درخت حوزه‌های تخصصی

Objective: Studies show that joint parent-child activities have far-reaching effects on a child's emotional, cognitive, and social development. Research also reports the significant impact of mother-child relationships on mother-child interactions. The aim of this study was to investigate The Effect of Joint Reading in Mother-Child dyads on The Child’s Empathy and Emotional Regulation of the Mother.Methods: In the present study, which was conducted as quasi-experimental with the control group, 20 mother-child pairs from Alborz Elementary School in Sanandaj, by quota sampling,  were randomly divided into two intervention and control groups. Data collection instruments included a Persian version of EmQue-CA for children and an emotional self-regulation questionnaire by Hoffman and Kashdan for mothers. The mother-child pairs in the intervention group read ten stories for 10 weeks, lasting thirty to forty-five minutes each with the mother and child. Data were analyzed using the ANCOVA and MANCOVA methods.Results: In the intervention group, mean empathy (27.60) and mean tolerance style (21.28) increased, and this difference was statistically significant (p<0.001).Conclusion: The results show that joint reading affects the child's empathy and the mother's emotion regulation. Reading the story helps the child gain a better understanding of the events and improves mother-child interactions.

 Objective: The present study aimed to investigate the effectiveness of music therapy on behavioral problems in children with high-functioning autism spectrum disorder.Methods: The research method of this study was quasi-experimental using a pre-test-post-test design with a control group. The statistical population of the study included high-functioning children with autism spectrum disorder in special schools and counseling centers of Bandar Anzali city during the academic year 2023-2024. A total of 30 individuals were selected using purposive sampling and randomly assigned to two groups: experimental (15 individuals) and control (15 individuals). The Achenbach Child Behavior Checklist (CBCL) was used for both groups. The experimental group received ten 45-minute sessions of music therapy intervention, while the control group received no intervention. After the completion of the therapy sessions, the questionnaire was administered again to both groups. Data were analyzed using analysis of covariance (ANCOVA) statistical method with SPSS-27 software at a significance level of p < 0.05.Results: The results showed that music therapy is effective in improving behavioral problems of high-functioning children with autism spectrum disorder (p < 0.05).Conclusion: Therefore, it can be concluded that music therapy can be used to improve behavioral problems of high-functioning children with autism spectrum disorder in schools or rehabilitation centers.

The present study aims to examine the mediating role of narcissism in the relationship between organizational commitment and job burnout among secondary school teachers in Zahedan. This research utilized a descriptive-correlational design. The study sample consisted of 213 teachers from elementary and secondary schools in Zahedan during the academic year 2024-2025, selected through multi-stage cluster sampling. Participants completed the Maslach and Jackson Burnout Inventory (1981), the Allen and Meyer Organizational Commitment Scale (1990), and the Ames Narcissistic Personality Inventory (NPI-16). The data were analysed using Pearson’s correlation coefficient and structural equation modelling. The results indicated that there was a significant positive relationship between organizational commitment and job burnout among secondary school teachers in Zahedan, with narcissism acting as a mediating variable. Narcissism serves as a mediator between organizational commitment and job burnout among teachers; therefore, increasing narcissism and enhancing organizational commitment are recommended as preventive measures against teacher burnout.

Objective: This study aimed to compare the effectiveness of resilience training and acceptance and commitment group training on improving quality of life in male students from divorced families, while controlling for age at the time of parental divorce and the duration since the divorce. Methods and Materials: This quasi-experimental study was conducted on 90 male students in grades 5 to 9 from Kouhchenar County, whose parents were divorced. Participants were selected using convenience sampling from six schools with the highest prevalence of students from divorced families and were randomly assigned to three groups: resilience training (n = 30), acceptance and commitment training (n = 30), and control (n = 30). The interventions included ten 50-minute weekly sessions based on Kruger’s (2006) resilience protocol and eight weekly sessions based on Hayes and Rose’s (2008) ACT protocol. All participants completed the WHOQOL-BREF before the intervention, immediately after, and at a one-month follow-up. Data were analyzed using repeated measures ANOVA and MANCOVA while adjusting for confounding variables. Findings: Significant improvements were observed in all four domains of quality of life—physical health, psychological health, social relationships, and environmental health—in both intervention groups across time (p < 0.001). The time × group interaction effect was also significant for all components (p < 0.001). Between-subjects analysis showed significant differences in posttest mean scores among the three groups (p < 0.001), and Bonferroni post hoc comparisons confirmed that both experimental groups outperformed the control group (p < 0.001), with the ACT group showing significantly greater improvements than the resilience group in all domains (p < 0.001). Conclusion: Both resilience training and ACT-based group training effectively enhanced the quality of life of students from divorced families; however, ACT demonstrated superior and more sustained improvements. These findings highlight the potential of ACT as a preferred school-based intervention for adolescents coping with familial disruption.

