Research Paper
Adel Mohamadzade; Hasan hasanzade; Mohsen Shokoohi-Yekta; sogand ghasemzadeh
Abstract
Autism spectrum disorder (ASD) is a developmental disability that can cause significant communication challenges. Because communication skills are essential to developing other skills, it seems necessary to use early interventions to improve communication skills in children with ASD. Therefore, the aim ...
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Autism spectrum disorder (ASD) is a developmental disability that can cause significant communication challenges. Because communication skills are essential to developing other skills, it seems necessary to use early interventions to improve communication skills in children with ASD. Therefore, the aim of this systematic review was to summarize current research about the effect of the Hanen parent program on the communication, interaction, and language skills of children with ASD. Accordingly, it was searched for all articles and dissertations indexed in Persian and foreign databases, in ScienceDirect, Sagepub, Eric, Wiley, Springer, Pubmed, ProQuest, Noormags, Sid, Magiran, and Irandoc in the period 1990 to 2022; using a combination of expressions including “autism spectrum disorder”, “Hanen parent program”, “communication skills” and “early intervention”. Thus, according to the eligibility criteria (Inclusion and exclusion), thirteen articles were included in this systematic review. The results of these studies showed that the Hanen parent program can lead to the natural acquisition of communication skills in children with ASD by relying on strategies in the natural environment and parent-child interaction. Therefore, it is suggested that the Hanen parent program be used as a beneficial early intervention for children with ASD. However, due to the research limitations that reduce the generalization of the results, its effectiveness requires more detailed studies.
Keywords: Hanen Parent Program, Communication Skills, Early Intervention, Autism Spectrum Disorder.
Extended Abstract
Introduction
Autism spectrum disorder (ASD) is a neurodevelopmental disorder that is characterized by deficits in social communication skills and restricted and repetitive behaviors in early childhood (American Psychiatric Association, 2022). One of the basic problems observed in children with ASD is a lack of social communication skills (Erbas, Özcebe and Esen, 2020). These children do not have enough communication skills to interact with others in verbal and non-verbal contexts. It should be noted that the problem of these people in communication skills may range from minimal limitation to serious damage (Mohan, Kunnath, Philip, Mohan and Thampi, 2017). The communication deficits of these children may reduce their opportunities to facilitate language development and social interactions. Parents, as the first and most important people related to a child, play an important role in promoting their language and social development (Edmunds, Kover and Stone, 2019). The communication challenges of children with ASD are related to the quantity, quality, and duration of parent-child interactions, and the greater the communication problems of a child with ASD, the less successful the parents are in the child's social upbringing. The more these communication problems are, the interactions between parent and child will be less and of lower quality, and the time will be more limited (Laurent and Gorman, 2017).
Therefore, it is necessary to apply parent-mediated based early interventions for children with ASD. In recent years, more emphasis has been placed on the role of parents and their intervention training in improving the skills of children with ASD. Research results indicate the positive effect of parent-based interventions in improving the responsiveness, language, and social skills of children with ASD (Reichow, 2012; Alonso-Esteban and Alcantud-Marín, 2022; Vinen, Clark and Dissanayake, 2022). One intervention that is parent-mediated based is the Hanen more than word program (HMTW). Since HMTW is based on the child's natural environment and family system, it can increase the ability to generalize these skills in children with ASD (Akamoglu and Meadan,2018). Since it seems that the effectiveness of HMTW on the social interactions and language skills of children with ASD has not been systematically investigated, therefore the aim of the current research was the systematic review of researches that show the effectiveness of HMTW on these skills.
Literature Review
The research findings of Garnett, Davidson & Eadie (2022) showed that HMTW can be effective and reduce time and financial costs. The parents' insight towards the interaction, learning and behavior of themselves and their children was improved. Improvements in communication, interaction responsiveness and play in ASD children were also reported. But it didn't have much effect on parents' stress. Also, Lok, Qi & To (2021) emphasized that HTMW can affect the communication skills of children with ASD whose parents have a higher sense of competence. Erbas et al showed the effect of HTMW on parents' self-efficacy, anxiety, and stress. It also affects the parent-child interaction and language performance of children with ASD.
