Iranian Journal of Pediatric Nursing
Year:2020 | Volume:6 | Issue:3|Papers Count:11

Introduction: Abortive and deprived children are deprived of adequate parental support as well as family benefits. Care, empathic understanding and participation, transparent power structure, and problem-solving are essential family functions. One of the most important ways to solve conflicts is problem-solving skills. This study aimed to determine the Effect of Story-writing on the problem-solving abilities of 8-12-year-old children living in Permanent Residential Centers. Methods: This study is an experimental pre-post-test with two groups of intervention and control groups. This Experimental study conducted Single-blind study and parallel groups with a sample size of 22 individuals in each group in Permanent Residential Centers. In the test group, children undergo independent variable Story-writing for 45 minutes in one session twice a week for eight times. The Control group did not receive any intervention and received the usual care of the centers. The instrument used in this study was Cassidy and Long questionnaire. Results: The problem-solving skills did not differ significantly between the two groups before and after the intervention (P = 0. 14), but this test showed a significant difference between the two groups after intervention (P < 0. 001). Conclusions: The results of this study showed that cognitive-behavioral interventions such as storytelling could be useful for children with special conditions and lead to growth and cognitive development. Interventions such as story writing, storytelling, and narrative therapy can put children in situations and use their imagination to enhance their skills, such as problem-solving skills.

Introduction: Children, for various reasons, are always among the most vulnerable in society. They cannot protect themselves and need to help adults including their parents, and in the case of parent's incompetence, issues including child abuse will occur. Therefore the current research was conducted to study the parent's Perspectives from child abuse. Methods: The present study was qualitative research. The statistical population, all of parents whose children were studying in primary schools in a district of Tabriz in 2018 and interview, was conducted with 31 people. The primary method of data collection was semi-structured interviews with open questions and the data were analyzed by inductive analysis of qualitative content. The validity and reliability of this study were rooted in four axes of "Credibility, Transferability, and Reconceptualization and Trustworthiness. " Results: Data analysis led to the extraction of 3 main categories, including the concept of child abuse, the range of child abuse and child abuse of deficiencies. Conclusions: Parents' awareness of the three concepts of child physical abuse, child emotional abuse, and child abuse neglected was good, but their level of knowledge about child sexual abuse was limited and focused more on its known aspects. Their emphasis on solving economic and social problems and ways to increase affection in their families reflects the depth of their attention to the roots of this problem to prevent and control it. Also, the vulnerability rate of children in the current society has increased and in particular, child sexual abuse has increased more sensitivity; therefore, the need for parents' awareness to be informed of child abuse for preventing it is felt more and more. In this regard, the role of educational Authorities such as schools and the media is significant and it is necessary to provide educational programs for parents and children in this field.

Introduction: Neurodevelopmental disorders cause a wide range of problems for the child that directly or indirectly lead to a decrease in the quality of life of the family. Considering that mothers have the most responsibility for the development of their children, this study aimed to compare family developmental function, personality characteristics and parenting stress of mothers of children with autism spectrum disorder with mothers of normal children. Methods: This was a causal-descriptive study in which 50 mothers of children with autism spectrum disorder and 50 mothers of normal developmental children who were selected by convenience sampling method completed the Developmental Function Assessment Questionnaire (DFFAQ) family five-factor personality inventory (NEO-FFI), parenting stress index (PSI-SF). Results: Data analysis showed that there was a significant difference between the two groups of mothers of children with autism spectrum disorder and normality in family developmental function, personality traits and parenting stress (P = 0. 001) and the developmental function of mothers of normal children was significantly different. Above the group of mothers had autistic children. Also, parenting stress and neuroticism of mothers of autistic children were higher than that of normal mothers (P = 0. 001) and mean extraversion of mothers of normal children was higher than the average of autism mothers (P = 0. 001). Conclusions: The results of this study showed that caring for a child with autism has an impact on psychological functions such as family development, personality traits and parenting stress in the affected person's family and requires serious attention to the family of this group of people.

