Iran University of Medical Sciences and Health Services Iranian Journal of Psychiatry and Clinical Psychology 1735-4315 27 3 2021 12 1 Effect of Cognitive Rehabilitation Combined With Physical Exercise on Sustained, Selective, and Alternating attention in School-aged Girls Attention-Deficit/Hyperactivity Disorder 276 287 FA Amir Shams Sport Science Research Institute (SSRI), Tehran, Iran. Mahdieh Eslami Nosratabadi Education and Training Center, District 1, Yazd, Iran. Mandana Sangari Department of Physical Education, Islamic Azad University, Chalous Branch, Chalous, Iran. Masoud Mirmoezzi Department of Physical Education and Sports Sciences, Islamic Azad University, Tehran, Iran. Objectives: Attention Deficit/Hyperactivity Disorder (ADHD) is one of the most common mental disorders in childhood. This study aims to assess the effect of cognitive rehabilitation combined with physical exercise on sustained, selective and alternating attention in ADHD children. Methods: This is a quasi-experimental study with a Pre-test/posttest design. The study population consists of all primary school girls with ADHD in Yazd, Iran. Of these, 40 aged 9-12 years were selected and randomly divided into four groups of cognitive rehabilitation, physical exercise, combined (exercise + rehabilitation), and control. The Conners’ Teacher Rating Scale (CTRS) was used for initial assessment of children, Goodenough- Harris Drawing Test (GHDT) to measure intelligence score, Integrated Visual and Auditory-Continuous Performance Test (IVA-CPT) to assess sustained attention, Wisconsin Card Sorting Test (WCST) to measure alternating attention, and Stroop test to measure selective attention. For cognitive rehabilitation, My Brain application was used. The intervention was presented at 16 sessions, each for 60 minutes. Posttest assessment was performed 24 and 72 hours after the end of intervention. ANCOVA was used for data analysis. All analyses were performed in SPSS v. 20, considering a significance level of P<0.05. Results: The results of ANCOVA showed that the combined group had significantly lower errors in sustained, selective and alternating attention tests compared to other groups. In the omission response variable, the mean score of the children in the combined group was significantly lower than in the control group (P<0.05). Conclusion: Cognitive rehabilitation combined with physical exercises can improve different types of attention in children with ADHD.

Iran University of Medical Sciences and Health Services Iranian Journal of Psychiatry and Clinical Psychology 1735-4315 27 3 2021 12 1 Comparing Interpersonal and Intrapersonal Emotion Regulation Models in Explaining Depression and Anxiety Symptoms in College Students 288 301 FA Mozhgan Lotfi Department of Mental Health, School of Behavioral Sciences and Mental Health (Tehran Institute of Psychiatry), Iran University of Medical Sciences, Tehran, Iran. Mahdi Amin Department of Addiction, School of Behavioral Sciences and Mental Health (Tehran Institute of Psychiatry), Iran University of Medical Sciences, Tehran, Iran. Yasaman Shiasy Department of Clinical Psychology, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran. Objectives: Emotion regulation is an important transdiagnostic construct and one of the main and underlying dimensions in emotional disorders. This study aims to compare interpersonal and intrapersonal models of emotion regulation in explaining depression and anxiety symptoms in college students. Methods: This is a cross-sectional study. Participants were 517 students of public universities in Tehran, Iran who were selected using multi-stage cluster sampling method. They completed the Emotion Regulation Questionnaire, Interpersonal Emotion Regulation Questionnaire, Difficulties in Emotion Regulation Scale, and short form of Symptom Checklist (SCL-25). Results: Intrapersonal and interpersonal emotion regulation models had a significant role in explaining depression and anxiety symptoms, where the intrapersonal emotion regulation model had a significant and stronger effect in predicting depression and anxiety symptoms (P<0.01). Conclusion: Both intrapersonal and interpersonal emotion regulation models have a role in explaining depression and anxiety symptoms and can be effective in predicting and treating emotional disorders.

