کودکان

Cognitive abilities play a key role in children's academic success and social adaptation. The Reynolds Cognitive Assessment Scales (RIAS-2) are a reliable tool for assessing these abilities; however, their factor structure and validity have not been thoroughly examined in children from Tehran.

This study aimed to investigate the factor structure of the second version of the Reynolds Cognitive Assessment Scales in children from Tehran.

This descriptive-analytical study included a population of all 3- to 6-year-old children in Tehran. A sample of 200 children was selected using convenience sampling. The second version of the Reynolds Cognitive Assessment Scales (Reynolds & Kamphaus, 2015) was administered to the sample, and the data were analyzed using confirmatory factor analysis in LISREL version 8.

The results indicated that among various models, the one-factor model of general intelligence with four main subscales (Guess What, Odd-Item Out, Verbal Reasoning, and What’s Missing) and the two-factor model (verbal and nonverbal) with the same four subscales demonstrated good fit.

The findings of this study can assist psychologists, educators, and child specialists in using the second version of the Reynolds Cognitive Assessment Scales to more accurately evaluate the cognitive abilities of children in Tehran. This will facilitate the design of targeted educational and cognitive interventions to address weaknesses and enhance strengths in children's cognitive abilities. Additionally, validating this tool in the Iranian population enables its broader and more effective use in research and clinical applications.

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.

This study was undertaken to examine the impact of sex education courses on mothers’ cognizance and their ability to adequately address inquiries of a sexual nature posed by their children. The research methodology employed was qualitative and descriptive phenomenology. The research encompasses mothers who participated in sex education training in Tehran during the years 2021-2022.A total of 20 mothers were selected through targeted sampling based on the following criteria: 1. At least 30 years, 2. At least a bachelor’s degree, and 3. Mothers with children aged between 3 to 5 years. Research data were collected from mothers’ lived experiences and semi-structured interviews concerning the significance of sex education. To ensure the validity of the research, consultations were conducted with professors specializing in psychology and qualitative research, resulting in an agreement coefficient of 0.86. Subsequently, all data were subjected to analysis utilizing the seven-step process of Colaizzi’s method in conjunction with MAXQDA version 18 software. The findings of this research were categorized into six principal themes: education, encompassing seven sub-themes; awareness, comprising four sub-themes; attitude, which includes three sub-themes; compliance, consisting of two sub-themes; reaction, represented by one sub-theme; and social life, featuring two sub-themes. It seems that providing education to parents enhances their awareness and equips them to address their children’s questions effectively. Therefore, it is advisable for professionals to enhance parental awareness and adequacy regarding sexual education by implementing comprehensive sex education courses. This initiative aims to prevent sexual deviations and foster the development of healthier children within society.

The aim of this study was to evaluate the effectiveness of the cerebellar education method on the empathy and spatial ability of children with oppositional defiant disorder (ODD). This research was applied and semi-experimental, utilizing a control group for pre-testing, post-testing, and follow-up. The statistical population of this survey encompassed all children aged 5 to 6 years old with ODD in the city centers of Gonbad-e Kavus in 2022. The sample size was 30 patients, with 13 girls and 17 boys, who were randomly assigned to two experimental and control groups using the available sampling procedure. The research instruments included the Disorders of Children Symptom Inventory-4 (CSI-4), the Griffith Empathy Measure (GEM) and the Raven’s Progressive Matrices (RPM). The data were analyzed using analysis of variance with repeated measurements and SPSS-24 software. The results showed that the cerebellar method had a significant effect on improving empathy and Spatial ability in the post-test and follow-up stages. The findings of this study offer valuable insights into the cerebellar education method, and counselors and psychologists can implement this intervention to enhance the empathy and spatial ability of children with ODD.

The purpose of the present study is to investigate the prevalence of behavioral disorders in children in the days after the corona virus in Zanjan province. The research method was descriptive-survey and the research population was made up of preschool students of Zanjan province. To determine the sample size, Morgan's Kargesi table was referred to, and out of 1280 students, 295 students (157 boys, 138 girls) were randomly selected using cluster and stratified sampling methods. The data collection tool was the Rutter questionnaire (parent form). At the level of descriptive statistics, frequency, percentage of frequency, mean, standard deviation were used, and at the level of inferential statistics, one-way analysis of variance (ANOVA) was used. 5 students (12.5%) had behavioral disorders. 2 of the total number of girls and 3 of the same number of male students had behavioral disorders. The results of the hypothesis test showed that: children's behavioral disorders are related to fathers' jobs, families' economic status, and mothers' physical health status. The economy, employment and the health status of parents in the days after the corona virus can affect the lives of individuals, families and ultimately the society, so it is necessary to take constructive solutions in this field.

