درخت حوزه‌های تخصصی

Objective: Studies show that joint parent-child activities have far-reaching effects on a child's emotional, cognitive, and social development. Research also reports the significant impact of mother-child relationships on mother-child interactions. The aim of this study was to investigate The Effect of Joint Reading in Mother-Child dyads on The Child’s Empathy and Emotional Regulation of the Mother.Methods: In the present study, which was conducted as quasi-experimental with the control group, 20 mother-child pairs from Alborz Elementary School in Sanandaj, by quota sampling,  were randomly divided into two intervention and control groups. Data collection instruments included a Persian version of EmQue-CA for children and an emotional self-regulation questionnaire by Hoffman and Kashdan for mothers. The mother-child pairs in the intervention group read ten stories for 10 weeks, lasting thirty to forty-five minutes each with the mother and child. Data were analyzed using the ANCOVA and MANCOVA methods.Results: In the intervention group, mean empathy (27.60) and mean tolerance style (21.28) increased, and this difference was statistically significant (p<0.001).Conclusion: The results show that joint reading affects the child's empathy and the mother's emotion regulation. Reading the story helps the child gain a better understanding of the events and improves mother-child interactions.

Objective: The aim of this study was to compare the effects of individual and group training in sexual skills on sexual satisfaction and sexual self-esteem among women attending comprehensive health centers in Sanandaj. Methods: This quasi-experimental study was conducted on 60 women attending comprehensive health centers in Sanandaj, who were randomly assigned to three groups: individual training, group training, and control. Data collection tools included a demographic and obstetric questionnaire, the Hudson Sexual Satisfaction Questionnaire, and the Sexual Self-Esteem Inventory–Short Form (SSEI-W-SF). Data were collected according to the objectives of the study and analyzed using STATA version 12. The significance level was set at 0.05. Findings: Based on the results, all three study groups were homogeneous in terms of demographic and clinical characteristics. Four weeks after the intervention, the mean and standard deviation of sexual satisfaction in the individual training group showed a statistically significant difference (p < 0.05; p = 0.00). However, the mean satisfaction scores in the group training and control groups did not show a statistically significant difference. In all three groups, the mean and standard deviation of sexual self-esteem scores four weeks after training did not show a significant difference. Conclusion: The results of this study demonstrated that individual-based training leads to an increase in sexual satisfaction. Utilizing this educational approach in comprehensive health centers can enhance women's sexual health and improve the dysfunctional cycle of family clinical relationships.

Objective: This study aimed to examine the mediating role of family cohesion in the relationship between family economic hardship and adolescent risk-taking. Methods and Materials: A descriptive correlational research design was employed with a sample of 520 adolescents recruited from secondary schools in India, determined through Morgan and Krejcie’s sample size table. Data were collected using standardized self-report instruments: the Adolescent Risk-Taking Questionnaire (ARQ), the Economic Hardship Questionnaire (EHQ), and the Family Adaptability and Cohesion Evaluation Scales (FACES IV). Statistical analyses were conducted using SPSS-27 and AMOS-21. Pearson correlation coefficients were calculated to determine associations among variables, and Structural Equation Modeling (SEM) was performed to test the hypothesized mediation model. Model fit was evaluated using Chi-square, χ²/df, GFI, AGFI, CFI, TLI, and RMSEA indices. Findings: Results indicated that family economic hardship was positively correlated with adolescent risk-taking (r = .42, p = .001) and negatively correlated with family cohesion (r = −.40, p = .001). Family cohesion was inversely related to adolescent risk-taking (r = −.36, p = .002). The SEM analysis demonstrated adequate model fit (χ²/df = 2.17, GFI = .93, AGFI = .90, CFI = .95, TLI = .94, RMSEA = .048). Direct paths showed that family economic hardship significantly predicted adolescent risk-taking (β = .38, p = .001) and negatively predicted family cohesion (β = −.41, p = .001). Family cohesion negatively predicted adolescent risk-taking (β = −.29, p = .002). The indirect effect of economic hardship on risk-taking via cohesion was significant (β = .12, p = .006), supporting the mediation hypothesis. Conclusion: Findings highlight that family cohesion partially mediates the link between economic hardship and adolescent risk-taking. Strengthening family cohesion may buffer adolescents from the adverse effects of financial strain and serve as a practical target for interventions aimed at reducing risk behaviors.

