فصلنامه سلامت روان کودک
سال دوم شماره 1 (پیاپی 4، پاییز 1394)

An appropriate parent-child relationship is one of the most influencing and significant factors in child development and peoples mental health in every society. The purpose of the current study was to investigate the effectiveness of raising a thinking child workshop on parenting styles and preschoolers’ behavioral problems. Present research was a quasi-experimental study with one-group pretest-posttest design. The sample consisted of 44 parents of preschool and elementary school students who studies in non-profit schools of Tehran City that were selected using convenience sampling method. Following a call by school officials، these parents voluntarily participated in the “Raising a Thinking Child Workshop”. These parents received a nine-session training program (1/wk، 2hrs). Data were collected using Parenting Style Scale (PSS) and Behavioral Problems Inventory. Data were analyzed using multivariate analysis of variance with repeated measures and paired sample t-test. The results of Parenting Style Scale showed that the intervention significantly increased effective parenting styles، with the most influence on authoritative parenting style. However، results indicated no significant difference between the students’ behavioral problems. The possible reasons for the lack of effectiveness of training on children''s behavioral problems can be attributed to a short duration has elapsed since training. This means that the effect of family education after a long time will be revealed so that members can use the opportunity to benefit from training in family environment.

Background and Cognitive and emotional problems as well as deficiencies highlight the need for new methods of therapy in adolescents with PTSD. The aim of this study was to investigate the Effectiveness of emotional working memory Training on cognitive and affective Control ability in adolescents with Post- Traumatic Stress Disorders (PTSD). The Statistical population this study was all adolescents with posttraumatic stress disorder in the city of Karaj، in the 94-93 school year. Based on the framework of single case by using multiple –baselines، 3 adolescents (M: 1 F: 2) were selected available sampling by using 2 instruments (SCID-I) & (IES-R) from one of the Educational child care center in city of Karaj. The selected people– one by one were under emotional working memory training during 20 sessions. All people were assessed during three stages (pre-training، during therapy and 2 month follow up) by Data were analyzed using the indices for trend changes، slope and the visual inspection of the charts; the Cohen''s d، recovery percent index and effect size were used to determine the clinical significance. The data analysis showed that emotional working memory training is significantly effective in increasing of cognitive and affective control ability in adolescent with PTSD. Regarding the current study، it can be said that emotional working memory training is an appropriate choice for increase in cognitive and affective Control in adolescents suffering from Post- Traumatic Stress Disorders (PTSD).

Background and Anxiety syndrome is among the most common psychological disorders in preschoolers. This study was conducted to investigate the efficacy of child-parent relationship therapy in reducing anxiety symptom of preschoolers. Present research was an experimental study with control group. Population consisted of the all the mothers of preschoolers in Kermanshah. Sample consisted of 24 mothers of children with anxiety syndrome (according to Spence Children’s Anxiety Scale) that were selected using random cluster sampling method from three kindergartens in Kermanshah، and randomly assigned to experimental or control groups. The experimental group received a 10-session child-parent relationship therapy، while the control group received no intervention. The results of covariance analysis showed that child-parent relationship therapy could significantly reduce anxiety syndrome in preschoolers (p ≤ 0. 05). According to our findings، child-parent relationship therapy can be used for reducing anxiety syndrome in preschool children.

Background and Parenting styles plays an important role in the upbringing of children. Therefore, present study aimed to predict adaptive behavior among students with intellectual disability based on their mothers’ parenting styles. This research was a descriptive-correlational study. The study population comprised all mothers of elementary students with intellectual disability that were studying in schools of Rasht City in 1393-94 academic year. The study sample comprised 110 subjects that were selected using convenience sampling method. Data were collected using the Vineland Social Maturity Scale (1953) and parenting style questionnaire (Baumrind, 1973). Data analysis using Pearson correlation coefficient revealed a significant positive correlation between authoritative parenting style with adaptive behavior, and significant negative correlations between authoritarian and permissive parenting styles with adaptive behavior (p < 0.01). Moreover, data analysis using multiple regression analysis revealed that authoritative parenting style was the significant positive predictor of adaptive behavior, while permissive and authoritarian parenting styles were the significant negative predictors of adaptive behavior (p < 0.01). According to our findings, it is essential to design and provide family training programs on parenting styles and their influences on children’s behavior, in order to change mothers’ attitudes and improve family relationships, which can in turn enhance adaptive behavior among students with intellectual disability.

Background and Students with dyslexia have a poor performance in reading tasks and this deficient negatively affect their academic achievement and daily activities، which require reading skills. Present study aimed to examine the effectiveness of self-reinforcement training on improvement of reading performance among students with dyslexia. Current research was a quasi-experimental study with pretest/posttest and control group design. Sample consisted of 30 third and fourth graders with dyslexia that were selected using random sampling method when they referred to centers for learning disabilities in Tabriz. Participants randomly assigned to experimental and control groups. Data were collected using Wechsler Intelligence Test، NAMA Test for Reading، and Reading Dificulty Checklist. Experimental group received an eight-session self-reinforcement training intervention (2/wk). Results of covariance analysis showed a significant improvement in phonic deletion disorder (F= 1736. 83، p < 0. 01; effect size= 0. 98) and word chain disorder (F= 613. 39، p < 0. 01; effect size= 0. 95) in experimental group; while control group showed no significant improvement in reading skills. Self-reinforcement training has a significant positive influence on improvement of word chain and phonic deletion disorders. It seems that self-reinforcement increases students’ self-confidence، self-belief، and sense of competence through making him/ her believe that his/her efforts are not abortive and will lead to reward.

