University of Mohaghegh ArdabiliJournal of Research in Psychopathology2783-32087120260201The Mediating Role of Social Disconnection in the Relation of Cognitive Flexibility with Suicidal Thoughts in Elderly18440710.22098/jrp.2025.17648.1323ENSajjadBasharpoorDepartment of Psychology, Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardebil, IranArefearefeMohamadnezhadDepartment of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh ArdabiliFazelehHeidariDepartment of psychology, Faculty of educational science and psychology, University of Mohaghegh ArdabiliJournal Article20250610Suicidal thoughts are common in elderly, while few studies have been conducted on the psychological factors related to this issue. The present study aimed to examine the mediating role of social disconnection in the relation of cognitive flexibility with suicidal thoughts in the elderly. This research was a descriptive-correlational study. The population of this study included all elderly individuals in nursing homes in Ardabil City in 2024. Two hundred thirty-seven elderly individuals were selected using purposive sampling and participated in this study. To collect data, Dennis and Vander Wal Cognitive Flexibility Inventory, Beck et al.'s Suicidal Thoughts Scale, and Saito et al.'s the Social Disconnection Scale were used. The data was analyzed using structural equation modeling via the LISREL 8.8 software. The results of structural equating modeling showed that both cognitive flexibility and social disconnection had a significant direct effect on suicidal thoughts among the elderly. Furthermore, cognitive flexibility, through the mediation of social disconnection, had a significant indirect effect on suicidal thoughts (p<0.05). Furthermore, the fitness indexes showed that the hypothesized model has good fitness based on data. These results reveal that the low cognitive flexibility can indirectly expose individuals to suicidal thoughts through the creation of social disconnection. Based on these results, increasing cognitive flexibility and social connection are suggested for preventing suicidal thoughts in elderly.https://jrp.uma.ac.ir/article_4407_cd57e2e9e75c30ae1b29fe7e1ed85c34.pdfUniversity of Mohaghegh ArdabiliJournal of Research in Psychopathology2783-32087120260201Cognitive Games: The Effects on Executive Functions and Problem- Solving Skills in Children with Specific Learning Disorders915406910.22098/jrp.2025.16359.1276ENRahaEbrahimiUniversity of MaraghehZohrehHashemiUniversity of MaraghehIssaHekmatiUniversity of MaraghehJournal Article20241212The present study was set out to explore the effectiveness of cognitive games in the executive functions and problem-solving skills of children aged 8 to11 years with specific learning disorders. Utilizing a quasi-experimental design with pre-test and post-test assessments, the research involved 45 students selected through convenience sampling from special education and rehabilitation centers in Qazvin during the academic year of 2022-2023. Participants engaged in a game therapy intervention consisting of 12 sessions, each lasting 50 minutes, and were evaluated using the Tower of London and the Wisconsin Card Sorting Tests. Data analysis included multivariate and univariate analysis of covariance and paired t-tests, conducted using SPSS version 27. The results revealed no significant differences in the impact of cognitive games on executive functions and problem-solving skills among the three groups (dyslexia, dysgraphia, and dyscalculia) (p > 0.05). However, cognitive games significantly improved the executive functions of the dyscalculia group from pre-test to post-test (p < 0.05), while effects on the dysgraphia and dyslexia groups were not significant (p > 0.05). Additionally, cognitive games positively influenced the problem-solving skills of children with dyscalculia and dysgraphia groups (p < 0.05), but had no significant effect on the dyslexia group (p > 0.05). Overall, the findings suggest that cognitive games can enhance executive functions and problem-solving skills in children with specific learning disorders, particularly in those with dyscalculia.https://jrp.uma.ac.ir/article_4069_0534eed921f39d1b50012694160a61b2.pdfUniversity of Mohaghegh