  Objective: Corruption in higher education institutions poses a significant threat to students' ethical standards and spiritual well-being. In Taraba State, Nigeria, concerns have been raised about increasing incidences of unethical behaviors among academic staff and students. The study aimed to examine the influence of corrupt practices on the moral and spiritual development of students in tertiary institutions in Taraba State. Methods: A descriptive survey research design was employed. The study population consisted of approximately 17,000 students. Using purposeful sampling, 200 students were selected based on their accessibility, willingness to participate, and relevance to the study’s focus. Data were collected using a structured instrument titled Corrupt Practices, Students’ Moral and Spiritual Development Questionnaire (CPSMDQ) , which demonstrated a reliability coefficient of 0.69 based on the Cronbach alpha method. Descriptive statistics (mean and standard deviation) were used to address the research questions, and the Chi-square test was applied to test the hypothesis at the 0.05 level of significance. Results: Findings indicated a high prevalence of corrupt practices such as examination malpractice and sexual harassment. These behaviors significantly compromised students’ moral and spiritual development, contributing to the erosion of traditional values, reduced appreciation for diligence and creativity, and increased involvement in prostitution and sexual exploitation. Conclusion: Corruption has a detrimental impact on the moral and spiritual growth of students in higher institutions. The study recommends that SERVICOM and institutional anti-corruption units be empowered and supported to investigate, monitor, and sanction corrupt practices within academic environments

Backgrounds: Children with learning disabilities are children who are weak in one or more basic psychological processes. Executive function is one of the important cognitive processes that play an important role in academic performance. Objectives: In this regard, the present study aimed to prepare a self-regulatory education program based on SRSD and investigate its effectiveness on executive function, Cognitive-Learning content areas and academic achievement of children with learning disabilities. Methods: The present study is a semi-experimental study with pre-test and post-test .sample of 30 children with learning disabilities in Gorgan, including 15 in the control group, and 15 in the experimental group was selected. The instruments used in this study included LEAF scale (2016) and WISC-IV (2003), which was implemented and scored in two stages, before and after the self-regulation training program based on SRSD. Data analysis was performed using multivariate variance analysis using SPSS software version 26. The P<0.05 were considered for data analysis and as significant levels respectively. Results: The results of multivariate variance analysis showed self-regulatory education has been able to reduce weaknesses in Cognitive-Learning content areas (Comprehension and Conceptual Learning) (p<0.001), executive function components (Factual Memory, Attention, Visual-Spatial Organization, Sustained Sequential Processing, Working Memory, Novel Problem Solving) ) (p<0.001), academic achievement (Mathematics Skills, Basic Reading Skills, Written Expression Skills) (p<0.001) and promote the components in these children. Conclusion: The findings of this study show that educational program can be effective in improving cognitive learning content, executive function components, and academic achievement in children with learning disabilities.

Objective: This study aimed to compare the effectiveness of resilience training and acceptance and commitment group training on improving quality of life in male students from divorced families, while controlling for age at the time of parental divorce and the duration since the divorce. Methods and Materials: This quasi-experimental study was conducted on 90 male students in grades 5 to 9 from Kouhchenar County, whose parents were divorced. Participants were selected using convenience sampling from six schools with the highest prevalence of students from divorced families and were randomly assigned to three groups: resilience training (n = 30), acceptance and commitment training (n = 30), and control (n = 30). The interventions included ten 50-minute weekly sessions based on Kruger’s (2006) resilience protocol and eight weekly sessions based on Hayes and Rose’s (2008) ACT protocol. All participants completed the WHOQOL-BREF before the intervention, immediately after, and at a one-month follow-up. Data were analyzed using repeated measures ANOVA and MANCOVA while adjusting for confounding variables. Findings: Significant improvements were observed in all four domains of quality of life—physical health, psychological health, social relationships, and environmental health—in both intervention groups across time (p < 0.001). The time × group interaction effect was also significant for all components (p < 0.001). Between-subjects analysis showed significant differences in posttest mean scores among the three groups (p < 0.001), and Bonferroni post hoc comparisons confirmed that both experimental groups outperformed the control group (p < 0.001), with the ACT group showing significantly greater improvements than the resilience group in all domains (p < 0.001). Conclusion: Both resilience training and ACT-based group training effectively enhanced the quality of life of students from divorced families; however, ACT demonstrated superior and more sustained improvements. These findings highlight the potential of ACT as a preferred school-based intervention for adolescents coping with familial disruption.