مشکلات رفتاری

Behavioral problems are among mental disorders that can appear or intensify in children under the influence of psychological and emotional characteristics of parents, including emotional self-control. Therefore, this study was conducted with the aim of the effectiveness of the parenting program based on positive psychology on emotional self-control (impulsivity, simple tasks, risk-taking, preference for physical activities, self-centeredness and mood instability) of mothers with children with symptoms of behavioral disorders.

Research method :

The study was a semi-experimental type of pre-test-post-test and follow-up with a control group. For this purpose, among the mothers with children with symptoms of behavioral disorders in the city of Izeh who referred to the Afridon counseling center in 2024-2023, with the purposeful sampling method, 30 mothers with children with symptoms of behavioral disorders (getting a score higher than 18 in Rutter et al.'s behavioral problems questionnaire (1964) were selected and randomly divided into two experimental and control groups. The experimental group received the parenting program based on positive psychology by Saunders et al. The control group did not receive training. The research tools included the emotional self-control questionnaire (1993). Data analysis was performed using SPSS version 26 a significance level of 0.01 was also considered.

Inferential findings showed that for the dimensions of emotional self-control (impulsivity, simple tasks, risk-taking, and preference for physical activities, self-centeredness and mood instability), the time factor and the interaction between time and group are significant (p≥0.01). It shows that there is a significant difference between the two research groups.

Adolescence is one of the most important periods of development, which may be associated with issues and problems, so it is necessary to take necessary precautions by performing timely interventions. Therefore, the current research was conducted with the aim of comparing the effectiveness of schema therapy and therapy based on acceptance and commitment on behavioral problems.

This study was a quasi-experimental research with a pretest-posttest design and a control group. The statistical population included all male students of senior high schools in Bostanabad City in 2021-2022. Among them, 45 people were selected by purposive sampling and randomly assigned into two experimental and one control groups. The first experimental group received schema therapy and the second experimental group received acceptance and commitment-based therapy as a group, and the control group did not receive any intervention. The research tool used was the Behavioral Problem Questionnaire. Data were analyzed using multivariate analysis of covariance.

The results of the analysis of covariance showed that the effectiveness of the acceptance and commitment intervention on the three components of conduct disorder, attention problems, anxiety, and withdrawal was significantly higher than the schema therapy intervention (p<0.05).

The present research indicated that the effect of treatment based on acceptance and commitment on behavioral problems is more than schema therapy, and this treatment approach can be used in order to reduce the behavioral problems of adolescents.

Cancer, as a chronic physical-psychological condition, challenges the regular and continuous process of life and has numerous behavioral consequences for the child. Based on this, the present study was conducted to investigate the effect of mentalization therapy on behavioral problems in children with cancer. In this way, the subjects' baseline was determined. In the next step, mentalization therapy for children was carried out for 12 sessions of 45 minutes individually and in parallel for the child and the mother.

The method of this research was semi-experimental with a single case structure and A-B-A design. The statistical population of the research was all children aged 9 to 12 with cancer in Seyed al-Shohda Hospital in Isfahan city in 1402, from among them, four children were selected by available sampling method. Before the intervention, the performance of the subjects was evaluated for three sessions, using the child behavior list of Achenbach et al. and during this period, no intervention was provided to improve the performance of the subjects. In this way, the subjects' baseline was determined. In the next step, mentalization-based therapy for children was carried out for 12 sessions of 45 minutes individually and in parallel for the child and the mother, and at the end of the sessions, their performance was measured using research tools. After the completion of the intervention sessions, the performance of the subjects was examined again in three separate times. Visual analysis of graphs and trend index, stability index, percentage of non-overlapping data, and percentage of overlapping data were used for data analysis utilizing SPSS and Excel software version 24.

The result of the data analysis indicated the positive effect of this intervention on behavioral problems, including internalized and externalized behavioral problems in children with cancer; So, the scores of behavioral problems of the participants in the intervention phase were reduced compared to the baseline phase. The percentage of non-overlapping data was also reported as 75 to 12.5 percent and the percentage of overlapping data from 87.5 to 25 percent. Also, the effect size for these children varied from 0.09 to 1.43, which is considered a favorable effect size.

Based on the findings of the research, mentallization-based therapy for children was effective in reducing the behavioral problems in children with cancer. Therefore, it is suggested that psychologists and counselors use this new method of psychotherapy as a useful and effective tool to reduce the behavioral problems in children with cancer.

