Iranian Journal of Neurodevelopmental Disorders

Introduction: The current study aimed at finding if there is any significant difference between male and female participants in the type of refusal strategies they use across different age and education levels as well as politeness systems.

Materials and method: 110 Persian native speakers, 48 male and 42 female took a Discourse Completion Test (DCT) which included 8 scenarios in each of which the respondents were presented with a situation in which they had to respond to a stimulus by rejecting it. The answers given to each item were analyzed and coded by an expert in pragmatics based on the taxonomy employed by Beebe, Takahashi and Uliss-Weltz (1990). To investigate the first research questions a series of Mann-Whitney U Test was used. Also, to investigate the effect of age (the second research question), educational background (the third research question), and the politeness system (the fourth research question) on the use of refusal strategies, three sets of Kruskal-Wallis H Tests were carried out using SPSS.

Results: Based on the results obtained, male and female participants were found to differ significantly only in their use of the ‘regret’ type of refusal strategies. A significant difference was observed among the age groups, different educational backgrounds and different politeness systems.

Conclusion: There are significant differences in refusal strategies based on gender, age, educational backgrounds and politeness systems.

Introduction: The present study aimed at comparing social skills and assertiveness of girl pupils of grade fifth in elementary schools of Arak city by applying different parenting styles including (permissive, Authoritative and authoritarian) in the academic year of 2012-2013.

Materials and method: For doing so, a sample of 180 persons was selected among the fifth grade students in elementary schools of Arak city as study subjects. Gambrill and Richey’s assertiveness questionnaire, Matson’s Social skills questionnaire and Baumrind’s parenting questionnaire were employed to measure pupils’ social skills, assertiveness and parenting styles respectively.

Results: Results shows that there is a significant difference between levels of social skills in parenting styles and also between levels of assertiveness in parenting styles.

Conclusion: The attitudes, assumptions and family behavior have the highest level of effect on children personality. Authoritarian parenting styles let the children get obedient personality which is accompanied with less creativity and less social skills but applying democratic parenting style causes children to have much more creativity and through their parents support they increase social skills. Furthermore democratic parenting style creates much more assertiveness and authoritarian styles lessen the assertiveness. The authoritarian parenting styles cause enmity and hostility between parents and their children, theses in their own turn, create complexes which can affect the whole life of persons and individuals.

Introduction: The present study aims was to examine the relationship between sensation seeking, happiness with marital satisfaction in female teachers of high school in Ahwaz.

Materials and method: In doing so, 260teachers from the education office of 4 districts Ahvaz were selected using random sampling. The sample responded to the Sensation Seeking Scale (Zuckerman, 1987), Work Motivation and Job Satisfaction Scale (Akinboye’s, 2001) and Satisfaction Marital Questionnaire (Olson, et al., 1987). Data analysis involved both descriptive and inferential statistics including mean, standard deviation, Pearson’s correlation coefficient and regression analysis.

Results: Sensation seeking, Motivation and Job Satisfaction showed significant correlation with marital satisfaction. Results of multi regression analysis also revealed that overall, sensation seeking; Motivation and Job Satisfaction can predict 0.29 changes of marital satisfaction.

Conclusion: Job satisfaction and Work Motivation and Marital satisfaction helps people to be successful cheerful and likely to experience a fulfilling life and manage sensation seeking which motivated to continuously work for things that will make them happy and experience new emotions

Introduction: The Lives of Others won 2006 Academy Award for best foreign language film. This movie exposes the unlimited potential of human beings; it is a multidimensional movie, which concludes tragedy, political oppression, intrigue, and betrayal. This paper aims to examine lives of women in the light of sociological outlook of gendered subaltern and also the concept of Self and Other in “The Lives of Others”.

Materials and Method: The methodology of this study is qualitative library-based. It portrays the life of people in East Berlin in 1984, five years before the fall of Berlin Wall.

Results: It is found that this movie is successful in portraying the male citizens’ exploitation, and hardship of their activist’s task, but it marginalizes women and portrays them as those of ignorant gendered subalterns who do not have any voice of themselves and do not know how to use the language which is the tool for maintaining Otherness and protecting the Self.

Conclusion: Women are portrayed as others since they are capable of betrayal under pressure and they are deviant as the result of being the only person in the movie to be addicted to drag. On the whole they are those who are not capable of being among decision makers even those men decision makers who are considered as others before Stasi.

Background and Purpose: With the expansion of online education, it is necessary to investigate the effect of students' satisfaction with this type of learning on their mental health. Virtual education can provide ease of access to educational resources, but it may also lead to isolation and psychological pressures. Satisfaction with online learning acts as a key factor in students' mental health, and understanding the relationship between the two can help improve their educational and psychological quality. The present study was conducted in order to determine the effect of students' satisfaction with online education on their mental health.

Method: The descriptive research method was correlation type. The statistical population of the research included all students of the second level of high school in Tehran in the academic year 1402-1403. From the aforementioned statistical population, 250 people were selected by staged cluster sampling method. In order to collect data, the mental health scale (Goldberg, 1979) and students' satisfaction with online education (Zaghiri, 2022) were used. Data analysis was done with Pearson correlation test and multivariate regression with Spss-V25 statistical software.

