Psychological Research in Individuals with Exceptional Needs
E-ISSN: 3060-6713 Director in Charge: Dr. Ali Aghaziarati Editor-in-chief: Dr. Salar Faramarzi Owner: KMAN Research Institute Publisher: KMAN Publication Inc. (KMANPUB) Contact Email: PRIEN@kmanpub.com / journalprien@gmail.com Open Access: YES The Psychological Research in Individuals with Exceptional Needs (PRIEN) Journal, established in 2023, is a pioneering international academic journal dedicated to the multifaceted field of psychology and its application to individuals with exceptional needs. The journal's scope encompasses a diverse range of topics such as developmental psychology, educational psychology, cognitive and behavioral therapy, neuropsychology, special education, adaptive technology, mental health, social integration, and policy development in support of individuals with disabilities or giftedness. Its primary aim is to promote the understanding, support, and advancement of individuals with unique psychological needs, whether they are developmental, emotional, cognitive, or gifted. PRIEN Journal invites contributions in the form of high-quality original research articles, comprehensive review articles (including narrative, scoping, systematic, and integrative reviews), thought-provoking editorials, concise short communications, and insightful letters to the editor. Committed to maintaining rigorous standards, the journal employs a thorough open peer review process to ensure research integrity and transparency. Adhering to a gold open access model, PRIEN Journal guarantees unrestricted online access to its content, fostering a global exchange of knowledge and ideas in this critical field. About the Publisher Publisher: KMAN Publication Inc. Publisher Office: Unit 5‑10825 Yonge St, Richmond Hill, Ontario, Canada, L4C 3E3 https://journals.kmanpub.com Email: kmanpu@kmanpub.com Telegram: +1 (647) 656‑4401 | WhatsApp: +1 (437) 429‑3507 Germany Office: Dratelnstrasse, Wohnung A60, 21119 Hamburg, Germany (+4915207720487)
Comparison of the Effectiveness of Transcranial Electrical Brain Stimulation and Cognitive Rehabilitation on Working Memory in Students Aged 7–13 Years with Specific Reading Learning Disorder
The overall objective of the present study was to compare the effectiveness of transcranial electrical brain stimulation and cognitive rehabilitation on the working memory of students aged 7–13 years with specific reading learning disorder. In terms of purpose, the present study was applied research, and in terms of methodology, it was a quasi-experimental study with a pretest–posttest design and a control group. The statistical population consisted of all 7–13-year-old students with reading learning disabilities in Districts 7 and 10 of Tehran, totaling 1,500 individuals. A total of 45 participants (15 in the experimental group receiving transcranial electrical brain stimulation, 15 in the experimental group receiving cognitive rehabilitation, and 15 in the control group) were selected as the sample using simple random sampling. Data were collected using the N-back test to assess working memory. Multivariate analysis of covariance and the LSD post hoc test were used for data analysis. Transcranial electrical brain stimulation demonstrated greater effectiveness in improving working memory, particularly in reducing response time, compared with the control group, and in some indicators, it also showed superiority over cognitive rehabilitation. Transcranial electrical brain stimulation interventions and cognitive rehabilitation programs can be used as complementary methods for improving the working memory of students aged 7–13 years with specific reading learning disorder.
Transcranial electrical brain stimulation
Copyright (c) 2026 Neda Ahmadi (Author); Hossein Ali Ghanadzadegan (Corresponding Author); Shaban Heidari (Author)
Assessment of Spiritual Vitality and Marital Satisfaction in Parents of Children Aged 6–12 Years with Autism Spectrum Disorder
The aim of this study was to investigate the relationship between spiritual vitality and marital satisfaction among parents of children aged 6–12 years diagnosed with Autism Spectrum Disorder (ASD). This study employed a descriptive-correlational design with a quantitative approach. The statistical population consisted of parents referring to the Iranian Autism Association in Tehran Province, from whom 100 participants (50 couples) were selected using purposive sampling. Data were collected using the standardized Afrouz Marital Satisfaction Questionnaire and the Afrouz Spiritual Vitality Scale. Data analysis was conducted through correlation coefficients and analysis of variance using SPSS software. The findings indicated that there was no significant relationship between the total score of spiritual vitality and marital satisfaction among the parents. However, subscale analyses revealed that certain dimensions of marital satisfaction, including marital contentment, positive thinking, and communicational-social behaviors, were correlated with spiritual vitality, and the relationships among these components were statistically significant. In addition, no significant differences were observed between fathers and mothers regarding spiritual vitality and marital satisfaction; nevertheless, the mean scores reflected relatively low to moderate levels of these two variables among the parents. These findings suggest that although spiritual vitality alone is not a direct predictor of marital satisfaction in this group, fostering spirituality-oriented dimensions within married life may indirectly influence the quality of the relationship among couples raising a child with autism. The results highlight the necessity of designing holistic interventions focused on strengthening spiritual and communicational resources in these families.
Copyright (c) 2026 Fereshteh Davoudnia (Author); Fatemeh Ordoo (Corresponding Author)
The Mediating Role of Self-Efficacy and Social Support in the Effect of Psychological Hardiness on the Quality of Life of Physically Disabled People
The present study aimed to investigate the structural relationship between psychological hardiness and quality of life in physically and motor disabled individuals, with the mediating roles of self-efficacy and perceived social support. This applied, cross-sectional, correlational study was conducted using structural equation modeling among physically and motor disabled individuals in Mazandaran Province, Iran. The statistical population consisted of approximately 26,000 individuals registered in the provincial Welfare Organization, from whom 424 participants aged 14–40 years (277 males and 147 females) were selected through two-stage cluster sampling from Sari, Amol, Behshahr, and Chalus cities. Data were collected using the Ahvaz Psychological Hardiness Questionnaire, the SF-36 Quality of Life Questionnaire, Sherer’s Self-Efficacy Scale, and the Sherbourne and Stewart Social Support Scale. The instruments demonstrated acceptable reliability coefficients ranging from 0.86 to 0.91. Descriptive statistics, Pearson correlation coefficients, Sobel tests, and structural equation modeling were performed using SPSS-22, AMOS, and SmartPLS software at a 95% confidence level. The results demonstrated significant positive relationships among all study variables. Psychological hardiness had significant direct effects on self-efficacy (β=0.10, T=2.09, P<0.01), perceived social support (β=0.27, T=2.53, P<0.01), and quality of life (β=0.10, T=2.94, P<0.01). Self-efficacy also showed a significant direct effect on quality of life (β=0.11, T=2.55, P<0.01), while perceived social support significantly predicted quality of life (β=0.18, T=2.71, P<0.01). Pearson correlation analysis revealed the strongest correlation between psychological hardiness and quality of life (r=0.853, P<0.01). Sobel test findings confirmed the mediating role of self-efficacy (β=0.04, Z=2.57, P=0.01) and perceived social support (β=0.03, Z=2.74, P=0.001) in the relationship between psychological hardiness and quality of life. The proposed model explained 18% of the variance in self-efficacy, 14% in social support, and 11% in quality of life. The findings indicate that psychological hardiness contributes significantly to improving the quality of life of physically disabled individuals both directly and indirectly through enhancing self-efficacy and perceived social support. Strengthening resilience-related psychological characteristics, promoting self-efficacy beliefs, and expanding supportive social networks may improve mental health and overall life satisfaction among individuals with physical and motor disabilities. Therefore, psychological interventions and rehabilitation programs focused on resilience enhancement and social support development are recommended for improving the well-being and quality of life of this population.