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.

Diabetes is one of the principal health–related issues and the most critical threat to well–being. It is called a silent epidemic, too. One of the problems of children with diabetes is behavioral problems. These problems are common and disabling in children and cause many difficulties for their parents and teachers. Since diabetic children cannot manage their diseases on their own, the main responsibility of treatment is on the parents, especially the mother, which will bring a lot of stress and confusion. A sense of coherence is one of the essential personality traits of parents, and it can be essential and effective in relation to a child's illness. Mental endurance is another factor that affects how parents respond in critical situations such as a child's illness. The present study investigated the relationship between the sense of coherence and mental endurance in parents and the behavioral problems of their diabetic children living in Yazd City, Iran.

The current research method was descriptive of the correlational type. Sampling was conducted based on random sampling. The samples were collected in the first half of 2018. The target statistical population comprised all the diabetic children covered by the Diabetes Center of Yazd and their parents. The number of selected samples was 75 individuals. The questionnaires, which were used to collect the data were the Children Behavioral Problems Scale (Parents Form) (Rutter, 1975), the Mental Toughness Questionnaire (Clough et al., 1982), and the Sense of Coherence Scale (Antonovsky, 1993). Data analysis was done based on the Pearson correlation coefficient and multiple linear regression in SPSS version 24 software at a significance level 0.05.

The research findings indicated a negative and significant relationship between the sense of coherence of the parents and the behavioral problems of their diabetic children (p<0.001, r=–0.465). Also, there was a negative and significant relationship between the mental endurance of parents with behavioral problems of diabetic children (p<0.001, r=–0.389). The regression coefficients showed that parents' sense of coherence predicted 62.1% of the variance of diabetic children's behavioral problems, and 42.8% of the variance of diabetic children's behavioral problems was predicted by parents' mental endurance.

Based on the findings of the research, the sense of cohesion and mental endurance of parents of diabetic children can predict children's behavioral problems. Therefore, experts in this field should pay attention to the abovementioned variables.

Divorce is a phenomenon that not only disrupts the psychological stability of the couple but also impacts the emotional well-being of their children and those around them. This study aimed to develop a life skills training program using a solution-oriented approach and to assess its effectiveness on the social skills of children with behavioral problems in divorced families.

This research utilized a quasi-experimental design with a pre-test, post-test, and one-month follow-up, including a control group. The study population consisted of children aged 12 to 18 with behavioral problems, residing in the cities of Rabat Karim and Baharestan, whose parents had divorced between one and five years prior. Thirty participants were selected through convenience sampling and were randomly assigned to either an experimental or control group, with 15 participants in each group.The data collection instruments included the Adolescent Behavior Problem Self-Report Scale (Achenbach & Rescorla, 2001) and the Social Skills Scale (Elliott & Gresham, 1990). The experimental group underwent 10 sessions of a life skills training program (developed by the World Health Organization) using a solution-oriented approach (De Shazer, S). Data were analyzed using repeated measures analysis of variance, and Bonferroni's post hoc test at a significance level of 0.05, utilizing SPSS version 26.

The results indicated that the experimental group, that received life skills training with a solution-oriented approach, showed significantly improved social skills in the post-test compared to the control group (p < 0.01). These positive changes were maintained through the follow-up stage (p < 0.05).

The findings suggest that life skills training with a solution-oriented approach is an effective intervention for enhancing the social skills of children with behavioral problems in divorced families, as it provides an opportunity for learning essential skills.

The ability to successfully interact with peers and adults is one of the most important aspects of a child's development. Failure to acquire social skills has a negative effect on the development of the child's personality and his adaptation to the environment. The present study was conducted to investigate the social skills of 7-12-year-old children based on demographic factors in those who visited Taleghani Clinic in Gorgan City in 1401.

This cross-sectional study was conducted with a descriptive-analytical approach on 301 children aged 7-12-year-old students in Gorgan city in 1401. The required data were collected through the Social Skills Rating Scale (SSRS). The data were analyzed in SPSS23 software using Mann-Whitney U, Kruskal-Wallis, and Spearman correlation tests at a significance level of 0.05.

The results of this study showed that gender, birth rank, parents’ educational level, parents’ occupation, living with parents, and the number of children had a significant effect on social skills and problem behaviors; however, ethnicity had no significant effect.

