{"title":"The Effect of Art Therapy through Using Color Activities on the Level of Happiness in Children Suffering from Cancer","authors":"Nasim Malekpour, M. Hassanvand, S. Faramarzi","doi":"10.52547/jcmh.9.1.2","DOIUrl":"https://doi.org/10.52547/jcmh.9.1.2","url":null,"abstract":"","PeriodicalId":371914,"journal":{"name":"Quarterly Journal of Child Mental Health","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128819272","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Saloumeh Sakha, Mohammad Mozafari, S. Samani, S. Aminimanesh
Comparison of the effectiveness of painting therapy, clay therapy and a combined method on resiliency in children with attention deficit/hyperactivity disorder. Background and Purpose: The lack of behavioral inhibition in children with attention deficit/ hyperactivity ADHD disorder disrupts the way they respond. These children are not able to wait; Because of this, resiliency in them is of importance. The purpose of this study was to compare the effectiveness of the painting therapy, clay therapy and combined method (The cdombination of painting therapy and clay therapy) on resiliency in children with attention deficit/ hyperactivity disorder . Methods: This study used a single-subject ABA design. The statistical population consisted of all 8 - 11 year old children with ADHD reffered to medical centers of Tehran in the academic year
{"title":"Comparison of the Effectiveness of Painting Therapy, Clay Therapy and a Combined Method on Resiliency in Children with Attention Deficit/Hyperactivity Disorder","authors":"Saloumeh Sakha, Mohammad Mozafari, S. Samani, S. Aminimanesh","doi":"10.52547/jcmh.8.4.6","DOIUrl":"https://doi.org/10.52547/jcmh.8.4.6","url":null,"abstract":"Comparison of the effectiveness of painting therapy, clay therapy and a combined method on resiliency in children with attention deficit/hyperactivity disorder. Background and Purpose: The lack of behavioral inhibition in children with attention deficit/ hyperactivity ADHD disorder disrupts the way they respond. These children are not able to wait; Because of this, resiliency in them is of importance. The purpose of this study was to compare the effectiveness of the painting therapy, clay therapy and combined method (The cdombination of painting therapy and clay therapy) on resiliency in children with attention deficit/ hyperactivity disorder . Methods: This study used a single-subject ABA design. The statistical population consisted of all 8 - 11 year old children with ADHD reffered to medical centers of Tehran in the academic year","PeriodicalId":371914,"journal":{"name":"Quarterly Journal of Child Mental Health","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128298951","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background and Purpose: One of the main problems of children with mild intellectual disability (ID) is a deficit in adjustment. One of the most suitable methods for training people with operational intelligence level is psychodrama training. Therefore, the aim of this study was to evaluate the effectiveness of psychodrama training on adjustment in children with mild ID. Method: The present study is a quasi-experimental study with a pretest-posttest and a control group design. The statistical population included male students with mild ID in Damghan city in the academic year of 2019-2020, from which 30 people were selected by purposive sampling method and were randomly assigned to the experimental and control groups. First, both groups completed the pretest Adjustment Questionnaire (Sinha & Singh, 1993). After ten sessions of 90-minute psychodrama training for the experimental group, both groups were re-evaluated (post-test). Data were analyzed by analysis of covariance using SPSS-26 software. Results: The results of this study showed that psychodrama training improves the emotional, educational, and social adjustment of children with mild ID (p <0.05). Conclusion: Psychodrama training through role-playing for the children in the experimental group provided a more accurate
{"title":"The Effectiveness of Psychodrama Training on Adjustment of Children with Mild Intellectual Disability","authors":"M. Taher","doi":"10.52547/jcmh.8.4.2","DOIUrl":"https://doi.org/10.52547/jcmh.8.4.2","url":null,"abstract":"Background and Purpose: One of the main problems of children with mild intellectual disability (ID) is a deficit in adjustment. One of the most suitable methods for training people with operational intelligence level is psychodrama training. Therefore, the aim of this study was to evaluate the effectiveness of psychodrama training on adjustment in children with mild ID. Method: The present study is a quasi-experimental study with a pretest-posttest and a control group design. The statistical population included male students with mild ID in Damghan city in the academic year of 2019-2020, from which 30 people were selected by purposive sampling method and were randomly assigned to the experimental and control groups. First, both groups completed the pretest Adjustment Questionnaire (Sinha & Singh, 1993). After ten sessions of 90-minute psychodrama training for the experimental group, both groups were re-evaluated (post-test). Data were analyzed by analysis of covariance using SPSS-26 software. Results: The results of this study showed that psychodrama training improves the emotional, educational, and social adjustment of children with mild ID (p <0.05). Conclusion: Psychodrama training through role-playing for the children in the experimental group provided a more accurate","PeriodicalId":371914,"journal":{"name":"Quarterly Journal of Child Mental Health","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121488557","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Bita Hashemi Hashjin, T. Sharifi, S. Mashhadizadeh, R. Ahmadi
