فصلنامه سلامت روان کودک
سال نهم شماره 3 (پیاپی 32، پاییز 1401)

Previous research has demonstrated that computerized cognitive training can be utilized to treat the symptoms of attention deficit/hyperactivity disorder in children; however, the effect of computerized training on visual motor abilities is unknown. Few studies on these children have been conducted. Determining the effects of computerized visual-motor skills training on the severity of symptoms in children with attention deficit/hyperactivity disorder was the purpose of the present investigation.

The present study was an experimental one using a pre-test, post-test, and control group design. Using cluster sampling, 30 male students with the highest scores on the Conners’ teacher rating scale (1969) and the clinically structured interview criteria were randomly assigned to the experimental and control groups. These students attended an elementary school in the city of Mashhad during the 2019–2020 academic year. The experimental group received the intervention over the course of nine 60-minute sessions, while the control group did not. The instruments included the Conners’ teacher rating scale (CTRS;1969), organized clinical interviews, and the computer game (Rayapouya). The data were examined in the SPSS 25 software environment, utilizing univariate and multivariate covariance analysis.

After controlling for pre-test scores, multivariate covariance analysis revealed a statistically significant difference between the mean post-test scores of the two experimental and control groups for the variable of symptoms of attention deficit/hyperactivity disorder (adjusted mean from 0.73 to 29.33) (P<0.01).

Computerized visual-motor skills training (Rayapoya) is a promising learning technique that has been shown to alleviate symptoms of attention deficit/hyperactivity disorder. Therefore, it can be utilized as an alternative or supplement to the conventional treatments for this disorder.

Since assessing emotional intelligence from childhood is important, this study aimed to develop and validate an emotional intelligence questionnaire for Iranian culture.

 This is a descriptive and developmental study in which the questionnaire was designed with 68 items. The study population consisted of 618 mothers of children 6 to 9 years old in Tehran in the academic year 1400, that were selected from schools by means of accessible way. The content validity was determined by 10 college professors who were chosen in an accessible way. For construct validity, exploratory and confirmatory factor analysis were performed, and the internal consistency of the questionnaire was determined by calculating Cronbach's alpha coefficient.

 Based on the analysis of the questionnaire, 9 items were omitted because their content validity ratio was less than 0.62 and content validity index was less than 0.79, final analysis was performed with 59 items. Based on the exploratory factor analysis, 7 factors were able to explain the variances, and after rotation with the varimax method, the total factors explained 62.516% of the variance. In the confirmatory factor analysis, the goodness-of-fit index reached 0.943, which was acceptable. The internal consistency of the questions was also 0.95.

 Based on the results of this study, it can be concluded that the present questionnaire is a valid instrument for assessing children from 6 to 9 years old.

Children with conduct problems and callous-unemotional traits form a separate group who exhibit persistent, widespread, and more severe patterns of delinquent, antisocial, and aggressive behaviors and are generally assumed to be resistant to therapeutic interventions and improvement. Accordingly, this study seeks to answer these questions: 1- What interventions have been used for this group so far? 2- Have the interventions effectively reduced this group's problems? 3- What factors have influenced the effectiveness of the interventions?

A systematic review was used in this research. Articles between 2000 and 2021 with the keywords Callous-unemotional traits, intervention, treatment, and therapy were reviewed in PubMed، ProQuest، ،PsycINFo sciencedirect، Google scholar & Springer databases. They were reviewed using the Prisma guidelines and 17 articles were selected according to the inclusion and exclusion criteria.

The results of this study showed that the interventions that have been carried out so far for the group of children with conduct problems and callous-unemotional traits are in three categories: interventions based on behavioral approach, based on parent-child interaction therapy. And they are divided based on the training of individual, cognitive, and social skills. Ten studies have reported low effectiveness and seven studies have reported appropriate effectiveness. Among these, the interventions based on behavioral approaches were the least effective, the interventions based on parent-child interaction were the most effective, and skills training was effective only in combination with the parent education program.

In general, the response to treatment of children with conduct problems and callous-unemotional traits compared to those without callous-unemotional traits was low, and among different interventions, behavioral interventions had a more insufficient improvement. Innovative programs focusing on the warm and emotional relationship between parent and child have responded well.

The family is known as the foundation of the child's personality and subsequent behaviors. The aim of this study was to compare Oppositional defiant disorder, self-control, and attachment styles in children with and without addicted parents.