Copyright (c) 2025 Mahdi Akbari (Corresponding Author)
From Challenge to Insight: The Effectiveness of a Cognitively Oriented Psychological Intervention on Reflective Functioning in Female Teachers of Students with Autism Spectrum Disorder
The present study was conducted to examine the effectiveness of a cognitively oriented psychological intervention on reflective functioning in female teachers of students with Autism Spectrum Disorder. The present research employed a quasi-experimental design with a pretest–posttest format, including a control group and a two-month follow-up period. The statistical population consisted of all female teachers of students with autism spectrum disorder in the city of Qazvin during the 2025–2026 academic year. From this population, 34 participants were selected using convenience sampling and were then randomly assigned to an experimental group (n = 17) and a control group (n = 17). Participants in both groups were assessed across three stages using the Reflective Functioning Questionnaire (RFQ-8) developed by Peter Fonagy et al. (1997). In the present study, individuals in the experimental group received 10 sessions of intervention, whereas the control group received no intervention. Data were analyzed using repeated measures analysis of variance (ANOVA) with SPSS version 25. The findings of data analysis indicated that the cognitively oriented psychological educational intervention had a statistically significant effect on reflective functioning (p < .05). Furthermore, the results demonstrated that the significant effect of this therapeutic approach on reflective functioning was sustained at the follow-up stage (p < .05) In conclusion, it can be inferred that a cognitively oriented psychological intervention, as an effective method, can lead to improvements in teachers’ reflective functioning. Therefore, the application of such an approach may be considered a valuable strategy for enhancing the mental functioning of teachers working with this group of students.
Copyright (c) 2026 Mohsen Karimiha (Author); Hossein Jenaabadi (Corresponding Author); Allah Nazar Alisofi (Author)
Effectiveness of Trauma-Focused Cognitive Behavioral Therapy on Post-Traumatic Stress Disorder and Psychological Empowerment (Cognitive and Emotional) in Children with a History of Sexual Abuse
The present study aimed to examine the effectiveness of trauma-focused cognitive behavioral therapy (TF-CBT) on post-traumatic stress disorder (PTSD) symptoms and psychological empowerment (cognitive and emotional) in children with a history of sexual abuse. This study employed a single-case experimental design with a multiple baseline staggered approach. The statistical population included primary school students in Tehran during the 2025–2026 academic year. Using purposive sampling, four children aged 8–12 years with a history of sexual abuse and meeting PTSD criteria were selected. Data were collected using the Lifetime Incidence of Traumatic Events Inventory (LITE-C, LITE-P), the Child and Parent Reports of Post-Traumatic Symptoms (CROPS, PROPS), and the Social-Emotional Assets and Resilience Scales (SEARS). Participants underwent approximately 14 individual TF-CBT sessions, with concurrent parental involvement. Data were analyzed using graphical analysis, percentage of improvement, repeated measures analysis of variance, and paired-samples t-tests via SPSS version 26. The results indicated statistically significant reductions in PTSD symptoms and significant increases in psychological empowerment across participants (p < 0.05). Repeated measures ANOVA revealed large effect sizes for both psychological empowerment (η² = 0.982) and PTSD symptoms (η² = 0.954), indicating strong treatment effects. Additionally, paired-samples t-test results showed no significant differences between post-test and follow-up scores (p > 0.05), suggesting the stability and maintenance of treatment gains over time. Trauma-focused cognitive behavioral therapy is an effective intervention for reducing post-traumatic stress symptoms and enhancing psychological empowerment in children with a history of sexual abuse, with effects that remain stable during follow-up.
trauma-focused cognitive behavioral therapy
Copyright (c) 2025 Saeideh Khani Zalan , Elahe Mehrabian Parizi (Author); Kamran Pourmohammad Ghouchani (Corresponding Author)
The Effectiveness of Acceptance and Commitment Therapy on Rejection Sensitivity and Self-Acceptance in Individuals with Visual Impairment
The present study aimed to examine the effectiveness of Acceptance and Commitment Therapy (ACT) on rejection sensitivity and self-acceptance among individuals with visual impairment. The research employed a quasi-experimental design with a pretest–posttest–follow-up structure including a control group. The statistical population consisted of all visually impaired individuals who were members of associations supporting persons with visual impairment and the Welfare Organization of Kurdistan Province during Spring 2025. From this population, 45 participants were selected using convenience sampling and were randomly assigned to two experimental groups and one control group. Participants completed the Rejection Sensitivity Questionnaire developed by Downey and Feldman (1996) and the Unconditional Self-Acceptance Questionnaire designed by Chamberlain and Haaga (2001) at pretest, posttest, and follow-up stages. Group sessions of Acceptance and Commitment Therapy were conducted for the intervention group based on the treatment protocol proposed by Hayes and Strosahl (2005) across eight 90-minute sessions. Acceptance and Commitment Therapy significantly reduced rejection sensitivity in the intervention group compared with the control group (p = .018). Furthermore, Acceptance and Commitment Therapy significantly increased self-acceptance in the intervention group compared with the control group (p = .005). The findings indicate that Acceptance and Commitment Therapy can be utilized as an effective intervention for reducing rejection sensitivity and enhancing self-acceptance among individuals with visual impairment. The implementation of this therapeutic approach in rehabilitation centers and psychological service settings may play an important role in promoting mental health, emotional adjustment, and improving the quality of life of visually impaired individuals.
