فصلنامه سلامت روان کودک
سال هشتم شماره 3 (پیاپی 28، پاییز 1400)

Coronavirus 2019 Acute respiratory infectious disease is characterized by the main symptoms of fever, cough and shortness of breath. This virus has a very high transmission and lethality. In this regard, the present study aimed to investigate the role of Internet addiction, mindfulness and resilience in predicting students' mental health during the Coronavirus 2019 pandemic.

The method of the present study is descriptive and correlational. The sample consisted of 220 seventh, eighth and ninth grade students in the second district of Rasht in the academic year 2020-2021 who participated in the study as an convenience sampling method through online calling. Data collection tools included a short form of the Mental Health Questionnaire (Keyes, 2002), an Internet Addiction Questionnaire (Young, 1998), Short form of Freiburg mindfulness inventory (Wallach et al., 2006) and the Resilience Scale (Connor & Davidson, 2003). Finally, data analysis was performed by SPSS software version 24 using Pearson correlation and multiple regression simultaneously.

Based on the results, Internet addiction, mindfulness and resilience significantly predict students' mental health (p <0.01). The results of multiple regression analysis showed that the effect of Internet addiction (-0.43) on students' mental health is negative and significant. In contrast, the effect of mindfulness (0.70) and resilience (0.65) on students' mental health is positive and significant. Also, the results of multiple regression analysis showed that Internet addiction, mindfulness and resilience predict 48% of students' mental health during the COVID-19 pandemic.

The present study has clarified the role of Internet addiction, mindfulness and resilience in explaining the mental health of high school students during the COVID-19 pandemic. The implications of the results are discussed in this article.

Learning English as a second language (L2) is a complex process in which success depends on many variables. This study aimed to develop a cartoon-based English proverb teaching program (CBEPT) and to evaluate its effectiveness in L2 learning anxiety and language learning orientation.

This study had an exploratory mixed method design (qualitative and quantitative). The statistical population for the qualitative part of the study included English language experts and psychologists, 10 of whom were selected using the snowball method. In the quantitative part, the statistical population included all English language learners at Amir English Language Teaching Institute located in the 3rd district of Tehran in 2009; 30 of them were selected by conveniance sampling method and were randomly assigned to two groups of 15 people in Experiments 1 and 2 and were taught English proverbs for 5 weeks. Experimental group 1 was trained using cartoons and educational slides and experimental group 2 was trained without cartoons and slides. The research instruments included researcher-made questionnaire to evaluate the validity of the educational package, Academic Emotions Questionnaire (AEQ) (Pekrun, Goetz, Titz and Perry, 2002) and the Language Learning Orientation Scale (LLOS) (Noels et al, 2000). Data were analyzed by the analysis of covariance in the SPSS statistics-26 software.

The results showed that CBEPT had a significant effect on L2 learning anxiety in L2 learners (p<0.05). In both groups, there was a significant difference between the scores of L2 learning anxiety in the post-test (at the level of 0.001); It also caused a significant difference in demotivation and external motivation scores between experimental groups 1 and 2 (p<0.05); But the effects were not stable over time (p >0.05). There was also a significant difference in internal motivation scores between experimental groups 1 and 2 and the validity of the scores was maintained at the follow-up stage (p <0.05).

The results revealed that this educational method had a significant effect on reducing L2 learning anxiety in a sustainable way and in internalizing the L2 learning orientation in English learners. Foreign language education planners could include this teaching method on their agenda.

Parenting refers to the ways in which children are socialized by caregivers; which can sometimes lead to strained parent-child relationships, especially with daughters. parents and children face a variety of emotional and social problems that need to be addressed to make appropriate decisions. The present research investigates and explains causal correlations between maternal parenting styles and emotional problems of daughters based on the mediating role of interpersonal problems.

This study employed a descriptive correlational survey. The statistical population of the study consist of grade XII female students with their mothers in Karaj in academic year 2020/2021. In this study, 256 female students participated with their mothers, which is a total of 512 participants and were selected by purposive sampling method. The research instruments included the Inventory of Interpersonal Problems-47 (IIP-47; Pilkonis, Kim, Proietti, & Barkham, 1996), Parenting Styles Inventory (Baumrind, 1973), and Depression Anxiety Stress Scale (Lovibond & Lovibond, 1995). Data were analyzed by structural equation modeling (SEM) in AMOS-24 software.

