نشریه پرستاری کودکان
سال نهم شماره 1 (پاییز 1401)

Children with dysgraphia have some problems with motor skills and self-regulation. The aim of this study was to predict working memory (visual-spatial) based on motor skills and self-regulation from the perspective of Barkley's theory in children with dysgraphia aged 8-12 years old.

This study was a correlational study. The study sample consisted of 150 male students who were referred to the Goftegoo clinic and were selected by convenience sampling method. For data collection, diagnostic dysgraphia test, Bronineks-Ozertsky motor skills test, Beaufort self-regulatory questionnaire and Andre Ray spatial-visual memory test were used.

%33 of the variance of working memory can be explained based on the linear combination of large and fine motor skills variables in the selective attention test. 59% of the variance of spatial-visual working memory can be explained based on the linear combination of variables of cognitive strategies and metacognitive strategies.

  The variables of motor skills and self-regulation have a significant role in predicting spatial-visual memory.

Hospitalization is a threatening situation in children's lives. Depending on the degree of development, the child can receive anxiety and stress from parents, especially the mother. Identifying the extent of hospitalization anxiety and its relationship with maternal anxiety is a way to control the child's anxiety. Therefore, the present study aimed to determine the level of anxiety caused by hospitalization in children and its relationship with maternal anxiety.

This descriptive-correlational study was performed on 169 pediatrics aged 8-12 years admitted to Dr. Sheikh and Akbar pediatrics' Hospitals and the pediatric wards of Ghaem and Imam Reza Hospitals in Mashhad. The study instruments were the Demographic Information Questionnaire, the  Multidimensional Anxiety Scale for Children, the Spielberger Explicit and latent Anxiety Scale (for mothers), and the Wong and Bigger Pain Scale. The collected data were analyzed after entering the SPSS software ver.11.5 using descriptive statistics to investigate the relationship between variables by Pearson or Spearman correlation test.

The mean age of the children was 9.95±1.35, and 49.1% of them were firstborn. The mean score of the Multidimensional Anxiety Scale for Children by March was 45.14±15.21. There was a direct and significant relationship between the standardized mean score of children's state anxiety (P=0.001), trait anxiety of mothers (P=0.008), and child age (p=0.003). The multiple regression results indicated that state maternal anxiety and children's age could predict 35.5% of variance changes in children's anxiety. The highest predictive power was related to children's age (beta coefficient=3.675), and then to the state of maternal anxiety (beta coefficient= 0.504).

According to the results, children, especially older ones, needed physical and mental care to reduce anxiety. Furthermore, mothers also needed mental and psychological care because they were present at the child's bedside during hospitalization, and their anxiety and behavior affected the sick children and the treatment process.

Behavioral problems are a complex set of emotional, cognitive and behavioral problems, which are characterized by a lack of control and non-adherence to moral and social principles and behavioral disorders in a desirable way in society. Therefore, the aim of this study was to investigate the effectiveness of cognitive therapy based on emotion regulation on impulsivity and aggression of students with behavioral problems.

The method of the present study was a semi-interventional pretest-posttest design with a control group.  The statistical population was all male and female students in the second grade of elementary school (fourth, fifth, and sixth grade) with behavioral problems in Tabriz. The research sample also included 36 male and female elementary school students with behavioral problems. To select the sample, first from the 3rd education district of Tabriz, three primary schools for girls and three secondary schools for boys were selected in clusters, and the Quay and Peterson Behavioral Problems Questionnaire was completed by the teacher. Among the students who scored high on the Quay and Peterson Behavioral Problems Questionnaire, 36 were selected as the final sample based on the inclusion and exclusion criteria and randomly divided into two experimental groups (18 people) and a control group (18 people) were replaced. To collect data from a revised checklist of behavioral problems, Buss and Perry Aggression Questionnaire (1992) and Barratt Impulsivity Scale (1994) were used.

Cognitive therapy based on the emotional regulation of aggression and impulsivity in children in the intervention group is significant (P <0.001); According to ETA square in each of the variables of aggression (physical, verbal, anger, and hostility) 0.40, 0.260, 0.196 and 0.221, respectively, and impulsivity (lack of planning, motor and cognitive), respectively. 0.270, 0.283, and 0.251% of the changes are explained according to cognitive therapy based on emotion regulation.

