Journal of Child Mental Health
Year:2024 | Volume:10 | Issue:4|Papers Count:9

Background and Purpose: Specific learning disorder (SLD) is one of the most common neurodevelopmental disorders that causes problems in the field of academic skills. The current investigation aimed to assess the effectiveness of Internet-based mindfulness training on parental burnout and self-compassion of mothers with children with SLD. Method: This was a quasi-experimental study with a pre-test-post-test design with the control group. The research sample included 32 mothers of children with SLD in Fuman City in the academic year of 2022 _ 2023, who were selected by convenience sampling and randomly assigned to two experimental and control groups. The experimental group participated in the Internet-based mindfulness training course for 8 weekly sessions, while the control group received their usual training center. The research tools were the Roskam Parental Burnout Questionnaire (2018) and Raes's (2011) Self-Compassion Scale. The data were analyzed by analysis of covariance and Spss 27 software. Results: The results showed that the average score post-test in the experimental group changed relative to the control group and that means parental burnout scores of the experimental group decreased (F = 82. 001, P < 0. 05) and the self-compassion scores increased (F = 226. 320, P < 0. 05). Conclusion: The results showed that Internet-based mindfulness training with emphasis on components such as becoming mindful of thoughts and feelings, and being present in the moment, reduces parental burnout and improves the level of self-compassion in mothers with children with SLD. Therefore, it can be implemented by experts in different fields as one of the axes of parent training.

Background and Purpose: There are many important cognitive issues in patients suffering from epilepsy, including executive functions disorder such as cognitive flexibility and response inhibition. The purpose of this research is to study the effectiveness of the computer-based cognitive rehabilitation program on cognitive flexibility and response inhibition in children with epilepsy. Method: This was a quasi-experimental study with a pre-test-post-test design with the control group. The statistical society of this research includes all children with epilepsy referred to the Neurology Clinic of Mofid Hospital in Tehran in 2021, in which 30 children were selected by convenient sampling method and allocated to the experimental and control groups randomly (15 in each group). The experimental group was received 12 sessions the computer-based cognitive rehabilitation program and the control group didn’t receive any intervention. The data-gathering methods were the Wisconsin Card Sorting Test (1948) and the Stroop Test (1935). The results were analyzed by SPSS20 and multivariable covariance test. Results: The results showed that the computer-based cognitive rehabilitation program improves cognitive flexibility (p<0. 001) and response inhibition (p<0. 001) of children with epilepsy. Conclusion: Computer-based cognitive rehabilitation program is an effective method for executive functions, which improves cognitive flexibility and response inhibition in children with epilepsy. Consequently, it can be used as a replacement or complement method for common interferences in such children.

Background and Purpose: The personality and the way parents interact with children are important factors in the pathology and early prevention of children's behavioral problems. The present study was conducted with the aim of explaining the causal relationships between mothers' personality traits and children's behavioral problems based on the mediating role of parenting styles. Method: The method of this research was descriptive and correlation type with modeling approach. The statistical population of this research included all mothers and their children aged 8-12 living in areas 1-3 of Tehran in 2022-2023, and 267 mothers were selected by convenient sampling method as the study sample. The data collection tools included the Neo Personality Traits Questionnaire (McCree and Costa, 1997), the Alabama Parenting Style (Frick, 1991) and the Child Behavior Checklist (Achenbach and Rescular, 2001). Data analysis was done by SPSS24 and AMOS software using structural equation modeling method. Results: Based on the obtained results, the structural model has a good fit with the data. Total path coefficient between agreeableness (p=0. 032, β=-0. 145), openness (p=0. 019, β=-0. 151), conscientiousness (p=0. 001, β=-0. 380) and neuroticism (p = 0. 001, β = 0. 387) was significant with children's behavioral problems. The multiple correlation coefficient for children's behavioral problems variable was 0. 57. Conclusion: The present study confirmed the mediating role of parenting styles in the relationship between mothers' personality traits and children's behavioral problems. Children's behavioral problems can be the result of the interaction of personality traits and parenting styles.

