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The Effectiveness of Psychological Interventions in Improving Psychological Well-being of Persons With Visual Impairment: A Meta-analysis Study 2 2 Objective: It is essential to determine detailed studies to understand the effectiveness, mechanisms, moderators, and cost-effectiveness of psychological intervention programs on psychological well-being in visually impaired people. Methods: This systematic review focused on studies that evaluated the interventions to promote psychological, emotional, and social well-being. The data were collected by searching Google Scholar, Elsevier, Science Direct, PubMed, and Scopus databases using the keywords, “psychological well-being in visually impaired people”, “effectiveness of psychological interventions in people with visually impaired (VI)”, “depression in blind people”, “stress in visually impaired people”, “effectiveness of cognitive behavioral therapy (CBT)”, “behavioral approach”, “rational emotive behavior therapy”, “schema therapy”, “cognitive therapy”, “mindfulness”, “orientation”, “acceptance and commitment therapy (ACT)”, “music therapy”, “rational emotive behavior therapy (REBT)”, “narrative therapy”, “compassion therapy”, “adventure”, “play therapy”, “meaning therapy”, and “group counseling” on visually impaired people. Each keyword was searched separately. The search was conducted on the documents that were published from 2003 to 2023. In the final step, 25 records were analyzed in the study.  Results: Most studies focused on adolescents and young adults. A total of 44 components were assessed; the psychological components included distress, stress, anxiety, self-concept, assessment of decisive behavior, and psychological well-being in seven studies; the emotional components included depression and aggressive behavior in 6 studies, and the social components included communication skills and empathic orientations, social participation and social anxiety, social anxiety, quality of life (QoL), creative skills, interpersonal openness, and self-esteem in 12 studies. The highest number of interventions conducted focused on CBT in 6 studies followed by REBT interventions conducted in 3 cases. Conclusion: Visually impaired people need effective and early interventions in life due to their limited vision. Since thinking, feeling, and action are intertwined in arousing a person, it seems that cognitive therapies can improve visually impaired people’s psychological well-being. The results also indicated CBT and REBT are more effective than other interventions. 201 216 2024/04/7 1403/1/19 2024/05/19 1403/2/30 Alireza Malekitabr Alireza Malekitabr Department of Counseling, Faculty of Humanities and Social Sciences, Science and Research Branch, Islamic Azad University, Tehran, Iran. Iran soheila434@yahoo.com Anahita Khodabakhshi-Koolaee Anahita Khodabakhshi-Koolaee Department of Psychology and Educational Sciences, Faculty of Humanities, Khatam University, Tehran, Iran. Iran a.khodabakhshid@khatam.ac.ir Mohammad Reza Falsafinejad Mohammad Reza Falsafinejad Department of Assessment and Measurement, Faculty of Psychology and Educational Sciences, Allameh Tabataba’i University, Tehran, Iran. 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Exploring the Dimensions of Online Child Sexual Abuse: A Qualitative Meta-synthesis Study 2 2 Objective: With the expanded use of the Internet, online child sexual abuse has been facilitated through the growing number of malicious websites that allow criminals to interact with children. Online child sexual abuse involves acquiring, displaying, collecting, and distributing sexual content to obtain sexual satisfaction from a child. Online child sexual abuse threatens the public mental health of society through its adverse effects on the mental health of children and families. To this end, the present study aims to review the studies on online sexual abuse to provide a comprehensive picture of this phenomenon.  Methods: This study was conducted with a qualitative and systematic review method. The research population was 113 articles published in scientific databases in the last decade about online sexual abuse and its dimensions. The research sample consisted of 22 articles, which were selected based on thematic monitoring and theoretical saturation of data via purposive sampling. The data were collected from a qualitative analysis of the studied documents and records. Results: Data analysis revealed that indicators of online child sexual abuse are divided into 4 dimensions, 9 categories, and 56 subcategories, including knowledge components (low cyber knowledge, unawareness of the boundaries of online activities, low media literacy), psychological components (intrapersonal, interpersonal, personality, and interactive factors), approach-based components (cyberbullying, intimacy, and sexual-emotional abuse), and environmental components (cyberspace features and distribution platforms). Conclusion: Paying attention to the virtual environment for learners leads to the reduction of the existing injuries in this environment. Identifying the indicators and components of online sexual abuse of children allows educational leaders and those involved in virtual space to examine online sexual abuse from various dimensions. 217 230 2024/04/72023/12/15 1402/9/24 2024/05/192024/02/12 1402/11/23 Hadi Gholamrezaei Hadi Gholamrezaei Department of Counseling, Faculty of Humanities and Social Sciences, North Tehran Branch, Islamic Azad University, Tehran, Iran. Iran hadirezayi2014@gmail.com Mohammad Reza Falsafinejad Mohammad Reza Falsafinejad Department of Assessment and Measurement, Faculty of Psychology and Educational Sciences, Allameh Tabataba’i University, Tehran, Iran Iran falsafinejad@yahoo.co.uk Anahita Khodabakhshi-Koolaee Anahita Khodabakhshi-Koolaee Department of Psychology and Educational Sciences, Faculty of Humanities, Khatam University, Tehran, Iran. Iran a.khodabakhshid@khatam.ac.ir Children Cyberbullying Sexual abuse Cybercrime Qualitative research Abbas, S. S., & Jabeen, T. (2020). 