referred to the Learning Disabilities Center by the schools were diagnosed as dyslexic using the Wechsler test and Fallahchai dyslexia test (1374) and selected by the available sampling method. They were trained through WhatsApp in a one-test method and multi-baseline design using different people in 30 sessions of 35 minutes. In order to collect information, the graph analysis method and effect size index were used. Findings showed that the use of a combined method with the use of online education (WhatsApp) is effective in improving the fluent reading of these students.

The increasing use of online education and technologies such as mobile phones and their applications in improving the quality of treatment for learning disabilities can provide effective assistance to these students.

One of the fundamental concepts in psychotherapy is dysfunctional spiritual schemas. These schemas confuse and obscure people's relationship with God and destroy transparency. They create problems for the individual in order to adapt to the laws of God, society, and the environment and reduce the individual's adaptation. Dysfunctional spiritual schemas result in failure in doing jobs. Despite extensive search on popular Iranian and foreign websites, no standardized Persian or foreign scale was found to measure dysfunctional spiritual schemas. Considering the importance of a suitable tool for measuring dysfunctional spiritual schemas, we aimed to design a spiritual dysfunctional schema questionnaire and validate its psychometric properties.

The present research aims to design and validate a study instrument for measuring dysfunctional spiritual schemas. The study population comprised all staff working for Offshore Oil Company in 2019. A total of 200 individuals were selected by the purposive sampling method. The inclusion criteria included lacking a history of psychiatric disorder, not using specific drugs, giving informed consent to participate in the study, having avoidant and anxious attachment styles to God, and lacking physical limitations disrupting personal care. The exclusion criterion was lack of study cooperation. To design the questionnaire items, we reviewed the relevant texts and interviewed the experts and the target population. To check the content validity (content validity index and content validity ratio) and the face validity, 10 final users were used. Then, to evaluate the construct validity of the questionnaire, the exploratory factor analysis method was used. To evaluate the reliability of the questionnaire, the Cronbach alpha coefficient and test–retest method were used. Data analysis was performed using SPSS 24 at a significance level of 0.05.

The results of the qualitative content validity of the instrument led to the removal of 19 items and revision of 6 items, and finally, a questionnaire with 51 items was prepared. The mean ± SD age of the participants was 45.71±9.45 years. Factor analysis identified ten factors with a specific value of more than one, which together explain 56.75% of the variance. In other words, the dysfunctional spiritual schema questionnaire consisted of ten factors. The results of data analysis showed that the first factor has the highest eigenvalue and the observation of factor loads and factor structure also confirmed this finding. The Cronbach alpha subscales of this questionnaire were as follows: emotional deprivation of God, 0.91; spiritual abandonment, 0.79; spiritual defectiveness and shame, 0.81; spiritual vulnerability, 0.79; spiritual self–immaturity, 0.89; spiritual obedience, 0.76; stubborn spiritual criteria, 0.83; entitlement/spiritual magnanimity, 0.78; negativity/pessimism, 0.85; infidelity and polytheism, 0.82; and total questionnaire, 0.86. To evaluate the instrument's reliability, a correlation coefficient of 0.78 was obtained between two tests with one week interval, indicating the appropriate reliability of the questionnaire. The correlation coefficient subscales of this questionnaire were as follows: emotional deprivation of God, 0.76; spiritual abandonment, 0.7; spiritual defectiveness and shame, 0.71; spiritual vulnerability, 0.71; spiritual self–immaturity, 0.75; spiritual obedience, 0.69; stubborn spiritual criteria, 0.74; entitlement/spiritual magnanimity, 0.68; negativity/pessimism, 0.74; infidelity and polytheism, 0.73; and total questionnaire, 0.78.

According to the study findings, the dysfunctional spiritual schemas questionnaire is a reliable and valid tool, and the components of this questionnaire accurately measure the various dimensions and aspects of dysfunctional spiritual schemas. So, it can be used in research and consulting departments.

The birth of a child with special needs is a stressful experience and challenging for the family that can affect the physical and mental health of the parents. Given the key role of parents in the care, education and supervision of children with intellectual disabilities, timely intervention and assistance to parents in discovering coping resources, especially internal coping resources, is essential. One of the most effective interventions in this area is Positive Psychology, proposed by Seligman in 2000. Positive psychology, as a meta&ndash;diagnostic intervention, emphasizes promoting well&ndash;being and prosperity rather than addressing weaknesses. The purpose of this study was to design a compassion&ndash;based positive education program for parents of children with Down syndrome and evaluate its effectiveness on parental psychological well&ndash;being.