Introduction: Comparing the curriculum with each other will identify the strengths and weaknesses of the program and provide a framework for revising and updating educational programs. The purpose of pediatric nursing is to provide, maintain and promote the health of the child and family; therefore, this study aimed to compare the Master's degree curriculum for Pediatric Nursing in Iran and the King of England. Methods: This descriptive-analytic study was conducted in 2019. A web search program was selected for the Master of Nursing for Children of the University of King in England and Iran. Two educational programs were evaluated in terms of philosophy, goals, content of the analysis period, and their weaknesses and strengths. The data were analyzed using the Bereday pattern. Results: The Iran Pediatric Nursing Master's curriculum with King of England has a significant difference. In Iran, it is emphasized on the acceptance of the exam, while in King, in addition to the exam, it is important to conduct interviews and review the work experience of nurses. Conclusions: According to the findings of this study, the selection of students is necessary among applicants with clinical experience to ensure the quality of nursing care. Therefore, it is recommended to Planning authorities that take patterns from other countries in the direction. The clinical requirements and accept applicants for the pediatric nursing master's curriculum in Iran to promote the curriculum.

Introduction: Affective capital is one of the decisive variables that can be effective in improving the conditions of female students with depression. This study aimed to determine the effect of positive mindfulness therapy, mindfulness-based cognitive therapy, and cognitive-behavioral therapy on affective capital in female students with depression. Methods: The research method was semi-experimental, and the research design was four groups with two stages (pre-test and post-test design). To carry out the research, from first secondary school female students with depression in Naein city in 2017, 60 female students were selected and randomly assigned into three therapeutic groups (each group with 15 people) and a control group (with 15 people). Affective capital questionnaire (ACQ-Golparvar, 2016) was used to measure the dependent variable in the pre-test and posttest. The group of positive mindfulness therapy, mindfulness-based cognitive therapy, and cognitivebehavioral therapy received 12 sessions of treatment. The data were analyzed with the use of multivariate analysis of covariance (MANCOVA). Results: The results showed that there is a significant difference between positive mindfulness therapy, mindfulness-based cognitive therapy and cognitive-behavioral therapy with control group in affective capital (F = 340. 40, P < 0. 001) and their components (positive affect (F = 292. 90, P < 0. 001), feeling of energy (F = 210. 91, P < 0. 001), and happiness (F = 186. 59, P <0. 001)) in post-test after controlling for pretest (P < 0. 001). Also, there is not a significant difference between positive mindfulness therapy and mindfulnessbased cognitive therapy in affective capital and their components, but there is a significant difference between positive mindfulness therapy with cognitive-behavioral therapy in total effective capital, positive affect, and feeling of energy. Conclusions: According to the results of this research, positive mindfulness therapy and then mindfulnessbased cognitive therapy and cognitive-behavioral therapy could be used to enhance the effective capital of female students with depression in educational and therapeutic settings.

Introduction: Fever-related seizures are the most common problems in children between 6 months and six years of age. Control of anxiety and proper functioning of mothers are essential factors in the management of children's seizures. This study aimed to investigate the effect of training on understanding the uncertainty and anxiety of mothers in children with a febrile seizure. Methods: This is a semi-experimental study. Forty mothers who referred to Imam Ali hospital in Zahedan during 1396-1396 participated in the survey using the available sampling method. The samples were divided into two groups: intervention (40 samples) and control (40 samples). The intervention group received training on seizure, individually and in person for three sessions of 30-45 minutes. Spielberger and Uncertainty Anxiety Scale (PPUS) was completed before, during, and one month after the intervention. Results: The mean anxiety score at the beginning of the study was 56. 63 in the control group and 56. 68 in the intervention group and 57. 85 in the intervention group and 40. 89 in the intervention group, respectively. The uncertainty score of the mothers in the intervention group ranged from 87. 53 ± 5. 33 to 65. 30 ± 5. 49 after the intervention and the control group decreased from 84. 81 ± 7. 90 to 85. 87 ± 5. 41. There was a significant difference between the two groups in terms of two variables (P = 0. 0001). Conclusions: Education can be suggested as one of the methods for reducing the anxiety and uncertainty of mothers in patients with a febrile seizure. Increasing awareness and reducing stress can help improve mothers' performance during the seizure.