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Comparing the Influence of an Aqua-based Versus a Mindfulness-based Kata Techniques Training on Sleep Habits and Stereotypic Behaviors in Children With Autism 2 2 Objective: The present study aims to compare the effectiveness of aquatic and karate training programs on sleep habits and stereotypic behaviors in children with autism spectrum disorder (ASD).  Methods: This research was a quasi-experimental study with a pre-test/post-test design, with two intervention groups and one control group. The statistical population included all boys with ASD who were a member of the Autism Institute in Rasht City, Iran, in 2019. Of whom 30 individuals were selected using the purposive sampling method. Thirty children with autism (8–14 years) were randomly divided into karate exercise (n=10), aquatic training (n=10), and wait list control (n=10) conditions. The training groups practiced for 10 weeks, two sessions of 60 minutes per week. Karate exercises involved mindfulness Taikyoku Jodan Kata, consisting of blocking, punching, sticking, and kicking moves against an imaginary opponent. Aquatic training was a group intervention, including orientation training, basic swimming skills, and free swimming. Children’s sleep habits questionnaire (CSHQ, 2000) and stereotype subscale of the Gilliam autism rating scale (GARS-2, 2006) were completed by parents during pre-and post-intervention. Analysis of variance for repeated measures was utilized for data analysis.  Results: The results indicated that both training interventions have a significant positive effect on stereotypic behaviors compared to the pre-intervention and control groups (P<0.01). We also found that the aquatic exercise group obtained better scores (P<0.001) and two subscale scores (sleep anxiety (P<0.001) and Parasomnias (P<0.05)) than the kata techniques training group, but no significant group effects were observed regarding the other subscales. Conclusion: It is recommended to provide a suitable environment at school or institute for children with ASD to participate in physical activities, such as aquatic and karate exercises to alleviate repetitive behaviors. Furthermore, it is suggested to use aqua-based training as a complementary approach in the field of improving common problems, such as the sleep habits of children with ASD. 231 240 2024/04/72023/12/152023/08/20 1402/5/29 2024/05/192024/02/122023/10/31 1402/8/9 Fahimeh AdibSaber Fahimeh AdibSaber Department of Physical Education, Rasht Branch, Islamic Azad University, Rasht, Iran. Iran adibsaber@iaurasht.ac.ir Soleyman Ansari Soleyman Ansari Department of Physical Education, Rasht Branch, Islamic Azad University, Rasht, Iran. Iran solomonansari@yahoo.com Stereotypic behaviors Sleep habits Children Autism spectrum disorder Mindfulness Exercise Swimming Adib Saber, F., Shojaei, M., Daneshfar, A., & Hossein Khanzadeh, A. (2019). [Aquatic exercise on stereotypic behaviors and sleep habits in children with autism spectrum disorder (Persian)]. Middle Eastern Journal of Disability Studies, 9, 110-110. [Link]##AdibSaber, F., Shojaei, M., Daneshfar, A., & Hossein Khanzadeh, A. A. (2021). The effect of kata techniques training on sleep habits in boys with autism spectrum disorder. Journal of Child Mental Health, 7(4), 112-128. [DOI:10.52547/jcmh.7.4.8]##Ansari, S., AdibSaber, F., Elmieh, A., & Gholamrezaei, S. (2021). The effect of water-based intervention on sleep habits and two sleep-related cytokines in children with autism. Sleep Medicine, 82, 78-83. [DOI:10.1016/j.sleep.2021.03.045] [PMID]##Ansari Kolachahi, S., AdibSaber, F., & Elmieh, A. (2020). Effects of vitamin d and/or aquatic exercise on il-1β and il-1ra serum levels and behavior of children with autism spectrum disorder. Studies in Medical Sciences, 31(9), 690-699. [DOI:10.29252/umj.31.9.690]##Azarniveh, M. S., & Khormizi, S. T. (2016). [Effect of physical activity on quality of sleep in female students (Persian)]. Journal of Gorgan University of Medical Sciences, 18(2), 108-114. [Link]##Azimigarosi, S., Arjmandnia, A., Mohseni Ezhei, A., & Asgari, M. (2020). Effectiveness of hydrotherapy on communication skills of children with autism spectrum disorder: a single case study. Quarterly Journal of Child Mental Health, 6(4), 35-50. [DOI:10.29252/jcmh.6.4.5]##Bahrami, F., Movahedi, A., Marandi, S. M., & Abedi A. (2012). Kata techniques training consistently decreases stereotypy in children with autism spectrum disorder. Research in Developmental Disabilities, 33, 1183-1193. [DOI:10.1016/j.ridd.2012.01.018] [PMID]##Bell, A., Palace, K., Allen, M., & Nelson, R. (2016). Using martial arts to address social and behavioral functioning in children and adolescents with Autism Spectrum Disorder. Therapeutic Recreation Journal, 50(2), 176-180. [DOI:10.18666/TRJ-2016-V50-I2-7287]##Bella, M. (2019). Do aquatic activities boost social skills for children with autism spectrum disorders. Journal of Pedagogy, 2, 151-171. [DOI:10.26755/RevPed/2019.2/151]##Bosco, F. A., Aguinis, H., Singh, K., Field, J. G., & Pierce, C. A. (2015). Correlational effect size benchmarks. Journal of Applied Psychology, 100, 431. [DOI:10.1037/a0038047] [PMID]##Brand, S., Jossen, S., Holsboer-Trachsler, E., Pühse, U., & Gerber, M. (2015). Impact of aerobic exercise on sleep and motor skills in children with autism spectrum disorders-a pilot study. Neuropsychiatric Disease and Treatment, 11, 1911. [DOI:10.2147/NDT.S85650] [PMID]##Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Mahwah: Lawrence Erlbaum Associates. [Link]##Emad, V., Estaki, M., & Koochak Entezar, R. (2023). Comparing the effectiveness of sensory integration exercises on stereotyped behaviors with and without robot in boys with autism spectrum disorder. The Scientific Journal of Rehabilitation Medicine, 12(1), 