Journal of Child Mental Health
Year:2016 | Volume:3 | Issue:1|Papers Count:9

Background and purpose: Children with autism disorder from early childhood are often confronting with cognitive and behavioral problems such as problems with eating, dressing, linguistic relation, and motor activity. The purpose of this study is determining the effectiveness of training applied behavior analysis to the parents of children with autism in increasing self-help of children with autism.Method: Design of present study is experimental with pretest, posttest and control group. The population includes all parents of pre-school and primary school children with autism in Tehran in 1394 year. Sampling was done through simple random sampling and 30 Participants (15 in experimental group and 15 in the control group) were assigned randomly. Participants before and after training responded to Vineland Social Maturity Scale (1953) and Garz list (1994). Applied Behavior Analysis was taught to parents of children to use this method to increase self-help skills of their children. The intervention program was held for 10 half-hour sessions on experimental group. Univariate analysis of covariance was used to analyze the data.Results: The results of covariance analysis showed there is significant difference in experimental group comparing to control group in self-help in children after intervention of applied behavior analysis to parents. (p<0.001).Conclusion: Due to high stress parents of children with autism and low self-help of children with autism, training of applied behavior analysis program and strengthen communication skills is necessary. Results’ implications are discussed.

Background and purpose: Communication needs to keep track of social, linguistic and physical information and at the same time to manage the flow of this information between conversational partners. Successful communication requires the conversational partners to be aware of each other's mental states. So, the objective of the present study is to compare the affective perspective taking and the empathy level in bully students and the victims of bullying.Method: The method of present study is a descriptive method and ex-post factor type and its statistical population includes all the students of Isfahan's elementary school in the academic year 1391-92. For sampling, 192 bully students and victims of bullying students were selected randomly during several stages. The tools used include affective perspective taking researcher-made questionnaire (2005) and Bryant empathy questionnaire (1982).Results: The results of multivariate variance analysis test showed that there is a significant difference between the groups in the study variables (P˂0.001). The results of univariate analysis test showed no significant difference between the groups in empathy variable (P˃0.05), but this difference in affective perspective taking variable is significant. This means that the grouping in affective perspective taking variable explains 8 percent of the variance (P˂0.05).Conclusion: To prevent the interpersonal problems as a result of weakness in perspective taking and empathy skills, affective perspective taking and empathy should be entered in formal and parenting skills education in the form of basic and essential skills as two factors affecting the social understanding and success in communication with peers.

Background and Purpose: Nowdays, relationship among family members is affected by the problem solving training. The purpose of the present research was to study the efficacy of problem solving teaching on parenting styles and family processes.Method: The present study plan was pseudo-experimental research method with one group pre-post design. The study population consisted of mothers of preschool and elementary school students. Sampling method used was available sample. Participants included 55 mothers of students in Tehran. For data gathering, Baumrind parenting style (Baumrind, 1967) and family processes questionnaires (Samani, 1995) were used.Results: Findings showed that attending in the problem solving workshops had positive effects on the subjects` performance in the area of parenting styles and family processes. So that it leads to improved communication skills, integrity and mutual respect and coping skills as well as permissive and authoritarian parenting styles changed in the desirable direction.Conclusion: Problem solving skills training can be suggested to improve parenting styles and family processes. Attending in the current program with improving parenting ways can result to increase positive experiences by children and following that psycho-social benefit. Thus, the current intervention can suggest as a promising one to clinicians.

Background and purpose: Childhood and adolescence has special conditions. Difficulty in coping and emotional regulation can lead to anxiety disorders. The purpose of this research was comparing the coping strategies and emotion regulation of students having symptoms of anxiety-related emotional disorders with normal group.Method: The method of this research was causative-comparative. 331 students of middle school from Touyserkan city were selected by categorized sampling method.60 persons were selected after screening (30 persons with high anxiety, 30 persons with low anxiety) as a sample. Subjects answered Andler & Parker Coping Strategies (1990), Cross & John Emotion Regulation (2003), and Anxiety-Related Emotional Disorders (2000) questionnaires. Data was analyzed by SPSS and with MANOVA method.Results: The results of this research showed that there is a statistical significant difference among coping strategies and emotion regulation of students having symptoms of anxiety-related emotional disorders with normal group (P<0.05). Also, it is obtained significant statistical difference between two groups for components of mentioned variables as a mixed variable. However, problem-oriented coping strategy and emotion regulation of reappraisal does not demonstrate any significant difference between two groups. Also the difference between two groups in emotion-oriented coping strategy, avoidant coping strategy, and emotion regulation of suppression was significant (P<0.05).Conclusion: The type of coping of students with problems and the way that they regulate their emotions has important role in incidence of symptoms of anxiety-related emotional disorders.