Various demographic factors affect children's social skills, and by being aware of them, the necessary interventions can be conducted just in time.

Children's behavioral problems are common and debilitating problems in children, ‎and ‎investigating them is very important. Therefore, the present research was conducted to determine the role of child's temperament and mother's attachment and parenting styles in predicting behavioral problems of 3-5 year old children with working mothers.

This study was a cross-sectional type of correlation. The research population was working mothers’ ‎with 3-‎‎5-year-old children in Urmia city kindergartens in 2021-2022 year with number 353 people that the sample ‎size ‎based on the Krejcie and Morgan table estimated 184 people who were selected by cluster sampling method. ‎The ‎research data were collected with the questionnaires of Revised Temperament (Ellis and Rothbart, 2001), ‎Attachment Style (Hazen ‎and Shaver, 1987), Parenting Styles (Baumrind, 1991), and Behavioral Problems ‎‎(Rutter, 1976) ‎and were analyzed by methods of Pearson correlation coefficients and multiple regression with enter model ‎in SPSS ‎software versions 21.‎

The findings showed that a child's temperament, secure attachment style, and authoritative parenting ‎style ‎had a negative and significant relationship with children's behavioral problems and avoidant; ‎ambivalent ‎insecure attachment styles and authoritarian parenting style had a positive and significant relationship ‎with ‎children's behavioral problems at a level of 0.01; and permissive parenting style had a positive and ‎significant ‎relationship with children's behavioral problems at a level of 0.05. Also, the variables of the child's ‎temperament, ‎attachment style and authoritative and authoritarian mother's parenting style significantly could ‎predict 29 ‎percent of changes in children's behavioral problems (P<0.001).‎

The results of this study indicated the effective role of a child's temperament, attachment style ‎, and ‎authoritative and authoritarian mother's parenting style in predicting the children's behavioral problems.‎ The implications of the obtained results were discussed in the article.

Although it is well known that families of children with an autism spectrum disorder (ASD) are at risk for increased stress and other problems, little is known about what child characteristics may mediate that risk. The aim of this study was to determine the role of behavioral problems of children with autism spectrum disorder in predicting their mothers’ internalized stigma and parenting stress. To this end, through descriptive research conducted in the framework of correlation studies, 60 children with autism and their mothers were selected from all children with autism spectrum disorder and their mothers who referred to two rehabilitation centers in Tehran by convenience sampling and were evaluated in terms of behavioral problems, internalized stigma, and parental stress index. Results of simultaneous multiple regression analysis showed that there was a relationship between behavioral problems in children with autism spectrum disorder and their mothers’ internalized stigma and parenting stress (p<0.05). Internalizing and hyperactive behaviors in children explained 27.3% of parental stress variance, and externalizing and hyperactive behaviors in children explained 27.9% of maternal internalized stigma. Hence, educational and supportive programs for parents are recommended, especially for mothers, along with rehabilitation of children with autism.

The present study aimed to investigate the efficiency of parent behavior management intervention based on Gottman's intervention in reducing parental stress and children's aggression, through a virtual (online) education system, In 1400 in Bushehr. 

In this research, which is a quasi-experimental type, through targeted sampling and based on inclusion and exclusion criteria, 31 mothers were randomly divided into two groups, i.e., intervention and the waiting list. Then they were evaluated by the Parental Stress Questionnaire and Achenbach scale. The validity of the therapy program was confirmed through the content validity index (CVI = 0.94). The intervention was formulated in eleven 90-minute sessions.

Variance analysis, repeated measures, and post hoc tests were used to analyze the quantitative data. The findings showed the efficiency of parent behavior management intervention based on parent emotional intelligence coaching in reducing parental stress (p= 0.03, f=5.03). Children's aggression (p= 0.03, f=5.55) through a virtual (online) education system compared to the waiting list group in both the pretest and post-test stages, and in addition to alleviated parental stress, children's aggression was also generally reduced.

The findings of this study emphasize the effect of online parent management training intervention based on the Guttman protocol in reducing parental stress and children's aggression, Therefore, it is suggested that therapists use online parent management training intervention as a useful method.

Children are the national and human capital of the country. Therefore, psychological health and the examination of their psychological aspects are of great importance, meanwhile, the role of parents in this field is undeniable. The purpose of the research was to test the structural model of children's behavioral problems based on mothers' mental health, considering the mediating role of emotional intelligence.