146-163. [DOI:10.32598/SJRM.12.1.14]##Galli, J., Loi, E., Visconti, L. M., Mattei, P., Eusebi, A., & Calza, S., et al. (2022). Sleep disturbances in children affected by autism spectrum disorder. Frontiers in Psychiatry, 13, 736696. [DOI:10.3389/fpsyt.2022.736696] [PMID]##Gubbels, J., van der Stouwe, T., Spruit, A., & Stams, G. J. (2016). Martial arts participation and externalizing behavior in juveniles: A meta-analytic review. Aggression and Violent Behavior, 28, 73-81. [DOI:10.1016/j.avb.2016.03.011]##Kanupka, J. W., Oriel, K. N., George, C. L., Crist, L., Deardorff, K., & Douglass, D., et al (2018). The impact of aquatic exercise on sleep behaviors in children with autism spectrum disorder. Journal of Intellectual Disability-Diagnosis and Treatment, 6, 1-7. [DOI:10.6000/2292-2598.2018.06.01.1]##Kim, Y., Todd, T., Fujii, T., Lim, J. C., Vrongistinos, K., & Jung, T. (2016). Effects of taekwondo intervention on balance in children with autism spectrum disorder. Journal of Exercise Rehabilitation, 12(4), 314–319. [DOI:10.12965/jer.1632634.317] [PMID]##Kolachahi, S. A., AdibSaber, F., Zidashti, Z. H., Elmieh, A., Bidabadi, E., & Hosseinkhanzadeh, A. A. (2020). Water-based training in combined with vitamin D supplementation improves lipid profile in children with ASD. Research in Autism Spectrum Disorders, 76, 101603. [DOI:10.1016/j.rasd.2020.101603]##Lang, R., Koegel, L. K., Ashbaugh, K., Regester, A., Ence, W., & Smith, W. (2010). Physical exercise and individuals with autism spectrum disorders: A systematic review. Research in Autism Spectrum Disorders, 4(4), 565-76. [DOI:10.1016/j.rasd.2010.01.006]##Lawson, L. M., & Little, L. (2017). Feasibility of a swimming intervention to improve sleep behaviors of children with autism spectrum disorder. Therapeutic Recreation Journal, 51(2), [DOI:10.18666/TRJ-2017-V51-I2-7899]##Liu, T., Fedak, A. T., & Hamilton, M. (2016). Effect of physical activity on the stereotypic behaviors of children with autism spectrum disorder. International Journal of School Health, 3(1), 17-22. [Link]##Marzouki, H., Soussi, B., Selmi, O., Hajji, Y., Marsigliante, S., & Bouhlel, E., et al. (2022). Effects of aquatic training in children with autism spectrum disorder. Biology, 11(5), 657. [DOI:10.3390/biology11050657] [PMID]##Mohammadi, M. R., Ahmadi, N., Khaleghi, A., Zarafshan, H., Mostafavi, S. A., & Kamali, K., et al. (2019). Prevalence of autism and its comorbidities and the relationship with maternal psychopathology: A national population-based study. Archives of Iranian Medicine, 22(10), 546-553. [PMID]##Movahedi A, Bahrami F, Marandi SM, Abedi A. (2013). Improvement in social dysfunction of children with autism spectrum disorder following long term Kata techniques training. Research in Autism Spectrum Disorders, 7, 1054-61. 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Cognitive Abilities in Monolingual and Bilingual Children: A Comparative Study in Azerbaijan, Iran 2 2 Objective: Recent research has revealed that bilingual and monolingual people differ from each other in various areas, one of which is cognitive ability. This study aims to compare executive functions, selective attention, visual short-term memory, and auditory short-term memory in monolingual (Persian) and bilingual (Azeri Turkish-Persian) children. Methods: The statistical population of current case-control research included all monolingual and bilingual students (8-11 years old) in Tehran Province, Iran, from 2021 to 2022. Using the convenience sampling method, 56 monolingual primary school students (28 boys and 28 girls) and 56 bilingual primary school students (28 boys and 28 girls) were selected and matched regarding intelligence and socio-economic status. All members of the bilingual group learned their second language before entering elementary school. We used the computerized version of the Wisconsin card sorting test (WCST), the computerized version of the Stroop color and word test (SCWT), the Kim Karad visual memory test (KKVMT), Wechsler’s digit span test (WDST), and Raven’s colored progressive matrices (RCPM) test. The data were analyzed via descriptive statistics and multivariate analysis of variance (MANOVA). Results: The results indicated that bilingual children’s performance in executive functions, short-term auditory memory, and short-term visual memory was significantly higher than monolingual children (P<0.05). However, no significant difference was observed between the two groups regarding selective attention (P>0.05).  Conclusion: According to our results, bilingualism positively affected cognitive abilities. Moreover, bilingual children performed better in executive functions, visual short-term memory, and auditory short-term memory than monolingual children. However, no bilingualism effect emerged for selective attention. 241 252 2024/04/72023/12/152023/08/202024/02/17 1402/11/28 2024/05/192024/02/122023/10/312024/04/6 1403/1/18 Zahra Ahmadbeigi Zahra Ahmadbeigi Department of Psychology, Faculty of Education and Psychology, Tabriz University, Tabriz, Iran. Iran zahraahmadbeygi@gmail.com Jalil Babapour Kheireddin Jalil Babapour Kheireddin Department of Psychology, Faculty of Education and Psychology, Tabriz University, Tabriz, Iran. Iran babapourj@yahoo.com Touraj Hashemi Nosrat Abad Touraj Hashemi Nosrat Abad Department of Psychology, Faculty of Education and Psychology, Tabriz University, Tabriz, Iran. Iran tourajhashemi@yahoo.com Bilingualism Executive functions Monolingualism Selective attention Short-term visual memory Comparative study Albert, R. T., Albert, R. E., & Radsma, J. (2002). Relationships among bilingualism, critical thinking ability, and critical thinking disposition. Journal of Professional Nursing, 18(4), 220-229. 