فصلنامه سلامت روان کودک
سال دهم شماره 1 (پیاپی 34، بهار 1402)

Self-perception reflects people's judgment of their abilities to achieve a certain goal. Therefore, considering the importance of this component in reinforcing children's development and taking into account the lack of a valid and appropriate tool in Iran to assess self-perception in children, this study is focused on validation and confirmatory factor analysis of the Persian version of Self-perception Profile for Children (Harter, 2012).

The present study was a descriptive correlational study. The study population included all the female students aging 10-12 in Tehran during the academic year 2021-2022. A sample of 347 students was selected by convenience method. AMOS and SPSS24 were used to analyze the data.

Upon performing the translation and obtaining the opinions of experts and participants, the face validity of the scale was confirmed. Results of the confirmatory factor analysis showed that in the sample of Iranian students, the six-factor structure of the scale demonstrated a good fit to the data. Internal consistency coefficients for the scholastic competence, social competence, athletic competence, physical appearance, behavioral conduct, and global self-worth subscales were 0.76, 0.65, 0.73, 0.81, 0.70, and 0.79, respectively.

In general, results showed that Self-perception Profile for Children is a valid scale to assess children's perception of their competence. This scale can be used to measure self-perception in research and therapeutic domains.

Distress tolerance is increasingly playing an essential role in the onset and continuing of psychological trauma and prevention and treatment. This study aimed to investigate the relationship between family functioning and distress tolerance with the mediating role of self-esteem in female students.

This research method was fundamental in terms of purpose, and the data collection method was correlation and structural equation modeling. The study population included all ninth-grade female students in District 3 of Tehran in the academic year 2021-2022. The voluntary sampling method selected 220 students as the research sample. A Family Performance Questionnaire (Epstein et al., 1983), Distress Tolerance Questionnaire (Gaher and Simmons, 2005), and Self-Esteem Questionnaire (Rosenberg, 1965) were used to collect data. Structural equation modeling was performed using Amos24 software.

The findings showed that the structural model of the research has a good fit. The results showed that there is a direct relationship between family functioning and self-esteem (t = 9.02 and β = 0.63) and between self-esteem and distress tolerance (t= 6.30 and β= 0.58), but there was no direct relationship between family functioning and distress tolerance (t= 1.96 and β= 0.15). The results also showed an indirect relationship between family functioning and distress tolerance.

According to the results, there is a relationship between family functioning and distress tolerance of female students due to their self-esteem. Special attention to causal factors is suggested in formulating psychological interventions to increase the distress tolerance of female students.

Measuring children's career development is very important for their future success in work environment, education and life in general. However, existing measures somehow lack the necessary validity and reliability, highlighting the need for better tools. The present study was conducted to prepare a standard table for the childhood career development scale among lower elementary school students in Isfahan.

The present study was a descriptive study of standardization type. The study population included all the lower elementary school students of Isfahan in 2022, from which 351 students were selected by random-cluster sampling. The research tools were Childhood Career Development Scale (Schultheiss & Stead, 2004) and Career Adapt-Ability Scale—Short Form (Maggiori, Rossier & Savickas, 2015). For data analysis, the descriptive statistics of frequency and percentage were used. Cronbach's alpha was used to check the internal consistency of the scale and correlation coefficient was applied to determine convergent validity. Data were analyzed by SPSS22.

The reliability criterion used in this study was Cronbach's alpha which showed relatively high reliability of the tool (0.94). Also, there was a significant correlation between the components of the tool (52.036). Results of convergent validity showed that this tool is significantly correlated with Career Adapt-Ability Scale-Short Form (0.78, P=0.001).

Overall, findings showed that the Persian version of the Childhood Career Development Scale is sufficiently valid and reliable to measure this concept in Iranian children. It is suggested to carry out more researches in different groups, in order to benefit from this tool and enhance its efficiency.

Students' attitude toward their abilities in educational activities is considered an important predictor of academic results. The present study was conducted to investigate the mediating role of parents' educational expectations in the relationship between achievement goals and intelligence beliefs with the educational self-efficacy of 1st high school students.

