فصلنامه سلامت روان کودک
سال هفتم شماره 1 (پیاپی 22، بهار 1399)

Loneliness is an unpleasant state that results from differences in the interpersonal relationships desired by individuals and affects the quality of their life. This study aimed to investigate the relationship between parental conflict resolution strategies and attachment styles and quality of life among adolescent girls with loneliness feeling.

It is a descriptive correlational research. The population consisted of all female 13 to 15 year old students in Rasht in the academic year of 2015-2016. A sample of 120 female students with loneliness was selected through cluster sampling method. World Health Organization Quality of Life Questionnaire (1989), Loneliness Questionnaire (Asher et al., 1984), Parent-Child Conflict Tactics Scale (Straus, 1990), and Adult Attachment Scale (Hazen & Shaver, 1987) were used to collect data. Data were analyzed by Pearson correlation coefficient and Multiple Regression Analysis.

There was a significant positive relationship between parent's reasoning and quality of life (p<0.01), a significant negative relationship between mother's physical aggression and the quality of life of the girls (p<0.01), and a significant negative relationship between insecure attachment style and quality of life of girls with loneliness feelings (p<0.05). Multiple regression results showed that parental conflict resolution strategies and attachment styles can predict the quality of life and loneliness feeling of girls 31% (p<0.01) and 19%, respectively.

Based on the finding of the present research, it can be concluded parental conflict resolution strategies and children attachment styles play role in the quality of life of girls with loneliness. Therefore, to enhance the students' quality of life and to improve parent-child relationships, it is necessary to teach them the correct conversation practices, conflict resolution strategies, and identify appropriate attachment styles.

The family is the core of society, which is very effective in promoting the development of children in various aspects. The child who enjoys full love of the parents will be more adaptable, comfortable, elf-confidient, and ethical. This study was done to investigate the effectiveness of mindfulness-based stress reduction (MBSR) on fear of negative evaluation, change of attitude toward life, and assertiveness in neglected male adolescents.

It was a pretest-postest experimental study with control and 1-month-follow-up group.The sample included 30 neglected teenagers studying at Imam Khomeini School of Bazargan city during the academic year 2016-2017, who were randomly assigned to the experimental and control groups . The experimental group received ten 90-minute sessions of MBSR. The research instruments were Fear of Negative Evaluation Scale (Leary, 1983), Quastionare on Attitude Change (Bautista, 1973), and Assertiveness Inventory (Gambrill & Richie, 1975). Data were analyzed by repeated measures ANOVA. 

Findings showed that MBSR was effective in reducing the fear of negative evaluation, changing the attitude towards life, and experiencing assertiveness in the participants of the experimental group (P≤.001).

Based on the results of the present study, it can be concluded that through increasing awareness of the present experiences and enhancing the attention to the cognitive system and by more efficient processing of the information, the intervention used in this study led to the reduction of worry and anxiety and change of attitude towards life. Besides, whereas mindfulness causes emotion regulation without prejustice, increases the individual's awareness of his physical and mental feelings and helps in dealing with different emotions and problems, therefore, it can play a role in regulating the mental health and decreasing the fear of negative evaluation.

Social anxiety disorder is one of the most common disorders of late childhood and adolescence, associated with impaired daily functioning and a significant reduction in quality of life. Given that adolescence is a sensitive period in personality formation, finding effective treatment for social anxiety disorder that reduces the severity and depth of its symptoms, has considerable importance. This study aimed to compare the effectiveness of mindfulness training based stress reduction (MBSR) and attention bias modification training (ABMT) for reducing social anxiety disorder.

The research method was semi-experimental with pre-test- post-test design with a control group. The statistical population of the study consisted of all students of 13 to 15 year old in Astaneh Ashrafieh city in the academic year of 2017-2018. At first, using a convenience sampling method, two schools were selected among the schools of that area. After that, 45 students who had a high social anxiety score selected and assigned in three equal groups (two experimental groups and one control group). For one experimental group, MBSR was performed in eight 60- minute sessions, and for the second experimental group, ABMT was performed in four 30- minute sessions. The control group also did not receive any intervention. The research instrument was Liebowitz Social Anxiety Scale for Children and Adolescents (Masia-Warner, Storch, Pincus, Klein, Heimberg & Liebowitz, 2003) and data were analyzed by one-way covariance analysis method

The results showed that MBSR and ABMT was effective in reducing social anxiety disorder scores (p<0.05, F=26.32). Also, based on the results of the post hoc test, MBSR (MD=49.95) was significantly more effective than ABMT (MD=63.02) in reducing social anxiety in female students (P<0.05).

