اثربخشی آموزش مثبت‌اندیشی به شیوه گروهی بر بهبود همدلی و کاهش اضطراب اجتماعی دانش‌آموزان پسر دچار ناتوانی یادگیری

Ariapooran, S. (2016). Comparison of symptoms of anxiety disorders in children with learning disabilities and normal children. Journal of Disability Studies, 7(13), 1-6. (Persian). 

Atadokht, A., Basharpoor, S., Dowlati, H. (2017). Determine the role of empathy and Islamic lifestyle in explaining prosocial behavior teachers. Journal of School Psychology, 5(4), 75-84. (Persian).

Amani, A., Esfandyari, H., gholami, M. (2014). The Role of Problem Solving Strategies in Empathy with Patients in Sanandaj Nurses. Journal of Psychology and Psychiatry, 1, 39-49. (Persian).    

Ahmadpoori, S. F,. Mottaqi, M. (2019). The effect of positive thinking skills (optimism) based on the thanksgiving notebook on the spiritual health of adolescent girls. Iranian Journal of Nursing Research (IJNR), 1, 50-57. (Persian).   

Abbasi, M. (2016). Comparison of social welfare and social anxiety in children with and without specific learning disabilities. Journal of Learning Disabilities, 5, 129-135. (Persian).    

 Allister, M. P., Jacqueline, D. Hassan, S.H., Rosanna, M. Rooney, D. Kane, R. Roberts, T. (2014). The efficacy of the enhanced Aussie optimism positive thinking skills program in improving social and emotional learning in middle childhood. Front Psychol, 901(5), 2- 11.  

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders. 5th Ed (DSM-V). Washington, DC (American Psychiatric Association Publishing).

Banos, R. M., Etchemendy, E., Farfallini, L., Palaciosbd, A. G,. Querobd, S., & Botella, C .(2014). EARTH of Well-Being System: A pilot study of an Information and Communication Technology-based positive psychology intervention. The Journal of Positive Psychology: Dedicated to furthering research and promoting good practice, 9(6), 482-488.

Barnes, L. L. (2016). Children with learning disabilities with in the family context, Personality and Individual Differences, 30 (6), 1311-1327.

Baños, R. M, Etchemendy, E., Mira, A., Riva, G., Gaggioli, A. and Botella, C. (2017). Online Positive Interventions to Promote Well-being and Resilience in the Adolescent Population: A Narrative Review. Front. Psychiatry, 8, 10, 1-9. 

Bolboli, L., Habibi, Y. & Rajabi, A. (2013). The effect of exercise on body image, bodymass and social anxiety in students. Journal of school psychology, 2(2), 29-43 (Persian).

Caroline, L. D., Vaessa, C. Allison, M.W. (2015). Intensive Group Based on CBT for child Social Phobia a Pilot Study. Mount Gravatt. Behavioral Therapy, 46, 350-364.

Duarte, J. Pinto-Gouveia, J. Cruz, B. (2016). Relationships between nurses' empathy, self-compassion and dimensions of professional quality of life: A cross-sectional study. Int J Nurs Stud, 60, 1-11.

Dehghannezhad, S., Hajhosseini, M. & Ejei, J. (2017). Effectiveness of Positive Thinking Skill Training on Social Maladjusted Adolescent Girls' social adjustment and Psychological Capital. Journal of School Psychology, 6(1), 48-65. (Persian).

Eagleson, C., Hayes, S., Mathews, A., Perman, G., Hirsch, C. (2016). The power of positive thinking: Pathological worry is reduced bythought replacement in Generalized Anxiety Disorder. Behav Res Therapy, 78, 13-8.

Farnam, A., Madadizade, T. (2017). effect of positive training on positive psychological states (character strengths) of female high school students. positive psychology research, 1, 61-75. (Persian).    

Garcia, L., Pelechano, V., Gonzalez-Leandro, P., & Moran, C. (2013). Is it possible to be too happy? Happiness, personality, and psychopathology. International Journal of Clinical and Health Psychology, 13, 18-24.

Jäncke, L., Saka, M.Y., Badawood, O., Alhamadi, N. (2019). Resting-state electroencephalogram in learning-disabled children: power and connectivity analyses. Neuroreport, 16, 30(2), 95-101.

Killam, K. Kim, Y. (2014). Positive psychological interventions and self- perceptions: A cautionary tale. UK: Wiley Blackwell, 2014, PP: 451- 463.

Kakavand, A., Shams Esfandabad, H. & Beiranvand, M. (2016). Effect of the positive thinking education to the mothers on their children externalizing disorders reduction. Journal of School Psychology, 4(4), 125-142. (Persian).

Kakavand, A., Nikakhtar, S. & Sardaripour, M. (2017). Prediction of internet addiction, based on perceived social support, loneliness and social phobia. Journal of School Psychology, 6(1), 81-98. (Persian).

Khoshravesh, S,. Khosrojavid, M., Hoseyn khanzade, A. (2014). Efficacy of emotion regulation training on social acceptance and empathy of students with dyslexia. Journal of Learning Disabilities, 1, 32-46. (Persian).    

 Kiamarsi, A., Narimani, M., Sobhi, N. & Mikaeili, N. (2018). The effectiveness of cognitive-behavioral and positive therapies on adaptive-social performance and academic burnout of perfectionist students. Journal of School Psychology, 7(2), 240-260. (Persian).

La Greca, A. M. & Lopez, N. (1998). Social anxiety among adolescents: Linkages with peer relations and friendships. Journal of Clinical child Psychology, 26, 83-94.