This research was fundamental and quantitative in terms of objective and semi-quasi-correlation and structural equation modeling. The statistical population of this research included all children diagnosed with behavioral problems before elementary school in Qom province in the academic year 1401-1402. A sample of 385 mothers, who volunteered to cooperate, were included in the research from among the mentioned society. Children's behavioral problems questionnaire (Quay and Peterson), emotional intelligence questionnaire (Bar-On), and general health questionnaire (GHQ) were used to collect information. The data were analyzed by correlation matrix method and structural equation modeling.

The results showed that the indicators of the proposed model have an acceptable fit. The path of mental health to behavioral problems (β = -0.294, P = 0.000), the path of mental health to emotional intelligence (β = 0.570, P = 0.000), and the path of emotional intelligence to behavioral problems (P = 0.000), β = -0.367) is reported. Also, the mediating role of emotional intelligence was confirmed at a confidence level of 0.95.

Mothers' mental health has significant effects on children's emotional intelligence and behavioral problems, so it is recommended that the contribution of the above variables in assessment, diagnosis, and treatment is considered important, and related organizations should consider possible preventive programs.

Autism spectrum disorder (ASD) is associated with a wide range of behavioral problems. This study aims to investigate the effect of child-parent relationship therapy (CPRT) for mothers on behavioral problems of children with ASD.

This controlled randomized clinical trial was conducted on 36 children with ASD and their mothers in Kashan and Arak cities of Iran in 2020. They were selected by a convenience sampling method and randomly allocated to two groups of CPRT (n=18) and control (n=18) by the block randomization. The mothers in the CPRT group received the intervention at 10 sessions according to Landreth and Bratton’s protocol. The control group received no intervention. Data were collected using Rutter’s children’s behavior ‎questionnaire (parent form), the Gilliam autism rating scale (GARS-2), Raven’s colored progressive matrices test, and a demographic form before, immediately after, and two months after the intervention. The data were analyzed based on per-protocol (PP) and intention-to-treatment (ITT) design using repeated measures ANOVA, ANCOVA, independent t-test, chi-square, and Fisher’s exact.

Five participants in the intervention group left the study. There was a significant difference between the two groups in terms of age (P=0.037). The results showed the significant interaction effect of time and intervention on the severity of behavioral problems in children (P<0.001). There was a significant difference in the severity of behavioral problems between the two groups after intervention (P=0.043); however, the difference was not significant two months later. There was a significant difference in the severity of behavioral problems among three time points in the‏ intervention group (P<0.001), unlike the control group,

The CPRT for mothers can reduce behavioral problems in their children with ASD. This method is recommended as a complementary therapy in providing services to the families of children with ASD.

Considering the numerous consequences of behavioral problems in children with Autism Spectrum Disorder (ASD), the present study aims to compare the effects of Brain Gym (BG) and Child-Parent Relationship Therapy (CPRT) on behavioral disorders in children with ASD in Kashan and Arak in 2020.

In this clinical trial, 36 eligible children were randomly selected and assigned to two intervention groups by block randomization. According to Dennison and Landreth-Bratton guidelines, BG and CPRT interventions were implemented in ten sessions. The demographic, Rutter, and Raven questionnaires were completed. Behavioral disorders were assessed by stereotyped behaviors, communication, and social interactions subscales of Gars-2 at the beginning, end of the intervention, and two months later. The data of 28 children (BG and CPRT, 15 and 13, respectively) were analyzed based on per-protocol and intention-to-treat designs by chi-square, Fisher, independent t-test, and repeated measures analysis of variance.

There was no significant difference between the two groups' demographic variables. Both analyses showed the non-significance of the interaction effect of time and intervention, the non-significance of the group effect, and the significance of the time effect (p<0.0001) on the behavioral disorder scores. At the end of the intervention and two months later, there was no significant difference in the behavioral disorder scores between the two groups.

Each of the BG and CPRT interventions, with a slight difference in effectiveness, alone can reduce behavioral disorders in ASD. Therefore, depending on the available conditions and facilities, at least one of the mentioned interventions is suggested to reduce behavioral disorders in children with ASD.

