Volume 1, Issue 3 , October 2011, , Pages 139-152
Abstract
Objective: The aim of the current research was to investigate the effectiveness of precision teaching on reading ability of students with learning disability. Method: The research method was semi- experimental with pretest – posttest design. Statistical population consisted of all the 3 rd grade ...
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Objective: The aim of the current research was to investigate the effectiveness of precision teaching on reading ability of students with learning disability. Method: The research method was semi- experimental with pretest – posttest design. Statistical population consisted of all the 3 rd grade elementary girl students with learning disability in city of Isfahan during 1389-1390 academic years. The sample consisted of 30 students with reading disability that were selected via Targeted sampling method and randomly assigned to experimental and control groups. (15 experimental group and 15 controls). Research tool was a third grade reading test. Data obtained was analyzed by analysis of Covariance. Results: The results showed that the precision teaching is effective on reading ability. Conclusion and recommendations: Paying attention to precision teaching as a reading ability fundamental skill can be an effective approach in treatment of learning disability disorder.
mohomad hajimirzaee; afshin salahiyan; hasan gharibi; asma ebrahimi
Abstract
Abstract One of the most important factors that lead to conflict in marital life is relationship problem of couples, which is the result of lacking appropriate and necessary skills for establishing healthy and intimate relationships. The present research was conducted by the aim of investigating the ...
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Abstract One of the most important factors that lead to conflict in marital life is relationship problem of couples, which is the result of lacking appropriate and necessary skills for establishing healthy and intimate relationships. The present research was conducted by the aim of investigating the effect of relationship enhancement program on conflicts and intimacy of the parents with Mentally retarded students. The present study was a quasi-experimental with a pre-test, post-test design with control group. The statistical population of this study was the parents of Mentally retarded students in Sanandaj city. The sample consisted of 30 parents with higher marital conflict who were selected by convenient sampling and assigned to the experimental (15) and control group (15) randomly. The experimental group received relationship enhancement program during eight 90-minute sessions but the control group did not receive any intervention. Data were collected throuth Walker and Thompson intimacy inventory, and sanai et al marital conflicts inventory. The results of data analysis using covariance test showed that the training relationship enhancement program was effective on reducing conflict and improving intimacy of the parents with Mentally retarded children. According to the results of this study, relationship enhancement program can be used in Clinical and therapeutic interventions Particularly for improving marital relationships of parents with exceptional children.
Nilofar Mikaeili; Khadije Zamanloo
Volume 2, Issue 5 , April 2012, , Pages 145-166
Abstract
Objective:The aim of the present study was to a) to determine the prevalence of child abuse and b) to predict it from a study of parents’ depression and anxiety, and attachment style and mental health of their adolescent sons.
Method: The population of the study comprises all adolescent boys enrolled ...
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Objective:The aim of the present study was to a) to determine the prevalence of child abuse and b) to predict it from a study of parents’ depression and anxiety, and attachment style and mental health of their adolescent sons.
Method: The population of the study comprises all adolescent boys enrolled in middle schools in Ardabil city. To determine the prevalence of different types of child-abuse a survey was conducted, and to predict it a discriminant functional analysis was used. The prevalence sample comprised 2000 students selected through a multi-stage random sampling procedure, of which 200 students scoring high and 200 scoring low were selected for hypotheses testing. Data were collected using the Childhood Trauma Questionnaire (CTQ), Beck Depression Inventory, II (BDI-II),State Trait Anxiety Inventory (STAI), modified Hazan & Shaver Attachment Style Questionnaire (ASQ) and Symptom Check List 90 (SCL-90-R). Descriptive statistics and discriminant function analysis were used to analyze the data.
Results: The results showed that 14.85% of the subjects were exposed to child-abuse, with emotional abuse being most prevalent. Furthermore, child abuse can be predicted from the variables of parents’ depression and anxiety, attachment style and mental health of their adolescent sons. Conclusion and recommendations: Considering the destructive effects of child abuse, by research into child abuse and identification of its predictive factors, necessary interventions can be implemented to prevent it.
Zoherh Hosseinzadeh; Alireza Kakavand; Abdoljavad Ahmadi
Abstract
This research aimed to investigate the mediating role of the mother’s mindfulness and family resiliency on the relationship between child with autism spectrum disorder behavior problems and mother’s psychological well-being. Statistical populations of the study were mothers of children with ...
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This research aimed to investigate the mediating role of the mother’s mindfulness and family resiliency on the relationship between child with autism spectrum disorder behavior problems and mother’s psychological well-being. Statistical populations of the study were mothers of children with autism spectrum disorder who were 3 to 16 years old in Tehran, Karaj and Qazvin cities. 170 mothers were selected through purposeful sampling. The research tools included Strengths and Difficulties Questionnaire (SDQ), Ryff Scales of Psychological Well-Being (RSPWB-18), Five Facets Mindfulness Questionnaire (FFMQ), and Family Resilience Assessment Scale (FRAS). Path analysis showed that mother’s mindfulness and family resiliency played a mediating role in the relationship between child with autism spectrum disorder behavior problems and mother’s psychological well-being. So, it is suggested that psychotherapist not only pay enough attention to the problems of children with ASD but also consider their parent’s mental health, family circumstances and other available sources of support in the society for achieving a comprehensive view of the situation.
Abstract
The aim of Present study was study the effectiveness of therapy based on acceptance and commitment on social adjustment and internalized shame mothers of children with mental retardation. Study type was semi experimental, pre-posttest design with control group. Population include all mothers of children ...