Iran University of Medical Sciences and Health Services Iranian Journal of Psychiatry and Clinical Psychology 1735-4315 27 3 2021 12 1 Effect of Computer Games on Working Memory, Visual Memory, and Executive Functions of the Elderly 302 317 FA Prosha Moradi Department of Clinical Psychology, School of Behavioral Sciences and Mental Health, Iran University Of Medical Sciences, Tehran, Iran. Abbas Masjedi Department of Clinical Psychology, School of Medical Sciences, Shahid Beheshti University of Medical Sciences, Tehran, Iran. Mahdi Jafari Department of Clinical Psychology, School of Medical Sciences, Shahid Beheshti University of Medical Sciences, Tehran, Iran. Objectives: Decline of cognitive ability is one of the changes old age. Recent studies have shown that computer games has a positive effect on cognitive abilities. Accordingly, the present study aims to assess the effectiveness of computer games in improving working memory, visual memory, and executive functions in the elderly. Methods: This is a quasi-experimental study with a pretest-posttest design conducted on 40 older people in Tehran, Iran who were selected using a purposive sampling method based on the inclusion criteria and after a clinical interview. They were randomly assigned into two groups of intervention and control groups. The Intervention group played a one-hour computer game (Lumosity) at 15 sessions, while the control group did not play any computer games. The collected data were analyzed in SPSS v. 25 software. Results: The Computer game had a significant effect on the improvement of working memory, visual memory, and executive functions in the Intervention group compared to the control group (P<0.05). Conclusion: Computer games can improve memory and cognitive functions of the elderly. It is recommended to use these games in nursing homes and the related centers to rehabilitate the elderly. 

Iran University of Medical Sciences and Health Services Iranian Journal of Psychiatry and Clinical Psychology 1735-4315 27 3 2021 12 1 Predicting Love Trauma Syndrome in College Students Based on Personality Traits, Early Maladaptive Schemas, and Spiritual Health 318 335 FA Marzieh Etemadnia Department of Psychology, Faculty of Humanities, Islamic Azad University, Tonekabon Branch, Tonekabon, Iran. Shohreh Shiroodi Department of Psychology, Faculty of Humanities, Islamic Azad University, Tonekabon Branch, Tonekabon, Iran. Javad Khalatbari Department of Psychology, Faculty of Humanities, Islamic Azad University, Tonekabon Branch, Tonekabon, Iran. Shahnam Abolghasemi Department of Psychology, Faculty of Humanities, Islamic Azad University, Tonekabon Branch, Tonekabon, Iran. Objectives: Love Trauma Syndrome (LTC) is common among college students which can lead to psychological and educational problems. The current study aims to assess the role of personality traits, early maladaptive schemas and spiritual health in predicting LTC in college students. Methods: This is a descriptive/correlational study. Participants were 500 students of universities in Tehran, Iran suffering from LTC who were selected using a cluster random sampling method. They completed the Love Trauma Inventory, HEXACO Personality Inventory, Young Schema Questionnaire- Short Form, and Spirituality Index of Well-Being. Data analysis was performed using the Structural Equation Modeling (SEM) in LISREL software.  Results: The SEM results showed the good fit of the study model (Root Mean Square Error of Approximation= 0.043). Personality traits, early maladaptive schemes, and spiritual health could predict LTC. Extraversion, emotionality, honesty-humility, self-sacrifice, abandonment, and life schema were the strongest predictors. Conclusion: Personality traits, early maladaptive schemes, and spiritual health can predict LTC.

