ghazal sadat pournesaei

Addiction is a complex and difficult issue, with relapses occurring in about 50 to 70 percent of addicts after quitting. To better understanding the factors associated with relapse, we conducted a study from the perspective of drug abusers in self-referral centers affiliated with the Welfare Organization of Bandar-e Anzali. Our sample consisted of 181 men referred to addiction treatment centers in Bandar-e Anzali in 1400. We used a researcher-made questionnaire to collect data on demographic information and factors related to relapse. Our findings revealed that associating with addicted and deviant friends (2.62%) was the most important factor associated with relapse from the perspective of addicts. Based on our results, we suggest that training and intervention for assertiveness (the skill of saying no) in front of friends and changing clients’ lifestyles, as well as teaching interpersonal relationships and moderation to family members after quitting drug use, are necessary.

Superstitious beliefs and practices have a determining role in culture and society in traditional communities and influence their worldview and value system. The aim of the present study was to investigate the relationship between superstition tendency and depression and anxiety among college students. The present study was descriptive-correlational. The research population consisted of all students who were studying at the Islamic Azad University of Bandar-e Anzali in the academic year 2021-2022. From this population, 335 people were selected as the sample using the convenience sampling method. Beck Depression Inventory (BDI), Beck Anxiety Inventory (BAI), and Superstition Tendency questionnaires were administered to them and the questionnaires were analyzed using correlation and regression statistical methods after collection. The Results showed that there was a significant relationship between superstition tendency and depression and anxiety (P <0.001). As a result, it can be said that superstition tendency can predict depression and anxiety in university students.

The purpose of the current research was the effectiveness of Cognitive hypnotherapy in reducing the anxiety of women with generalized anxiety disorder. This research was quasi-experimental in terms of practical purpose and in terms of data collection. The statistical population of the study included all women with generalized anxiety disorder who had referred to four counseling centers in Bandar Anzali city. For this purpose, 30 women diagnosed with generalized anxiety disorder were selected and randomly divided into two experimental groups (15 people) and control (15 people) and Generalized Anxiety Disorder Short Scale was administered to both groups and Cognitive hypnotherapy was performed for 2 months during 8 one-hour training sessions, individually for the subjects of the experimental group, and the control group did not receive treatment. Then the said questionnaire was again implemented on both groups. The data were analyzed using the covariance statistical method. The findings showed that Cognitive hypnotherapy was effective in reducing the anxiety of women with generalized anxiety disorder. Therefore, it can be concluded that psychologists and psychiatrists can use Cognitive hypnotherapy to reduce the anxiety of women with generalized anxiety disorder.

The purpose of this research was the effectiveness of social skills training on the adaptive behavior of late learning children. This research was quasi-experimental in terms of practical purpose and in terms of data collection. The statistical population of the research included all the students of Bandar Anzali city who studied in primary schools or referred to counseling centers of the city in the academic year of 1401-1400. For this purpose, 30 students who were diagnosed as late learners on the basis of the Wechsler IQ test and who had obtained a low score in Adaptive Behavior Scale (AISS) and clinical interviews with teachers, were selected and randomly selected. They were divided into two experimental (15 people) and control (15 people) groups. Then, social skills training was conducted for 2 months during 12 two-hour training sessions for the subjects of the experimental group and the control group did not receive any training. Then, the adaptive behavior test was performed again on both groups. The data were analyzed using the covariance statistical method. The results showed that social skills training improves the adaptive behavior of late learning children (F=0.389 and P<0.05). Therefore, it can be concluded that school teachers and counselors and parents can use social skills in schools and at home and counseling centers to improve the adaptation of late learning children.

The purpose of this study was to evaluate the effectiveness of Neuropsychological Model of Making of Creative Mind on improving the functions of perceptual-motion, spatial-vision, and memory children of dyscalculia.

The research design was quasi-experimental with control group. The statistical population consisted of 204 children from the first to fifth grade with learning disabilities who were studying in Bandar Anzali in the academic year 2018-2019. Initially, 30 students with impaired learning disorder (diagnosed using Wechsler test and K-Mat mathematics) were selected by convenience and sampling method. Based on the entry criteria they were then divided into two experimental and control groups. then the test of Perceptual-motor of cratty, the test of spatial-visual of Corsi Blocks Task, and the memory test of Alloway were performed on both groups. Subsequently, the neuropsychological model of making of creative mind was administered to the experimental group for 12 sessions (2 hours each), and the control group received no training. All the three questionnaires were again run on both groups. The findings were analyzed using the covariance test.

