مجله علمی پژوهان
سال نوزدهم شماره 3 (بهار 1400)

The aim of this study was to predict the characteristics of borderline personality organization based on childhood trauma and family emotional atmosphere in drug addicts.This study was a predictive correlation in terms of its basic purpose and based on how to obtain the required data. The statistical population of the present study included all individuals with drug abuse disorders referred to addiction treatment centers in Shiraz, from which 123 people were selected as a sample size using multi-stage cluster random sampling; In such a way that one of the different areas of Shiraz city accidentally and among it males with substance abuse disorder referring to addiction treatment centers and green, Hafez, new life, school and living again located in Shiraz city (to 123 people were selected. The sample group was assessed by distributing the Leishringer Borderline Personality Disorder Questionnaire (1999), the Childhood Trauma Questionnaire (CTQ) by Bernstein et al. (2003), and the Hill Berne Family Emotional Atmosphere Questionnaire (1964). The collected data were analyzed at two levels (descriptive statistics and inferential statistics). At the statistical level, mean and standard deviation were used, and at the inferential statistical level, multivariate regression was used simultaneously. The results indicate that childhood trauma and the emotional atmosphere of the family are able to predict the characteristics of the borderline personality organization.

Physical literacy refers to onechr('39')s capacity to adopt  a healthy and physically active lifestyle. The present study aimed to investigate the effect of a selected exercise program on physical literacy and body composition of overweight and obese elementary school girls.

This quasi-experimental study was conducted based on a pre-test-post-test design and a control group. A number of 30 elementary school girl students (age range of 7-12 years old) with overweight and obesity were selected by purposive sampling method. Thereafter, they were randomly assigned to two groups of experimental and control (n=15 in each group). The experimental group practiced selected sports activities in 12 60-minu sessions for 8 weeks. Before and after the intervention, the physical literacy questionnaire scale was completed by the subjects and the body composition status (height, weight, fat percentage, muscle mass percentage) was assessed. Data analysis was performed using analysis of covariance and dependent t-test.

The obtained results pointed to a significant increase in body literacy level and muscle mass percentage, as well as a significant decrease in total body weight, body mass index, and fat percentage of the subjects (P≤ 0.05).

As evidenced by the results of the present study, it can be concluded that the intervention of selected sports activities has been effective in the improvement of  physical literacy and body composition of students.

Childhood is the most important period of motor development which strongly affects motor function and abilities. The present study aimed to investigate the relationship of anthropometric features with balance and fundamental skills in 3-6 years old girls and boys in Tehran, Iran.

This descriptive-correlational and field study used Morgan table to determine the sample size. For the purpose of the study, 774 children (3-6 years old) in two groups of boys with mean weight of 18.90±4.23 kg and girls with mean weight of 18.03 ± 3.94 kg were selected via cluster sampling from kindergartens in Tehran. This sample size exceeded the calculated value based on Morgan table. Anthropometric indices (e.g., height, arm length, leg length, sitting height), fundamental skills (e.g., jumping, catching the ball, throwing the ball), and balance were measured in this study. To analyze the data, Spearman correlation coefficient was used to examine the relationship between anthropometric features and fundamental skills. Moreover, the Mann-Whitney test was employed to assess differences in fundamental skills between boys and girls.

Based on the results, anthropometric factors were significantly correlated with fundamental skills and balance in girls and boys. Nonetheless, balance was  negatively and significantly correlated with leg length (P=0.02; r=-0.21) and sitting height (P=0.02; r=-0.22) in 5-year-old girls.

Movement limitations in preschool are serious barriers to the development of balance and some fundamental skills, simultaneous with physical development. It is suggested that parents and kindergarten officials promote childrenchr('39')s motor development by providing them with a variety of movement opportunities.

High-risk behaviors are one of the most important threatening problems for the physical, psychological, and social health of individuals and society. This study aimed to determine the effectiveness of motivational psychotherapy on high-risk behaviors (i.e., violence and sexual behavior) of students.

This quasi-experimental study was conducted with a pretest-posttest control group design. The study population included all male high school students in Birjand, Iran, in the academic year of 2019-2020. The samples (n=30) were selected using the purposive sampling method, randomly divided into two groups of experimental and control (n=15 each), and responded to the Iranian Adolescents Risk-taking Scale. The experimental group participated in eight 90-minute motivational psychotherapy sessions, while the control group received no intervention during this period. The collected data were analyzed in SPSS software (version 22) using the multivariate analysis of covariance at the significance level of 0.05.

The results showed that the effect of motivational psychotherapy was significant in reducing high-risk behaviors (i.e., violence and sexual behavior) (P<0.01). As a result, there was a significant difference between the pretest and posttest scores of experimental and control groups regarding violence and sexual behavior (P<0.01).

Based on the results of this study, the application of motivational psychotherapy affected reducing high-risk behaviors (violence and sexual behavior) of students.

School bullying is a global problem that has negative consequences for those involved. This study was conducted to evaluate the effectiveness of forgiveness training programs on self-compassion among bullying-victim students.