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Language Learning and Development, 1-20. [Link]##Vaezi, S., Zolfaghari Ardchi, F., & Rahimi, E. (2013). [Cognitive processing in bilingual and monolingual children (Persia)]. Thinking and Children, 3(5), 119-134. [Link]##Vejnović, D., Milin, P., & Zdravković, S. (2010). Effects of proficiency and age of language acquisition on working memory performance in bilinguals. Psihologija, 43(3), 219-232. [DOI:10.2298/PSI1003219V]##Vygotsky, L. S., Rieber, R. W., & Hall, M. J. (1997). The collected works of LS Vygotsky, Vol. 4: The history of the development of higher mental functions. New York: Plenum Press. [Link]##Wen, Y., Filik, R., & van Heuven, W. J. (2018). Electrophysiological dynamics of Chinese phonology during visual word recognition in Chinese-English bilinguals. Scientific Reports, 8(1), 6869. [DOI:10.1038/s41598-018-25072-w] [PMID]##Xue, Y., Yang, Y., & Huang, T. (2019). Effects of chronic exercise interventions on executive function among children and adolescents: A systematic review with meta-analysis. British Journal of Sports Medicine, 53(22), 1397-1404. [DOI:10.1136/bjsports-2018-099825] [PMID]##Yow, W. Q., Li, X., Lam, S., Gliga, T., Chong, Y. S., & Kwek, K., et al.(2017). A bilingual advantage in 54‐month‐olds’ use of referential cues in fast mapping. Developmental Science, 20(1), e12482. [DOI:10.1111/desc.12482] [PMID]##Zoghi Paydar, M. R., & Yousefi, N. (2023). [Evaluation and comparison of cognitive flexibility, selective attention and response inhibition in male and female bilingual and monolingual students (Persian)]. Jornal of Cognitive Psychology, 10(4), 90-101. [Link]## ##

The Effectiveness of Neurofeedback on the Behavioral Performance of Children With Social Anxiety Disorder: A Time-series Study 2 2 Objective: Social anxiety is one of the most prevalent issues leading to significant functional and behavioral disorders in children. This study aims to investigate the effectiveness of neurofeedback intervention on the behavioral performance of children with social anxiety disorder (SAD). Methods: A quasi-experimental study was conducted with a time series design and control group. The statistical population included all 6-8-year old children with SAD (according to the clinical interview and the cut-off score in Leibovitz’s social anxiety questionnaire) referring to the Ziai Counseling Clinic in Meybod City, Iran. A total of 10 children were selected by convenient sampling method and were randomly assigned to experimental and control groups. The experimental group received 16 sessions of neurofeedback intervention, while the control group received no special intervention. Goodman’s abilities and problems questionnaire was used to measure children’s behavioral performance in five phases, pre-test, fourth, eighth, and twelfth sessions of the intervention phase, and post-test. The data were analyzed using analysis of variance (ANOVA) with repeated measurements. Results: The results showed a significant difference between the mean scores of the experimental group and the control group in behavioral performance; additionally, in the experimental group, a significant difference was observed between the scores of behavioral performances in different phases of measurement, but this difference did not exist in the control group. Conclusion: The neurofeedback intervention is effective in improving the behavioral performance of children with SAD and can be used as a complementary treatment alongside other psychological and drug treatments for these children. 253 262 2024/04/72023/12/152023/08/202024/02/172024/04/9 1403/1/21 2024/05/192024/02/122023/10/312024/04/62024/05/11 1403/2/22 Fatemeh Fallah Fatemeh Fallah Department of Psychology, Faculty of Humanities & Social Sciences, Ardakan University, Ardakan, Iran. Iran fallah.fatemeh74@gmail.com Yasser Rezapour-Mirsaleh Yasser Rezapour-Mirsaleh Department of Counseling, Faculty of Humanities & Social Sciences, Ardakan University, Ardakan, Iran. Iran y.rezapour@ardakan.ac.ir Fatemeh Behjati Fatemeh Behjati Department of Counseling, Faculty of Humanities & Social Sciences, Ardakan University, Ardakan, Iran. Iran behjati@ardakan.ac.ir Faezeh Hatamian Faezeh Hatamian Department of Psychology, Faculty of Humanities & Social Sciences, Ardakan University, Ardakan, Iran. Iran f.hatamian78@gmail.com Maryam Akbari Maryam Akbari Department of Psychology, Faculty of Humanities & Social Sciences, Ardakan University, Ardakan, Iran. Iran akbari.1373.ma@gmail.com Social anxiety disorder (SAD) Behavioral Symptoms Child Neurofeedback American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders: DSM-5™, 5th ed. Washington, DC: American Psychiatric Press. [Link]##Stein, M. B., & Stein, D. J. (2008). Social anxiety disorder. Lancet (London, England), 371(9618), 1115–1125. [DOI:10.1016/S0140-6736(08)60488-2] [PMID]##Polanczyk, G. V., Salum, G. A., Sugaya, L. S., Caye, A., & Rohde, L. A. (2015). Annual research review: A meta‐analysis of the worldwide prevalence of mental disorders in children and adolescents. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 56(3), 345–365. [DOI:10.1111/jcpp.12381] [PMID]##Haller, S. P., Cohen Kadosh, K., Scerif, G., & Lau, J. Y. (2015). Social anxiety disorder in adolescence: How developmental cognitive neuroscience findings may shape understanding and interventions for psychopathology. Developmental Cognitive Neuroscience, 13, 11–20. [DOI:10.1016/j.dcn.2015.02.002] [PMID]##Harbort, J., Witthöft, M., Spiegel, J., Nick, K., & Hecht, H. (2013). The widening of the gaze cone in patients with social anxiety disorder and its normalization after CBT. Behaviour Research and Therapy, 51(7), 359–367. [DOI:10.1016/j.brat.2013.03.009] [PMID]##Alden, L. E., & Taylor, C. T. (2011). Relational treatment strategies increase social approach behaviors in patients with Generalized Social Anxiety Disorder. Journal of Anxiety Disorders, 25(3), 309–318. [DOI:10.1016/j.janxdis.2010.10.003] [PMID]##Dryman, M. T., Gardner, S., Weeks, J. W., & Heimberg, R. G. (2016). Social anxiety disorder and quality of life: How fears of negative and positive evaluation relate to specific domains of life satisfaction. Journal of Anxiety Disorders, 38, 1–8.