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Showing 6 results for sajjadian
Maryam Bagheri, Ilnaz Sajjadian, Amir Ghamarani,
Volume 5, Issue 3 (spring 2019)
Abstract
Introduction: Birth and presence of a child with intellectual disabilities in every family It can be a challenging adverse events Probably will follow stress and frustration and feelings of sadness and despair. The present study was conducted with the aim of determining the effectiveness of the group positive parenting training program on the anhedonia of mothers and behavioral problems of educable mentally retarded children.
Method: The research design was a pretest-posttest quasi-experimental design with the control group and 1 month follow up. For this purpose, from among mothers of educable mentally retarded children who referred to educational centers in the Isfahan city in the autumn 2016, 30 participants were selected using convenience sampling method and then were randomly assigned into two experimental and control groups (in each n=15). Participates responded the anhedonia scale and the test of self-report based on Akhenbakh system (ASEBA). The group positive parenting training program was conducted during 8 sessions in group and for two months on the experimental group. The control group did not receive any intervention.
Results: The results of repeated measure indicated that the group positive parenting training program is effective on external behavior problems of chid and two components of anhedonia (social interaction, drink and food) of their mathers.
Conclusion: Regarding the obtained results, it disabled to reduce external behavioral problems in children with intellectual disability and improve psychological state of their mothers can benefit from this method.
Mahbubeh Hosseini, Shole Amiri, Amir Ghamarani, Ilnaz Sajjadian,
Volume 6, Issue 4 (summer 2020)
Abstract
Introduction: Bullying is a very common phenomenon, and it has severe psychological consequences for those involved. Bullying may be the beginning of antisocial personality disorder and violent behavior in adolescents and adults. The purpose of this study was to determine the effectiveness of Olweus's bullying prevention program on relationships with her partners and bullying behaviors in bullying children in elementary schools in Yazd.
Methods: The present study was a pre-test / post-test / follow-up with control group. The statistical population consists of all male students of bullying in Yazd primary schools in the academic year of 2018-2019. A multi-stage cluster sampling was conducted in two stages and 37 bullying students were selected and randomly divided into two groups of experiment (18 subjects) and control (n =19). The experimental group received Olweus's Bullying Prevention Program during 15 sessions of 90 minutes (weekly 2 sessions). There was no intervention for the control group. For data wrapping, Olweus's Revised Bully/Victim Questionnaire (1983, BVQ), Collaborative Peer Relations Scale (Rigby and Slee) and the Procedure for Sociometric Status (Dodge et al) were used.
Results: The results of mixed variance analysis indicated that Olweus's educational program significantly increased the relationship with peers (P <0.05) in bullying children and reduced the bullying behavior of these children (p <0.05) and this effect was consistent with both variables of Peer Relations (p <0.05) and bullying behaviors (p <0.05) and it has been steady to follow.
Conclusion: The present study showed that the use of bullying prevention program based on Elvis's view (OBPP) can be one of the effective and efficient programs on the bullying children relationship whit their peers and their bullying behaviors.
Nasim Esteki Azad, Mohsen Golparvar, Ilnaz Sajjadian,
Volume 8, Issue 2 (winter 2021)
Abstract
Introduction: Single-parent children are among the children who need serious attention from the therapeutic and training community. The aim of this study was to determine the effectiveness of cognitive-behavioral art-play therapy and play therapy based on child-parent relationships on the quality of child-parent interactions among single parents’ children.
Methods: The research method was two stages quasi-experimental with pre-test and post-test and a control group. 54 single parents’ children were selected through purposive sampling and then randomly assigned to two intervening groups and a control group (each with 18 children). The child-parent interactions Questionnaire was used to measure the dependent variable. Cognitive-behavioral art-play therapy and play therapy based on child-parent relationships groups were treated in 10 sessions (90 to 120 minutes in each session) respectively, and the control group did not receive any treatment.
Results: In the quality of child-parent interactions variable there was a significant difference between cognitive-behavioral art-play therapy and play therapy based on child-parent relationships with the control group (P<0.01). Also, there was no significant difference between the effectiveness of cognitive-behavioral art-play therapy and play therapy based on the quality of child-parent relationships on quality of child-parent interactions (P>0.05).
Conclusion: Due to the effectiveness of cognitive-behavioral art-play therapy and play therapy based on parent-child relationships on increasing the quality of parent-child interactions, it is recommended to use these two therapies in treatment centers for single-parent children.