Methodology
The current research employed a systematic review method, utilizing the PRISMA model to analyze collected data. Relevant research articles from reputable databases, including ScienceDirect, PubMed, ERIC, PsycINFO, Scopus, Web of Science, Noormags, SID, Magiran, and IranDoc, were searched using keywords such as 'autism spectrum disorder,' 'communication skills,' 'early interventions,' and 'Hanen Parent Program' for the period spanning 1990 to 2022. All relevant sources cited in these articles were also examined. Following an initial search of the research background, articles were screened based on titles and abstracts to remove duplicates and irrelevant studies. Subsequently, the full text of the remaining articles was reviewed and evaluated by two referees according to predefined inclusion and exclusion criteria to identify eligible research. To mitigate the risk of bias in the studies included in this research, we utilized the quantitative studies quality assessment tool from the Effective Public Health Practice Project (EPHPP, 1998). Two evaluators assessed the studies using this tool, and the level of agreement between them was measured using the Kappa coefficient.
Results
After conducting investigations, we identified 390 studies, with 138 remaining after removing duplicates. Subsequently, we examined the titles and abstracts, eliminating 79 unrelated studies. This left 59 studies for full-text review. Following the application of inclusion and exclusion criteria, 46 studies were removed, resulting in the identification of 13 relevant studies for our analysis.
Among the identified studies, 7 were experimental or quasi-experimental (53.85%), with 1 utilizing mixed methods. Additionally, there were 4 case studies (30.77%), 1 single-subject study (7.7%), and 1 longitudinal study (7.7%).
The quality of the research was assessed using the Kappa coefficient, yielding a score of 0.92. Thus, 3 articles were deemed to have good quality, 5 had medium quality, and 5 had low quality. Studies receiving a low rating often had limitations in research methodology, sample size, and data collection methods, hindering generalizability to the community. These results are shown in Table 1. Overall, the effectiveness of HMTW in these studies can be categorized into quantitative (with statistical analysis) and qualitative or mixed-method research (descriptive and single-subject). It's important to note that the results of quantitative studies varied.
Table 1 Results of quality assessment of studies using the EPHPP
Authors, year of publication
Selection bias
Study design
Confounders
Blinding
Data collection methods
Withdrawals and drop-outs
Global rating
Garnett, Davidson & Eadie (2022)
1
1
1
2
2
2
2
Lok et al (2021)
3
2
3
2
2
2
3
Erbas et al (2020)
4
1
2
2
2
2
2
Sokmum, Singh & Vandort (2017)
4
2
2
2
2
2
2
DeCarlos & Baixauli (2015)
1
1
1
2
1
1
1
Lieberman-Betz et al (2014)
2
2
2
1
2
3
2
Carter et al (2011)
3
3
2
3
2
3
3
Patterson & Smith (2011)
1
1
1
1
1
2
1
Prelock, Calhoun, Morris & Platt (2011)
1
1
1
1
1
2
1
Venker, McDuffie, Weismer & Abbeduto (2011)
2
2
1
1
1
2
2
Girolametto Sussman & Weitzman (2007)
1
1
1
1
1
2
1
McConachie, Randle, Hammal & LeCouteur (2005)
3
3
2
2
3
2
3
Sorensen (1992)
1
1
1
1
1
1
1
Discussion
The results of this research indicate that the program is more effective than HMTW for improving the communication skills of children with ASD. However, except for Venkar et al.'s (2011) study, which showed a medium effect size, the rest reported weak effect sizes, attributed to small sample sizes and data collection methods.
Active parental involvement in treatment supports the language and communication development of children with ASD (Lok et al., 2021). Conversely, Carter et al (2011) found HMTW to be more effective for children with ASD showing limited interest in objects.
