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Scientific Information Database (SID) - Trusted Source for Research and Academic Resources
Scientific Information Database (SID) - Trusted Source for Research and Academic Resources
Scientific Information Database (SID) - Trusted Source for Research and Academic Resources
Scientific Information Database (SID) - Trusted Source for Research and Academic Resources
Scientific Information Database (SID) - Trusted Source for Research and Academic Resources
Scientific Information Database (SID) - Trusted Source for Research and Academic Resources
Scientific Information Database (SID) - Trusted Source for Research and Academic Resources
Scientific Information Database (SID) - Trusted Source for Research and Academic Resources
Issue Info: 
  • Year: 

    1397
  • Volume: 

    5
  • Issue: 

    2
  • Pages: 

    0-0
Measures: 
  • Citations: 

    0
  • Views: 

    298
  • Downloads: 

    177
Keywords: 
Abstract: 

با مراجعی برخورد کردم که فرزندش مبتلا به اختلال اوتیسم بود و طبق روال معمول این کشور به دهها متخصص مغز و اعصاب و روان پزشک در تمامی شهرهای بزرگ تا سن 6 سالگی مراجعه کرده و هیچ نتیجه ای نگرفته بود و حتی محض رضای خدا یک نفر از این متخصصان او را به روان شناس کودک ارجاع نداده بودند و وقتی مادر به متخصص مغز پیشنهاد داده بود که کودکم را پیش روان شناس هم ببرم، در جواب میشنود روانی خودت هستی برو پیش روان شناس! وقتی یک متخصص تحصیل کرده این را میگوید، از جامعه عوام غیرمتخصص چه انتظاری میتوان داشت؟ ....

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Issue Info: 
  • Year: 

    2018
  • Volume: 

    5
  • Issue: 

    2
  • Pages: 

    1-13
Measures: 
  • Citations: 

    1
  • Views: 

    2023
  • Downloads: 

    717
Abstract: 

Background and Purpose: Anxiety disorder is one of the most important causes of maladjustment in children. The present study was designed to evaluate the effectiveness of the Coping Cat treatment program on reducing symptoms of anxiety disorder in elementary school children. Method: This study was semi-experimental, pre and post-test design with control group. Study population consisted of male and female aged 9 to 11 with anxiety disorders. Using Multidimensional Anxiety Scale for Children (March & et al, 1997), and through a purposeful sampling method, 32 children from Tehran province were selected and randomly assigned to the experimental and control groups (16 children in each group). The Coping Cat intervention administered for the experiment group, while there was no intervention for the control group. After intervention, post-test, and then after one month, the follow-up test was administered for the both groups. Results: SPANOVA analysis revealed that Coping Cat treatment program had a significant effectiveness on amelioration of symptoms of anxiety disorders in children. Also, this program has a significant effect on anxiety disorders variables in 1 month follow-up period (P<0. 05). Conclusion: Accordingly, we can conclude that the Coping Cat program can lead to reduction of anxiety disorder in children by identifying signs of unwanted anxiety and using these signs as a guide for applying anxiety management strategies.

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Issue Info: 
  • Year: 

    2018
  • Volume: 

    5
  • Issue: 

    2
  • Pages: 

    14-24
Measures: 
  • Citations: 

    1
  • Views: 

    1400
  • Downloads: 

    990
Abstract: 

Background and Purpose: Social anxiety is one of the most common anxiety disorders in childhood that is related to the family system. The purpose of this study was to predict the social anxiety of primary school children based on the emotional regulation difficulties and cognitive flexibility of their mothers. Method: This research is a descriptive study in the form of correlation design. For this purpose, 120 students (along with their mothers) were selected by multistage cluster sampling method from primary school children from 4th to 6th grades in Arak, Iran. The students were asked to perform the Liebowitz social anxiety scale for children and adolescents (Masia-Warner2003), However for their mothers, the difficulties in emotion regulation scale (Gratz & Roemer, 2004) and cognitive flexibility scale (Dennis & Vanderwall, 2010) were performed. The collected data were analyzed by pearson correlation coefficient and multiple simultaneous regressions. Results: The findings indicated that difficulties in emotion regulation and cognitive flexibility of mothers predict 57% of variance of social anxiety in children (F= 21/38, p< 0. 001). Also, the subscales of difficulties in engaging in goal-directed behavior and limited access to emotion regulation strategies had a significant role in predicting this variable with a beta coefficient of 0. 335 and 0. 325, respectively. Conclusion: The difficulty in emotion regulation of mothers can be related to social anxiety in their children, and as mothers have more problems in their emotional regulation, children will also show more problems in social interactions such as social anxiety; therefore, the empowerment of mothers for better management and regulation of emotional problems leads to less social anxiety in children.