[DOI:10.1016/j.janxdis.2015.12.003] [PMID]##Donovan, C. L., Cobham, V., Waters, A. M., & Occhipinti, S. (2015). Intensive group-based CBT for child social phobia: A pilot study. Behavior Therapy, 46(3), 350–364. [DOI:10.1016/j.beth.2014.12.005] [PMID]##Piccirillo, M. L., Taylor Dryman, M., & Heimberg, R. G. (2016). Safety behaviors in adults with social anxiety: Review and future directions. Behavior Therapy, 47(5), 675–687. [DOI:10.1016/j.beth.2015.11.005] [PMID]##Howarth, M. P., & Forbes, M. (2015). Examining self-verification processes in social anxiety. The Cognitive Behaviour Therapist, 8, e21. [Link]##O’Day, E. B., Morrison, A. S., Goldin, P. R., Gross, J. J., & Heimberg, R. G. (2019). Social anxiety, loneliness, and the moderating role of emotion regulation. Journal of Social and Clinical Psychology, 38(9), 751-773. [DOI:10.1521/jscp.2019.38.9.751]##Halldorsson, B., & Creswell, C. (2017). Social anxiety in pre-adolescent children: What do we know about maintenance?. Behaviour Research and Therapy, 99, 19–36. [DOI:10.1016/j.brat.2017.08.013] [PMID]##Heeren, A., & McNally, R. J. (2018). Social anxiety disorder as a densely interconnected network of fear and avoidance for social situations. Cognitive Therapy and Research, 42(1), 103-113.[Link]##Muris, P., Hendriks, E., & Bot, S. (2016). Children of few words: Relations among selective mutism, behavioral inhibition, and (social) anxiety symptoms in 3- to 6-year-olds. Child Psychiatry and Human Development, 47(1), 94–101. [DOI:10.1007/s10578-015-0547-x] [PMID]##Beesdo-Baum, K., Knappe, S., Fehm, L., Höfler, M., Lieb, R., & Hofmann, S. G., et al. (2012). The natural course of social anxiety disorder among adolescents and young adults. Acta Psychiatrica Scandinavica, 126(6), 411–425. [DOI:10.1111/j.1600-0447.2012.01886.x] [PMID]##Frandsen, F. W., Simonsen, S., Poulsen, S., Sørensen, P., & Lau, M. E. (2020). Social anxiety disorder and avoidant personality disorder from an interpersonal perspective. Psychology and Psychotherapy, 93(1), 88–104. [DOI:10.1111/papt.12214] [PMID]##Carpita, B., Muti, D., Petrucci, A., Romeo, F., Gesi, C., & Marazziti, D., et al. (2020). Overlapping features between social anxiety and obsessive-compulsive spectrum in a clinical sample and in healthy controls: Toward an integrative model. CNS Spectrums, 25(4), 527–534. [DOI:10.1017/S109285291900138X] [PMID]##Koyuncu, A., Alkın, T., & Tükel, R. (2018). Development of social anxiety disorder secondary to attention deficit/hyperactivity disorder (the developmental hypothesis). Early Intervention in Psychiatry, 12(2), 269–272. [DOI:10.1111/eip.12372] [PMID]##Reilly, E. E., Whitton, A. E., Pizzagalli, D. A., Rutherford, A. V., Stein, M. B., & Paulus, M. P., et al. (2020). Diagnostic and dimensional evaluation of implicit reward learning in social anxiety disorder and major depression. Depression and Anxiety, 37(12), 1221–1230. [DOI:10.1002/da.23081] [PMID]##Hudson, J. L., Rapee, R. M., Lyneham, H. J., McLellan, L. F., Wuthrich, V. M., & Schniering, C. A. (2015). Comparing outcomes for children with different anxiety disorders following cognitive behavioural therapy. Behaviour Research and Therapy, 72, 30–37. [DOI:10.1016/j.brat.2015.06.007] [PMID]##Masia-Warner, C., Storch, E. A., Pincus, D. B., Klein, R. G., Heimberg, R. G., & Liebowitz, M. R. (2003). The Liebowitz social anxiety scale for children and adolescents: an initial psychometric investigation. Journal of the American Academy of Child & Adolescent Psychiatry, 42(9), 1076-1084. [DOI:10.1097/01.CHI.0000070249.24125.89]##Spence, S. H., Donovan, C. L., March, S., Kenardy, J. A., & Hearn, C. S. (2017). Generic versus disorder specific cognitive behavior therapy for social anxiety disorder in youth: A randomized controlled trial using internet delivery. Behaviour Research and Therapy, 90, 41–57. [DOI:10.1016/j.brat.2016.12.003] [PMID]##Sitaram, R., Ros, T., Stoeckel, L., Haller, S., Scharnowski, F., & Lewis-Peacock, J., et al. (2017). Closed-loop brain training: The science of neurofeedback. Nature reviews. Neuroscience, 18(2), 86–100. [DOI:10.1038/nrn.2016.164] [PMID]##Yousefi Afrashte, M., Khanahmady, F., & Masoumi, S. (2021). [The effectiveness of neurofeedback in reducing attention deficit and aggression in children aged 7-9 years (Persian)]. Shenakht Journal of Psychology and Psychiatry, 8(3), 52-62. [Link]##Arns, M., Batail, J. M., Bioulac, S., Congedo, M., Daudet, C., & Drapier, D., et al. (2017). Neurofeedback: One of today's techniques in psychiatry?. L'Encephale, 43(2), 135–145. [DOI:10.1016/j.encep.2016.11.003] [PMID]##Ring, C., Cooke, A., Kavussanu, M., McIntyre, D., & Masters, R. (2015). Investigating the efficacy of neurofeedback training for expediting expertise and excellence in sport. Psychology of Sport and Exercise, 16(1), 118-127. [DOI:10.1016/j.psychsport.2014.08.005]##Demos, J. N. (2019). Getting started with EEG neurofeedback. New York: W.W. Norton. [Link]##Thibault, R. T., Lifshitz, M., & Raz, A. (2017). Neurofeedback or neuroplacebo?. Brain : A Journal of Neurology, 140(4), 862–864. [DOI:10.1093/brain/awx033] [PMID]##Trambaiolli, L. R., Kohl, S. H., Linden, D. E. J., & Mehler, D. M. A. (2021). Neurofeedback training in major depressive disorder: A systematic review of clinical efficacy, study quality and reporting practices. Neuroscience and Biobehavioral Reviews, 125, 33–56. [DOI:10.1016/j.neubiorev.2021.02.015] [PMID]##Neurofeedback Collaborative Group (2021). Double-blind placebo-controlled randomized clinical trial of neurofeedback for attention-deficit/hyperactivity disorder with 13-month follow-up. Journal of the American Academy of Child and Adolescent Psychiatry, 60(7), 841–855. [DOI:10.1016/j.jaac.2020.07.906] [PMID]##Martínez-Briones, B. J., Bosch-Bayard, J., Biscay-Lirio, R. 