Results indicated that authoritarian parenting style and interpersonal problems have significant positive effect (P<0.05) on emotional problems. The mediating role of interpersonal problems was also significant (P<0.05).

The results revealed that there is a significant correlation between authoritarian parenting styles and emotional problems and interpersonal problems also play a mediating role in this regard. Thus, it is essential to pay attention to the role of parenting styles and to establish appropriate parent-child relationships in order to prevent emotional problems.

Autism is a neuropsychological disorder that causes secondary impairment in personal, social, and academic functioning. This study aimed to develop an effective intervention program based on functional communication training (FCT) on stereotyped behaviors, challenging behaviors and self-harming behaviors in children with autism spectrum disorder (ASD).

This was an applied experimental research with pretest-posttest-followup design with a control group. The statistical population of  this study included all children with level one ASD, aged 4 to 8 years in Tehran in 2019, From which 25 children were selected by purposive sampling from Padideh Clinic in Tehran and randomly assigned to the experimental and the control groups. Then the experimental group received the intervention program in fifteen sessions. The instruments of the study included the Gilliam Autism Rating Scale (GARS-2) (James and Giliam, 2003), the Autism spectrum Screening Questionnaire (ASSQ) (Ehlers and Gillberg, 1993), the Child’s Challenging Behavior Scale (CCBS) (Bourke‐Taylor et al, 2010) and the Behavior Problems Inventory (BPI-01) (Rojahn et al, 2001). Data were analyzed by the analysis of covariance in the SPSS statistics-26 software.

The results of the univariate and multivariate analysis of covariance showed that there was a significant difference between the experimental and the control groups in the variables of challenging behaviors and components of behavioral problems (P<0.001). The effect sizes for the variables of challenging behaviors and components of stereotyped behaviors and self-harming behaviors were 0.922, 0.850 and 0.832, respectively. The results of the paired samples t-test showed that the effect of  FCT program in the follow-up stage also had a significant and valid effect on the variables of challenging behaviors and components of behavioral problems.

According to the research findings, it can be concluded that a treatment program based on the FCT can be used as an intervention to reduce the clinical symptoms of children with ASD. The results of this study can benefit therapists and educators who are in contact with children with ASD.

There exists a risk of developing a mental disorder for humans at any time and place; therefore, recognizing these disorders and their prevalence and incidence seems necessary. Thus, the present study is conducted to investigate the prevalence of mental disorders in primary school students in Golestan province.

This research was cross-sectional. The statistical population included all male and female primary school students of Golestan province in the academic year 2013-2014; from which, a sample of 843 individuals were selected by the multi-stage cluster sampling method. The research instruments included the Child Symptom Inventory (CSI-4; Sprafkin et al., 2002). ). Data were analyzed using descriptive statistics (frequency and percentage) and the chi-square statistical method.

The results showed that the most common disorder in the studied students is the mild mood disorder (29%) and the severe depression disorder (0.3%) has the lowest prevalence. Moreover, in the prevalence of attention deficit/hyperactivity disorder )ADHD; from three types of inattentive, hyperactive-impulsive, and combination), oppositional defiant disorder (ODD), conduct disorder (CD), specific phobia, obsessive thoughts, motor tics, vocal tics, separation anxiety, enuresis, and urinary and fecal incontinence between the genders (boys and girls), there were significant differences (p <0.01); but in the prevalence of generalized anxiety disorder (GAD), obsessive-compulsive disorder (OCD), post-traumatic stress disorder (PTSD), schizophrenia, major depression, mild mood disorder, Asperger's syndrom, and social phobia, no significant difference was observed between girls and boys (p > 0.05).

Mental disorders, including mild mood disorders, are highly prevalent in primary school students in Golestan province, and environmental factors such as the presence of different ethnic groups, economic and social conditions, and the emotional atmosphere of the family, play an important role in the development of mental disorders in children.

One of the main reasons for families of preschool children to go to counseling and psychotherapy centers is problems related to their children’s aggressive and inattentive behaviors and lack of concentration. The aim of this study was to investigate the effectiveness of teaching strategies based on emotion-focused therapy on components of verbal intelligence and aggression in preschool children.