Iran University of Medical Sciences and Health Services Iranian Journal of Psychiatry and Clinical Psychology 1735-4315 27 3 2021 12 1 Inter-parent Agreement and Discrepancy on Core Symptoms and Externalizing Problems in School-age Children With Attention Deficit/Hyperactivity Disorder 336 349 FA Ghazaleh Zargarinejad Department of Clinical Psychology, School of Behavioral Sciences and Mental Health (Tehran Institute of Psychiatry), Iran University of Medical Sciences, Tehran, Iran. Saeed Ebadi Zare Department of Clinical Psychology, School of Behavioral Sciences and Mental Health (Tehran Institute of Psychiatry), Iran University of Medical Sciences, Tehran, Iran. Banafsheh Gharraee Department of Clinical Psychology, School of Behavioral Sciences and Mental Health (Tehran Institute of Psychiatry), Iran University of Medical Sciences, Tehran, Iran. Asma Aghebati Department of Psychology, Faculty of Humanities, Tarbiat Modares University, Tehran, Iran. Hojjatollah Farahani Department of Psychology, Faculty of Humanities, Tarbiat Modares University, Tehran, Iran. Elham Shirazi Department of Psychiatry, Spiritual Health Research Center, School of Behavioral Sciences and Mental Health (Tehran Institute of Psychiatry), Iran University of Medical Sciences, Tehran, Iran. Objectives: Inter-parent agreement and discrepancy on core symptoms of Attention Deficit/Hyperactivity Disorder (ADHD) and related externalizing problems can have clinical implications for the diagnosis of the disorder. This study aims to examine inter-parent agreement and discrepancy on ratings of hyperactivity/impulsivity, inattention, behavior problems, and emotion dysregulation in children with ADHD. Methods: This is a descriptive correlational study. The study population consists of children with ADHD aged 6-10 years who referred to child and adolescent psychiatric clinics in Tehran, Iran. Of these, 51 children were selected using a convenience sampling method. They were separately assessed by their parents using the Swanson, Nolan and Pelham-IV (SNAP-IV) Questionnaire, Eyberg Child Behavior Inventory, Emotion Regulation Checklist, and the Parenting Stress Index- Short Form. Results: Parents had a moderate agreement on all scales/subscales except on emotion dysregulation which was fair. Mothers rated higher than fathers in all areas except for the inattention subscale. Mother’s parenting stress and educational level could predict inter-parent discrepancy on ratings. Conclusion: Mother-father discrepancy on the symptoms and problems of ADHD is clinically significant. Clinicians should take it to account when interpreting results of rating scales in children with ADHD. Multiple informants are suggested in using rating scales for ADHD assessment.

Iran University of Medical Sciences and Health Services Iranian Journal of Psychiatry and Clinical Psychology 1735-4315 27 3 2021 12 1 Developing and Validating an Instructional Design Model Based on Control-value Theory of Achievement Emotions 350 365 FA Nida Abdolahi Department of Instructional Technology, Faculty of Psychology and Educational Sciences, Allameh Tabataba’i University, Tehran, Iran. Mohammad Reza Nili Ahmadabadi Department of Instructional Technology, Faculty of Psychology and Educational Sciences, Allameh Tabataba’i University, Tehran, Iran. Soghra Ebrahimi Qavam Department of Instructional Technology, Faculty of Psychology and Educational Sciences, Allameh Tabataba’i University, Tehran, Iran. Mohammad Asgari Department of Assessment and Measurement, Faculty of Psychology and Educational Sciences, Allameh Tabataba’i University, Tehran, Iran. Khadijeh Aliabadi Department of Instructional Technology, Faculty of Psychology and Educational Sciences, Allameh Tabataba’i University, Tehran, Iran. Objectives: Supporting and managing the emotions of the learning-teaching process is very important and requires designing safe learning environments in terms of cognitive experiences, psychosocial relationships, and emotional feelings. This study aimed to develop and validate of instructional design model based on Control-Value Theory (CVT) of achievement emotions to improve the psychological health and performance of learners and educators. Methods: The research method was qualitative, and we used the inductive content analysis technique. The studies related to CVT theory were searched from 2007 to 2021 in different databases, and 175 articles were selected out of them. Based on the purposive sampling method, 63 articles were chosen for further analysis. In a systematic approach, themes related to essential components of CVT were recognized and coded in the form of key sentences in a table. Then, the codes were categorized based on similarities and differences in general categories. Finally, an instructional design model based on CVT was designed. The model was sent to 20 specialists in the fields of Educational Technology and Educational Psychology content validation. Of them, 12 experts completed the questionnaire, and the results were analyzed. Results: Based on the analyses, the main components of CVT were identified. Then, by combining instructional design principles, the experts presented and approved an instructional design model based on CVT of achievement emotions with eight components: learning environment, cognitive appraisal, emotion, achievement, learning, evaluation, design, and learner. Conclusion: The instructional design model based on CVT of achievement emotions is very effective at the micro and macro levels at all academic levels and various majors such as medicine, humanities, and basic sciences. It promises a rich teaching-learning environment in terms of achievement emotions. 