The results showed that both methods used in this study were effective in reducing social anxiety, but MBSR due to group performance as well as continuous homework compared to the ABMT, has been more effective.

Accidents, both intentional and unintentional, are one of the leading causes of death and disability for children around the world and impose a heavy financial burden on the health care system of societies. The aim of the present study was to predict the children's accident proneness based on attention deficit hyperactivity disorder and sluggish cognitive tempo symptoms by mediating role of sensitivity to reward and punishment.

The research is descriptive and correlational. The statistical population included all elementary students of Tabriz city in the academic year of 2019-2020. For sampling, 200 students were chosen by random multistage cluster sampling method. Data were collected using Child Behavior Rating Scale (Swanson, Nolan, Pelham & 1980), Sluggish Cognitive Tempo Questioner (Penny, Waschbusch, Klein, Corkum & Eskes, 2009), Balloon Analogue Risk Task (Lejuez, 2002), and Minor Injury Severity Scale (Peterson, saldana & hiblum, 1996). Data analysis was performed by path analysis using SPSS20 and AMOS 24 software.

The findings show that with increasing symptoms of attention deficit / hyperactivity disorder and decreasing symptoms of sluggish cognitive tempo, the rate of accident proneness among children, increases. Also, sensitivity to reward and punishment are able to mediate the relationship between attention deficit hyperactivity disorder and sluggish cognitive tempo with accident proneness (p<0.05).

Based on these findings, it can be concluded that high sensitivity to punishment, protects children from accident proneness, because an accident is a form of punishment, and children with a high degree of sluggish cognitive tempo due to their high sensitivity to punishment, do not engage in dangerous and risky activities, so they are less likely to be injured. While children with attention deficit hyperactivity disorder are always at risk because of their high sensitivity to rewards, so they are more likely to be injured.

Emotional behavioral disorders in children can lead to impaired social, communication, and academic performance; thus, the aim of the present study was to investigate the effectiveness of the child-based mindfulness training on self-concept and social adjustment of children with internalizing behavioral disorders.

The design of this study was a pre-test-post-test semi-experimental with a control group. In order to conduct this research, a sample of 30 children with internalizing behavioral disorders in Isfahan city in the academic year of 2018-2019 city, were selected by multi-stage cluster sampling and assigned in experimental and control groups. The tools used in this study included the Children Behavioral Inventory (Achenbach and Rescorla, 2001), Children Self-Concept Questionnaire (Piers-Haris, 1969), and Social Adaptation Questionnaire (Sinha and Sing, 1993). Before the intervention, both groups were tested, then the experimental group received the intervention during 10 training sessions over 2 months. The data were analyzed by analysis of covariance.

The results showed that the child-based mindfulness training had a significant effect on self-concept and social adjustment of children with internalizing behavioral disorders (p <0.001).

Based on the results of the present study, it can be said that child-based mindfulness training increases a person's psychological flexibility, feel more capable, live in the present time, and as a result feel a stronger self-concept.

Background and Sand Play therapy is a non-verbal and symbolic way in which the learner tries to express his or her conflicts, tendencies, and emotions by building an imaginary world. Thus, the present study was conducted with the aim of the effectiveness of sand play therapy therapy on anxiety and achievement motivation of primary students.
This research was a semi-experimental study with a pre-test and post-test control group design. The statistical population included all third grade students of Kerman city in the academic year of 2019-2020. The sample consisted of 50 students from the statistical population who were selected by multi-stage cluster sampling method and randomly assigned to two experimental and control groups (25 students in each group). Hermen's Achievement Motivation Test (1970) and Beck Anxiety Inventory (1990) were used to collect data in this study. In the pre-test phase, both groups were assessed using the mentioned tools, and then sand play therapy was performed in nine 45- minute session for experimental group, and the control group did not receive any intervention. The collected data were analyzed by covariance analysis.
The results of data analysis showed that the level of anxiety of the experimental group decreased and the level of motivation, increased (F=3/865, P<0/01) after performing play activities (F=8/235, P<0/01).
Based on the results of this study, it can be concluded that children can express more appropriate and social behaviors through play and use it as a way to evacuate their emotions and reduce their anxious behaviors. Also, sand play therapy allows students who are not motivated and interested in learning lessons to gain new educational and learning opportunities, which in turn increases their motivation to progress.

