DEVELOPMENTAL PSYCHOLOGY (JOURNAL OF IRANIAN PSYCHOLOGISTS)
Year:2012 | Volume:8 | Issue:32|Papers Count:17

The aim of the present research was the meta-analysis of the epidemiological studies of Attention Deficit/Hyperactivity Disorder (ADHD) in Iranian adults. Data collected from 10 studies conducted from 2001-2011, included 5028 participants and was analyzed using binomial effect size display and inverse variance for fixed effect model (Wolf, 1986; Hooman, 2008). Findings revealed that the mixed model of the effect was 0.029, which was reduced to 0.028 by omitting two of the research studies. The general prevalence of ADHD after eliminating two of the studies and using sensitivity analysis was 6.76%. The prevalence rate of ADHD in males and females after excluding one of the research studies and using sensitivity analysis were 3.94% and 1.93%, respectively. Further meta-analysis showed that the prevalence of attention deficit, hyperactivity–impulsivity and combined types of ADHD were 4.72%, 3.54% and 3.84%, respectively. It can be concluded that the proportion of ADHD in females and males and the prevalence of ADHD types in Iranian adults are in accordance with many other research studies.

The prevalence rate of mathematics learning disorder among elementary students of Qom province in the academic year of 2006-2007 was studied. 3282 third, fourth and fifth graders, selected by partial sampling method from 7 educational districts, responded to the Mathematics Learning Disorder Diagnostic Tests (Malekpour, 1994; Faramarzi, 1996). The visual and auditory statuses of the students were also checked by referring to their health status files. Raven Progressive Matrices (Raven, 1965) was also used for students with scores lower than the cutoff point. Students with lower than normal intelligence scores and visual or auditory impairments were omitted from the sample. Results showed the prevalence rate of 2.92% which was significantly higher than the prevalence rate of mathematics learning disorder reported in DSM-IV-TR. No significant gender differences were observed but the prevalence rate of the disorder in district four differed significantly with districts one, two, three and six and districts one and six also showed significant difference. The implications of these findings regarding prevention, appraisal and diagnosis of the disorder, and intervention were discussed.

The purpose of this research was to assess self-help skills development in children aged 1-5 in Tehran’s preschools. 169 children from six preschools were randomly chosen from different districts and their 4 self-help skills of eating, dressing, personal hygiene and toileting were observed and evaluated by the Self-Help Skills Developmental Chart (Akers& Sedjo, 1992). Results indicated that the distribution of children's scores in all age groups was normal, but on average these children did not meet the desired criterion. Findings were discussed in terms of the necessity of teaching parents and instructors about self-help skills development in children and the importance of early intervention programs in providing the opportunity to acquire primarily skills.

This research examined the relationship between religious coping, mental health and happiness among Iranian students. 401 students (234 females and 167 males) from Islamic Azad university branches of district 9 were selected by multistage sampling method and completed the brief version of Religious Coping Scale (Bayazi et al. derived from Pargament, 1997), General Health Questionnaire (GHQ; Goldberg, 1972) and Oxford Happiness Inventory (OHI; Argyle et al., 1989). Findings demonstrated that there was a positive and meaningful association between negative religious coping pattern and lack of mental health; positive and meaningful association between positive religious coping pattern and happiness; negative and meaningful association between negative religious coping pattern and happiness and negative and meaningful association between happiness and mental health. In addition, students mostly used positive religious coping. Gender differences were also observed in religious coping patterns, mental health and happiness.

The mediating role of perceived parental acceptance as related to spousal acceptance and its psychological outcomes was investigated. 120 married female students selected from Tehran universities completed the Intimate Partner Acceptance-Rejection & Control (Rohner & Khaleque, 2005), Parental Acceptance-Rejection and Control (Mother and Father Version; Rohner & Khaleque, 2005) and Personality Assessment Questionnaire (Rohner & Khaleque, 2005). Results revealed that paternal, maternal and acceptance-rejection and behavioral control each independently and significantly predict psychological adjustment, however, only paternal and spouse acceptance, and behavioral control of father significantly predicted psychological adjustment after the effect of other variables in women were controlled. Also, the behavioral control of mother and spouse was no more significantly predictive of psychological adjustment of women than their acceptance and rejection. The results posit that although the parental role in psychological adjustment of women is significant but spouse acceptance could moderate its effects, especially the mother’s role. Therefore, future experiences could alter the effects of perceived parental acceptance-rejection.

This study examined the role that perceived childhood attachment, family functioning and attributional styles have in college students' social anxiety. 700 students were selected by multistage cluster sampling from Azad and Payam-e-Noor universities of Birjand city. Participants completed Measures of Childhood Attachment to Each Parent (Hazan & Shaver, 1986), The Family Adaptability and Cohesion Evaluation Scale (Olson, Portner & Lavee, 1985), Attribution Styles Questionnaire (Peterson & Seligman, 1984) and Social Anxiety Scale (Watson & Friend, 1969). Findings demonstrated that attributional styles, insecure attachment to mother and family cohesion directly predicted social anxiety; attachment to parents by cohesion predicted success attribution and family cohesion by success attribution predicted increase and decrease in social anxiety. Based on the results it could be concluded that family cohesion and success attribution decrease social anxiety, whereas, insecurity to mother and failure attribution increase social anxiety.

The purpose of this study was to predict the role of self-control, quality of relationship with parents and school environment in the mental health and antisocial behavior of adolescents. 241 students (117 boys  and 124 girls) from the high schools of Farsan city, Charmahal-o-Bakhtiari province were selected and answered the Self-Control Scale (Tangeny & Baumeister, 2004), Parents-Child Relationship Scale (Fine, Moreland & Schwebel,1983), Class and School Environment Questionnaire (Alfred et al., 2004), Depression, Anxiety, Stress Scale (DASS-21; Lovibond & Lovibond, 1995) and Antisocial Behavior Questionnaire (Mohamadi Masiri et al., 2010). Data analysis was done by Pearson correlation test and stepwise regression analysis. Findings suggested significant negative relationship between self-control, quality of relationship with parents and school environment with mental health and antisocial behavior. Multiple regression analysis showed that self-control, quality of relationship with mother, gender and school environment variables accounted for 33% of variance in mental health. Quality of relationship with mother, self-control and quality of relationship with father accounted for 14% of the variance in antisocial behavior among adolescents. It can be concluded that personal, family and school variables play an important role in increasing mental health and decreasing antisocial behavior among adolescents.

The effectiveness of creative drama on social development of preschoolers was studied. Using multi-stage cluster sampling method, 30 children (16 girls and 14 boys) aged 5 to 6 years old were selected from Tehran preschools and randomly divided into an experimental (n=15) and a control group (n=15). During a period of five weeks the experimental group participated in two one-hour weekly sessions of creative drama activities. Using Winelend Social Growth Scale (Wineland, 1984), the social development scores of two groups were assessed as pretest, posttest and follow-up (after two months). Covariance analysis of data showed that creative drama significantly increased social development of preschoolers. Furthermore, t test results revealed the effect of intervention did not last until the follow-up stage. The findings discuss how creative drama activities affect the social development of preschoolers.