The most common type of violence against women is violence committed by a life partner, which is referred to as domestic violence or violence by an intimate partner. Women victims of domestic violence often suffer from physical injuries and many chronic health problems. Domestic violence can lead to a 50-70% increase in central nervous system problems, mental and emotional health disorders, increase in suicide attempts, substance addiction and antisocial personality disorders in women (1).If violent behavior against women occurs within the framework of the family and between husband and wife, it is interpreted as domestic violence (2). Domestic violence is the most common form of violence, with the highest probability of repetition, the least report to the police and the most social, psychological and economic complications, which is often committed by the closest family member (such as the husband) (3).Since the family consists of a husband and wife and the relations of its members are within the framework of the system of choosing a spouse (marital relations) and the system of mutual relations so that people can meet each other's needs, so the family is a unit that has many social roles. and the mutual relationship of its members is formed based on the foundations and cultural needs of the society (4).Considering the above and the negative impact of domestic violence on individual and social life on the one hand and identifying the factors affecting domestic violence on the other hand, and since by reviewing the research done inside and outside the country, research on the topic in question has been carried out. It has not been done, so the researcher is trying to answer the question, what are the qualitative factors affecting domestic violence against women?

This research is approved by the code of ethics IR.IAU.SRB.REC.1400.225 from Islamic Azad University, Science and Research Unit. To conduct the current qualitative research, which was conducted with a focus on grounded theory tradition. Among the abused women between the ages of 25 and 50 who referred to comprehensive urban health centers, the sampling was continued until the discovery and analysis process reached the theoretical saturation point. In-depth personal interview was also the technique used in this study, which was carried out in the form of a telephone and face-to-face interview according to the conditions and nature of the research. The method of data analysis in the qualitative part was using the theoretical coding method (derived from the grounded theory theorizing method).

According to the results of table (1), after coding the conducted interviews, it was determined that 144 primary concepts (open code) were extracted regarding the factors affecting violence against women. The obtained results also showed that the mental imbalance of the spouse was chosen as the most important factor of violence against women with 12.33%. According to 22.8% of women in the sample, traditional and patriarchal attitude is one of the most important reasons for violence against women. Also, humiliation and insult of women and lack of behavioral control are also the most important factors related to violence against women with 7.53 and 6.53 percent. According to the obtained results, it can be seen that 6 selective codes and 22 core codes have been extracted. In the following, the diagram of selected and central codes is drawn.Based on the available evidence and research findings, it can be said that poverty, unemployment and unfavorable economic situation provide conditions for pressure on families and individuals (especially men). Therefore, inappropriate economic conditions lead to family violence. For this reason, the possibility of aggression in men who are unemployed or have little income, due to social pressures and tensions and feeling weak and unable to take care of the family, is more than others.

The obtained results also showed that the mental imbalance of the spouse was chosen as the most important factor of violence against women with 12.33%. According to 22.8% of women in the sample, traditional and patriarchal attitude is one of the most important reasons for violence against women. Also, humiliation and insult of women and lack of behavioral control are the most important factors related to violence against women with 7.53 and 6.53 percent. According to the obtained results, it can be seen that 6 selective codes and 22 core codes have been extracted. The obtained results were similar to the results of the present study by Naeem and Rezaei Sharif (2018) (8).The more the level of literacy and knowledge of women increases; Their ability to deal with injuries increases. In the study by Kaskov and Parcell (2020), it was also found that unemployed men subject their wives to violence more than employed men. In a study in China, men's refusal to finance the family was the strongest factor affecting the occurrence of domestic violence. In this study, it was also suggested that men's managerial or high-ranking jobs are a protective factor in preventing domestic violence. The widespread prohibition of women from social activities with 17.24% is the most important factor, the loss of self-esteem in women and the lack of family support are also in the next ranks with 13.79%.In line with the study of Ahmed Hamed al-Dosari (2016), it was concluded that women's employment is effective in increasing household income and reducing the level of violence. In the current study, there was a significant relationship between women's employment and physical and psychological violence. Also, the findings of the research show that the history of parental misbehavior and witnessing violent behavior in childhood is one of the predictors of family violence. Women who had disordered families, and those who were victims of violence in their childhood, are likely to appear in the role of victims or perpetrators of violence as a result of the learning process in their family life. According to Bandura, children learn how to be violent from their parents. According to the theory of intergenerational transmission, which is based on the theory of social learning, people who experience or witness violence in the family when they are young are more likely to use it in adulthood (10).