Background and Purpose: The process of child’s development is influenced by interaction of biological, psychological and social factors and family has a basic role in child development. The study of research literature show that children are at risk of abuse among families more than anyplace, and these physical, sexual and psychological injuries and ignorance make mental distress in child, and create maladaptive schemas and irrational thoughts on children's mind. The schemas as cognitive elements play an important role in personality organization, and the way that persons interpret their experiences.Method: This paper done by descriptive analytical method and literature study. For this, scientific databases with relevant keywords were searched and reliable scientific documents and articles were studied, analyzed, reviewed, compared, explained, and conclude.Results: Summary of the literature about early maladaptive schemas in abused children show that most of 18 early maladaptive schemas that was introduced by Jeffrey Yaung (1990) happen in abused children and each of abuses and maltreatments of parents in turn leads to formation and intensification of one or more of the domains of the early maladaptive schemas.Conclusion: Adequate planning is required in the micro and macro levels to knowing causes of the abuse, using prevention strategies, and holding educational and research programs. Also holding specialized meetings to preventing from child abuse is necessary.

Background and Purpose: Regarding the cognitive abilities of people with hearing impairment, memory has attracted attention of specialists. Especially the role of visual memory in remembering and recall of visual cues such as sign language and cued speech is frequently studied. The aim of this study was to investigate the effect of visual perception on short-term visual memory of male hearing-impaired students.Method: The method of this research was a quasi-experimental study with a pre-test/post-test design and control group. Among of the all of the boy’s students with hearing impairment in Tehran, thirty-six of students of Baghcheban School were selected through convenience sampling. They were then equally assigned to two groups (control and experiment). After 10 session intervention on experimental group, data were collected by Kim karad visual memory test.Results: Analysis of covariance showed that visual skills training significantly affected on improve of short-term visual memory on children with hearing damage.Conclusion: For improving visual memory in children with hearing impairment can be used of visual perception skills, because this perceptual skills makes activation areas related to visual memory and thus improves the visual memory.

Background and purpose: With the birth of child with disabilityy, parents are faced with many challenges. Generally, parents of children with disabilities have more stress than parents of typically developing children. So, the purpose of the present study was to investigate of the effectiveness of family- centered early interventions on stress symptoms in mothers of children with hearing impairment.Method: Study procedure was experimental with pretest-posttest design with control group. The sample size was 32 mothers that were selected by available sampling method of all mothers of hearing impaired children in Shiraz city in the academic year 2014-2015 and assigned into experimental and group control, randomly. The number of each experimental and control groups were 16 mother. Stress symptoms Questionnaire was used to collect data. The data were analyzed using ANCOVA and MANCOVA.Results: The results showed that there were significantly decrease in mean scores of stress symptoms and subscales (somatic symptoms, anxiety, social dysfunction and depression) in experimental group (P<0.05).Conclusion: Findings indicated that family-centered early interventions lead to improve stress symptoms in mothers of children with hearing impairment.

Background and Purpose: The birth of a child with developmental delay can be accompanied new and additional problems for parents which are directly related to children's issues. The present study was done in order to prediction parents stress and psychological distrees mothers on basis behavioral problems and adaptive functions of primary school children with developmental delays.Method: The research plan was correctional. The statistical population of this research was included all the children 6-11 years old with developmental delays includes children with autism referred to rehabilitation center and schools with special needs in Tabriz, Iran. In this study, with the use of the available sampling methods 100 participants were selected. Aberrant behavior checklist (1986), short form of mental symptoms test (1973), Vineland adaptive behavior scales (1984), and parents stress index (1967) complete by mothers.Results: Data analysis showed there is a positive correlation between the components of behavioral problems of children with developmental delays (with autism and without autism) with parents stress and psychological distress of their mothers, but there is a negative correlation between the components of the adaptive functions of these children with psychological distress and stress of their mothers (P<0.05).Conclusion: According structural modeling results can be concluded that adaptive functions and behavioral problems of children with developmental delays in the form of structural modeling can significantly explained changes of psychological distress and parenting stress of mothers. Implication of the results is discussed in the paper.

Background and purpose: Spelling learning disability is one of the most common childhood disorders. In recent years, several methods have been developed for the diagnosis of this disorder. That detection of the various elements of the drawings is one of these methods. The aim of this study was to compare children with and without spelling disorder in the test elements of the draw a person.Method: Design of this study was causal-comparative.50 girl students with spelling disorder and 50 students without spelling disorder were chosen through the random cluster sampling method.To gather of dadta, Raven’s progressive matrices, Draw aperson test (DAP) and the diagnostic Spelling test of Fallahchai, were used.Results: The results of Chi-square and T-test revealed that there is significant differents between the drawings elements in the children with and without the disorder (p>0.05). The persons drawn by children with spelling disorders included shapes which were more simple and smaller than shapes drawn by normal children. There were fewer details in the drawings of children with spelling disorders than in the drawings of normal children. Also, the disregard of coordination and symmetry and omission of the person's body members and the general low quality were very evident in the drawings of children with spelling disorders in comparison with those drawn by normal children.Conclusion: The findings have diagnostic value of drawing associated with learning disorders, especially in spelling disorder. Existence the difference between the levels of test elements of drawing in children with and without spelling disorder means that the elements of the drawing can be used to identify children with spelling disorder.