Findings: The findings showed that 62% of students presented high scores in mental health components (anxiety, depression, social dysfunction and insomnia). Also, the average scores of satisfaction with online learning were evaluated at the average level. Statistical analysis showed that there is a significant relationship between the level of satisfaction with online education and mental health (r=-0.52, p<0.01).

Discussion and Conclusion: The findings of this research indicate that online education, while it can bring benefits such as flexibility and easy access to educational resources, may lead to an increase in psychological problems such as anxiety and depression in students. Accordingly, it is essential that online educational programs are designed and optimized according to the psychological needs of students in order to reduce the negative effects of this type of education. Also, it is suggested that psychological interventions be implemented along with online education in order to maintain the mental health of students in a better way.

Purpose: This study aimed to evaluate the effectiveness of a school-based intervention designed to enhance social and adaptive skills among children with Attention Deficit Hyperactivity Disorder (ADHD).

Methods and Materials: A randomized controlled trial (RCT) was conducted with 30 children diagnosed with ADHD, aged between 8 and 12 years. Participants were randomly assigned to either the intervention group (n=15) or the control group (n=15). The intervention group participated in a ten-session program over ten weeks, focusing on social and adaptive skills training. The control group received standard care. Data were collected at three time points: pre-intervention, post-intervention, and five-month follow-up, using the Social Skills Rating System (SSRS) and the Adaptive Behavior Assessment System, Second Edition (ABAS-II). Data were analyzed using repeated measures ANOVA and Bonferroni post-hoc tests in SPSS-27.

Findings: The intervention group showed significant improvements in social skills from pre-intervention (M = 45.67, SD = 3.45) to post-intervention (M = 50.35, SD = 3.12) and follow-up (M = 48.76, SD = 3.30). Similarly, adaptive skills improved from pre-intervention (M = 42.53, SD = 3.21) to post-intervention (M = 47.28, SD = 2.98) and follow-up (M = 45.89, SD = 3.09). Repeated measures ANOVA indicated significant main effects of time on social skills, F(2, 56) = 35.78, p < .001, and adaptive skills, F(2, 56) = 32.45, p < .001, as well as significant interaction effects between time and group for both social skills, F(2, 56) = 20.12, p < .001, and adaptive skills, F(2, 56) = 16.93, p < .001. Bonferroni post-hoc tests confirmed significant differences between pre-intervention and post-intervention, and pre-intervention and follow-up for the intervention group (p < .001).

Conclusion: These findings underscore the importance of incorporating structured, skill-building programs into school curricula to support children with ADHD.

Purpose: Child labor is a significant issue that negatively impacts the mental well-being and identity development of affected children. This study aimed to evaluate the effectiveness of reality therapy in addressing identity crisis and improving the mental well-being of child laborers in Shiraz. The objective was to determine whether reality therapy could reduce identity crisis and enhance emotional, psychological, and social well-being among these children.

Methodology: The study employed a descriptive, semi-experimental design with a pre-test and post-test method. The sample consisted of 30 child laborers aged 10 to 14 years, selected from Shiraz in 2023. Participants were randomly assigned to either an experimental group (n=15) receiving reality therapy or a control group (n=15) receiving no treatment. Reality therapy was administered in 12 sessions based on Glasser’s model. Data were collected using the Identity Crisis Questionnaire and the Mental Well-being Questionnaire. Descriptive statistics and multivariate analysis of covariance (MANCOVA) were used for data analysis.

Findings: The experimental group showed significant reductions in identity crisis scores and substantial improvements in emotional, psychological, and social well-being compared to the control group. The results indicated that reality therapy had a meaningful positive impact on all measured variables, demonstrating its effectiveness in enhancing the mental health of child laborers.

Conclusion: Reality therapy is an effective intervention for reducing identity crisis and improving the mental well-being of child laborers. The therapy’s emphasis on personal responsibility, present-focused problem-solving, and fulfilling basic psychological needs makes it a valuable tool for mental health practitioners working with this vulnerable population. Integrating mental health services with broader child labor reduction initiatives is crucial for providing comprehensive support to child laborers.

Purpose: Parenting a child with special needs poses unique challenges that can significantly impact the cognitive and emotional well-being of parents. This study aims to compare cognitive and emotional deficiencies between parents of children with special needs and parents of typically developing children to understand the extent of these challenges and inform targeted interventions.

Methodology:  This descriptive, causal-comparative study included 120 parents, divided into two groups: 60 parents of children with special needs and 60 parents of typically developing children, all from Kashan, Iran. Participants completed the Cognitive Failures Questionnaire (CFQ) and the Toronto Alexithymia Scale (TAS). Data analysis involved descriptive statistics and inferential statistics using ANOVA to compare cognitive and emotional deficiencies between the groups.

Findings: The study found that parents of children with special needs had significantly higher levels of cognitive deficiencies, including distraction, memory-related problems, inadvertent errors, and failure to recall names, compared to parents of typically developing children. Additionally, these parents exhibited greater emotional deficiencies, such as difficulty identifying and describing feelings and externally oriented thinking.

Conclusion: Parents of children with special needs experience substantial cognitive and emotional challenges, likely due to the increased caregiving demands and chronic stress. These findings highlight the need for targeted interventions, such as emotional regulation training and enhanced social support, to improve the well-being of these parents and their ability to care for their children effectively.