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Issue Info: 
  • Year: 

    2018
  • Volume: 

    5
  • Issue: 

    2
  • Pages: 

    25-35
Measures: 
  • Citations: 

    0
  • Views: 

    454
  • Downloads: 

    492
Abstract: 

Background and Purpose: Food neophobia defines as avoidance and aversion of novel foods that can have harmful consequences for children. In this regard, the present study aimed to predict the food neophobia by dimensions of personality and parenting styles. Method: The research design was descriptive and correlational. The population of the study consisted of boy and girl students of the secondary schools of the first district of Rasht city in the academic year of 2017-2018. A sample of 400 boy and girl students was selected by convenient sampling method. The data were collected through food neophobia scale (Pliner & Hobden, 1992), big five questionnaire for children (Barbaranelli et al, 2005) and parenting style inventory (Baumrind, 1973). At the end, the data were analyzed by multiple regression stepwise. Results: The results showed that personality dimensions of energy-extraversion (p<0/05), intellect-openness, agreeableness and emotional instability (p<0/01) could predict food neophobia. Also, the results indicated that it was possible to predict the food neophobia through authoritative, authoritarian and permissive parenting styles (p<0/01). Conclusion: In sum, the results show the relationship and the possibility of predicting the food neophobia by examining personality dimensions and parenting styles. According to the findings of this study, by improving the extroversion personality and developing an authoritative parenting style can reduce the food neophobia that is associated with many physical and psychological disorders.

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Issue Info: 
  • Year: 

    2018
  • Volume: 

    5
  • Issue: 

    2
  • Pages: 

    36-46
Measures: 
  • Citations: 

    0
  • Views: 

    778
  • Downloads: 

    679
Abstract: 

Background and Purpose: ADHD is one of the most common disorders in childhood, which causes many problems for the child and his or her family. The purpose of this study was to investigate the effect of sand play therapy on reduction of impulsivity and attention deficit in boys with ADHD. Method: The present study was a semi-experimental study with a pre-test-post-test with a control group. The statistical population of the study included all the children aged 5-7 years old with ADHD in Kermanshah's kindergartens in 2017. Twenty of them were selected as the sample using convenient sampling method and randomly assigned into two experimental and control groups (10 children in each group). The data collection tools were scale of attention deficit hyperactivity disorder (Sprafkin & Gadow, 1984) and diagnostic and statistical manual of mental disorders--IV (American Psychiatric Association, 2000). To analyze the data, multivariate analysis of covariance analysis was used. Results: The data showed that sand play therapy was effective in reducing the symptoms of attention deficit and impulsivity in experimental group (P<0. 001). Conclusion: According to the results of this study, it can be concluded that sand play technique influencing the perforentural cortex development in children with attention deficit / hyperactivity disorder is effective in reducing symptoms of disorder. As a result, this method can be used as a supplementary method along with other therapies for this disorder.

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Issue Info: 
  • Year: 

    2018
  • Volume: 

    5
  • Issue: 

    2
  • Pages: 

    47-58
Measures: 
  • Citations: 

    1
  • Views: 

    688
  • Downloads: 

    536
Abstract: 

Background and Purpose: Regarding the problems of children with oppositional defiant disorder in learning and executive functions, the purpose of this study was to the effect of mindfulness-based cognitive therapy on executive functioning and social emotional learning in students with oppositional defiant disorder. Method: The research method is a semi-experimental with pre-test and post-test with control group. The statistical population consisted of all male students with oppositional defiant disorder aged 11-15 year-old in Gorgan city in 2017, 30 of them were selected using randomized two-step cluster sampling method and then randomly placed in two experimental and control groups (15 students in each group). The research tool includes the child health inventory (CSI-4) Parent Form (Gadow & Sprafkin, 1994), social-emotional learning questionnaire (Crane et al., 2009), and neuropsychological questionnaire (Koolidge, 2002). The experimental group was trained in 8 sessions of 120 minutes in group. Data were analyzed by covariance analysis after the end of the sessions. Results: The results showed that mindfulness-based cognitive therapy is effective on the components of executive functioning, including decision making, organization and lack in inhibition, and also on social-emotional learning components, including organizing task, peer relationships and self-regulation in students with oppositional defiant disorder (p<0/001). Conclusion: Based on the results of this study, it can be concluded that since the majority of people with oppositional defiant disorder have deficiency in executive functions, mindfulness education can be used as one of the complementary methods of treatment in these individuals.