Academic Engagement can be influenced by a number of factors, including the basic psychological needs and school cultural needs of the school. The purpose of this study was to investigate the mediating role of basic psychological needs in the relationship between school culture and academic engagement of students.

The present study was a correlation with structural equation model. The statistical population included all male students in Ghaen secondary school in the academic year of 2018-2019. 380 people were selected using cluster sampling method. The research tools were Alessandro and Sad School of Culture Questionnaire (1997), Salmala-Arrow and Opadaya (2012), and Scales of the Basic Psychological Needs of Collaborators (2000). Pearson correlation tests and analysis of structural equations with Spss software version 24 and Amos version 24 at a significance level of α = 0.05, were used to analyze and analyze the data.

According to the results, school culture had a direct and significant effect on basic psychological needs (β=0.803, P<0.01) and academic engagement (β=0.477, P<0.01). Psychological needs also had a direct and significant effect on academic engagement (β=0.292, P<0.01). It is concluded that the school culture has an indirect effect on students’ academic engagement through the mediating variable of basic psychological needs (β=0.234, P<0.01).

Based on the results of this study, it can be said that the basic psychological needs and school culture, increase academic engagement. Basic psychological needs also increase the relationship between school culture and academic engagement.

One of the most important criteria for defining and identifying of intellectual disability is significant problems in adaptive behaviors. Since play is one of the ways to improve adaptive behavior in these children, it seems that conducting a meta-analysis will help determine the actual effect of play-based interventions on their adaptive behavior. Thus, the present study aimed to investigate the effectiveness of interventions based on play therapy on the adaptive behavior in children with intellectual disability in Iran.

This research is a meta-analysis. Prior to analyzing the effect size of the mean differences, the PRISMA method was used to determine the decision tree model. Then, using the meta-analysis technique, the effect size of play-based interventions was determined. 10 of the 19 studies conducted in Iran with the keywords play, play therapy, adaptive behavior, mental retardation, and intellectual disability published at SID, IranMedex, IranDoc, Google Scholar, and Magiran during 2008-2018, were collected according to the entry and exit criteria and analyzed through meta-analysis. The research instrument was a meta-analysis checklist, and comprehensive meta-analysis (CMA) software was used to analyze the descriptive data and effect size of the research.

Findings showed that the effect size of the difference between the meanings of play-based interventions on adaptive behavior was 0.65 (P≤0.00001), which is high according to Cohen's table (1998).

Given the high impact of play-based interventions, it can be said that this method of intervention can play a major role in improving the adaptive behavior of children with intellectual disability and can be used as an appropriate method in the rehabilitation of these children.

Unsupervised children are more at risk for maladaptive behaviors than other peers, and therefore need more psychological therapy compared to their peers. Therefore the objective of the present study was to investigate the effectiveness of child-based mindfulness on emotional self-regulation and psychological resilience of unsupervised children.

The method of the present study was semi-experimental with pre-test-post-test design with a control group. The statistical population of this study included all primary unsupervised children aged 9 to 13 in Tehran city in the academic year of 2017-2018. The sample consisted of 40 children from the statistical population who were selected by convenient sampling method and randomly assigned to two experimental and control groups. Then the child-centered mindfulness intervention was presented to the experimental group in ten 60-minute sessions over three months, and the control group did not receive the intervention. The applied questionnaires included Emotional Self-Regulation Questionnaire (Garous and John, 2003) and Children and Adolescents Resilience Scale (Engar and Libenberg, 2009). Data analysis was performed by covariance analysis and SPSS23 software

The results of data analysis showed that the effect of mindfulness on emotional self-regulation (P <0.001; F = 94.56) and psychological resilience (P <0.001; F = 74.22) in unsupervised children, was positive.

