JOURNAL OF CHILD MENTAL (JOURNAL OF CHILD MENTAL HEALTH)
Year:2016 | Volume:3 | Issue:3|Papers Count:10

Background and Purpose: Classroom behavior pattern and academic self-handicapping are important variables in academic failure of students with learning disabilities. Therefore, the aim of this study was to compare classroom behavior pattern and academic self-handicapping in students with and without specific learning disabilities.Method: This study is causal- comparative. The statistical population of this study consisted of all students with learning disabilities in learning disability centers and normal students in the Ardabil city in 2015-2016. 90 students with and without learning disability (45 students in each group) were selected by convenience sampling method. To collect data, questionnaire of classroom behavior (Shaffer, 1977) and academic self-handicapping scale (Midgley et al, 2000) were used.Data was analyzed with MANOVA method.Results: The results showed that there are significant differences in classroom behavior pattern and academic self-handicapping between the two groups (p<0.01). In other words, students with learning disabilities had higher scores on academic self-handicapping variable and non-adaptive classroom behavior to the students without learning disability. Also, students with learning disability receive lower score in adaptive behavior than the students without learning disability.Conclusion: Students with specific learning disabilities in comparison peers show less adapted classroom behavior and also use self-handicapping strategies more than other students. Implication of the findings is discussed in the paper.

Background and Purpose: Psychological problems of children is associated with several factors such as temperament and personality traits that are biological. The aim of this study was to compare the personality traits with behavioral activation and inhibition systems in students with Conduct Disorder (CD), Attention Deficit Hyperactivity Disorder (ADHD) and normal students.Method: The research design is causal-comparative. The samples in clinical groups are selected by convenience sampling and the normal group is selected by cluster random sampling method. Eysenck Personality Questionnaire (1975) and behavioral activation and inhibition systems (Carver and White, 1989) are used in the research. Data were analyzed by using multivariate analysis of variance and Scheffe's test.Results: The results shows that students with ADHD in terms of behavioral inhibition, behavioral activation subscale drive and reward responsiveness are lower than normal group, but in fun seeking, neurosis and psychosis they are at higher level. The group with conduct disorder are at higher level in terms of behavioral activation, reward responsiveness, fun seeking and psychosis, but is lower in behavioral inhibition and subscale drive than the normal group.Conclusion: The type of personality traits, behavioral activation and inhibition systems are related to behavioral problems, impulsivity, and risk-seeking in students. Therefore, considering to this area of problems can provide effective solutions to professionals and parents.

Background and Purpose: One of the most common learning disorders in students is dyslexia that caused many negative consequences. The present study is conducted with the aim of compare motivation to reading, self –concept of reading, and attitudes toward reading in students with and without dyslexia.Method: In terms of methodology, this research design is a sectional- analytical study. The statistical population of the study is comprised of all elementary students with dyslexia in Rasht, Iran, in the academic year 2013-2014.108 of students (54 subjects without dyslexia and 54 subjects with dyslexia) were selected with convenience sampling. To collect of data, Official Reading and Dyslexia Test (ORDT), and the Motivations for Reading Questionnaire (MRQ), Reading Self-concept, and Attitude toward Reading were used.Results: The finding of Multivariate analysis of variance (MANOVA) showed that there are significant differences between children with and without dyslexia in at least one of the dependent variables (p<0.001). The results showed that the mean scores of children with dyslexia in all components of reading motivation, self-concept, and attitude are significantly lower than children without dyslexia (p<0.001).Conclusion: The findings showed that educational problems of dyslexic students have a negative impact on their psychological aspects that need to be considered.

Background and Purpose: Oppositional defiant disorder is one of the most common disruptive behavioral disorders. The aim of this study was to study the causal relationship of parents’ physical and emotional violence with anger management and aggressive behavior of children with oppositional defiant disorder mediated by parent-child relationship and empathy.Method: This study is the correlation and path analysis. Statistical population of this study included all female students in third to eighth grade with defiant disorder. Of this population, a sample of 100 subjects were selected by multistage random sampling. The tools used in this study included Children Oppositional Defiant Disorder Rating Scale of Homerson et al (2006), Child Abuse and Trauma Questionnair (CTQ) of Bernstein (1995), Conflict Tactics Scale (CTS) of Strauss (1979), Child-Parent Relationship Questionnaire (CPRS) of Fine et al (1983), Children’s Emotional Management Scale (CEMS) of Zeman et al (2001), Baron-Cohen’s Empathy Questionnaire (2003), Child Behavior Scale (CBS) of Ladd and Proflit (1996), and the structured clinical interview.Results: The results showed that emotional violence has a significant direct effect on aggressive behavior and anger management, but physical violence has only a direct effect on aggressive behavior. Also, the results demonstrated that empathy and parent-child relationship can act as a mediator between physical violence and emotional violence with anger management and aggressive behavior.Conclusion: The results has highlighted the importance of parents’ behaviors and recognizing symptoms and how to deal properly with child has oppositional defiant disorder symptoms.

