Objectives This study was conducted to design Individual Differences intervention based on parents' expressed emotion and its impact on children's social skills with high-functioning autism disorder. Methods The first part of this study is comparative-causal and the second part is a semi-experimental study. In order to design Floortime treatment plan based on parents' expressed emotion, first in an Embedded Design Mixed Research Method by means of researcher's questionnaire for qualitative measurement and family questionnaire for quantitative part of emotional state of mothers with autistic children were measured. Accordingly, the treatment plan with 23 meetings was codified. Finally, 20 children with high-functioning autism were selected from the autism centers by available sampling. Out of them, 10 children were put into the experimental group and they were provided designed intervention plan in addition to the ABA intervention, and the other 10 children formed the control group, who merely received Applied Behavior Analysis (ABA) intervention. Tools used were Family Questionnaire, ASSQ test, Stanford-Binet intelligence test, and Gilliam and Vineland social compatibility tests. Results Results show that there are significant differences in mother's expressed emotion in case of normal and autistic children. The expressed emotion of mothers of autistic children is high in terms of the total score of expressed emotion, criticism, and Emotional Over-Involvement (EOI). After the intervention, no significant difference was observed in the social compatibility and communication skills between the two groups of children who were under the ABA intervention and who were under Floortime intervention. But after the intervention, the experimental group had a better score in relation variable. Conclusion Given the high level of excitement expressed by parents of children with autism, various interventions have to reduce their excitement. You can also use social interventions such as floortime intervention to increase the association of children with high performance autism disorder.

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Depression is one of the most prevalent mental disorders across the world and its prevalence has increased during the past decades. Literature shows that some lifestyle factors contribute to this rise and depression treatment. To identify these factors, Scopus, PsycINFO, and PubMed databases were searched for English-language articles published from 2007 to December 2017 using the combinations of the following keywords: "lifestyle", "depression" and "depressive symptoms". Of the 334 articles screened, 10 fully met our inclusion criteria. Research findings indicated that there are several lifestyle factors contributing to the development, maintenance, and improvement of depression. These were classified into five general categories, including (1) physical activity (exercise), (2) sleep (adequate and high-quality), (3) social relationships, (4) dietary modification, and (5) recreational activities. We investigated these lifestyle factors from Shia Muslim perspective about Islamic lifestyle using Islamic teachings (verses of Quran and Hadiths). Generally, it appears that adherence to Islamic lifestyle can be effective in depression management.

Abstract

Background and Purpose: Art therapy helps people to cope with their unknown feelings and emotions and, as a result, to achieve the self-awareness and the ability to overcome problems in a variety of ways. Emotion regulation plays a pivotal role in children's mental health and it can contribute to their future achievements. The goal of this research was to study the effect of expressive art therapy on emotion regulation of primary school students in Isfahan. Method: This research was a quasi-experimental study with pretest-posttest design. The sample included thirty two 8-9 year-old boys studying at grade two of primary school in Isfahan in 2017, who were selected by purposive sampling. Then the participants were randomly assigned to either the experimental or control group (16 students per group). The experimental group received twelve 60-90 sessions of expressive art therapy whereas the control group underwent no intervention. Emotion Regulation Questionnaire (2001) was used to gather the data. Finally, data were analyzed by analysis of covariance (ANCOVA). Results: Based on the results of ANCOVA, expressive art therapy was effective on positive emotion regulation; in such a way that there was significant difference between the experimental and control group in terms of emotion regulation scores (p<0.05, F=4.72). Also, results showed that expressive art therapy had a significant positive effect on positive emotion regulation and reappraisal (p≤0.000, F=8.39) whereas it had not a significant effect on negative emotion regulation (p≥0.755, F=0.10). Conclusion: Through using self-expression, imagination, active participation, mind-body relationship and by activating and strengthening the cerebral cortex networks, expressive arts therapy can improve the positive emotion regulation skills which can help children to cope with stressful situations and to manage their behaviors.