Journal of Child Mental Health
Year:2024 | Volume:11 | Issue:1|Papers Count:7

Background and Purpose: Students in the era of corona due to excessive use of cyberspace, usually face a decrease in health and academic motivation. Accordingly, the current study was conducted with the aim of the effectiveness of positive thinking training on academic vitality and achievement motivation of students during the coronavirus epidemic. Method: The present study was a quasi-experimental study with a pretest-posttest design with a control group and a follow-up stage. The statistical population of the research was all male students of the first secondary school in Kermanshah city in the academic year 2020-2021. Forty students were selected by purposive sampling and randomly assigned to experimental and control groups. The research tools included the latest validated version of the Academic Vitality Questionnaire (Dehghani Zadeh and Hossein Chari, 2012) and the Achievement Motivation Questionnaire (Hermans, 1970). The experimental group received 10 90-minute sessions of positive thinking,while the control group did not receive any intervention and received regular school education. The research data was analyzed by the method of analysis of variance with repeated measurements and SPSS 21 software. Results: The results of data analysis showed that positive thinking training was effective and positive on the components of academic vitality variables (P <0. 01) and students' achievement motivation (P <0. 01) and these results continued in the follow-up period (P <0. 01). Conclusion: Based on the findings of the present study, it can be concluded that positive thinking with its functional component has led to academic self-efficacy and this is effective in improving academic vitality. By having a positive mindset, one feels empowered, which in turn is effective in academic vitality and causes a cycle of positive academic events for the individual. Also, expressing positive experiences and receiving feedback from other members is one of the strongest steps in the positive approach in recognizing reliable abilities that play a role in increasing motivation for achievement.

Background and Purpose: Violence and bullying in schools are amongst the most common forms of victimization of children during their childhood in adolescence, which leaves harmful impacts on various fields of their performance including academic, behavioral, psychological, and social well-being and welfare. The present study was conducted to investigate the role of executive functions and time perspective components in predicting bullying among students. Method: The statistical society of this descriptive-correlation study included all students aged 10 to 13 years old in the schools of Qom in the academic year 1400_ 1401, out of which 273 people were selected using the sampling convenient method. Data were collected using the Illinois Bullying Scale (2000), Zimiardo's Time Perspective Inventory (1999), and Barkley Deficits in Executive Functioning Scale-Children and Adolescents (BDEFS-CA) (2012). Data analysis was done by SPSS software version 24 and using descriptive and inferential statistical methods (correlation coefficient and step-by-step regression analysis). Results: Bullying and lack of self-control/ inhibition and negative perspective have a positive and significant relationship. Also, the regression results show that self-control/inhibition and the effect of a negative pastime perspective can explain changes in bullying among students. Conclusion: Considering that the negative past time perspective and lack of self-control/inhibition can explain changes in bullying behavior in students,accordingly, intervention programs to improve executive functions and time perspective to prevent bullying in students should be taken into consideration as a suggestion.

Background and Purpose: Cyberbullying is one of the most vulnerable types of bullying in adolescents, which may result from childhood traumatic experiences and dark triad personality traits. Therefore, the present study aimed to investigate the relationship between childhood traumatic experiences and cyberbullying with the mediating role of dark triad traits in adolescents. Method: The research method used was correlational studies with structural equation modeling. The statistical population included all male students in the first and second grades of high school in the first district of Rasht city in the academic year 2022-2023. A preliminary sample of 480 individuals was selected through cluster random sampling, after removing the distorted samples, 380 samples were considered as the final sample. Data collection tools included the Cyber-Bullying/Victimization Experiences Questionnaire (Antoniadou et al., 2016), the Childhood Trauma Questionnaire (Bernstein et al., 1994), and the Dirty Dozen Questionnaire (Jonson & Webster, 2010). Data analysis was done by SPSS22 and AMOS24 software using the structural equation modeling method. Results: The results indicated a good fit with the proposed model. The findings showed that childhood traumatic experiences have a direct effect on cyberbullying (β= 0. 583), dark triad traits (β= 0. 714), and dark triad traits on cyberbullying (β = 0. 318) (P < 0. 05). Additionally, the results also demonstrated a significant mediating role of dark triad traits between childhood traumatic experiences and cyberbullying (β = 0. 227) (P < 0. 05). Conclusion: In general, it can be concluded that individuals vulnerable to childhood trauma are prone to cyberbullying in the virtual space, and dark triad personality traits play a significant role in predicting cyberbullying in adolescents.

