درخت حوزه‌های تخصصی

Objective: This study aimed to determine the effectiveness of cognitive rehabilitation with I-Math program on executive functions and math performance of first grade children with math anxiety. The focus was on assessing mathematical progress and anxiety reduction. Methods: The research employed a semi- experimental design with pre-test and post-test control group. The research population included all first-grade students in Yazd city in 2024. the sample comprised 30 first grade students with math anxiety in Yazd, selected through convenience sampling and randomly assigned to experimental and control groups. The experimental group participated in sixteen 60-minute sessions of cognitive rehabilitation with I-Math program. Date were collected using The Behavior Rating Inventory of Executive Function (BRIEF) and Mathematical anxiety test. In order to analysis the data MANCOVA were used with SPSS 22. Results: The results indicated significant improvements in the experimental group’s executive functions, particularly in working memory, planning and attention compared to control group. Additionally, cognitive rehabilitation with I-Math program can decrease the anxiety in first grade students with math anxiety.Conclusion: So we can conclude cognitive rehabilitation with I-Math program proves to be an effective tool for enhancing math performance in first grade students through improvement in their executive functions. Keywords: Cognitive rehabilitation, I-Math program, Executive function, Math performance

Objective: Attention Deficit Hyperactivity Disorder (ADHD) is one of the most prevalent behavioural disorders among children in which L1 impairments are often displayed. There is a conventional assumption that ADHD-diagnosed children experience difficulties in L2 development as well. The present research aimed at investigating possible L2-related behaviours of ADHD-diagnosed children.Methods: To track L2 profiles among ADHD children, this mixed methods study examined L2 learning performance of ADHD-diagnosed children in terms of English phonological, lexical, and syntactic development compared with typically developing children. To this end, 10 ADHD-diagnosed and 10 typically-developing children were recruited from a public primary school located in Kerman, Iran, throughout the 2022-2023 academic year. The participants were then assigned to two experimental groups and given the English instructions with the same instructor. Results: The quantitative results showed that ADHD-diagnosed learners underperformed the typically-developing learners in all phonological, morphological, and syntactic production and recognition tests. However, the only significant difference was in the phonological recognition test (p = 0.04). Also, the qualitative results demonstrated that both groups were almost equally engaged in classroom interactions.Conclusion: The findings highlighted the importance of speech processing and sustained attention in lexical and syntactic learning ability among ADHD students. The implications of the study for L2 instructors were discussed.

Objective: Nowadays, creativity and play development is one of the main pillars of educational systems for appropriate decision making and problem solving. The aim of this study was to investigate the effectiveness of game-based creativity training on social-emotional skills of elementary school students. This study was a quasi-experimental study with pretest-posttest design with two experimental and control groups. The statistical population in the quantitative part of the study included students of elementary school girls and boys in district 1 of Tehran in 2019 at the ages of 7-9. Data collection tools was Emotional-Social Competencies Questionnaire (2012). univariate analysis of covariance and SPSS.18 software were used to analyze the data. Findings: The results showed that game-based creativity training protocol had an effect on the emotional and social skills of children in the experimental group and significantly increased those skills (F=11.20, P<0.001). Conclusion: It can be concluded that the use of game-based creativity training protocol in elementary children helps to promote the social-emotional competencies of elementary students.

Objective: The present study aimed to compare the effectiveness of Bowen family systems therapy and couple therapy based on integrated behavioral systems on marital intimacy and family functions in couples attending counseling centers in Mahshahr county. Method: This study was a quasi-experimental design with a pre-test and post-test control group. The population of this study consisted of all couples who referred to counseling centers in Mahshahr city due to marital problems. Out of the population, 30 couples were selected through convenience sampling and were randomly assigned to three groups. The instruments used in this study were Bowen family systems therapy, couple therapy based on integrated behavioral systems, the Marital Intimacy Questionnaire (2006), and the Epstein, Baldwin, and Bishop (1983) Family Functioning Questionnaire. Data processing was conducted using descriptive and inferential statistics (covariance analysis). Findings: The results showed that there was a significant difference between the three groups in the variables of marital intimacy and family function. This means that Bowen family systems therapy and couple therapy based on integrated behavioral systems have a significant effect on these variables. Conclusion: Bowen family systems therapy and couple therapy based on integrated behavioral systems did not differ in their effectiveness on marital intimacy and family functions.

