Study of Relationship between Behavioral and Emotional Aspects of Working Memory and Symptoms of Sensory Processing Disorder, Behavioral Disorders and Social Skills

ABSTRACT The aim of this study is to examine the relationship between behavioral and emotional aspects of working memory and symptoms of sensory processing disorder, behavioral problems and social skills. This study is descriptive (correlational) in terms of data collection and applied in terms of its objectives. The population consisted of all third to sixth grade female students studying in Tehran primary schools in school year 2012-13. The sample size, which was determined by Morgan Table, comprised of about 200 subjects who were selected through random multistage cluster sampling. Data collection instruments included questionnaires of working memory related behaviors by "Dunn", Sensory Processing Disorder (SPD), behavioral disorders of "Achenbach" and social skills. The results showed that social skills were not related to working memory related behaviors and sensory processing disorder. The relationship between different types of behavior disorder and working memory was significant at the level of 0.01 with the lowest correlation belonging to physical problems and anxiety and the highest correlation belonging to attention deficit hyperactivity disorder and emotional problems. The relationship between sensory processing disorder and working memory related behaviors was significant at the level of 0.01. Sensory processing disorder and self-regulation explained 30% and 35% of variations in working memory behavior. Also, there was no significant difference between age and educational grade of studied students in terms of scores of working memory behaviors and sensory processing disorder

The Effectiveness of Skill Training based on Compassion-Focused Therapy on Psychological Capital and Depression in Adolescent Girls with Type 1 Diabetes

Background: Diabetes is a chronic disease with a high risk of disability and death. In addition to physical complications, some psychological problems especially depression and loss of psychological capital are also common in people with diabetes. This study aimed to investigate the effectiveness of Compassion-Focused Therapy (CFT) training on psychological capital and depression in female adolescents with type 1 diabetes. Methods: The research method was quasi-experimental with pretest-posttest and follow-up. The statistical population of the study was all adolescents aged 16-14 years with type 1 diabetes in Sanandaj City. The statistical sample consisted of 30 adolescents with type 1 diabetes who were purposefully selected and randomly divided into experimental (n=15) and control (n=15) groups. The PCQ-24 scale was used to collect data to measure psychological capital and the BDI-II scale was used to measure depression. The experimental group received 90 minutes of skill training based on CFT in eight sessions, but the control group did not receive any intervention. Data were analyzed by repeated measure in SPSS software v. 25. Results: The results showed that skill training based on CFT was effective on psychological capital and depression in adolescent girls with type 1 diabetes in the post-test phase (Pvalue<0.05), and had a lasting effect (Pvalue<0.05). Conclusions: The results showed that Skill Training Based on CFT is effective on psychological capital and depression, so it is recommended that clinical psychologists use this training to increase the psychological health of patients with type 1 diabetes.  Keywords: Skill Training, Compassion-Focused Therapy, Psychological Capital, Depression, Diabetes type

The Effectiveness of Skill Training based on Compassion-Focused Therapy on Psychological Capital and Depression in Adolescent Girls with Type 1 Diabetes

Background: Diabetes is a chronic disease with a high risk of disability and death. In addition to physical complications, some psychological problems especially depression and loss of psychological capital are also common in people with diabetes. This study aimed to investigate the effectiveness of Compassion-Focused Therapy (CFT) training on psychological capital and depression in female adolescents with type 1 diabetes. Methods: The research method was quasi-experimental with pretest-posttest and follow-up. The statistical population of the study was all adolescents aged 16-14 years with type 1 diabetes in Sanandaj City. The statistical sample consisted of 30 adolescents with type 1 diabetes who were purposefully selected and randomly divided into experimental (n=15) and control (n=15) groups. The PCQ-24 scale was used to collect data to measure psychological capital and the BDI-II scale was used to measure depression. The experimental group received 90 minutes of skill training based on CFT in eight sessions, but the control group did not receive any intervention. Data were analyzed by repeated measure in SPSS software v. 25. Results: The results showed that skill training based on CFT was effective on psychological capital and depression in adolescent girls with type 1 diabetes in the post-test phase (Pvalue<0.05), and had a lasting effect (Pvalue<0.05). Conclusions: The results showed that Skill Training Based on CFT is effective on psychological capital and depression, so it is recommended that clinical psychologists use this training to increase the psychological health of patients with type 1 diabetes.  Keywords: Skill Training, Compassion-Focused Therapy, Psychological Capital, Depression, Diabetes type

Comparison of Child Abuse between Normal Children and Children with Learning Disorder

Objective: The aim of this study was to compare child abuse between normal children and children with learning disorder, aged 7-12 in Tehran city. Materials & Methods: This analytical and cross sectional study is a research in causative-comparative method. 120 normal children of primary school from districts 3.7 and 15 of Tehran education and 120 children with learning disorder from three center of primary school students with learning disorder (1.2 and 3) were selected by multistage cluster sampaling method and evaluated by Reliable Child Abuse Questionnaire. Data were analyzed by Pearson correlation coefficient Friedman rank test and Paired T and independent T tests. Results: In children view, there were signifivant differences in mean scores of affective abuse (p<0.001) and total score of child abuse (p=0.002) between two groups. Likewise in parent's view. there were significant differences in mean scores of affective abuse (p<0.001), physical abuse (p<0.011) and total score of child abuse (p<0.001) between two groups. Also, there were significant differences between the ideas of children and their parents about physical abuse (p<0.002), sexual abuse (p<0.001) and ignorance (p<0.001) Conclusion: The tindings reveal that there is a difference between normal chidren and children with learning disorder in the extent of child abuse regarding it's type and in comparison with previous researches, affective abuse is more than other abuse types. So. it is necessary for mental health professionals to provide programs for training parents in future