Based on the findings of the present study, it can be concluded that the child-based mindfulness has caused feelings without judgment and beyond consciousness in children, and as a result, has led to positive changes in the sample.

Diabetes is one of the most common metabolic disorders that its prevalence is becoming a public health concern in the present century. It should be noted that cognitive, behavioral, emotional, and social factors play an important role in the development, regulation, and inhibition of diabetes. The aim of this study was to determine the effectiveness of psychosomatic immunization therapy on depression and anxiety in children with diabetes.

The present study was a semi-experimental with pre-test-post-test design with a control group. The statistical population of the study included all children aged 12-8 years with diabetes who referred to Ahvaz city medical centers in the first quarter of 2018. The sample consisted of 30 children from the statistical population who were selected by convenient sampling method and randomly assigned to two experimental and control groups. The research instruments included Children's Depression Questionnaire (Reynolds, 1989) and Children's Anxiety Inventory (Beck, 1990). First, pre-test were performed for two groups, and then psycho-emotional intervention against stress for children and mothers of the experimental group was performed for ten 60-minute sessions (during two months, two sessions per week) and the control group, and the control group did not receive the intervention. It was the turn of the intervention. Finally, post-test was performed for both groups and the data were analyzed by multivariate analysis of covariance using SPSS-19 software.

The results of data analysis showed that the effect of psychosomatic immunization therapy on depression (P <0.001; F = 21.04) and anxiety (P <0.001; F = 19.43) in children with diabetes.

Overall, the results showed that psychological immunization interventions, by influencing parents and their children, reduced the symptoms of depression and anxiety in children with type 1 diabetes.

In recent years, educators, researchers, and professionals have increasingly felt the need to pay attention to the mental health of gifted people; therefore, a movement has been formed for study and research in this field. In this regard, the present study was conducted to investigate the effect of hope therapy on improving mental health and reducing academic burnout of gifted students.

 The research method was semi-experimental and pre-test-post-test-follow-up with the control group. The statistical population included all the gifted high school students in Sabzevar city in the academic year of 2015-2016, who were exposed to academic burnout. From this statistical population, 30 students were selected by convenient sampling method and randomly divided into two experimental and control groups (15 students in each group). Data were collected using the General Health Questionnaire (Goldberg and Hiller, 1979) and the Maslach Burnout Inventory (Schaufeli, Bakker, Hoogduin, Schaap, & Kladler, 2001). The experimental group received hope therapy training for 8 sessions and the control group did not receive any intervention. After the sessions, both groups were tested again using the mentioned questionnaires and at the end the obtained data were analyzed using repeated measurement analysis.

 Results showed that hope therapy significantly enhances dimensions of mental health and decreases dimensions of academic burnout (p<0.05).

 Based on the findings of this study, it can be concluded that the optimistic program has improved mental health of gifted students by creating realistic goals and reducing the level of frustration in them.

The very beginning years of child’s life are critically important. All educators have emphasized the importance of the early childhood in the life-long development, because, on one side, learning and development are of higher speed during this period and, on the other side, the experiences of this period form the basis of learning in the next stages of life. Accordingly, this study aimed to compare the psychosocial development of 4 to 6-year-old children attending the kindergarten and those not attending it in the deprived areas of Qom city. 

In this casual-comparative research study, eighty 4 to 6-year-old children attending kindergarten and the same number of children not attending it were selected from the deprived areas of Qom city by clustering sampling method and matching. The tools included Child Behavior Checklist (Achenbach& Edelbrock, 1983) and Vineland Adaptive Behavior Scales (Sparrow & Cicchetti, 1989). Data were analyzed by analysis of variance and independent samples t- test.

Findings showed that social development in children attending kindergarten was higher than those not attending it; and this difference was statistically significant at p<0.01. Besides, among the components of behavioral problems, isolation and social problems were more common in children not attending the kindergarten compare to the other group, at a significance level of p<0.05. Furthermore, the rate of aggressive behaviors in boys attending the kindergarten was higher than the boys not attending the kindergarten and the girls; and this difference was significant at p<0.05.

Because of receiving different trainings and gaining new skills, children attending the kindergarten show higher adjustment and social development and experience lower academic stress compared to those not attending the kindergarten.