Background and Purpose: Although emotion regulation skills deficit is a common feature of autism spectrum disorder, there is little research background related to the deficit of emotion regulation skills in individuals with high-functioning autism disorder. Therefore, the present study was conducted to systematically review the factors affecting the deficit of emotion regulation skills in individuals with high-functioning autism disorder. Method: This research was a systematic review study. Findings from 2000 to 2023 according to keywords of emotion regulation skill in individuals with high-functioning autism spectrum disorder, emotion regulation skill in individuals with high-functioning autism disorder, emotion regulation skill deficit in individuals with high-functioning autism spectrum disorder, and emotion regulation skill deficit in individual with high-functioning autism disorder in databases of Magiran, Elmnet, Noor Magz, Irandoc, Google Scholar, Science Direct, Springer, PubMed, Scopus, and Sage were checked using the PRISMA checklist, and at the end, 13 articles were selected based on the inclusion and exclusion criteria. Results: The results of the current research showed that disability in processing emotional expressions and expressing emotional experiences, disability in theory of mind, and disability in executive functions are among the most important factors affecting the deficit of emotion regulation skills in individuals with high-functioning autism disorder. Conclusion: Improving the processing of emotional expressions and the expression of emotional experiences, theory of mind and executive functions of individuals with high-functioning autism disorder can play an effective role in reducing the deficit of emotion regulation skills in these individuals.

Background and Purpose: Background and Purpose: One of the important goals of education is to create an environment for the holistic development of an individual. Therefore, the current research was conducted to predict students' academic performance based on academic motivation, academic emotions, and moral intelligence. Methods: The present research was a descriptive-correlational study. The statistical population included all high school students in Tehran in the second semester of the academic year 2022-2023, and 2065 participants were selected as the sample group by multi-stage random sampling method, and finally data analysis was conducted on 1010 participants. Students responded to the Questionnaires on Moral Intelligence (Lennick and Kiel, 2005), Academic Motivation (Vallerand, 1992), Academic Emotions (Pekrun et al., 2005), and Academic Performance (Pham and Taylor, 1999). To analyze the research data, Pearson's correlation test and stepwise regression were used. Results: The results showed that the variables of academic motivation, academic emotions, and moral intelligence have a significant correlation with academic performance in students (p<0. 01). The results of regression analysis also showed that moral intelligence, academic emotions, and academic motivation explained 18%, 33%, and 39% of the variance of students' academic performance, respectively. These variables were able to simultaneously explain 39% of the variance of students' academic performance. Conclusion: Therefore, to improve the academic performance of students, it is possible to develop programs to improve moral intelligence and, accordingly, academic motivation and academic emotions. The implications of the obtained results were discussed in the article.

Background and Purpose: The power of narratives is such that they can immerse readers in their world and transform them. Narratives can transport readers to various places and times. With this in mind, the current study sought to compare the ability to maintain effort and interest over the long term, as well as resilience, across different levels of engagement with a success narrative. Method: This comparative study involved the selection of 200 middle school students (2019) from both girls' and boys' schools in the first district of Rasht, utilizing a convenience sampling method. Initially, they were provided with five short stories on success for study. Following their reading of the stories, students completed the Transportation Scale-Short Form (Appel et al., 2015), the Short Grit Scale (Duckworth & Quinn, 2009), and the Connor-Davidson Resilience Scale (Connor & Davidson, 2003). The Transportation Scale-Short Form (Appell et al., 2015) was employed to measure students' levels of engagement with the narrative on success. Finally, the data were analyzed using multivariate analysis of variance with the SPSS24 software. Results: The findings revealed a significant difference between the two groups in terms of their ability to maintain effort and interest in long-term goals as well as resilience (P < 0. 01). Participants in the high-level narrative transportation group demonstrated greater capacity for sustaining effort and interest in long-term goals (29. 52) and resilience (67. 05) (P<0. 01). Conclusion: Drawing from the obtained results, one could posit that storytelling serves as a distinct form of motivation and catalyst for success, prompting students to engage deeply with narratives and be impacted by their substance, consequently fostering heightened motivation and emotional enrichment.

