Designing a Comprehensive program on family interpersonal relationships with an emphasis on parental involvement in children's problem behavior modification: a pilot study
Sogand
Ghasemzadeh
دانشجوی دکترای روانشناسی دانشگاه تهران
author
Gholamali
Afrooz
استاد ممتاز دانشگاه تهران
author
Ahmad
Behpazoh
استاد دانشگاه تهران
author
Mohsen
Shokohi
دانشیار دانشگاه تهران
author
text
article
2014
per
Family is the first environment in which children’s personality is shaped and also their physical, emotional and behavioral patterns are established. The aim of the present study was designing a Comprehensive program on family internal relationships enrichment and assessing its effectiveness on clinical symptoms of children with behavioral disorders and their parents’ marital satisfaction. The present study is a basic research and data collection method was through a quasi- experimental design with repeated measures method of three measurements (pre-test, post-test and follow-up). After selecting the school via cluster sampling, parents of eight volunteer students who were diagnosed with a behavioral disorder by Child Behavior Checklist were trained for six sessions. Research tools were Child Behavior Checklist, Clinical Symptom Checklist system and Afrooz Marital Satisfaction scale. The findings showed that the intervention based on family interpersonal relationships enrichment, could increase marital satisfaction among parents and reducing children behavioral problems. Thus, we can conclude that the family interpersonal relationships enrichment is a useful program to improve family health.
Empowering Exceptional Children
Iranian Exceptional Children Foundation
2588-3488
5
v.
2
no.
2014
https://www.ceciranj.ir/article_68400_c1390e3dbadddfc92abd1ffbb7fda8ef.pdf
Investigating the Big Fish in Little Pond (BFLPE) Model: Comparison of Test Anxiety, Academic Self-concept, and Social Self-concept in Gifted/Talented and Normal Students
Amir
Ghamrani
استادیار روانشناسی و آموزش کودکان با نیازهای خاص، دانشگاه اصفهان
author
Ahmad
Yar mohamadiyan
استادیار روانشناسی و آموزش کودکان با نیازهای خاص، دانشگاه اصفهان
author
Maryam
Samadi
دانشجوی دکتری روانشناسی و آموزش کودکان با نیازهای خاص، دانشگاه اصفهان
author
Abdolhosein
Shamsi
دانشجوی دکتری روانشناسی و آموزش کودکان با نیازهای خاص، دانشگاه اصفهان
author
Maryam
Ahmadzadeh
دانشجو کارشناسی ارشد روانشناسی و آموزش کودکان با نیازهای خاص، دانشگاه اصفهان
author
text
article
2014
per
The aim of the present study is to investigate the performance of Big Fish in Little Pond (BFLPE) model through the comparison of test anxiety, academic self-concept, and social self-concept in gifted/talented and normal students. In order to achieve the above objective, 70 undergraduate students of Isfahan University were selected and assigned to talented and normal groups and the results of their test anxiety and academic and social self-concept questionnaires were compared. The findings showed that talented students had less test anxiety compared to the normal group, and positive academic self-concept and social self-concept of normal students was higher compared to the talented students. According to the results of this study, it seems that placing students with high ability levels in a common educational environment might increase positive evaluation of their social and academic self-concept. This indicates the BFLPE model and educational environment has significant effects on some psychological factors such as self-concept and test anxiety.
Empowering Exceptional Children
Iranian Exceptional Children Foundation
2588-3488
5
v.
2
no.
2014
https://www.ceciranj.ir/article_68401_3fd1b6be9c70a8ff6245815192e3b830.pdf
Comparison of the Effectiveness of Parents Management Training and Resiliency Programs in Reducing Behavioral Problems of Teenagers
Sanaz
Ashkan
دکترای تخصصی روانشناسی تربیتی، دانشگاه آزاد اسلامی واحد خراسگان (اصفهان)،
author
G.ali
Afrooz
استاد ممتازدانشگاه تهران
author
Gholamreza
monshei
دکتری تخصصی روانشناسی، استادیار دانشگاه آزاد اسلامی واحد خراسگان (اصفهان)
author
Hoshang
Talebi
دانشیار دانشگاه اصفهان
author
Ahmad
foroghi abri
استاد دانشگاه آزاد اسلامی واحد خراسگان (اصفهان)
author
text
article
2014
per
The present study aims to compare the effectiveness of parents management training and resiliency programs in reducing behavioral problems of teenagers. This research was semi-empirical with pre-test and post-test, with control group. 66 mothers and teenagers in Kish public and private high school and junior school students, who were identified by using Akhenbakh's behavioral problems questionnaires (YSR), were assigned randomly in experimental and control groups. Parents management training and resiliency programs were conducted on both of experimental groups for 8 sessions. Two weeks after completion of the training program, post-test was administered. Data was analyzed by using multivariate covariance analysis (MANCOVA). Results showed that both tolerance and parents management training had a positive effects in reducing the anxiety/depression, isolationism/depression, body complain, social problems, attention problems, aggressive behavior and other behavioral problems (p<0/05). Neither resiliency nor parents management training intervention had significant effects on reducing the cognition problems. The results showed that there is no difference between the effectiveness of parents management training and resiliency interventions on behavioral problems. (p<0/05). Based on results of this preliminary study, parents management training and resiliency program had positive effects on reducing children's behavioral problems. Results also showed that parents management training was more effective in reducing children's behavioral problems, compared to resiliency training
Empowering Exceptional Children
Iranian Exceptional Children Foundation
2588-3488
5
v.
2
no.
2014
https://www.ceciranj.ir/article_68402_f9f6aefd5d86d7de194c412ea6940974.pdf
The Comparison of Executive Functions in Students with Hearing Impairment and Students with Normal Hearing
Mohsen
Rafikhah
کارشناس ارشد روانشناسی و آموزش کودکان استثنایی، دانشگاه تهران
author
Abash
Sheykh mohamadi
کارشناس ارشد روانشناسی و آموزش کودکان استثنایی، دانشگاه تهران
author
Azam
Borhan
دانشجوی کارشناسی ارشد روانشناسی و آموزش کودکان استثنایی، دانشگاه تهران
author
Mohamad
mohajerani
کارشناس ارشد روانشناسی و آموزش کودکان استثنایی، دانشگاه تهران
author
text
article
2014
per
Executive functions have important role in development of language, behavior control, and adaptive skills, social and academic skills. Considering the importance of executive functions, the goal of this study was to compare the executive functions in students with hearing impairment and those of normal hearing. This study adopted a causal-comparative design. 22 students with profound hearing impairment and 22 students with normal hearing participated in the study. Instruments of research included Wisconsin Sort Card Test (WSCT) and Tower of London (TOL). Independent t test was used to analyze the obtained data. Analysis of data showed that there was no significant difference between two groups in their scores of WSCT and TOL (p>0/05).It can be concluded that executive functions of student with hearing impairment including mental flexibility and planning/problem solving are weaker than those with normal hearing, but there is not statistical significant difference between the two groups.
Empowering Exceptional Children
Iranian Exceptional Children Foundation
2588-3488
5
v.
2
no.
2014
https://www.ceciranj.ir/article_68403_b7623c5d66ac9ca940370b79ad66b34e.pdf