Bullying phenomenon is one of the most common problems of students which may have undesirable and destructive effects on their psychosocial well-being. Alongside, the training system used by the parents may play significant role in preventing the children from learning bullying or engaging in it. Accordingly, the current research was conducted to investigate the effectiveness of parent management training (PMT) on reducing bullying and improving cognitive emotion regulation in students.   

This study was a quasi-experimental research with pretest-posttest control group design. The sample included thirty six 10 to 12- year-old students studying at grades four and five of primary school in Karaj in the academic year 2017-2018, who were selected by cluster sampling and then randomly assigned to either the experimental or the control group (n= 18 per group). Research tools included the children forms of Olweus Bully/Victim Questionnaire (Olweus, 1996) and Cognitive Emotion Regulation Questionnaire (Granefski et al., 2001). Parents of the experimental group received nine 90-min weekly sessions of PMT successively (i.e. one per week), whereas the control group underwent no intervention. Data were analyzed by Multivariable Analysis of Covariance (MANCOVA) through using SPSS Version 20 Software.   

Results of data analysis showed that PMT significantly reduced the symptoms of bullying (F=120.61, p<0.001) and maladaptive strategies in emotion regulation (F=17.98, p<0.001) and improved adaptive strategies (F=83.15, p<0.001) in students.

Based on the results of this study, it can be concluded that PMT and change in parenting style and parental behavior patterns play significant roles in preventing the children from learning bullying or engaging in it and can lead to the decrease of bullying behaviors in them.

Nail biting is a common behavior in children that may be connected to some environmental factors like parental problems or parenting styles. The purpose of this study was to compare marital satisfaction, parenting style, and attachment style in parents of children with and without nail biting. 

This research was a descriptive cross-sectional study. The population consisted of all pre-school and primary school students with nail biting behaviors in Shiraz in 2015. To select a sample (284 parents), 10 schools were selected from each area of Shiraz by cluster sampling and then 40 pre-school and primary school students were selected from each school by convenience sampling. Afterwards, their parents were asked to complete ENRICH Marital Satisfaction Scale (Olson, 1989), Baumrind's Parenting Styles Questionnaire (Baumrind, 1972), and Revised Adult Attachment Scale (Collins & Read, 1996). Data were analyzed by T-tests and Multivariate Analysis of Variance (MANOVA) by using SPSS Version 24 Software.

Results demonstrated that there was no significant difference between mothers of the nail biting and control groups in terms of marital satisfaction, parenting style, and attachment style at P>0.05. Also, no such a difference was found between the fathers.

Based on the results of this study, it can be suggested that nail biting behavior may be directly or indirectly influenced by some variables that deserve further investigations.

Among children with special needs, those with cerebral palsy may jeopardize the physical and mental health of their parents, because they have special physical features, need long-term care, and suffer from intellectual disability, learning disorder, aphasia, auditory/visual impairment, and difficulties in self-help skills. One of the challenges confronted by the specialists is to render appropriate education and rehabilitation services to parents of children with cerebral palsy. Therefore, this study was done to identify and prioritize the needs of parents of children with cerebral palsy.

This study was a descriptive survey. The sample included 200 parents of children with cerebral palsy in Guilan province in the academic year 2017-2018. They were selected by purposive method and then completed the researcher-made needs assessment questionnaire for parents of children with cerebral palsy. Data were analyzed by exploratory and confirmatory factor analysis and Friedman test.

The findings showed that the needs assessment questionnaire for parents of children with cerebral palsy included the important dimensions of awareness of the social needs of children, awareness of the therapeutic needs of children and facilities provided for them, and the need for knowledge and awareness. Also, among the needs of parents of children with cerebral palsy, concern about the occupational and marital future of the child (mean score: 32.46), concern about the way the society may treat the child (mean score: 31.09), and the family efforts and supports to improve the child's condition (mean score: 29.46) were the most important ones, respectively.   

Taking into account the dimensions of the identified needs of parents of children with cerebral palsy, active participation of the family, awareness of parents about their own needs, and awareness of the practitioners and authorities about these children and their families are essentially important for providing the effective education and rehabilitation.