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Training negative connectivity patterns between the dorsolateral prefrontal cortex and amygdala through fMRI-based neurofeedback to target adolescent socially-avoidant behaviour. Behaviour Research and Therapy, 135, 10376. [DOI:10.1016/j.brat.2020.103760] [PMID]##Saul, M. A., He, X., Black, S., & Charles, F. (2022).A two-person neuroscience approach for social anxiety: A paradigm with interbrain synchrony and neurofeedback. Frontiers in Psychology, 12, 568921. [DOI:10.3389/fpsyg.2021.568921] [PMID]##Zhang P, & Cheng, L. (2017). A randomized controlled trial of a neurofeedback-based training for improvement in social phobia disorder. NeuroQuantology, 15(4), 133-138. [Link]##Liebowitz M. R. (1987). Social phobia. Modern Problems of Pharmacopsychiatry, 22, 141-73. [DOI:10.1159/000414022] [PMID]##Moghaddam Poor, N., & Sepahvand, T. (2018). 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Investigating the Role of the Broad Autism Phenotype, Social Cognition, and Sense of Loneliness on Internet Addiction in College Students 2 2 Objective: Today, the Internet is a crucial part of life, especially the life of young people. Several factors may cause young people to have internet addiction (IA). This study aims to investigate the role of the broad autism phenotype (BAP), social cognition, and loneliness in creating IA among Iranian college students. Methods: The research method of this research was correlation and convenience sampling. The sample consisted of 218 students of Imam Khomeini International University studying at this university in 2022-2023. Research data were collected using questionnaires of IA, loneliness, theory of mind, and BAP and analyzed using correlation method and simultaneous multiple regression analyses.  Results: The coefficient of correlation showed that loneliness, social cognition, and BAP have a significant relationship with IA at the (P=0.01) level. Also, this analysis showed that social cognition and BAP are more predictive of IA among technical students than social science students. The results showed a significant relationship between loneliness, social cognition, and BAP with IA.  Conclusion: In this regard, the officials of educational centers should take extensive measures to reduce the impact of the factors that cause IA in students. 263 274 2024/04/72023/12/152023/08/202024/02/172024/04/92024/04/10 1403/1/22 2024/05/192024/02/122023/10/312024/04/62024/05/112024/05/19 1403/2/30 Esmaeil Shiri Esmaeil Shiri Department of Psychology, Faculty of Social Sciences, Imam Khomeini International University, Qazvin, Iran. Iran shiri@soc.ikiu.ac.ir Ghazaal Goudarzi Ghazaal Goudarzi Department of Psychology, Faculty of Social Sciences, Imam Khomeini International University, Qazvin, Iran. Iran goodarzi.psychology@gmail.com Fatemeh Feyzi Fatemeh Feyzi Department of Psychology, Faculty of Social Sciences, Imam Khomeini International University, Qazvin, Iran. Iran feyzi.fatemeh79@gmail.com Mehrnaz Khodaverdian Mehrnaz Khodaverdian Department of Psychology, Faculty of Social Sciences, Imam Khomeini International University, Qazvin, Iran. Iran khodaverdian77@yahoo.com Internet addiction Broad autism phenotype (BAP) Theory of mind Loneliness Social cognition Akdeniz, B., Gunduz, M., Calli, S., Demirdogen, S., & Yavuz, M. (2020). Parental attachment and the theory of mind abilities as predictors of internet addiction in Turkish adolescents. Psychiatry and Clinical Psychopharmacology, 30(3), 222-229. [Link]##Akgün Kostak, M., Dindar, İ., & Zafer Dinçkol, R. (2019). Loneliness, depression, social support levels, and other factors involving the internet use of high school students in Turkey. International Journal of Mental Health and Addiction, 17(6), 1521-1534. [Link]##Alhujaili, R. F., & Yafooz, W. M. (2022). Sentiment analysis for youtube educational videos using machine and deep learning approaches. Paper presented at: 2022 IEEE 2nd international conference on electronic technology, communication and information (ICETCI). Changchun, China., 27-29 May 2022. [DOI:10.1109/ICETCI55101.2022.9832284]##Aliloo , M. M., Arij, A., Roudsari, A. B., & Shahjooee, T. (2011). [Relationship between personality traits and coping styles in HIV positive, addict males (Persian)]. Medical Journal of Tabriz University of Medical Sciences, 33(1), 70-76. [Link]##Alqahtani, A. F., Alqarni, M. H., Alotaibi, S. B., Fattah, S., & Alhalawany, R. M. (2020). Relationship between Level of Internet Addiction, Loneliness, and Life Satisfaction among College of Health and Rehabilitation Sciences Students at Princess NourahBint Abdulrahman University. Menoufia Nursing Journal, 5(2), 55-74. [DOI:10.21608/menj.2020.152509]##Baron-Cohen, S., Wheelwright, S., Hill, J., Raste, Y., & Plumb, I. (2001). The “Reading the Mind in the Eyes” Test revised version: a study with normal adults, and adults with Asperger syndrome or high-functioning autism. The Journal of Child Psychology and Psychiatry and Allied Disciplines, 42(2), 241-251. [DOI:10.1111/1469-7610.00715] [PMID]##Baron-Cohen, S., Wheelwright, S., Skinner, R., Martin, J., & Clubley, E. (2001). The autism-spectrum quotient (AQ): Evidence from Asperger syndrome/High-Functioning autism, males and females, scientists, and mathematicians. Journal of autism and developmental disorders, 31, 5-17. [DOI:10.1023/A:1005653411471] [PMID]##Bickham, D. S. (2021). Current research and viewpoints on internet addiction in adolescents. Current Pediatrics Reports, 9(1), 1–10. [DOI:10.1007/s40124-020-00236-3] [PMID]##Bisen, S. S., & Deshpande, Y. M. (2018). Understanding Internet addiction: A comprehensive review. Mental Health Review Journal, 23(3), 165-184. [DOI:10.1108/MHRJ-07-2017-0023]##Buyanova, V., Zhuina, A., & Zhuina, D. (2018). Peculiarities of interpersonal communication of adolescents - active internet users. In: I. B. Ardashkin, N. V. Martyushev, S. V. Klyagin, E. V. Barkova, A. R. Massalimova, & V. N. Syrov (Eds.), Research paradigms transformation in social sciences, vol 35. european proceedings of social and behavioural sciences (pp. 207-217). Cairo: Future Academy.