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Showing 4 results for khademi
Ph.d Beheshteh Niusha, Ph.d Kamran Ganji, Ms Leila Khademi Adel,
Volume 12, Issue 2 (Summer 2012 2012)
Abstract
Objective: This study investigates the prevalence of behavioral disorder among preschool children of Razan city. Method: The research method was descriptive-epidemiology. 327 preschool children (144 girls and 183 boys) were selected by random cluster sampling from governmental and private elementary schools. Information were collected by Child Behavior Checklist (CBCL), Caregiver-Teacher Report Form (C-TRF) and questionnaire that made by researcher. Data were analysis by descriptive statistics, Chi square and Pearson correlation coefficient. Results: Analysis revealed that 9/8 % of preschool children had behavioral disorder and the prevalence of behavioral disorders includes anxiety, physical, withdrawal, attention, internalized and externalized disorders in boys were more than girls. Furthermore, the prevalence of behavioral disorders in rural areas was more than urban areas. Conclusion: The relatively high percent of behavioral disorders in preschool children emphasize the necessity of educational planning and implementing for parents and teachers, also present psychological and counseling services.
----- Marziye Khademiyan, ----- Hadi Khademiyan,
Volume 16, Issue 2 (9-2016)
Abstract
Objective: This study aimed to investigate irrational beliefs and strategies of coping with stress as predictors of resiliency and post-traumatic growth in mothers of children with autism. Method: This research was descriptive-cross sectional in nature and its research methodology was correlational with predictor design. Statistical population consisted of all mothers of children with autism in the city of Shiraz. Samples included 108 mothers of children with autism that were recruited through purposive sampling. Irrational Beliefs Test (IBT), Coping Inventory Stressful Situations (CISS), Adolescent Resilience Scale (ARS) and Post-Traumatic Growth (PTG) were administered to collect data. SPSS 18 was employed to analyze the data. Results: According to the results, for the first question, due to R2 = 0.86, high self-expectation, preparedness for blame, reaction of frustration, dependency, perfectionism as well as avoidance-oriented strategies to cope with stress could predict the resiliency in mothers of children with autism. On the other hand, for the second question, regarding R2= 0.71, preparedness for blame, emotional irresponsibility, dependency, emotion-based strategies as well as avoidance- oriented strategies of coping with stress could predict post-traumatic growth of mothers of children with autism. Conclusion: According to the findings of the study, some of the components of irrational beliefs and strategies of coping with stress can predict the resiliency and post-traumatic growth in mothers of children with autism.
Zahra Tarazi, Molok Khademi Ashkezari, Mahnaz Akhavan Tafti,
Volume 20, Issue 3 (10-2020)
Abstract
Objective: The aim of this research was to investigate and compare the effectiveness of attributional retraining program, emotion regulation and cognitive-social problem solving on reduction of academic burnout in students with early learning disabilities in Tehran. Method: This was a quasi-experimental study with pretest-posttest and follow-up.The participants consisted of 40 students with learning disability aged 8-12 years.They were selected through simple random sampling and randomly divided into three experimental groups and one control group. Attributional retraining, emotion regulation and social-cognitive problem solving training were presented in eight sessions, each lasting 1 hour in the 3 experimental groups. Brosu et al. academic burnout questionnaire(1997) was used in the pretest, posttest, and follow-up stages. The data were analyzed using repeated measure. Result: The results showed that attributional retraining, emotion regulation and social-cognitive problem solving training caused a significant decrease in the students academic burnout. Attributional retraining program was more successful in decreasing the academic burnout than emotion regulation and cognitive-social problem solving training program. Conclusion: Educational programs that use the social cognitive approach of Bandura in design educational packages have more significant effects. Therefore, the use of the present research results can be effective in the designing of preventive educational programs and improving educational achievements.
Fateme Khademi, Shahrbanoo Dehrouyeh,
Volume 24, Issue 4 (2-2025)
Abstract
Abstract
Objectives: The purpose of this research was to investigate the effectiveness of emotion regulation training on the interpersonal sensitivity, emotional distress tolerance and empathy of aggressive female students. Methods: The research method was an experiment with a pre-test and post-test design with a control group. The statistical population included 180 students studying in the first secondary schools of Pol-e-Sefid City in the first half of the academic year 2023-2024. Overall, 30 students were selected by multi-stage cluster random method and placed in the two groups of experimental and control (each 15 people). The people of the sample group were screened by using the aggression questionnaire (Buss & Perry, 1992). Data were collected using interpersonal sensitivity questionnaire (Boyce & Parker, 1989), emotional distress tolerance (Simons & Gaher, 2005), and empathy (Mehrabian and Epstein, 1972). Data analysis was done by multivariate and univariate covariance methods in the SPSS-24 software. Results: The findings showed that emotion regulation training was effective on interpersonal sensitivity and tolerance of emotional distress, but it did not affect empathy. Conclusions: Based on the study results, emotion regulation training can significantly improve the quality of life and mental health of aggressive students and help reduce their behavioral and emotional problems.
Key words: Emotion regulation training, Interpersonal sensitivity, Emotional distress tolerance, Empathy, Aggressive female students
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