فصلنامه سلامت روان کودک
پیاپی 3 (تابستان 1394)

Background and Factors such as women’s higher education, tendency to financial independence, social cooperation, and social and cultural development have leaded to increased number of working mothers. Present study aimed to compare children with working mothers and children with housekeeping mothers in terms of their family drawing. Present study was a descriptive research. Study sample consisted of 120 six to twelve years old male and female students (60 with working mothers and 60 with stay-at-home mothers) who were studying in schools of Tehran city in 1393-94 academic year, and were selected using cluster sampling method. Participants completed Halse’s Draw-A-Family-Test. Each child was interviewed individually after the test. Data were analyzed using chi-square test. Results of chi-square test showed that comparing to boys with stay-at-home mothers and girls with working mothers, boys with working mothers had greater tendency to omit themselves, made their mothers less important, made their fathers more important, and showed unconscious identification with their fathers. Moreover, comparing to girls with housekeeping mothers, girls with working mothers revealed more father omission, made their mothers more important, and showed greater unconscious identification with their mothers. According to our findings, we can conclude that male and female children with working mothers showed emotionally different reactions to their mothers’ employment status.

Background and Problems and maladaptation experience by children with attention deficit/hyperactivity disorder are indicative of the need for further attention to this disorder. Present study aimed to compare emotional regulation and self-control in children with and without attention deficit/ hyperactivity disorder. Present study was a descriptive causal- comparative research. The study population consisted of all the students with attention deficit/hyperactivity disorder in special schools in Rasht in 1393-94 academic year. Sample consisted of 40 students that were selected using random multistage cluster sampling method. Then, 40 students without attention deficit/hyperactivity disorder were selected from public schools as the control group. Two groups were matched in terms of their age (8 to 12 years) and IQ scores (90 to 110). Participants completed Child Symptom Inventory-4, self-control scale, emotional regulation Questionnaire, and Wechsler Intelligence Scale for children. Results of independent sample t-test and analysis of variance showed that the groups differ significantly in terms of their cognitive re-evaluation, emotional inhibition, and self-control. Improving emotional regulation skills and self-control in children with attention deficit/hyperactivity disorder can reduce their interpersonal, social, and educational problems.

Background and In recent decades, many psychologists and researchers have used play as a method of treatment for a wide range of disorders and problems, and have proven its efficacy. Current research aimed to investigate the impact of cognitive-based video games on executive functions in preschool children with neuropsychological learning disabilities in Isfahan. Present research was an experimental study with pretest-posttest control group design. Study population consisted of all the preschoolers who were studying in Isfahan kindergartens in 1393-94 academic year. Sample consisted of 20 children with neuropsychological learning disabilities that were selected using random cluster sampling method and randomly assigned to experimental (N= 10) or Control (N= 10) groups. Experimental group received an intervention program for 3 month (2 45-minut sessions per week). Data were collected using demographic questionnaire, children assessment checklist for physical health and biological characteristics, Raven’s colored progressive matrices for children, and Conner’s neuropsychological learning disabilities assessment questionnaire. Data were analyzed using multivariate analysis of variance. Results showed that cognitive-based video games could significantly problem-solving skills/planning and emotional/behavioral regulation skills in children with neuropsychological learning disabilities. According to our findings, it is essential to administer cognitive-based video games in the treatment of learning disability. Implications will discuss further.

Background and Adolescence is a critical stage in human development, and has attracted researchers’ attention during recent years. This study aimed to investigate the efficacy of adolescent development training program to parent on parent-child relationship and family functions. Current research was a quasi-experimental study with pretest-posttest and without control group. Sample consisted of 40 mothers of students of private schools in Tehran. The group received a 5-session training program (2 hours/ 1 per week). Data were collected using parent-child relationship inventory (Jerald, 1994) and family processes questionnaire (Samani, 2007), and were analyzed using the analysis of variance with repeated measures. Findings showed that the training program had a significant impact on one of the subscales of parent-child relationship and increased setting limits. Moreover, results revealed that the training program had significant effects on subscales of family processes, including: coherence and reciprocal respect, coping skills, decision making, and problem solving, while it showed no significant impact on relational skills and religious beliefs. According to our findings, adolescent development training program can be suggested as an efficient program to improve family function.