Background and Purpose: The primary goal of preschool education is facilitating learning the basic concepts such as reading, writing, and math. Prerequisite skills such as neuropsychological ones are required for learning these concepts. This study aimed at constructing and evaluating psychometric properties of neuropsychological skills questionnaire (teacher form) for preschool children. Method : In the qualitative section, we used the thematic analysis method. The statistical population included all books, theories, and Persian and English articles related to neuropsychological skills. The sample was selected using the purposeful sampling method and
{"title":"Constructing and Evaluating Psychometric Properties of Neuropsychological Skills Questionnaire (Teacher Form) for Preschool Children","authors":"Bita Hashemi Hashjin, T. Sharifi, S. Mashhadizadeh, R. Ahmadi","doi":"10.52547/jcmh.8.4.7","DOIUrl":"https://doi.org/10.52547/jcmh.8.4.7","url":null,"abstract":"Background and Purpose: The primary goal of preschool education is facilitating learning the basic concepts such as reading, writing, and math. Prerequisite skills such as neuropsychological ones are required for learning these concepts. This study aimed at constructing and evaluating psychometric properties of neuropsychological skills questionnaire (teacher form) for preschool children. Method : In the qualitative section, we used the thematic analysis method. The statistical population included all books, theories, and Persian and English articles related to neuropsychological skills. The sample was selected using the purposeful sampling method and","PeriodicalId":371914,"journal":{"name":"Quarterly Journal of Child Mental Health","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133866734","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Masoumeh Shahrokh, Mandana Piryaei, A. Kakavand, Abdouljavad Ahmadi
the loss are of the This to predict the attitudes toward smoking and concern about and based on self-compassion with the mediating role of perceived socio-cultural pressure.
对吸烟态度的预测和对自我同情的关注与基于感知到的社会文化压力的中介作用。
{"title":"The Structural Model of Attitudes toward Smoking and Concern about Weight and Diet Based on Self-Compassion in Female Students: The Mediating Role of Perceived Socio-Cultural Pressure","authors":"Masoumeh Shahrokh, Mandana Piryaei, A. Kakavand, Abdouljavad Ahmadi","doi":"10.52547/jcmh.8.4.9","DOIUrl":"https://doi.org/10.52547/jcmh.8.4.9","url":null,"abstract":"the loss are of the This to predict the attitudes toward smoking and concern about and based on self-compassion with the mediating role of perceived socio-cultural pressure.","PeriodicalId":371914,"journal":{"name":"Quarterly Journal of Child Mental Health","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122283440","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mindful parenting enhances parenting capacity, stability, and adaptability, and strengthens parent-child relationships. The aim of this study was to investigate the relationship between mindful parenting and children’s executive functions with the mediating role of brain waves. Method: This was a descriptive correlational study with a structural equation modeling method. The statistical population of the study included all 6-12-year-old children referred to the “Andisheh va Raftar” Clinic in Mashhad in 2019-20, form which 133 children (60 females, 73 males) were selected using available sampling method. The instruments used in the study included the Mindfulness in Parenting Questionnaire (McCaffre et. Al, 2015), the Barkley Deficits in Executive Functions Scale-Children and Adolescents (Barkley, 2012), and Neurofeedback device. Data were analyzed by structural equation modeling using SPSS23 and LISREL8.8 software. Results: The results showed that the proposed model best fitted the data. There was a direct relationship between mindful parenting and executive functions (β = 0.32, t = 5.34) and an indirect relationship through alpha wave (= 0.18). β, t = 3.58) and (β = 0.63, t = 12.31); Beta wave (β = 0.15, t = 3.16) and (β = 0.57, t = 9.32) and theta wave (β = 0.12, t = 1.25) and (0.22 = - β, 14 / 4 - = t). Conclusion: According to the results, mindful parenting is both directly and indirectly related to the executive functions through the mediation of brain waves. The results of this study contain practical implications for promoting children's executive functions in relation to parenting.