Copyright (c) 2025 Soleyman Oveysi (Author); Qumarth Karimi (Corresponding Author); Omid Moradi (Author)
Differential Effects of Cognitive Load on Working Memory in Students with Linguistic Versus Perceptual Dyslexia
Children with dyslexia do not demonstrate homogeneous neuropsychological characteristics. The present study aimed to compare verbal working memory performance under different levels of cognitive load between two primary dyslexia subgroups, namely perceptual and linguistic types. In this comparative research design, 35 Persian-speaking children aged 7 to 10 years were selected through purposive sampling. Diagnostic and subgroup classification procedures were conducted based on the criteria of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5), the Reading Test (Pour-Etemad & Jahani, 2001), Raven’s Colored Progressive Matrices, the Conners Parent Rating Scale, and the application of Baker’s balance model framework. The primary assessment instrument was a computerized verbal N-Back task. The collected data were analyzed using multivariate analysis of variance (MANOVA). The findings indicated a significant interaction between subgroup type and cognitive load level. Although the performance of the two groups was similar at lower task demands (1-Back and 2-Back conditions), a clear differentiation emerged under high cognitive load conditions (2-Back), such that the accuracy of the perceptual subgroup was significantly higher than that of the linguistic subgroup. These results suggest that verbal working memory deficits in dyslexia are neither global nor stable; rather, they follow a cognitive load–dependent pattern specific to the linguistic subtype. The evidence provides compelling support for the existence of distinct cognitive architectures and underscores the necessity of designing targeted and individualized intervention programs.
Copyright (c) 2025 Malihe Ramezani Doroh (Author); Zahra Hosseinzadeh Maleki (Corresponding Author); Ali Mashhadi, Ahmad Khamesan (Author)
Analyzing the Role of Play and Educational Toys in Cognitive and Emotional Growth: A Review and Network Analysis
This mixed-methods study investigates the impact of play and educational toys on cognitive (e.g., problem-solving) and emotional (e.g., empathy) development in elementary students aged 6–12. A PRISMA-guided systematic review of 87 articles from Scopus, Web of Science, PubMed, SID, and Magiran (2010–August 2025), combined with a VOSviewer co-authorship network analysis of 78 researchers, reveals key insights. Structured play (e.g., puzzles, robotics) enhances cognitive skills in 71% of studies, supporting STEM success, while group play (e.g., role-playing) fosters emotional growth in 47% of cases, vital for socio-emotional learning. Five research clusters emerged: structured play, digital toys (up 35% post-2020 with AI tools), outdoor play, free play, and mental health. Influential authors like Pyle bridge these domains. Unlike prior cognition-focused reviews (e.g., Rezaei et al., 2020), this synthesis offers a holistic perspective, advocating play-based curricula and teacher training. Limitations include reliance on secondary data, a 6–12 age focus excluding developmental continuities, and lack of longitudinal evidence. Future research should explore long-term emotional effects, cultural variations, and use random-effects models for heterogeneous studies, emphasizing Iran’s context and COVID-19’s influence.
Copyright (c) 2026 Mahin Keikhanejad, Mohammadnaeim Porki, Mojtaba Ebrahimi , Fatemeh Askari , Eghlima kord, Ali sabukzahi (Author)
Effectiveness of Working Memory Training on Executive Functions and Cognitive Flexibility in Students with Specific Learning Disorder
ABSTRACT The present study aimed to determine the effectiveness of working memory training on executive functions and cognitive flexibility in students with specific learning disorder. Methodologically, this study was quasi-experimental and employed a pretest–posttest design with a control group. The statistical population included all children diagnosed with specific learning disorders in Ardabil City during the second semester of the 2023–2024 academic year. The research sample consisted of 45 children with specific learning disorder, who were then randomly assigned to two groups of 15 participants each (experimental group and control group). The experimental group received group-based working memory training over 12 sessions of 60 minutes each, whereas the control group did not receive any therapeutic intervention during the study period. Data collection instruments included the Learning Problems Questionnaire developed by Wilcutt et al. (2011), the Behavior Rating Inventory of Executive Function developed by Gioia et al. (2000), and the Wisconsin Card Sorting Test developed by Grant and Berg (1948). The obtained data were analyzed using repeated-measures analysis of variance. The results indicated that working memory training had a significant effect on executive functions and cognitive flexibility in students with specific learning disorder. Accordingly, it can be concluded that working memory training can be used to improve executive functions and cognitive flexibility in students with specific learning disorder.
Copyright (c) 2025 Arezoo Fasihi (Author); Behnam Molaei (Corresponding Author); Mehriar Nadermohammadi, Ozra Ghaffari Nouran (Author)
The Relationship Between Mindfulness and Social Anxiety with the Mediating Role of Metacognitive Beliefs in Mothers of Children with Autism and Intellectual Disability
The aim of the present study was to examine the relationship between mindfulness and social anxiety with the mediating role of metacognitive beliefs in mothers of children with autism and intellectual disability. In terms of purpose, the research was applied, and in terms of data collection, it employed a descriptive correlational design based on structural equation modeling. The statistical population included all mothers of children with autism and intellectual disability in Behshahr County, totaling 618 individuals, from whom 237 participants were selected as the sample based on the Krejcie and Morgan table using convenience sampling. Standardized questionnaires—including the Wells and Cartwright-Hatton Metacognitions Questionnaire (2004) (α = 0.79), the Connor et al. Social Anxiety Questionnaire (2000) (α = 0.82), and the Baer et al. Mindfulness Questionnaire (2006) (α = 0.88)—were used as research instruments. For data analysis, descriptive statistics included frequency tables and charts, percentage frequencies, and means; inferential statistics included the Kolmogorov–Smirnov test to assess the normality of variables and correlation coefficients and structural equation modeling to test the research hypotheses, using SPSS 22 and SmartPLS software at a 95% confidence level. The results indicated a significant relationship between mindfulness and social anxiety with the mediating role of metacognitive beliefs in mothers of children with autism and intellectual disability. Additionally, there was a significant negative relationship between mindfulness and metacognitive beliefs with social anxiety in mothers of children with autism and intellectual disability, and a significant negative relationship between mindfulness and metacognitive beliefs in these mothers.
Mothers of Children with Autism and Intellectual Disability
Copyright (c) 2025 Fatemeh Soghra Sina (Corresponding Author)
Development and Validation of an Executive Functions Package and Determination of Its Effectiveness on Communication Skills and Self-Care in Adolescents Aged 14–20 Years with Developmental Intellectual Disability
This study aimed to develop and validate a cognitive rehabilitation package targeting executive functions and to determine its effectiveness on communication skills and self-care in adolescents aged 14–20 years with developmental intellectual disability. The research employed a mixed-methods (qualitative–quantitative) design. In the qualitative phase, the executive functions cognitive rehabilitation intervention package was developed through a systematic review and concurrent meta-analysis of articles indexed in scientific databases published between 2014 and 2024, and its content was subsequently approved by experts in the field. In the quantitative phase, using a quasi-experimental method with a pretest–posttest control group design, 30 adolescents with intellectual disability enrolled in special education schools in Kashan County were selected through convenience sampling and randomly assigned to experimental and control groups (15 participants per group). The intervention program was implemented in 12 one-hour sessions. Data in the qualitative phase were collected using library and documentary methods and interviews, and in the quantitative phase using the Emotion Regulation Questionnaire by Hoffman and Kashdan (2010) and the National Adaptive Behavior Scale developed by Malekshahi, Kamkari, and Makvandi (2018). The validity of the developed package was examined using thematic analysis, and its effectiveness was analyzed using analysis of covariance (ANCOVA) in SPSS version 24. The findings indicated that the mean Content Validity Ratio (CVR) and Content Validity Index (CVI) of the developed package were 0.62 and 0.79, respectively, demonstrating adequate validity of the designed intervention. Statistical results showed significant improvements in self-care and communication skills at the posttest stage in the experimental group compared with the control group. Therefore, it can be concluded that the executive functions rehabilitation package is effective in improving self-care and communication skills in adolescents with developmental intellectual disability and can be utilized to enhance these competencies in this population.