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Issue Info: 
  • Year: 

    2018
  • Volume: 

    5
  • Issue: 

    2
  • Pages: 

    59-71
Measures: 
  • Citations: 

    1
  • Views: 

    714
  • Downloads: 

    617
Abstract: 

Background: Considering the importance of social skills as the most important factor of socialization and social adaptation, this study aimed to investigate the effectiveness of body language and social skills training on social adjustment of students with visual impairment. Methods: The present study was a semi-experimental, pre-test-post-test design with control group. The statistical population of this study consisted of all 14-year-old female students with visual impairment studying at Tehran in 2015-2017 who referred to the welfare and rehabilitation centers. 40 students were selected using conveniant sampling method and were randomly assigned into the experimental and control groups. The experimental group was trained for 14 sessions of 90 minutes. Both groups responded to the California Test of Personaliy (social compromise component) before and after the training. Collected data were analyzed using single-variable and multivariate covariance analysis. Results: The results of data analysis showed that the mean score of total social adjustment and all its subscals for exprimental group increased in post-test stage, however, this increase was not observed in "social forms and antisocial tendency" scale (p <0. 05). Conclusion: Considering that in the social and body language, a person with visual impairment develops a model of communication skills that uses self-knowledge and learns non-verbal communication techniques such as body condition, shaking, facial expressions, and appropriate voice and tone, , hence, his/her social adaptation will improve.

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Issue Info: 
  • Year: 

    2018
  • Volume: 

    5
  • Issue: 

    2
  • Pages: 

    72-82
Measures: 
  • Citations: 

    0
  • Views: 

    1417
  • Downloads: 

    893
Abstract: 

Background and Purpose: By familiarizing children with principles of ethics and committing to them, it is possible to have a dynamic and ethical society. Considering the importance of the moral development of children in the society as well as their interest in storytelling, the purpose of this study was to investigate the effect of storytelling on moral intelligence and its components in primary school students. Method: The research method was quasi-experimental with pre-test-post-test design. The statistical population included all 7-year-old primary school students in Tehran's 2nd and 17th districts in 2016. Sampling was done randomly in the educational districts, but purposeful at the schools and classes. A total of 108 students were selected, and 54 of them were trained for 9 weeks; and 45 minutes a week. The data were collected using a moral intelligence questionnaire (Dornajafi Shirazi, 2013), which was completed by the student's teacher. In order to analyze the data, covariance analysis was used. Results: The findings of this study showed that storytelling led to increase of moral intelligence and all its components in female primary students (p< 0. 01). Conclusion: Based on the results of this study, it can be concluded that by transmitting moral messages to children, storytelling gradually increases the moral intelligence in children.

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Issue Info: 
  • Year: 

    2018
  • Volume: 

    5
  • Issue: 

    2
  • Pages: 

    83-94
Measures: 
  • Citations: 

    0
  • Views: 

    893
  • Downloads: 

    999
Abstract: 

Background and Purpose: Today, the quality of students' performance in various subjects, such as mathematics that is important in selecting the field of study, is one of the basic issues in the educational system. The purpose of the present study was to investigate how the expectancy– value motivational model affects the intrinsic and extrinsic educational motivation, educational engagement (motivational strategies, learning strategies), and academic performance of students in mathematics. Method: The statistical population consisted of all 8th grade male students in Dezful city. 50 students were selected by multi-stage cluster sampling and placed in two experimental and control groups (25 students in each group). The expectation-value motivation model was implemented in the experimental group, while the control group received no training. In order to collect data in this study, Harter's classroom motivational scale (2005) and motivated strategies for learning questionnaire (Pintrich & DeGroot, 1990) were used. Results: The results of covariance analysis showed that there was a significant difference between the two groups in the intrinsic educational motivation variables, motivational engagement, cognitive engagement, and academic performance (P <0. 01). Conclusion: Based on the results of this study, the use of expectation-value motivation model will have a positive effect on academic motivation, educational engagement, and academic performance.