The objective of this study is to identify the creative learning processes in children with cognitive disorders and examine the role of various supports in enhancing these processes. This qualitative study was conducted, and data were collected through semi-structured interviews with 28 children diagnosed with cognitive disorders in Tehran. The data were analyzed using Nvivo software through qualitative content analysis. Participants were purposively selected, and theoretical saturation was considered during the data collection process. The findings indicated that creative tools such as educational games, learning toys, and educational technologies play a significant role in enhancing creative learning processes. Additionally, children were able to generate new concepts through critical thinking and problem-solving. Cognitive limitations such as memory and attention problems and environmental barriers such as lack of access to educational resources were identified as challenges that affected the creative learning process. The results of this study suggest that the use of creative tools and environmental support can have a significant impact on the creative learning processes in children with cognitive disorders. These findings can contribute to the design of more effective educational programs for these children.

The aim of this study was to investigate the effectiveness of children's stress inoculation training on social interaction and social phobia reduction in Dezful County. 

The present research was a quasi-experimental study with a pre-test/post-test control group design. The statistical population included children from Dezful County, among whom 30 participants were randomly selected and assigned to experimental and control groups. Data collection tools were the Social Phobia Questionnaire and the Social Interaction Questionnaire. The experimental group participated in ten sessions of stress inoculation training, and data were analyzed using multivariate analysis of covariance (MANCOVA) and multiple regression analysis.

The results of MANCOVA indicated that stress inoculation training significantly reduced fear (F=2.58, p=0.001), avoidance (F=7.87, p=0.000), and physiological distress (F=3.90, p=0.005). It also significantly improved feedback skills (F=10.83, p=0.003) and affected verbal (F=10.65, p=0.003) and listening skills (F=13.94, p=0.001). Multiple regression results revealed that fear, avoidance, physiological distress, and social interaction significantly predicted social phobia (p<0.01).

Stress inoculation training can serve as an effective intervention for reducing social phobia and enhancing children's social interaction, and the development of such programs in schools is highly recommended.

The aim of the present study was to investigate the effect of computer games based on artificial intelligence on gross motor skills of children with movement disorders. The present study is considered an applied research in terms of its purpose and a semi-experimental design in terms of the type of data collection. The data collection method is the library method in the theoretical basis discussion and the use of the Ulrich Gross Motor Skills Development Test in the field section. The statistical population of this study consisted of elementary school students (first grade of primary school) in Abhar County in the academic year 1402-1403. Given the large size of the research population, the convenience sample method was used to select the sample and the presence of participants was voluntary. After conducting a pre-test using a checklist prepared based on the Ulrich Gross Motor Development Test (2017), 40 people with developmental delays were selected and randomly assigned to two groups of 20 people (experimental and control). The K-S test was used to check the normality of the data. The results of the analysis of covariance showed that there was a significant difference between the mean scores of gross motor skills (moving and manipulating) of the subjects according to group membership (P=0.001; η2=0.37). The use of motor computer games improved gross motor skills in the experimental group. Therefore, by designing a developmentally appropriate motor program and adapting the educational environment for children with movement disorders, it is possible to provide the basis for the development of basic movements, which are the basis for the development of sports skills, in children with motor delays.

Increasing resilience in children helps them experience less anxiety during childhood and subsequently in adulthood. Anxiety can reduce cognitive abilities, deteriorate health, and even alter children's lifestyles. Various therapeutic programs have been developed to enhance, prevent, and treat children's behavioral, emotional, and social problems. Among these are the FRIENDS program and solution-focused kids’ skills method training. There are few studies examining the effectiveness of the FRIENDS program on improving resilience, and no research was found assessing the impact of solution-focused kids’ skills method on anxiety and resilience.

This study aimed to compare the effectiveness of the Solution-Focused Kids’ Skills method and the FRIENDS program on anxiety and resilience in children.