Background and Disruptive behavior disorder, a class of behavioral disorder that causes discomfort to others. The purpose of this study was to investigate the factorial structure and psychometric properties of the Persian version of Disruptive Behavior Disorders Rating Scale – Parent Form among the first grade elementary school students. 303 students (136 boys and 167 girls) were selected using random cluster sampling method among all the first grade students that were studying in Babol City’s elementary schools in 1392-93 academic year, and their parents completed the Persian version of Disruptive Behavior Disorders Rating Scale. Data were analyzed using Cronbach's alpha coefficient and exploratory factor analysis. The Cronbach's alpha for 45-item Persian version of Disruptive Behavior Disorders Rating Scale was 0.94. The exploratory factor analysis (using principal components) yielded five factors including: hyperactivity/ impulsivity, conduct disorder, oppositional defiant disorder, attention deficit disorder, and unspecified disruptive behavior. Eight items were removed from the Persian version and the final scale included 37 items. The Cronbach's alpha coefficients for the total score and the factors ranged between 0.74 To 0.92, which were indicative of scale’s acceptable reliability. Finally, extracted factors showed high internal correlations with each other and with the total scale, which was indicative of scale’s construct validity. Given to acceptable factor structure and psychometric properties of the Persian version of Disruptive Behavior Disorders Rating Scale - Parent Form, this scale can be used for screening and early diagnosis of students with disruptive behavioral disorders in elementary students.

Background and School phobia is one of the main problems of students. Since academic failure is more prevalent among students with learning disorder, school phobia is more common among these students. Present study aimed to investigate the efficacy of number concepts training using separate skimming in reducing school phobia among students with mathematics disorder. Present study was an experimental study with pretest-posttest and control group design. Population consisted of all the second grade elementary students with learning disorder that were studying in Parnian Center in Yazd (N= 80). Sample consisted of 30 students that were selected using diagnostic interview and Raven Test, and then randomly assigned in experimental (N= 15) or control (N= 15) groups. Purposeful and random sampling methods were used respectively in the first and second stages of sampling. The experimental group received eight sessions of number concepts training using separate skimming (45-minuts per session). Data were collected using the questionnaire for diagnosing children with anxiety disorders (Brimaher et al, 1999), Iran Key Math Test (IKMT), and Raven Test. the results of one-way analysis of covariance showed a significant difference between the groups’ school phobia after training (p < 0.0001, F= 21.13). The results of current study indicated that number concepts training using separate skimming could significantly reduce school phobia among students with learning disorder.

Background and Mathematics disorder is one of the most important and prevalent childhood disorders and most of the psychologists have paid special attention to this disorder. Although many students experience different problems in learning mathematics, many of them do not exhibit mathematics disorder symptoms. In recent years, different approaches have been used for diagnosis and treatment of mathematics disorder. Cognitive-behavioral approach is one of these approaches. Current research aimed to investigate the effects of cognitive-behavioral therapy on mathematics disorder.Case: Research findings have constantly been indicative of the significant role of cognitive-behavioral therapy in the treatment of mathematics disorder. This approach is based on cognitive skills training and uses methods such as self-instruction and self-talks to facilitate problem-solving skills. In this study we tried to encourage the subject to recognize stimuli affect her responses and change them properly. Present research was a case study with repeated measures. Data were collected using clinical interview and psychological testing. In this study, an 11-years old female student received a 10-session cognitive-behavioral therapy. The effectiveness of cognitive-behavioral therapy in decreasing the student’s mathematics mistake rates was assessed using repeated measures analysis. According to the findings, cognitive-behavioral therapy significantly decreased the student’s mistake rates. Implications of the results were discussed.

Background and Present study aimed to criticize and analyze the misdiagnosis of gifted and talented students, and provide necessary guidelines for this problem. Current research was a descriptive and exploratory study. For this purpose, scientific databases were searched using research-related keywords. Among the found related literature and regardless of their publication date, 24 academic accredited papers on differential diagnosis and misdiagnosis of gifted and talented students were selected for further analysis, review, comparison, interpretation, and conclusion. Results showed not only do many of gifted and talented students go unrecognized, but also often get diagnoses indicating pathology. The most common misdiagnoses include learning disabilities, attention-deficit/hyperactivity disorder, Asperger syndrome, oppositional defiant disorder, depression and other mood disorders, and obsessive compulsive disorder. Therefore, in order to avoid these misdiagnoses, it is essential for experts, teachers, coaches, and parents to have a sufficient understanding of giftedness and talentedness. In this paper, after presenting a short introduction, the effective factors in misdiagnosis of gifted and talented students are discussed. Then, the most common wrong diagnoses are listed, and finally, the necessary conclusions are drawn. According to our findings, the lives of the future leaders are at risk. In order to avoid this problem, the identification and diagnosis of gifted and talented students should be done using accurate and accredited diagnosis methods.