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Issue Info: 
  • Year: 

    2018
  • Volume: 

    5
  • Issue: 

    2
  • Pages: 

    95-106
Measures: 
  • Citations: 

    0
  • Views: 

    598
  • Downloads: 

    533
Abstract: 

Background and Purpose: Memory consolidation and learning are effective factors to form and develop motor and cognitive skills in children. In the present study, practice structure and off-line time periods have been manipulated to examine its effects on motor memory consolidation in children Method: 36 female students (9-12 years old) from Maktabi elementary school of Qom city were elected and randomly assigned to 3 groups of constant, blocked, and random practice. This study includes acquisition and retention tests for dart throwing task (tests were done in 3 time periods; 1hour, a day, and one week after practice). Retention tests were done by constant, blocked, and random methods to evaluate the variability and memory encoding specificity principles. Results: Means of radial errors showed skill improvement in the blocked and constant practice groups. This improvement was not meaningful but remained over time for blocked practice group. Paired samples T test at the end of acquisition and retention test similar to the practice conditions showed significant decrease of error (p≤ 0. 05) in the blocked practice group only (confirmation of the specificity principle). Paired comparisons between end of acquisition and constant retention tests in each group did not show any significant improvement (P≥ 0. 05) for any of the off-line time periods in blocked and random practice groups (rejection of the variability of practice). However, significant improvements (P≤ 0. 05) were observed in the performance of both random and blocked groups in similar retention tests to practice (principle the specificity). Conclusion: Memory consolidation and performance improvement can occur in children at the end of acquisitive an in off-line time period (even after 1 hour). Furthermore, constant or low variable (blocked) practice could lead to more improvements in consolidation process and motor memory in children.

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Issue Info: 
  • Year: 

    2018
  • Volume: 

    5
  • Issue: 

    2
  • Pages: 

    107-118
Measures: 
  • Citations: 

    0
  • Views: 

    1233
  • Downloads: 

    935
Abstract: 

Background and Purpose: The results of the studies indicate that a set of emotional, cognitive, behavioral, and social elements plays a role in the emotional-social development. Thus, the purpose of this study was to investigate the effect of social-emotional competence training on problem solving, aggression and optimism of students with low economic socio-economic status. Method: The research method was semi-experimental with pretest-post-test design and control group. The statistical population consisted of all female high school students of low socioeconomic status in studying at Babol in 2016. Among them, 30 students were selected through cluster random sampling from less-favored schools and assigned to the experimental and control groups (15 students each group). For collecting data, Buss and Perry's aggression questionnaire (1992), Social Problem Solving (D’ Zurilla & et al, 2002) and life orientation test (Scheier & Carver, 1994) were used. The experimental group received the social emotional competency program for 9 sessions of 90 minutes, but the control group did not receive any intervention. Results: The results of multivariate analysis of covariance showed that there was a significant difference between the scores of aggression, social solving and optimism in the experimental and control groups (P <0. 05). Conclusion: Based on the results of this study, training of emotional social competence with increasing students' ability to identify, express and regulate emotions has reduced aggressive behaviors and increased problem solving.

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Issue Info: 
  • Year: 

    2018
  • Volume: 

    5
  • Issue: 

    2
  • Pages: 

    119-130
Measures: 
  • Citations: 

    0
  • Views: 

    893
  • Downloads: 

    603
Abstract: 

Background and Purpose: Laterality is a controversial issue that related to lateralization or assignment of brain hemispheres to specific activities. The purpose of this study was to compare the self-concept, anxiety, and dexterity between left-handed and right-handed students. Method: The present study is causal-comparative. The population of the study consisted of all girls and boys students aged 9-14 years old who were studying in Tabriz city in 2016. After identifying selected schools, 30 left-handed and 30 right-handed students were selected through purposeful sampling. The research data were obtained by using the handedness quetionnair (Chapman & Chapman, 1987), Piers-Harris children's self-concept scale (1981), Beck anxiety scale (1988) and Purdue Pegboard (Tiffin & Asher, 1948). For data analysis, independent t-test and multivariate analysis of variance were used. Results: The results showed a significant difference in the self-concept and anxiety components between the two groups of left-handed and right-handed students, but there was no significant difference between the two groups in terms of dexterity (P <0. 05) Conclusion: Based on the results of this study, it can be concluded that there is a difference between the left-handed and right-handed students in emotional, behavioral and motor dimensions, which should be considered by families and child psychologists.