Loannis, A. & Efrosini, K. (2008). Nonverbal social interaction skills of children with learning disabilities. Research in developmental disabilities, 29, 1-10.

Leung, C., Chan, S., Lam, T., Yau, S., & Tsang, S. (2016). The effect of parent education program for preschool children with developmental disabilities: A randomized controlled trial. Research in Developmental Disabilities, 56, 18-28.

Maehler, C., & Schuchardt, K. (2016). Working memory in children with specific learning disorders and/or attention deficits, learning and Individual Differences, http://dx.doi.org/10.1016/j.lindif, 2016.05.007.

Maag, J. W., & Reid, R. (2006). Depression among students with learning disabilities: Assessing the risk. Journal of learning disabilities, 39(1), 3-10.

Nikmanesh, Z., Zandvakili, M. (2015). The effect of positive thinking training on quality of life, depression, stress and anxiety in delinquent guveniles. Journal of Health Psychology, 2, 53-64. (Persian).    

Nazemi, A., hashemi, J. (2018). Comparison of alexithymia, resilience and empathy in students with and without learning disabilities. Journal of Learning Disabilities, 8, 141-147. (Persian).    

Narimani, M., Fallahi, V., Habibi, Y., Zardi, B. (2017). Assess the psychometric properties of empathy and sympathy questionnaire in students. Journal of school psychology, 1, 161-168. (Persian).  

Naemi, A. M. (2018).  The effect of positive thinking training on emotional malaise and self-forgiveness mothers of children with learning disabilities. quarterly of psychology of exceptional individuals, 29, 111-145. (Persian).   

 O’Connell, B. H., O’Shea, D., Gallagher, S. (2015). Enhancing social relationships through positive psychology activities: a randomised controlled trial. The Journal of Positive Psychology: Dedicated to furthering research and promoting good practice, 11(2), 149-162.

Ostovar, S,. Razaviyeh, A. (2012). Investigating the psychometric properties of the social anxiety scale for (A-SAS adolescents) for use in Iran. Journal of psychological methods and models, 3, 69-78. (Persian).     

Pourrazavi, S. & Hafezian, M. (2017). The Effectiveness of teaching positive – thinking skills on adjustment of high–school students. Journal of School Psychology, 6(1), 26-47. (Persian).

Pietrowsky, R., & Mikutta, J. (2012). Effects of Positive Psychology Interventions in Depressive Patients-A Randomized Control Study, Psychology, 3(12), 1067-1073.

Sin, N. L., & Lyubomirsky, S. (2009). Enhancing well-being and alleviating depressive symptoms with positive psychology interventions: A practicefriendly meta-analysis. Journal of Clinical Psychology, 65(5), 467-487.

Sheikholeslami, A., Dortaj, F. & Eskandar, Z. (2016). The effectiveness of mindfulness-based cognitive therapy on social anxiety of students. Journal of School Psychology, 4(4), 94-110. (Persian).

Saffarhamidi E, Hosseininan S, Zandipour T. (2013). The Effect of positive thinking education on the perceived competency and social skills of the orphan and mistreated children. Jcmh, 4 (1), 13-23. (Persian).        

Scanlon, D. (2013). Specific learning disability and its newest definition: Which is comprehensive? And which is insufficient? Journal of Learning Disabilities, 46, 26–33.

Schmidtendorf, S. Wiedau, S. Asbrand, J. Tuschen-Caffier, B. Heinrichs, N. (2018). Attentional bias in children with social anxiety disorder. Cogn Ther Res, 42(3), 273-88.

Seligman, M. E., & Csikszentmihalyi, M. (2014). Positive Psychology: An introduction (pp. 279-298). Netherlands: Springer.  

Seligman, M. E. (2013). Authentic happiness: Using the new positive psychology to realize your potential for lasting fulfillment. New York: Atria Books.

Seligman, M. E. Steen, T. A., park, N. & Peterson, C. (2005). Positive psychology progress. Journal of American psychologist, 5, 410-421.

Simone, P.W., Kathryn, C. Gaia. A.S., Jennifer, Y. (2015). Social anxiety disorder in adolescence: How developmental cognitive neuroscience findings may shape understanding and interventions for psychopathology. London. Journal of Developmental Cognitive Neuroscience, 13, 11-20.

Tetzner, J. Becker, M. (2018). Think Positive? Examining the Impact of Optimism on Academic Achievement in Early Adolescents. J Pers. 86(2), 283-95.

Thaler, N. S., Kazemi, E., & Wood, J. J. (2010). Measuring anxiety in youth with learning disabilities: Reliability and validity of the Multidimensional Anxiety Scale for Children (MASC). Child Psychiatry & Human Development, 41(5), 501-514.

Taher, M., Abolghasemi, A., Narimani, M. (2016). The efficacy of empathy and anger management training based on cognitive-behavioral approach on adjustment in children with oppositional defiant disorder. Journal of school psychology, 1, 26-47. (Persian).        

 Waber, D. P., Boiselle, E.C., Forbes, P.W., Girard, J. M., Sideridis, G.D. (2019). quality of Life in Children and Adolescents With Learning Problems: Development and Validation of the LD/QOL15 scale. Journal of learning disabilities, 52(2), 146-157.

Yekanizad A, Gol Mohammadnejhad Bahrami G, Soleimannezhad A. (2019). The Effectiveness of Positive Thinking Skills Training on Psychological Capital and Happiness of Students. Jcmh, 5 (4), 135-147.