Hamid Khanipour, Hooman Yaghmaeeyan, Hanye Chizari, Samaneh Hossaini,
Volume 8, Issue 42 (3-2021)
Abstract
Sex education is considered as one of the main aspect of education that overlook in Iran. We used systematic review for answering three questions related to definition and conceptualization of sex education, sex education curriculum and skills and investigating the effectiveness of these programs. Findings of this study showed that sex education programs ranged from instruction for sexual protection to applying ethical methods for obtaining sexual health. Primary definitions of sex education were general and behavioral but as the time passed, this definition transform to culture-dependent definitions. Sex education program is effective for reducing unwanted pregnancy in adolescents and protecting from sexual abuse. It could conclude that adopting a holistic sexuality education that is characterized by applying psychological skill training methods and involvement of parents and school authorities, could fulfill the goals of sex education programs. Any sex education programs should modified based on the individual and cultural aspects to reach better success in guaranteeing sexual health for children.
Hamid Khanipour, Mitra Hakim Shooshtari, Mahshid Abadooz, Mojgan Atar,
Volume 14, Issue 48 (8-2024)
Abstract
The purpose of the present study was to investigate some psychometric features of Scaling of Theory-of-Mind Tasks (including adaptation, reliability, factor structure and validity) among Persian-speaking children. It was an adaptation and validation study of a psychological tool which administered in a correlational design. Population were Tehran preschool children and sample included 100 children from 4 to 7 years old in Tehran. Scaling of Theory-of-Mind Tasks and Steerneman ToM test-R were administered. Scaling of Theory-of-Mind Tasks in the Iranian sample has moderate reliability and one factor structure is more representative of seven tasks. Six tasks have the possibility of becoming a general scale and there were significant coefficient between six task and whole score of test, except for scale 1 (different desires). This test can be used well for research purposes as a multiple indicator of the development of the theory of mind. The developmental sequence of the subscales of the test is acceptable for the four subscales (including different beliefs, explicit false belief, content false belief, beliefs about emotions, and knowledge access. However, the age differences were not significant for two kinds of tasks (including different desires and real-apparent emotions). In addition, acceptable convergent validity was observed between the total score of the participants in this test and the score in two subscales of Steerneman ToM test-R. Based on the findings, it can be concluded that the Scaling of Theory-of-Mind Tasks has the necessary features to be used in the field of measuring this component of social cognition in Iranian children