Mojgan Kashanizadeh, Mohsen Golparvar, Ilnaz Sajjadian,
Volume 9, Issue 4 (summer 2023)
Abstract
Introduction: Emotional adjustment is very important for the better development of preschool children. The aim of this study was to compare the effectiveness of affective capital training and life skills training on emotional adjustment among 4-6-year-old children.
Methods: This research was a semi-experimental study with a pretest and posttest design with a control group. The statistical population was preschool children in preschool centers in the winter of 2022 in Isfahan, Iran. From them, 45 preschool children were selected by purposive sampling method and randomly assigned to two experimental groups and a control group (15 children for each group). emotional adjustment questionnaire of Thorlacius and Gudmundsson (2017) was used to assess the dependent variable in two stages. The two training groups were each trained for 10 sessions of 45 minutes and the control group did not receive any treatment. The data were analyzed by analysis of covariance and posthoc Bonferroni test.
Results: The results showed that there was a significant difference between affective capital training and life skills training with the control group in the two components of temper control and social assertiveness (p<0.01), but there was no significant difference between the two training groups (p>0.05). In the control of anxiety, there was no significant difference between affective capital training and life skills training in the control group (p>0.05).
Conclusion: According to the research results, affective capital training and life skills training are effective in increasing temper control and social assertiveness in preschool children. It is recommended that these two training be used for preschool children in preschool training centers.
Meead Saifipour, Ilnaz Sajjadian, Mohammad Ali Nadi,
Volume 10, Issue 1 (autumn 2023)
Abstract
Introduction: The aim of the present study was to determine the effectiveness of Young's thinking and reasoning skills training on selective attention, impulsivity, and symptoms of hyperactivity disorder in children aged 8 to 12 years with attention deficit hyperactivity disorder in Isfahan city.
Method: The research method was a semi-experimental pre-test-post-test type with a control group and a 3-month follow-up. For this purpose, 30 people among all children aged 8 to 12 years with symptoms of attention deficit and hyperactivity disorder, who visited specialized occupational therapy clinics in Isfahan between October and December 1400 and met the criteria for inclusion in the study, were available in the form of sampling. Were selected and randomly replaced to the experimental group (training of thinking and reasoning skills of Yang) (15 people in each group). All participants completed the Hyperactivity Symptoms Questionnaire, Barrett's Impulsivity Scale, and Stroop (Color-Word) Test in three stages. The experimental group was trained in Yang's thinking and reasoning skills.
Results: The findings of the research were analyzed with SPSS23 software and with the method of analysis of variance with repeated measurements. The results indicated a significant difference (P < 0.01) between the two groups in the post-test and follow-up stages, which can indicate the effectiveness of the intervention on selective attention problems, impulsivity, and symptoms of children with attention deficit hyperactivity disorder, as well as the stability of the effectiveness in the follow-up stage. The level of difference between groups in attention deficit, impulsivity, and hyperactivity symptoms was equal to 72%, 83%, and 82%, respectively.
Conclusion: Young thinking and reasoning skills training effectively improves selective attention problems, impulsivity, and symptoms of children with attention deficit hyperactivity disorder. Therefore, this type of training can be used to reduce the problems of children with attention deficit hyperactivity disorder.
Golnaz Ahghar Bazargan, Ilnaz Sajjadian,
Volume 10, Issue 2 (winter 2024)
Abstract
Introduction: The purpose of this study was to investigate the effectiveness of emotional efficacy therapy on fear of negative evaluation and experiential avoidance of mothers of autistic children.
Methods: The research method was semi-experimental with a pre-test, post-test, and follow-up design. The statistical population of this research included mothers of autistic children who were referred to Dasthaye Mehrabani School (Darya) in Isfahan in 2022. Thirty mothers were selected by purposive sampling method based on the entry and exit criteria and randomly replaced in two intervention and control groups (15 people in each group). Both groups before and after the intervention and 2 months later, in the follow-up phase, were given research tools including the short version of the Fear of Negative Evaluation Scale by Larry (1983) and the Experiential Avoidance Scale - the second version of Bund et al (2011). The experimental group was treated based on emotion efficacy therapy in 8 sessions of 2 hours, but no intervention was done in the control group.
Results: The findings showed that the treatment based on emotion efficacy therapy was effective on fear of negative evaluation, and experiential avoidance, and the effect of this change remained stable until the follow-up stage (p<0.05).
Conclusion: Emotion efficacy therapy can be used to reduce the fear of negative evaluation and experiential avoidance among mothers with autistic children.
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