Copyright (c) 2026 Fatemeh Cheraghi (Author); Zahra Zanjani (Corresponding Author); Mahdie Salehi (Author)
Deep Learning–Based Detection of Anxiety and Perfectionism Patterns in High-Ability Youth
The objective of this study was to identify and classify latent patterns of anxiety and perfectionism among high-ability adolescents using a multimodal deep learning framework. This quantitative, cross-sectional study was conducted on a sample of high-ability youth aged 12 to 18 years in Germany. Participants were recruited from secondary schools and gifted education programs and completed standardized self-report measures assessing anxiety and multidimensional perfectionism through a secure digital platform. In addition to numerical questionnaire data, open-ended textual responses related to academic experiences and self-expectations were collected, along with behavioral interaction indicators such as response times. Data were analyzed using a multimodal deep learning architecture integrating feedforward neural networks for numerical features and transformer-based models for textual data. Feature fusion was performed in a shared latent space, and supervised learning was applied to classify anxiety–perfectionism profiles. Model performance was evaluated using accuracy, precision, recall, F1-score, and area under the receiver operating characteristic curve. Inferential analyses indicated that the multimodal deep learning model significantly outperformed single-modality models in detecting anxiety and perfectionism patterns. Latent profile analysis based on learned representations revealed three distinct psychological profiles: low-anxiety adaptive perfectionism, moderate mixed perfectionism, and high-anxiety maladaptive perfectionism. The high-anxiety maladaptive profile constituted the largest subgroup, and linguistic and behavioral features contributed significantly to classification accuracy beyond self-report measures alone. The findings demonstrate that multimodal deep learning approaches can effectively uncover nuanced and clinically meaningful anxiety–perfectionism profiles in high-ability youth, offering a robust foundation for early identification and targeted psychological support.
Unsupervised Clustering of Executive Function Patterns in Children with Exceptional Cognitive Abilities
The objective of this study was to identify and characterize distinct executive function profiles among children with exceptional cognitive abilities using unsupervised clustering techniques. This quantitative, cross-sectional study was conducted with a sample of school-aged children with documented exceptional cognitive abilities in South Africa. Executive functions were assessed using a multi-method battery comprising performance-based measures of working memory, inhibitory control, cognitive flexibility, planning, and sustained attention, alongside parent- and teacher-rated executive function scales. Following data screening and standardization, unsupervised clustering analyses were performed using hierarchical and partition-based algorithms to identify naturally occurring executive function patterns. Model fit and cluster validity were evaluated using internal validity indices, and cluster stability was examined through resampling procedures. Unsupervised clustering analyses supported a three-cluster solution, revealing statistically distinct executive function profiles. Multivariate comparisons indicated significant between-cluster differences across all executive function domains, with large effect sizes observed for working memory, inhibitory control, and cognitive flexibility. Cluster membership was significantly associated with classroom engagement and behavioral self-regulation indicators, while age differences across clusters were nonsignificant. The findings demonstrate substantial heterogeneity in executive functioning among children with exceptional cognitive abilities, highlighting the presence of globally advanced, selectively strong, and asynchronous executive function profiles. These results underscore the value of person-centered, data-driven approaches in understanding cognitive regulation in high-ability populations and emphasize the need for individualized assessment and educational support.
Design and Validation of a Differentiated Curriculum Model for Gifted Students Based on Multiple Intelligences
The objective of this study was to design and empirically validate a comprehensive differentiated curriculum model for gifted students grounded in the theory of Multiple Intelligences within the educational context of Tehran. This study employed a mixed-methods sequential exploratory design. In the qualitative phase, semi-structured interviews were conducted with twenty experts in gifted education, curriculum studies, and educational psychology to identify the core components of the proposed model. The resulting framework was operationalized into a researcher-developed questionnaire and administered to a sample of 350 gifted students selected through multi-stage cluster sampling from specialized schools in Tehran. Content validity was established through expert review, and construct validity was examined using confirmatory factor analysis. Structural equation modeling was conducted using AMOS to evaluate the relationships among model components and assess overall model fit. The measurement model demonstrated strong psychometric properties with satisfactory convergent and discriminant validity. Structural equation modeling revealed that alignment with Multiple Intelligences significantly predicted all dimensions of differentiated curriculum implementation, including content differentiation (β = 0.62, p < 0.001), process differentiation (β = 0.71, p < 0.001), product/performance differentiation (β = 0.58, p < 0.001), learning environment differentiation (β = 0.49, p < 0.001), and flexible assessment (β = 0.76, p < 0.001). The structural model exhibited good fit to the data (χ²/df = 2.31, CFI = 0.95, TLI = 0.94, RMSEA = 0.061, SRMR = 0.044). The validated model provides a theoretically grounded and empirically supported framework for designing differentiated curricula that effectively respond to the diverse intellectual profiles of gifted learners and offers practical guidance for curriculum reform in gifted education.
Copyright (c) 2025 Mehdi Akbarzadeh Saqai (Corresponding Author)
Comparison of the Effectiveness of Child-Centered Mindfulness Training and Art (Drawing) Therapy on Behavioral Problems and Cognitive Assessment in Children with Hearing Loss in the City of Bukan
The aim of the present study was to compare the effectiveness of child-centered mindfulness training and art (drawing) therapy on behavioral problems and cognitive assessment in children with hearing loss in the city of Bukan. This study was applied in nature and, in terms of data collection, employed a semi-experimental field design. The research method was a quasi-experimental pretest–posttest design with a control group and a follow-up period. The study population consisted of all male and female children with hearing loss in Bukan County. A total of 45 children were assigned to three groups: two intervention groups with 15 participants each and one control group with 15 participants. The research instruments included two educational intervention packages and two questionnaires. The child-centered mindfulness training package was based on the program developed by Bordick (2017), and the art therapy training package was based on Martin’s program (2009). In addition, the Revised Behavior Problem Checklist for Children and Adolescents (RBPC) developed by Quay and Peterson, and the Children’s Cognitive Assessment Questionnaire (CCAQ) developed by Zater and Chassin, were used in this study. Based on the findings, no statistically significant difference was observed between the effectiveness of the two interventions in reducing children’s cognitive assessment scores (p < .05). On the other hand, neither intervention had a statistically significant effect on reducing behavioral problems in children (p > .05). It can be concluded that both therapeutic approaches may be used as effective interventions for improving certain psychological and cognitive aspects of children with hearing loss; however, alternative or complementary approaches may be required to address behavioral problems.