The quasi-experimental research was conducted based on a pretest-posttest control group design and a one-month follow-up. The samples (n=32) were selected from the high school bullying-victim students studying in Tabriz, Iran, in the academic year of 2019-20 and randomly divided into two groups (n=16 each). The experimental group received ten sessions of forgiveness training intervention. After the training course, the cases were subjected to a posttest, whose scores were analyzed using the covariance method. Research tools included the Bullying Victimization Scale, Self-Compassion Scale, and a forgiveness training package.

The results showed that forgiveness training had a positive effect on self-compassion (P<0.01) and could explain 96% of the variance of self-compassion with the power of 1.

Based on the findings, forgiveness training could be an acceptable way to reduce the consequences of bullying behaviors through increasing forgiveness and by increasing the attribute of forgiveness, acceptance and empathy, respect and kindness in school.

Sleep problems can result in a wide range of negative consequences, including inattention and behavioral problems, such as irritability, emotional instability, hyperactivity, as well as poor academic performance. The present study aimed to investigate sleep habits and effective factors influencing them among children admitted to the pediatric wards of Be’sat Hospital in Hamadan in 2019.

This descriptive cross-sectional study was conducted on 120 children admitted to the pediatric wards of Be’sat Hospital in Hamadan, Iran. Sampling was performed via convenience method in different shifts based on inclusion criteria. Data were collected and completed using Childrenchr('39')s Sleep Habits Questionnaire and demographic information form in the form of interviews with children and parents. Data were analyzed in SPSS software (version 23) using t-test and chi-square.

Based on the obtained results,  15.5%, 69.95%, and 14.55% of the children had good poor had very poor sleep habits, respectively. There was a statistically significant relationship between sleep time and daytime sleepiness (P=0.000) so that children who slept late were more sleepy during the day. There was a statistically significant relationship between sleepiness and waking up in the morning (P=0.000) so that children who woke up early were more sleepy during the day. There was a statistically significant relationship between sleepiness and sleeping behavior (P=0.000) so that children who did not have a proper sleep-wake pattern were more sleepy during the day. There was a statistically significant relationship between motherchr('39')s education and waking up (P=0.000) so that children whose mothers had an academic education had a better sleep-wake patterns and their waking time was later than other children.

As evidenced by the results of the present study, childrenchr('39')s sleep habits are influenced by various factors, such as parents chr('39')sleep habits, parentschr('39') hours of sleep, and waking up  time.

As pain impulses ascend from the spinal cord, the autonomic nervous system is stimulated and leads to changes in physiological parameters. This study aimed to compare the effect of visual and auditory distractions on the physiological parameters during dressing change procedure in children aged 6-12 years.

This blinded clinical trial was conducted using a three-group design. In total, 120 children aged 6-12 years met the inclusion criteria and were randomly assigned to a control, as well as two visual and auditory distraction groups using the randomized block method. The data were collected using the physiological index record sheet and pulse oximetry device. A cartoon and a rhythmic melody were played for each child in the visual and auditory distraction groups, respectively, two minutes before the onset of the dressing to the end of the dressing change. In all three groups, the heart rate and arterial blood oxygen saturation percentage were measured and recorded during and 5 minutes after dressing change. The obtained data were analyzed using SPSS software (version 16) through one-way analysis of variance, repeated measures analysis of variance, and Bonferroni post hoc test.

There was a statistically significant difference among the visual, auditory, and control groups regarding the mean heart rate of the children during the dressing changing and 5 minutes later (P˂0.001). Furthermore, the analysis of variance with repeated measures showed a significant difference between the visual and auditory groups in terms of the mean heart rate between the measurement times (P˂0.001). A significant difference was also observed among the visual, auditory, and control groups regarding the mean percentage of arterial blood oxygen saturation in children during dressing change and 5 minutes later (P˂0.001). Analysis of variance with repeated measures revealed a significant difference among the visual, auditory, and control groups in terms of the mean percentage of arterial blood oxygen saturation between the measurement times (P˂0.001).

The use of visual and auditory distractions is a suitable method to reduce the intensity of fluctuations in physiological parameters during dressing change in children with burns. It should be mentioned that out of these two methods, visual distraction was more effective in reducing the intensity of heart rate fluctuations, compared to auditory distraction.

Today, different teaching approaches have been offered to solve word problems. Schema-based instruction is one of these new approaches. This study aimed to identify and determine the nature, stages, research evidence, and effectiveness of schema-based instruction on resolving students’ word problems.

This is a review study. Studies and resources related to the study titles were found searching such keywords as “Schema”, “Schema-Based Instruction”, “Word Problems”, “Story Problems”, and “Problem Solving” in internal and external databases, such as Pubmed, Springer, Scopus, ProQuest, Elsevier, Science Direct,  Google Scholar,  Magiran,  SID in the article abstracts from 2009 to 2019.

Based on the findings, the schema-based instruction on word problem-solving consists of four stages including problem structure identification, visual representation, problem-solving, and metacognitive strategies that can enhance the problem-solving performance of students with math learning disorders through the promotion of their conceptual and procedural knowledge.

The schema-based instruction has been designed to eliminate the existing shortcomings in the methods of teaching to students with a specific learning disorder in the subject of mathematics and can be helpful to teachers, parents, and professionals working in the field of special learning disorders.