The method of this research is descriptive and causal-comparative. The statistical population of the study included children aged 7 to 12 years, with and without addicted parents in Tehran in 1398. The study sample consisted of 62 children (31 children with addicted parents and 31 children with non-addicted parents) who were selected using available sampling. The research instruments included the Pediatric Symptoms Questionnaire (Gadow and Sprafkin, 1984), the Self-Controlling Assessment Scale (Kendall and Wilcox, 1979), and the Attachment Questionnaire (Collins and Read, 1990). Data analysis was performed by SPSS software version 24 usinga a t-test for independent groups and multivariate analysis of variance.

The findings of this study showed that there is a significant difference between children with and without addicted parents in the variables of coping disorder, self-control, and attachment styles (safe, avoidant, and ambivalent) (p <0.05). Children with addicted parents scored high on confrontational disobedience disorder, avoidant and ambivalent attachment style, and low scores on self-control and secure attachment (p <0.05).

Based on the findings of the study, it can be concluded that in children with addicted parents, confrontational disobedience disorders are high and have a lower style of insecure attachment and self-control. Therefore, it is necessary to pay more attention to the effects of parenting practices and its consequences.

The health and psycho-social and academic vitality of students have a great impact on their future progress. Therefore, the present research was conducted with the aim of modeling academic engagement based on academic identity with the mediating role of academic wellbeing of students.

In terms of purpose, the present study is applied, and in terms of the method of data collection, it is a structural equation correlation. The population consisted of all female students enrolled in the second year of high school in the city of Isfahan during the 2014-2015 academic year. From this population, 501 individuals were selected using the staged cluster sampling method. The scale of School Engagement (Wang et al., 2011), the Educational Identity Questionnaire (Was and Isaacson, 2008), and the Academic Well-Being Questionnaire were used to collect data (Tuominen-Soini et al., 2012). The research data were analyzed using structural equation modeling method and by using SPSS26 and AMOS24 software.

The results demonstrated that the proposed model fits the data well. According to the findings, successful and early academic identity were positive predictors of interest in school, whereas late and confused academic identity were negative predictors (P<0.01). Additionally, academic well-being had a significant and positive relationship with school engagement (p<0.01). The mediating role of academic well-being in the relationship between academic identity and interest in school was also confirmed (P<0.01).

Based on the findings of this study, it can be concluded that academic well-being mediates the relationship between school engagement and academic identity among second-year high school students, and that by enhancing identity styles, it was possible to increase their interest in school. Increasing academic well-being, on the other hand, can result in a strengthening of this relationship.

Cognitive rehabilitation consists of a set of targeted programs to remediate or improve cognitive functions. Cognitive skills are considered the main predictors of mathematical ability and related deficits are associated with mathematical disorders. The present study sought to investigate the effectiveness of cognitive rehabilitation in improving working memory performance, visual processing, and spatial perception in children with mathematical learning disorders.

This research utilized a semi-experimental approach with a pre-test-post-test design. The population of the study consisted of students with math problems in Tehran province. 30 participants were selected by purposive sampling and randomly assigned into two experimental (n=15) and control groups (n=15). KeyMath diagnostic test (Connelly, 1988) was used to evaluate their mathematical learning disorder. A researcher-made device called Morva was used for the intervention program. The experimental group participated in eight intervention sessions of 50 to 60 minutes for four weeks. However, the control group did not receive any intervention. The children’s’ performance before and after the intervention was evaluated by the Children’s fourth Wechsler test (Wechsler, 2003). Analysis of covariance for the data was conducted in SPSS 22 software.

The findings revealed a significant difference between the two groups (P<0.001). Therefore, our results suggest that the cognitive intervention had a significant effect on working memory performance, visual perception, and spatial perception.

These results reveal that cognitive interventions might have been effective on the mathematical competency of children with math learning disorders.

As future nation-builders and human resources, it is vital to pay close attention to the mental and physical health of students, especially elementary school students. Therefore, the purpose of the present study was to investigate the effect of solution-focused therapy on second-year elementary school students' interpersonal emotion regulation and self-control.

In terms of methodology, the current study was quasi-experimental with a pre-test and post-test design and a control group. All second-year elementary school students in the city of Fouladshahr comprised the statistical population for this study. Using the available method, 30 participants were randomly selected and divided into two groups of 15 individuals. The experimental group received eight sessions of the solution-focused treatment protocol, whereas the control group received no intervention. This study utilized the self-control questionnaire (Schneider, 2005) and the interpersonal emotion regulation questionnaire (Hoffman et al., 2016) to collect data. At the end, data analysis was done using one-way univariate covariance analysis by spss26 software.

The post-test variables of self-control, interpersonal emotion regulation and components of positive emotion, positive attention to the emotions of others, emotional relaxation, and social emotional awareness differed significantly between the experimental group and the control group (P<0.05). Therefore, it can be stated that there is a statistically significant difference between the effectiveness of solution-focused treatment and interpersonal emotion regulation (P<0.05).