[DOI:10.15405/epsbs.2018.02.24]##Camodeca, A. (2019). Theory of mind performance in broad autism phenotype groups: Between-group differences and predictor variables. Journal of Autism and Developmental Disorders, 49(10), 4079-4096. [DOI:10.1007/s10803-019-04126-6] [PMID]##Candrasari, Y. (2020). Mediated interpersonal communication: A new way of social interaction in the digital age. Advances in Social Science, Education and Humanities Research, 423, 537-548. [DOI:10.2991/assehr.k.200325.041]##Cerniglia, L., Zoratto, F., Cimino, S., Laviola, G., Ammaniti, M., & Adriani, W. (2017). Internet addiction in adolescence: Neurobiological, psychosocial and clinical issues. Neuroscience & Biobehavioral Reviews, 76(Pt A), 174–184. [DOI:10.1016/j.neubiorev.2016.12.024] [PMID]##Choi, K., Son, H., Park, M., Han, J., Kim, K., & Lee, B., et al. (2009). Internet overuse and excessive daytime sleepiness in adolescents. Psychiato and Clinical Neurosciences 63(4), 455-462. [DOI:10.1111/j.1440-1819.2009.01925.x] [PMID]##Costa, R. M., Patrão, I., & Machado, M. (2019). Problematic internet use and feelings of loneliness. International Journal of Psychiatry in Clinical Practice, 23(2), 160-162. [DOI:10.1080/13651501.2018.1539180] [PMID]##Deckers, A., Muris, P., & Roelofs, J. (2017). Being on your own or feeling lonely? Loneliness and other social variables in youths with autism spectrum disorders. Child Psychiatry & Human Development, 48(5), 828–839.[DOI:10.1007/s10578-016-0707-7] [PMID]##Dovgan, K. N., & Villanti, K. M. (2021). The Prevalence of Broad Autism Phenotype in young adults: The roles of genetic relationship to autism, gender, and academic major. The Journal of Genetic Psychology, 182(3), 174-181. [DOI:10.1080/00221325.2021.1904817] [PMID]##Garavand, H., Abdollahi Moghadam, M., & Sabzian, S. (2021). The effect of online educational, social and cognitive presence on academic satisfaction with the mediation of loneliness in gifted female students of the second high school. New Educational Approaches, 16(2), 33-44. [DOI: 10.22108/nea.2022.133196.1761]##Gentina, E., Chen, R., & Yang, Z. (2021). Development of theory of mind on online social networks: Evidence from Facebook, Twitter, Instagram, and Snapchat. Journal of Business Research, 124, 652-666. [DOI:10.1016/j.jbusres.2020.03.001]##Hou, J., Jiang, Y., Chen, S., Hou, Y., Wu, J., Fan, N., & Fang, X. (2019). Cognitive mechanism of intimate interpersonal relationships and loneliness in internet addicts: An ERP study. Addictive behaviors report 10, 100209. [DOI:10.1016/j.abrep.2019.100209] [PMID]##Hswen, Y., Gopaluni, A., Brownstein, J. S., & Hawkins, J. B. (2019). Using Twitter to detect psychological characteristics of self-identified persons with autism spectrum disorder: A feasibility study. JMIR mHealth and uHealth, 7(2), e12264. [DOI:10.2196/12264] [PMID]##Kawabe, K., Horiuchi, F., Hosokawa, R., Nakachi, K., Soga, J., & Ueno, S. I. (2022). Comorbid symptoms of internet addiction among adolescents with and without autism spectrum disorder: A comparative study. International Journal of Adolescence and Youth, 27(1), 315-324. [DOI:10.1080/02673843.2022.2091939]##Kawabe, K., Horiuchi, F., Miyama, T., Jogamoto, T., Aibara, K., & Ishii, E., et al. (2019). Internet addiction and attention-deficit/hyperactivity disorder symptoms in adolescents with autism spectrum disorder. Research in Developmental Disabilities, 89, 22-28. 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(2021). Internet addiction increases in the general population during COVID‐19: Evidence from China. The American Journal on Addictions, 30(4), 389-397. [DOI:10.1111/ajad.13156] [PMID]##Liu, S., Yu, C., Conner, B. T., Wang, S., Lai, W., & Zhang, W. (2017). Autistic traits and internet gaming addiction in Chinese children: The mediating effect of emotion regulation and school connectedness. Research in Developmental Disabilities, 68, 122-130. [DOI:10.1016/j.ridd.2017.07.011] [PMID]##Lozano-Blasco, R., Robres, A. Q., & Sánchez, A. S. (2022). Internet addiction in young adults: A meta-analysis and systematic review. Computers in Human Behavior, 130, 107201. [DOI:10.1016/j.chb.2022.107201]##Morovati, Z., & Yadegari, R. (2019). [Comparison of loneliness and coping self-efficacy in cell phone addicted and normal female college students (Persian)]. Psychological Achievements, 26(2), 243-262. [Link]##Nejati Safa, A. A., Kazemi, M. R., & Alaghband Rad, J. (2003). [Autistic features in adult population: Evidence for continuity of autistic symptoms with normality (Persian)]. Advances in Cognitive Science, 5(3), 34-39. [Link]##Normand, C. L., Fisher, M. H., Simonato, I., Fecteau, S. M., & Poulin, M. H. (2021). A systematic review of problematic internet use in children, adolescents, and adults with an autism spectrum disorder. Review Journal of Autism and Developmental Disorders, 9, 1-14. [DOI:10.1007/s40489-021-00270-x]##Raiisi, F., Hajikaram, A., Bakhshi, F., Tehrani Zadeh, M., Amani, F. (2020). Predicting internet addiction based on social skills & mental security among university students. Shenakht: Journal of Psychology and Psychiatry; 7(2):128-139 [DOI:10.52547/shenakht.7.2.128]##Ruben, M. A., Stosic, M. D., Correale, J., & Blanch-Hartigan, D. (2021). Is technology enhancing or hindering interpersonal communication? a framework and preliminary results to examine the relationship between technology use and nonverbal decoding skills. 