Copyright (c) 2025 Khaled Ahmadnezhad (Author); Ali Shaker Dioulagh (Corresponding Author); Ali Khademi (Author)
Psychometric Properties of the Persian Version of the Autism Social Skills Profile
The present study was conducted to determine the psychometric properties and examine the factor structure of the Persian version of the Autism Social Skills Profile (ASSP) in children with Autism Spectrum Disorder (ASD). The current study was descriptive-analytical in nature and was conducted within the framework of psychometric research. The statistical population included all children with Autism Spectrum Disorder in the city of Tehran. From this population, a sample of 420 children and adolescents aged 6 to 17 years was selected, including two groups of 210 participants each: one group with typical development and the other consisting of individuals with autism spectrum disorder. Participants were randomly selected from regular schools, autism schools, and autism centers in Iran. Fifteen participants from each group also participated in the test–retest procedure. The instruments used in this study included the Autism Social Skills Profile (ASSP) and the Gilliam Autism Rating Scale-Second Edition (GARS-2). Data were analyzed using Confirmatory Factor Analysis (CFA), internal consistency indices (Cronbach’s alpha), temporal stability (test–retest reliability), and convergent validity analysis. The results of the confirmatory factor analysis indicated that the measurement models demonstrated satisfactory fit within the Iranian population. Reliability coefficients (Cronbach’s alpha and test–retest reliability) for both scales were calculated at a significant level (p < .001), indicating high stability and internal consistency of the instruments. Furthermore, the significant negative correlations between the scores of the studied instruments and the GARS-2 scale confirmed the convergent validity and clinical discriminative validity of the instruments. The Persian version of the Autism Social Skills Profile demonstrated strong psychometric properties and can be considered an effective instrument for clinical assessment and monitoring of educational interventions in children with Autism Spectrum Disorder within the Iranian cultural context. The application of these instruments in rehabilitation centers may substantially contribute to more accurate diagnosis and the development of individualized treatment programs.
Copyright (c) 2026 Elham Amini (Author); Hamidreza Pouretemad (Corresponding Author); Ebrahim Alizadeh, Esmaeil Shiri (Author)
The Effectiveness of Mindfulness on Selective Attention, Visuospatial Memory, and Academic Performance in Elementary School Students with Attention-Deficit/Hyperactivity Disorder
The present study aimed to examine the effectiveness of a mindfulness training program on selective attention, visuospatial memory, and academic performance in elementary school students diagnosed with ADHD. This study employed a quasi-experimental design with a pretest–posttest control group. A total of 30 elementary school students diagnosed with ADHD were randomly assigned to an experimental group (n = 15) and a control group (n = 15). The experimental group participated in eight 45-minute sessions of a mindfulness training program based on Mindfulness-Based Stress Reduction (MBSR) and Mindfulness-Based Cognitive Therapy (MBCT) protocols, while the control group continued with routine school activities. Selective attention was assessed using the Stroop Test, visuospatial memory was measured with the Corsi Block-Tapping Test, and academic performance was evaluated through continuous assessment scores and an Academic Performance Questionnaire. Data were analyzed using analysis of covariance (ANCOVA) while controlling for pretest effects. The findings indicated that the mindfulness intervention led to significant improvements in selective attention, visuospatial memory, and academic performance in the experimental group compared with the control group. In addition, correlations between cognitive indices and academic performance increased following the intervention, highlighting the role of cognitive mechanisms in enhancing academic achievement. Mindfulness training can serve as an effective complementary intervention alongside other treatment approaches to improve cognitive and academic functioning in students with ADHD. It is recommended that mindfulness programs be implemented in schools with the involvement of parents and teachers. Future research should incorporate follow-up periods, larger sample sizes, and neuropsychological indicators to further elucidate the mechanisms underlying these effects.
Copyright (c) 2025 Fahimeh Fazlollah Hamedani (Corresponding Author); Malihe Masalehgo (Author)
Comparing the Effectiveness of Sexual-Education Training and Sensory–Proprioceptive–Tactile Exercises on Anxiety in High-Functioning Autistic Children
The objective of this study was to compare the effectiveness of sexual-education training and sensory–proprioceptive–tactile exercises on reducing anxiety in high-functioning autistic children aged 4 to 7 years. This quasi-experimental study employed a pretest–posttest design with a control group and included 30 high-functioning autistic children selected through convenience sampling from therapeutic clinics in Tehran. Participants were randomly assigned to a sexual-education intervention group, a sensory–proprioceptive–tactile intervention group, or a control group. Anxiety was measured using the Spence Children’s Anxiety Scale (SCAS), parent version, the sole standardized instrument administered in this study. The sexual-education program consisted of structured parent and child sessions focusing on bodily awareness, privacy rules, and protective skills, while the sensory–proprioceptive–tactile intervention included deep-pressure, proprioceptive, and tactile-modulation exercises designed to support physiological regulation. Data were analyzed using two-way repeated-measures ANOVA and Bonferroni post-hoc tests. Results demonstrated a significant main effect of time and a significant time × group interaction, indicating that anxiety decreased differently across interventions. The sensory–proprioceptive–tactile group showed the greatest reduction in anxiety from pretest to posttest, significantly outperforming both the sexual-education group and the control group. Bonferroni post-hoc analyses confirmed significant decreases within both intervention groups, with the sensory-based intervention producing a larger effect size, while the control group showed no significant change across time. Between-group comparisons at posttest further revealed that both intervention groups had significantly lower anxiety scores than the control group, with the sensory-based intervention demonstrating superior outcomes. The findings highlight that while both sexual-education and sensory-based interventions effectively reduce anxiety in high-functioning autistic children, sensory–proprioceptive–tactile exercises provide substantially greater therapeutic benefit, underscoring the importance of sensory-regulation approaches in early intervention.
Copyright (c) 2025 Sedigheh Moallaei , Mona Dehghani Beshneh , Zahra Norouzyani (Author); Kamran Pourmohammad Ghouchani (Corresponding Author)
The Relationship Between the School Social-Emotional Climate and Student Bullying Through the Mediating Variable of Alexithymia
The present study aimed to determine the relationship between the school social-emotional climate and student bullying through the mediating variable of alexithymia. In terms of purpose, this study was applied research, and in terms of nature and method, it was a descriptive-correlational study. The statistical population included all secondary school students in Educational Districts 1 and 3 of Tehran. The sample size was determined using the G*Power software. The sampling method employed in this study was systematic random sampling. The participants completed the Illinois Bullying Questionnaire, the Toronto Alexithymia Scale developed by Graeme J. Taylor and colleagues (1994), and the School Social-Emotional Climate Questionnaire developed by Karami et al. (2009). The findings indicated that the path coefficient between the school social-emotional climate and students’ alexithymia (-0.39) was negative, and 15% of the variance in students’ alexithymia was explained by the school social-emotional climate. Furthermore, there was a positive and significant path coefficient between alexithymia (0.36) and student bullying, and overall, the indirect path was statistically significant.
