F. Bagheri Sheykhangafshe, Danial Alizadeh, Vahid Savabi Niri, Fatemeh Asgari, Golnaz Ghodrat
Background and Purpose: Coronavirus 2019 Acute respiratory infectious disease is characterized by the main symptoms of fever, cough and shortness of breath. This virus has a very high transmission and lethality. In this regard, the present study aimed to investigate the role of Internet addiction, mindfulness and resilience in predicting students' mental health during the Coronavirus
{"title":"The role of internet addiction, mindfulness and resilience in predicting students' mental health during the coronavirus 2019 pandemic","authors":"F. Bagheri Sheykhangafshe, Danial Alizadeh, Vahid Savabi Niri, Fatemeh Asgari, Golnaz Ghodrat","doi":"10.52547/jcmh.8.3.2","DOIUrl":"https://doi.org/10.52547/jcmh.8.3.2","url":null,"abstract":"Background and Purpose: Coronavirus 2019 Acute respiratory infectious disease is characterized by the main symptoms of fever, cough and shortness of breath. This virus has a very high transmission and lethality. In this regard, the present study aimed to investigate the role of Internet addiction, mindfulness and resilience in predicting students' mental health during the Coronavirus","PeriodicalId":371914,"journal":{"name":"Quarterly Journal of Child Mental Health","volume":"55 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":"117206569","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}
Minoo Karampour, Hadi Hashemi Razini, M. Gholamali Lavasani, Samira Vakili
Background and Purpose: Autism is a neuropsychological disorder that causes secondary impairment in personal, social, and academic functioning. This study aimed to develop an effective intervention program based on functional communication training (FCT) on stereotyped behaviors, challenging behaviors and self-harming behaviors in children with autism spectrum disorder (ASD). Method: This was an applied experimental research with pretest-posttest-followup
{"title":"The Effectiveness of an Intervention Program based on Functional Communication Training in Stereotyped Behaviors, Challenging Behaviors and self-harming Behaviors in Children with Autism Spectrum Disorder","authors":"Minoo Karampour, Hadi Hashemi Razini, M. Gholamali Lavasani, Samira Vakili","doi":"10.52547/jcmh.8.3.5","DOIUrl":"https://doi.org/10.52547/jcmh.8.3.5","url":null,"abstract":"Background and Purpose: Autism is a neuropsychological disorder that causes secondary impairment in personal, social, and academic functioning. This study aimed to develop an effective intervention program based on functional communication training (FCT) on stereotyped behaviors, challenging behaviors and self-harming behaviors in children with autism spectrum disorder (ASD). Method: This was an applied experimental research with pretest-posttest-followup","PeriodicalId":371914,"journal":{"name":"Quarterly Journal of Child Mental Health","volume":"88 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":"131728955","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}
Mahboobeh Javid, N. Mohammadi, C. Rahimi, H. Hadianfard
Comparison of Cognitive Emotion Regulation and Cold and Hot Executive Functions in Background and Purpose: Oppositional defiant disorder (ODD) is a common clinical disorder in children and adolescents. Children and adolescents with ODD have some deficiencies in emotion and cognition. The purpose of this study was to compare cognitive emotion regulation and cold and hot executive functions in female children with and without ODD. Method: This research was a causal-comparative study. The population consisted of all female middle school students with and without ODD in Shiraz during the 1 st semester of 2019- 2020 academic year. The study sample included 60 female students (30 students with ODD and 30 normal students). The participants were selected by random cluster sampling, based on the inclusion and exclusion criteria. Oppositional Defiant Disorder Rating Scale) ODDRS); Hommersen, Murray, Ohan & Johnston, 2006), Emotion Regulation Questionnaire (ERQ; Gross & John, 2003), Wisconsin card Sorting Task (WCST; Shahgholian,