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The aim of Present study was study the effectiveness of therapy based on acceptance and commitment on social adjustment and internalized shame mothers of children with mental retardation. Study type was semi experimental, pre-posttest design with control group. Population include all mothers of children with mental retardation of Andimeshk city in 2016. 30 students were chosen with cluster sampling method and assigned into tow experimental and control groups (each group n=15).experimental group received 10 sessions group therapy based on acceptance and commitment weekly (each session 90 minute duration). Instruments were bell social adjustment Inventory and Cook internalized shame scale. data analyzed with multiple analyze of covariance. Findings showed that there is significant differences between experimental and control groups in social adjustment and internalized shame (p>0/001). In whole findings indicated the role and importance group therapy based on acceptance and commitment on increasing social adjustment and decreasing internalized shame mothers of children with mental retardation.
Seyyedeh Fatemeh Mousavi
Abstract
This research was done with the goal of studying the role of positive perception and parental stress in prediction of marital in mothers of children with special needs & normal children. The population of this research was two groups of mothers with normal children and children ...
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This research was done with the goal of studying the role of positive perception and parental stress in prediction of marital in mothers of children with special needs & normal children. The population of this research was two groups of mothers with normal children and children with special needs. So, 161 mothers were sampled by nonprobability & convenient method. Measurement tools included Parental Stress Scale, Positive Perception Scale and Kansas Marital Satisfaction Scale. The relationship between variables and their prediction role were analyzed in the structural model by the AMOS.V24 and the differences between the two groups of mothers were analyzed with independent t-test by the SPSS.V24 software. The results showed that there is a significant negative correlation between parental stress and marital satisfaction and there is a significant positive correlation between positive perception and marital satisfaction. Positive perception has good predictive power for marital satisfaction. The results also showed that there were a significant difference between two groups of mothers in positive perception and parental stress. Positive perception to self and one’s abilities can play an effective role in reduction of the stress associated with parenting tasks and increasing marital satisfaction, especially in mothers of children with special needs.
Maryam Bakhshi; Zekallah Morovati; Tahereh Elahi; Sara Shahmohamadian
Abstract
The purpose of this study was to determine the effectiveness of art therapy on social-communication skills, emotional regulation and behavioral flexibility in children with autism spectrum disorder. This research was quasi-experimental and it's plan was pre-test, post-test and follow-up two months with ...
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The purpose of this study was to determine the effectiveness of art therapy on social-communication skills, emotional regulation and behavioral flexibility in children with autism spectrum disorder. This research was quasi-experimental and it's plan was pre-test, post-test and follow-up two months with the control group. The statistical population included 6-12 years old children with autism spectrum disorder in Zanjan. The sample consisted of 26 children who were selected by the available sampling method and then randomly assigned into two experimental and control groups (each group was 13). The instrument of research was questionnaire of Autism Social Skills Profile_ Scott Bellini's, the Emotion Regulation Checklist- Shields & Cicchetti, and the Gilliam Autism Rating Scale-Second Edition rating scale. The experimental group perch on art therapy interventation during 44 session for 4 months that extracted from art therapy program for children and adolescents with autism by Jennifer Beth Silvers (2008). In addition to descriptive statistics, inferential statistics, the repeated measure anova were used to analyze the data. Data analysis showed that art therapy had a good effect on social-communication skills and it's components, the components of emotional regulation and instability/negativity and also behavioral flexibility, means that the intervention program improved social communication, emotion regulation and behavioral flexibility. So according to the findings of this research, art therapy as a complementary therapeutic approach can be used to improve social-communication skills, emotion regulation and behavioral flexibility in children with autism spectrum disorder.
farzane haghighi
Abstract
The purpose of this study was to explain of teacher and experts curriculum orientation in pre and vocational secondary education based on attitude to mentally retarded students in Mashhad city and Tehran city. Attitude Scale designed in three main components Included optimistic, behavioral misconception, ...
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The purpose of this study was to explain of teacher and experts curriculum orientation in pre and vocational secondary education based on attitude to mentally retarded students in Mashhad city and Tehran city. Attitude Scale designed in three main components Included optimistic, behavioral misconception, and pessimism attitudes and was 22 items. Curriculum orientations questionnaire designed in three main components and included vocational, independent living and academic orientation and 41 items. Content validity verified by experts. A sample of Teachers (n = 126) and experts (n = 33) completed attitude scales and orientations questionnaire. Attitude Scale and Curriculum Orientation questionnaire Assessed by using Cronbach's Alpha (in order, 0.84 and 0.94). Results shown that teachers and experts attitude was optimistic and their curriculum orientation was independent living orientation. There is no significant difference between two samples. Statistical tests have shown a significant difference between curriculum orientations and attitudes to mentally retarded students.
esmaeil barghi; Mahnaz Estaki; Mahdiye Salehi
Abstract
This research was conducted with the aim of investigating the effectiveness of teaching cognitive abilities based on the Kotl-Horn-Carroll approach to the conscientiousness of students with special learning disabilities. The research method was semi-experimental and pre-test-post-test with control group. ...