Children less interested in specific objects responded better to HMTW, while those more interested required additional support and different strategies. Therefore, attention should be given not only to the communication level but also to the level of interest in subjects.
Furthermore, Sokmum et al (2017) concluded that parental intervention can be as effective as a therapist-led intervention. They observed minimal progress in communication skills among the control group subjected to clinical intervention compared to the experimental group undergoing HMTW.
Conclusion
In general, it can be said that HMTW emphasizes the natural life and daily activities of children with ASD and considers parents' education as the main social and communication base of the child, and considering the positive results that these studies have obtained from its effectiveness, it confirms its usability and training as an early intervention - alone or in combination with other interventions. However, the effectiveness of this intervention in order to ensure its generalizability to the entire society, requires more detailed investigations and a higher sample size.
Research Paper
Sharmin Esmaeili Anvar; Reza Ghorban Jahromi; Amin Rafiepoor; Mehrdad Sabet
Abstract
AbstractThe aim of this study was to determine the effectiveness of the training package enhancement lateral domination over the components of executive functions including: initiation, working memory, planning, organizing and monitoring and visual perception components including: Visual-spatial relationship, ...
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AbstractThe aim of this study was to determine the effectiveness of the training package enhancement lateral domination over the components of executive functions including: initiation, working memory, planning, organizing and monitoring and visual perception components including: Visual-spatial relationship, visual form-constancy, visual sequential-memory and visual figure-ground of children with specific learning disabilities. The method of the present study was experimental with a pretest-posttest design with a control group. From elementary school children from 7 to 12 years old who were diagnosed with specific learning disabilities in psychology clinics in Tehran in 2020, 30 people were randomly selected and then randomly replaced in two groups of 15 experimental and control. The Edinburgh inventory and Delacato Neurodevelopmental Scale, TVPS-R Visual Perception Test and Brief’s Behavioral Rating Scale of Executive Functions were used to collect data. The results of the analysis of covariance showed that the training package had an effect on executive functions (p <0.01 and F = 8.47) and visual perception (F=10.20 and P<0/01) in children with specific learning disabilities in the experimental group.Keywords: Specific Learning Disabilities, Lateral Dominance, Executive Functions, Visual Perception, Children. Extended Abstract IntroductionChildren with Specific Learning Disorder exhibit symptoms that include problems with understanding or using language (spoken or written) that manifest as difficulties in reading, writing, spelling, or performing mathematical calculations. These difficulties are not due to intellectual disabilities, uncorrected sensory problems (such as poor vision or hearing), inadequate educational instruction, or any cultural or economic disadvantage. Instead, they are intrinsic to the individual and are believed to be due to neurological dysfunction in the brain.Specific Learning Disorder can have significant impacts on a child's education and daily life, affecting academic achievement and activities that require reading, writing, or arithmetic skills. Additionally, it can impact job performance and daily activities in adults if not adequately addressed during childhood.The importance of executive functions in academic and daily life activities is well understood in the psychological and educational sciences.Given the profound impact of executive functions on children with Specific Learning Disorders, this study aims to explore the effectiveness of a training package designed to improve these functions. By focusing on enhancing lateral dominance, which is hypothesized to be linked to improvements in executive functions and visual perception, the study seeks to provide empirical evidence supporting specific intervention strategies that could benefit children diagnosed with Specific Learning Disorders. LiteratureAccording to the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5), Specific Learning Disorder is a neurodevelopmental disorder with a biological origin that manifests itself during the years of formal schooling. It is primarily characterized by persistent difficulties in learning and using academic skills, which are not consistent with the individual's chronological age or the opportunities for learning provided. These difficulties are evident in three main areas: reading, writing, and arithmetic, often referred to collectively as 'the three Rs' (reading, writing, and arithmetic).Executive Functions include processes such as planning, organization, strategic thinking, attention to detail, and memory management, which are essential for learning and adapting behaviors. A deficit in these areas can severely affect an individual's ability to function effectively in educational, social, and work environments. MethodologyThe study employed an experimental design with a pretest-posttest setup and a control group. The participants were 30 elementary school children between the ages of 7 and 12 who were diagnosed with specific learning disabilities at psychology clinics in Tehran in the year 2020. These children were randomly divided into two groups: 15 in the experimental group and 15 in the control group.Entry Criteria:Enrolled in elementary school.Diagnosed with specific learning disabilities.No significant neurological or physical health issues aside from specific learning disabilities.Exit Criteria:Withdrawal of consent by the children or their parents.Non-compliance with the training protocols.Instruments