سلامت روان کودک (روان کودک)
سال:1400 | دوره: | شماره: |تعداد مقالات:8

Background and Purpose: Brain-based learning refers to teaching methods, lesson planings, and school programs that are based on the latest scientific research about how the brain learns, including such factors as cognitive, socially, and emotionally development. This research aimed to study the components of the brain-based curriculum model in pre-school and its accreditation. Method: This study examines the core components of the brain-based curriculum with a qualitative approach and a method of subject analysis. To identify and extract curriculum items emphasizing the brain-based approach in preschool, literature of pre-school curriculum, and curriculum based on the brain and the viewpoints of neuroscience and educational experts were used. The method of information analysis was to describe the basics and theoretical inquiry and deduction. Results: The findings indicated that the content of the curriculum objectives in this program relies on three main cognitive, attitudinal, and skillful structures. In the educational content, fine arts, learning social-emotional skills, learning language and math, life skills, safety, and experiential sciences were identified, in teaching and learning strategies, using activity-based strategies, art, participatory learning, direct teaching, and independent learning strategies and thinking skills and technology implementation strategies were identified. Considering the diagnostic, process, and evaluation, the use of various evaluation methods was considered by this model. The validity of suggested patterns was evaluated using the content validity ratio and the Lavasheh table. Finally, the validity of the proposed model was confirmed by a CVR = 0. 84. Conclusion: The designed curriculum pays attention to the various dimensions including purpose, content, methodology, and evaluation, and its use in the preschool is recommended.

Background and Purpose: The quality of the interaction process between the child and the teacher considering the sensitivity, ease of effectiveness, stability, and depth of learning of children in this period will facilitate the educational process and better achieve the goals of the education system. Therefore, the present study aimed to explore and identify the components of the process quality of teacher-child interaction in kindergartens in Tehran. Method: This research was conducted by qualitative method with the descriptive phenomenological approach in 2020. To this end, ten educators for the age group of four to six years in Tehran were selected by homogeneous sampling method and eight faculty members were selected through snowball purposive sampling that continued until saturation. Data were collected by semi-structured interview and then coded and analyzed by Colaizzi’, s method. The validity of qualitative data has been confirmed using four judgment criteria of Lincoln and Guba, the reliability of qualitative data has also been confirmed through test-retest reliability (validity index) and intercoder agreement (intra-subject agreement). Results: By analyzing the data, 22 sub-themes and 6 main themes were extracted, the main themes are: individual characteristics, positive emotional climate, supportiveness, learning opportunities, group participation, and behavior management. Conclusion: The results of this study showed that educators have a crucial role in providing conditions and opportunities for the optimal development of children, that is related to the educatorchildren interaction process quality. The implications of the results are discussed in the article.

Background and Purpose: In the present era, the quality and quantity of education play a crucial role in the future perspective of the individual and is one of the efficacious and appropriate learning strategies in help-seeking or seeking academic help from others. The purpose of the present study was to present a structural model of academic help-seeking based on self-determination and flourishing with the mediating role of academic participation and students' motivational beliefs. Method: The present study is a developmental-correlational study. The statistical population of this study included all-female high school students in Tehran in the 2019-20 academic year, 454 of whom participated in this study by random cluster sampling as the study sample. The participants answered to the Help-Seeking Questionnaire (Ryan and Pentrich 1997), Basic Needs for self-determination (Ilardi, Leon, Kaiser, and Ryan 1993), the Flourishing Scale (Dainer et al, 2008), Academic participation Scale (Shuffle and Becker, 2006), and Motivational Beliefs Questionnaire (Pentrich et al, 1991). After collecting the questionnaires, the extracted data were analyzed by using structural equation modeling. Results: The results indicated that the proposed model has a good fit with the data. The results showed a significant relationship between self-determination, flourishing, academic participation, and motivational beliefs with help-seeking (P <0. 01) and also, the results of the Bootstrap test showed that the indirect effect of self-determination on help-seeking through motivational beliefs is 0. 147 and the indirect effect of flourishing on help-seeking through motivational beliefs is 0. 139, which is significant at the level of 0. 01. Conclusion: The results indicated that self-determination and flourishing have a direct effect on students' help-seeking. They also have indirect effects on self-determination and flourishing through motivational beliefs that help to promote students' help-seeking behavior.