The method of this research was quasi-experimental with pre-test and post-test design with two experimental and control groups. The statistical population of the study consisted of all 4 to 6-year-old preschool children in Kerman in 2018. The research sample consisted of 50 children from the statistical population who were selected by convenience sampling method. Then they were randomly divided into the experimental and control groups (25 people in each group). The children in the experimental group received emotion-based treatment strategies for ten sessions while the control group underwent no intervention. The two groups answered the Buss-Perry Aggression Questionnaire (1998) and the Wechsler Intelligence Scale for Children (WISC-IV; 2012) before and after the training process. Data were analyzed using descriptive statistics (Mean and standard deviation) and analysis of covariance.

The results showed that teaching strategies based on emotion-focused treatment has a significant effect on components of verbal intelligence (F=21.20) and aggression (F=23.98) in preschool children (P <0.01). The results of effect size showed that emotion-focused strategies had 43% effect on components of verbal intelligence and 51% on children's aggression.

Teaching strategies based on emotion-focused therapy due to the emphasis on basic emotions as an enhancer of components of verbal intelligence facilitates learning and is an effective factor in reducing aggression and problems of aggressive students.

Oppositional defiant disorder (ODD) is a common clinical disorder in children and adolescents. Children and adolescents with ODD have some deficiencies in emotion and cognition. The purpose of this study was to compare cognitive emotion regulation and cold and hot executive functions in female children with and without ODD.

This research was a causal-comparative study. The population consisted of all female middle school students with and without ODD in Shiraz during the 1st semester of 2019- 2020 academic year. The study sample included 60 female students (30 students with ODD and 30 normal students). The participants were selected by random cluster sampling, based on the inclusion and exclusion criteria. Oppositional Defiant Disorder Rating Scale) ODDRS); Hommersen, Murray, Ohan & Johnston, 2006), Emotion Regulation Questionnaire (ERQ; Gross & John, 2003), Wisconsin card Sorting Task (WCST; Shahgholian, Azadfallah, Fathi-Ashtiani & khodadadi, 2012) and Balloon Analogue Risk Task (BART; Lejuez, 2002) were used to collect the data. The collected data were analyzed by independent t-test and Multivariate analysis of variance (MANOVA) by using SPSS Software.

Results demonstrated that there was a significant difference between students with and without ODD in terms of reappraisal (F=13.76, P<0.01), but not about suppression (P>0.05). Also, there was a significant difference between the groups in terms of some executive functions. Also, Results showed that there was no significant difference between the groups in terms of cold executive function but there was a significant difference between the groups in terms of hot executive function (t= 2.37, P<0.05).

Based on the findings of this study, students with oppositional defiant disorder have problems with emotion regulation. They have also deficits in hot executive function and they are more risk-taking.

Perception of the social environment in which teachers and classmates play an important role in improving it has important effects on students' academic motivation. Therefore, the present study was conducted to investigate the causal model of perception of social environment with academic motivation by the mediating role of academic expectations, attributional styles and academic emotions.

This study had a descriptive correlational design. The study population consists of all junior high school students (grades 7, 8 and 9) of Tehran in the year 2020-2021, from which 295 students were selected to participate in the study by available sampling method through online calling. The instruments used included Teacher's affective Support (Sakiz, 2007), Student Emotional Support (Patrik, Ryan and Kaplan, 2007), Academic Motivation (Vallerand et al.,1992), Attributional Styles (Seligman et al., 1982), short form of the Achievement Emotions (Pekrun, Goetz and Perry, 2005), Expectation-Value (Hosseini, Taleh Pasand, Bigdeli, 2010); due to the prevalence of COVID-19, they were implemented virtually. Data were analysed by the path analysis.

The results showed that the proposed model best fitted the data. The components of perception of social environment had an indirect effect on academic motivation with the mediating role of academic expectations and academic emotions. The components of perception of social environment did not have an indirect effect on academic motivation with the mediating role of attributional styles. Attributional styles didn’t have any significant effect on academic motivation. Teacher affective support had a direct relationship with academic motivation (P <0.001). Academic emotions and academic expectations had a direct effect on academic motivation (P <0.001).

Based on the findings of this study, it can be concluded that teachers ' affective support and students' emotional support affect their academic motivation. Also, if the positive and negative academic emotions of students are taken into account and their expectation and value for learning is increased; students' academic motivation improves.