Used:Edinburgh Handedness Inventory - Used to assess the preferred hand dominance of the participants.Delacato's Neurodevelopmental Scale - Employed to evaluate sensory integration and neurodevelopmental status.Test of Visual Perceptual Skills (TVPS-R) - A tool to measure visual-perceptual strengths and weaknesses.Behavioral Rating Inventory of Executive Function (BRIEF) - Used to assess the executive functions of the children, which include behavior regulation, emotion control, and task completion.Procedure: The study was conducted over a period of three months. The experimental group underwent a specific training program aimed at enhancing lateral dominance, hypothesized to improve executive functions and visual perception. The control group did not receive any specific intervention but continued with their regular school curriculum. Pretests and posttests using the above instruments were administered to both groups to measure any changes in executive functions and visual perception abilities.Data Analysis: Data were analyzed using ANOVA to compare the pretest and posttest results between the experimental and control groups. Statistical significance was set at p < 0.05. ResultsThe analysis of covariance showed significant improvements in both executive functions and visual perception among children in the experimental group compared to the control group. The findings are as follows:Executive Functions: There was a significant increase in the scores for executive functions in the experimental group (p < 0.01, F = 8.47), suggesting that the training package effectively enhanced these cognitive abilities.Visual Perception: Similarly, visual perception scores improved significantly in the experimental group (F = 10.20, p < 0.01). This indicates that the training not only affected cognitive processes related to planning and execution but also improved the children's ability to interpret visual information.These results confirm the hypothesis that enhancing lateral dominance through specific training can positively impact cognitive abilities that are crucial for academic success in children with specific learning disabilities. DiscussionThe results of this study provide strong support for the effectiveness of the training package aimed at enhancing lateral dominance in improving executive functions and visual perception in children with specific learning disabilities. The significant improvements observed in these areas suggest that targeted interventions can have a marked impact on the cognitive abilities that underpin academic performance and daily functioning.Executive Functions: The improvement in executive functions is particularly notable because these functions are critical for managing thoughts, emotions, and actions. These skills are essential for academic success, as they involve planning, organizing, and prioritizing tasks, which are often challenging for children with learning disabilities. The training seems to have enhanced the brain's executive control systems, likely by strengthening neural pathways that support cognitive processing.Visual Perception: The enhancement in visual perception skills indicates that the training may have facilitated better integration of visual information processing. This is crucial for tasks such as reading and mathematical reasoning, where visual layout and spatial understanding play significant roles. Improved visual perception can lead to better academic performance and more effective interaction with the environment.Theoretical Implications: These findings contribute to the theoretical understanding of how interventions targeting physical and cognitive processes can ameliorate specific cognitive deficits associated with learning disabilities. They support the notion that improving lateral dominance can have broad cognitive benefits, possibly by enhancing the integration of sensory information and executive processing.Practical Implications: Practically, this study offers a feasible approach for educational and clinical settings to implement interventions that can improve critical cognitive functions in children with learning disabilities. Schools and therapists might consider incorporating similar training programs into their standard practices to aid children with specific learning disabilities.Limitations and Future Research: Despite the promising findings, the study has limitations that should be addressed in future research. The sample size was relatively small, and the study was confined to a specific geographic area, which may limit the generalizability of the results. Future studies could expand the sample size and include participants from diverse backgrounds to enhance the robustness and applicability of the findings. ConclusionThe study confirms the effectiveness of a specialized training package designed to enhance lateral dominance in improving the executive functions and visual perception of children with specific learning disabilities. The significant improvements noted in these cognitive areas underscore the potential of tailored interventions to not only enhance the academic performance of these children but also improve their overall daily functioning.The intervention focused on developing lateral dominance, which appears to have a substantial impact on both executive functions and visual perception abilities. These capabilities are crucial for success in educational settings and for managing everyday tasks efficiently. By strengthening these cognitive skills, the training helped participants become more adept at navigating challenges that arise due to their learning disabilities.In summary, this study illustrates the value of integrating specific neurodevelopmental approaches into educational strategies for children with learning disabilities. It highlights the importance of targeted cognitive training that addresses specific deficits to optimize learning outcomes. Future research should continue to explore and expand on these findings with larger sample sizes and diverse populations to fully understand the broader applicability and long-term benefits of such interventions.
