Showing 6 results for Behavioral Problems
اسماعیل شیری, مصطفی ولی پور, محمدعلی مظاهری, بهناز رودباری سقایی,
Volume 12, Issue 2 (7-2014)
Abstract
Abstract: Aim and Background: The exact review of the prevalence of internalized and externalized disorders in adolescence is essential to design and prepares appropriate remedial services that aimed at reducing the negative consequences and subsequent growth of mental disorders and improving adolescent functioning. The aim of this study is investigation of prevalence of internalized and externalized behavioral problems among middle school boys Zanjan city. Methods and Materials: The study population consisted of all male students in Zanjan middle schools in the academic year 91-90 . For sampling, by using random cluster sampling 300 students were selected as sample and Achenbach Adolescent self-evaluation questionnaire (YSR) was completed by them. Finally, after excluding incomplete questionnaires, 292 completed questionnaires were entered into the analysis. Findings: Result showed that prevalence of internalized and externalized problems according to clinical classification , on a scale based on DSM are, respectively, 3 percent and 4.5 percent and According to the border classification, respectively, are 6.4 percent and 8 percent. In the clinical category of internalized disorders, the highest prevalence rate is somatization (8.2 percent) and in the clinical category of externalized disorders, the highest prevalence rate, is conduct disorder (8.2 percent). In the borderline category of internalized disorders, the highest prevalence rate is depression and in the externalized disorders, the highest prevalence rate, is oppositional defiant disorder. Conclusions: Considering that there are internalized and externalized problems among adolescents, the need for designing treatment and prevention programs is felt.
کيوان زاهدي کسرينه, مريم فاتحیزاده, فاطمه بهرامي, رضوان السادات جزايري,
Volume 14, Issue 3 (12-2016)
Abstract
Aim and Background: This study investigated the effectiveness of parental skills training using a solution-focused method to reduce the behavioral problems in preschool children in Isfahan city, Iran. Methods and Materials: This was a quasi-experimental study with control group using pretest-posttest method. The statistical population consisted of all parents of the preschool children in Isfahan city in educational year of 2014-2015. To this end, 32 families (64 parents) were selected using a cluster sampling method and were randomly divided into two control and treatment groups. After pretest for both groups, treatment group received parental skills training using a solution-focused method for 6 sessions during one month by a PhD student in family counseling; however, the control group received no training. Then, posttest and follow-up were conducted for both groups. In order to assess the behavioral problems of the children, Child Behavior Checklist (CBCL) was used. Finally, the data were analyzed using the analysis of covariance test. Findings: In treatment group, mean values were significantly reduced compared to that of the control group in terms of the behavioral problems, anxiety, depression, somatization, social problems, thought problems, attention problems, rule-breaking behaviors, aggressive behaviors, and other problems. Conclusions: It can be concluded that solution-focused parenting skills training is an effective way to reduce children's behavioral problems.
شهرام وزیری, سهیلا کلوانی,
Volume 16, Issue 1 (4-2018)
Abstract
Aim and Background: Behavioral problems can affect sexual behavior. Therefore, this study aimed to predict sexual function and female sexual self-efficacy based on the components of behavioral problems. Methods and Materials: In this descriptive-analytical design study, 210 married women students aged 18 to 50 years in Roudehen Branch, Islamic Azad University, Tarbiat Modares University, and University of Tehran, Iran, were selected using availability sampling method. The data were collected using the Female Sexual Function Index (FSFI), Vaziri-Lotfi Sexual Self Efficacy Questionnaire, (SSEQ) and Symptoms Checklist-90 revised (SCL-90-R), and were analyzed using Pearson correlation statistical method and Stepwise regression analysis. Findings: There was a negative and significant relationship between the general index of symptoms and the components of physical complaints, obsession, individual sensitivity, depression, anxiety, aggression, phobia, paranoia, and psychosis with sexual function and sexual self-efficacy (P < 0.05 for all). Among the studied components, depression, physical complaints, and psychosis were able to predict sexual function and sexual self-efficacy in women. In total, physical complaints explained 9.25% of the variance and sexual variability in women, and depression and psychosis predicted 17.4% of variance and variability in female sexual self-efficacy. Conclusions: Signs of behavioral problems have a significant role in predicting sexual function and sexual self-efficacy in women. Considering signs of behavioral problems in diagnosing and treating sexual problems, can provide effective diagnosis and treatment.