This study was a quasi&ndash;experimental study with a pretest&ndash;posttest design and follow&ndash;up with a control group. The study&rsquo;s statistical population included parents of children with Down syndrome less than 2 years old. The study was conducted in February 2019. Due to the limited population, 17 couples of infants with Down Syndrome who were accessible and willing to participate in the study were included from the three cities of Yazd, Meybod, and Ardakan, Yazd Province, Iran. They were identified by the Welfare Organization of Yazd Province and presented to the researcher. Of whom, 14 families were selected according to the inclusion criteria and matched based on their level of education and socioeconomic status. Then they were randomly divided into experimental and control groups. For data collection, we used Psychological Well&ndash;Being Scale (Ryff, 1989). The intervention program used in this research was designed by the researchers based on Martin Seligman (2011). The results of research in the field of positive psychology were designed according to the five core elements of psychological well&ndash;being: positive emotions, engagement, interest, meaning, and purpose. This program was adapted to cultural characteristics. A different and innovative feature of the present study was the use of compassion as a form and explanation of positive psychology exercises and activities from the perspective of compassion (Gilbert, 2019). The intervention included 14 sessions (one session per week). Both groups underwent three stages of evaluation: pretest, posttest and 3 months follow&ndash;up. Descriptive statistics (mean, standard deviation, frequency, percentage) were used to describe the data. Then the data analysis was done using the analysis of variance test with repeated measurement of multiple variables and pairwise comparison test in SPSS version 20 software. The significance level was set at 0.05.

The results showed a significant difference between the two groups in the psychological well&ndash;being scores after the intervention (p=0.001). The results of pairwise comparisons showed a statistically significant difference between the mean scores of the pretest with posttest and the pretest with follow&ndash;up of the experimental group (p=0.001). Also, the mean scores of the posttest phase are not significantly different from the mean scores of the follow&ndash;up phase for the experimental group, which indicates the persistence of the effects of the intervention and its effectiveness during the quarterly follow&ndash;up period (p=0.080). Examination of the subscales of the Psychological Well&ndash;Being Scale showed that the independent variable of compassion&ndash;based positivity education could make a significant difference between the experimental group and the control group in the meaningful life subscale (p=0.045). But in other subscales including mastery of the environment (p=0.081), positive relationships (p=0.081), self&ndash;acceptance (p=0.133), and personal growth (p=0.051), the differences observed in different stages between the two groups were not significant.

According to the result of this study, a positive education program for parents of children with Down syndrome can improve their psychological well&ndash;being.

This study aimed to investigate the effectiveness of differential reinforcement of other behaviors in reducing non-suicidal self-injury behaviors in adolescents.

A single-subject A-B-A-B design was used in this study. The statistical population included male adolescents with self-injurious behaviors, the families of whom were seeking treatment for these behaviors. In total, four adolescents were recruited from a psychology clinic in Tehran, Iran, using convenience sampling. Participants were observed at 6, 8, 10, and 12 sessions at baseline phases of A1 and A2, followed by 12 intervention sessions after each baseline phase. The intervention included differential reinforcement of other behaviors. If the participants showed no self-injury behavior within a specific time duration, a reward was provided. Non-suicidal self-injury behaviors included self-harm, hair pulling, severe itching, pinching, wound manipulation, and hand biting. The frequency of these behaviors was assessed during each session. Visual analysis of graphed data, percentage of non-overlapping data, and mean percentage improvement were used for data analysis.

The results showed a fairly reliable effect for the intervention on reducing the target behavior, as indicated by a frequency reduction from phase A1 to B1 and A2 to B2 and by a frequency elevation by the intervention withdrawal from B1 to A2. The average percentage reduction across participants was obtained at 56%. However, a low rate of self-injury remained consistent for the participants.

The results provided further evidence on the effectiveness of differential reinforcement of other behaviors in reducing self-injury behaviors. Although the intervention could reduce self-injury substantially, it seemed that it could not eliminate the behavior.

 Dhikr (holy names repetition) is one of the Quranic methods that is used to cope with anxiety. Numerous studies have investigated the effectiveness of dhikr in reducing human stress. Stress is one of the biggest problems in humans that lead to burnout, anxiety, weakened immune system, and organ damage. Therefore, the current study intended to critically review the literature and line of research on the effects of holy name repetition on reducing stress.

 In so doing, a systematic review was conducted. The data were collected through well-known English and Persian databases, including Sciencedirect, PubMed, Magiran, SID, Proquest, Eric, Psychinfo, Springer, Ebsco, and Noormags. Altogether, 39 studies were found and ultimately, 12 studies met the inclusion criteria and were included in the investigation. The authors have not reported any conflicts of interest.

