Showing 8 results for Keywords: Anxiety
Fatemeh Ilatizadeh, Iraj Shakerinia, Abbas Ali Hosseinkhanzadeh,
Volume 1, Issue 173 (4-2023)
Abstract
Abstract
Introduction: Mothers of students with special needs in caring for their children and their education show
a high level of stress and anxiety, which is more important during the Covid-19 pandemic and not only has
negative effects on the mental health of mothers. It has, but it also has harmful effects on children's health.
In this regard, the aim of the present study is to compare rumination and anxiety in mothers of students with
and without special needs during the Covid-19 pandemic.
Method: The design of the current research was causal-comparative. The statistical population included
all mothers of students with and without special needs who were studying in primary schools in the west of
Gilan province in the academic year of 1400-01. The studied sample included 68 mothers of students with
special needs (in the groups of mentally retarded, autism spectrum disorder, Specific learning disorders,
and hearing impairment) and 83 mothers of students without special needs, who were selected by available
sampling and according to the entry and exit conditions. became The tools used in the research included
Nolen Hoeksma and Maro rumination response scale (1991) and Kettle anxiety questionnaire (1905).
Findings: The results showed that there is no significant difference between the average scores of anxiety
components in the group of mothers of students with and without special needs, but there is a significant
difference between the scores of rumination in the group of mothers at the 0/05 level (P<0/05).
Conclusion: This research has shown a significant difference between Rumination in mothers of students
with and without special needs during the Covid-19 pandemic. Therefore, coaches and teachers of
exceptional schools can use the results of this research in their educational programs.
Parviz Bagheri, Majid Yousefi Afrashte,
Volume 2, Issue 162 (7-2021)
Abstract
Abstract
Background & Purpose: Attention Deficit / Hyperactivity Disorder (ADHD) is one of the most common
disorders in children that disrupts the overall adjustment of life. The aim of this study was to compare the
effectiveness of group play therapy and painting therapy on anxiety and self-esteem of students with
ADHD.
Method: The research was an applied research that was conducted by quasi-experimental method with a
pre-test -post-test design with a control group. The statistical population included students with ADHD in
educational Districts 1 and 2 of Sanandaj in the academic year of 2019-2020, who were divided into 3 groups
of 15 people. The subjects in the first group underwent group play therapy intervention, for a period of 10
sessions. The subjects of the second group also underwent 10 sessions of painting therapy intervention, while
the subjects of the control group did not receive any intervention. In this study, Self-esteem Questionnaire
(Coopersmith, 1967) and Spence Anxiety Questionnaire (1999) were used to collect data. Univariate
analysis of covariance was used to analyze the data.
Results: The results showed that group play therapy had a more effect on reducing anxiety in primary
school male students with ADHD than painting-therapy. The findings also showed that group play therapy
was effective in increasing self-esteem, but painting therapy was not effective.
Conclusion: According to the obtained results, group play therapy and painting therapy can be used as a
treatment method to reduce anxiety and increase self-esteem of primary students with ADHD.
Seyyedeh Zahra Seyyednoori, Delnaz Kamalipour, Mozghan Vakilian, Hadi Doost,, Razieh Piri,
Volume 2, Issue 162 (7-2021)
Abstract
Abstract
Background & Purpose: The prevalence of an epidemic can add to the stress of mothers of children with
emotional-behavioral disorders; however, some personality traits influence how they deal with stress. The
aim of this study was to investigate the relationship between personality traits and of COVID-19 disease in
mothers of children with emotional-behavioral disorders
Method: The design of the present study was descriptive-correlational. The statistical population of the
study included all parents of children with emotional and behavioral disorders in Rasht in 2021, of which a
sample of 202 people were selected by convenience sampling. Neo Personality Questionnaire and anxiety
of COVID-19 Questionnaire were used to collect data.