The descriptive research method is correlation type. The study's statistical population included all the first-year high school students of Faruj city (North Khorasan) in 1400. The study sample included 329 first-year high school students who were selected through random cluster sampling. The data collection tools included the Student Self-efficacy Scale (Jinks & Morgan, 1999), Achievement Goal Measures (Elliott & McGregor), 2001, the Scale of Implicit Theories about Intelligence (Abd-El-Fattah, & Yates, 2006), and the Scale of Educational Aspirations and Expectations for Adolescents (Jacob, 2010). Data were analyzed using Pearson's correlation coefficient and structural equations using SPSS22 and Amos22 software.

The results showed that there is a significant correlation between the variables of increased intelligence beliefs, achievement goals, academic self-efficacy, and parents' educational expectations (p<0.05). The effect of achievement goals on parents' educational expectations (0.57), increasing intelligence on parents' educational expectations (0.43), and parents' educational expectations on educational self-efficacy (0.85) is positive and significant (p>0.001). Also, in the presented model, the effects of increased intelligence beliefs and Mastery-approach goals due to parents' educational expectations on educational self-efficacy are statistically significant and the model has a good fit.

Although students' motivational and cognitive beliefs directly affect their educational self-efficacy, they can also affect their academic self-efficacy by influencing the educational expectations of their parents.

Nowadays, special attention has been paid to the preschool period, its lasting effects in all stages of life and the education of parents, especially mothers under 6 years old, in line with the positive changes and developments that occur in children. This research was conducted with the aim of the effectiveness of a mother's psychological empowerment on children's behavioral problems and self-esteem.

The research method was semi-experimental, pre-test, post-test and two-month follow-up with experimental and control groups. The research population consisted of mothers with children aged 4 to 6 years in Isfahan city in 2021, 30 of them were selected in the convenience method and were randomly replaced in two experimental and control groups (15 people in each group). The experimental group received the mother's empowerment package for 10 sessions of 90 minutes, and the control group did not receive any intervention during the research. The participants of both groups completed questionnaires of behavioral problems (Shahim and Yousefi, 2018) and self-esteem (Azizi Moghadam, 2018) in three stages. The data were analyzed by variance analysis with repeated measurements in SPSS-23 software.

The results of the repeated measures analysis of variance statistical method showed that the mother's empowerment program on behavioral problems (eta= 0.352, p< 0.001) and child's self-esteem (eta = 0.278, 0.001) p>) had a significant effect and the effectiveness of the training package remained in the follow-up stage (p>0.001).

Considering the effectiveness of the mother's psychological empowerment package training on children's behavioral problems and self-esteem, attention to this type of training is suggested to mothers, preschool centers, psychotherapists, and counselors in the field of child counseling and choosing the type of intervention for training parents.

Dyslexia as one of the most prevalent learning disabilities that may cause problems in other fields academic and failure of primary school students. Thus, the present study was conducted to compare the effect of computer cognitive rehabilitation (ARAM) and practical rehabilitation games (attention games) on working memory, response inhibition, and reading comprehention of students with special learning disorder (dyslexia).

The current research was a quasi-experimental study with a pre-test post-test desing that included two experimental group and one control group. The population of this study consisted of all primary school students from second to fifth of Andimeshk City who that are studying in the 2021-2022. Sixty student were selected trough convenient sampling and placced in three groups of 20 people (two experimental groups and one active control group). For the first group, a computerized cognitive rehabilitation game and for the second group, a practical rehabilitation game was performed in 11 sessions of 45 minutes; while the control group did not receive intervention. The three groups in pre-test and post-test, were answered, wechsler working memory Test , Go/no go Test and Reading and Dyslexia Test (NEMA) and the data from these tools were analyzed using the multivariate covariance analysis and Benferoni's paired comparison test

The results of data analysis showed that cognitive rehabilitation games (computer and practical) improve working memory, response inhibition, and reading comprehention of students with dyslexia (p< 0/05). Also bonferroni test showed that computer rehabilitation is more effective compared to practical games.

According to the results of this study, cognitive rehabilitation games (computer and practical) can be used as an afficient method in the treatment of reading learning disorder by consultants and experts.

Cultivating philosophical thinking in children is considered one of the basic programs of children's education because it leads to the expansion and strengthening of the child's mental and spiritual dimensions. The purpose of this study was to investigate the effect of teaching philosophy to children on the development of cognitive flexibility and reasoning skills of primary school students.

