نشریه سلامت و آموزش در اوان کودکی
سال سوم شماره 3 (پیاپی 9، پاییز 1401)

The purpose of this study was to compare the effectiveness of cognitive behavioral group training for mothers and mindfulness training for children on the anxiety of 9-12 year old children.

The statistical population of this research included 9-12-year-old Armenian elementary school children in Tehran in the academic year 2019-2020, from among whom 30 children were selected using the available sampling method based on the cut-off line of the Multidimensional Anxiety Scale for Children by March et al. (1997), who were randomly assigned to two Cognitive behavioral training group for mothers and mindfulness for children and the control group. The mothers of the first intervention group received 8 sessions of cognitive behavioral training lasting 90 minutes each session, and the children of the second intervention group received 8 sessions of mindfulness training lasting 90 minutes each session. The data of the present study were analyzed using the analysis of variance with repeated measurements method.

The results of the present study showed that cognitive-behavioral group training for mothers (F(2 & 36)= 8.86, P< 0.01) and mindfulness group training for children (F(36, 2)= 5.43, P< 0.01) compared to the control group, reduced the average anxiety in children.

Based on the findings of the present research, it can be concluded that cognitive behavioral group training for mothers and mindfulness for children can be used to reduce children's anxiety.

During the Covid-19 pandemic, most students experienced problems such as home quarantine, being away from school, online classes, and the fear and anxiety of contracting Covid-19. Anxiety may be directly linked to disrupted sleeping habits and cell phone overuse. The present study aimed to evaluate the correlation between anxiety level, cell phone addiction, and declined sleep quality in elementary school students during the Covid-19 pandemic.

This correlational study was conducted using hierarchical multiple regression analysis. In total, 210 male fifth-grade elementary school students of District 19 of Tehran Province, Iran in the academic year 2021-2022 were selected by convenience sampling. The participants responded to the Spence Children’s Anxiety Scale (2003), Owens’ Children’s Sleep Habits Questionnaire (2000), and Koo HY’s cell phone addiction scale (2009). To test the research hypothesis, hierarchical multiple regression and SPSS version 26 were used.

The obtained results indicated a positive significant correlation between anxiety and cell phone addiction and between the anxiety and sleep quality of the students. Further, sleep quality can better explain students’ anxiety compared to cell phone addiction.

During the Covid-19 pandemic, increased anxiety levels in children lead to poor sleep quality, while also increasing their tendency to use smartphones. Therefore, child psychologists must pay special attention to the destructive effects of anxiety and its negative consequences, such as declined sleep quality and cell phone dependency.

Childhood is considered as the most important developmental stage in everyone's life. Most children may experience behavioral and emotional problems in this stage. Children who suffer from speech disorder are more sensitive and therefore experience more emotional problems. This research aimed to examine the effect of unified transdiagnostic treatment on anxiety and the regulation of children's emotion who have stuttering.

This research was a semi-experimental (pre-test-post-test-follow-up) type of ABA single-subject designs. The research population consisted of 8-12-year-old boys with stuttering, 6 of them were purposefully selected from speech therapy centers, but due to the drop of 2 of the subjects, 4 of them were examined in the study. The tools of this research included Riley's (1994) stuttering severity questionnaires, Reynolds' and Richmond's (1978) manifest anxiety, and Garnevsky and Craig's (2007) cognitive regulation of emotion. The treatment sessions of this research were conducted by the researcher in 12 sessions. For data analysis, visual analysis and effect size were used in the method of reduction from the baseline.

The results indicated that unified transdiagnostic treatment can reduce the12% to 27% stuttering and it can reduce the 17% to 33% anxiety and it can also improve10% to 21% positive strategies for emotion regulation and it can reduce  9% to 16% negative strategies for emotion regulation.

Transdiagnostic integrated treatment can be effective in reducing the severity of stuttering and anxiety symptoms, as well as reducing the use of negative emotion regulation strategies and increasing and improving positive emotion regulation strategies

Sleep is one of the basic human needs and plays a significant role in children's health. Its impact on children is often ignored, so the purpose of this study was to determine the relationship between sleep problems and aggression and social skills in preschool children in Yazd city in 1401-401

The descriptive research method was correlation. The statistical population included all pre-school boys and girls aged 5 to 6 years in Yazd city in 56 schools under the supervision of Yazd education center, which were randomly selected using cluster random sampling method from different districts of Yazd city, District 1. was selected and 16 schools (8 boys' schools and 8 girls' schools) were randomly selected from among the 30 schools in district one. Then 192 female students and 192 male students were selected equally. The data were collected using the children's sleep habits questionnaire (parent form) by Owens, Spirito and McGuinen (2000), the preschool aggression questionnaire (parent form) by Vahedi et al. (2007) and Matson's social skills questionnaire (1983). They were collected and analyzed with the statistical method of simple linear regression, simultaneous multiple regression and Z test using SPSS-22 software.

The results of simultaneous multiple regression analysis in the main hypothesis showed that aggression and social skills significantly explain 0.306 of the variance of sleep problems scores. Also, the results of simple linear regression analysis in the first sub-hypothesis indicated that aggression explains 0.313 of the variance of preschool children's sleep problems. In addition, the results of multiple regression analysis in a simultaneous way among the components of aggression, only the physical aggression component could predict 0.438 of the variance of sleep problems scores, but the components of verbal aggression, relational aggression and impulsive aggression The relationship was not significant and these components could not predict sleep problems. In the second sub-hypothesis, the results of simple linear regression analysis showed that 0.277 of the variance of preschool children's social skills is explained by sleep problems, and among the components of social skills, the component of appropriate social behavior, the component Antisocial behavior, and the peer relationship component predicted 0.382 of the variance of preschool children's sleep problem scores. However, the two components of aggression - impulsivity and high self-confidence in having a relationship were not significant and these components were not able to predict sleep problems. And in the third sub-hypothesis, the z-test analysis for comparing the relationship between social skills, aggression and sleep problems of preschool boys and girls showed that there is no significant difference. Thus, there was no difference between the relationship between social skills and aggression with sleep problems in boys and girls.

The results indicate that the importance of paying attention to the sleeping habits of preschool children, especially children who have a background of aggression and lack of appropriate social skills, is highlighted for counselors in schools.

The present study was conducted with the aim of investigating the determinants of bullying in school. In identifying these factors, attention was paid to different aspects of moral development. The statistical population of this research is all male and female elementary school students in Tehran city, 300 people were selected as a sample using systematic random sampling. The reliability of the current research questionnaire for the dependent variable (bullying) was calculated by calculating Cronbach's alpha equal to 0.89 and Cronbach's alpha for independent variables (including moral disconnection and moral identity) equal to 0.86 and 0.92, respectively. Multivariate regression method was used to identify the determinants of bullying. The results obtained from the multivariate regression method showed that all the components of moral discontinuity and moral identity were suitable predictors for bullying. In this way, with the increase in the amount of moral discontinuity, bullying increases, and with the increase in moral identity, bullying decreases. Therefore, it can be concluded that by strengthening the moral identity and reducing the use of moral discontinuity mechanisms in students, the amount of bullying was reduced.