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Issue Info: 
  • Year: 

    2018
  • Volume: 

    5
  • Issue: 

    2
  • Pages: 

    131-141
Measures: 
  • Citations: 

    1
  • Views: 

    545
  • Downloads: 

    560
Abstract: 

Background and Purpose: The cognitive and emotional state of the parents, mother, plays an important role in the child's behavioral state. The purpose of this study was to investigate the relationship between dimensions of wisdom and thought control strategies of mothers with symptoms of behavioral disorders in girls. Method: The research method is descriptive correlational. The research population consisted of all female students with behavioral problems that were studying in the third to fifth grade of elementary school in Kashan in 2017. The sample size consisted of 225 mothers and their daughters, who were selected by multi-stage cluster sampling. The research tools were behavioral disorders questionnaire (Akhnenbach and Raskorela, 2001), wisdom dimensions questionnaire (Ardelet, 2002), and thought control strategies (Wels and Davis, 1994), which were completed by mothers. Data were analyzed by Pearson correlation and multiple regressions analyzes. Results: Correlation results showed that there is a significant negative correlation between distraction strategies, worry, and punishment with internalizing and externalizing behavioral disorders. Also, the results of the regression analysis showed that reflective wisdom, the strategy of distraction, and worry are a significant predictor of externalizing behaviors; and emotional wisdom, distraction, and worry are a significant predictor of internalizing behaviors (P <0. 05). Conclusion: According to this finding, it can be concluded that improving wisdom and thought control strategies of mothers lead to appropriate emotional and behavioral responses and thus reduce behavioral difficulties in children.

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Issue Info: 
  • Year: 

    2018
  • Volume: 

    5
  • Issue: 

    2
  • Pages: 

    142-153
Measures: 
  • Citations: 

    1
  • Views: 

    767
  • Downloads: 

    523
Abstract: 

Background and Purpose: Many factors contribute to the high-risk behaviors of students, including the lack of skills necessary to cope with difficult life situations. Therefore, the present study aimed to investigate the effect of compassion therapy on adjustment and happiness of students with high-risk behaviors. Method: The statistical population consisted of all female students studying at the 10th grade in the academic year of 2017-2018 in Rasht. 30 students were selected by multistage cluster sampling and randomly assigned to experimental and control groups. The compassion therapy program was only applied to the experimental group for 8 sessions of 90 minutes, but the control group did not receive such intervention. Iranian adolescents risk-taking scale (Zadeh Mohammadi, Ahmad Abadi & Heidari, 2011), adjustment inventory for school students (Sinha and Singh, 1993), and Oxford happiness questionnaire (Argyle & Lu, 1989) were used to gather data. Data were analyzed by multivariate analysis of covariance. Results: The results of data analysis have shown that compassion therapy has been effective on happiness and all aspects of adjustment including social and educational dimensions except emotional dimension (p <0. 001). Conclusion: Based on the results of this study, the use of compassion therapy due to the training of mindfulness techniques and enhancement of self-compassion has a significant impact on the lives of students with high-risk behaviors and leads to an improvement in their adjustment and happiness.

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Issue Info: 
  • Year: 

    2018
  • Volume: 

    5
  • Issue: 

    2
  • Pages: 

    154-163
Measures: 
  • Citations: 

    0
  • Views: 

    983
  • Downloads: 

    1235
Abstract: 

Background and Purpose: The experience of anger and its management in the social environments have always been of interest to researchers. The present study was conducted with the aim of investigating the effect of anger management training based on cognitive-behavioral approach on reducing anger in girls. Method: This quasi-experimental study used pretest – posttest design with control group. 142 female students aged 12-15 years old were selected through convenient sampling method and randomly assigned to experimental and control groups (72 subjects in the experimental group and 70 subjects in the control group). Anger management training program based on cognitive-behavioral approach was conducted in a group for experimental group. Then, using the multidimensional anger questionnaire (Smith et al., 1998), the anger rates of participants before and after the training were measured. Data were analyzed using multivariate analysis of covariance (MANCOVA). Results: The results showed that the score of the experimental group in posttest significantly decreased in all aspects of anger (school anger, hostile attitude, school anger expression index) (p <0. 01) Conclusion: The result of this study showed that anger management program based on cognitive-behavioral approach reduces the amount of anger by increasing mental capabilities and proper management of emotions.