Copyright (c) 2026 Nahid Sharifnia , Marjan Alizadeh (Author); Fayiq Yousefi (Corresponding Author)
Comparison of the Effectiveness of Transcranial Direct Current Stimulation and Cognitive Emotion Regulation Training on Impulsivity in Adults with Attention-Deficit/Hyperactivity Disorder
This study was conducted to compare the effectiveness of two non-invasive interventions, namely transcranial direct current stimulation (tDCS) and cognitive emotion regulation training, in reducing impulsivity among adults with Attention-Deficit/Hyperactivity Disorder (ADHD). The study employed a quasi-experimental design with a pretest–posttest control group. A total of 45 adults diagnosed with ADHD were selected through convenience sampling and randomly assigned to three groups of 15 participants each: a transcranial direct current stimulation group, a cognitive emotion regulation training group, and a control group. The transcranial direct current stimulation group received anodal stimulation over the left dorsolateral prefrontal cortex (DLPFC) at an intensity of 2 mA for 20 minutes across 10 sessions. The cognitive emotion regulation training group participated in 10 sessions of 90 minutes each, receiving cognitive emotion regulation training based on standardized protocols. The control group was placed on a waiting list. Data were collected using the Barratt Impulsiveness Questionnaire and the ADHD Impulsivity Scale during the pretest and posttest phases. Data were analyzed using analysis of covariance (ANCOVA) in SPSS version 26. The results of the ANCOVA indicated that, after controlling for pretest effects, significant differences existed among the groups in posttest impulsivity scores. Pairwise comparisons revealed that both transcranial direct current stimulation and cognitive emotion regulation training significantly reduced overall impulsivity and its subscales (motor impulsivity, cognitive impulsivity, and non-planning impulsivity) compared with the control group. Furthermore, cognitive emotion regulation training produced greater reductions in impulsivity scores than transcranial direct current stimulation, particularly in the cognitive impulsivity subscale. Based on the findings, both transcranial direct current stimulation and cognitive emotion regulation training are effective approaches for reducing impulsivity in adults with ADHD. However, cognitive emotion regulation training demonstrated greater effectiveness due to its influence on the cognitive-emotional mechanisms associated with impulsivity.
Adult Attention-Deficit/Hyperactivity Disorder
Copyright (c) 2026 Yasaman Samiee , Zahra Sadin , Shiva Haghinomandan , Fatemeh Haghi Nomandan (Author); Farshad Samadi (Corresponding Author)
Examining the Effectiveness of the Fernald Multisensory Approach on Body Self-Concept in Elementary Students with Learning Disabilities
Students with learning disabilities, in addition to academic difficulties, often experience psychological challenges such as negative body self-concept, which can adversely affect their social and academic functioning. This study aimed to determine the effectiveness of the Fernald multisensory approach on body self-concept in elementary school students with learning disabilities. This research employed a quasi-experimental design with a pretest–posttest structure and a control group. The statistical population consisted of students with learning disabilities in the city of Zahedan, from whom 40 students were selected through purposive sampling and randomly assigned to experimental and control groups (20 students per group). The experimental group received 15 instructional sessions based on the Fernald multisensory approach, while the control group received no intervention. The measurement instrument was the Marsh Body Self-Description Questionnaire, and data were analyzed using analysis of covariance. The findings indicated that instruction based on the Fernald multisensory approach had a significant positive effect on improving overall body self-concept and all of its components (physical, social, temperamental, academic, moral, and intellectual) in the experimental group compared to the control group (p < .001). These results suggest that the intervention, by creating successful learning experiences, substantially improved the students’ self-perceived body image. Based on the findings, it can be concluded that the Fernald multisensory approach is an effective and efficient intervention for enhancing body self-concept in students with learning disabilities. Therefore, incorporating this approach into school-based support and rehabilitation programs and counseling centers may contribute to simultaneous improvement in academic performance and psychological well-being among these students.
Copyright (c) 2025 Sophia Khaneghahi (Corresponding Author); Golnaz Keikha, Fariba Haghshenas, Majid Azimi (Author)
Effectiveness of the Cognitive Remediation Therapy (CRT) Program on Behavioral Problems in Children Aged 7 to 9 Years with Attention-Deficit/Hyperactivity Disorder
The purpose of this study was to determine the effectiveness of the CRT program on behavioral problems in children with ADHD. This research was a quasi-experimental study using a pretest–posttest design with a control group. The statistical population consisted of all children aged 7 to 9 years diagnosed with ADHD in Ahvaz in 2024. From this population, 30 children were selected through convenience sampling and randomly assigned to experimental and control groups. The CRT intervention was delivered in ten 60-minute sessions, one session per week, for the experimental group, while the control group received no intervention. Data were collected using the Child Behavior Checklist (CBCL). Descriptive statistics (mean and standard deviation) and inferential statistics (multivariate and univariate analysis of covariance) were used for data analysis, employing SPSS version 26. The results indicated that the CRT intervention had a significant effect on the variables of anxiety/depression, withdrawal/depression, social problems, thought problems, attention problems, and aggressive behavior, leading to improvement in these problems in the experimental group compared to the control group (p < .05). However, the intervention did not have a significant effect on somatic complaints or rule-breaking behavior. The findings of this study confirm the effectiveness of the CRT program as an intervention method for reducing several behavioral problems in children with ADHD. Accordingly, implementing this program alongside other psychological and educational interventions in clinical and school settings is recommended for this group of children. Nevertheless, the lack of impact on some areas, such as somatic complaints, highlights the necessity of complementing CRT with additional approaches or designing more specialized sessions.