The importance of elf-efficacy is in its effect on many human functions. Numerous studies have shown that by teaching different communication skills, self-efficacy can be improved. Assertiveness is one of these skills. Accordingly, the purpose of the current research was to investigate the effectiveness of assertiveness training program on increasing the self-efficacy of students.

This study was a semi-experimental research with pretest-posttest control group design. The population included all the 7th grade students of Shiraz in the academic year 2016-2017. A random sample of 80 students (40 boys and 40 girls) was selected by multi-stage clustering sampling. Then 20 students of each sex were randomly selected and assigned to either the experimental or the control group. In such a way that at the end 4 groups were formed (i.e. 20 girls in the experimental group, 20 girls in the control group, 20 boys in the experimental group, and 20 boys in the control group). The experimental groups underwent eight 90-min sessions of intervention (assertiveness training). Data were collected by General Self-Efficacy Scale (Schwarzer & Jerusalem, 1995) and Assertion Inventory (Gambrill & Richey, 1975). ANCOVA was used for analyzing the data.

Findings showed that assertiveness training was effective in increasing the self-efficacy (F=9, P <0.004) and assertiveness (F=50.02, P <0.0001) of the experimental group. No significant difference was found between the girls and the boys in terms of self-efficacy and assertiveness. 

The present research showed that the cognitive changes caused by assertiveness training and the exercise of "saying no" can improve students' self-efficacy and assertiveness. Research implications for the educational systems to increase the student’s capabilities are discussed in this paper.

Aggression is one of the major problems in schools. Family members, especially mothers play an important role in the development of aggressive behaviors in children. The purpose of this study was to compare the effectiveness of mindfulness-based cognitive therapy and emotion regulation training on parental stress of mothers with aggressive children.

This study was an experimental research with pretest-posttest control group design. The population included all the female students studying at the primary schools of Namin city in the academic year of 2018-2019 (N=540) together with their mothers. Totally, 217 students as the initial sample were selected by multi-stage clustering sampling and the aggression questionnaire was completed for them by the teachers. Finally, considering the inclusion criteria, mothers of 60 aggressive student were selected as the study sample and randomly assigned to any of the three groups (n=20 per group). Data were collected by Shahim's Aggression Scale (Shahim, 2006) and Parenting Stress Questionnaire (Abidin, 2016) and analyzed by ANCOVA through using SPSS Version 20.

Data analysis showed that both mindfulness-based cognitive therapy and emotion regulation training were effective in decreasing the parental stress of mothers with aggressive children. Also, mindfulness-based cognitive therapy was more effective in decreasing the parental stress of mothers with aggressive children in comparison to emotion regulation training (p<0.05).

Considering the higher effectiveness of mindfulness-based cognitive therapy on parental stress, it can be concluded that through techniques such as paying attention to breathing and body and turning awareness here and now, mindfulness affects the cognitive system and information processing and reduces mental rumination and dysfunctional attitudes in people, and these changes can reduce parental stress.

Development of critical and analytical thinking is an important research goal and researches have been always concerned with searching for new methods of critical and analytical thinking and testing them for finding the most efficient methods. Therefore, present research aimed to investigate the effect of teaching with a myth busting method on the critical and analytical thinking of students with the moderating role of social achievement goals. 

This study was a quasi-experimental research with pretest-posttest control group design. The study sample included 65 female students studying at the 8th grade of middle school in Tehran in the academic year 2016-2017, who were selected by multi-stage cluster sampling method and then randomly assigned to either the experimental or the control group. Social Motivational Orientations Scale (Allen, 2003) and Critical Thinking Test (Cornell, 1985) were used for pretest. The experimental group received 10 sessions of thinking and life style with scientific myth buster method. Also, students with higher and lower social achievement goal orientation were separated from each other by using Social Goal Questionnaire. Finally, the groups underwent the posttest. Data were analyzed by factorial analysis of covariance.

Data analysis (by using social goals as the moderator) showed that teaching with myth buster scientific method was significantly effective in improving the critical thinking of students (F=36.01, P<0.001).

The benefits of the myth buster scientific method combined with the identification of social achievement goals can approve its use as an appropriate educational method to improve critical thinking skills. Students with higher social goals have higher participation in class activities, which in turn leads to their higher critical thinking. This myth buster scientific method can improve critical thinking skills.