Background and purpose: Birth of a child with intellectual disability could have a negative impact on mothers, to physical, psychological and social tensions. The purpose of the present research was to determine the effect of stress management training based on cognitive-behavioral approach on improving parent- child relationship and psychological well- being in mothers of children with intellectual disability.Method: This study is a experimental with pre- test/ post- test and a control group. The population comprised of all mothers of children with intellectual disability of Rasht city in 2016 that 28 participants were selected by available sampling method and assigned to two experimental and control groups (14 mothers in each). To collect the data, Robert mother- child relationship assessment questionnaire (1961) and Ryff‘s scales of psychological well- being (2002) were used. For experimental group, stress management training based on cognitive- behavioral approach was executed at 10 weekly sessions in 45 minutes whereas control group did not have any training.Results: The results of multivariate analysis of covariance (MANCOVA) showed, this training were improve acceptance and reduce other components of mother- child relationship (overprotection, overindulgence, rejection) and also were improve the psychological well- being of mothers of children with intellectual disability (P<0.001).Conclusion: According to the findings of the research, stress management training based on cognitive- behavioral approach is one of the most effective treatments to reduce stress, aggression and improve psychological well- being in mothers of children with intellectual disability.

Background and Purpose: Due the high prevalence of oppositional defiant disorder in children and its later consequences, this study aimed to examine the relationship between attachment problems and symptoms of oppositional defiant disorder among elementary school students.Method: The present research was a descriptive-correlational study. The study population consisted of all elementary school students who were studying in the schools of Tabriz in 2015-2016 academic year. Participants included 229 patients (119 female, 110 male) children aged 11-6 years old who were selected using multistage cluster sampling method. Then, their parents compeleted the Oppositional Defiant Disorder Rating Scale (ODDRS; Hommersen et al, 2006) and Kinship Center Attachment Questionnaire (KCAQ; Kappenberg & Halpern, 2006). Data were analyzed using Pearson’s correlation coefficient test and multiple regression analysis.Results: The results indicated that there were significant relationships between attachment problems and oppositional defiant disorder (p<.01). Moreover, the components of attachment problems were strong predictors of oppositional defiant disorder among elementary school students, and could account 40% of the variability in oppositional behaviors of children.Conclusion: Based on the findings and consistent with attachment theory, the role of attachment in the oppositional defiant disorder was confirmed. Diagnostic and therapeutic implications of attachment problems about threatment of oppositional defiant children have been discussed.

Background and purpose: Due to the increasing high-risk behaviors in vulnerable students, researchers need to study further at understanding the factors associated with it. One of these factors is academic motivation. Therefor the aim of this study was to survey the role of academic motivation in explaining high-risk behaviors of vulnerable students.Method: This study was descriptive and correlational. The statistical population was of all 10 -18 years old vulnerable students studying in the academic year 95-1394 in Kermanshah province. A sample of 100 students was selected by convenience sampling method. The Academic Motivation Scale (Vallerend, 1992), and Iranian Adolescents Risk-Taking Scale (Zadeh Mohammadi, 2011) were used for data collection. To analysis of data, correlation test and multiple regression analysis were used.Results: Findings indicated that internal motivation (r=-0.56), external motivation (r=-0.48), and reluctance (r=0.38) are correlated with high-risk behaviors. Results of regression analysis showed internal motivation can predict 55 percent of the variance of high-risk behaviors negatively. Morever, reluctance can be predict 31 percent of the variance of high-risk behaviors positively (P<0.001).Conclusion: According to the findings can be concluded that academic motivational is an important predictor of high-risk behaviors in vulnerable students; therefore to prevent and reduce high-risk behaviors in vulnerable students, pay special attention to the role of academic motivation in educational programs is necessary.

Background and Purpose: The study aimed to investigate the effect of music therapy on symptoms, communication deficit, and social interaction of children with autism spectrum disorder.Method: The present research was quasi-experimental with pretest- posttest control group. The statistical population consisted of all children with autism spectrum disorders in Tabriz that 50 of them (25 children in each group) were selected by convenience sampling method and assigned in experimental and control group randomly. Gilliam Autism Rating Scale (GARS) was used to gather of data. Analysis of the data was performed using analysis of covariance.Results: The findings of this study showed that music therapy can increase communication and language skills and reduce symptoms of autism (P<0.05).Conclusion: Based on the results of this study, inactive music therapy can be used as a rehabilitation method for children with autism. Implications of the results are discussed in the article.

Background and purpose: Raising a mentally retarded child for the family is a stressful and sometimes lead to marital conflicts. This study was conducted to evaluate the effects of coping strategies on marital satisfaction and stress of parents of mentally retarded children.Method: The present research was quasi-experimental with pretest- posttest control group. The statistical population consisted of all parents of mentally retarded students in Rasht (Iran) that 20 couples of them were selected by convenience sampling method and assigned in experimental and control group randomly. The Depression Anxiety Stress Scales-21 (DASS-21) and ENRICH Marital Satisfaction Scale were used to gather of data. For experimental group, coping strategies training executed at 12 weekly sessions whereas control group did not have any training. Data were analyzed using analysis of covariance.Results: The results showed that teaching coping strategies was effective on marital satisfaction and parenting stress. Parents in the experimental group showed a significant increase in marital satisfaction and showed significant decrease in stress (p<0.05).Conclusion: Based of the findings can be conclude coping strategies is one of the most effective methods for marital satisfaction and reduce stress in parents of mentally retarded children.