JOURNAL OF CHILD MENTAL (JOURNAL OF CHILD MENTAL HEALTH)
Year:2017 | Volume:3 | Issue:4|Papers Count:10

Background and Purpose: Self-efficacy is informed under the influence by some of individual, familial and social factors. The purpose of this study was presenting the prediction model of academic self-efficacy based on dimensions of family communication patterns with the mediate role of personality traits of students.Method: The present study was a correlation method that was used path analysis model. The statistical population was consisted of all of first grade high school students of Mahmood Abad city that 284 samples were selected based on cluster sampling. Research tools included the revised family communication patterns inventory (2002), HEXACO personality inventory (2004) and academic self-efficacy questionnaire (1999). Path analysis was used for data analysis.Results: The results showed that the model had a goodness of fitness with data of research.Extraversion (b=0.18, P<0.001), conscientiousness (b=0.31, P<0.001) and openness (b=0.35, P<0.001) to experience were effective on children's academic self-efficacy. Standardized path coefficient was positive and meaningful between orientation of dialogue and honesty- humility (b=0.19, P<0.011), extraversion (b=0.17, P<0.02), conscientiousness (b=0.26, P<0.009) and academic self-efficacy (b=0.14, P<0.019). Also, standardized path coefficient was positive between orientation of conformity and honesty-humility (b=0.14, P<0.025).Conclusion: Some of effective operations that will improve the children's academic self-efficacy are creation of effective communication with children, encouragement of children to express an opinion, the acceptance of probable mistakes and lapses of children, use of them in decisionmakings of family and recognition of their reasonable freedoms.

Background and Purpose: Given the importance of interventions to improve the math disability and the need to prevent future problems, the purpose of this study was to evaluate effectiveness of neuropsychological therapy on executive functions and educational performance of students with mathematics disability.Method: This study is an experimental method. Population of the study was consisted of all students with math disability in sixth grade in Bushehr. A sample of 40 students with math disability selected by random sampling and were assigned to the control and experimental groups (N=20 for each group). The instruments of this research included, Conner's Neuropsychological Questionnaire (2004) and Raven Progressive Matrices Test (1938). The experimental group received memory modified tasks in 11 weekly one-hour sessions. The gathered data were analyzed by multivariate analysis of covariance.Results: The results showed that neuropsychology therapy on improving the performance of school students with mathematics disability has a significant effect (p˂0.05); the therapy also improves verbal memory (p˂0.001), visual memory (p˂0.001), and improving students' attention (p˂0.001) on desirable impact.Conclusion: Based on the findings can be emphasis on the importance of these interventions in students with mathematics disability and can be used as an effective method of intervention.

Background and Purpose: Attention deficit/ hyperactivity disorder (ADHD) is chronic disorder that significant parts of these children are affected. Hence, this study aimed to comparison the lateralization in children with attention/ deficit hyperactivity disorder and normal.Method: Present study was causal-comparative. Statistical population of this study included all children with attention/ deficit hyperactivity disorder in Alborz state with age group 7-13 in 2015.In this study 80 subjects were selected by means of available sampling, and the following scales were administered on them: Clinical Interview, Conner's of Childhood Behavior Problems Scale (1999), Waterloo Handedness Questionnaire (Steenhuis and Bryden, 1989) and Waterloo Footedness Questionnaire-Revised (Elias et al, 1998) were used to gather of data. Subjects were four groups including 20 person with ADHD-PI, 20 person with ADHD-PHI, 20 person with ADHD-C and 20 normal person. Data were analyzed using one-way analysis of variance.Results: The result of one-way analysis of variance in lateralization variable in handedness component did not show meaningful difference in subtypes of children with attention/ deficit hyperactivity disorder and normal group (p<0.01), However, in the component of footedness have been meaningful difference in subtypes of ADHD and normal group (p<0.01).Conclusion: According to research findings, differences in lateralization in between children with attention deficit/ hyperactivity disorder and normal children can be confirmed only in footedness, so that we can say that footedness a more important factor in determining differences in lateralization in the form of subtypes of children with Attention/ deficit hyperactivity disorder than normal children.

Background and Purpose: Attention deficit/ hyperactivity disorder is a disorder with a complex etiology, documentary studies emphasized on the neurological bases of this disorder. This study was conducted to determine the efficacy of neurofeedback on symptoms of children with attention deficit/ hyperactivity disorder.Method: The single case study design selected 3 children with ADHD between the ages of 8 to 9 years and was trained with neurofeedback in 40 sessions. Child Symptom Inventory (CSI-4) was used to gather of data.Results: For the analysis of data, was used visual analysis of charts, percentage of non-overlapping and overlapping data, Cohen's d effect size, significance of reliable change index (RCI) and percentage of improvement. The results of the analysis showed that all three subjects had significantly decreased scores in symptoms of attention deficit/ hyperactivity disorder during treatment and follow-up. The percent improvement in first participant 72.0, the second participant 66.0, and 75.0 in third subjects.Conclusion: Neurofeedback with continuous feedback process in order to produce different brain waves encourages the brain to modify, adjust and maintain appropriate action. In fact, neurofeedback training strengthening the mechanisms underlying self-regulation to effectively function.