attention-deficit/hyperactivity disorder
Copyright (c) 2025 Sahar Shahhosseini Birgani (Corresponding Author); Seyed Mohammadreza Samsam Shariat (Author)
Effectiveness of Short-Term Dynamic Psychotherapy on Identity and Self-Esteem in Families with Exceptional Children
This study aimed to investigate the effectiveness of short-term dynamic psychotherapy (STDP) on improving identity integration and self-esteem among parents of exceptional children. The study employed a quasi-experimental design with a pretest–posttest–follow-up format and a control group. The statistical population included all parents of exceptional children in Tehran in 2025. A total of 30 parents were selected using convenience sampling and randomly assigned to experimental and control groups (15 participants each). The experimental group received 15 weekly sessions of 90-minute Intensive Short-Term Dynamic Psychotherapy (ISTDP), while the control group received no intervention. The Self-Esteem Scale (Crocker et al., 2003) and the Marcia Identity Status Questionnaire (Adams & Bennion, 1986) were used to measure variables at three stages: pretest, posttest, and two-month follow-up. Data were analyzed using repeated-measures ANOVA in SPSS-26, along with Kolmogorov–Smirnov, Levene, Mauchly, and Box’s M tests to confirm statistical assumptions. Results indicated a significant improvement in the experimental group compared to the control group in both self-esteem (F = 4.688, p = .033, η² = .27) and identity integration (F = 15.703, p = .024, η² = .20). Within-group comparisons showed significant progress across all three stages in self-esteem (p < .001) and identity (p < .001). Interaction effects between group and time were also significant for both variables (p < .001), confirming the sustained positive impact of STDP during the follow-up phase. Bonferroni post-hoc analysis revealed consistent mean score increases in the experimental group compared to the control group at each stage. Short-term dynamic psychotherapy effectively enhances identity coherence and self-esteem among parents of exceptional children by addressing unconscious conflicts and facilitating emotional integration. It can be applied as a supportive intervention in counseling and rehabilitation settings for families facing the psychological challenges of disability.
Copyright (c) 2025 Ali Nazari, Shahin Alipanah, Yeganeh Zare, Somayeh Izadi Pahnekolaei (Author); Mohammadreza Javedani (Corresponding Author)
The Effectiveness of the Dutch Cognitive-Behavioral Therapy Protocol for Hoarding Disorder: A Pilot Study
In this pilot study, the effectiveness of the Dutch cognitive-behavioral therapy (CBT) protocol for hoarding disorder was investigated for the first time in adult patients with hoarding disorder (N=36). A rather unique feature of this protocol is the intensive collaboration with home counselors. Results demonstrated a significant decline in hoarding related symptoms during treatment (d = .87)), including reduced acquisition of items (d = 0.88), reduced clutter (d = .98), and less difficulty discarding items (d = .0.77). Furthermore, patients reported significantly less excessive acquisition of items post-treatment (d = 0.30). Moreover, there were significant changes in underlying hoarding cognitions from pre- to post-treatment (d = 0.34). More specifically, there was a significant decrease in beliefs related to 1) identity and attachment (d = 0.53), 2) responsibility for objects (d = 0.48), and 3) using items as memory aids (d = 0.54) from pre- to post-treatment. No significant change was observed during treatment in the patients' cognitions related to the need for control over personal possessions (p = .086; d = 0.28). Furthermore, there was no significant decrease in symptoms of psychopathology from pre- to post-treatment (p = .586; d = 0.11). Finally, additional analyses indicated that whether patients were having a relationship and/or were having children was not significantly related to treatment outcome (all p’s > .052). This pilot study is a first step in mapping the effect of CBT in Dutch patients with hoarding disorder, which will hopefully contribute to making treatment more widely available for these patients in the long term.
Copyright (c) 2025 Puck Duits (Corresponding Author); Mae Dorothea Nuijs, Marijda Fournier (Author)
The Effectiveness of Neurofeedback on Working Memory Performance and Cognitive Planning Ability in Children with Attention-Deficit/Hyperactivity Disorder
The present study aimed to examine the effectiveness of neurofeedback on working memory performance and cognitive planning ability in children with ADHD. This semi-experimental study employed a pretest–posttest control group design with a follow-up phase. The statistical population consisted of all children aged 7 to 14 years diagnosed with ADHD who attended the Shiva Counseling and Psychology Center in Rasht in 2025. From this population, 70 children (35 in the experimental group and 35 in the control group) were selected through purposive sampling. The experimental group received 20 sessions of neurofeedback training (two sessions per week, each lasting 30 to 40 minutes). The neurofeedback protocol involved reducing the theta/beta ratio in the F4 region, enhancing sensorimotor rhythm (SMR), and decreasing theta and delta activity in the frontal and Cz regions. Data collection instruments included the Conners-3 Questionnaire, the Wechsler Digit Span Subtest, the Corsi Block-Tapping Test for visuospatial memory, and the Tower of London Test for cognitive planning. Data were analyzed using descriptive statistics and mixed-design ANOVA with repeated measures in SPSS version 29. Results revealed that the mean scores of verbal and visuospatial working memory, cognitive planning ability, and the reduction of ADHD index significantly improved in the neurofeedback group compared to the control group in both posttest and follow-up stages (p < .001). The effects of time, group, and the interaction between time × group were significant across all variables (partial η² ranging from .43 to .70). Bonferroni post hoc tests indicated that the changes from pretest to posttest were significant and remained stable at the follow-up phase. Moreover, 76.5% of children in the neurofeedback group demonstrated a clinically significant reduction (more than 10 T-score points on the Conners Questionnaire). The findings suggest that neurofeedback, through the modulation of brainwave patterns in frontal and central regions, can produce lasting improvements in working memory and cognitive planning abilities among children with ADHD.
Attention-Deficit/Hyperactivity Disorder (ADHD)
Copyright (c) 2025 Shiva Haghi Nomandan (Corresponding Author); Fatemeh Haghi Nomandan (Author)
Improving Visual and Auditory Perception in Students with Specific Learning Disorder with Impairment in Reading through a Multisensory Educational Package
This study aimed to examine the effectiveness of a multisensory educational package (Colored Cubes) on improving visual and auditory perception in students aged 7–11 years with Specific Learning Disorder (SLD) with impairment in reading. This quasi-experimental study employed a pretest–posttest design with a control group and follow-up assessments. The statistical population consisted of children diagnosed with SLD with impairment in reading according to DSM-5 criteria, attending psychological centers in District 12 of Tehran during the 2024–2025 academic year. Thirty eligible participants were selected through convenience sampling and randomly assigned to experimental and control groups (15 each). The research instruments included the Frostig Developmental Test of Visual Perception and the Wepman Auditory Discrimination Test. The experimental group received a structured multisensory intervention—comprising colored cubes, age-appropriate flashcards, and phonological awareness activities—across twelve 45-minute sessions, while the control group received no intervention. Data were analyzed using repeated-measures ANOVA in SPSS-26 at a significance level of p < 0.05. The results of repeated-measures ANOVA revealed significant group-by-time interaction effects across all dimensions of visual perception—eye–hand coordination, figure–ground discrimination, form constancy, spatial perception, and spatial relations—as well as auditory discrimination (p < 0.001). Bonferroni post hoc comparisons indicated that improvements in all perceptual domains were maintained in both three- and six-month follow-ups. Effect size estimates (η² = 0.17–0.64) confirmed a strong and stable impact of the multisensory intervention over time compared with the control group. The multisensory educational package (Colored Cubes) effectively enhanced and sustained visual and auditory perceptual functions in children with SLD and reading impairment. The integration of visual, auditory, and kinesthetic modalities provides a promising framework for educational and therapeutic settings targeting perceptual deficits in dyslexic learners.
