JOURNAL OF CHILD MENTAL (JOURNAL OF CHILD MENTAL HEALTH)
Year:2017 | Volume:4 | Issue:3 |Papers Count:17

Background and Purpose: Considering the importance of physical development and its relationship with psychological development during adolescence, the purpose of this study was to examine the relationship between body image and body mass index with mental health in the course of development.Method: The present research is analytical sectional and correlational. The statistical population included all 11-16 years old girls in Tehran who were studying in the 5th grade, 8th until 10th high school in the academic year of 2014-2015. Fifth grade students as early adolescence, eighth grade high school students as middle, and tenth grade high school students were considered as adolescents. A sample of 384 people was selected by cluster random sampling and responded to the questionnaires of body image concern inventory, (Littleton and et al., 2005), body mass index (GHQ-28) and general health (Golbarg and Hiller, 1979). For analyzing the data, correlation coefficient and multiple regression tests were used.Results: The results of multivariate analysis of variance and Scheffe post hoc test showed that there is a significant difference between body image and body mass index with mental health in girls in different stages of development (p<0.01).Conclusion: According to the results of this study, it can be concluded that there is a correlation between body image and body mass index with mental health in adolescent girls and at the level of developmental comparison, intervention can be considered for improvement of physical image.

Background and Purpose: Job burnout is usually defined as a psychological syndrome that jobs related to human service are usually more than other jobs are affected. The purpose of this study was to investigate the role of personality traits as predictors of job burnout in kindergarten teachers.Method: The statistical population of the study was all teachers of kindergartens in Shiraz during the school year 2012-2013. A sample of 100 teachers was selected using multi-stage random sampling. This study was descriptive and correlational method. Job burnout inventory (1981) and NEO five-factor inventory (1985) were used to collect of data. For analyzing data, canonical correlation was used.Results: Structural coefficients showed that the pattern of high scores in neuroticism (0.765) and the pattern of low scores in agreeableness (-0.743) and extraversion (-0.507) are correlated with a pattern of high scores in emotional exhaustion (0.940), depersonalization (0.619) and personal accomplishment (0.531). The structural coefficients obtained in the second function also show that a pattern of high scores in extraversion (0.854) are correlated with the pattern of low scores in depersonalization (-0.350) and personal accomplishment (0.747).Conclusion: The present study highlights the importance of the effect of job burnout on the work of kindergarten educators, and emphasizes the need to pay attention to the variables affecting job burnout, including personality traits.

Background and Purpose: The use of painting and storytelling as a projective method has been a long-standing way of defining children's problems. The aim of this study was screening maladjusted children using children apperception test and projective drawing test.Method: The study design was causal-comparative without control group. The statistical population of current study was all children between 3 to 10-year-old of Sabzevar city in the summer of 2013. The sample was 25 children that selected by convenience sampling method.The children were evaluated by house-tree-person drawing test and children apperception test.Data was analyzed by multivariate analysis of covariance.Results: It was found that maladjustment index of projective painting (p£0.05) and needs (p£0.05) can significantly distinguish well-adjusted and maladjusted children, but stress cannot separate two groups. (P³0.05).Conclusion: Using projective test such as children apperception test and house-tree-person drawing can distinguish adjusted and maladjusted children each other.

Background and Purpose: The presence of children with intellectual disability in the family will impose pressure on parents and ultimately limit the progress of the whole family. The purpose of this study was to determine the mediating role of cognitive-emotional regulation strategies in the relationship between social support and paternal stress with parenting styles in mothers of mental retarded children.Method: The research method was correlation. The statistical population was consisted of all mothers with intellectually disabled children of Tehran and Karaj academic year of 2-13-2014 that a sample of 130 people was selected through convenience sampling. The cognitive emotion regulation questionnaire of Garnefski (2007), multidimensional scale of perceived social support questionnaires of Zimet et al (1988), parental stress scale of Beri and Jones (1995) and parenting styles of Baumrind (1973) were used to collect data. Data were analyzed by path analysis.Results: The results showed that only the effect of social support on parenting styles was not significant (1.21), while parental stress and emotional cognitive regulation strategies have a significant effect on parenting styles (p<0.05). Social support and parental stress also have a significant effect on cognitive emotion regulation strategies (p<0.05). Finally, the mediating role of cognitive emotion regulation strategies in the relationship between social support and paternal stress with parenting styles was accepted.Conclusion: Emotional cognitive regulation strategies is a central component in organizing adapted behavior and preventing maladaptive behaviors that can undermine the negative aspects of parental stress affecting parenting styles and on the other, modulate the effects of social support.