{"title":"Comparison of Cognitive Emotion Regulation and Cold and Hot Executive Functions in Female Students with and without Oppositional Defiant Disorder","authors":"Mahboobeh Javid, N. Mohammadi, C. Rahimi, H. Hadianfard","doi":"10.52547/jcmh.8.3.8","DOIUrl":"https://doi.org/10.52547/jcmh.8.3.8","url":null,"abstract":"Comparison of Cognitive Emotion Regulation and Cold and Hot Executive Functions in Background and Purpose: Oppositional defiant disorder (ODD) is a common clinical disorder in children and adolescents. Children and adolescents with ODD have some deficiencies in emotion and cognition. The purpose of this study was to compare cognitive emotion regulation and cold and hot executive functions in female children with and without ODD. Method: This research was a causal-comparative study. The population consisted of all female middle school students with and without ODD in Shiraz during the 1 st semester of 2019- 2020 academic year. The study sample included 60 female students (30 students with ODD and 30 normal students). The participants were selected by random cluster sampling, based on the inclusion and exclusion criteria. Oppositional Defiant Disorder Rating Scale) ODDRS); Hommersen, Murray, Ohan & Johnston, 2006), Emotion Regulation Questionnaire (ERQ; Gross & John, 2003), Wisconsin card Sorting Task (WCST; Shahgholian,","PeriodicalId":371914,"journal":{"name":"Quarterly Journal of Child Mental Health","volume":"31 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":"134513320","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: Perception of the social environment in which teachers and classmates play an important role in improving it has important effects on students' academic motivation. Therefore, the present study was conducted to investigate the causal model of perception of social environment with academic motivation by the mediating role of academic expectations, attributional styles and academic emotions. Method: This study had a descriptive correlational design. The study population consists of all junior high school students (grades 7, 8 and 9) of Tehran in the year 2020-2021, from which 295 students were selected to participate in the study by available sampling method through online
{"title":"Causal Model of the Relationship between Perception of Social Environment and Academic Motivation with the Mediating Role of Academic Expectations, Attributional Styles and Academic Emotions","authors":"Mahdieh Sadat Nademi, Alireza Mohammadiarya, Fatemeh Khoeini","doi":"10.52547/jcmh.8.3.9","DOIUrl":"https://doi.org/10.52547/jcmh.8.3.9","url":null,"abstract":"Background and Purpose: Perception of the social environment in which teachers and classmates play an important role in improving it has important effects on students' academic motivation. Therefore, the present study was conducted to investigate the causal model of perception of social environment with academic motivation by the mediating role of academic expectations, attributional styles and academic emotions. Method: This study had a descriptive correlational design. The study population consists of all junior high school students (grades 7, 8 and 9) of Tehran in the year 2020-2021, from which 295 students were selected to participate in the study by available sampling method through online","PeriodicalId":371914,"journal":{"name":"Quarterly Journal of Child Mental Health","volume":"1 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":"130119289","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}
Farzaneh Honarbakhsh, Sahar Saeedi asl, Parvin Salari, Vahid Manzari Tavakoli
One of the main reasons for families of preschool children to go to counseling and psychotherapy centers is problems related to their children’s aggressive and inattentive behaviors and lack of concentration. The aim of this study was to investigate the effectiveness of teaching strategies based on emotion-focused therapy on components of verbal intelligence and aggression in preschool children. Method: The method of this research was quasi-experimental with pre-test and post-test design with two experimental and control groups. The statistical population of the study consisted of all 4 to 6-year-old preschool children in in 2018. The research sample consisted of 50 children from the statistical population who were selected by convenience sampling method. Then they were randomly divided into the experimental and control groups (25 people in each group). The children in the experimental group received emotion-based treatment strategies for ten sessions while the control group underwent no intervention. The two groups answered the Buss-Perry Aggression Questionnaire (1998) and the Wechsler Intelligence Scale for Children (WISC-IV; 2012) before and after the training process. Data were analyzed using descriptive statistics (Mean and standard deviation) and analysis of covariance. Results: The results showed that teaching strategies based on emotion-focused treatment has a significant effect on components of verbal intelligence (F=21.20) and aggression (F=23.98) in preschool children (P <0.01). The results of effect size showed that emotion-focused strategies had 43% effect on components of verbal intelligence and 51% on children's aggression. Conclusion: Teaching strategies based on emotion-focused therapy due to the emphasis on basic emotions as an enhancer of components of verbal intelligence facilitates learning and is an effective factor in reducing aggression and problems of aggressive students.