The research design was a quasi-experimental pretest-posttest with a control group and a two-month follow-up. The statistical population consisted of all female students in the second grade of elementary schools in District 2 of Tehran during the 2022-2023 academic year that with Using purposive sampling, 45 students were selected based on inclusion criteria and were randomly assigned to two experimental groups and one control group (with 15 students in each group). Data collection tools included the Spence Children’s Anxiety Scale (Spence, 1997) and the Social-Emotional Assets and Resilience Scales (Merrell, 2010). The FRIENDS program (Barrett, 1991) and the Solution-Focused Kids’ Skills method (Furman, 1990) were implemented separately in 10 sessions of 60 minutes each for the experimental groups, but the control group did not receive any intervention. Data were analyzed using mixed ANOVA and Bonferroni post-hoc tests with SPSS21 software.

Data analysis showed that both the Solution-Focused Kids’ Skills method and the FRIENDS program had significant effects on reducing anxiety and increasing resilience in students. The FRIENDS program was significantly more effective in reducing anxiety (P< 0.05) and the results have continued after two months of follow-up (P< 0.05).

Based on the obtained results, it appears that teaching the Solution-Focused Kids’ Skills method and the FRIENDS program at the elementary school level can sustainably reduce anxiety and increase resilience in children.

The present study aimed to determine the effectiveness of child-centered play therapy on behavioral problems and cognitive regulation of emotion in children with anxiety disorders. The research method was semi-experimental with a pre-test-post-test design and a control group. The statistical population of the study included all children aged 6 to 9 years with symptoms of anxiety disorders in Feridoonkanar city in 1401, from which 75 children were selected by available sampling. Then, among these children, 30 children who had the highest score on the anxiety scale were randomly placed in two groups (15 people in the experimental group and 15 people in the control group). The measurement tools included Spence et al.'s Preschool Anxiety Scale (PAS, 2001), Rutter et al.'s Behavioral Problem Scale (BPS, 1967), and Gross & John Emotion Regulation Questionnaire (CERQ, 2003). The experimental group underwent the child-centered play therapy intervention of Landreth (1993) during eight 45-minute sessions twice a week. Multivariate covariance analysis was used to analyze the data. The results of multivariate covariance analysis showed that by controlling the pre-test effect, there is a significant difference between the post-test mean of behavioral problems and cognitive regulation of emotion in the two experimental and control groups at the p<0.05 level. As a result, child-centered play therapy can be used as an efficient method in improving behavioral problems and cognitive regulation of emotions in children with anxiety disorders.

Overparenting is an abnormal style of parenting characterized by overinvolvement, overcontrol, and overprotection, and is in line with the concept of helicopter parenting. Based on the fact that abnormal parenting styles create risks for health of children and Due to the lack of research literature on this topic in the country, this study aimed to investigate the negative effects of overparenting on Bio-Psycho-Social health of children. According to the specialized keywords in various databases, including Google Scholar, Sage, Wiley, Springer, PubMed, Scopus, ScienceDirect, Taylor & Francis between 2006 and 2023, 792 articles were reviewed by considering the inclusion criteria and quality assessment using the PRISMA pattern. Then, based on the final qualitative evaluation, 79 articles were selected. The results of various researches confirmed the negative effects of overparenting on the biological (inappropriate nutrition, hormonal imbalance, sleep problem), psychological (eating disorder, anxiety and depression, disorders related to trauma and stressors, behavioral inhibition, emotional behavioral problems, poor life skills, internalizing and externalizing problems, hyperactivity and impulsivity, academic problems, destructive and risky behaviors, distress, negative self-evaluation, OCD) and social (poor social skills, reducing the level of learning and acquiring social values, decrease social competence and expressive communication, decrease Independence) dimensions of child health. The results of this study will be of significant importance to parents, school administrators, health officials, and educational policymakers in the country.

The main objective of the present study was to investigate the effectiveness of an emotional recognition intervention on the emotional self-regulation and empathy of children diagnosed with Oppositional Defiant Disorder (ODD). The study employed a semi-experimental research design, consisting of a pre-test, a post-test, and a follow-up phase. The statistical population included all children diagnosed with ODD who sought counseling services in Mashhad during the academic year 2023. A total of 30 children were selected as the sample, meeting the inclusion criteria, and subsequently divided into two groups: an experimental group and a control group. The study utilized three assessment tools to gather data: the Children Symptom Inventory-4 (Gadow and Sprafkin, 1994), the Emotion Self-Regulation questionnaire (Shields and Cicchetti, 1997), and the Empathy questionnaire for children and adolescents (Overgaauw et al, 2017). The statistical analysis of the data involved using the analysis of variance with repeated measurements. The results revealed that the experimental group's level of self-regulation and empathy significantly improved after the emotional recognition intervention compared to the control group (P < 0.01), and the positive changes were sustained at the one-month follow-up phase (P < 0.01). The study findings indicate that the emotional recognition intervention was found to be efficacious in increasing the emotional self-regulation and empathy skills of children diagnosed with Oppositional Defiant Disorder (ODD).