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Influence of Group Active Play on Social Skill and Emotion Regulation in Children With Hearing Impairment 2 2 Objective: Hearing impairment is one of the sensory problems in children that affects various aspects of their lives and impacts their social skills (SS) and emotion regulation (ER).Research indicated that active play has a crucial role in children’s social and emotional development. In this regard, the present study aims to investigate the effectiveness of group active plays (GAP) on the SS and ER of children with hearing impairment. Methods: This quasi-experimental study involved a pre-test/post-test design with a two-month follow-up. The participants included 7 to 12-year-old boys with hearing impairment enrolled in the deaf-hearing impaired schools (2022-2023). Thirty children were randomly assigned to an experimental group (n=15) and a control group (n=15). The experimental group participated in 12 interventional sessions, while the control group had the regular school program. Both groups completed SS and ER questionnaires (including before and after the intervention, and two months after the intervention [follow-up]). The data were analyzed using analysis of variance (ANOVA) with SPSS software, version 25. Results: The results of this study indicated a significant difference between the control and experimental groups in SS (P<0.002). GAP also had a significant effect on ER (P<0.001). Moreover, it had a significant effect on liability/negativity which was one of the components of ER (P<0.022). Conclusion: Based on the obtained results, it can be concluded that the implemented intervention (GAP) helped to improve SS, ER, and its component (liability/negativity) in children with hearing impairment. Coaches, teachers, and therapists can take steps to enhance SS and ER in children with hearing impairment by implementing GAP. 275 284 2024/04/72023/12/152023/08/202024/02/172024/04/92024/04/102024/04/20 1403/2/1 2024/05/192024/02/122023/10/312024/04/62024/05/112024/05/192024/05/10 1403/2/21 Mohammad Amin Farahmand Mohammad Amin Farahmand Department of Psychology of Exceptional Children, School of Behavioral Sciences and Mental Health, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran. Iran farahmand.mha@gmail.com Narges Adibsereshki Narges Adibsereshki Department of Psychology of Exceptional Children, School of Behavioral Sciences and Mental Health, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran. Iran na.adib@hotmail.com Marjan Poshtmashhadi Marjan Poshtmashhadi Department of Psychology of Exceptional Children, School of Behavioral Sciences and Mental Health, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran. Iran mp.mashhadi@gmail.com Razieh Bidhendi Razieh Bidhendi Department of Biostatistics and Epidemiology, School of Social Health, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran. Iran razi_bidhendi@yahoo.com Play and playthings Social skill (SS) Emotion regulation (ER) Hearing impairment Aggarwal, K., Ravi, R., & Yerraguntla, K. (2024). Impact of hearing loss on social participation in children: A scoping review. Indian Journal of Otolaryngology and Head and Neck Surgery : Official Publication of the Association of Otolaryngologists of India, 76(1), 804–810.[DOI:10.1007/s12070-023-04284-1] [PMID]##Al Shloul, T., Mazhar, T., Iqbal, M., yaseen Ghadi, Y., Malik, F., & Hamam, H. (2024). Role of activity-based learning and ChatGPT on students’ performance in education. Computers and Education: Artificial Intelligence, 6, 100219. [DOI:10.1016/j.caeai.2024.100219]##‌ Akay, E. (2023). 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Cognitive Emotion Regulation Strategies and Marital Communication Patterns in Married Women: Investigating the Mediating Role of Defense Mechanisms 2 2 Objective: This descriptive-correlational study aims to investigate the mediating role of defense mechanisms (DMs) in the relationship between cognitive emotion regulation strategies (CER) and marital communication patterns (MCP) in married women in Tehran Province, Iran.  Methods: The statistical population of the study included all married women in Tehran Province in 2021. A total of 170 subjects were selected as the statistical sample of the study via convenience sampling methods. Data were collected using the cognitive emotion regulation questionnaire (CERQ), the couples’ communication patterns questionnaire (CPQ), and the defense style questionnaire (DSQ). In data analysis, in addition to using descriptive statistics, the inferential statistics section was analyzed using SPSS software, version 26, and AMOS software, version 24. Results: Based on the goodness of fit indices, DMs play a mediating role in the relationship between CER strategies and MCP. The indirect size effect of the CER strategies on the MCP is positively significant with a standardized coefficient of 0.38 (P<0.05). Conclusion: Therefore, considering the importance of MCP in married life, CER strategies and DMs are necessary to inform and inform people about cognitive strategies of emotional regulation and emotional adjustment. Family therapists are recommended to consider CER strategies as well as DMs to treat marital issues. 285 296 2024/04/72023/12/152023/08/202024/02/172024/04/92024/04/102024/04/202023/11/8 1402/8/17 2024/05/192024/02/122023/10/312024/04/62024/05/112024/05/192024/05/102024/01/11 1402/10/21 Emad Saffari Emad Saffari Department of Clinical Psychology, Faculty of Clinical Psychology, Tehran Medical Sciences Branch, Islamic Azad University, Tehran, Iran. Iran emad.saffari@yahoo.com Mohammad Nasehi Mohammad Nasehi Department of Cognitive and Neurosciences Research Center (CNRC), Tehran Medical Sciences Branch, Islamic Azad University, Tehran, Iran. Iran nasehi@iricss.org Peyman Yousefzadeh Peyman Yousefzadeh Department of Clinical Psychology, Faculty of Clinical Psychology, Tehran Medical Sciences Branch, Islamic Azad University, Tehran, Iran. Iran pyousefzadeh@hotmail.com Excitement Defense Mechanisms (DMs) Marital Pattern Adams, J. M., & Jones, W. H. (1997). The conceptualization of marital commitment: An integrative analysis. Journal of personality and social psychology, 72(5), 1177.##Ahmadi, F., Aminifard, M. H., Khayat, M., & Samadzadeh, A. (2017). Effects of different humic acid levels and planting density on antioxidant activities and active ingredients of saffron (Crocus sativus L.). Saffron agronomy and technology, 5(1), 61-71.##Amoto, P. R. (2004). Studying marital interaction and commitment with survey data. 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