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Introduction: Oppositional Defiant Disorder (ODD) is one of the most common externalizing disorders in children and adolescents and is one of the most frequently diagnosed psychiatric conditions in psychological and psychiatric treatment settings. It is characterized by a recurrent and persistent pattern of angry/irritable mood, argumentative/defiant behavior, and vindictiveness. Social cognition refers to the ability to understand and process social information, as well as to predict and comprehend the behaviors of others. In recent years, social cognition has attracted attention in the field of child development and disorders. This article aims to review the research conducted on the social cognitive functions in children with ODD. Conclusion: Research indicates that children with ODD often exhibit deficits in theory of mind, emotion recognition, interpretation, and other domains of social cognition. These impairments can significantly contribute to behavioral difficulties and problematic social interactions. A better understanding of these aspects can aid in the development of effective interventions to empower children, prevent disorders, and reduce symptoms of oppositional defiant disorder in these children.
 

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Introduction: Attachment theory is one of the appropriate models for understanding the adaptive and maladaptive methods that people are faced multiple developmental challenges by these models. Secure attachment Experience is necessary for healthy and normal development, and it is the substructure of mental health functioning. This study examined the relationship between attachment styles with anxiety and somatization disorders. Materials and Methods: The research was a descriptive-correlational study. The statistical population comprised of all students at coed universities in Tehran. A group of 384 male and female students (due to the population size by using the Cochran formula), using random multiple cluster sampling method, were selected. The adult attachment inventory (AAI) and the symptom checklist-90-revised (SCL-90-R) were completed by these students. For data analysis, correlation coefficients and regression analysis were used. Results: Our data revealed a significant correlation between attachment style and vulnerability to anxiety and somatization disorders. Conclusion: Insecure attachment styles (ambivalent and avoidant) can play an important role in the creation and maintenance of anxiety and somatization disorders. Therefore, evaluation of these traumatic factors can lead to a new orientation in the prevention, diagnosis, and treatment of the disorders mentioned above.

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Introduction: The Near-death experience is one of the undeniable facts of aging. This study was aimed to examine the role of spiritual wellbeing and resiliency in predicting death anxiety among elderly people in Tehran, Iran. Materials and Methods: The method of this study was descriptive-correlational with the total number of 200 older males who live in Tehran during 2013-2014. The questionnaires of the Spiritual Well-being Scale, Resiliency Scale, and Death Anxiety Scale were used for this investigation. Results: Our findings revealed that there was a negative significant correlation between spiritual wellbeing and resiliency with death anxiety. In addition, the results showed that spiritual wellbeing was a valuable factor in prediction of death anxiety. Conclusion: Our data indicated that resiliency and spiritual wellbeing can be considered as crucial factors in death anxiety among the older adults.

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Introduction: cognitive flexibility and self-differentiation are the appropriate models for understanding psychological problems through which people can meet various challenges. The aim of this study was to investigate the relationship between cognitive flexibility and self-differentiation with psychological problems among female students in Allameh Tabataba’i University. Materials and Methods: The method of this study was descriptive-correlational and statistical population was comprised of all female students at AllamehTabataba’i University in Tehran who have been studying between 2014-2015. Using random multiple cluster sampling method, a group of 380 students were selected. Tools were questionnaires of cognitive flexibility, self-differentiation and symptoms checklist (SCL-90-R). Data were analyzed by descriptive statistical parameters, correlation coefficient, and regression analysis. Results: Analysis revealed a significant correlation between total score of psychological problems with cognitive flexibility and self-differentiation. In addition, the results of multiple regression analysis showed that cognitive flexibility and self-differentiation can explain different kinds and levels of psychological problems in students. Conclusion: study of cognitive flexibility and self-differentiation are efficient methods to understand the underlying factors associated with psychological problems. Evaluation of these factors can lead to a new approach in prevention and treatment of psychological problems.

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Introduction: oppositional defiant disorder (ODD) is one of the most common externalizing disorders in childhood and one of the most common psychiatric disorders among clients of health centers. The purpose of this study was to formulate and validate a social cognition training program and determine its effectiveness on symptoms of oppositional defiant. Materials and Methods: The present study was conducted in two stages. In the first stage, after reviewing the literature, therapeutic theories and concepts in the field of social cognition and training program were developed. Then, ten clinical and child psychologists determined the content validity of the training program. In the second stage, a semi-experimental design with pre-test, post-test and follow-up with a control group was used. The statistical population consisted of all male students aged 7 to 9 years in Tehran schools during 2019-2020 that were evaluated by two-stage sampling. In the first stage, screening was performed. In the second stage, 30 children according to inclusion and exclusion criteria were selected and randomly assigned to the experimental and control groups. The social cognition training program was administered to the experimental group for 10 sessions, and after one month, the experimental group was followed up. Data was collected using Hormerson et al. oppositional defiant disorder rating scale. Results: The results indicated that social cognition training program has acceptable content validity. Furthermore, the results of training intervention showed that social cognition training significantly reduced the symptoms of ODD in children and this effect was significant in the follow-up phase. Conclusion: Social cognition training program can be considered as a valid and effective program for alleviation of ODD symptoms in children.