Background and Purpose: Considering the importance of interpersonal interactions in the social development of childhood, the purpose of the present study was to investigate the effect of child-centered play therapy on self- efficacy in peer relations among students with oppositional defiant disorder symptoms.Method: The research method was a semi-experimental design with a pre-test post-test design with control group. The statistical population included all children aged 8 to 12 years with oppositional defiant disorder symptoms that referring to psychiatric and psychological centers of Rasht in the first six months of 2017.30 children were selected through convenient sampling, and assigned into two experimental and control groups randomly. The scale of rating oppositional defiant disorder symptoms (Homerson & et al, 2006), structured clinical interview (American Psychiatric Association, 2013), and self -efficacy in peer relations (Wheeler & Led, 1982) were used to collect data. Child-centered play therapy intervention was provided to the experimental group in 10 sessions of 60 minutes with intervals of 3 days between sessions, while the control group received no training.Results: The results of one-way covariance analysis showed that child-centered play therapy improves the self-efficacy of children with oppositional defiant disorder symptoms in the overall level and in conflict situations in the interpersonal interactions.Conclusion: Play therapy in a manner consistent with the level of children's development, objectively and tangibly provides them skill learning experience, and this practical exercise directly and indirectly leads to improved self-efficacy in interactive interactions in children.

Background and Purpose: Family is the first social environment in which the personality of each person is founded and the lack of attention of parents to the health of the child's mental and emotional environment due to lack of communication skills increases the likelihood of psychological and behavioral problems. Therefore, the purpose of this study was to investigate the effectiveness of teaching communication skills to mothers on behavioral problems in children aged 4-6 years Method: The research method is semi-experimental with pre-test-post-test design and control group. The sample consisted of 30 mothers with children with behavioral problems in the city of Lanjan who were selected by convenient sampling method. Children's behavioral questionnaire (Rutter, 1967). The mothers of the experimental group underwent 9 sessions of 60 minutes of communication skills interventions, while the control group did not receive any interventions. For data analysis, covariance analysis was used.Results: The results of one-way covariance analysis have shown that communication-based interventions have reduced the behavioral problems of children in the experimental group (P<0.001).Conclusion: Based on the results of this study, it is necessary to pay attention to the causes of children's behavioral problems, especially in the family, and to apply appropriate educational programs by specialists in order to prevent the occurrence of these problems.

Background and Purpose: Students with specific learning disabilities, in addition to educational problems, also have emotional-social problems. The purpose of this study was to compare emotional problems, relationship with peers, and prosocial behaviors in students with specific learning disabilities (reading disorder and math disorders) and normal students.Method: The research design was descriptive and causal-comparative. The statistical population consisted of all elementary students of Tabriz city in the academic year of 2015-2016. For the sample selection, from the school of learning disorders in Tabriz, 50 students with reading disorder, 50 students with math disorders, and 50 normal students were selected by the convenient method. Then the strengths and difficulties questionnaire (Goodman, 1977) were administered on the sample. To analyze of data, multivariate analysis of variance analysis and least significant difference analysis were used.Results: The results showed that there was a significant difference between the groups in terms of emotional problems, difficulty in communicating with peers, and prosocial behaviors (p< 0.001) This means that Students with reading and math disorders have more emotional-social problems than normal students (P<0.001).Conclusion: According to research findings, learning problems such as reading disorders and math may cause other problems, such as emotional problems and problems with social interactions.

Background and Purpose: Mothers of children with autism are faced with challenges that increase stress and emotional symptoms in them. The present study was conducted to study the parental stress and psychological distress of the mothers of children with autism and developmental delay.Method: The research design was descriptive and causal-comparative. The statistical population included all mothers of children aged 6-11 years with autism disorder referring to educational and rehabilitation centers and students with special needs in Tabriz city during the academic year 2014-2015.100 Mothers (50 mother of child with autism and 50 mother of child with developmental delay) were selected using convenience sampling method. The aberrant behavior checklist (1986), short form of mental symptoms test (1973), adaptive behavior scale (1984), and parents stress index (1967), completed by mothers. Data were analyzed using multivariate analysis of covariance.Results: The results of multivariate analysis of covariance showed that there is a significant difference between the mothers of children with autism and children with developmental delay in both dependent variables (P<0.05). Also, the results showed that the mean scores of mothers of children with autism were significantly higher than the mean scores of the mothers of children with developmental delay (P<0.05).Conclusions: The findings of this study showed that parenting stress and psychological distress among mothers of children with autism are more than those with delayed developmental children, which may be due to behavioral problems and low adaptive functions among autistic children, which should be considered.