The Comparison of Primary Verbal, Nonverbal and Mathematical Concept Formation in 4-6-Year-Old Children with Normal and Impaired Hearing

Background and Aim: Hearing impairment through the primary episode of development has an undeniable effect on communicative language and cognitive ability of children. The purpose of this study was to compare primary verbal, nonverbal and mathematical concept formation, between children with and without hearing impairment.Methods: In this study 88 children with normal and impaired hearing were compared in four-, five- and six-year old age groups. Normal children were selected randomly and the other group consisted of the available children with impaired hearing. To evaluate verbal, nonverbal and mathematic concepts, a test was designed and developed based on language and cognitive developmental scale in normal children.Results: Significant difference was seen in the average scores in each concept class between normal and impaired hearing group in all age groups (p<0.05). There was no statistical significance between girls and boys. Hearing groups had statistical significant difference in each group of concepts (p<0.001). Age had statistical significance only in mathematics’ concepts (p=0.001).Conclusions: This study supports the necessity of assessing the understanding of verbal, nonverbal and mathematic concepts, as well as cognitive and verbal skills in children with hearing impairment, prior to any formal education program planning. The curriculum should be arranged according to these abilities and skills. Otherwise it would be hardly practical and functional for these children to go through the curriculum which is planned without any notion to their basic abilities

The Relationship between Working Memory Related Behaviors and Self- Regulation and the Symptoms of Attention Deficit Hyperactivity

ABSTRACT This study seeks to investigate the relationship between working memory related behaviors and self-regulation and the symptoms of attention deficit hyperactivity through a correlational method. The population consisted of primary school students studying in Tehran state schools in the school year 2012-13. Using multistage sampling method, a sample size of 180 students was selected from the students of the second grade, the third grade and the fourth grade (90 female and 90 male students). Then, measuring instruments including attention deficit questionnaire (19 items), hyperactivity (16 items), working memory (69 items), and self-regulation (85 items) were administered to them. The results of Pearson correlation showed that there was a significant relationship between working memory related behaviors and symptoms of attention deficit hyperactivity. Also, there was a significant relationship between self-regulation behavior and symptoms of attention deficit, hyperactivity and working memory. The results of stepwise multiple regression analysis showed that working memory and selfregulation-with 0.738 and 0.393 coefficients respectively-could predict attention deficit

Beneficial Effects of Mindfulness-based Cognitive Therapy on Resilience and Psychological Distress in Patients Recovered From COVID-19

Background: The medium and long-term problems of COVID-19 survivors after hospital discharge are currently unknown, but new evidence is emerging. This study was conducted with the aim of the effectiveness of mindfulness-based cognitive therapy (MBCT) on resilience and psychological distress of recovered patients from COVID-19 in Tehran City, Iran, in 2021. Methods: The study was a quasi-experimental type of pre-test-post-test design with a control group with a 2-month follow-up. The statistical population included all patients 25-55 years in Tehran City in 2021 with 4 to 8 weeks of discharge. The sample included 30 people who recovered from COVID-19 who had symptoms of depression, anxiety, and stress (based on [depression, anxiety and stress scale] DASS-21 scores) and was selected by purposive sampling and based on the inclusion criteria, and then matching assigned to an experimental (MBCT) and a control group (n=15each). The experimental group received 8 sessions of 60 minutes of mindfulness-based cognitive therapy (individual and online) but the control group received no intervention. The research tools were the DASS-21 and Connor-Davidson resilience scale (CD-RISC). Data were analyzed using a mixed analysis test and Ben Foroni post hoc test using SPSS version 23 software. Results: The results showed that MBCT in the post-test positively affected the resilience (F=30.31, P=0.001) and negatively affected the psychological distress (F=120.70, P=0.001) of those who Recovered from COVID-19. This therapeutic effect continued until the follow-up phase. According to the results, MBCT is effective in increasing resilience and reducing psychological distress and a significant difference is observed between the experimental and control groups (P=0.01). Conclusion: Based on the findings, MBCT is effective in increasing resilience and reducing psychological distress after illness and the use of this model can be useful in the psychological rehabilitation of those who have recovered from COVID-19

Comparison of Behavioral Disorders, Compromise Behaviors and Academic Achievement of Exceptional Students in Especial Educational System and Integrated Educational System

Objective:The purpose of this study is to compare the educational progress and behavioral compromise of exceptional students in special educational system and integrated system in Hamedan province. Materials & Methods:This research is based on comparison between all the exceptional students who divided in two groups of blind and deaf in three levels in clouding primary, guidance and high school students. 40 students from integrated and 40 students from especial educational system with cluster sampling method were selected the rate of P is considered as q .The rate of p was considered equal 0.5 and the rate of q equal 0.5 . Then for gathering data a questionnaire based on Akhnbakh experience was used . The data were analysed in &alpha= 0.05 level with independent T test and multivariate analysis of MANOVA variance . Results: The result showed that there is a significant difference between the amount of educational progress , compromise behaviors , amount and kind of abnormal behaviors of exceptional students in integrated educational system with special educational system . Also the rate of educational progress and compromise behaviors is better in integrated system than especial educational system . Moreover disordered behaviors of these students are less than their counterparts in special educational system . Conclusion: in general integrated educational system in comparison with especial educational system is most successful in field of educational progress ,compromise behavior and abnormal behavior in exceptional students (blind and deaf)