نشریه پرستاری کودکان
سال سوم شماره 4 (تابستان 1396)

That one of the problems is mental disorders. The aim of this study was to investigate obsessive-compulsive disorder in Children with and without CKD in Amirkabir hospital of Arak.
80, 7-17-year-old children with CKD and 80 healthy children without CKD were included in this case – control study as case and control groups, respectively. The participants were selected from those children who were referred to the pediatric clinic of Amir Kabir Hospital of Arak (Iran) in the form of simple probability and based on inclusion and exclusion criteria. Questionnaire on demographic and clinical information and the OCI-CV (for obsessive-compulsive disorder) were completed. Data were analyzed by t-test test in SPSS18.
The mean doubting/checking (p=0.007) and ordering (p=0.005) in children with CKD was significantly higher than healthy children. Average total OCI-CV scores in the case group with 15.32±7.69 was significantly more than the control group with 11.12±2.54 (p=0.021). There was significant correlation between duration of CKD and doubting/checking (p=0.004), obsession (p=0.06), washing (p=0.031), ordering (p=0.001) and all OCI-CV point (p=0.04).
According to our study, OCD in children with CKD was significantly higher than healthy children. However, based on these results, it is recommended to carry out the necessary psychiatric interventions in children with CKD seem useful, However, due to lack of studies, further studies are recommended to obtain more definite results.

Several factors have been shown to affect perceived durations in children.The present study evaluates the effect of different emotional images (positive, neutral, negative) on time perception in children with attention deficit hyperactivity disorder (ADHD) and normal children.
At first, a total number of 544 primary school students in Urmia were selected using a multistage cluster sampling method and then the Conners teacher rating scale (CTRS) was completed by teachers. 76 individuals were further assessed via the Children Symptom Inventory (CSI-4) by completing the parents. Furthemore, students performed continuous performance test (CPT). Finally, 30 students with attention deficit hyperactivity symptoms were identified. 29 students who have any symptoms were selected as a control group. Both groups were administered time reproduction task containing emotinal images (positive, neutral, negative) in 900ms, 1000ms and 1100ms durations. Data were analyzed using repeated measurement analysis of variance.
Finding revealed that the main effect group was significant (p These findings indicate that children with ADHD had worse performance in time perception of all emotional stumuli.

Depression is the most common mental disorder in adolescents, with negative consequences including school failure, family and social dysfunction, mental illness, suicide attempts and suicide. Since one of the crucial factors in mental health is religion, the study investigated the relationship between depression and religious beliefs in female high school students of Masjed Soleyman in 2015.
In this descriptive cross-sectional survey, sampling was conducted in cluster from from female high school students of Masjed Soleyman. For gathering data, Janbozorgi depression questionnaire for children (CADs) and Golzari Religiosity Questionnaire were used.
In this study, 173 students were enrolled with a mean age of 13.35 ± 1.08 years. The average depression score was 9.18, indicating moderate depression in these students. Generally, 88.4% of the students had some degrees of depression. There was direct correlation between depression scores and scores of religiosity, but it was not statistically significant (P = 0.07). The mean depression score with the mean dimensions of private religious behavior and actual behavior had statistically significant negative correlation (P According to the results, strengthening the religious behaviors of students can lead to reduction of the incidence of depression and its treatment should be considered by education directors’ policies.

Substance abuse is one of the biosociopsychological problems. The substance abuse of a parent has lasting and apparent effects on young children. This study investigated the behavioral disorders in children with parental substance abusers as compared to children with normal parents.
The present study is descriptive-analytical type. For this purpose, 93 children 5 to 7 years old with parental substance abusers who attended in governmental and private methadon therapy clients of Kurdistan were compared to children with normal parents. Children symptom inventory (CSI-4 (were used to collect of data.
Children with parental substance abusers indicated more behavioral disorders in hyperactivity-attention deficit (F=12.09; P There is relationship between substance abusers and children Behavioral Disorders and son children of substance abusers are more suffering the girls. Therefore the present research deals with the necessity of intervention in young ages, the necessity of diagnosis and treatment of disorder in childhood and the necessity of early and secondary prevention in the substance abuse in families.