The mean of the groups showed that perceptual-motor function, visual-spatial and memory function in the experimental group were significantly increased as compared to the control group.

The results showed that Neuropsychological Model of Making of Creative Mind improves the functions of perceptual-motion, spatial-vision, and memory children of dyscalculia.

Learning disorder is a problem that affects studentschr('39') neuropsychological functions. This disorder is basically an inability to perform the expected arithmetic skills in terms of the childchr('39')s Intelligence Quotient (IQ) and educational level, i.e., assessed by individualized and standardized tests. The present study aimed to design a neuropsychological model of developing creative mind in children with learning disorders.

This study was a retrospective descriptive–correlational study, based on applied purpose and nature. The study population consisted of 1800 first– to sixth–grade students in Bandar Anzali City, Iran in the academic year of 2018–2019. According to the Guilan Learning Disorders Association, the number of children with dysfunctional arthritis referred to Bandar Anzali Learning Disorders Center was equal to 128. Due to the lack of identification of some other students with learning disabilities or the lack of referral to improve mathematical problems, the researcher referred to the public and private elementary schools. Accordingly, the necessary permission was obtained from the city education department. Using random sampling method, 10 elementary schools were selected from all schools in Bandar Anzali City. After referring to schools and performing the Wechsler Intelligence Scale (2004), KM mathematical test (1988), and interview with class teachers, the total number of children with learning disabilities was estimated to be 223. Of these, 204 participants’ IQ scores (memory scores, reasoning, & understanding subscales) on the Wechsler Intelligence Scale ranged from 89 to 103. Besides, the selection of students was conducted with accordance to their IQs, the variable control of intelligence.  Those with lower or higher than average IQs were excluded from the study. Subsequently, the Coolidge Personality and Neuropsychological Inventory (2002), Brain Side Effectiveness Test (1965), Torrance Creativity test (1993), Perceptual Motor Questionnaire of Cratty (1967), Corsi Blocks Task (1972), and Memory Rating Scale of Alloway (2008) were performed on the study subjects. Moreover, the conceptual model of research was developed based on Ned Hermannchr('39')s brain dominance model. Descriptive statistics were used to analyze the obtained data presented by mean and standard deviation. To draw tables, we used SPSS. Furthermore, to test the proposed model, structural equation modeling was used by LISREL software. Additionally, Cronbachchr('39')s alpha coefficient was used to estimate the significance level of the employed tests. The study inclusion criteria included the lack of experience with the Wechsler Intelligence Scale, the lack of participation in executive function courses, or brain training programs. In addition to observing ethical issues, the researcher was closely supervised in completing the questionnaire and provided the explanations of the research goals to the study participants and their parents; the study samples and their parents were justified in this study as a research study and those who did not wish to participate were excluded from the study. In addition to collecting information, students and their parents were assured that their provided information would be used anonymously. This research was conducted through field and library method. In the field approach, a questionnaire tool is applied and distributed among the study participants to obtain the necessary data for analysis. In the library method, the style of retrieval of related books as well as authoritative scientific articles and sites are considered. The theoretical and empirical backgrounds related to this research were also collected. 

The structural equation modeling analysis revealed that the activation of executive functions in two segregated individuals leads to brain creativity; consequently, it improves perceptual–motor, visual–spatial, and memory function. The relevant results suggested a relationship between the variables of executive functions with creativity (Beta=0.36, p=0.003). There was also a relationship between creativity and perceptual function (Beta=0.30, p=0.003), motion (Beta = 0.21, p=0.001), visual–spatial (Beta=0.36, p=0.003), and memory (Beta=0.24, p=0.003). By fitting the final model, the fit indices were respectively for Chi–squared (p=0.05, CIMIN=4.68), comparative fit index (CFI=0.91), and parsimony comparative fit index (PNFI=–0.661), and the root mean square error of estimation (RMSEA=0.06) were calculated. These values indicated that the resulting model had a good fit to the data.

Based on the present study findings, the model designed to improve neuropsychological problems in preschool children was useful. Applying this model could help teachers identify and treat studentschr('39') neuropsychological issues.