ArdabiliJournal of Research in Psychopathology2783-32087120260201Psychometric Properties of the Persian Version of the Stirling Antenatal Anxiety Scale (SAAS)1625440510.22098/jrp.2025.16692.1285ENNaderHajlooDepartment of Psychology, Faculty of Education & Psychology, University of Mohaghegh Ardabili, Ardabil, IranSaeedPourabdolDepartment of Psychology, Faculty of Literature and Humanities, Urmia University, Urmia, IranGholam HosseinGhaediDepartment of Psychiatry, Faculty of Medicine, Shahed University, Tehran, IranOktayHajlooMedical student, Iran University of Medical Sciences, Faculty of Medicine, Tehran, Iran.0009-0000-0943-6992Journal Article20250203Anxiety during pregnancy is a complex experience. Its early identification and addressing causes are essential for maternal and infant health. An effective questionnaire is crucial for measuring anxiety in pregnant women. Therefore, this study aimed to investigate the psychometric properties of the Persian version of the Stirling Antenatal Anxiety Scale (SAAS) among the Iranian population. The population of the present study consisted of all individuals aged 20 to 40 years who attended 7 obstetrics and gynecology clinics in Urmia, Iran, in 2024. The sample comprised 243 individuals who were selected through convenience sampling. To assess convergent and divergent validity, the Penn State Worry Questionnaire (PSW), the Depression, Anxiety, and Stress Scale (DASS-21), and the General Health Questionnaire (GHQ) were used. Reliability was assessed using Cronbach's alpha and test-retest reliability methods. Data analysis was performed using SPSS version 25 and Amos software, version 20. The results indicated that the Stirling Antenatal Anxiety Scale had a Cronbach's alpha of 0.86 and a test-retest reliability of 0.84. The assessments of convergent and divergent validity of the Stirling Antenatal Anxiety Scale also confirmed the acceptable validity of the questionnaire in the sample. The findings suggest that the Stirling Antenatal Anxiety Scale is a reliable and valid tool for assessing pregnancy-related anxiety in the Iranian population, making it useful for both clinical and research settings.https://jrp.uma.ac.ir/article_4405_728382f064985a93f15a236d0584288d.pdfUniversity of Mohaghegh ArdabiliJournal of Research in Psychopathology2783-32087120260201The Effectiveness of Parent-Child Relationship Therapy and Barkley’s Parent Training of Mothers of Children with Attention Deficit-Hyperactivity Disorder in Family Functioning and Parenting Stress2633440010.22098/jrp.2023.12237.1157ENJamilehMovahed,PhD Student in Counseling, Department of Counseling, Abhar Branch, Islamic Azad University, Abhar, IranMojtabaAmirimajdDepartment of Psychology, Faculty of Humanities, Abhar Branch, Islamic Azad University, Abhar, IranMohammadGhamariAssociate Professor Department of Counseling, Abhar Branch, Islamic Azad University, Abhar, IranJaffarPouyamaneshAssistant Professor, Department of Psychology, Abhar Branch, Islamic Azad University, Abhar, IranJournal Article20230129The objective of the present study was to compare the effectiveness of parent-child relationship therapy and Barkley’s parent training in family functioning and parenting stress of mothers of children with attention deficit-hyperactivity disorder. The current research study is applied in terms of purpose; the research design was quasi-experimental with pretest-posttest and a control group and one-month follow-up. The population included all mothers with a son with ADHD who were studying in one of the primary schools in Ahvaz in the academic year of 2021-2022. From among the population, 45 mothers were selected through random cluster sampling method. They were randomly assigned into parent-child relationship therapy (n = 15), Barkley's parent training (n = 15) and control (n = 15) groups. To collect data, SNAP rating scale (the fourth edition), clinical interview based on Mental Disorders Diagnosis for ADHD (the fifth edition), Family Assessment questionnaire (Epstein, Baldwin and Bishop, 1983), and Parenting Stress questionnaire (Abidin, 1995) were used. The parent-child relationship group participated in ten 60-minute sessions, and Barkley’s parenting therapy group participated in