Cognitive therapy based on emotion regulation is effective in reducing impulsivity and aggression in children with behavioral problems.

Lack of happiness and mental disorder are the most important issues in all aspects of life among humans in the next years. One of the ways to overcome disorders and bring happiness and, consequently, mental health is yoga exercise. Therefore, the purpose of this study was The Effectiveness of Yoga Exercises on the Happiness and Psychological Health of Primary School Children in Shahrebabak.

The present study is a quasi-experimental with pre-test-post-test and control group. The statistical population of the study consisted of all primary school children of Shahr-e Babak city in 2019. Sixty people were selected by the available sampling method and randomly assigned to experimental and control groups. Oxford Happiness (OHI) and Child Psychological Health Assessment (PSC) Questionnaires were administered to both groups. After the intervention, both groups completed the above questionnaires as a posttest. Data were analyzed using covariance analysis.

The results showed that yoga exercise significantly increases the happiness and psychological health of primary school children (P<0.001).

Due to the effectiveness of yoga, it is recommended to be used to improve the mental health and happiness of children.

One of the problems of children with math disorders is the problem of working memory and sense of numbers, which can be increased by teaching math. The aim of this study was to evaluate the effectiveness of mathematics education on the numerical sense and visual-spatial working memory of first-grade elementary school girls with mathematical problems.

The method of this research was quasi-experimental and pre-test-post-test with the control group. The statistical population of this study included all experimental students with first-grade mathematical problems in Kerman primary school in 1399. The research sample consisted of 30 people who were selected by the available sampling method and were randomly divided into two experimental groups (15 people) and a control (15 people). They answered Jordan's number sense test, Wechsler intelligence test, and continuous performance test before and after the intervention. The experimental group underwent math training intervention and the control group did not receive any training. Research data were analyzed using descriptive statistics and paired comparison post hoc tests.

The results showed that in the post-test stage, the mean scores of number sense and working memory in the experimental group increased significantly compared to the control group (P <0.01).

Mathematics education is effective in improving auditory-spatial working memory and number sense in students with mathematical disorders. Therefore, this type of education can be used to reduce the problems of children with math disorders.

Impulsivity is one of the symptoms of conduct disorder that has been widely addressed to modify and reduce it, in this study, the effectiveness of emotion regulation training (ERT) in reducing the impulsivity of adolescents with Conduct Disorder in correction and rehabilitation centers was investigated.

The method of the present study was quasi-experimental and its design was pre-test-post-test-follow-up with the control group. This study was conducted in 2020 in the statistical population of male clients in Ahvaz correction and rehabilitation center in the age range of 15 to 18 years. 30 adolescents were randomly divided into intervention and control groups. The intervention group participated in 8 sessions 90-minute focused on ERT and the control group was on the waiting list to receive the intervention. The data collection tool was a demographic questionnaire and the 11th edition of the Bart impulsivity scale, which was completed by two groups in three rounds of pre-test, post-test, and follow-up.

The results showed that there was a significant difference between the intervention (60.25±6.28) and control (80.21±4.99) in impulsivity score (F = 62.595, P = 0.001) over time (P <0.05) and 69% of the observed differences in impulsivity score is due to the intervention.

ERT is an effective intervention in reducing impulsivity in adolescents with conduct disorder. Therefore, it is suggested that this intervention be used in other correction and rehabilitation centers across the country and other educational and medical institutions.

Because of the physical, psychological, and social changes, adolescence is associated with increased self-aggression and aggressive behaviors. The aim of this study was to investigate the effectiveness of parental management training on self-harm and aggression of students with self-injurious behavior in high school in Shiraz.

This study had a pre-test, post-test, and follow-up design with a control group. The statistical population of this study included all adolescent girls aged 14-18 years who were referred to the Shiraz Education Counseling Clinic in the academic year 1400-1399. By purposive sampling method, 30 people who met the inclusion criteria were selected and divided into experimental and control groups. The research instruments included a Buss-Perry Aggression Questionnaire and a Self-harm Questionnaire that was completed by the participants in the pre-test, post-test, and follow-up. For the mothers of the experimental group, parental management training was performed in 8 sessions of -90 minutes, and during this period, the control group did not receive any treatment.