Background and Purpose: Academic conscientiousness is the best predictor of personality for professional, educational, and academic performance. Therefore, the purpose of this study is to provide a model of academic conscientiousness based on social adequacy through the mediation of academic engagement in female high school students. Method: The method of this research was descriptive-correlational modeling of structural equations. The statistical population includes all-female high school students in Bukan County (N = 1400) who were studying in the 2019-2020 academic year. The sampling method was multi-stage cluster. The sample size was 300 participants. For data collection, McIlroy and Banting’, s Academic Conscientiousness Questionnaire (2002), Academic Adequacy Questionnaire (Felner et a, 1990), and Fredricks, Blumenfeld, and Pari’, s School Engagement Questionnaire (2004) were used as assessment tools. Data analysis was performed by Pearson’, s correlation method and structural equation modeling by using the SPSS 23 software and LISREL 8. 8. Results: Findings showed that the direct path of social adequacy to academic conscientiousness (β,= 0. 45, p <0. 001), academic engagement to academic conscientiousness (β,= 0. 60, p <0. 001), academic engagement to social adequacy (β,= 0. 63, p <0. 001) and the indirect path of social adequacy to academic conscientiousness mediated by academic engagement (β,= 0. 42, p <0. 001) were positive and significant. Fit indices equal to CFI = 0. 97, NFI = 0. 95, FIFI = 0. 93, AGFI = 0. 90, RMSEA = 0. 074, p = 0. 001, which shows that the assumed model had a relatively good fit with the data. Conclusion: Based on the results obtained, social adequacy was directly and indirectly related to academic conscientiousness through academic engagement, and social adequacy and academic engagement can be a good predictor of academic conscientiousness. The results of this study contain important practical implications for improving students' academic conscientiousness.

Background and Purpose: A specific learning disability is a disorder that interferes with a student’, s ability to listen, think, speak, write, spell, or do mathematical calculations. Students with a specific learning disability may struggle with reading, writing, or math. This study aimed to investigate the effectiveness of the five senses enhancement training (5-SET) on cognitive ability and social skills of students with mathematical learning disabilities (MLD). Method: The present study was a quasi-experimental study with pretest-posttest-follow-up design with control group. The statistical population included all students referred to the Learning Problems Center of Ferdows City in the 2019-20 academic year. A sample of 30 students was selected by purposive sampling and randomly assigned in the control and experimental groups. Then, the Wechsler Intelligence Scale for Children (WISC-IV) (2003) was performed, and the Matson Evaluation of Social Skills with Youngsters (1983) and Behavior Rating Inventory of Executive Function (Givia et al., 2000) were used as data collection instruments in two phases of pretest and posttest. The experimental group received the 5-SET for ten 70-minutes-sessions, while the control group underwent no interventions. Then, both groups were assessed as the posttest. Finally, the follow-up phase was performed after two months. Data were analyzed by the one-way analysis of covariance in the SPSS statistics-23 software. Results: The results of the data analysis showed that the effect of the group on the combination of cognitive ability variables (F = 149. 942, p <0. 001, effect size = 0. 847) and social skills (F = 126. 809, P <0. 001, effect size = 0. 824) is significant in students with learning disabilites. Conclusion: According to the results of the present study the 5-SET can be used as an effective intervention on the cognitive ability and social skills of students with MLD.