fifteen 60-minute sessions. Data was analyzed using mixed analysis of variance using SPSS software, version 25. The results showed that there was no significant difference between parent-child relationship group and Barkley’s parent training therapy group in terms of family functioning and parenting stress in pretest, posttest and follow-up phases (p < 0.05). However, there was a significant difference between parent-child relationship and Barkley’s parent training therapy groups and the control group in the follow-up phase (p < 0.05). According to the results of the present study, parent-child relationship training and Barkley’s parent training therapy of mothers were effective in family functioning and parenting stress of mothers with attention deficit-hyperactivity disorder. It should also be noted that the effects of these two methods were greater on parenting stress.https://jrp.uma.ac.ir/article_4400_9bea40b38ea0e867b755bc52e17e28c3.pdfUniversity of Mohaghegh ArdabiliJournal of Research in Psychopathology2783-32087120260201TMS and Pharmacotherapy and Combined Effects of Transcranial Magnetic Stimulation and Pharmacotherapy on Symptoms of Depression, Anxiety, and Obsessive-Compulsive Traits in Individuals with Neuroticism3439440610.22098/jrp.2025.17288.1310ENShahroozNematiProfessor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Tabriz, Tabriz, Iran.SonaSadeghiMSC in Psychology, Department of Psychology,Ahar Branch, Islamic Azad University, Ahar, Iran0009-0009-0642-5310Journal Article20250426Neuroticism is a personality trait characterized by chronic emotional instability, anxiety, and depression, which significantly impairs quality of life. Neurocognitive interventions such as repetitive transcranial magnetic stimulation (rTMS) and pharmacotherapy offer promising treatment avenues, but their combined effects remain underexplored, especially in non Western contexts.
This study aimed to examine and compare the effects of rTMS, pharmacotherapy (SSRI), and their combination on symptoms of depression, anxiety, and obsessive-compulsive traits in adults with neuroticism in Tabriz, Iran. In a quasi‑experimental design, 60 participants (aged 20–50) with high neuroticism were randomly assigned to four groups: control, rTMS, pharmacotherapy, and combined treatment. The rTMS group received 10 Hz stimulation over the left DLPFC (65–75 % motor threshold) for 4 weeks. The pharmacotherapy group received escitalopram (20–40 mg/day) for 8 weeks. The combined group received both interventions simultaneously. Symptoms were assessed pre‑ and post‑intervention using the Beck Anxiety Inventory (BAI), Beck Depression Inventory‑II (BDI‑II), and Yale‑Brown Obsessive‑Compulsive Scale (YBOCS). Data was analyzed using ANOVA, ANCOVA, and MANOVA. MANCOVA revealed a significant overall treatment effect (Wilks’ Λ = 0.41, <em>F</em>(9,124.27) = 12.40,<em>p </em>< .001). Univariate analyses showed significant reductions in anxiety <em>F</em>(3,53) = 39.68,<em>p </em>< .001,<em>η</em><sup>2 </sup>= .69, and depression, <em>F</em>(3,53) = 22.59,<em>p </em>< .001,<em>η</em><sup>2 </sup>= .56, across treatment groups, with the combined treatment being most effective. No significant change was observed in obsessive‑compulsive symptoms <em>F</em>(3,53) = 1.16,<em>p </em>= .33). Both rTMS and pharmacotherapy are effective for reducing anxiety and depression in neuroticism, with combined treatment yielding superior outcomes. The lack of effect on obsessive‑compulsive traits suggests symptom specificity. These findings support integrated neurocognitive‑pharmacological approaches for managing neuroticism‑related distress.https://jrp.uma.ac.ir/article_4406_94bc37eeb795bc90752ebb566130feb7.pdfUniversity of Mohaghegh ArdabiliJournal of Research in Psychopathology2783-32087120260201A Systematic Review of Art Therapy's Effect on Children's Attention Deficit/Hyperactivity Disorder (ADHD) Symptoms4047406810.22098/jrp.2025.16855.1288ENMenduhaSatir KayseriliDepartment of Painting-Craft Division, Faculty of Education Fine Arts Education, Atatürk University, Kazim Karabekir, TurkeyEisaJafariAssociate professor, Department of psychology, Payame Noor University, Tehran, Iran.Journal Article20250223In children with Attention