用心育儿提高了育儿能力、稳定性和适应性，加强了亲子关系。本研究的目的是在脑电波的中介作用下，探讨正念育儿与儿童执行功能之间的关系。方法:采用结构方程建模方法进行描述性相关研究。该研究的统计人群包括2019- 2020年在马什哈德“Andisheh va Raftar”诊所转诊的所有6-12岁儿童，其中133名儿童(60名女性，73名男性)采用现有抽样方法。研究中使用的工具包括养育子女的正念问卷(McCaffre et. Al, 2015)， Barkley执行功能缺陷量表-儿童和青少年(Barkley, 2012)和神经反馈装置。采用SPSS23和LISREL8.8软件对数据进行结构方程建模。结果:所建模型与实际数据拟合较好。正念育儿与执行功能之间存在直接关系(β = 0.32, t = 5.34)，并通过α波存在间接关系(= 0.18)。β， t = 3.58)， β = 0.63, t = 12.31;β波(β = 0.15, t = 3.16)和(β = 0.57, t = 9.32)以及θ波(β = 0.12, t = 1.25)和(0.22 = - β， 14 / 4 - = t)。结论:正念育儿通过脑电波的中介作用与执行功能有直接或间接的关系。本研究的结果对促进儿童在养育子女方面的执行功能具有实际意义。
{"title":"Investigating the Relationship between Mindful Parenting and Children's Executive Functions: The Mediating Role of Brain Waves","authors":"Somayeh Zarenezhad, S. Soltani Kouhbanani","doi":"10.52547/jcmh.8.4.4","DOIUrl":"https://doi.org/10.52547/jcmh.8.4.4","url":null,"abstract":"Mindful parenting enhances parenting capacity, stability, and adaptability, and strengthens parent-child relationships. The aim of this study was to investigate the relationship between mindful parenting and children’s executive functions with the mediating role of brain waves. Method: This was a descriptive correlational study with a structural equation modeling method. The statistical population of the study included all 6-12-year-old children referred to the “Andisheh va Raftar” Clinic in Mashhad in 2019-20, form which 133 children (60 females, 73 males) were selected using available sampling method. The instruments used in the study included the Mindfulness in Parenting Questionnaire (McCaffre et. Al, 2015), the Barkley Deficits in Executive Functions Scale-Children and Adolescents (Barkley, 2012), and Neurofeedback device. Data were analyzed by structural equation modeling using SPSS23 and LISREL8.8 software. Results: The results showed that the proposed model best fitted the data. There was a direct relationship between mindful parenting and executive functions (β = 0.32, t = 5.34) and an indirect relationship through alpha wave (= 0.18). β, t = 3.58) and (β = 0.63, t = 12.31); Beta wave (β = 0.15, t = 3.16) and (β = 0.57, t = 9.32) and theta wave (β = 0.12, t = 1.25) and (0.22 = - β, 14 / 4 - = t). Conclusion: According to the results, mindful parenting is both directly and indirectly related to the executive functions through the mediation of brain waves. The results of this study contain practical implications for promoting children's executive functions in relation to parenting.","PeriodicalId":371914,"journal":{"name":"Quarterly Journal of Child Mental Health","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132364280","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Nazanin Abbasi Fashami, B. Akbari, A. Hosseinkhanzadeh
Background and Purpose: Dyslexia as a common developmental disorder in childhood can seriously impair the educational process of students and according to the previous studies, biofeedback can help these children manage those issues. This study sought to investigate the effectiveness of biofeedback on improving reading performance and visual-motor perception in children with dyslexia. Method: This was a quasi-experimental study with a pretest-posttest and a control group design. The statistical population included all 8-12 year old male students with dyslexia referred to learning disorders centers in the 3 rd of in from which 24 people were selected by the sampling to the inclusion and exclusion criteria were randomly assigned to the experimental group (n=12) and the control group (n=12). Instruments used in this study included the Reading and Dyslexia Test (Nema) (Kormi Nouri and Moradi, 2005) and the Bender Visual-Motor Gestalt Test (Bender, 1938). The intervention group underwent 30 sessions of 45-minutes biofeedback intervention program, while the control group received only the usual training of learning disorders centers. Data were analyzed using analysis of covariance in the SPSS-22 software. Results: The results of data analysis showed that biofeedback improved the reading performance of children with dyslexia. This method reduced the shape error, composition eror, rotation error, continuity error, and thus improved the visual-motor perception of children with dyslexia (p <0.01). Conclusion: Biofeedback method can use the principles of factor conditioning learning to change and improve brain waves, strengthen self-regulation skills, improve brain function and thus improve reading performance and visual-motor perception in children with dyslexia.