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Issue Info: 
  • Year: 

    2018
  • Volume: 

    5
  • Issue: 

    2
  • Pages: 

    164-173
Measures: 
  • Citations: 

    1
  • Views: 

    519
  • Downloads: 

    684
Abstract: 

Background and Purpose: Oppositional defiant disorder is a pattern of disobedience and hostility to adults. Different therapies have been used for this disorder, which are in the psychological and educational range. The purpose of this study is the meta-analysis of the effectiveness of psychological and educational interventions on the reduction of symptoms of coping disobedience disorder. Method: For this purpose, the meta-analysis method was used as a statistical method to determine, collect, combine and summarize the research results associated with these patterns. Among all the studies conducted in Iran between 2008 and 2016, the articles that were pertinent in research methods and materials, such as society, sample size, research method, sampling method and measurement tools, have been included in the present study. Finally, 15 studies with the necessary criteria were analyzed. Results: The results of the study showed that the overall effect size of these 15 studies under the constant model is equal to 0. 361, which is high according to the Cohen criterion interpretation. Conclusion: Regarding the high effectiveness of psychological and educational interventions, it can be concluded that the educational interventions and psychological treatments can play a major role in reducing the symptoms of oppositional defiant disorder.

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Issue Info: 
  • Year: 

    2018
  • Volume: 

    5
  • Issue: 

    2
  • Pages: 

    174-184
Measures: 
  • Citations: 

    1
  • Views: 

    427
  • Downloads: 

    481
Abstract: 

Background and Purpose: The emergence of chronic diseases, such as cancer in children, can seriously damage the mental health of mothers. Accordingly, the present study was conducted with the aim of the effect of hope therapy based on cognitive-spiritual approach on the worry and subjective burden of mothers with a child with cancer. Method: The present study was a quasi-experimental design with pretest-post-test and control group. In this study, 30 mothers were selected by purposeful sampling from among the mothers who had a child with cancer were living in Lorestan province in 2018. They were randomly assigned into two groups of experimental and control (15 mothers in each group). The experimental group received educational intervention within 3 months in 10 sessions of 90 minutes. To collect data in this study, worry questionnaire (Davy & Wells, 2006) and subjective burden (Zarit, Todd & Zarit, 1980) were used. Results: The results of data analysis using covariance analysis showed that the hope therapy based on cognitive-spiritual approach reduced worry and subjective burden in the mothers of the experimental group (p <0. 001). Conclusion: Based on the findings of this study, it can be concluded that the educational package used in this study, due to the use of hope therapy, cognitive and spiritual approach, has been effective in reducing the level of worry and psychological distress in mothers of a child with cancer.

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Issue Info: 
  • Year: 

    2018
  • Volume: 

    5
  • Issue: 

    2
  • Pages: 

    185-194
Measures: 
  • Citations: 

    0
  • Views: 

    3864
  • Downloads: 

    2689
Abstract: 

Background and Purpose: Teachers and schools are among the important factors in the development of students' creativity. Regarding the importance of teaching method in students' creativity, the purpose of this study was to investigate the effect of teaching method based on constructionism approach on student's creativity. Method: The research method is a semi-experimental design with pretest-posttest and control group. The statistical population consisted of all sixth grade male students in Dezful city, 48 of whom were selected by multi-stage cluster sampling and randomly assigned to the control and experimental groups. The form A of the Torrance creativity test (1988) was carried out by both groups in the pretest and post-test phases, and then the method based on constructionism approach in the experimental group and the traditional (teacher-centered) teaching method were used in the control group for all the courses. Data were analyzed using one-way covariance analysis. Results: The results showed that the use of method based on constructionism approach increased the creativity of the students in the experimental group compared to the traditional teaching group (teacher-centered) (p <0. 001). Conclusion: According to the results of this study, teaching method based on constructionism approach by activating students in the process of education can be used as one of the main methods for increasing creativity.

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مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic ResourcesDownload 2689 مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic ResourcesCitation 0 مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic ResourcesRefrence 0