One of the most controversial topics among researchers is to identify and introduce efficient and effective methods to improve human intelligence capacity in critical stages of development. Thus, the present study was conducted to examine the effectiveness of the growth mindset training program on the emotional regulation of adolescents with behavioral problems.

In terms of purpose, this research was practical. The method was quasi-experimental, and a pre-test, and post-test design with a control group and follow-up was used. The statistical population of this research included all adolescent girls between 12 and 16 years old who were studying in the secondary schools of Tehran in 1400-1401. Among them, 30 people were selected by the convenience sampling method and randomly placed in the experimental and the control group. The experimental group received ten one-hour sessions of growth mindset training; while no intervention was considered for the control group. The data collection tool in the present study included the scale of Adolescents Self-Report of Behavioral Problems (Eishenbach & Rescola, 1997) and The Emotion Regulation Checklist for Children and Adolescents (Shiltz & Sichi, 1997). The collected data were analyzed using the statistical method of mixed ANOVA and Bonferroni post hoc test by SPSS version 26.

The results showed that compared to the control group, people in the experimental group who received the growth mindset training program had higher emotion regulation scores in the post-test (p<0001) and this result persisted through the follow-up stage (p<0001).

This intervention method, which is based on the mental flexibility principle, can be used to improve mental abilities. Therefore, using this treatment method is suggested to improve mental abilities.

The purpose of this study was to investigate the effectiveness of play therapy on behavioral problems, feelings of loneliness and depression of deaf children.

The research method is semi-experimental with pre-test, post-test and control and experimental groups. The statistical population of the research was made up of deaf children of Shahrood city. The purposeful sampling method is that based on the research entry criteria, 30 children from exceptional Kedars of Shahrood city will be selected, who will be divided into 2 groups in a simple random manner. Research questionnaires included Asher's feeling of loneliness in children and adolescents, Covey and Patterson Behavioral Problems Questionnaire (RBPC) - Revised form, and Maria Kovas Children's Depression (CDI). Analysis of covariance test was used to analyze the research data. All statistical operations of the research were considered using SPSS version 25 software with a significance level of P<0.05.

The research results showed that after controlling for the effect of the pre-test, the difference between the pre-test and post-test scores of the two groups is significant for the variable of behavioral problems and depression, and the mean scores of the experimental group in the variable of behavioral problems and depression are also significantly lower than the control group. p > 0.001). Also, the difference in the mean scores of the post-test feeling of loneliness in the two experimental and control groups is significant (P=0.031).

According to the results of the research, it can be said that play therapy is a suitable approach and intervention in reducing behavioral problems, depression and loneliness of deaf children.

Objective:

 The COVID-19 pandemic and the imposed social restrictions have had many negative effects on the psychological and social aspects of people. The current study aims to determine the prevalence of behavioral problems among preschool children in home quarantine during the COVID-19 pandemic in Abadan, Iran.

Methods:

 This is a descriptive-analytical study. Participants were 234 pre-school children aged 4-6 years in Abadan city, who were selected by a convenience sampling method in 2021. Their behavioral problems were measured by a standard behavioral problems scale for preschool children, which was completed by the parents of the children. Data analysis was done in SPSS software, version 25 using the Mann-Whitney U test. The normality of data distribution was examined by the Shapiro-Wilk test. 

Results:

 Among children, 6.8%, 25.2%, and 1.3% had high aggression, anxiety, and withdrawal, respectively, while 93.2%, 74.8%, and 98.3% had low to moderate aggression, anxiety, and withdrawal, respectively. The mean scores of withdrawal and anxiety were higher in children whose mothers were employed than in children whose mothers were housekeeper. The anxiety score in first children is significantly higher than other children (P=0.000)

Conclusion :

According to the results of the research, there is no significant difference between aggression and anxiety in girls and boys, but the mean withdrawal in boys was reported to be more than that of girls. Also, the amount of anxiety in first children was reported more than other children, and withdrawal and anxiety were reported more in children with working mothers than children with stay-at-home mothers.

Nowadays, special attention has been paid to the preschool period, its lasting effects in all stages of life and the education of parents, especially mothers under 6 years old, in line with the positive changes and developments that occur in children. This research was conducted with the aim of the effectiveness of a mother's psychological empowerment on children's behavioral problems and self-esteem.