Background and Purpose: Children's behavioral problems are common and debilitating problems in children, ‎and ‎investigating them is very important. Therefore, the present research was conducted to determine the role of child's temperament and mother's attachment and parenting styles in predicting behavioral problems of 3-5 year old children with working mothers. Method: This study was a cross-sectional type of correlation. The research population was working mothers’ ‎with 3-‎‎5-year-old children in Urmia city kindergartens in 2021-2022 year with number 353 people that the sample ‎size ‎based on the Krejcie and Morgan table estimated 184 people who were selected by cluster sampling method. ‎The ‎research data were collected with the questionnaires of Revised Temperament (Ellis and Rothbart, 2001), ‎Attachment Style (Hazen ‎and Shaver, 1987), Parenting Styles (Baumrind, 1991), and Behavioral Problems ‎‎(Rutter, 1976) ‎and were analyzed by methods of Pearson correlation coefficients and multiple regression with enter model ‎in SPSS ‎software versions 21. ‎ Results: The findings showed that a child's temperament, secure attachment style, and authoritative parenting ‎style ‎had a negative and significant relationship with children's behavioral problems and avoidant,‎ambivalent ‎insecure attachment styles and authoritarian parenting style had a positive and significant relationship ‎with ‎children's behavioral problems at a level of 0. 01,and permissive parenting style had a positive and ‎significant ‎relationship with children's behavioral problems at a level of 0. 05. Also, the variables of the child's ‎temperament, ‎attachment style and authoritative and authoritarian mother's parenting style significantly could ‎predict 29 ‎percent of changes in children's behavioral problems (P<0. 001). ‎ Conclusion: The results of this study indicated the effective role of a child's temperament, attachment style ‎, and ‎authoritative and authoritarian mother's parenting style in predicting the children's behavioral problems. ‎ The implications of the obtained results were discussed in the article.

Background and Purpose: Chronic pain at an early age can lead to serious psychological, social, and academic issues and negatively impact cognitive functioning. Due to the limitations of medical treatments, psychological interventions can offer effective solutions to improve quality of life and reduce pain. This review study aimed to determine the effectiveness of psychological interventions in treating children and adolescents with chronic pain. Method: Through a systematic review study, all selected articles were evaluated by the research authors using specialized keywords in external databases such as Google Scholar, PubMed, ProQuest, EMBASE, PsycINFO, and Scopus, covering the period from January 2001 to July 2024. A total of 973 published English articles were reviewed, considering inclusion criteria and quality assessment using the PRISMA model. Based on the final qualitative evaluation, 38 articles were selected and examined to address the research questions. Results: The results of the studies indicate the effectiveness of biofeedback-relaxation (7 studies), mindfulness-based interventions (9 studies), acceptance and commitment therapy (8 studies), cognitive-behavioral therapy (10 studies), and compassion-focused therapy (3 studies) on the psychological and physical health of children and adolescents with chronic pain. Conclusion: Psychological interventions have proven to be significantly effective for children and adolescents with chronic pain. These therapies have reduced pain intensity, stress, anxiety, depression, and pain-related disabilities. Conversely, they have improved quality of life, coping skills, physical functioning, and life satisfaction in patients. Overall, these treatments have not only alleviated negative symptoms but also enhanced various aspects of the patients' lives.

Background and Purpose: Different biological, environmental, cognitive, motivational, individual, and collective factors affect the student’s academic achievement or failure. This study aimed to investigate the effectiveness of cognitive-behavioral therapy on academic procrastination and self-efficacy of female students. Method: This research was experimental with pretest-posttest control group design. The population included all the female students at grade 11 in Rasht during the academic year 2018-2017. A sample of 30 students with the highest academic procrastination score and lowest self-efficacy score were selected by cluster sampling and then assigned to the experimental and control groups (15 students per group). The most recent Iranian standardized version of Academic Procrastination Questioners of Solomin& Roth Bloom (1984) and Self-Efficacy Questionnaire of Sherer (1982) were carried out on the groups at the pretest and posttest stages. After conducting the pretest, the experimental group underwent eight 45-sessions of Ellis’s cognitive-behavioral therapy (2004), while the control group received no training except the routine school education. Data were analyzed by SPSS-16 and univariate covariance statistical method. Results: Findings showed that the cognitive-behavioral therapy was significantly effective on students' academic procrastination (F=15. 61, p<0. 01) and students' self-efficacy (F= 7. 64 and P<0. 01). Conclusions: In general, results indicated that cognitive-behavioral therapy was significantly effective in improving the student’s psychological charectristics. Therefore, it is suggested to use this method to decrease academic procrastination and to increase self-efficacy in schools and clinics.

Background and Purpose: Reading learning disorder is one of the most common childhood problems, which needs effective interventions. Therefore, the present study aims to compare the effectiveness of computer-based cognitive rehabilitation and virtual reality intervention on visual and auditory attention of children with reading learning disorder. Method: This study was a quasi-experimental study with pretest-posttest control group design. The population included all the students with reading learning disorder who had referred to Omid Learning Disability Rehabilitation Clinic in Arak city during 2023. They were screened by Colorado Learning Difficulties Questionnaire (CLDQ). A sample of 30 students were randomly selected and assigned to computer-based cognitive rehabilitation group, virtual reality intervention group and the control group, with 10 members per group. Then interventions were carried out for computer-based cognitive rehabilitation group (twelve 30-min sessions) and virtual reality group (sixteen 30-min sessions). Also, all three groups were assessed by the second edition of Integrated Visual and Auditory Continuous Performance at the pretest and posttest stages. Finally, data were analyzed by multivariate analysis of covariance and Benferroni post-hoc test in SPSS-26. Results: Based on the findings, the computer-based cognitive rehabilitation therapy and virtual reality intervention were both significantly effective in improving the visual and auditory attention of students (P<0. 05),however this effect was a little higher in computer-based cognitive rehabilitation group. Conclusion: computer-based cognitive rehabilitation and virtual reality intervention can be used to improve the attention level in children with reading learning disorder.