According to the results, the mean scores for the experimental group in aggression and self-harm in the pre-test were 121.87 and 15.87, respectively, which decreased to 62.93 and 9.33 in the post-test. According to the time effect, group effect, and time and group interaction, results were significant in self-harm scores and aggression at the level of 0.001. Therefore, parental management training has significantly reduced aggression and self-harm scores.

Based on the results, parental management training effectively reduced the aggression and self-harm of students with self-harm behavior in high school in Shiraz.

Stress and anxiety in the parents and caregivers can prevent the mother from adapting to the hospital environment and supporting her child. In fact, any disturbance in the behavior of parents, including the mother, can have a negative effect on their child's sleep. The aim of this study was to investigate the effect of using video call intervention on improving family-centered care and its effect on maternal stress and subsequent child sleep.

In this clinical trial, 40 parents with hospitalized children were selected and randomly assigned to the control and intervention groups. For the fathers in the intervention group, a supportive training program included teaching parental plans and methods of child and mother support to fathers during the illness, as well as part of the program included the role of counseling and support of the nurse, which was done virtually. After performing the training virtually and visually, the father established a video communication with the child and his mother online as the primary caregiver. Data collection tools were a demographic information questionnaire, Stress Response Inventory, and Brief Infant Sleep Questionnaire-Revised, which was completed by the mother before and 7 days after the intervention.

The mean changes in mothers' stress scores and children's sleep showed a statistically significant difference between the intervention and control groups using an independent t-test (P <0.05). There was also a significant relationship between mothers' stress scores and children's sleep (P <0.05).

Planning and maintaining family unity during the COVID-19 pandemic and educating and supporting fathers, including the supportive role of spouses by reducing mothers' stress, can also affect the sleep of hospitalized children with pneumonia.

Children with special learning disorders (Dictation) often have low self-efficacy that arises basically from academic failures and problem perception. The purpose of this study was the effectiveness of cognitive behavioral therapy intervention on the self-efficacy of students with special learning disorders (Dictation).

The research method in this study was a quasi-experimental design and pretest-posttest with a control group. The statistical population included all students with special learning disorders (Dictation) in the Primary grade at Mental Empowerment Center in Tehran in the academic year 2020-2021. Among them, 30 male students with special learning disorders (Dictation) were selected based on entry and exit criteria and by available sampling and randomly placed into two groups experimental (15 people) and control (15 people). Cognitive behavioral therapy interventions for the experimental group were performed in 2 sessions (90 minutes) per week and for a month and a half during 6 weeks (12 sessions) and the control group waited in the period. The research instrument included a Sherer General Self-Efficacy Scale (1982). The obtained data were analyzed by using an analysis of covariance.  

The findings showed that cognitive behavioral therapy intervention had a significant effect on the self-efficacy of students with special learning disorders (Dictation) (P <0.05).

Based on the research findings, it can be concluded that cognitive behavioral therapy intervention can increase the self-efficacy of students with special learning disorders (Dictation). Therefore, educational centers, and psychological and counseling services can benefit from this method to improve the self-efficacy of students with special learning disorders (Dictation).

Type D personality, a joint tendency toward negative affectivity (NA) and social inhibition (SI), is related to attachment style. The purpose of the correlation current study was to investigate the relationship between parents and child attachment styles by the mediating role of type D personality in individuals in Tehran and Alborz provinces.  

The method of this research was correlation analysis. The statistical population included 288 parents and 288 children over 18 years of age who are living in Tehran and Alborz at the time of the study (2020-2021) and were chosen by convenient sampling. Participants filled in Collins & Read Revises Adult Attachment Scale in three dimensions, close, depend and anxiety underlie the three attachment style, as well as parents filled in DS14 which consisted of 14 items, of which 7 items measures each for negative affectivity and social inhibitions. Pearson correlation coefficient was used for relation analysis between variables and linear regression analysis was used for mediated analysis.

Results show a direct correlation between parents and child attachment style. (P<0.01) also, there were no correlations between secure attachment style and type D personality (P<0.05). As well as there were mediating both dismissive-avoidant and anxious-preoccupied attachment styles between parents and children of type D parents’ personalities.

According to the results, the components of Negative affectivity and social inhibition in the type D personality of parents; such as stress, anxiety, unhappiness, negative thoughts about life, fear of rejection or invalidation of emotions, underlie modeling children’s attachment style in dismissive-avoidant and anxious-preoccupied attachment style based on parents’ attachment style.