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This research was conducted with the aim of investigating the effectiveness of teaching cognitive abilities based on the Kotl-Horn-Carroll approach to the conscientiousness of students with special learning disabilities. The research method was semi-experimental and pre-test-post-test with control group. The statistical population consisted of 3rd grade elementary school boy students with special learning disorder in Tehran during the academic year of 2016-2017, which was administered by the educational and rehabilitation centers The Learning Disorder of the Exceptional Education Organization were identified as dyslexic children. Of these, 30 students were selected by targeted sampling method and randomly assigned to experimental and control groups. The tool used was the new version of Tehran-Stanford-Binet's Intelligence Lab and the data analysis method was a repeated measurement of the combination. The results showed that there is a significant difference between the test and control groups on the variables of the total scale of verbal and non verbal working memory in the experimental and control groups of the students, and the teaching method based on the Kotl-Horn-Carroll approach to strengthening the working memory of knowledge Students with a learning disorder characterized by dyslexia have been effective. It can be concluded that the education based on this approach increases the cognitive abilities of students with a specific learning disorder characterized by dyslexia and can be used as an effective intervention method.
manijej kaveh; Fariba Tabe Bordbar
Abstract
Aim: The current research aim is studying the relationship between disordered eating behavior (DEB) with early maladaptive schemas(EMS) and anxiety in adolescent female students in Shiraz .Method: The method of present research is descriptive correlation. For this purpose, 190 female students of one ...
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Aim: The current research aim is studying the relationship between disordered eating behavior (DEB) with early maladaptive schemas(EMS) and anxiety in adolescent female students in Shiraz .Method: The method of present research is descriptive correlation. For this purpose, 190 female students of one to third year of high school of Shiraz selected by cluster sampling method and complete questionnaires. Young's schema Questionnaire short form (SQ-SF), Eating Attitudes Test (EAT-26) Garner and Garfinkel (1979) and Depression, anxiety, Stress Scale (DASS) were used was utilized to evaluate early maladaptive schemas, disordered eating behavior and anxiety, respectively. Data analyzed through the SPSS21 software. Result: Pearson's correlation coefficient showed that a significant correlation between most domains of area early maladaptive schemas (EMS) with disordered eating behavior (DEB). Also anxiety has significant correlation with disordered eating behavior (DEB). Stepwise regression Indicated impaired autonomy and performance (P<0/01& =β 0/48), disconnection and rejection (P<0/01& =β 0/32), impaired limits (P<0/01& =β 0/29) and anxiety (P<0/01& =β 0/15) explain significant variance of disordered eating behavior (DEB). Conclusion: According to significant role of early maladaptive schemas and anxiety in explains variance of disordered eating behavior in adolescent females, correction of maladaptive schemas and reduction of anxiety can be effective in reducing eating problems.
Matin Farahbakhsh Daghigh; Rezvan Homai; Hamdallah Jayrvand
Abstract
Abstract
The study aimed to investigate the effect of increasing patience group training on self-efficacy and attitude of mothers with exceptional children. This quasi-experimental study involved a pre-test-post-test design with a control group. The population of the study included all mothers with ...
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Abstract
The study aimed to investigate the effect of increasing patience group training on self-efficacy and attitude of mothers with exceptional children. This quasi-experimental study involved a pre-test-post-test design with a control group. The population of the study included all mothers with exceptional children in Mashhad who were registered with the exceptional education department in Khorasan province. Voluntary participation and sample selection using random sampling were utilized. Thirty-two mothers of exceptional children were randomly assigned to experimental and control groups (16 participants per group). The instruments used to measure the study variables were the patience, Domka self-efficacy, and parents' attitudes toward exceptional children questionnaires. A pre-test was conducted on both groups. The experimental group underwent ten sessions of patience training, while no training was provided to the control group. After the training sessions, both groups took the questionnaires again (post-test). Data were analyzed using univariate analysis of covariance (ANCOVA) and multivariate analysis of covariance (MONCOVA). The results revealed that patience training led to enhanced self-efficacy, reduced hopelessness, improved attitude, increased failure tolerance, and lower levels of shame in mothers with exceptional children. As a result, it is recommended that counselors and psychologists focus on patience training in family education programs and groups of parents of exceptional children.
Keywords: Patience, Self-Efficacy, Attitude, Mothers Of Exceptional Children.
Extended Abstract
Introduction
When an exceptional child is born, the parent's experience of parenting and the process of acceptance will be different. (Azad Yekta, 2021). An exceptional child is defined as a child with mental, physical, social, or emotional disorders that may stop or slow down their growth and development. This could lead to behavioral and emotional issues, and pose challenges for parents (Joe and Associates, 2020, Afsari & Zeinali, 2021). Parents may feel a wide range of emotions, including anger, guilt, and disappointment, in their struggle to adapt to the situation of having an exceptional child. This experience has been linked to mental health issues and marriage problems and often leads to a need for receiving educational and empowerment programs (Rane, 2020; Kargar and Asghari Ebrahim Abad, 2015; Rezapour Mirsaleh and associates, 2020). One of the primary reasons for educating mothers is to shape, change and improve their behavior. Group education has been found to be among the most effective approaches in recent years (Norouzi and Associates, 2019). However, there has been a lack of focus on the importance of patience in regard to factors such as self-efficacy and attitude. The potential benefits of cultural and spiritual practices in improving self-efficacy and changing attitudes towards exceptional children have also not received sufficient attention.
This study aims to investigate the effects of a patient-education group based on cultural and religious teachings to enhance endurance and acceptance of hardships in the mothers of exceptional children. The goal is to examine whether this intervention will improve self-efficacy and attitudes in these mothers or not.
Literature review
The experience of living with an exceptional child can be highly challenging for mothers, who are under tremendous mental pressure to help their children navigate various difficulties and maintain their well-being. In this environment, their attitude towards their children is crucial, as it can greatly impact their ability to manage the various challenges they face and ensure their family's well-being (Jebelli & Khademi, 2019; Rani, 2020). Belief in one's self-efficacy has been identified as an important factor in influencing people's attitudes. Triandis explains that improvements in attitude can lead to increases in self-efficacy (Namazi & Associates, 2020). Along with positive attitudes, self-efficacy can fulfill basic cognitive needs such as a sense of worth, autonomy, and social relations. Moreover, the journey towards building self-efficacy can be a challenging one for exceptional children's parents, with potential ups and downs (Smart, 2016).
