نشریه توانمندسازی کودکان استثنایی
سال پانزدهم شماره 4 (زمستان 1403)

The present study was conducted with the aim of investigating the analytical study of the effectiveness of positive parenting training on the psychological skills of mothers of children with psychological disorders. The present research method was systematic. For this purpose, relevant keywords were searched in the authoritative internal databases of the Humanities Portal, the Scientific Information Center of the Academic Jihad, the Normags Specialized Journals Database, the National Journals Database, and Google Scholar, and out of 35 articles available in relation to the keywords entered in different databases, 10 completely relevant articles were included in the research. The findings confirm that most of the relevant research in 2022 and 2025 was conducted experimentally and in groups and the most commonly used instruments were the Parent-Child Relationship Scale; the most frequently studied psychological variable was the Parent-Child Relationship variable; The method of providing positive parenting education in all studies was conducted in a group setting and in Tehran.; the number of sessions in most studies was 8 sessions for 2 hours and various types of positive parenting treatment programs. Based on the research conducted, we conclude that the positive parenting program pursues four specific goals: increasing knowledge and skills, teaching problem-solving skills, expanding fun and safety, and increasing behavioral, intelligence, linguistic, emotional, and social efficiency, which has a significant role and importance in raising children.

The aim of the present study was to determine the effectiveness of training executive functions on the social skills of students with intellectual disabilities. The study method was a semi-experimental type of pre-test and post-test with a control group. The statistical population of the present study was all students with intellectual disabilities of Babak exceptional school in the academic year of 2023- 2024 The sample of the study was the available sampling method of eligible children who entered the study and were randomly assigned to two experimental (15 people) and control (15 people) groups. All 30 people (15 people in the control group and 15 people in the experimental group) of students with intellectual disabilities were evaluated using the Gresham and Elliott Social Skills Scale (SSRS). Then, the experimental group received the training program of executive functions individually and in person in 16 sessions of 45 minutes for 2 and a half months (2 days a week), but the control group was not exposed to the training program of executive functions. Data were analyzed by univariate and multivariate analysis of covariance using SPSS software version 24. The results showed that the executive functions training program on social skills (F=46.50, p<0.001,=0.63) and social skills subscales such as cooperation (F=21.77,=0.46, p<0.001), courage (F=36.14, p<0.001,=0.59)  and self-control (F=38.78 ,=0.60, p<0.001) had a significant effect. The findings of the present study indicated that the executive functions training program improves social skills in students with intellectual disabilities. Therefore, it is suggested that in exceptional schools, therapists and trainers provide the basis for improving the social skills of these students by placing executive functions training program in the training program of mentally challenged students.

The aim of the present study was to teach mindfulness-based parenting to mothers and investigate its effectiveness on social adjustment and emotion regulation of at-risk adolescent girls. The present study was applied in terms of its purpose and quasi-experimental in terms of its method with a pre-test-post-test-follow-up design with a control group. The statistical population included all mothers with at-risk adolescent girls in the first year of the eighth and ninth grades of public schools in Tehran's District 2 and their adolescent daughters in the academic year 1402-1403. From among them, a sample of 30 people (30 adolescent girls with their mothers, a total of 60 people) was purposively selected and randomly assigned to two experimental and control groups. Before the intervention, a pre-test was taken from both groups, then the mothers of the experimental group underwent mindfulness-based parenting training in groups and weekly in 8 90-minute sessions. After the end of the intervention sessions, a post-test was administered to both groups of students, and one month after the end of the intervention, the questionnaires were distributed again between the experimental and control groups for follow-up. The instruments used in the study were the Emotion Regulation Scale (ERQ) and the Social Adjustment Questionnaire (SAQ). SPSS version 24 was used to analyze the data. The results of the analysis of variance test showed that mindfulness-based parenting for mothers of at-risk adolescent girls increased the mean of social adjustment and emotion regulation in their at-risk adolescent girls in the experimental group in the post-test phase compared to the pre-test phase, and the effectiveness of the program was stable until the follow-up phase. The findings of this study can help educational psychologists and school counselors to teach mindfulness-based parenting to increase social adjustment and emotion regulation in adolescents.

The purpose of the present study was to investigate the effectiveness of a social competence intervention program on emotional independence and aggression in children with attention deficit/hyperactivity disorder. The study method was a quasi-experimental design with a pre-test, post-test with a control group.  The statistical population consisted of 90 elementary school students in Kashan who had been diagnosed with attention deficit/hyperactivity disorder and had referred to the city counseling center in the academic year 2022-2023. The sampling method was available and the samples were randomly divided into two groups: experimental (20 subjects) and control (20 subjects). The experimental group received 16 sessions of 60 minutes of social competence intervention program. Aggression Questionnaire (AGQ) and Emotional Independence Scale (SEI) were used for data collection. The data analysis method was univariate covariance. The results showed that the social competence intervention program was effective in improving emotional independence and aggression in children with ADHD (p<0.01). Overall, the results of this study showed that the social competence program can be used for emotional independence and aggression in children with ADHD.

The purpose of this study was to investigate the effect of self-compassion training on suicidal thoughts and experiential avoidance of parents with children with physical disabilities.The research was quasi-experimental with a pretest/posttest design and a control group.The statistical population of the study included all parents with children with physical and motor disabilities covered by the welfare of Kermanshah in 2023. Among them, 20 people (16 women and 4 men) were selected using convenience sampling and randomly assigned to experimental and control groups (10 people in each group). The tools used included suicide ideation scale (BSSI) and acceptance and action questionnaire (AAQ-II). The experimental group underwent eight 90-minute sessions of self-compassion training based on Gilbert's protocol, and the control group did not receive any program. Data analysis was done by SPSS-24 software using univariate analysis of covariance.The results showed that self-compassion training has an effect on reducing suicidal thoughts and experiential avoidance of parents with children with physical disabilities (P<0.001). Therefore, self-compassion can be used to prevent suicide and also to increase the acceptance of feelings and emotions of parents with children with physical disabilities.

The Purpose of the present study was to investigate the academic life experiences of students with visual impairments at the University of Tehran. In this study, the qualitative method of phenomenology was used. The participants in this research were students studying in all levels and fields of University of Tehran In 2023 .The purposeful snowball sampling method was used for sampling. Sampling continued until the stage of theoretical saturation of data and a total of 18 people (8 men and 10 women) of visually impaired students who expressed their satisfaction and readiness were interviewed in a semi-structured way. Finally, in order to analyze the findings, the Colaizzi method was used. The analysis of the findings regarding the lived academic experience of students with visual impairments at the University of Tehran led to the production of 438 codes, which were analyzed to extract 7 main themes and 44 secondary themes. The main themes include society, teaching and learning, problems and limitations, university, family, individual characteristics and looking to the future. The results of the study showed that the occurrence of visual impairment in educational environments requires optimal recognition of the dimensions of these individuals, and predetermined assistance without regard to the perceptions of these individuals can cause them to experience negative emotions and overshadow their educational and academic performance.