Background and Purpose: Autism spectrum disorder (ASD) is a common neurodevelopmental disorder characterized by problems in communication, social interactions, restricted interests, and repetitive behaviors. This research was conducted with the aim of the efficacy of play therapy based on sensory integration on communication skills, social interaction, stereotyped behavior, and motor development in boys with ASD. Method: This was a quasi-experimental study with a pre-test, post-test and 1. 5 months follow-up design with a control group. The statistical population of this research included all boys with ASD from 5 to 12 years in Guilan province in 2020-2021. Based on the inclusion criteria and the purposeful sampling method, 30 children were selected from the Guilan Autism Association as a sample, and randomly in two the experimental group and the control group were placed. Play therapy based on sensory integration was performed individually for 15 sessions of 30-45 minutes in the experimental group. Research tools included the The Gilliam Autism Rating Scale-2 (GARS-2) (Gilliam, 2006) and The Lincoln-Oseretsky Motor Development Scale (Sloan, 1955). The data were analyzed using the analysis of variance with repeated measurements and SPSS-27 software. Results: The results showed that there is a significant difference between the mean scores of communication skills (P=0. 001, F=14. 900), social interaction (P=0. 001, F=96. 099), stereotyped behaviors (P=0. 001, 151. 348), and motor development (P=0. 001, F=797. 026) in the post-test of the experimental and control groups and these results continued in the follow-up phase (P<0. 05). Conclusions: According to findings the results of this research, play therapy based on sensory integration by providing purposeful plays that target the specific sensory needs of each child can increase the adapted response to received stimuli and thus lead to the improvement of the functions of children with ASD.

Background and Purpose: Many researchers investigated the role of commercialization of knowledge and entrepreneurship discussion, but researchers have not paid much attention to the importance of the relationship between the knowledge and skills acquired with earning money and its role in academic dynamism and enthusiasm. Also, it seems that fewer researchers have investigated the role of commercialization of knowledge on children. Thus, the purpose of this research was to study the role of the practicality of knowledge and its commercialization in academic dynamics and the mental health of students. Method: This article was done using the descriptive method and library study so that different information about the research topic from different information sources including articles, university books, and domestic and foreign scientific sources from reliable scientific search databases such as Magiran, Elsevier, PubMed, and Google Scholar search engines were collected and described, explained and discussed. Search with keywords such as commercialization of knowledge, application of knowledge, benefits, and advantages of commercialization of knowledge, commercialization of knowledge, and mental health from 2004 to 2023 were collected described, explained, and discussed. Results: The commercialization of knowledge has many benefits and challenges for children and their families around the world. Commercialization is like a double-edged sword that in some ways can cause the growth and improvement of children's lives and well-being, and on the other hand, it may harm their well-being. Conclusion: In this research, while dealing with the concept of commercialization, the necessity, benefits, and challenges of commercialization of knowledge on children's well-being, lack of employment of graduates and its relationship with mental health, vocational training, and job skills in children and adolescents have been discussed and investigated.

Background and Purpose: Dyslexia as the most common specific learning disorder is related to working memory deficiency. In this research, the effectiveness of transcranial electrical stimulation of the brain (real and sham) combined with Attentive Rehabilitation of Attention and memory (ARAM) on working memory and reading efficiency in students with dyslexia was investigated. Method: This research was a quasi-experimental study with a pre-test and post-test design and the study population includes all students with dyslexia aged 8-12 years old in north of Iran (Babol). Among them, 22 students were selected and randomly placed in two experimental groups (11 students in each group). After performing the pre-tests, the first experimental group was exposed to real electrical stimulation combined with ARAM and the second group was exposed to sham electrical stimulation combined with ARAM (for 12 sessions of 60 minutes). Working Memory Test for Children (WMTC) (Arjamandinia, 2016) was used to evaluate the working memory of students with dyslexia, and NEMA reading and dyslexia test (Moradi et al., 2016) was used to measure reading efficiency. The analysis of covariance was used to analyze the data. Results: Statistical analysis showed that the increase in working memory scores and reading efficiency in the first experimental group was significantly higher than the second experimental group (P<0. 05). Conclusion: Based on the findings, it can be concluded that the method of real electrical stimulation combined with ARAM was more effective compared to sham electrical stimulation method combined with ARAM. Therefore, based on the results of this research, it can be suggested to specialists of learning disorders to use the mentioned method in order to improve working memory and reading efficiency of students with dyslexia.