The role of self-efficacy in life is well-documented, particularly in the context of providing mothers of exceptional children with the necessary skills and support to navigate the challenges they face. Improving self-efficacy has been identified as a priority for these mothers and makes it urgent to develop interventions to address this need. Patience, as outlined by Currier and associates (2015), is central in allowing individuals to find meaning and purpose in times of difficulty. This can provide a valuable framework for understanding the role of self-efficacy in supporting mothers of exceptional children to navigate challenges and find a sense of purpose in their roles.
Patience can be defined as an individual's capability to delay a desired outcome without experiencing negative emotions or reactions towards the present situation (Roberts & Fishbach, 2020). Patience, from a psychological perspective, refers to one's ability to effectively manage internal and external pressures. This can involve learning to respond to challenging situations in a way that reduces stress levels and promotes a sense of emotional security. Psychologists identify three main components in the development and maintenance of patience: emotional, cognitive, and behavioral. These components relate to an individual's ability to tolerate uncertainty, regulate their emotions and beliefs, and modify their behaviors accordingly (Ghebari Bonab & Associates, 2017). Overall, patience
Methodology
This research study examines the impact of patience education on the self-efficacy and attitudes of mothers with children with special needs. The study utilizes a quasi-experimental design, with a randomized control group consisting of two groups of moms: the examination group that received 10 training sessions on patience and the witness group that did not receive any training. The study collected data from 32 moms via pre-testing and post-testing, using questionnaires focused on patience, self-efficacy, and parental attitudes towards exceptional children. This is an important area of research as there is a need to identify and implement effective methods to improve the well-being of mothers with children with special needs.
Introduction to intervention program
Based on this information, it appears that the 10-session training program focused on building patience through a variety of strategies, including:
Learning to use software to facilitate the process
Understanding pain conservation and acceptance
Developing a new perspective on life events
Acquiring an understanding of the process of grief
Recognizing the blessings bestowed by God
Learning to not put oneself in pain while raising exceptional children
Finding inspiration by studying the story of Moses and Khizr
Distincting between tolerance and patience
Improving anger management skills
Developing a sense of positivity
Understanding the different types of angry people and managing anger
Developing existential capacity and assumptions
Identifying ways to develop patience, including changing attitudes towards life and recognizing that patience is a learnable skill
Studying holy verses on patience and its consequences, and engaging in Q&A.
Overall, the program aimed to promote patience among mothers of exceptional children through a combination of educational, spiritual and emotional tools.
Results
The research data was analyzed using single and multi-factor analysis of covariance, and the results indicate that the training of patience can have a positive effect on self-efficacy, change of attitude, failure, disappointment, shame, and patience of mothers of exceptional children.
Table 1. results of comparing two groups in self-efficacy and patience.
factor
Source for change
Sum of squares
Degree od freedom
Average sum of squares
F
P
Effect size
Self-effocacy
Pre-test
84/94
1
84/94
10/1
30/0
03/0
group
17/692
1
7/692
08/8
008/0
21/0
error
34/2483
29
63/85
total
81689
32
Pre-test
75/360
1
75/360
96/5
02/0
17/0
Patience
group
05/684
1
05/687
35/11
002/0
28/0
error
93/1754
29
51/60
total
256823
32
Based on the table provided, it is clear that there is a significant difference between the examination group, which received the training of patience, and the witness group, which did not receive training, in terms of self-efficacy and patience. Specifically, the examination group demonstrated higher self-efficacy and patience in the post-test phase compared to the pre-test phase, indicating that the training of patience has been effective in improving these outcomes. These findings suggest that the training of patience may be an effective intervention strategy to enhance the well-being of mothers of exceptional children.
Discussion
From the findings of this study, it is evident that training in patience can positively influence the self-efficacy, change of attitude, failure, disappointment, shame, and patience of mothers of exceptional children. Patience is an innate human trait that enables individuals to develop the ability to handle life pressures with resilience. The ability to defer one's own interests with the hope of attaining knowledge or a desirable outcome in the future is critical for personal growth and well-being. By improving their patience skills, mothers of exceptional children may be better equipped to handle the challenges of raising children with special needs.
Conclusion
The study showed significant differences in the self-efficacy, change of attitude, failure, disappointment, shame, and patience levels of mothers of children with exceptional needs between the examination and witness groups. As a result, it is recommended that counselors and psychologists consider incorporating patient training in the family education and group programs of mothers of children with exceptional needs to enhance their well-being.
Acknowledgements
We extend our gratitude to the mothers who participated in the study and provided valuable insights into the effect of patient training on their well-being. Their participation was crucial in helping us gather important data and make meaningful contributions to the field. We hope that this research can contribute to developing more effective interventions to support the needs of mothers of exceptional children.
Nasim Farnoodisn; nezam hashemi
Abstract
Purpose: Autism is a pervasive developmental disorder whose sufferers have three main characteristics: socialization disorder, impaired verbal and nonverbal communication, and limited and repetitive patterns of behavior. The aim of this study was to investigate the relationship between emotion regulation ...