Copyright (c) 2025 Dariush Sadeghi (Author); Marzieh GholamiToranposhti (Corresponding Author); Samira Vakili (Author)
The Mediating Role of Attention Bias in the Relationship Between Anxiety Sensitivity and Academic Motivation in Children With Specific Learning Disorders
This study aimed to investigate the mediating role of attention bias in the relationship between anxiety sensitivity and academic motivation among children diagnosed with specific learning disorders (SLD). A descriptive–correlational design was used, involving 400 students with specific learning disorders enrolled in learning disability centers in Tehran during the 2024–2025 academic year. The sample size was determined using the Krejcie and Morgan table. Data were collected using three standardized instruments: the Academic Motivation Scale (AMS; Vallerand et al., 1992) to measure academic motivation, the Anxiety Sensitivity Index for Children (ASIC; Laurent et al., 1998) to assess anxiety sensitivity, and the Dot-Probe Task (MacLeod et al., 1986) to evaluate attention bias. Data analysis was performed using Pearson correlation coefficients and Structural Equation Modeling (SEM) through SPSS-27 and AMOS-21 software. Model fit was assessed using multiple indices including χ²/df, GFI, AGFI, CFI, TLI, and RMSEA. Results revealed that anxiety sensitivity was negatively correlated with academic motivation (r = −.42, p < .001) and positively correlated with attention bias (r = .47, p < .001). Attention bias was negatively correlated with academic motivation (r = −.36, p < .001). The SEM results indicated excellent model fit (χ²/df = 1.63, CFI = .97, TLI = .96, RMSEA = .039). Anxiety sensitivity significantly predicted attention bias (β = 0.47, p < .001) and academic motivation (β = −0.33, p < .001). The indirect effect of anxiety sensitivity on academic motivation through attention bias was also significant (β = −0.14, p = .002), confirming partial mediation. The findings suggest that attention bias partially mediates the relationship between anxiety sensitivity and academic motivation in children with specific learning disorders.
Copyright (c) 2025 Samira Ataei Dizaji (Corresponding Author); Masoumeh Abdollahi, Fatemeh Dadvand, Rogaye Zarevatan (Author)
The Relationship of Responsibility, Self-Esteem, and Peer Interaction with Perceived Social Competence in Gifted Students
The present study was conducted to investigate the relationship between responsibility, self-esteem, and peer interaction with perceived social competence among gifted students. The statistical sample consisted of 169 gifted male middle school students who were selected through purposive sampling. Data were collected using the Responsibility Questionnaire, Self-Esteem Questionnaire, Peer Interaction Questionnaire, and Perceived Social Competence Questionnaire. Responsibility, self-esteem, and peer interaction were significantly associated with the perceived social competence of gifted students. Furthermore, responsibility and self-esteem had direct effects, whereas peer interaction had an indirect effect on the perceived social competence of these students. These findings may be useful in designing educational and counseling programs aimed at enhancing the social competence of gifted students. Considering the importance of social competence in the academic success and overall life outcomes of gifted students, the present study examined the role of cognitive, emotional, and social factors in this domain. The findings of this study may contribute to the development of effective strategies for improving the social competence of gifted students.
Copyright (c) 2026 Majid Baradaran (Author); Malihah Fallah Abadi (Corresponding Author)
Effectiveness of Group Attachment Based Intervention (GABI) on Improving Emotional Safety and Perceived Stress of Vulnerable Children
This study aimed to assess the effectiveness of a group attachment-based intervention in enhancing emotional safety and reducing perceived stress among vulnerable children. The present study was semi-experimental research involving a pre-test-post-test design and a three-month follow-up period, with both a control group and an experimental group. The study focused on vulnerable children in care centers supervised by the Welfare Department in Tehran during the summer and fall of 2023. A total of 30 participants were selected through purposive sampling. The interventions were attachment-based and followed a program designed by the researcher, with eight sessions held twice a week, each lasting 45 minutes. These sessions took place in one of the center's offices for the experimental group. The evaluation tools used were the Belonging and Emotional Security Tool (BEST) and the Perceived Stress Questionnaire (PSQ). The data collected were analyzed using SPSS version 27 software, with descriptive statistics (mean and standard deviation) and statistical methods like Kruskal-Wallis H, repeated measure ANCOVA, and Bonferroni's post hoc test applied at a -value of 0.05. According to the findings of the study, the P-value for the emotional safety variable in the Between-Subjects Effects showed statistical significance (p<0.001). Likewise, the Within-Subjects Effects showed significance for the interaction effects between time and group in the emotional safety variable (p=0.004). On the other hand, there were no notable variations in the sense of belonging between the different groups. Additionally, the P-value for the perceived stress variable in Between-Subjects Effects was statistically significant (p<0.001). The findings of this research demonstrated that an intervention focused on group attachment can successfully lessen perceived stress and enhance emotional safety. It can serve as a beneficial approach for aiding at-risk and vulnerable children in enhancing their mental and emotional well-being.
Group Attachment-Based Intervention (GABI)
Copyright (c) 2025 Setayesh Sadat Marghzari, Atiyehsadat Alavinasab Sharabiani , Mohadeseh Asgarpour, Azita Kazemimiraki, Zeinab Ahmadi (Author)
The Effectiveness of Schema Therapy on Loneliness and Hope for Life in Mothers of Children with Autism
Mothers of children with autism face numerous financial, social, and psychological pressures that affect their psychological well-being. The present study was conducted to determine the effectiveness of schema therapy on loneliness and hope for life in mothers of children with autism. The present research employed a quasi-experimental pretest-posttest design with a control group. The study population consisted of all mothers of children with autism who referred to autism associations in the city of Tehran in 2025. Considering the inclusion and exclusion criteria, 30 participants who met the eligibility criteria were selected through convenience sampling and assigned to an experimental group (15 participants) and a control group (15 participants). Data collection instruments included the Russell Loneliness Questionnaire, the Snyder et al. (1991) Hope for Life Questionnaire, and a schema therapy protocol consisting of 12 sessions of 90 minutes each. Data were analyzed using SPSS-28 software and analysis of covariance (ANCOVA). Comparison of loneliness and hope for life scores between the pretest and posttest in the experimental group showed that these scores significantly decreased and increased, respectively (P < .05). It can be concluded that schema therapy was effective in reducing loneliness and increasing hope for life among mothers of children with autism. Therefore, it is recommended that psychotherapists utilize the schema therapy approach to improve the mental health of these mothers.
Copyright (c) 2026 Somayeh Mohammadverdi , Masoumeh Jafari , Anahita Arab Ameri , Seyedeh Shadi Bagheri Bagherabadi (Author); Zahra Yavarniaei (Corresponding Author)