Search

Background: Emotional and behavioral disorders include a wide range of externalizing, internalizing, and low-functioning disorders (aggression, conduct disorder, depression and anxiety, agrophobia, schizophrenia, etc). that significantly negatively affect a range of educational, social, and cognitive functions in children and adolescents, including effective approaches to reducing and improving these problems; psychoeducational approaches are based on schema modes.Although several therapeutic interventions have improved these problems, there is a research gap in the impact of mentality-based psychological education for students with this disorder, especially in the field of academic emotions.Therefore, in this study, the question of whether teaching schema modes to students with emotional and behavioral disorders is effective in improving their academic emotions. Aims: This study aimed to investigate the effectiveness of psychoeducational schema modes on improving students' academic emotions with behavioral and emotional disorders. Methods: his was semi-experimental research with pre-test and post-test between-groups design. The statistical population included female students (14-15) with behavioral and emotional disorders. From which a sample of 50 people was selected by purposive sampling. Research tools included the Pekrun Academic Emotions Questionnaire (2002) and Schema Modes Training Package. Multivariate analysis of covariance was used to evaluate the results. Results: The results showed that there was a significant improvement for the experimental group with an increase in positive academic emotions (F = 1441.43, P

Background: Emotional and behavioral disorders include a wide range of externalizing, internalizing, and low-functioning disorders (aggression, conduct disorder, depression and anxiety, agrophobia, schizophrenia, etc). that significantly negatively affect a range of educational, social, and cognitive functions in children and adolescents, including effective approaches to reducing and improving these problems; psychoeducational approaches are based on schema modes.Although several therapeutic interventions have improved these problems, there is a research gap in the impact of mentality-based psychological education for students with this disorder, especially in the field of academic emotions.Therefore, in this study, the question of whether teaching schema modes to students with emotional and behavioral disorders is effective in improving their academic emotions. Aims: This study aimed to investigate the effectiveness of psychoeducational schema modes on improving students' academic emotions with behavioral and emotional disorders. Methods: his was semi-experimental research with pre-test and post-test between-groups design. The statistical population included female students (14-15) with behavioral and emotional disorders. From which a sample of 50 people was selected by purposive sampling. Research tools included the Pekrun Academic Emotions Questionnaire (2002) and Schema Modes Training Package. Multivariate analysis of covariance was used to evaluate the results. Results: The results showed that there was a significant improvement for the experimental group with an increase in positive academic emotions (F = 1441.43, P <0.05, η2 = 0.96) and a decrease in negative academic emotions (F=1957.47, p<0.05, η2=0.97) compared to the control group. Conclusion: Training schema modes to students with behavioral and emotional disorders, increasing positive academic emotions, and reducing negative academic emotions can improve their academic emotions and, therefore, positive changes in their academic performance. [ABSTRACT FROM AUTHOR]

Introduction : Due to the influences of family instability in creation and development of behavioral and emotional disorder in children, researchers have urged to study stress as a significant factor in this field. Aim: The present study was Validation of the Parenting Stress Index (PSI) among mothers of preschool children in Tehran. Method : The study was a descriptive and correlation. The statistical population was the parents of children aged 4-6 years old in Tehran and 378 of them were selected. To determine the validity of this index, the CBCL questionnaire and the Blum Quist Growth Scale used. Software was used to analyze the data SPSS Result : The reliability coefficient for Stress Index was 89% and correlation coefficient between parenting stress scale with CBCL questionnaire and Bloom quist's questionnaires was 23%, 68%, respectively. All Correlation coefficients were significant at the 0.01 level Conclusion: Parenting stress index could be used as a reliable tool for the age of 4-6 in clinical and non-clinical studies. [ABSTRACT FROM AUTHOR]