Background and Adolescents are the future capitals of the society. Special schools for gifted and talented students have different environment comparing to public schools. The aim of this study was to compare self-regulation, personality traits and family functions in gifted students, average intelligence students and students in technical schools. Present research was a causal-comparative study. Study population consisted of all the female high school students who were studying in district one’s schools of Rasht City in 1393-94 academic year (N= 6990). Sample consisted of 180 students who were selected using random multi-stage cluster sampling method, and completed the Self-Regulation Questionnaire (Bufford, et al; 1995), Five-Factor Personality Inventory (Costa & McCrae, 1985), and the Family Questionnaire (Epstein, Baldwin and Bishop, 1983). Results indicated a significant difference between the three groups in terms of their self-regulation, personality traits and family function (p <. 05). Findings revealed that gifted students gained significantly higher scores on self-regulation and cognition. On the other hand, students in technical schools gained higher scores on neuroticism, agreeableness, and extroversion. Finally, students with average intelligence showed higher scores on behavioral control, while students of technical schools showed higher scores on role performance. Findings of current study confirmed the role of intelligence in psychological characteristics and family functions. Implications are discussed further.

Background and Children’s and adolescents’ mental and physical health have great importance in every society important, and enable them to perform their social roles competently. Therefore, identifying the influencing factors which affect this major population has been one of the important issues for psychologists in recent decades. The purpose of this study was to examine the relationship between children’s family cohesion and aggression. present study was a descriptive research. The study population consisted of all the fifth-grade female elementary school students who were studying in the schools of Sari City in 1393-94 academic year. Sample consisted of 254 students who were selected using random multistage cluster sampling method. Data were collected using Samani family cohesion questionnaire (1381) and Shahim Aggression Questionnaire for children (1385). findings showed a significant negative correlation between family cohesion with the dimensions of physical aggression, relationship aggression, reactive aggression, and total aggression (p = 0.001). Results of regression analysis showed that about 17 percent of the variance in aggression can be explained by family cohesion. According to our findings, coherent families encourage their children to think about the outcomes of their behaviors. Thus, the children of these families are more likely to internalize moral codes.

Background and Assessment of executive functions in parents and relatives of individuals with autism disorder is one of the best ways to determine the role of different aspects of executive functions in the etiology of autism. Present study aimed to compare executive functions (inhibition & cognitive flexibility) in parents and siblings of autistic and normal children. Present study was a casual-comparative research. Sample consisted of 248 individuals (124 parents and siblings of autistic individuals and 124 parents and siblings of normal individual). Data were collected using Autism Spectrum Screening Questionnaire (ASSQ), Stroop Test, and Wisconsin Card Sorting Test. Results showed significant difference between the groups in terms of their performance in both tasks. In other words, parents and siblings of autistic individuals had poorer performance in inhibition and cognitive flexibility (p <. 001). Impairment in executive functions in individuals with autism disorder and their family can help researchers to identify the nature of autism-related executive functions disorders. Implications are discussed further.

Background and Present study aimed to investigate the efficacy of cognitive behavioral therapy on the reduction of aggression in preschool children with attention deficit/Hyperactivity Disorder. Current research was a quasi-experimental study with pretest-posttest control group. The study population consisted of all the four to six years old preschoolers who registered in the kindergartens of Rasht City in 1391-92 academic year. The sample consisted of 400 preschoolers who were selected using random multi-stage cluster sampling method, and completed Child Symptom Inventory 4 (CSI-4). Then, 30 children with attention-deficit/hyperactivity disorder were selected and randomly assigned to experimental (N= 15) and control (N= 15) groups and completed Preschoolers Inventory of Aggression. Experimental group received a 10-session cognitive behavioral therapy (1-hour/ 2 sessions per week), while control group received no therapy. Participants completed posttest after therapy sessions. The results of covariance analysis showed that cognitive behavioral therapy had significant impact on the reduction of aggression.The obtained results through covariance analysis showed that teaching play therapy based on cognitive behavior approach can lead to reduction of aggression significantly. In play therapy, children have the opportunity to show their accumulated frustrations via aggression in an appropriate context, and learn and internalized sufficient ways to control this aggression.