Children with behavioral disorders display behaviors that may negatively impact on the people and the environment around them and cause numerous problems for their parents and other family members. Therefore, this research was conducted to investigate the effectiveness of an attachment-based intervention model on reducing the parenting stress in mothers of children with oppositional defiant disorder. 

This study was a quasi-experimental pretest-posttest control group design with 2-month follow-up. The population included the mothers of all primary school boys with oppositional defiant disorder who had been referred to the consultation center of the Education Administration of Gonbad Kavoos city in 2017. Twenty of them were selected based on the inclusion and exclusion criteria and randomly assigned to either the experimental (n=10) or the control group (n=10). The experimental group received eight 90-min sessions of attachment-based intervention model (once per week), whereas the control group underwent no intervention. Data were analyzed by repeated measures ANOVA.  

Findings showed a significant difference between the experimental and control groups in terms of maternal parenting stress (F = 17.35, P = 0.001) and oppositional defiance (F = 17.65, P = 0.001) in the posttest and after two-month follow up.

Maternal attachment therapy provides parents and children psychotherapy centers with effective parenting strategies for improving the functioning of the parent-child relationship and treating the behavioral problems of children suffering from attachment problems.

Depression as a common mental disorder, can seriously damage the communicative, academic, developmental, and psychological processes of the children. Therefore the present study was conducted to investigate the effectiveness of child-centered mindfulness therapy on 8-12 year-old children with depression signs.

This study was a quasi-experimental pretest-posttest control group design with 45-day follow-up period. The study population included all the male and female 8-12 year-old children with depression symptoms who had referred to the psychological consultation centers affiliated to the Education Administration in Isfahan city in 2017. A sample of 30 children out of this population was selected by convenience method and then randomly assigned to either the experimental or the control group. The experimental group received 10 weekly sessions of mindfulness-based intervention for 2.5 months, whereas the control group underwent no intervention. The applied instruments included Children's Depression Inventory (Kovacs, 1992) and Anxiety Scale for Children (March et al., 1997). Data were analyzed by repeated measures ANOVA.  

Data analysis showed that mindfulness-based therapy was significantly effective in reducing the anxiety of 8-12 year-old children with depression symptoms (p<0.001). Moreover, results showed that effects of this therapy were significantly persistent during the time (p<0.001).

Based on the results of the present study, it can be concluded that whereas mindfulness is a meta-awareness feeling free from prejudice which leads to observance and acceptance of body phenomena and emotions as they are, it can help children with depression to accept their physical, emotional, and psychological signs and feelings and reduce their hypersensitivity towards them.

Attention Deficit and Hyperactivity Disorder (ADHD) is one the most prevalent disorders in childhood and adolescence. Children with ADHD have usually different problems in controlling their behaviors. Their families are confronted with many doubts and conflicts in managing the behaviors of these children. This study aimed to design a family-centered behavioral management program (FBMP) and assess its effectiveness in reducing the symptoms of ADHD in the primary school students.

This study was an applied research with quasi-experimental pretest-posttest control group design and follow-up stage. The statistical population included the parents of all primary school children with ADHD in Tehran city in the academic year 2018-2019. 64 parents out of this population were selected by convenience sampling and then randomly assigned to either the experimental or control group. The experimental group received ten 90-min sessions of FBMP, while the control group was put on a waiting list to receive it. Data were collected by Conner's Teacher and Parent Rating Scale (1999). Repeated Measures ANOVA was used to analyze the data. 

Data analysis by repeated measures ANOVA revealed that FBMP was significantly effective in reducing the symptoms of ADHD in the primary school children. Findings showed that there was a significant difference between the groups in the posttest (55.13) and follow-up stage (46.75) (P≤0.05). Therefore, results showed that the program was significantly effective in reducing the symptoms of ADHD and this efficacy was stable during the 2-month follow-up period.  

Based on the results of this study, it can be concluded that FBMP makes a better transaction between the children with ADHD and their parents and shapes a better understanding between them, which ultimately leads to improvement of child's behavior.