{"title":"The Effectiveness of Biofeedback on Improving Reading Performance and Visual-Motor Perception in Children with Dyslexia","authors":"Nazanin Abbasi Fashami, B. Akbari, A. Hosseinkhanzadeh","doi":"10.52547/jcmh.8.4.3","DOIUrl":"https://doi.org/10.52547/jcmh.8.4.3","url":null,"abstract":"Background and Purpose: Dyslexia as a common developmental disorder in childhood can seriously impair the educational process of students and according to the previous studies, biofeedback can help these children manage those issues. This study sought to investigate the effectiveness of biofeedback on improving reading performance and visual-motor perception in children with dyslexia. Method: This was a quasi-experimental study with a pretest-posttest and a control group design. The statistical population included all 8-12 year old male students with dyslexia referred to learning disorders centers in the 3 rd of in from which 24 people were selected by the sampling to the inclusion and exclusion criteria were randomly assigned to the experimental group (n=12) and the control group (n=12). Instruments used in this study included the Reading and Dyslexia Test (Nema) (Kormi Nouri and Moradi, 2005) and the Bender Visual-Motor Gestalt Test (Bender, 1938). The intervention group underwent 30 sessions of 45-minutes biofeedback intervention program, while the control group received only the usual training of learning disorders centers. Data were analyzed using analysis of covariance in the SPSS-22 software. Results: The results of data analysis showed that biofeedback improved the reading performance of children with dyslexia. This method reduced the shape error, composition eror, rotation error, continuity error, and thus improved the visual-motor perception of children with dyslexia (p <0.01). Conclusion: Biofeedback method can use the principles of factor conditioning learning to change and improve brain waves, strengthen self-regulation skills, improve brain function and thus improve reading performance and visual-motor perception in children with dyslexia.","PeriodicalId":371914,"journal":{"name":"Quarterly Journal of Child Mental Health","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125843460","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A. Rezaeian, Liah Agha Akbari, F. Amirzadeh, Naghmeh MalekMohammadi
Background and Purpose: One of the most frequent and disabling problems of students in different age periods is depression that researchers have examined different components in the perception of depression, including distress tolerance. In this way, the purpose of this study was to determine the effectiveness of acceptance and commitment therapy (ACT) on distress tolerance and depression in students. Method: This research was a quasi-experimental study with pretest-posttest control group design. The statistical population included all 7 th grade female students in Qayen in the academic year of 2019-20, of which 30 students were selected by available sampling method and were randomly assigned to the experimental (n=15)
{"title":"The Effectiveness of Acceptance and Commitment Therapy on Distress Tolerance and Depression in Students","authors":"A. Rezaeian, Liah Agha Akbari, F. Amirzadeh, Naghmeh MalekMohammadi","doi":"10.52547/jcmh.8.4.8","DOIUrl":"https://doi.org/10.52547/jcmh.8.4.8","url":null,"abstract":"Background and Purpose: One of the most frequent and disabling problems of students in different age periods is depression that researchers have examined different components in the perception of depression, including distress tolerance. In this way, the purpose of this study was to determine the effectiveness of acceptance and commitment therapy (ACT) on distress tolerance and depression in students. Method: This research was a quasi-experimental study with pretest-posttest control group design. The statistical population included all 7 th grade female students in Qayen in the academic year of 2019-20, of which 30 students were selected by available sampling method and were randomly assigned to the experimental (n=15)","PeriodicalId":371914,"journal":{"name":"Quarterly Journal of Child Mental Health","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115651842","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Raedeh Naghibosaddat, Hadi Hashemi Rezoni, Afshin Salehian
Background and Purpose: Dyslexia is a specific learning disorder that could lead to academic and behavioral problems in students and has a very high prevalence in schools. The aim of this study was to investigate the effectiveness of sensory integration-based therapy on auditory memory and auditory sensitivity of students with dyslexia. Method: This was an applied quasi-experimental study with pretest-posttest-follow-up and a control group design. The statistical population of this study included all 7-12 year old children with dyslexia refered to psychology and counseling centers and psychiatric clinics in Tehran in 2020-21, From wich 30 students were selected by purposeful sampling method and were randomly assigned to the experimental and the control groups. The experimental group received the sensory integration-based therapy for eight 90-minutes-sessions. The instruments used in the study included the auditory memory subtest of the n-back working memory computer training task, and a revised version of the Wepman auditory discrimination test. Data were analyzed by the one-way repeated measures analysis of covariance in the SPSS statistics-26 software. Results: The results showed that the sensory integration-based treatment had a significant effect on auditory memory and auditory sensitivity in the experimental group, and the effectiveness of this program was maintained in one month follow-up (p <0.001). Conclusion: Based on the findings of this study, it can be concluded that the sensory integration program with an emphasis on auditory memory and auditory sensitivity is effective in the treatment of dyslexia.