Deficit/Hyperactivity Disorder (ADHD), functional deficits are closely associated with emotional regulation problems, impulsivity, and recurrent patterns of hyperactivity and inattention. Art therapy has emerged as a supplemental intervention for children's emotional, behavioral, and developmental problems in the domains of human services and mental health. This systematic review set out to determine the effectiveness of art therapy in reducing the primary symptoms of ADHD in children. Using databases like SCOPUS, Web of Science, PubMed, Google Scholar, SPORTDiscus, and MEDLINE, a comprehensive literature review encompassing research conducted between 1921 and May 2023 was conducted. Based on the inclusion criteria, which required art therapy to be the primary intervention for managing ADHD symptoms, five studies were selected for analysis. The findings demonstrated that methods such as drawing, making mandalas, and keeping emotional diaries consistently enhanced social skills, attention, and emotional regulation, while also improving the four primary symptoms of ADHD: impulsivity, hyperactivity, inattention, and emotional dysregulation. According to these results, which are backed by psychological theories, incorporating art therapy into clinical settings, school programs, and at-home activities provides a useful, entertaining, and affordable alternative to traditional ADHD treatments. By putting such interventions into practice, kids can learn self-control, become more focused in class, and form stronger bonds with their peers. To optimize these advantages, future studies should improve procedures and assess long-term impacts. Therefore, future research is encouraged to consider this issue when designing interventions.https://jrp.uma.ac.ir/article_4068_e07794f715d719f127db27f2dc75f1a1.pdfUniversity of Mohaghegh ArdabiliJournal of Research in Psychopathology2783-32087120260201The Relationship Between Self-conscious Emotions and Self-criticism with Students' Depression: The Mediating Role of Self-injury5868410010.22098/jrp.2025.17575.1322ENOmidYasiniMaster in Psychology, University of Guilan, Rasht, IranSeyed MosaKafiProfessor of the Department of Psychology, Faculty of Literature and Humanities, University of Guilan, Rasht, IranAbasAbolghasemiProfessor of the Department of Psychology, Faculty of Literature and Humanities, University of Guilan, Rasht, IranJournal Article20250601Depression is one of the most important debilitating diseases that has involved a large number of people in the world today and affects their ability to function, thinking, emotions, and excitement. Several studies investigated the relationship between depression and self-conscious emotions, self-criticism and self-injury; however, investigating the mediating role of self-injury in the relation between self-conscious emotions and self-criticism with depression, as well as developing a suitable model for it, have been neglected. This research has been carried out with correlation design and using structural equation modeling method. The research sample was 724 people who were selected among the undergraduate students of Guilan University in the academic year of 2023-2024. The research tools included Beck et al.'s depression scale-2 (1996), Wiederman and Sanson's non-suicidal self-injury scale (1998), Tangney et al.'s self-conscious emotions scale (2000), and Thompson and Zuroff's self-criticism scale (2003). Data analysis was also done using path analysis method and bootstrap test. The research results have showed that the model has a good fit. Also, the research findings have showed that self-injury plays a mediating role in the relationship between self-conscious emotions and depression, as well as between self-criticism and depression (<em>P</em><0.001). According to the obtained results, self-injury can intensify the negative effects of self-criticism and negative self-conscious emotions on depression. Therefore, these factors should be taken into consideration in planning prevention methods as well as educational and therapeutic programs and should be planned, compiled and implemented at the level of universities and higher institutions.https://jrp.uma.ac.ir/article_4100_d1fa60259acc734bd026fb50c1a8c486.pdf