The research method was semi-experimental, pre-test, post-test and two-month follow-up with experimental and control groups. The research population consisted of mothers with children aged 4 to 6 years in Isfahan city in 2021, 30 of them were selected in the convenience method and were randomly replaced in two experimental and control groups (15 people in each group). The experimental group received the mother's empowerment package for 10 sessions of 90 minutes, and the control group did not receive any intervention during the research. The participants of both groups completed questionnaires of behavioral problems (Shahim and Yousefi, 2018) and self-esteem (Azizi Moghadam, 2018) in three stages. The data were analyzed by variance analysis with repeated measurements in SPSS-23 software.

The results of the repeated measures analysis of variance statistical method showed that the mother's empowerment program on behavioral problems (eta= 0.352, p< 0.001) and child's self-esteem (eta = 0.278, 0.001) p>) had a significant effect and the effectiveness of the training package remained in the follow-up stage (p>0.001).

Considering the effectiveness of the mother's psychological empowerment package training on children's behavioral problems and self-esteem, attention to this type of training is suggested to mothers, preschool centers, psychotherapists, and counselors in the field of child counseling and choosing the type of intervention for training parents.

Behavioral problems represent a prevalent category of mental disorders in children and adolescents, encompassing internalized and externalized behavioral problems. Regarding prevention, it is necessary to investigate and identify the psychological issues of children and adolescents at the onset of the disorder and treat it to minimize the psychological damage. However, if this disorder persists, the damage done to the character will increase. Minority children and adolescents often face unfavorable situations, such as poverty and deprivation of the benefits of society. In addition, becoming part of the minority population with the discussion of bilingualism and its effects on people's development has always been the focus of researchers, who emphasize its negative and positive effects, such as the effect on intelligence and creativity. So, the present study was conducted to compare and investigate behavioral problems in bilingual and monolingual children.

The method of current research was causal–comparative. The study population included all preschool children in Kermanshah Province, as well as Pakdasht and Karaj cities, Iran, in the academic year 2020–2021. Among the mentioned statistical population, one testing center in Sarpol Zahab City of Kermanshah Province, one in Pakdasht City (Sharif Abad City), and one in Karaj City were selected according to an available sampling method. A total of 266 parents completed the Behavior Assessment System for Children–Third Edition parent form. Of whom, 133 people had bilingual children, and 133 people had monolingual children. The inclusion criteria included the informed consent of parents to participate in the research and having a preschool child of 4 to 6 years old. The exclusion criterion was incomplete filling out the questionnaire. The parent form of Behavior Assessment System for Children–Third Edition (BASC–3) (Reynolds & Kamphaus, 2015) was used to collect data. Data analysis was performed using descriptive statistics (percentage, frequency, mean, and standard deviation) and inferential statistics (the Chi–square test, independent t test, and multivariate covariance analysis) by SPSS version 26 software. The significance level of statistical tests was set at 0.05.

The results showed that behavioral problems in all subscales, including externalized problems (p<0.001), internalized problems (p=0.006), behavioral symptoms (p=0.036), and adaptive skills (p=0.046) were significantly higher in bilingual preschool children compared to monolingual preschool children.

Based on the results of the present study, bilingual preschool children perform weaker and slower than monolingual preschool children in four components of behavioral problems: externalized problems, internalized problems, behavioral syndromes, and adaptive skills.

Attention Deficit / Hyperactivity Disorder (ADHD) is associated with sleep and behavioral problems.   This study aimed to evaluate the effectiveness of child mindfulness therapy on sleep and behavioral problems of children with ADHD.

  This clinical trial study was conducted on all girls aged 7 to 12 years with ADHD in Mashhad, Iran, using a pre-and post-intervention, control, and follow-up design.  .   A total of 38 girls with ADHD were divided into two groups of intervention (19 people) and control (19 people) by a simple random method. The Children's Sleep Habits Questionnaire  (CSHQ; Owens et al., 2000) and Child Behavior Checklist (CBCL; Achenbach & Rescolar, 2000) were used to collect data.  ,  The child mindfulness therapy was implemented in eight sessions for the intervention group and the control group did not receive any type of intervention during the study.

 The child's mindfulness training reduced sleep problems.  such as resistance to falling asleep, parasomnias, and daytime sleepiness, and behavioral problems in the post-test and follow-up (p<0.05).

Child mindfulness training is recommended  to reduce sleep and behavioral problems in children with ADHD.