A valid curriculum must be based on the accurate understanding of the psychological dimensions of human beings. One of the most important mental aspects closely related to learning process and curriculum is the concept of intelligence. The concept of intelligence has evolved from a single concept to a multidimensional one with many forms. In this regard, Gardner's theory of multiple intelligences (2011) has established new conditions for understanding human intelligence and creating strong perspectives in the process of education and has significant functions in education. This study aimed to determine the position of multiple intelligences in the curriculum of the first grade of primary school.   

The methodology of this research was descriptive content analysis using the method of Shannon's Entropy (1984) which has a new view on the quantitative data process. Based on this method, known as the compensatory model, the content of the first grade textbooks was examined based on 9 principal components and 55 sub-components of multiple intelligences. The statistical population of this study included all textbooks of the first grade of primary school (4 books), all of which, as a census, were selected as the study sample. A researcher-made checklist based on multiple intelligence components (Gardner, 2011 & Flithem, 2014) was used as the study tool.

The results of content analysis based on the Shannon Entropy method showed that logical mathematical intelligence with 573 items had the maximum frequency while musical intelligence with no item had the minimum frequency among the components. The coefficient of significance was 0.127 for logical mathematical intelligence and 0 for musical intelligence.

Little or no attention was paid to some components of multiple intelligences in the textbooks of the first grade. However, multiple intelligences are important factors in learning progress. Accurate design and implementation of the curriculums in the form of multiple intelligences can make the individual differences to be noticed and can prevent the academic failure of the students.

Students with attention deficit/hyperactivity disorder (ADHD) are among those who are faced extra problems in executive functions and cognitive processes such as memory and attention. They have also some difficulties in problem-solving and everyday life situations. The purpose of the present study was to compare the effectiveness of verbal self-instruction method with perceptual-motor games on the range of attention of the ADHD students in Tabriz city, Iran.

This research was a semi-experimental and pre-test/post-test one with the control group. The statistical population were all male primary school students in the city of Tabriz in the academic year of 2017-18. They were selected through DSM-5 diagnostic criteria and Children symptoms questionnaire (CSI-4). A random cluster sampling method was used and 60 students with ADHD were randomly selected; Forthy of them were set in experimental groups and 20 in the control group. The Children symptom inventory -4 )CSI-4) (2004) was used for data collection and the multivariate covariance test was used for data analysis.

The results of the single-variable and multivariate analysis of covariance showed that there was a significant difference between the scores of selective attention, sustained attention, shift and control of attention, and attention span of the students in the experimental and control groups at the post-test stage.

Based on the findings, it can be argued that proper interventions such as verbal self-instruction and perceptual-motor games can be effective in addressing the problems of students with ADHD and their improvement. Perceptual-motor methods can improve visual-perceptual processing of children which in turn can improve child’s cognitive skills such as attention.

Executive functions are very important in achieving the educational and social success in childhood. This term includes a set of cognitive abilities like planning, attention control, working memory, inhibition, and cognitive flexibility. Nowadays, the theoretical models emphasize on the role of visual limitation in the development and evaluation of executive functions. Therefore, the purpose of this study was to systemically review the development and pathology of executive functions in children with visual impairment.

This study was conducted as a systematic review; in such a way that PupMed, Springer, Scopus, ProQuest, Science direct, and Google Scholar databases were searched for the keywords of executive functions, blindness, congenital blindness, visual impairment, cognitive abilities, memory, working memory, auditory memory, inhibition, attention, and short-term memory to obtain the research results from 1995 to 2019. Finally, among the 49 articles searched, 21 articles were included in our research based on the inclusion criteria and PRISMA Checklist. Then the results were classified, summarized, and reported. 

Evaluation of the articles showed that in spite of the inevitable impact of visual sense in the development of executive functions, factors like age at onset of blindness, sensory compensation, spatial-auditory attention and auditory processing, orientation and mobility skills, cerebral cortex flexibility, changes in the brain structure, and the intelligence function play an important role in the normal development of executive functions of children with visual impairment.

The results showed that the development of executive functions in children with visual impairment has the same complexities of executive functions in normal children and cannot be explained by a single factor. However, personal and environmental experiences play a greater role in the development of visually impaired children's executive functions. Therefore, paying attention to these factors can help us to achieve a better understanding of the executive functions in these children and design new educational, rehabilitation and interventional approaches.