{"title":"The Effectiveness of Teaching Strategies Based on Emotion-Focused Therapy on the Components of Verbal Intelligence and Aggression in Preschool Students","authors":"Farzaneh Honarbakhsh, Sahar Saeedi asl, Parvin Salari, Vahid Manzari Tavakoli","doi":"10.52547/jcmh.8.3.7","DOIUrl":"https://doi.org/10.52547/jcmh.8.3.7","url":null,"abstract":"One of the main reasons for families of preschool children to go to counseling and psychotherapy centers is problems related to their children’s aggressive and inattentive behaviors and lack of concentration. The aim of this study was to investigate the effectiveness of teaching strategies based on emotion-focused therapy on components of verbal intelligence and aggression in preschool children. Method: The method of this research was quasi-experimental with pre-test and post-test design with two experimental and control groups. The statistical population of the study consisted of all 4 to 6-year-old preschool children in in 2018. The research sample consisted of 50 children from the statistical population who were selected by convenience sampling method. Then they were randomly divided into the experimental and control groups (25 people in each group). The children in the experimental group received emotion-based treatment strategies for ten sessions while the control group underwent no intervention. The two groups answered the Buss-Perry Aggression Questionnaire (1998) and the Wechsler Intelligence Scale for Children (WISC-IV; 2012) before and after the training process. Data were analyzed using descriptive statistics (Mean and standard deviation) and analysis of covariance. Results: The results showed that teaching strategies based on emotion-focused treatment has a significant effect on components of verbal intelligence (F=21.20) and aggression (F=23.98) in preschool children (P <0.01). The results of effect size showed that emotion-focused strategies had 43% effect on components of verbal intelligence and 51% on children's aggression. Conclusion: Teaching strategies based on emotion-focused therapy due to the emphasis on basic emotions as an enhancer of components of verbal intelligence facilitates learning and is an effective factor in reducing aggression and problems of aggressive students.","PeriodicalId":371914,"journal":{"name":"Quarterly Journal of Child Mental Health","volume":"85 6 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":"125715545","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}
Afsaneh Khodayari Moghadam, P. Tajalli, Mozghan Sepahmansour
cartoon-based proverbs training program and its effectiveness on anxiety and orientation of l2 learning in english learners. Background and Purpose: Learning English as a second language (L2) is a complex process in which success depends on many variables. This study aimed to develop a cartoon-based English proverb teaching program (CBEPT) and to evaluate its effectiveness in L2 learning anxiety and language learning orientation. Method: This study had an exploratory mixed method design (qualitative and quantitative). The statistical population for the qualitative part of the study included English language experts and psychologists, 10 of whom were selected using the snowball method. In the quantitative part, the statistical population included all English language learners at Amir English Language Teaching Institute located in the 3 rd district of Tehran in
{"title":"Developing a Cartoon-Based English Proverbs Training Program and its Effectiveness on Anxiety and Orientation of L2 learning in English Learners","authors":"Afsaneh Khodayari Moghadam, P. Tajalli, Mozghan Sepahmansour","doi":"10.52547/jcmh.8.3.3","DOIUrl":"https://doi.org/10.52547/jcmh.8.3.3","url":null,"abstract":"cartoon-based proverbs training program and its effectiveness on anxiety and orientation of l2 learning in english learners. Background and Purpose: Learning English as a second language (L2) is a complex process in which success depends on many variables. This study aimed to develop a cartoon-based English proverb teaching program (CBEPT) and to evaluate its effectiveness in L2 learning anxiety and language learning orientation. Method: This study had an exploratory mixed method design (qualitative and quantitative). The statistical population for the qualitative part of the study included English language experts and psychologists, 10 of whom were selected using the snowball method. In the quantitative part, the statistical population included all English language learners at Amir English Language Teaching Institute located in the 3 rd district of Tehran in","PeriodicalId":371914,"journal":{"name":"Quarterly Journal of Child Mental Health","volume":"1 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":"128664931","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: There exists a risk of developing a mental disorder for humans at any time and place; therefore, recognizing these disorders and their prevalence and incidence seems necessary. Thus, the present study is conducted to investigate the prevalence of mental disorders in primary school students in Golestan province. Method: This research was cross-sectional. The