Iranian Journal of Neurodevelopmental Disorders

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.

Purpose: The dual aspects of human personality, characterized by the dark and light triads, significantly influence various psychological and behavioral outcomes. The dark triad includes narcissism, Machiavellianism, and psychopathy, while the light triad comprises empathy, compassion, and altruism. This study aimed to compare the personality organization of individuals with dark and light personality traits, focusing on Kornberg’s dimensions: identity diffusion, primitive defenses, and reality testing.

Methodology: This causal-comparative study included a sample of 232 students from Shahid Madani University of Azerbaijan, selected using purposive sampling. Participants completed questionnaires assessing dark and light personality traits and the Personality Organization Inventory. Data were analyzed using SPSS-25, employing descriptive statistics and multivariate analysis of variance (MANOVA) to compare the groups.

Findings: Significant differences were found among individuals with dark traits, light traits, and normal individuals across all three dimensions of personality organization. Individuals with dark traits exhibited higher levels of primitive defenses (M = 28.25), greater identity diffusion (M = 25.75), and poorer reality testing (M = 49.93) compared to those with light traits (M = 24.30, M = 22.37, M = 38.81, respectively) and normal individuals (M = 26.23, M = 22.28, M = 41.87, respectively).

Conclusion: The findings highlight that individual with dark traits have a more fragmented personality organization, characterized by maladaptive coping strategies and distorted reality perception, which contribute to their manipulative and antisocial behaviors. In contrast, individuals with light traits exhibit more cohesive personality organization, leading to prosocial and adaptive behaviors. These insights are crucial for developing targeted interventions to promote psychological well-being and improve organizational fit.

Purpose: This study aims to explore the perspectives of early childhood educators on the development and implementation of IEPs, identifying challenges, evaluating effectiveness, and suggesting improvements.

Methodology: This qualitative study utilized semi-structured interviews to gather data from 25 early childhood educators who have experience in developing and implementing IEPs for children with neurodevelopmental disorders. The interviews focused on the educators' experiences, perceived challenges, effectiveness of IEPs, and suggestions for improvement. Data were analyzed using NVivo software, following a thematic analysis approach to identify key themes and subthemes.

Findings: The analysis revealed several key challenges, including the administrative burden of extensive paperwork, inadequate training and professional development opportunities, and difficulties in collaboration with specialists. Inconsistent parental involvement and classroom management complexities were also significant obstacles. Despite these challenges, educators recognized the effectiveness of IEPs in providing personalized learning experiences, setting and achieving realistic goals, and adapting to the evolving needs of students. Suggestions for improvement included enhanced training programs, better collaboration mechanisms, increased parental engagement, adequate resource allocation, and the integration of technology and holistic support systems.

Conclusion: The findings highlight the complexities and potential benefits of implementing IEPs for children with neurodevelopmental disorders. Addressing the identified challenges through targeted improvements can enhance the overall effectiveness of IEPs and contribute to more inclusive and supportive early childhood education environments.

Purpose: Peer relationships significantly impact the social development of children with Autism Spectrum Disorder (ASD), influencing their emotional well-being, academic performance, and overall quality of life. This study aims to explore the influence of peer relationships on the social development of children with ASD, identifying the challenges they face and the support systems that facilitate positive social outcomes.

Methodology: This qualitative study involved 23 participants, including ten children with ASD, ten parents, and three teachers and support staff. Data were collected through semi-structured interviews and analyzed using NVivo software. Thematic analysis was conducted to identify recurring themes, and theoretical saturation was achieved to ensure comprehensive data coverage.

Findings: The analysis revealed four main themes: Social Interaction Challenges, Peer Relationship Dynamics, Parental and Teacher Support, and Positive Outcomes. Social Interaction Challenges included difficulties in communication, sensory overload, social anxiety, and misinterpretation of social cues. Peer Relationship Dynamics covered forming and sustaining friendships, inclusion and exclusion, and the influence of peers. Parental and Teacher Support highlighted strategies for social development, the role of teachers, parental involvement, and community resources. Positive Outcomes encompassed improvement in social skills, building self-esteem, increased independence, and enhanced academic performance.

Conclusion: Peer relationships play a crucial role in the social development of children with ASD. Despite significant challenges, targeted interventions and supportive environments can lead to substantial improvements in social competencies. The findings underscore the importance of inclusive settings, peer-mediated interventions, and active involvement of parents and teachers in fostering positive social interactions for children with ASD.

Purpose: The relationship between personality traits and clinical personality patterns is crucial in understanding and improving therapeutic interventions in counseling settings. This study aims to explore how personality traits predict clinical personality patterns among clients attending counseling centers in Shahroud, thereby informing more effective and personalized counseling strategies.

Methodology: This descriptive-correlational study involved 107 clients from public and private counseling centers in Shahroud. Participants, aged between 18 and 50, completed the Millon Clinical Multiaxial Inventory-III (MCMI-III) and the Big Five Personality Traits questionnaire. Data were analyzed using Pearson correlation coefficients and stepwise regression analysis to identify significant predictors among the personality traits for various clinical personality disorders.

Findings: Neuroticism was found to be a significant predictor of Schizoid, Avoidant, Borderline, Paranoid, and Schizotypal Personality Disorders. Conversely, Agreeableness and Conscientiousness emerged as protective factors, inversely related to Narcissistic and Histrionic Personality Disorders. These results suggest that emotional dysregulation associated with high Neuroticism predisposes individuals to a range of personality disorders, while interpersonal warmth and self-discipline mitigate the risk.

Conclusion: The study highlights the significant impact of personality traits on clinical personality patterns, emphasizing the importance of incorporating personality assessments into counseling practice. By understanding these relationships, counselors can tailor interventions to clients' unique personality profiles, enhancing therapeutic outcomes and promoting better mental health. Future research should aim to replicate these findings in diverse populations and explore longitudinal impacts and other personality frameworks.