Research Paper
Mohammadreza Noroozi Homayoon; Nader Heidari Raziabad; Ali Rezaeisharif; Ali Sheykholeslami; Mahdi Jafari Moradlo
Abstract
AbstractThe purpose of this research was to design and validate a model for improving attention deficit and hyperactivity in primary school students of Ardabil City. The research was applied in terms of purpose, mixed in terms of the nature of data, and exploratory in terms of execution method. In the ...
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AbstractThe purpose of this research was to design and validate a model for improving attention deficit and hyperactivity in primary school students of Ardabil City. The research was applied in terms of purpose, mixed in terms of the nature of data, and exploratory in terms of execution method. In the qualitative part, the semi-structured interview and database theory have been used. The statistical population of the qualitative section was university professors and experts in the field of school counseling and educational sciences, 15 of whom were selected based on the principle of opinion saturation. The statistical population in the quantitative section was all the primary school teachers of Ardabil City in the academic year of 2023-2024 in the number of 2600 people, according to Morgan's table, 335 of them were selected based on stratified random sampling. The data collection tool in this research was a researcher-made questionnaire resulting from the refined concepts obtained from the primary codes. The data sets obtained after the continuous process of open, central, and selective coding were organized in the form of 156 open codes, 146 concepts, 12 categories and 6 classes based on a systematic approach. The findings of the research show the improvement pattern of attention deficit and hyperactivity in elementary school students of Ardabil city under the categories of personal and psychological characteristics, motor skills, social skills, attention deficit disorder, educational strategies at the individual level, educational strategies at the interpersonal and communication level, pharmaceutical interventions and nutrition, physiological and behavioral interventions, psychological control, strengthening motor and physical abilities, psychological growth and social participation were categorized and fit in terms of validation (p<0.05). Finally, it is suggested that the results of this research be used as a guide and a general path to improve attention deficit and hyperactivity by specialists in schools and in other centers such as psychological service centers, counseling and psychotherapy clinics, welfare centers, universities, etc. Use existing situations and contexts.Keywords: Design, Validation, Attention Deficit, Hyperactivity, Elementary School Students. Extended Abstract IntroductionOne of the most common neurodevelopmental disorders is attention-deficit/hyperactivity disorder (ADHD) which is characterized by the inability to pay sustained attention, impulsivity, hyperactivity inhibition, impulse control, internalizing, and externalizing problems, which has become a growing concern globally. Statistics show that this dysfunction affects 3-7% of children. According to the fifth diagnostic and statistical manual of mental disorders, attention deficit/hyperactivity disorder is a chronic and uncoordinated neurodevelopmental mental disorder characterized by hyperactivity, impulsivity, and reduced attention. Among the treatments that are used to reduce the symptoms of attention-deficit/hyperactivity disorder are drug treatments that also have beneficial effects, which are suitable in the short term; but hyperactive children do not achieve an optimal level of attention by taking these drugs; therefore, along with drug treatments, it is necessary to use other treatments. Therefore, considering the many issues and problems that this disorder has caused in children, families and teachers, and considering that this disorder is often diagnosed in school-aged children, in the current research, it was considered necessary to design and validate the improvement model of attention deficit hyperactivity disorder among primary school students in Ardabil city to introduce and categorize a set of factors that can be the foundation and shaper of attention deficit hyperactivity disorder and also factors that can be effective in improving and treating this disorder, and the set of factors related to this disorder should be discussed. MethodologyThe aim of the current research is to design and validate the model for improving attention deficit and hyperactivity in primary school students. Due to the fact that the results of this research can be directly used, therefore, the current research was applied in terms of purpose and mixed (qualitative and quantitative) in terms of the nature of the data. In