Results: The results of correlation analysis showed that the relationship between personality traits,
extraversion, openness, agreeableness and conscientiousness with anxiety of COVID-19 was negative
and significant; and the relationship between neuroticism variable and anxiety of COVID-19 was positive
and significant. There was also no significant relationship between age and education with anxiety of
COVID-19. The results of multivariate regression analysis showed that neuroticism was able to significantly
predict 68.4 of anxiety of COVID-19.
Conclusion: According to the results of the present study and the relationship between personality
traits and anxiety of COVID-19, providing appropriate strategies and education to parents with neurotic
personality, can play an important role in promoting family health, especially children.
Mrs Shirin Mojaver, Mrs Fatemeh Sakhtemani, Mrs Atefeh Mohammadi Feizabadi,
Volume 2, Issue 168 (7-2022)
Abstract
Abstract
Background and Purpose: The Purpose of this study was to evaluate the effect of painting therapy on
anxiety disorder and oppositional defiant disorder in children with mental retardation.
Method: This research was a quasi-experimental method with a pre-test and post-test design with a
control group. The statistical population of the present study included children with mental disabilities in
Tehran who received rehabilitation services In one of the clinics in Tehran in 2019-2020. Twenty eligible
individuals were selected by purposive sampling method and randomly divided into two groups of control (ten
people) and experimental group (ten people). The Parents' Anxiety Scale for Children (1997) was used. The
experimental group received ten sessions of painting therapy (each session for ninety minutes) as a group
and the control group did not receive any intervention. At the end of the course, post-test was performed for
both experimental and control groups. Data were analyzed by multivariate analysis of covariance in SPSS
20 software. Probability values less than 0.05 were considered statistically significant.
Results: The results of research data showed that painting therapy is effective in reducing anxiety disorder
(p<0.05). Also, this intervention has been effective in reducing oppositional defiant disorder (p <0.05).
Conclusion: Based on the findings, it can be said that painting therapy is an effective method in improving
anxiety disorder and oppositional defiant disorder in children with teachable mental disability.
Mr Abdolmajid Taheri, Mr Amir Ghamarani, Mr Parviz Asgary, Mr Salar Faramarzi, Mrs Fariba Hafezi,
Volume 3, Issue 163 (9-2021)
Abstract
Abstract
Background and Purpose: Children with Attention Deficit/ Hyperactivity Disorder (AD/HD) have
difficulty interacting with their peers and suffer from high self stigma. They also have high levels of anxiety.
The aim of this study was to determine the executive functions on the level of child interactions with peers,
spontaneity and anxiety in children with Attention Deficit/ Hyperactivity Disorder (AD/HD).
Method: Thirty children aged 6 to 14 years with AD/HD who referred to Sabzevar Education Counseling
and Psychological Services Clinic were randomly divided into two intervention and control groups and
underwent training in 8 sessions of 45 minutes. Psychologists were trained to perform EF. The instruments
used included the Connors Questionnaire, the Gersham and Elliott Social Skills Questionnaire, the
Spence Children’s Anxiety Scale, and the King Self-stigma Scale, which all children completed before and
immediately after the intervention. The comparison between the two groups was performed by multivariate
analysis of covariance
Results: Before the intervention, the mean scores of social interactions, spontaneity and anxiety in children
with AD/HD were not significantly different, but the mean scores of the two groups at times immediately
after the intervention were significantly different, so the mean scores of social interactions, autism and
anxiety in children with AD/HD did not change significantly in the control group, but showed a significant
change in the intervention group.
Conclusion: Intervention of executive functions has been able to improve social interactions, spontaneity
and anxiety levels of children with AD/HD. The use of EF to improve social interactions, autism and anxiety
of children with AD/HD is recommended.
Maryam Eshaghi Chaleshtori, Ph.d Mohammadparsa Azizi,
Volume 4, Issue 170 (11-2022)
Abstract
Abstract
Background and purpose: To deal with the problems caused by attention deficit/hyperactivity disorder,
including anxiety and emotional regulation, sometimes it is necessary to modify the parenting method.
Therefore, the purpose of this research was to identify the effect of positive parenting program on the level of
anxiety and emotional regulation of children with attention deficit/hyperactivity disorder.