Introduction: Problem-solving skills are one of the necessities of people’ s educational, occupational, and social life. On the one hand, pre-elementary school age is the most critical period for teaching and learning and acquiring necessary skills such as problem-solving skills. According to it, the objective of the present study was to investigate successful teaching intelligence on pre-elementary school children’ s problemsolving skills. Methods: The statistical population of the present study was all pre-elementary school children in the city of Isfahan in the academic year 2015-16 from whom 30 children were selected through multi-stage clustered random sampling method, and they were randomly replaced in two experimental (15 children) and control (15 children) groups. The experimental group received the intervention of teaching successful intelligence during 21 forty-five-minute sessions three times a week for two months; however, the control group didn’ t receive such a response. The research instrument was the London tower (1982) problem-solving test. Results: The results of data analysis showed that teaching successful intelligence could significantly affect pre-elementary school children’ s problem-solving skills (P < 0. 001) and improve their problem-solving performance. Conclusions: According to the results of the present study, it is suggested to use teaching successful intelligence methods to increase pre-elementary school children’ s problem-solving skills.

Introduction: The divorce is a public health issue in the family and society; that has irreparable damage to family members, especially children. One of the prominent themes in divorce is child custody. Due to the pivotal role of emotions and feelings in women, this study aimed at the psychological challenges of divorcing women over acquiring the rights of custody of the child. Methods: The method of research was qualitative based on a descriptive phenomenological approach. For collecting data, using the semi-structured interview. Seventeen participants were referring to counseling services for acquiring the right of custody of their children in the City of Islam-Shahr, the Tehran province, by 2018. The data analysis method was based on a seven-step Colaizzi’ s way. Results: The results of the study indicated that the psychological of these women divided into four main categories: negative and disturbance feeling, social isolation and stigma, Economical and Pressure and charge cost, and finally, concerns about the future of their child. Conclusions: According to the results, it was concluded that; the most prominent psychological challenges of divorcing women might be categorized as two main concerns, including; economic, financial issues, and socio-cultural issues such as the stigma of divorce. On the other hand, the emotional and psychological problems that these women were facing after divorce. It seems that the psycho-educational interventions besides the social and financial advocacy and support are emerging.

Introduction: Divergent thinking increases the ability of children to solve problems and provides them with a wealth of associations and possible solutions. The purpose of this study was to investigate the validity and reliability of the divergent thinking questionnaire among primary school students. Methods: The statistical population included all 7-year-old students of public schools in Zahedan. The sample size consisted of 336 students (176 girls and 169 boys) who were selected by the available sampling method and answered the divergent questionnaire (Kaun et al., 2006). To analyze the data, we used Cronbach's alpha coefficient for reliability evaluation, confirmatory factor analysis for evaluating construct validity, and exploratory factor analysis for factor load calculation. Results: The Cronbach's alpha coefficient for Persian translation of the item's first score was 0. 74, and the test-retest reliability of the questionnaire based on the results of the two tests was 0. 79. Validity indices derived from confirmatory factor analysis showed that the scale had proper construct validity, and all factors had an appropriate load factor of more than 0. 20. Conclusions: According to the results of this study, as well as the importance of measuring divergent thinking in children and the lack of appropriate tools validated in Iranian culture, it can be concluded that a divergent thinking questionnaire is a useful tool for applying educational situations in schools.

Introduction: Oppositional defiant disorder is common in children and affected by the child-mother relationship. This study aims at investigating the efficacy of life skill training on the mother’ s general health and children’ s oppositional defiant disorder symptoms. Methods: This is a quasi-experimental study with a control group conducted on 6-8 years children with the oppositional defiant disorder with the clinical interview in DSM-5, whose parents refer to psychotherapy centers in Tabriz, 2017. From the population mentioned above, 40 mothers of these children have been selected through available non-random sampling and divided randomly (by the list) experiment and control groups. The data-gathering tools were a demographic questionnaire, Mental Health, and Child Symptom Inventory in pre-test and post-test. Life skill intervention was performed based on the results of the pre-test in the intervention group in 8 sessions of 45 minutes. Result: The result revealed that mother training makes better mental health, body symptoms, anxiety, social mal-function, and students oppositional defiant disorder symptoms (P = 0. 001), but there were no differences between two groups in depression. Conclusions: This finding confirmed that parenting training makes reduce child and parent problems. It seems that the mother-child relationship has a vital role in the emergence, continuing, and treatment of child behavior problems. Therefore, the researchers recommend life skill training methods for child and parent problems.