Objective: The present study aimed to examine the effectiveness of Choice Theory-based parenting education on distress tolerance, family cohesion, and maternal parenting self-efficacy in mothers of children exhibiting oppositional defiant behaviors. Method: This quasi-experimental study employed a pre-test, post-test, follow-up, and control group design. The sample population included all mothers of children aged 7-12 years with oppositional defiant behaviors covered by the Imam Khomeini Relief Committee in Sari during the 2021-2022 academic year. Using purposive non-random sampling based on scores from the Distress Tolerance Scale (Simons & Gaher, 2005), the Family Cohesion Scale (Shakeri, 2003), and the Parenting Self-Efficacy Questionnaire (Dumka, 1996) at pre-test, 30 eligible mothers were selected. These mothers were then randomly assigned into two groups of 15 each (experimental and control groups). Data were analyzed using repeated measures ANOVA with the assistance of SPSS version 27 software. Findings: Results indicated that Choice Theory-based parenting education significantly improves distress tolerance, family cohesion, and maternal parenting self-efficacy in mothers of children with oppositional defiant behaviors. Conclusions: Given these results, the use of this educational approach is recommended to enhance distress tolerance, family cohesion, and maternal parenting self-efficacy in mothers of children with oppositional defiant behaviors.

Objective: The present study aimed to determine the role of psychological flexibility, acceptance, and commitment in marital adjustment among couples. Method: This study was applied and descriptive-correlational in nature. The population included couples (both women and men) from Amol County, who were studied using a convenience sampling method involving 126 couples. Data were collected using the Cognitive Flexibility Inventory by Dennis and Vander Wal (2010), the second version of the Acceptance and Action Questionnaire by Bond et al. (2007), and the Spanier Dyadic Adjustment Scale (1976). For the analysis of data in the inferential statistics section, simultaneous multiple regression was conducted using SPSS version 21. Findings: The findings indicate that psychological flexibility, acceptance, and commitment can explain 16.9% of the variance in marital adjustment. The t-tests for significance in regression for the coefficient of psychological flexibility (β = 0.191) and acceptance and commitment (β = 0.285) were significant. Acceptance and commitment have a greater unique contribution in predicting marital adjustment among couples (α = 0.05). Conclusion: According to the results, the most significant influences on marital adjustment are acceptance and commitment, followed by psychological flexibility. It is recommended that the findings of this research be utilized to enhance marital adjustment among both women and men.

Objective: The present research aimed to compare the effectiveness of schema therapy and a mindfulness-based stress reduction program on sexual satisfaction among married individuals. Method: This quasi-experimental study employed a pretest-posttest design with a one-month follow-up and included a control group. The study population consisted of all married individuals with marital issues who visited the Khodbidari Psychological Center in the first half of 2019, totaling approximately 180 individuals. From this group, 45 individuals were selected through purposive sampling and randomly assigned to three groups of 15. The experimental groups underwent 8 sessions of 90-minute schema therapy by Young et al. (2003) and the mindfulness-based stress reduction program by Kabat-Zinn (2003), while no intervention was performed for the control group. The data collection tool was the Sexual Satisfaction Scale (Larson et al., 1998). The data were analyzed using SPSS software version 21 and repeated measures ANOVA. Findings: The results indicated that there was a significant difference in sexual satisfaction scores among the groups (p = 0.001, F = 21.58), and both schema therapy and the mindfulness-based stress reduction program increased sexual satisfaction among married individuals. Furthermore, there was no significant difference between the two groups in this regard (p < 0.05). Conclusion: According to the results, both schema therapy and the mindfulness-based stress reduction program can be used to improve sexual satisfaction in married individuals.

Objective: The present research aimed to examine the effectiveness of neurofeedback therapy on emotional processing, irrational beliefs, and aggression in patients with generalized anxiety disorder. Method: This study was a quasi-experimental pre-test, post-test, and follow-up design with a control group. The research population comprised all women with generalized anxiety disorder visiting psychiatric treatment centers in Golpayegan in the first half of 2019, from which 30 female patients were purposefully selected based on inclusion criteria and randomly assigned to either the experimental or control groups. The experimental group received eight 30-minute sessions of neurofeedback therapy. Meanwhile, the control group did not receive this intervention during the research process. The questionnaires used in this research included the Spitzer Generalized Anxiety Scale (2006), the Baker Emotional Processing Scale (2007), the Jones Irrational Beliefs Questionnaire (1968), and the Buss and Perry Aggression Questionnaire (1992). Data were analyzed using repeated measures analysis of variance with SPSS-24 software. Findings: The results of the data analysis indicated that neurofeedback therapy significantly affected emotional processing (F=10.89, P<0.001), irrational beliefs (F=10.83, P<0.001), and aggression (F=8.16, P<0.008). Conclusion: Given the confirmed effectiveness of neurofeedback therapy on emotional processing, irrational beliefs, and aggression in patients with generalized anxiety disorder, it is recommended that workshops be organized to familiarize counselors and therapists more thoroughly with the principles and techniques of this treatment in the field of this disorder.