درخت حوزه‌های تخصصی

The objective of this study was to explore the nutritional challenges and eating habits of children with Sensory Processing Disorders (SPD) through qualitative analysis. The focus was on identifying specific sensory sensitivities, emotional and behavioral impacts, and effective management strategies to improve nutritional outcomes. This qualitative study involved semi-structured interviews with caregivers of 20 children aged 4-12 years diagnosed with SPD. Participants were recruited from pediatric therapy centers, support groups, and online forums. Data were collected until theoretical saturation was reached. The interviews were transcribed and analyzed using thematic analysis to identify key themes and patterns related to eating behaviors and nutritional challenges. The analysis revealed five main sensory challenges impacting eating habits: texture sensitivity, taste sensitivity, smell sensitivity, visual sensitivity, and temperature sensitivity. Emotional and behavioral impacts included mealtime anxiety, food refusal, and social isolation. Various strategies were employed by parents and professionals to manage these challenges, such as implementing food routines, gradual food exposure, and sensory integration therapy. The study also highlighted nutritional deficiencies and growth concerns associated with restricted diets in children with SPD, as well as success stories where tailored interventions led to improvements in eating habits and overall nutritional status. Children with SPD face significant sensory, emotional, and behavioral challenges that impact their eating habits and nutritional intake. Tailored interventions that address individual sensory profiles and involve a collaborative approach between parents, educators, and healthcare professionals are crucial for managing these challenges effectively. The study underscores the need for ongoing research and practical strategies to support better nutritional outcomes for children with SPD.

The present study was conducted in order to evaluate the effectiveness of the intervention program of social competence on social anxiety and the school bonding of the first year elementary school students of Sanandaj city. This research is semi-experimental with a pre-test-post-test-follow-up design and control group. The tool used in this research is the Spence Anxiety Questionnaire and the Link Questionnaire with the Brown and Evans School. From the mentioned society, 26 students of 7-9 years old with symptoms of social anxiety were assigned to two experimental groups (13 people) and control group (13 people) by simple random sampling method. Before starting the training process, both groups were pre-tested. After the completion of the intervention process, a post-test was conducted for both groups and after one month of the post-test, a follow-up test was conducted for both groups. The results of the covariance analysis showed that the social competence intervention program had a significant effect on reducing social anxiety and increasing students' school bonding (p<0.001). Therefore, it can be concluded that the intervention program of social competence has a good effect on bonding with school and reducing their social anxiety, so the use of this intervention program is recommended by teachers, psychiatrists, psychologists and counselors.

The present study was conducted with the aim of investigating the effect of the good character of principals on the self-efficacy of teachers with the role of coaching leadership as a mediator. This study is applied in terms of purpose and descriptive-correlational in terms of data collection method of structural equations. The statistical population of the research consisted of 234 teachers of the first secondary schools of Durood city, and the sample size was 145 by referring to the Karjeci and Morgan (1970) table and was selected by the stratified relative sampling method. Data collection tools include teachers' self-efficacy questionnaire by Moran and Hoy (2001), good character of principals by Barker and Koi (2003) and leadership style by Bekan and Spear (2003). Convergent validity indices, Cronbach's alpha coefficient and composite reliability were used to measure the validity and reliability of the instruments. The results of all the indices confirmed that the questionnaires have a favorable condition. The data were processed using SPSS26 and Smart PLS3 software. showed that the effect of good character on teachers' self-efficacy is significant, according to the standard coefficients of the path, the direct effect of good character on teachers' self-efficacy is 0.335, and its overall effect is equal to is 0.681. Coaching leadership directly explains teachers' self-efficacy to the extent of 0.378 (37.8%). The good character of principals today as a strategy can strengthen the sense of self-efficacy and improve teachers' performance through coaching leadership, which ultimately improves the academic and moral level of students.