Objective: This study aimed to explore the individual, relational, and contextual factors that shape how parents respond to their children’s negative emotions. Methods and Materials: A qualitative design was employed to capture the lived experiences of parents in managing children’s emotional challenges. Twenty-two parents from Chile participated in semi-structured interviews, focusing on their perceptions, attitudes, and practices when responding to children’s negative emotions such as sadness, anger, and frustration. Participants were recruited through community centers and parenting networks, ensuring diversity in socio-demographic backgrounds. Interviews were audio-recorded, transcribed verbatim, and analyzed using thematic analysis with the support of NVivo 14 software. Data collection continued until theoretical saturation was reached. Trustworthiness was ensured through peer debriefing, reflexive memos, and constant comparison during coding. Findings: Analysis revealed four overarching themes. (1) Emotional awareness and regulation in parents highlighted recognition of children’s emotions, self-regulation strategies, empathy, cultural norms in emotional expression, and awareness of emotional contagion. (2) Parenting beliefs and attitudes encompassed views on discipline, developmental understanding, attitudes toward emotional expression, emotion-coaching roles, intergenerational patterns, and moral or religious values. (3) Contextual and social influences included family environment, societal expectations, work–life balance, socioeconomic challenges, peer and social networks, and media exposure. (4) Coping strategies in responding to children’s negative emotions featured immediate reactions, long-term approaches, distraction and redirection, seeking external support, and communication techniques. Illustrative quotations underscored the variability and complexity of parental practices. Conclusion: The findings suggest that parents’ responses to children’s negative emotions are multifaceted, shaped not only by individual self-regulation and beliefs but also by cultural expectations, social contexts, and available coping resources. These insights underscore the need for interventions that support parental emotional awareness, resilience, and communication skills, while addressing contextual stressors to promote more adaptive emotion socialization.

Objective: This study aimed to examine the mediating role of family cohesion in the relationship between family economic hardship and adolescent risk-taking. Methods and Materials: A descriptive correlational research design was employed with a sample of 520 adolescents recruited from secondary schools in India, determined through Morgan and Krejcie’s sample size table. Data were collected using standardized self-report instruments: the Adolescent Risk-Taking Questionnaire (ARQ), the Economic Hardship Questionnaire (EHQ), and the Family Adaptability and Cohesion Evaluation Scales (FACES IV). Statistical analyses were conducted using SPSS-27 and AMOS-21. Pearson correlation coefficients were calculated to determine associations among variables, and Structural Equation Modeling (SEM) was performed to test the hypothesized mediation model. Model fit was evaluated using Chi-square, χ²/df, GFI, AGFI, CFI, TLI, and RMSEA indices. Findings: Results indicated that family economic hardship was positively correlated with adolescent risk-taking (r = .42, p = .001) and negatively correlated with family cohesion (r = −.40, p = .001). Family cohesion was inversely related to adolescent risk-taking (r = −.36, p = .002). The SEM analysis demonstrated adequate model fit (χ²/df = 2.17, GFI = .93, AGFI = .90, CFI = .95, TLI = .94, RMSEA = .048). Direct paths showed that family economic hardship significantly predicted adolescent risk-taking (β = .38, p = .001) and negatively predicted family cohesion (β = −.41, p = .001). Family cohesion negatively predicted adolescent risk-taking (β = −.29, p = .002). The indirect effect of economic hardship on risk-taking via cohesion was significant (β = .12, p = .006), supporting the mediation hypothesis. Conclusion: Findings highlight that family cohesion partially mediates the link between economic hardship and adolescent risk-taking. Strengthening family cohesion may buffer adolescents from the adverse effects of financial strain and serve as a practical target for interventions aimed at reducing risk behaviors.