statistical population included all male and female primary school students of Golestan province in the academic year 2013-2014; from which, a sample of 843 individuals were selected by the multi-stage cluster sampling method. The research instruments included the Child Symptom Inventory (CSI-4; Sprafkin et al., 2002). ). Data were analyzed using descriptive statistics (frequency and percentage) and the chi-square statistical method. Results: The results showed that the most common disorder in the studied students is the mild mood disorder (29%) and the severe depression disorder (0.3%) has the lowest prevalence. Moreover, in the prevalence of attention deficit/hyperactivity disorder )ADHD; from three types of inattentive, hyperactive-impulsive, and combination), oppositional defiant disorder (ODD), conduct disorder (CD), specific phobia, obsessive thoughts, motor tics, vocal tics,
背景和目的:人类在任何时间和地点都存在发生精神障碍的风险;因此，认识到这些疾病及其患病率和发病率似乎是必要的。因此，本研究旨在调查戈列斯坦省小学生的精神障碍患病率。方法:采用横断面法。统计人群为2013-2014学年格列斯坦省所有男女小学生;采用多阶段整群抽样的方法，抽取843个个体。研究工具包括儿童症状量表(CSI-4);Sprafkin et al.， 2002)。。数据分析采用描述性统计(频率和百分比)和卡方统计方法。结果:研究对象中最常见的障碍是轻度情绪障碍(29%)，最不常见的是重度抑郁症(0.3%)。此外，在注意缺陷/多动障碍(ADHD)患病率方面;从三种类型的注意力不集中，多动-冲动和混合)，对立违抗性障碍(ODD)，行为障碍(CD)，特定恐惧症，强迫思想，运动抽搐，声音抽搐，
{"title":"Prevalence of Mental Disorders in Primary School Students of Golestan Province in 2014","authors":"M. Babaei","doi":"10.52547/jcmh.8.3.6","DOIUrl":"https://doi.org/10.52547/jcmh.8.3.6","url":null,"abstract":"Background and Purpose: There exists a risk of developing a mental disorder for humans at any time and place; therefore, recognizing these disorders and their prevalence and incidence seems necessary. Thus, the present study is conducted to investigate the prevalence of mental disorders in primary school students in Golestan province. Method: This research was cross-sectional. The statistical population included all male and female primary school students of Golestan province in the academic year 2013-2014; from which, a sample of 843 individuals were selected by the multi-stage cluster sampling method. The research instruments included the Child Symptom Inventory (CSI-4; Sprafkin et al., 2002). ). Data were analyzed using descriptive statistics (frequency and percentage) and the chi-square statistical method. Results: The results showed that the most common disorder in the studied students is the mild mood disorder (29%) and the severe depression disorder (0.3%) has the lowest prevalence. Moreover, in the prevalence of attention deficit/hyperactivity disorder )ADHD; from three types of inattentive, hyperactive-impulsive, and combination), oppositional defiant disorder (ODD), conduct disorder (CD), specific phobia, obsessive thoughts, motor tics, vocal tics,","PeriodicalId":371914,"journal":{"name":"Quarterly Journal of Child Mental Health","volume":"353 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":"124470247","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}
{"title":"Comparison of Aggressive and Depressive Reactions, and Regression Defence Mechanism in Siblings of Children with and without Autism Spectrum Disorder and Down Syndrome based on Family Drawing Test","authors":"F. Derafshi, Ashkan Naseh, Sajjad Rezaei","doi":"10.52547/jcmh.8.2.17","DOIUrl":"https://doi.org/10.52547/jcmh.8.2.17","url":null,"abstract":"","PeriodicalId":371914,"journal":{"name":"Quarterly Journal of Child Mental Health","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123405461","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}
Ramin Nozohouri, E. Fathiazar, Youef Adib, H. Bafandeh, Somayyeh Rasouli
Ramin Nozohouri, Eskandar Fathiazar, Youef Adib, Hasan Bafandeh, Somayyeh Rasouli 1. Ph.D. of Curriculum, Faculty of Education and Psycholog, University of Tabriz, Iran 2. Professor, Department of Education, Faculty of Education and Psycholog, University of Tabriz, Iran 3. Assistant Professor, Department of Psychology, Faculty of Education & Psychology, Azarbaijan Shahid Madani University, Tabriz, Iran 4. Ph.D. Student of Educational Psychology, Faculty of Education and Psychology, University of Tabriz, Iran
{"title":"A Study of the Components of Brain-based Curriculum model in Pre-school and its Accreditation: A Quantitative Research","authors":"Ramin Nozohouri, E. Fathiazar, Youef Adib, H. Bafandeh, Somayyeh Rasouli","doi":"10.52547/jcmh.8.2.30","DOIUrl":"https://doi.org/10.52547/jcmh.8.2.30","url":null,"abstract":"Ramin Nozohouri, Eskandar Fathiazar, Youef Adib, Hasan Bafandeh, Somayyeh Rasouli 1. Ph.D. of Curriculum, Faculty of Education and Psycholog, University of Tabriz, Iran 2. Professor, Department of Education, Faculty of Education and Psycholog, University of Tabriz, Iran 3. Assistant Professor, Department of Psychology, Faculty of Education & Psychology, Azarbaijan Shahid Madani University, Tabriz, Iran 4. Ph.D. Student of Educational Psychology, Faculty of Education and Psychology, University of Tabriz, Iran","PeriodicalId":371914,"journal":{"name":"Quarterly Journal of Child Mental Health","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131059544","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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