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Purpose: Autism is a pervasive developmental disorder whose sufferers have three main characteristics: socialization disorder, impaired verbal and nonverbal communication, and limited and repetitive patterns of behavior. The aim of this study was to investigate the relationship between emotion regulation on hope and the empathetic relationship between mothers with autistic children. Materials: The research method was descriptive-correlational and the research population included all mothers with autistic children in District 5 of Tehran, who were referred to counseling centers. Using the available sampling method and according to the number of variables and components, 230 people were selected as the sample group. Research tools for data collection included Gross Emotion Regulation Questionnaire (2003), Schneider Hope Questionnaire (1991), and Davis Empathy Communication Questionnaire (1983). Results: The results of data analysis showed that there is a positive and significant relationship between emotion regulation and hope (p<0.05). Also, the results showed that there is a positive and significant relationship between emotion regulation and empathetic relationship (p<0.05). Discussion and conclusion: finally based on the results of regression analysis, the components of hope and empathetic communication were predicted based on the components of regulation. According to the findings, mothers with autistic children have a positive relationship with each other in the components of emotion regulation and hope, and empathetic communication.
Mina Tahmoures; somayeh sadati firozabadi
Abstract
The aim of the current research was Evaluation of effectiveness of Lindamood phonological sequence program on sustained attention of students with dyslexia. The method of research was semi experimental. In order to conduct this study, 30 students with dyslexia who referred to the Center for Learning ...
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The aim of the current research was Evaluation of effectiveness of Lindamood phonological sequence program on sustained attention of students with dyslexia. The method of research was semi experimental. In order to conduct this study, 30 students with dyslexia who referred to the Center for Learning Disabilities in Larestan were selected by convenience sampling method and were randomly divided into experimental and control groups. Then, IVA-2 test (2018) was performed as a pre-test for both groups. Lindamood phonological sequence program was also presented to the experimental group for 16 sessions of intensive intervention. Immediately after the training, the mentioned test was performed as a post-test of both groups and one month after the post-test, a follow-up period was performed for both groups. Data was analyzed by one way analysis of the variance with mixed design. The results showed that there was a significant difference in sustained attention between the two groups, so that the experimental group performed better in post-test and follow-up. Overall, the results indicate that the Lindamood phonological sequence program has improved sustained attention in students with dyslexia.
abolfazl farid; Ramin Habibi-Kaleybar; bita moshtary e sahneh
Abstract
The purpose of this study was to compare the effectiveness of play therapy and neurofeedback on the executive functions of female elementary school students with learning disorders. The research method was experimental with a clinical trial with a multi-group pretest and posttest design. The statistical ...
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The purpose of this study was to compare the effectiveness of play therapy and neurofeedback on the executive functions of female elementary school students with learning disorders. The research method was experimental with a clinical trial with a multi-group pretest and posttest design. The statistical population was all female elementary school students referred to the Center for Learning Disabilities in Maragheh city in the academic year of 1998-99, from which 30 students were selected by available sampling as a statistical sample. The sample is divided into two experimental groups and one control group. Selected students were randomly assigned to groups. The instrument used for data collection was Connors' (2004) neuropsychological test. Multivariate analysis of covariance and posthoc were used for data analysis. The research results showed that the executive functions of the experimental and control groups are significantly different from each other (P< 0.05). The LSD post hoc test indicated that play therapy and neurofeedback have a significant impact on executive functions. Also, play therapy intervention is more effective in improving the executive functions of elementary students with learning disorders than neurofeedback.
gholam reza manshaee; laleh hoseini
Abstract
This study aims to determine the effectiveness of child-centered mindfulness education on social adjustment and depression symptoms in depressed children in Isfahan. The statistical population of this study included all children with depression disorder in Isfahan city during the academic year of 2016-2017 ...
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This study aims to determine the effectiveness of child-centered mindfulness education on social adjustment and depression symptoms in depressed children in Isfahan. The statistical population of this study included all children with depression disorder in Isfahan city during the academic year of 2016-2017 who referred to centers for counseling and psychological services of education system. The research method was semi-experimental with pretest-posttest plan and a control group and a 45-day follow-up. The number of samples in the study were 30 children with depression disorder who were selected by available non-random sampling method, and were randomly assigned to two experimental and control groups. The experimental group received therapeutic interventions related to mindfulness over a period of two and a half months and as a weekly 60-minute session. However, the control group did not receive any intervention during the study. Then, the individuals of both groups were subjected to post-test. The instruments used included the Social Adjustment Questionnaire and Children's Depression Questionnaire The results of the data analysis indicated that child-centered mindfulness education have had an effect on social adjustment, happiness, anxiety and depression symptoms in depressed children aged 8 to 13 years old, at an error level of 0.05. In this way that child-centered mindfulness education has led to improved social adjustment and reduced depression symptoms of depressed children aged 8 to 13 years.
Mazhar Babaee; parastoo salehi
Abstract
Abstract
Teachers' ignorance of the challenges and different educational needs of students with hearing impairment is an obstacle to achieving the educational goals of this group of students. The aim of the present study was to analyze the lived educational experiences of the teachers of elementary ...
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Abstract
Teachers' ignorance of the challenges and different educational needs of students with hearing impairment is an obstacle to achieving the educational goals of this group of students. The aim of the present study was to analyze the lived educational experiences of the teachers of elementary and middle school students with hearing impairment, the challenges faced by the teachers of these students and the solutions. In this research, qualitative approach and descriptive phenomenological method were used. The field of research included the teachers of the school for children with special needs in Sanandaj city in 1401-1402 with the purposeful sampling method. The research tool was a semi-structured interview made by the researcher, which continued until the saturation level with 8 teachers at the primary level and 3 teachers at the secondary level. The findings of the research were presented in two sections: teachers' educational challenges and suggested solutions. The challenges section was presented in three parts: 1. Challenges related to books, facilities, methods and educational tools, 2. Challenges related to teachers' conditions, and 3. Challenges caused by the characteristics and conditions of hearing impaired children and their families. The solutions section was divided into two parts: 1. Solutions implemented by teachers and 2. Suggestions. The results showed that teachers are faced with diverse, complex, multidimensional and beyond educational challenges of normal students during education. Therefore, it is suggested to use methods and solutions that are different from normal students and appropriate to the special conditions of these students when teaching students with hearing impairment.
