نشریه اختلال های عصبی تحولی
سال دوم شماره 2 (تابستان 1402)

Research shows that early and excessive exposure to screens is related to negative health and developmental consequences of children. Since in Iran, there were no sources and research background about Electronic Screen Syndrome (ESS), the purpose of this research is to introduce this emerging disorder and its role in causing or aggravating neuro-developmental disorders in children.

The study method was a systematic review and related sources and researches from 2000 to 2023 were extracted using various reliable scientific databases. Those sources that matched the criteria of the research and the main keywords of the research were included in the study (71 sources) and unrelated sources (25 sources) were excluded. The literature on the effects of early and uncontrolled exposure of young children to electronic screens was critically reviewed. 

The findings of various researches showed that the syndrome of electronic screens with children's developmental and psychological disorders (hyperactivity / attention deficit, reading and writing problems and learning disorders, autism spectrum disorders, problems related to language development, communication and behavioral problems,....) is related and can cause and aggravate these disorders and problems. 

The results of this study will be very significant in order to inform therapists, parents and trainers, health officials of the country for prevention, education and treatment

The aim of this study was the effectiveness of sociodrama intervention on anxiety and avoidance of problem solving in children.

Research method in this study was a single-subject of AB experimental designs. The statistical population consisted of all children with social anxiety disorder 6 to 7 years that attended psychological centers in Tehran in 2021. Among them, 5 children with social anxiety disorder (two boys and three girls) were selected based on inclusion and exclusion criteria and by purposive sampling. Sociodrama intervention was performed for each child in 10 sessions. The research instrument included Social Behavior Checklist (Made by a researcher). Data were analysed using visual analysis at both within-condition and between-condition levels.   

Research findings showed that sociodrama intervention improved anxiety and avoidance in children in problem solving; So that the scores in 10 sessions of intervention had a significant decrease compared to the baseline scores. The total recovery rate in anxiety and avoidance of problem solving was 67.01 percent.

Based on the findings, it can be concluded that the sociodrama intervention can improve the anxiety and avoidance of problem solving in children. Therefore, family and educational institutions, psychological and counseling services centers can benefit from sociodrama intervention to reducing anxiety and avoidance of problem solving in children.

The present study was conducted with the aim of predicting sensation seeking and coping strategies based on emotional intelligence with the mediation of metacognitive beliefs in Qom province students.

The research method was descriptive-correlation and specifically, structural equation modeling, and its statistical population consisted of all students of Qom universities in 1401. Among these people, a sample size of 200 people was selected according to the formula of Mears et al. (2006) with the available sampling method and using emotional intelligence questionnaires of Shot et al. Zuckerman's 5th form sensation seeking and Wells et al.'s metacognition questionnaire (2004) were evaluated. Research data were analyzed using descriptive (mean and standard deviation) and inferential (Pearson correlation test and structural equation model) statistical methods through SPSS-23 and AMOS-24 software.

The results of the present study showed that there is a negative and significant relationship between the component of evaluation and expression of emotion, regulation of emotion, exploitation of emotion and the total score of emotional intelligence with the total score of sensation seeking in students and a positive and significant relationship with the total score of coping strategies and metacognitive beliefs. There is (p>0.01). Also, there is a negative and significant relationship between the components of negative beliefs, cognitive confidence and cognitive self-awareness with the total score of sensation seeking in students (p<0.01). However, no significant relationship was found between the components of positive beliefs, the need to control thoughts and the total score of metacognitive beliefs with the total score of sensation seeking (p<0.05). Also, there is a positive and significant relationship between the components of positive beliefs, negative beliefs, cognitive confidence, the need to control thoughts, cognitive self-awareness, and the total score of metacognitive beliefs with the total score of coping strategies in students (p<0.01). Also, the results of the path analysis showed that metacognitive beliefs play a mediating role in the relationship between emotional intelligence and the coping strategies of Qom University students, but this relationship does not apply to emotional intelligence and sensation seeking.

The results of the present study showed that metacognitive beliefs play an effective role in relation to emotional intelligence and coping strategies.

The purpose of this study was to conduct a systematic review of non-pharmacological interventions effective in reducing stereotyped behaviors of children with autism spectrum disorder.

Finally, based on the research entry criteria, among the 120 articles searched, using the prisma checklist, 9 articles were selected and included in the research, and the findings were classified and reported.

The evaluation of the articles showed that the most important non-pharmacological interventions effective in reducing stereotyped behaviors of children with autism spectrum disorder include behavioral approaches, play therapy, physical exercises, sensory therapies, and music therapy.

The results of this study include the most important non-pharmacological interventions effective in reducing stereotyped behaviors of children with autism spectrum disorder. It is suggested to compare different non-pharmacological interventions effective in reducing stereotyped behaviors of children with autism spectrum disorder to guide doctors and parents to choose the most effective intervention methods.

improving the personality characteristics of students, including mental strength and self-coherence, is the subject of attention of psychologists and psychotherapists; Therefore, the current research was conducted with the aim of determining the effectiveness of mindfulness-based therapy on mental strength and self-coherence in students.

The current research was a semi-experimental pre-test-post-test type with a control group. The research population included all the male students of the sixth grade of elementary school in Semnan district in the academic year of 2021-2022, and 30 eligible people were selected by available sampling method and randomly placed in two control and experimental groups (15 people in each group). The experimental group participated in eight mindfulness sessions, but the experimental group did not receive training. For the pre-test and post-test, the mental strength questionnaire of Clough et al. (2002) and sense of coherence of Felstenberg et al. (2006) were used.

The results of univariate covariance analysis showed that there is a significant difference in the scores of mental strength and self-coherence between the experimental and control groups in the post-test.

The application of mindfulness-based therapy improved the mental strength and self-coherence of students, so the use of mindfulness therapy as a complementary educational therapy in schools is suggested to improve the health of students.

Investigating the effective factors in improving the social health of students as the future builders of the country is necessary and important, so the present study was conducted with the aim of investigating the role of cyberspace disturbances and feelings of defeat  in predicting the social health of students. 

The present study was a descriptive correlational study. The research population included all the female and male students of the first secondary school in Shahriar in the academic year of 2021-2022, based on Gujersi and Morgan's table, 290 people were selected by available sampling method; And to the cyber harassment questionnaires of Setin et al. (2011), feelings of defeat  Gilbert and Allen (1998) and social health Keyes(1998). To analyze the data, Pearson's correlation test and multiple linear regression analysis were used step by step with SPSS version 22 software.

The results showed that the relationship between cyber space harassment (r=-0.57) and feeling of defeat  (r=-0.53) with social adjustment is positive and significant (P<0.001). And cyberspace annoyances (33%) and feeling of defeat (28%) had the ability to predict social health.

Considering the role of cyberspace disturbances and the feeling of defeat  in the social health of students, the necessity of developing educational and intervention programs to promote social health is considered as one of the practical requirements of this research.