Mohammad Torkman, Keivan Kakabraee, Saeedeh Alsadat Hosseini,
Volume 19, Issue 1 (3-2021)
Abstract
Aim and Background: So far, several therapeutic approaches, both pharmacological and non-pharmacological, have been used for patients with Attention Deficit Hyperactivity Disorder and researchers are trying to determine the effectiveness of each of these approaches. Therefore, the aim of this study was to compare the effectiveness of drug therapy, neural feedback and integrated psychological interventions (parent education, play therapy and cognitive education) on behavioral problems of ADHD.
Methods and Materials: The research method was quasi-experimental and the pre-test-post-test-follow-up and control group design. The statistical population included all children aged 9 to 12 years in Hamedan. Sampling method was Purposive. The psychotherapy group received medication daily for 12 weeks. The neural feedback group received 24 sessions of 45 minutes twice a week. The group of integrated psychological interventions received training for 24 sessions. Participants were assessed using the Swanson, Nolan, and Pelham Fourth Edition Scale to assess the clinical signs of ADHD, the College Neuropsychological Test to measure executive function, and the Rutter form Behavioral Problems Self-Report Scale. Multivariate analysis of covariance and multivariate analysis of variance were used to analyze the data.
Findings: The results showed that combined psychological interventions were more effective in the behavioral problems variable and all its components compared to drug therapy and neurological feedback, which was also significant in the quarterly follow-up (p≤0.001).
Conclusions: It seems that integrated psychological interventions can be an effective and lasting treatment for behavioral problems in children with ADHD and can replace other therapeutic approaches such as medication and neurological feedback.
Saydeh Atefeh Hossini Yazdi, Ali Mashhadi, Sayed Ali Kimiaei, Seyed Amir Amin Yazdi,
Volume 20, Issue 1 (4-2022)
Abstract
Aim and Background: Therefore, conducting research on children's behavioral problems is important. Therefore, the aim of the present study was to compare the effectiveness of mindful parenting training program plus parental management training (combined education) with mindful parenting training and parental management training alone on reducing externalized and internalized behavioral problems of children.
Methods and Materials: The present study was a quasi-experimental design with pre-test, post-test and two-month follow-up with a control group. The statistical population included all preschool children in Kashmar in 2021-2022, from which 120 people were selected by purposive sampling and randomly assigned to four groups. All completed the pre-test, post-test, and follow-up questionnaires of the Achenbach and Rescorla (2001) Child Behavior Inventory. Finally, the data were analyzed by repeated measures analysis of variance using SPSSV19 software.
Findings: The results showed that there was a significant difference in both variables of externalized and internalized behavioral problems between groups (P<0.01). This means that combined education (mindful parenting program with parental management training) was more effective in reducing externalized and internalized behavioral problems of preschool children compared to mindful parenting education and parental management training alone (P<0.05).
Conclusions: The findings of this study indicate that the combined education of mindful parenting and parental management training can reduce the externalized and internalized behavioral problems of preschool children and therefore the awareness of parents, teachers, counselors, psychologists and other professionals about these trainings can be reduced. Behavioral problems of preschool children are helpful.
Arezo Taheri, Abulqasem Pyadeh -Kohsar, Abdi Hassan,
Volume 21, Issue 3 (10-2023)
Abstract
Aim and Background: The purpose of this study was to investigate the effectiveness of play therapy on behavioral problems, feelings of loneliness and depression of deaf children.
Materials and Methods: The research method is semi-experimental with pre-test, post-test and control and experimental groups. The statistical population of the research was made up of deaf children of Shahrood city. The purposeful sampling method is that based on the research entry criteria, 30 children from exceptional Kedars of Shahrood city will be selected, who will be divided into 2 groups in a simple random manner. Research questionnaires included Asher's feeling of loneliness in children and adolescents, Covey and Patterson Behavioral Problems Questionnaire (RBPC) - Revised form, and Maria Kovas Children's Depression (CDI). Analysis of covariance test was used to analyze the research data. All statistical operations of the research were considered using SPSS version 25 software with a significance level of P<0.05.
Findings: The research results showed that after controlling for the effect of the pre-test, the difference between the pre-test and post-test scores of the two groups is significant for the variable of behavioral problems and depression, and the mean scores of the experimental group in the variable of behavioral problems and depression are also significantly lower than the control group. p > 0.001). Also, the difference in the mean scores of the post-test feeling of loneliness in the two experimental and control groups is significant (P=0.031).
Conclusion: According to the results of the research, it can be said that play therapy is a suitable approach and intervention in reducing behavioral problems, depression and loneliness of deaf children.