Method: The present study was quasi-expremental and pretest-posttest design was used with control
group. The statistical population of the present study inclouded all boys with ADHD who were at the same time
with anxiety and emotional regulation, and were enrolled in the randomly of Shahrekord city in the academic
year 1398-1399. The sample of this study consisted 30 mothers of children with ADHD that were involved
in anxiety and lack of emotion regulation. In this study Children symptom inventory-4, Spence children
anxiety scale and Emotion regulation checklist were used. The subjects in the experimental group received 8
sessions of one hour per week of parental training and the control group did not receive any training. Result
of analysis of covariance showed that Triple P had a significant effect on anxiety and emotion regulation in
children with ADHD and decreased these problems.
Findings: The results of the research data showed that teaching positive parenting program to mothers
reduces anxiety (total), separation anxiety, social anxiety, pervasive anxiety, physical anxiety and obsessivecompulsive
disorder in children with attention-deficit/hyperactivity disorder. It is an effective activity
(p>0.05). Also, the results of the research indicated that teaching positive parenting program to mothers is
effective in increasing (total) emotional regulation, increasing adaptive emotional regulation and reducing
instability/negativity in children with attention deficit/hyperactivity disorder was (p>0.05).
Conclusion: Based on the obtained data, it can be said that teaching positive parenting program to mothers
was effective in improving the level of anxiety and improving emotional regulation in children with attention
deficit/hyperactivity disorder.
Dr Elahe Zakai Ashtiani, Dr Siamak Samani, Dr Nadereh Sohrabi, Dr Banafsheh Omidvar,
Volume 5, Issue 171 (12-2022)
Abstract
Abstract
Background and purpose: Disorder in attachment relationships can lead to psychological disorders by
creating general anxiety and distrust in child. The present research aimed to effectiveness of play therapy
with the Theraplay method on anxiety of children with parents.
Method: Research method in this study was experimental of a single-subject with AB designs. The study
population consisted of all children aged 5 to 8 years that attended psychological centers in Tehran in 2021.
Among them, 3 children (two boys and one girl) were selected based on inclusion and exclusion criteria
and by purposive sampling. Trapley intervention was performed for each child in 21 sessions. The research
instrument was Marschak Interaction Method (2018) Spence Children Anxiety Scale (1997) and the
Theraplay Behavioral Checklist (Made by a researcher). Data were analysed using visual analysis at both
within-condition and between-condition levels.
Results: The findings showed that the play therapy with the Theraplay method intervention significantly
reduces the anxiety of child with parents (P<0.05).
Discussion and Conclusion: According to the findings of the research has been confirmed the
effectiveness of play therapy with the Theraplay method intervention on reducing the anxiety of child with
parents. Therefore, this method can be considered as one of the useful and applicational treatments for
these children.
Dr Abbas Ali Hosseinkhanzadeh, Mrs Hakimeh Kheiry,
Volume 5, Issue 177 (1-2024)
Abstract
Abstract
Background and Purpose: The present review research was conducted with the aim of examining the
critical analytical study of different approaches in the treatment of anxiety in children and adolescents.
Method: In the present study, using the keywords treatment, anxiety, disorder, randomized controlled
trial, 3 to 19 years old, in English databases such as Google Scholar, PubMed, Scopus in the period 2020
(January) to 2021 (to December), were searched.
Results: The studies indicated the effect of cognitive behavioral therapy, goal-based therapy, and faceto-
face therapies on reducing anxiety in children and adolescents with anxiety disorders. Also, the treatment
of attention control training and modulation of attention bias was effective in reducing the anxiety of children
and adolescents resistant to cognitive behavioral therapy. The antidepressant sertraline also did not reduce
anxiety disorder. Various distraction methods such as distraction cards, virtual reality, video games, audiovisual
distraction with a headset, psychological preparation before surgery through booklets and pictures,
and educational games and art therapy such as painting and music therapy were also effective in reducing
situational anxiety.
Conclusion: According to the results of the research, various treatments can be used to reduce children's
anxiety according to the age and conditions of the clients.