Background and Purpose: Obsessive-compulsive disorder in children and adolescents not only affects their cognitive, social and educational functions, but also affects the family system of these individuals. Therefore, the purpose of this study was to investigate the effect of acceptance and commitment therapy on the psychological flexibility of children with obsessive-compulsive disorder.Method: In this study, a single case method with A-B design was used. Four children aged 7-12 years were selected using purposeful sampling. The children’s obsessive compulsive disorder questionnaire (Goodman et.al, 1986) and avoidance and fusion questionnaire (Grigo et.al, 2005) were used to collect data. After the 4 sessions of the baseline, the participants received 9 sessions of acceptance and commitment treatment, the first 3 sessions were for their parents.The follow-up test was performed 40 days after treatment. The findings of this study were analyzed based on visual analysis and descriptive statistics indexes.Results: Based on the visual analysis of the data chart, acceptance and commitment treatment was effective for all four subjects (percentage of non-overlap of points of two experimental situations of base line and intervention 775%, 75%, 100% and 75% for subjects 1, 2, 3, and 4.Conclusion: The results of the study indicated the beneficial effects of acceptance and commitment therapy on the psychological flexibility of children with obsessive-compulsive disorder, which can be used to increase the psychological health of these children.

Background and Purpose: Since students with dyslexia have difficulty in phonological awareness and have lower self-esteem, the purpose of this study was to investigate the effect of phonological awareness on improving reading and self-esteem among these students.Method: The research method was semi-experimental with pre-test-post-test design and control group. The statistical population consisted of all dyslexic students who referred to the center of learning disorder in the city of Gorgan, 30 of whom were selected by convenience sampling and were equally placed in two experimental and control groups. The research tools areNama reading test (Koromi Nouri & Moradi, 2008) and self-esteem inventory (Pop, 1999). The experimental group was trained phonological awareness for 8 sessions of 60 minutes, while the control group did not receive such training. Data were analyzed using covariance analysis Results: The results of this study showed that phonological awareness training has a significant effect on reading words, understanding words, recognizing rhyme, deleting vocals, and reading pseudo-words, and increasing reading skills in dyslexic students. Also, this training significantly increased the self-esteem of students with dyslexia (p<0.01).Conclusion: Based on the results of this study, it can be concluded that phonological awareness training has a significant effect on improving reading skills, educational quality and increasing academic positive feeling of dyslexia.

Background and Purpose: The prevalence of mental disorders plays an important role in identifying the state of mental health of the community and estimate the required facilities at any time. Therefore, the purpose of this study was to investigate the prevalence of psychological disorders in caregivers of children with intellectual disabilities and motor disabilities in Hamadan.Method: The research was descriptive and cross-sectional survey. The statistical population consisted of all mothers of children with disabilities who were admitted to welfare centers and clinics of Hamedan in 2016. Of these families, 37 mothers with children with intellectual disability and 37 mothers with children with motor disability were selected as the sample group. SCL-90-R (1976) was used to collect of data. For analyze the data, MANOVA test was used.Results: The results of this study showed that the most common psychological disorders in caregivers of children with intellectual disability were aggression (hostility), hypersensitivity to interpersonal relationships, anxiety and depression, and in caregivers of children with motor disabilities were physical complaints, sensitivity to interpersonal relationships, paranoid thoughts and anxiety.Conclusion: According to the findings of this research, it can be concluded that caregivers of children with special needs in terms of mental health are not in a favorable situation, which is due to the lack of proper adaptation with the disability of their child and the failure to meet their needs.

Background and Purpose: Social skills are foundation of successful relationships and face to face relationship and having a good relationship is essential for successful performance in life. The aim of this study was to investigate the effectiveness of playing with Lego on social skills of the preschool children.Method: The research method was experimental design with pre-test-posttest design and control group. The statistical population consisted of all 4-6 year-olds of Lego educational center in Yazd province in the academic year of 2015-2016. The sample of 30 children selected by convenience sampling method and randomly assigned to two experimental and control groups. Social skills rating scale (Weert et al., 1984) was used to assess social skills of children in the process of implementation and follow-up training Lego. To test the hypothesis of the research, repeated measures analysis of variance was used.Results: The results showed that play with Lego has a significant effect on the social skills of children aged 4-6 years (P<0.001).Conclusion: Based on the findings of the research, the importance of playing with Lego on children's social skills can be emphasized and used as an effective method.