The research method was a quasi-experimental type with a pre-test and post-test design with a control group. The statistical population was all fifth-grade male students of Kashan City in the academic year of 2019-2020. 30 students were selected from the available sampling method and randomly assigned to two experimental (15 people) and control (15 people) groups. Data collection tools included the Cognitive Flexibility Questionnaire (Dennis and Vanderwall, 2010), the reasoning skills test (New Jersey, 1983), and the educational intervention based on the training package (Robert Fisher, 1998). Data analysis was performed using analysis of covariance in the SPSS-26 environment.

The results of the analysis of covariance showed that there was a significant difference between the training and control groups in the variables of cognitive flexibility, subscales, and reasoning skills (p<0.05). The effect size was for the variables of cognitive flexibility (0.581) and controllability perception (0.174), perception of different options (0.192), behavior justification perception (0.501), and reasoning skills (0.804).

According to the findings of the research, it can be concluded that philosophy education programs for children, by creating an attractive exploration opportunity around various topics, cultivates the power of critical thinking, reflective thinking, collaborative thinking, and prevents children from feeling inferior.  As a result, it is suggested to use philosophy education programs to strengthen cognitive skills, change and developent children's attitudes and behaviors in schools.

Adolescents, because they are of sensitive ages, may undergo many psychological and physical changes that, if left unchecked, can lead to irreparable problems. In this regard, the present study was conducted to investigate the effectiveness of cognitive-behavioral group therapy on the psychological well-being and resilience of students with depressive syndrome.

The method of the present study was quasi-experimental and its design was pretest-posttest with a control group. The statistical population of the study included first-grade high school students in the second district of Rasht in the second semester of 2021-2022. The study sample consisted of 30 students who were selected using the available sampling method and randomly placed in experimental and control groups. The collection tools included Depression Inventory (Beck, 1996), Psychological Well-being (Ryff, 1989), and Resilience Questionnaire (Connor & Davidson, 2003). The experimental group received eight sessions of 90-minute cognitive-behavioral group therapy with Comfrey and Jacqueline (1995) but the control group did not receive any intervention. Finally, the data were analyzed by multivariate analysis of covariance.

The results showed that cognitive-behavioral therapy significantly increases autonomy (19.41), environmental mastery (57.46), personal growth (90.87), positive relations with others (64.23), and purpose in life. (51.53), self-acceptance (46.54) and resilience (76.01) Students with depressive syndrome (P <0.01).

Based on the findings, it can be concluded that group cognitive-behavioral therapy with behavioral activation has been able to increase psychological well-being and resilience. Since depression can affect the academic performance of students, it is necessary to do early interventions in this field.

Attention Deficit/Hyperactivity Disorder (ADHD) is a chronic neuro-psychological disorder characterized by a consistent pattern of attention deficit, impulsivity, and hyperactivity. This condition significantly impairs the executive functions of individuals affected by it and serves as a contributing factor to their behavioral difficulties. Therefore, the purpose of this study was to determine the effectiveness of Pharmacotherapy on executive functions and externalizing behavior problems in children with ADHD: A follow-up study.

The present study employed a quasi-experimental design with a pretest-posttest structure, incorporating a control group. The statistical population included all male children with ADHD who were attending exceptional schools of Rasht city in the second semester of the academic year 2020-2021. The research sample consisted of 24 children from the specified community, who were selected using a convenience sampling technique and randomly assigned to two groups (12 in the pharmacotherapy group and 12 in the control group). These children were then randomly divided into two groups, with 12 participants in the pharmacotherapy group and 12 participants in the control group. The data collection instruments utilized in this study consisted of the Behaviour Rating Inventory of Executive Function (BRIEF) developed by Gioia et al. (2000) and the Child Behavior Checklist (Achenbach's, 2001). The data were subjected to analysis of covariance and dependent t-test using SPSS22.

The findings of the study indicate that the implementation of pharmacological interventions had a significant positive impact on enhancing overall executive functions, as well as reducing externalizing behavior issues and their associated components in children diagnosed with ADHD (p<0.001). Furthermore, the findings of the study indicate that there was no statistically significant disparity between the mean scores of the experimental group in the post-test and follow-up phases, specifically in relation to general executive functions, externalizing behavior problems, and their respective components. This suggests that the effectiveness of pharmacotherapy remained consistent over a period of 2 months (p>0.05).

Pharmacotherapy with effect on brain structures such as right inferior frontal cortex and insula as well as dopamine and norepinephrine neurotransmitters leading to the strengthening of self-regulation skills, improves brain functio. Finally, it will improve executive functions and reduce Internalizing Behavior Problems in children with ADHD.