Keywords: Educational Challenges, Hearing Impaired Students, Teachers' Lived Experiences.
Extended Abstract
Introduction
The sense of hearing is one of the most important tools of human perception, and its damage can affect many human abilities. In hearing-impaired children, the development of language skills is different from that of normal children, therefore, incomplete reception of sound stimuli affects the ability of hearing-impaired children to understand language concepts and communication purposes, and makes the person face many limitations.
Students with hearing impairment have different characteristics and educational conditions than normal students. Considering the differences of these students from ordinary people, it is expected that the learning and teaching style of these people will be different from others; Therefore, the teachers of these students also face different challenges in the process of teaching them than the teachers of normal students. Identifying educational challenges and solutions used by teachers of students with hearing impairment, in addition to helping to increase the ability and experiences of teachers, will improve the quality of education and as a result, students with hearing impairment will have appropriate education. Therefore, the aim of the present study is to analyze the lived experiences of teachers of students with hearing impairment in primary and first secondary level of the injuries they face and to express the solutions to face these challenges.
Research Question(s)
Based on the lived experiences of teachers with students with hearing impairment in elementary and first secondary school in Kurdistan province, what challenges do teachers of these education levels face in educational affairs?
How can we analyze the ways out of these challenges based on the lived experiences of this group of teachers?
Literature Review
Vygotsky believes that between the ages of 2 and 7, language has both the role of guiding and directing thinking and the role of transmitting the results of thinking to others (Seif, 2013); Since language is an important factor in cognitive development and learning, a child with hearing loss will have learning problems in the future, especially academics (Kazem Targhee et al., 2011); Children with hearing loss have lower perceptual-cognitive skills compared to children without hearing loss (Garmabi et al., 2016), the negative effect of hearing loss in the academic areas of reading and writing is much more pronounced than math skills (Kakujoybari and Sharifi, 2012). Children with hearing impairment have delays in phoneme recognition, rhyme matching, grammar test and word expression (Ramazani et al., 2021); Therefore, hearing impaired students, only if they have appropriate cognitive training, will be able to achieve some acquired levels of executive functions and emotional intelligence and increase motivational learning strategies like their normal peers (Agha Ziarati et al, 2021).
Methodology
According to the purpose and questions of the research, the qualitative approach and descriptive phenomenological research method of Van Manen's four-stage type were used. The field of research included the teachers of the deaf school in the academic year 1402-1401. The selection of teachers was based on the purposeful sampling method. The criteria for choosing teachers was their willingness to participate in the interview and having experience working with this group of students. The data collection tool was a researcher-made semi-structured interview. The process of interviews continued based on the principle of stopping data saturation. In total, 8 primary school teachers and 3 first secondary school teachers were interviewed. Open and then axial coding was used for data analysis.
To increase the coherence and validity of the findings, the following things were also done: 1. The accuracy of the researchers' opinions and sensitivities in the implementation, implementation, classification and coding of the interviews, review and rethinking of the documents in the research by the researchers. The researchers spent a lot of time reviewing the documents and the text of the interviews and analyzing the content of the answers presented in this research, and tried to control the researchers' bias and prejudice as much as possible. 2. Implementation by the members: in explaining some parts of the work process, after implementing and categorizing the questioning factors and solutions, the final report of the analysis process and the obtained categories was sent to a number of participants, or they were informed about the contents in person. 3. Peer review: using the opinions of several expert colleagues in this field. For this purpose, the points of view of three professors of the Department of Educational Sciences in the field of exceptional children in Farhangian University of Kurdistan and Qom were taken into consideration.
Results
The research findings were presented in two parts. The challenges facing teachers in three areas: 1-challenges related to books, facilities, methods and educational tools (8 cases), 2-challenges related to the field of teachers (4 cases) and 3-specific challenges caused by the characteristics and conditions of children with Hearing impairment and their families (9 cases) were presented, which analyzed the lived experiences of teachers with students with hearing impairment, and the second part was presented in the two areas of used solutions (23 cases) and suggestions (13 cases).
Discussion and Conclusion
The results showed that the teachers considered textbooks to be the most important challenge in classroom teaching. However, the teachers did not see the challenges in only one dimension; Rather, they believed that the challenges of children with hearing loss are multidimensional and in several fields. Therefore, in addition to books and special educational materials and tools for this group of students, the conditions of teachers who teach students with hearing impairment in schools and the unique characteristics of students with hearing impairment, as well as the expectations of the families of these students were influential in creating challenges.
Also, the results showed that teachers use various strategies to reduce challenges; However, they believe that changes should be made at higher levels of the class, in the way of teaching this group of students. Most of the solutions used and suggested are related to students' eyesight and their practical abilities. In addition, teachers consider the increase of students' motivation to be important in achieving educational goals, and they pay attention to the special emotional needs of this group in relation to the teaching methods they use. A significant part of the solutions is also related to informing and empowering students' families, and this shows that awareness and cooperation of families is a factor for improving the quality and educational process.