Iran University of Medical Sciences and Health Services Iranian Journal of Psychiatry and Clinical Psychology 1735-4315 27 3 2021 12 1 Developing and Accessing Validity and Reliability of the Persian Versions of Three Instruments Measuring Risky Sexual Behaviors 366 387 FA Parham Kouhestani Department of Psychiatry, Mental Health Research Center, School of Behavioral Sciences & Mental Health (Tehran Institute of Psychiatry), Iran University of Medical Sciences, Tehran, Iran. Homa Mohammad-Sadegh Department of Psychiatry, Mental Health Research Center, School of Behavioral Sciences & Mental Health (Tehran Institute of Psychiatry), Iran University of Medical Sciences, Tehran, Iran. Mehrdad Eftekhar Department of Psychiatry, Mental Health Research Center, School of Behavioral Sciences & Mental Health (Tehran Institute of Psychiatry), Iran University of Medical Sciences, Tehran, Iran. Shabnam Nohesara Department of Psychiatry, Mental Health Research Center, School of Behavioral Sciences & Mental Health (Tehran Institute of Psychiatry), Iran University of Medical Sciences, Tehran, Iran. Kaveh Alavi Department of Psychiatry, Mental Health Research Center, School of Behavioral Sciences & Mental Health (Tehran Institute of Psychiatry), Iran University of Medical Sciences, Tehran, Iran. Objectives: There are a few instruments available to assess sexual issues in Persian according to indigenous culture. This study aims to translate three instruments of Sexual Addiction Screening Test – Revised (SAST-R), Sexual Risk Survey (SRS) and sexual behavior subscale of the Youth Risk Behavior Surveillance System (YRBSS), and evaluate their psychometric parameters. Methods: After translating the selected instruments into Persian, a group of psychiatrists evaluated its content validity. The final versions were distributed among 92 participants (45 men and 47 women) selected from among the companions of patients referred to the clinics of Iran Psychiatric Hospital. Then, the factor structure and internal consistency of them were assessed. Results: The Cronbach’s alpha coefficient for Persian versions of SAST-R, SRS and sexual behavior subscale of YRBSS was obtained 0.878, 0.869 and 0.511, respectively. The factor analysis extracted 12 factors for the SAST-R explaining 71.4% of the variances, 5 factors for the SRS explaining 76.2%b of the variances, and 2 factors for the sexual behavior subscale explaining 56.7% of the variances. Conclusion: Persian version of the SAST-R has high internal consistency with a complex factor structure. The Persian version of SRS has high internal consistency with a well-defined factor structure, while the sexual behavior subscale of YRBSS has a good factor structure with a moderate internal consistency. These instruments can be used on Iranian population. Further studies are recommended to evaluate their construct validity and reliability.

Iran University of Medical Sciences and Health Services Iranian Journal of Psychiatry and Clinical Psychology 1735-4315 27 3 2021 12 1 Developing and Accessing Psychometric Properties of The Persian Version of Behavior Assessment System for Children (3Rd Edition) in Children With Mild Intellectual Disabilities and Normal Children 388 405 FA Leila Akrami Department of Psychology and Education of Children With Special Needs, Faculty of Education and Psychology, University of Isfahan, Iran. Mokhtar Malekpour Department of Psychology and Education of Children With Special Needs, Faculty of Education and Psychology, University of Isfahan, Iran. Ahmad Abedi Department of Psychology and Education of Children With Special Needs, Faculty of Education and Psychology, University of Isfahan, Iran. Objectives: The present study aims to develop and evaluate the psychometric properties of the Persian version of Behavior Assessment System for Children, 3rd edition (BASC-3) in children with mild intellectual disabilities and normal children. Methods: This is a cross-sectional study conducted in 2017 on 438 girls and boys with mild intellectual disabilities and normal children aged 12-18 years who were selected using a cluster sampling method. The data collection tool was the Persian BASC-3 and its Parent Rating Scale (PRS-A) and Teacher Rating Scale (TRS-A). Data analysis was performed in SPSS v. 24 using descriptive and inferential statistics. Results: According to the results obtained from factor analysis, assessing correlation of subscale scores with total score, test-retest reliability, and Cronbach’s alpha showed that the Persian BASC-3 and its PRS-A and TRS-A forms had acceptable validity and reliability.  Conclusion: The Persian BASC-3 and its parent and teachers forms have good psychometric properties and can be used to evaluate the behavioral and adaptive problems of normal adolescents and children and those with mild intellectual disabilities in Iran.

Iran University of Medical Sciences and Health Services Iranian Journal of Psychiatry and Clinical Psychology 1735-4315 27 3 2021 12 1 China’s Psychological Implementation to Overcome COVID-19 Pandemic 406 411 EN Md Zahir Ahmed Department of Psychology, Northwest Normal University, China. N/A