Hearing damage is one of the most stressful sensory disability concerns in parents and families about child development and social relationships he creates. This study were aimed to determine the effectiveness of social skills training on improving social phobia and emotion regulation strategies in hearing impaired children.
This study was used a quasi-experimental and pretest - posttest control group was used. A sample 30 of hearing-impaired girl students of exceptional center in Tehran that systematically selected and randomly assigned into control and experimental groups were assigned. collected information was included, Cognition Emotion Regulation Questionnaire (CERQ) and social phobia scale (SPIN). Both group were performed pre-test, post-test. In the implementation process, the intervention group for 17 weekly sessions teaching social skills Walker were based approach.
Findings : The results of analysis covariance showed that social skills training, cognitive emotion regulation strategies on social phobia and effective (P According to the obtained findings about the importance and the role of social skills in the compatibility and the success of individuals, particular in deaf students and has a hearing defect social skills training can be used with social phobia to reduce these people and their emotional regulation to improve.

the anxiety disorders are usually chronic and the lack of treatment cause negative effects on children growth and performance, so, this research aimed at studying the efficacy of parent management training on reducing anxiety in preschool children.
This experimental with control group study was conducted among mothers with 4 to 6 child in preschool in Urmia city were going to preschool in 2015-2016. Using multistage randomly sampling, 4 region of Urmia were selected. Then 4 preschool selected randomly and finally the students mothers of 3 classes of each preschool were selected. The participants completed children anxiety scale of Spence (parent form) and structured interview based on DSM-V. among 130 mothers whom children’s anxiety were high, 45 parent selected and randomly replaced into two experimental (PMT, 15 person and Drug therapy 15 person) and a control (15 person) groups.
The data were analyzed using Co-variance method and results showed that the PMT group had highest effectiveness among 3 groups (p using methods such as PMT rather than drug can reduce anxiety consequences in both children and families.

Test anxiety threats mental health of students and has negative effect on their educational performance. The aim of this study was to investigate the effectiveness of attention reinforcement training on test anxiety of girl students.
This study is as experimental that designed as pre-test and post-test with control group. The statistical population of this research includs the all girl students of seventh grade of governmental schools in 2 area of rasht city during the educational year of 1394-1395, which 30 of them where selected by randomized multistage sampeling and placed in two group of experimental and control. Participants before and after training responded to test anxiety questionnaire that is self report instrumentation for survey of mental states and physiological experiences of person while exam, before and after it. This questionnaire has delectability validity and reliability. Attention reinforcement training was taught for 10 sessions in experimental group. One way analysis of covariance was used to analyze the data.
The results of covariance analysis showed that there is significant difference in experimental group (18/73±4/68) comparing to control group (26/21±4/75) in test anxiety questionnaire after implementation of attention reinforcement training (P The results showed that attention reinforcement training influence on reduce of test anxiety. Due to influence of test anxiety on educational performance, mental health and educational progress of students and role of attention on teaching and learning, presentation of this program is necessary.

Attention-Deficit/Hyperactivity Disorder (ADHD) is a neurobehavioral condition characterized by excessive restlessness, inattention, distraction, and impulsivity. ADHD can interfere with a child’s ability to perform in school and capacity to develop and maintain social (peer) relationships. The present study aimed to evaluate effectiveness of metacognitive strategies on the rate of symptoms hyperactivity and attention deficit and educational achievement.
This semi experimental study (pretest-posttest design with) control group was conducted on 48 students whit ADHD who were boy and were studying in the fifth grade of primary school. The sample was selected through luster sampling assignment and participants were randomly assigned into two experimental and control groups. The used tools in this research were a questionnaire in order to cognition .The syndromes of ADHD and a clinical interview as well as scientific grade sheets of students that helped us during the stages of pre-test and post-test .The experimental group received metacognitive training via 8 sessions.
The results of analysis of covariate, showed that compared to the control group, mean scores of hyper activity symptoms and deficit of attention significantly decreased and academic achievement were increased in post-test phases in subjects in the experimental group.(p≤ 0/05)
Conculation: training in Metacognitive strategies can significantly reduce symptoms of hyperactivity and attention deficit and improve educational achievement, in students with ADHD.