Acknowledgments
The researchers from all the teachers, assistants and the honorable director of Tawakkol Special Education School in Sanandaj, for participating in the interview, as well as three respected professors of Farhangian University (Dr. Arkan Khoshkalam, Dr. Ali Asaadi and Dr. Masoumeh Tawakli) who studied and reviewed the findings of the article. , they expressed some suggestions, they express gratitude.
sadigheh galle girian; ali pouladi reishahri; molood keykhasravani
Abstract
The present study was conducted to investigate the effect of positivist therapy on mental happiness, resilience and self-affection in the mothers of the children with CP. The present research method was quasi-experimental with pretest-posttest and control group design. The statistical population of the ...
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The present study was conducted to investigate the effect of positivist therapy on mental happiness, resilience and self-affection in the mothers of the children with CP. The present research method was quasi-experimental with pretest-posttest and control group design. The statistical population of the current study included all the mothers of the children with CP in the city of Isfahan in 2016. 30 mothers were selected through Non-probable available and purposive sampling method and put into in the experimental and control groups. The experimental group received positivist interventions in nine ninety-minute sessions once a week while the control group didn’t enjoy such interventions during study process. The applied instruments included the questionnaires of mental happiness, resilience and self-affection. The results from the data analysis showed that positivist therapy had significant effect on mental happiness, resilience and self-affection in the mothers of the children with CP at the posttest and follow-up stages. According to the findings of the present study, mental happiness, resilience and self-affection in the mothers of the children with CP can be improved through applying positivist therapy
shiva akhavan; ahmad abedi; Sheida Jabalameli
Abstract
The present study was conducted to investigate the effectiveness of play therapy based on the parent-child relationship on emotional self-regulation of primary school children with sluggish cognitive tempo. The present study was quasi-experimental with a pretest, posttest, control group, and two-month ...
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The present study was conducted to investigate the effectiveness of play therapy based on the parent-child relationship on emotional self-regulation of primary school children with sluggish cognitive tempo. The present study was quasi-experimental with a pretest, posttest, control group, and two-month follow-up period design. The statistical population of the present study included primary school children with sluggish cognitive tempo in the city of Isfahan in the spring of 2021. 35 children with Sluggish Cognitive Tempo were selected through a multi-stage clustered sampling method and they were randomly accommodated into experimental and control groups (17 children in the experimental group and 18 children in the control group). The experimental group received eight seventy-five-minute play-therapy sessions based on parent-child relationship interventions for one month. The applied questionnaires in this study included a sluggish cognitive tempo questionnaire (McBurnet et al, 2014) and an emotional self-regulation questionnaire (Shields & Cicchetti, 1998). The data from the study were analyzed through Mixed ANOVA via SPSS23 software. The results showed that play therapy based on the parent-child relationship has a significant effect on the emotional self-regulation of primary school children with sluggish cognitive tempo (p<0.001). According to the findings of the present study, it can be concluded that play therapy based on the parent-child relationship can be applied as an efficient method to increase the emotional self-regulation of primary school children with sluggish cognitive tempo through employing Empathetic and intimate reflection of the child's feelings, encouragement and strengthening of parents and making communication problems with children natural.
Ali sheikholeslami; Hossein Ghamary kivi; samira gholami
Abstract
This study was performed aimed to investigate the role of worry, hope and meaning of life in predicting mental health of mothers whose children were mentally disabled. The study method was descriptive and correlational. all the mothers with mental-disabled children under rehabilitation centers of welfare ...
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This study was performed aimed to investigate the role of worry, hope and meaning of life in predicting mental health of mothers whose children were mentally disabled. The study method was descriptive and correlational. all the mothers with mental-disabled children under rehabilitation centers of welfare organization in the city of Ardabil in 2015-2016 formed the population of this study that Among them using available sampling method, 130 mothers were selected and responded to Pennsylvania worry questionnaire, Schneider adult hope questionnaire, Grumbaugh and Maholick purpose in life questionnaire and Goldberg and Hiller general health questionnaire. To analyze the data, tests of Pearson correlation coefficient and multiple regression analysis were used. Results showed that there is a negative significant relationship between worry and its components with mental health of mothers with mental-disabled children and also there is a positive significant relationship between hope and meaning of life with mental health of mothers whose children were mentally disabled (p<0.01). Also, Results of regression analysis revealed that 0.58 percent of the total mental health variance of women with mental- disabled children was predictable based on variables of worry, hope and meaning of life. Therefore, it can be concluded that the worry, hope and meaning of life are the related variables with the mental health of mothers whose children were mentally disabled. So it can be concluded that worry, hope and meaning of life are the variables that associated with mental health of mothers whose children were mentally disabled which need planning.
efat sadat robat jazi; Azam ghafori
Volume 4, Issue 13 , December 2014, , Pages 118-129
Abstract
The present study aims to investigate the effect of social skills training with the help of multimedia Instructional on self-esteem of students (6 to 11 years old) with learning disorder. For this purpose, through a quasi-experimental inquiry, among students with learning disorder in "Institute for learning ...
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The present study aims to investigate the effect of social skills training with the help of multimedia Instructional on self-esteem of students (6 to 11 years old) with learning disorder. For this purpose, through a quasi-experimental inquiry, among students with learning disorder in "Institute for learning disorders" located in the city of Karaj, 36 students were selected randomly and then equally divided into two groups: experimental and control groups. The research tool was a self-esteem questionnaire compiled by Caper Smitt and Abdolah Nejhad has confirmed its validity and its reliability has been calculated through Cronbach's alpha. During eight sessions experimental group were trained using realized multimedia software and control group was kept away from independent variable. To evaluate resultant changes, a pre-test was conducted on both groups. After pre-test the experimental group was exposed to the independent variable i.e. multimedia Instruction and then on both groups post-test was performed. In order to analyze data, statistical methods have been used both in descriptive level (Central indexes and dispersion) and in inferential level (covariance analysis). After reviewing pre-test scores and the age of the students, the results of covariance analysis showed that in the 6 to 11-year-old students with learning disorder, social behavior training by means of multimedia software has significantly increased their self-esteem.
mehdi abdolahzade; narges adib; mriam hasanzadeh; masomeh pourmohamad; abasali iazdani
Volume 4, Issue 16 , September 2014, , Pages 123-158
Abstract
The theory of mind describes the ability of predicting and attributing mental states of self and others; and is essential for one’s social interaction. Previous studies show that intellectually disabled children have deficient and immature theory of mind. The present study wants to survey the effectiveness ...
