Background and AimBehavioral disorders among children reflect psychological problems of parents, as mental illness of either parent would increase the likelihood of mental disorder in the child. In view of the negative relationship between parents’ and children’s illness, the current study intended to determine the correlation between mental health of parents and behavioral disorders of pre-school children.MethodsThe present descriptive-correlational research studied 80 children registered at pre-school centers in Pardis Township, Tehran, Iran during 2014–2015 using convenience sampling. The research tools included General Health Questionnaire (GHQ) and Preschool Behavior Questionnaire (PBQ). The resulted data were analyzed using Pearson Product-moment Correlation Coefficient and regression analysis in SPSS 21.ResultsThe research results showed that there was a significant positive correlation between all dimensions of mental health of parents with general behavioral disorders (p<0.001). The results of the regression analysis showed that parents’ depression was the first and the only predictive variable of behavioral disorders in children with 26.8% predictive strength.ConclusionGiven the strong relationship between children’s behavioral disorders and parents’ general health, and the significant role of parents’ depression in children’s behavioral disorders, it seems necessary to take measures to decrease the impact of parents’ disorders on children.
This research is a kind of experimental design in which, describes a program to enhance social and emotional skills and general health in teachers. The statistical sample comprised of 76 elementary teachers (grades 4 and 5) with at least 10 year teaching experience and bachelor degree into control ( 22female, 20 male) and experimental (20 female, 14 male) groups. Bar-On socialemotional scale (adult version) and GHQ test for general health were used. During ten weeks and 10 sessions the experimental group participated in a set of social-emotional skills (inter personal -intrapersonal skills) training program. Independent t-Test, multivariate analysis of variance, and regression were used. The results showed that training had significant effect in increasing social emotional skills and its components on teacher experimental group. Also showed positive correlation between enhancement of Emotional skills and general health
Background: Children's inability to protect themselves, shows the importance of crisis management in preschool period. Preschool administrators can help them with the risk prevention during crisis. We aimed to investigate the professional competencies of preschool administrators based on crisis management approach. Materials and Methods:The study participants included 387 preschool administrators in Tehran, Iran, selected by multi-stage cluster sampling method. The surveying tool was a questionnaire designed based on the Child Care Director Self-Assessment instrument (North Carolina Institute, 2015), which has 76 items covering 11 different competency areas. The obtained data were analyzed in SPSS (Version 21) by performing descriptive tests and inferential statistics like the Kruskal-Wallis test and the stepwise linear regression method. Results:The results showed a significant difference between professional competency of preschool administrators in terms of age, management experience and educational level (P<0.001). Also, regression results revealed that management experience and educational level can predict professional competency for crisis management, but age could not predict the variation in professional competency (P>0.05). Conclusion:Administrators who are more professionally competent in terms of technical, human, and perceptual skills are more qualified for the preschool management, but age variables can not predict eligibility.
The present study investigated the role of psychoeducation in improving mental health literacy and adaptation in patients with type 2 diabetes. Methods: The present study was an interventional study with pre-test, post-test and follow-up design with a control group. The study population included patients with type 2 diabetes who referred to Iran Hospital. Based on the research method and considering the missing data, a sample size of 80 people was considered. In total, 40 patients were selected as the intervention group and 40 subjects as the controls by purposeful sampling method. The subjects were randomly assigned into the two groups. The obtained data were collected by O'Connere and Casey's mental health literacy questionnaire and psychosocial compatibility questionnaire of Moro and colleagues. The purpose of psychological education in this study, which was used as the intervention, was Cognitive Behavioral Therapy (CBT). Training was performed in a group format. Therapeutic sessions were 11 one-hour sessions. Results: The obtained results suggested that the effect of intervention in the post-test phase was 57% on mental health literacy and 48% in follow-up. In addition, the effect of intervention on adjustment in the post-test phase was 39%, and in the follow-up phase 38%. Discussion: Psychological trainings like CBT can predict the information that is more important in diabetes self-management. Increasing the mental health literacy rate for psychiatric disorders associated with type 2 diabetes, improves compatibility, which will improve the quality of life and lifestyle of people with type 2 diabetes.
This study aims to use an experimental research design to enhance teaching efficacy by social-emotional skills training in teachers. The statistical sample comprised of 68 elementary teachers (grades 4 and 5) with at least 10 years teaching experience and a bachelor's degree who were randomly assigned into control (18 female, 16 male) and experimental (20 female, 14 male) groups. During ten weekly sessions of training the experimental groups learned a set of social-emotional skills (interpersonal-intrapersonal skills). Bar-On social emotional scales (adult version) and a researcher-made questionnaire for teaching efficacy were used to collect the required data. Independent t-tests, mix models of variance, multivariate analyses of variance, and regressions were used to compare the mean of social-emotional intelligence and its components and teaching efficacy differences between and within groups. The results showed that training had a significant effect on increasing social emotional skills and its components of the experimental group teachers. This research also showed a positive correlation between the enhancement of emotional skills and effective teaching. To be most effective, emotional skills training programs need to be applied in the classroom consistently across the curriculum, and teachers` involvement with these skills is needed to promote their social-emotional abilities.
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