فصلنامه سلامت روان کودک
پیاپی 1 (زمستان 1393)

Background and Present study aimed to investigate the efficacy of problem-solving skill training on the reduction of test anxiety in female students. Current research was an experimental study with pretest-posttest control group design. The sample consisted of 40 female students in Babol’s elementary schools that were selected using random cluster sampling method and were randomly assigned to experimental (N= 20) and control (N= 20) groups. Participants completed the Inventory of Test Anxiety (Abolghasemi, 1999). The experimental group received an eight-week training program (that consisted of one-hour sessions) on problem-solving skills, while the control group received no training program. The results of one-way ANCOVA showed that problem-solving skill training can significantly reduce students’ test anxiety (p <. 001). Problem-solving skill training is an immediate, efficient, and harmless strategy that can empower students to deal with test anxiety through enhancing their cognitive ability.

Background and The identification of students with learning disabilities as the at risk population for behavioral problems increases the necessity of considering these students’ well-being and needs more than ever. Current study aimed to compare the behavioral problems between students with learning disabilities and normal students. Present study is a casual-comparative research. The population consisted of all the elementary school students in 2014-2015 academic year in Rasht. The Sample consisted of 50 students with Learning Disabilities and 50 normal students that were selected using random cluster sampling method. The groups were matched according to their age and intelligence. Data were collected using Rutter Behavior Scale (B2) for Children (Teacher’s Scale). The findings of multivariate analysis of variance indicated significant differences between the behavioral characteristics of students with learning disabilities and normal students. The results of current study showed that children with learning disabilities are at greater risk for developing behavioral problems. Therefore, in order to prevent such problems and diagnose and treat them in early stages, it is essential to provide training programs for parents and teachers.

A high percentage of the world's population is bilingual. In many countries, including Iran, bilingual people face various lingual and learning problems. This purpose of the current study was to compare the prevalence of reading disorders in monolingual and bilingual students. Present study was a casual-comparative research. The population consisted of all the male students who were studying in the schools of Ravansar City in the 1390-91 academic year. The sample consisted of 88 participants (44 Kurdish speaker and 44 Persian speaker students) that were selected using random cluster sampling method. Data were collected using a researcher-made test for measuring vocabulary and reading comprehension and a teacher-made test for calculating the reading final scores. Data were analyzed using multivariate analysis of variance. The results showed that there was significant difference between two groups in terms of reading disorders. Monolingual students significantly scored higher in vocabulary comprehension, class tests, and overall reading scores. According to the findings of this study, modifying educational programs as well as providing some special materials and courses for bilingual students can lead to their increased academic achievement and decreased learning disorders. These findings have important implications for teachers’ training programs and teaching method.

Having siblings with special needs has various positive and negative influences on their normal siblings. Regardless of the positive and negative effects of having a sibling with special needs, the question is why some of the siblings of children and adolescents with special needs are successful and have an excellent performance, while the others are unsuccessful, have a poor performance, and face different problems. Researchers have shown that successful siblings have shown greater resilience. Resilience refers to individual’s capacity to withstand stress and catastrophe and properly adapt and overcome difficult life problems. Self-efficacy, positive future orientation, controlling of emotions and negative behaviors, interpersonal skills, optimism, internal locus of control, purposefulness, adequate knowledge on disability, feelings management, coping skills, the ability of establishing positive social relationships, caring responsibilities, and problem-solving skills are among the most important factors affecting resilience in the siblings of children and adolescents with special needs. It is essential for the siblings of children and adolescents with special needs to participate in resilience training program and gain necessary skills in order to enhance their resilience. In this paper, after presenting a short introduction on having a sibling with special needs, we will define resilience then, we will discuss the main factors affecting the resilience of the siblings of children and adolescents with special needs.

Background & since epilepsy is a neurotic disorder, the study of its related cognitive disorders lies in the field of neuropsychology. Among these disorders we can mention to brain injury in patients with epilepsy and its various effects on executive functions. Current study aimed to compare children with epilepsy and normal children in terms of their executive functioning. present study was a casual-comparative study. The sample consisted of 60 participants (30 patients with epilepsy and 30 normal individuals) that were selected using convenience sampling method among all the patients referred to Bu-Ali Hospital in Ardabil City in 1392. Data were collected using Wisconsin Card Sorting Test (WCST) (Grant and Berg, 1984), and analyzed using independent sample t-test. according to the results of independent sample t-test, comparing to normal children, children with epilepsy showed more total and perseverative errors, and less completed categories. In addition, comparing to normal group, these children showed a higher tendency to stick to a single rule in categorizing the cards. In this study, we examined the effects of the age of seizure onset and epileptic seizure frequency on executive functioning. Results indicated that among the children with epilepsy, those with earlier onset of seizure and more frequent epileptic seizure had more difficulty in completing the categories. Moreover, comparing to patients with focal epilepsy, patients with generalized epilepsy showed more perseverative errors. However, the groups did not differ significantly in terms of their total errors. according to the findings of this paper, comparing to normal children, children with epilepsy showed poorer executive functioning performance. The implications of this finding are discussed.

Background and intellectual disability can lead to behavioral problems such as aggression. Various studies have shown that social skills training have positive effects on children’s behaviors. The purpose of the current study was to investigate the effects of social skills training on the reduction of verbal and nonverbal aggression in male students with intellectual disability. current research was an experimental study with pretest- posttest control group design. The population consisted of all male students with intellectual disability in 2010-2011 academic year in Lordegan. Sample consisted of 30 male students that were selected using random cluster sampling method. Data were collected using the Inventory of Aggression for Children with Intellectual Disability (QezelSeflo, Bahrami, Davarmanesh, 2007). The students in experimental group participated in an eleven-session social skills training program (consisted of two one-hour sessions per week), while control group received no training program. Both groups participated in pretest and posttest. Univariate analysis of covariance was used for data analysis. Results showed that participating in social skills training program could significantly decrease aggression in the areas of total aggression (p <. 05), self-verbal and nonverbal aggression (p <. 05), and verbal and nonverbal aggression towards others (p <. 05) in male students with intellectual disability. According to our findings, by learning social skills, students with intellectual disability show less aggressive strategies in facing different situations.

Background and Up to now, various studies have investigated the relationships between attachment styles and psychological disorders in childhood, adolescence, and adulthood. These studies have generally been indicative of the undeniable importance of attachment styles as a key factor in the development of emotional-behavioral disorders among children and adolescents. Current study aimed to investigate the relationships between attachment styles and conduct disorder. Present research was a descriptive correlational study. The population consisted of all the students between 9 to 11 years old, who studied in Bandar Abbas schools in the 1391-92 academic year. The sample consisted of 365 students that were selected using random sampling method. Data were collected using Child Symptom Inventory (1984) and Attachment Style Questionnaire (2005), and analyzed using correlation coefficient test and regression analysis. Results indicated significant positive correlations between conduct disorder and insecure, ambivalent, and disorganized attachment styles, while the there was no significant correlation between conduct disorder and secure or avoidant attachment styles. The results of regression analysis showed that secure and avoidant attachment styles could explained 13 percent of the variance of conduct disorder among students. According to our findings, parent-child relationship is one of the important factors in child development and has a significant role in children’s psychological health.