Background and Purpose: Social anxiety disorder is defined as the fear of social situations and performance. It would be evoked with anxiety, negative thoughts, and emotions either under real circumstances or the prediction of future experience of the reiterated situations. The goal of the present study was to developing of a social-cognitive treatment program for anxiety disorders and evaluation its effectiveness on symptoms of social anxiety. Method: The study was designed as a quasi-experimental pretest-posttest study conducted with a control group and follow-up. The population includes adolescents aged from 13 to 15 who were diagnosed with social anxiety disorder and their mothers gathered in district 5 in Tehran city in 2018. A sample of 32 participants was selected by the convenience sampling method and assigned to experimental and control groups. The instrument of the study included social anxiety questionnaire for adolescents (Lajerka & Lopez, 1998). The social-cognitive treatment program for anxiety disorder was conducted on the experimental group in twelve 60-minutes-sessions and the control group did not receive any intervention. At the end of the 12 sessions, both experimental and control groups were assessed by posttest and follow-up. To evaluate the obtained data, multivariate analysis of variance and T-test were utilized. Results: The results indicated that there is a significant difference between control and experimental groups in their social anxiety symptoms (p< 0. 01). Furthermore, the results of paired samples T-test illustrated that the impact of the social-cognitive treatment program for anxiety disorder on social anxiety disorder was consistent until the follow-up. Conclusions: with regards to the present study`s findings, it can be concluded that the designed intervention program emphasizing an adolescent`s capability, awareness, insight, and change in their lifestyle, can reduce the social anxiety symptoms in adolescents.

Background and Purpose: Reading attitudes and performance of students with dyslexia can play a focal role in their success or failure in academic performance. Therefore, the present study was conducted to investigate the effect of a multidimensional intervention program (Sensory-Motor Integration Training for Child and Parent) on reading attitudes and performance of students with dyslexia. Method: The study was designed as a quasi-experimental pre-test-post-test study with a control group. The population includes students with dyslexia referred to educational and rehabilitation centers of specific learning disabilities in Rasht city in the 2019-20 academic year. A sample of 40 participants was selected by the convenience sampling method. They were randomly assigned to the experimental and control groups. The instruments of the study included the 4 th edition of the Wechsler Children's Intelligence Scale (2003), the Reading Attitude Scale (Mckenna and Kear, 1990), and the Reading and Dyslexia Test (Kormi Nouri and Moradi, 2005). The multidimensional intervention program was performed in eight 60-minutes-sessions only for the experimental group, and the control group received only their routine training centers. Results: The results of the analysis of covariance showed that the training program of sensory-motor integration for children and parents has a significant effect on the reading attitudes and performance of students with dyslexia (P<0/01). Conclusions: According to the results of the present study on the effectiveness of the sensory-motor integration program with mother-child interaction، the mother-child interactive test based on this method can be used as a suitable option in designing psychological and educational programs for children with dyslexia.

Background and Purpose: Living with a person with special needs can have long-term emotional effects on their siblings. This study aimed to compare the defense mechanisms of depressive and aggressive reactions and regression in siblings of children with and without autism spectrum disorder (ASD) and Down syndrome based on the family drawing test. Method: This study is a descriptive cause-and-effect study. The population of this study consisted of children aged 6-12 with siblings with and without ASD or Down syndrome in Rasht in 2020. The sample size was 55 children (15 participants in each group of siblings with autism or Down syndrome and 25 participants in the comparison group). The ASD and Down syndrome groups were selected by the purposive sampling method, and the comparison group was selected by the convenience sampling method. Each child was individually assessed by the Corman’, s family drawing test. Data were analyzed by using the chi-square statistical method. Results: The results showed that there was no significant difference between the three groups in depressive, and aggressive reactions, and regression variables. However, ancillary findings of the study clarified that the differences between the groups are significant in one of the components of the depressive reaction, known as the drawing at the bottom of the page (p = 0. 03). Conclusion: Living with a person with a developmental disorder may affect the mental health of their siblings. According to the results of this study, it seems that the family drawing test has been somewhat inadequate in separating the status of these children. Therefore, it is necessary to make a reconnaissance based on the family drawing test with caution and to use clinical findings and objective tests for more certainty.