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The theory of mind describes the ability of predicting and attributing mental states of self and others; and is essential for one’s social interaction. Previous studies show that intellectually disabled children have deficient and immature theory of mind. The present study wants to survey the effectiveness of training mental states on acquisition and promotion of theory of mind of students with intellectual disabilities. In this semi-experimental study, 60 intellectually disabled male and female students were selected by the multiple cluster sampling method in the city of Tehran. These students were randomly assigned into two groups: 30 students (15 boys and 15 girls) were placed in the experimental group and 30 others (15 boys and 15 girls) were placed in the control group. To assess the theory of mind the 38-Item Theory of Mind Test, and unexpected task, were used for both groups in pretest and posttest. The experimental group received nine sessions of training mental states, and the control group used normal school education. To analyze the data, covariance was used. The results revealed that the scores of theory of mind in experimental group was significantly higher than the control group (p<0.05). Training mental states is effective on acquiring and promoting the theory of mind in intellectually disabled students.
Arezoo Shahmiveh Isfahani; Tahereh Heidari; Ahmad Abedi; Marzieh Tavakolniya
Volume 3, Issue 10 , March 2013, , Pages 129-144
Abstract
The purpose of this research is to determine theeffect of group plays on psychomotor development of educable mentally disabledboys (aged 5 to 7 years old). Thestatistical population of this studyincludes all boys with educable mental disability in preschool. The sampleconsists of 20 boys who are randomly ...
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The purpose of this research is to determine theeffect of group plays on psychomotor development of educable mentally disabledboys (aged 5 to 7 years old). Thestatistical population of this studyincludes all boys with educable mental disability in preschool. The sampleconsists of 20 boys who are randomly selected from three special schools inIsfahan city. Then they are randomly assigned into two experimental and controlgroups. The instrument used in this research is Lincoln Oseretsky Test of MotorProficiency and Education Group Play. A pretest is administered on both theexperimental and control groups. Then education play training is employed onthe experimental group for one mouth and 12 sessions. A post test isadministered on both groups at the end of training. The results show there is asignificant difference between the mean scores of Lincoln Oseretsky Test ofMotor Proficiency in the experimental and the control groups in the post test(p<0.001). The effect size is 69%. It is therefore concluded that group playcould increase psychomotor development in educable mentally disabled boys. Sowe can use group plays on psychomotor development in preschool children inaddition to another methods
Abolfazl Firoozmanesh; omid shokri
Abstract
This study aimed to evaluating the measurement invariance of the Brief Fear of Negative Evaluation Scale (BFNES, Leary, 1983) in gifted and nongifted high school students. The sample of 680 high school students (gifted 355 and nongifted 325) were responded the BFNES. Multigroup confirmatory factor analysis ...
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This study aimed to evaluating the measurement invariance of the Brief Fear of Negative Evaluation Scale (BFNES, Leary, 1983) in gifted and nongifted high school students. The sample of 680 high school students (gifted 355 and nongifted 325) were responded the BFNES. Multigroup confirmatory factor analysis was used to examine the cross-group validity and invariance of factorial structure of BFNES. The results of single-group confirmatory factor analysis revealed that the two-factor model of BFNES consisted of positive and reverse scored items in across two groups good fit to the data. The results of multigroup confirmatory factor analysis indicated cross-group invariance of form, factor loadings, measurement residuals and factor variances and covariances of the BFNES across both samples. These findings emphasizing the group invariance of factorial structure of BFNES indicate that gifted and nongifted adolescents are qualitatively same in structural model of expression of social anxiety.
Majid Eydi Baygi; Mahtab Mehrabizadeh Honarmand; Yahya Akbari Shayeh; Bahman Zarezadegan; Ali Ahmadian
Volume 3, Issue 9 , April 2013, , Pages 129-144
Abstract
The aim of this study is to compare the mental health and academic performance of epileptic and non-epileptic adolescent 12-18 years-old students of middle and high schools in Ahvaz in the academic year 2010-2011. The ex-post facto is the methodology used in this study. The sample includes 24 students ...
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The aim of this study is to compare the mental health and academic performance of epileptic and non-epileptic adolescent 12-18 years-old students of middle and high schools in Ahvaz in the academic year 2010-2011. The ex-post facto is the methodology used in this study. The sample includes 24 students with epilepsy homogenized with 24 normal students in middle and high schools in Ahvaz. The General Health Questionnaire (GHQ-28)is administered individually in both groups. The GPA of students is considered to study the ir academic performance. The data are analyzed using MANOVA. The results show there are significant differences between the students with epilepsy and non-epileptic students in the overall mental health and all areas (except anxiety) and also in the academic performance (p<0/05). The refore students with epilepsy are poorer and in direr need in terms of general mental health, physical symptoms, social functioning, depressive symptoms and academic performance. The risk of epileptic seizures can reduce adolescent mental health and academic performance. It is recommended that students should receive mental health training. Also parents and teachers should receive training to improve the mental health and academic performance of their children.