Background and Purpose: The incidence of aggressive behaviors among children is increasing, and identifying the factors associated with child aggression seems to be necessary. The present study was designed to investigate the relationship between aggression and hope in primary school children.Method: The research design was descriptive and correlational. For this purpose, one school was selected by sampling method from two primary schools in Shadmehr, which was studying in the academic year of 2015-2016.The children hope scale (Snyder, 1996) and overt and relational aggression questionnaire (Shahim, 2006) were used to collect of data. The data were analyzed using correlation and multiple regression method.Results: Based on the results of this study, there was a significant correlation between hopefulness and physical aggression (r=-0.36, p<0.05). Also, there was a significant correlation between hope and general aggression among primary school children (r=-0.399, p<0.01).Conclusion: With increasing hope in children, overt aggressive behaviors are reduced and thus, it is effective in controlling negative children's behaviors.

Background & Purpose: Integrating students with special needs in public education schools is one of the important educational systems. The purpose of the present study was to compare the academic achievement and behavioral performance of students with hearing impairment in inclusive and separated schools of Mazandaran Province.Method: The present study is a causal-comparative study. The statistical population of the study consisted of all students with hearing impairment in separated and inclusive schools in Mazandaran who were studying in the academic year of 2014-2015. The sample consisted of 78 students with hearing impairment (35 students from inclusive schools and 33 students from separated schools) who were selected using convenience sampling. To collect the data, the child behavior check list (Achenbach, 2001), Raven's progressive matrix test (Karami, 2010), and the students' educational records were used and data were analyzed using independent t-test, Mann-Whitney and Kalmogrof-Smirnov tests.Results: Findings showed that the academic achievement of students in special needs were higher than the achievement of students with hearing impairment in inclusive schools (P<0.001), but the level of behavioral performance was not significant except for the components of the physical problems.Conclusion: According to the findings of this study, it can be concluded that the integration of students with hearing impairment in public education schools has not resulted in their educational progress and the educational integration plan needs to be reviewed in terms of the necessary bases.

Background and Purpose: Temperament is defined as individual differences based on reactivity and self- regulation. This study aimed to investigate the reliability and validity of a very short form of thechildren behavior questionnaire (CBQ) in an Iranian sample.Method: This study was a descriptive survey, which has applied the structural equation modeling. The statistical population of this study included all 3-7 years old children in Bandar Abbas city in 2016. The sample consisted of 276 children (124 boys and 156 girls) who were selected among children in three kindergartens and three preschool centers by cluster sampling method. The data collection tool was a very short version of the caregiver report (Mother) of the child behavior questionnaire (Rothbart, 2001), that was provided to mothers through teachers and they were asked to complete the child's behavior in the last 6 months. To analyze the data, Cronbach's alpha and split-half methods were used to investigate the reliability, and confirmatory factor analysis for evaluating the construct validity.Results: The results showed that a very short form of the child behavior questionnaire (CBQ) had a good internal consistency in the range of 0.71 to 0.79 for subscales and from 0.77 to 0.79 for the whole scale, and the fitness indicators derived from confirmatory factor analysis showed that the scale had appropriate construct validity and all items had factor load higher than 0.30.Conclusion: According to the results of this study and the importance of measuring the temperament in children and the lack of appropriate and valid tools in Iranian culture, it can be concluded that the child behavior questionnaire is an appropriate tool to measure temperament in 3-7 years old children.

Background and Purpose: Internet addiction in students has negative and destructive consequences for the individual and society. The present study was conducted to investigate the role of social support and educational expectations stress in prediction of internet addiction in students.Method: The research design was descriptive and correlational. Data were collected from 246 high school students from schools in Tehran during the academic year of 2015-2016 using available sampling method. Multidimensional scale of perceived social support (MSPSS), internet addictions test (IAT), and academic expectation stress inventory (AESI) was completed by students. The data were analyzed using of Pearson correlation and step by step regression.Results: Stress from parents' expectations and their expectations have a positive relationship with internet addiction, while social support of friends and family has a negative relationship with online addiction. Also, the results of regression analysis showed that social support of friends (p<0.001), stress due to parents' expectations (p<0.001), stress due to their expectations (p<0.001), and family support (p<0.01) significantly predicts students' internet addiction. The predictor variables explain a total of 69 percent of the variance of internet addiction.Conclusion: Findings showed that family expectations and their support play an important role in predicting internet addiction; therefore, the design of family-based preventive programs is necessary to reduce the tendency of adolescents to internet addiction.