Based on the findings, the solution-focused treatment method utilizes children's own reserves and abilities in the process of changing communication patterns, and this created an image of hope in the clients; consequently, the solution-focused therapy strengthens the clients' sense of self-control, relationship management, and emotional control.

Improving cognitive abilities is one of the important goals for many educational systems. In this regard, successful intelligence theory has a variety of educational implications for enhancing cognitive abilities. Due to the limited number of studies conducted on the effectiveness of educating the components of successful intelligence on increasing basic cognitive abilities, Therefore, the aim of this study was to investigate the effectiveness of successful intelligence components education on increasing visual-spatial ability and Information processing speed of students.

The present study was quasi-experimental with a pretest-posttest control group design. The statistical population included all male seventh-grade students in Holeilan city in the academic year of 2019-2020. The study sample included 30 students from the mentioned population who were selected by available sampling and, then, were randomly placed into two experimental (15 students) and control groups (15 students). After the pre-test, the students of the experimental group were taught the components of successful intelligence in 30 sessions of 60 minutes, while the control group received the usual education of their schools. In the end, the post-test was done for both groups. The Wechsler scale for children (WISC-V) was used to collect data. Analysis of covariance was used to analyze the data. For this purpose, version 24 of SPSS software was used.

The results of the covariance analysis showed that the educational intervention significantly increased the score of visual-spatial ability and information processing speed in the students of the experimental group (P< 0.001).

Educating the components of successful intelligence by increasing the scores of visual-spatial ability and speed of information processing, will improve the basic cognitive abilities of students.

It is important to identify factors that can reduce or prevent the risk taking of female adolescents; Therefore, the aim of this study was to determine the role of attachment styles, cognitive regulation of emotion and subjective vitality in predicting high-risk behaviors in female adolescents.

The statistical population of this descriptive-correlational study included all female students of the second year of high school in Tabriz in the academic year 2018-2019, from which 282 people were selected using multi-stage cluster sampling. Data were collected through Adult Attachment Inventory (Besharat, 2005), Cognitive Emotion Regulation Questionnaire (Garnefski et al, 2001), Subjective Vitality Scale (Ryan & Frederick, 1997) and Iranian Adolescents Risk-Taking Scale (Zadeh Mohammadi et al, 2011). Data were analyzed using inferential statistics method (Pearson correlation coefficient and stepwise regression analysis) in SPSS. 23 software.

High-risk behaviors have a positive and significant relationship with avoidant attachment styles (p = 0.002, r = 0.184) and ambivalent (p = 0.001, r = 0.201) and a negative and significant relationship with subjective vitality also subjective vitality (p = 0.001, β = -0/313) and ambivalent attachment style (p = 0.011, β = 0.147) have the ability to explain changes in high-risk behaviors.

Given that subjective vitality and ambivalent attachment style have the ability to explain changes in high-risk behaviors; therefore, intervention programs are suggested to improve subjective vitality and security of attachment to prevent the occurrence of risky behaviors in female adolescents.

The most important decision-making factor for parents in choosing the best center for the initial education of children, which has a significant impact on their mental health when they enter society, is reaching parents and establishing interactive communication, providing explanations and services of kindergartens. The current research was carried out with the aim of knowing the set of effective factors in allowing parents to communicate with kindergartens (companies providing services), emphasizing the role of privacy for parents and children.

This research was conducted in 2 qualitative phases. First: A Meta-synthesis with a review of over 150 domestic and foreign articles, Second: Content analysis with semi-structured interviews with 25 professors, managers, and special customers of kindergartens in Guilan province. In phase 2, coding was done and the model obtained from phase 1 was analyzed using the fuzzy-Delphi method. The Kappa kohen coefficient was calculated to measure the reliability.

The indices of the model obtained from the Meta-synthesis phase of "Privacy concern", "Disposition toward privacy" and "Permission" together with a weight of 0.065 had the highest weight and the second rank was the index of "culture" with 0.062. In phase two, from the point of view of social presence managers and experts, "App permission concerns", "Previous online experience" and "Costs (intrusiveness)" were below average and should be removed from the resulting model. According to the Kappa-Cohen coefficient (0.795) and its significance level, according to research experts, the test has acceptable reliability in the fuzzy part. Also, in this phase, based on the opinion of experts, "Culture" was considered as an effective factor in the model.

After measuring the model obtained from the (Meta-synthesis phase (by experts and removing 4 rejected factors, the final model was obtained, and its quantitative test was suggested in future research. The implications of the current research and the role of privacy in the child's mental health were also discussed in the article.