{"title":"The Effectiveness of Sensory Integration-Based Therapy on Auditory Memory and Auditory Sensitivity of Students with Dyslexia","authors":"Raedeh Naghibosaddat, Hadi Hashemi Rezoni, Afshin Salehian","doi":"10.52547/jcmh.8.4.5","DOIUrl":"https://doi.org/10.52547/jcmh.8.4.5","url":null,"abstract":"Background and Purpose: Dyslexia is a specific learning disorder that could lead to academic and behavioral problems in students and has a very high prevalence in schools. The aim of this study was to investigate the effectiveness of sensory integration-based therapy on auditory memory and auditory sensitivity of students with dyslexia. Method: This was an applied quasi-experimental study with pretest-posttest-follow-up and a control group design. The statistical population of this study included all 7-12 year old children with dyslexia refered to psychology and counseling centers and psychiatric clinics in Tehran in 2020-21, From wich 30 students were selected by purposeful sampling method and were randomly assigned to the experimental and the control groups. The experimental group received the sensory integration-based therapy for eight 90-minutes-sessions. The instruments used in the study included the auditory memory subtest of the n-back working memory computer training task, and a revised version of the Wepman auditory discrimination test. Data were analyzed by the one-way repeated measures analysis of covariance in the SPSS statistics-26 software. Results: The results showed that the sensory integration-based treatment had a significant effect on auditory memory and auditory sensitivity in the experimental group, and the effectiveness of this program was maintained in one month follow-up (p <0.001). Conclusion: Based on the findings of this study, it can be concluded that the sensory integration program with an emphasis on auditory memory and auditory sensitivity is effective in the treatment of dyslexia.","PeriodicalId":371914,"journal":{"name":"Quarterly Journal of Child Mental Health","volume":"170 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114337403","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background Parenting refers to the ways in which children are socialized by caregivers; which can sometimes lead to strained parent-child relationships, especially with daughters. parents and children face a variety of emotional and social problems that need to be addressed to make appropriate decisions. The present research investigates and explains causal correlations between maternal parenting styles and emotional problems of daughters based on the mediating role of interpersonal problems. Method: This study employed a descriptive correlational survey. The statistical population of the study consist of grade XII female students with their mothers in Karaj in academic year 2020/2021. In this study, 256 female students participated with their mothers, which is a total of 512 participants and were selected by purposive sampling method. The research instruments included the Inventory of Interpersonal Problems-47 (IIP-47; Pilkonis, indicated that parenting style and interpersonal problems significant positive effect (P<0.05) on emotional problems. The mediating role of interpersonal was also significant (P<0.05).
{"title":"Explaining the Causal Correlations between Maternal Parenting Styles and Emotional Problems of Daughters based on the Mediating Role of Interpersonal Problems","authors":"Mahin Torabi, S. Taghiloo, M. Jadidi","doi":"10.52547/jcmh.8.3.4","DOIUrl":"https://doi.org/10.52547/jcmh.8.3.4","url":null,"abstract":"Background Parenting refers to the ways in which children are socialized by caregivers; which can sometimes lead to strained parent-child relationships, especially with daughters. parents and children face a variety of emotional and social problems that need to be addressed to make appropriate decisions. The present research investigates and explains causal correlations between maternal parenting styles and emotional problems of daughters based on the mediating role of interpersonal problems. Method: This study employed a descriptive correlational survey. The statistical population of the study consist of grade XII female students with their mothers in Karaj in academic year 2020/2021. In this study, 256 female students participated with their mothers, which is a total of 512 participants and were selected by purposive sampling method. The research instruments included the Inventory of Interpersonal Problems-47 (IIP-47; Pilkonis, indicated that parenting style and interpersonal problems significant positive effect (P<0.05) on emotional problems. The mediating role of interpersonal was also significant (P<0.05).","PeriodicalId":371914,"journal":{"name":"Quarterly Journal of Child Mental Health","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121822914","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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