Children's behavioral problems are caused by limited family resources during childhood. Therefore, the aim of the current research is to analyze children's behavioral problems with an emphasis on the aspect of income and assets of household resources. This research is practical in terms of purpose and descriptive-analytical and causal in method and nature. The statistical population is households that have at least one school-aged child and has no geographic limits. The sample was selected by non-probability, random method and the sample size was selected using Morgan's table and the statistical population being unlimited 384 households. The method of research is library and field, the instrument used is a questionnaire, due to the qualitative and two-dimensional nature of the variable, the logit model was used. Based on the estimation results of the model "Owning a house and personal car at the age of 8" and "Household income at the age of 6" the child was significant. Based on the results of final effects estimation, having a house at the age of 8 years reduces the probability of problems by 0.088. which can be caused by the peace resulting from stability in the place of residence. Having a car at the age of 8 and household income at the age of 6 increases the probability of a problem by 0.069 and 0.018, respectively. The reason can be related to the insistence of children at a young age to drive and not agreeing the parents to it, the lack of balance in the demands and fulfilling them respectively, although the latter case is different from the existing theories.

The purpose of this study was to investigate the relationship between parents’ motivations for involvement and children’s academic performance and to examine the mediating role of school-based parental involvement in this relationship. This study also explored the extent of school-based parental involvement. The research method was correlational and of structural equation modeling type. The participants were 384 sixth graders (200 boys and 184 girls) in Lorestan Province aged 11-13 years and their parents (69 male and 315 female ones) who were selected by multistage cluster sampling method in 2019-2020 school year. The results demonstrated that parents' motivation for involvement had a direct, significant relationship with school-based parental involvement and children’s academic performance. Furthermore, the structural analysis indicated that school-based parental involvement significantly mediated the relationship between parents' motivation for involvement and academic performance. Finally, the results showed that parents participated moderately in their children's school events. These findings show the importance of school-based parental involvement in primary schools and play a prominent role in providing evidence and empirical background based on parents' motivation for involvement in developing interventions and educational models to improve children's academic performance.

The present study was conducted to determine the effectiveness of group training in moral intelligence through reading stories on children's behavioral problems and social competence. The method of this research was semi-experimental and a pre-test-post-test research design with a control group. The statistical population included all 346 female students of the fourth grade of Kochesfhan City in the academic year of 2022-2023, of which a sample of 48 qualified volunteers was selected by sampling available and They were randomly placed in two groups of 24 people. Both groups completed the Questionnaires of Behavioral Problems (QBP) by Quay and Patterson (1987) and Social Competence (SCQ) by Fellner & et al (1990). The experimental group was subjected to the moral intelligence training protocol (MITP) by Frank and Burba (2014) for 12 sessions (50 minutes each session). The data was analyzed using multivariate covariance analysis method. The results showed that by controlling the pre-test effect, there is a significant difference between the post-test mean of behavioral problems and social competence of children in the two groups at the 0.001 level. Therefore, to reduce behavioral problems and increase social competence in children it is effective to use the intervention of teaching moral intelligence in the way of reading stories.

The aim of this study was to determine the effectiveness of the training package enhancement lateral domination over the components of executive functions including: initiation, working memory, planning, organizing and monitoring and visual perception components including: Visual-spatial relationship, visual form-constancy, visual sequential-memory and visual figure-ground of children with specific learning disabilities. The method of the present study was experimental with a pretest-posttest design with a control group. From elementary school children from 7 to 12 years old who were diagnosed with specific learning disabilities in psychology clinics in Tehran in 2020, 30 people were randomly selected and then randomly replaced in two groups of 15 experimental and control. The Edinburgh inventory and Delacato Neurodevelopmental Scale, TVPS-R Visual Perception Test and Brief’s Behavioral Rating Scale of Executive Functions were used to collect data. The results of the analysis of covariance showed that the training package had an effect on executive functions (p <0.01 and F = 8.47) and visual perception (F=10.20 and P<0/01) in children with specific learning disabilities in the experimental group.