 According to the sample populations investigated, those studies were classified into four categories: studies on ordinary people (one study), veterans (six studies), family members and caregivers of patients (four studies), and patients with HIV (one study). Eleven studies (92 percent) demonstrated that remembrance of God significantly reduced the stress. Most of the studies have been conducted in the United States and on the veterans.

 Modern human, surrounded by many stressors, may resort to dhikr as a reliable strategy to find peace. Future researchers are suggested to systematically review the studies investigating the effectiveness of holy name repetition in alleviating other psychological problems such as depression and aggression.

The present study investigates the effectiveness of sensory integration exercises on balance and orientation of students with visual impairment. This study is a semi-open study with a pretest-posttest design with a control group. The statistical population includes all blind students in special schools in Abadan and Khorramshahr in the academic year 2019–2020. Among the special schools, 30 students with visual impairment were selected through an available sample and randomly divided into an experimental group (n =15, 7 girls and 8 boys) and a control group (n =15). Measurement and data collection methods include Lincoln-Ozertsky motor growth test (OMDT), basketball and dribble throw test (BDTT), and Ayers sensory integration exercises (AESI). After determining validity and addressing weaknesses, the test was administered to the experimental groups. The experimental group then performed exercises for 12 sessions of 90 minutes each. SPSS 21 software, Kolmogorov-Smirnov -test, Leven’s test and analysis of covariance were used to analyze the data. The results showed that sensory integration exercises had a positive significant effect on the balance and orientation of students with visual impairment at the level (P <0/01). Sensory-motor integration exercises in this study can improve the orientation and balance of students with visual impairment.

The goal of this research, Investigating the Relationship between components of Attachment to Parents and Quality of Life of unattended and badattended girls and it was the study of the mediating role of Self- Compassion. In this study, the relationship between self-compassion and quality of life was tried. Research method, It is a descriptive and correlational design of path analysis. The statistical population of the study consisted of all unattended and badattended girls aged 7 to 19 years that in 2019 year the number of them in the detention centers under the supervision of Tehran Welfare Organization was 450. Utilizing the Cochran's formula, 241 person selected by random sampling. Tools used in the research were the World Health Organization Quality of Life group- BREF (WHO-QOL-BREF) (1996), The Inventory of Parent and Peer Attachment-Revised (IPPA-R) Armsden & Greenberg (1987) and the Self- Compassion Scale (SCS) of Neff (2003). The collected data were analyzed by descriptive statistics, analysis of variance, correlation coefficient and path analysis using SPSS and AMOS software. The results of analysis of variance showed that the relationship between all variables of the research is linear. Among the components of Attachment to Parents, Parental trust also directly and with the mediation of Self-Compassion the positive predictors of Quality of life for unattended and badattended girls were. Among the components of Self - Compassion, extreme Self-Esteem and isolation were inversely predictors of Quality of life. The findings of this study are in line with the research background It seems to have an effect on Safe Attachment to Parents On the indicators of Quality of life and its interaction with the Structure of Self- Compassion Which includes clinical implications It can also be used in prevention.

 Patience is considered as a method of inhibition and control of behavior. It facilitates self-monitoring and self-regulation in human behavior. Moreover, patience is considered as one of the factors that enhance mental health in individuals. The style of attachment to God and psychological resilience have been proclaimed to be related with components of mental health. Therefore, the present study tries to examine the relationship of attachment to God and psychological resilience with patience in students who were studying in the University of Tehran.

 This is a correlational study. The statistical population of the study included all the students (females and males) who were studying in academic year 2019-2020. The sample population included 196 university students, who were selected by cluster sampling method from students of the fields of humanities, engineering, basic sciences and fine arts of the University of Tehran. To collect data, we used the following measures: God Attachment Scale, Resilience Scale by Connor and Davidson, and Reaction to Life Events. To analyze the data, Pearson correlation coefficients and multiple regression analysis were used. In this study, all ethical considerations were observed and no conflict of interest was reported by the authors.

 The results showed that a significant positive correlation existed between the secure attachment to God and psychological resilience and patience. The findings also demonstrated a negative significant correlation between insecure attachment to God and patience in the university students. The findings suggested that quality of attachment to God and psychological resiliency can predict university students’ patience.

 The students (individuals) with secure attachment to God are more resilient, and they are more patient when faced with difficulties. Individuals with insecure attachment to God and lower resilience tolerance and patience.