درخت حوزه‌های تخصصی

This study aims to explore the strategies employed by counselors to support the emotional well-being of gifted adolescents. Recognizing the unique emotional and social challenges faced by this population, the research seeks to identify effective counseling practices that can be implemented to foster a supportive environment and address their specific needs. A qualitative research design was employed, utilizing semi-structured interviews with 21 counselors who have extensive experience working with gifted adolescents. The participants were purposefully selected to ensure diverse perspectives. Data collection continued until theoretical saturation was achieved. Thematic analysis was used to analyze the transcribed interview data, with NVivo software assisting in the organization and coding of themes and subthemes. The analysis revealed three primary themes in the counseling strategies for supporting the emotional well-being of gifted adolescents: Building Trusting Relationships, Developing Emotional Regulation Skills, and Promoting Social Connections. Key strategies within these themes included establishing rapport, maintaining confidentiality, personalizing approaches, teaching coping strategies, stress management techniques, encouraging self-expression, facilitating peer interaction, and involving families. These strategies align with existing literature, highlighting the importance of empathetic, individualized, and holistic approaches in counseling gifted adolescents. The study underscores the critical role of counselors in addressing the emotional and social challenges faced by gifted adolescents. Effective strategies involve building strong, trusting relationships, developing emotional regulation skills, and promoting social connections. These findings suggest that a comprehensive approach, which includes personalized support and proactive engagement, is essential for fostering the emotional well-being of gifted adolescents. Future research should further explore the perspectives of gifted adolescents and the long-term impacts of these counseling strategies.

This study aims to explore therapists' experiences with nonverbal communication techniques in psychotherapy for children with autism. This qualitative study employed a phenomenological approach to gain in-depth insights into therapists' experiences. Sixteen licensed therapists with at least two years of experience working with children with autism were selected through purposive sampling. Data were collected through semi-structured interviews, each lasting 60-90 minutes, and were transcribed verbatim for analysis. Thematic analysis was conducted to identify key themes and patterns in the data. NVivo software was used to facilitate the organization and analysis of qualitative data, ensuring rigor through triangulation, member checking, and maintaining an audit trail. The analysis revealed four main themes: implementation of nonverbal techniques, perceived effectiveness, challenges and barriers, and strategies for overcoming barriers. Therapists reported using a variety of nonverbal techniques such as gestures, facial expressions, eye contact, body language, and physical proximity. These techniques were perceived as highly effective in enhancing understanding, emotional connection, behavioral improvements, and self-expression in children with autism. However, challenges such as therapist-child compatibility, resource limitations, environmental factors, and inconsistent parental involvement were noted. Strategies to overcome these challenges included continuous training, collaborative approaches, adaptive techniques, creating supportive environments, and leveraging technology. Nonverbal communication techniques are essential in psychotherapy for children with autism, significantly enhancing therapeutic outcomes. Despite challenges, these techniques, when tailored to individual needs and supported by continuous training and collaboration, can greatly benefit children with autism. Future research should focus on larger and more diverse samples, quantitative measures of effectiveness, and the role of cultural sensitivity in nonverbal communication strategies.

This study aimed to evaluate the effectiveness of Sandplay Therapy on enhancing perceptual reasoning and neuropsychological functioning in children with Autism Spectrum Disorder (ASD). A randomized controlled trial design was used, involving 30 children aged 6-12 years diagnosed with ASD. Participants were randomly assigned to either the intervention group (n=15) or the control group (n=15). The intervention group received eight 90-minute sessions of Sandplay Therapy over two months, while the control group received standard care. The Wechsler Intelligence Scale for Children (WISC-V) and NEPSY-II were used to measure perceptual reasoning and neuropsychological functioning, respectively, at baseline, post-intervention, and five-month follow-up. Data were analyzed using mixed-design ANOVA with repeated measurements and Bonferroni post-hoc tests in SPSS-27. Descriptive statistics showed significant improvements in the intervention group for both perceptual reasoning (M=95.53, SD=7.48 at baseline to M=107.45, SD=8.21 post-intervention) and neuropsychological functioning (M=89.74, SD=6.95 at baseline to M=101.29, SD=7.56 post-intervention). Mixed-design ANOVA revealed significant main effects of time (F(2, 56)=30.15, p<.001, η²=0.52 for perceptual reasoning; F(2, 56)=32.75, p<.001, η²=0.54 for neuropsychological functioning) and group-by-time interactions (F(2, 56)=24.12, p<.001, η²=0.47 for perceptual reasoning; F(2, 56)=28.75, p<.001, η²=0.50 for neuropsychological functioning). Bonferroni post-hoc tests confirmed significant differences between baseline and post-intervention (p<.001) and baseline and follow-up (p<.001) for the intervention group. Sandplay Therapy significantly enhances perceptual reasoning and neuropsychological functioning in children with ASD. These improvements were sustained at follow-up, suggesting that Sandplay Therapy is an effective and sustainable intervention for this population.

This study aims to explore the role of neurofeedback in managing behavioral issues in children with exceptional needs. This qualitative research employed a phenomenological approach to gain deep insights into participants' experiences. A purposive sampling strategy was used to select 20 participants, including 8 parents, 5 neurofeedback practitioners, 4 educators, and 3 pediatric psychologists/psychiatrists. Data were collected through semi-structured interviews, which were audio-recorded and transcribed for analysis. Thematic analysis was conducted to identify and develop key themes from the data, ensuring credibility and reliability through member checking and peer debriefing. The study identified significant improvements in children's attention, emotional regulation, social interactions, academic performance, and overall well-being following neurofeedback therapy. Participants reported enhanced focus, reduced tantrums, better peer relationships, improved grades, and increased energy levels. Challenges included accessibility issues, therapy duration, individual differences in response, and technical difficulties. These findings align with previous studies demonstrating the efficacy of neurofeedback in managing behavioral issues in children with ADHD, ASD, and other developmental disorders. Neurofeedback shows promise as an effective intervention for managing behavioral issues in children with exceptional needs. However, challenges such as accessibility, therapy duration, and technical difficulties need to be addressed. Future research should focus on larger, more diverse samples, control groups, and long-term effects. Practical recommendations include increasing accessibility, tailoring treatment plans, and integrating neurofeedback with other therapeutic approaches for holistic child development.