Background and Purpose: Math self-concept and academic stress are an important factor in students' performance. The purpose of this study was to investigate the effectiveness of training verbal self instruction on academic stress and math self-concept.Method: The research method was semi-experimental with pretest-posttest-follow up design with control group. The population of this study was all female students in the first period Ilkhichi secondary schools were enrolled in the academic year 2015-2016. The sample consisted of 40 students who were selected by multistage cluster sampling and randomly divided into two groups (N=20) and control (N=20) assigned. The experimental group had 7 session of training verbal self instruction. Math self-concept and academic stress scale used to data gathering. The data was analyzed by covariance statistical method.Results: Findings indicated that training verbal self instruction has an impact on math self-concept and academic stress high school students. In fact verbal self instruction decrease academic stress and increase math self-concept n in students (0.001>P).Conclusion: The findings need serious attention from policy makers and officials to the issue of math self-concept and academic stress of students is shown.

Background and Purpose: Since self-efficacy has a considerable impact on many aspects of people's lives, the purpose of this study was to investigate the effectiveness of self-efficacy on test anxiety and academic burnout of students.Method: The research method was semi-experimental with pretest-posttest design with control group. The statistical population of study included all the primary school students in Rasht city in the second half 2015 year, that among them, 30 students were selected by using convenient method and assigned into experimental group (15 individuals) and control groups (15 individuals) randomly. The experimental groups had received 8 sessions of self-efficacy program. Test anxiety questionnaire and academic burnout questionnaire were used for data gathering. Data were analyzed by multivariable covariance test.Results: Results showed that the experimental group than the control group students in posttest had a significantly less test anxiety and academic burnout (P<0.01).Conclusion: Overall, the results obtained in this study confirmed the effect of self-efficacy in reducing anxiety and students' academic burnout.

Background and Purpose: Oppositional defiant disorder is one of the most common, disruptive behavioral disorders. The main purpose of this study is to compare theory of mind, attention maintenance and sympathy in male students with Oppositional Defiant Disorder and normal students of first grade of high schools in Ahwaz.Method: This study was cross-sectional analysis. To analysis of data, multivariate ANOVA (MANOVA) has been used. The sample included 100 students (50 normal students and 50 students with oppositional defiant disorder) were selected from all male students of first grade of high schools in Ahwaz using random cluster sampling method. Instruments in this study included Achenbach Youth Self Report Questionnaire (1991), Reading Mind through the Eyes Test (Baron Cohen, 2001), Continuous Performance Test (Baron Cohen Sympathy Scale, 2003) and structured clinical interview.Results: Results of this study showed that there is significant difference between students with oppositional defiant disorder and normal students in terms of theory of mind, attention maintenance and sympathy (p<0.001). It means that students with oppositional defiant disorder have lower performance than normal students in terms of theory of mind, sympathy and attention maintenance. Moreover, students with oppositional defiant disorder have shown more mistakes than normal students in components of elimination error and presentation error.Conclusion: These results highlight the importance of developing and improving the theory of mind, empathy and attention maintenance in children with oppositional defiant disorder.

Background and Purpose: Attention- deficit/ hyperactivity disorder is a psychiatric disorder that appears in childhood and is the most common disorders in childhood. The present study aims to assess and prioritize the needs of the parents of children with attention- deficit/ hyperactivity disorder.Method: The design of this descriptive research is survey. Participants of this research included all parents of the students with attention- deficit/ hyperactivity disorder in Rasht city in the school year 2015-2016 that 120 of them were selected by convenient sampling method. To collect data, Family Needs Scale for Iranian Families (Nasiri and Samani, 2008) was used.Results: The results of Friedman test indicated that the most important needs of the parents of these students respectively are as follows: need for security and calmness, love, expressing love and interest of the family members in each other, good relationship and full of love and interest between the parents and children, warm and friendly relationships between the family members.Moreover, the results of Friedman test in total components showed the mental- emotional needs, psycho- educational needs, recreational entertainment needs, physical- economic needs; and bodily health needs are most important needs respectively (P<0.001).Conclusion: Consequently, parents of the children with attention- deficit/ hyperactivity disorder experience high levels of psychological distress in the parenting experience. Considering the results of this research, design of intervention plans for parents of the children with attention- deficit/ hyperactivity disorder based on the identified needs of this research is essential.

Purpose: This study describes the conceptual foundations of functional behavior assessment (FBA) history, methods and its role in designing behavioral interventions, and review of a number of researches with an emphasis on challenging behavior in schools.Source of Data: SAGE journals, Springer, Elsevier, Science Direct, PsycNET, PubMed, Proquest and Google scholar databases were used to search for information.Method: A literature review was utilized as a method of this study. A number of valid articles and thesis which were used functional behavior assessment for challenging behaviors of children and adolescent up to 30 July, 2016 were evaluated. Selected studies were combined on the basis of the existing theories and models related to functional behavior assessment.Results: In different situations (especially in education), challenging behaviors may either interfere with individual learning and development or harm to the child itself and others. Functional behavior assessment, as an approach against behavior topography, seeks to identify the function of challenging behaviors by designing the reinforcement-based interventions using the assessment results. This approach has been examined in relationship with various problem behaviors in numerous studies over the past 70 years.Conclusion: A review of the research literature on functional behavior assessment suggests considerable evidence regarding the effectiveness of this approach, which is therefore of paramount importance to use especially in the areas of general education and special education.