terms of the implementation method, the research was exploratory. The research method in the qualitative part was a semi-structured interview and the implementation of the foundation data method, and in the quantitative part, the structural equation model method was used. The qualitative statistical population of the research was university professors and experts in the field of school counseling and educational sciences of Ardabil province. In this research, to select the sample of the qualitative part of the work, purposive sampling, which is one of the non-probability sampling methods, was used. The sample size of the qualitative part was 15 university professors in the field of school counseling and educational sciences in Ardabil. Semi-structured interviews were used to collect data. In order to implement the research, a week before the interview, the title and purpose of the research were explained to the professors. Ethical issues in this research include ensuring the informed consent of the participants to participate in the research and recording the content of the interviews, as well as the right to withdraw from the research at all stages of the research. The statistical population in the quantitative section was all primary school teachers in Ardabil city. The total number of primary school teachers in Ardabil city in the academic year 1402-1401 was around 2600 people. Therefore, according to the size of the statistical population and based on Morgan's table, 335 people were selected as the statistical sample size of the quantitative section based on stratified random sampling. In order to analyze the questions in the first stage, the structural codes were collected by three methods of open coding, axial coding and selective coding, and in the second stage, due to checking the fit of the model obtained from the first stage, according to the non-normal distribution of the data using the partial least squares method. PLS and bootstrapping techniques were used in Smart PLS software. ResultsAfter the qualitative analysis that led to the identification of primary codes, these codes were classified into several categories according to the similarity and authenticity of the data, and finally, the categories were placed in special classes. After continuous analysis and open, central and selective coding, the data were organized in the form of 156 open codes, 146 concepts, 12 categories and 6 classes (causal conditions, central conditions, strategies, intervening conditions, background conditions and consequences). In fact, these data show the criteria for improvement of attention deficit and hyperactivity in primary school students of Ardabil city and a new pattern emerged in this direction. DiscussionThe results of the research show the improvement pattern of attention deficit and hyperactivity in elementary school students of Ardabil city under the categories of personal and psychological characteristics, motor skills, social skills, attention deficit disorder, educational strategies at the individual level, educational strategies at the interpersonal and communication level, pharmaceutical interventions. and nutrition, physiological and behavioral interventions, psychological control, strengthening motor and physical abilities, psychological development and social participation were categorized and fit in terms of validation. ConclusionFinally, it is suggested that the results of this research be used as a guide and a general path to improve attention deficit and hyperactivity by specialists in schools and in other centers such as psychological service centers, counseling and psychotherapy clinics, welfare centers, universities, etc. Use existing situations and contexts.AcknowledgmentsWe are grateful to all the teachers of Ardabil City who helped in the implementation of the project with their participation in the
Research Paper
Zahra Ezabadi; Fatemeh Behjati Ardakani; Elahe Shirovi
Abstract
The present study was conducted to investigate the effectiveness of cognitive-behavioral play therapy on social anxiety and academic self-concept of elementary school students with stuttering. The method in terms of purpose, was an application and information-gathering aspect, was a semi-experimental ...
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The present study was conducted to investigate the effectiveness of cognitive-behavioral play therapy on social anxiety and academic self-concept of elementary school students with stuttering. The method in terms of purpose, was an application and information-gathering aspect, was a semi-experimental type of pre-test, and post-test with a control group. The statistical population of this study included all primary school students in Shiraz of which 30 were selected by available sampling. The research tool was the Social Anxiety Questionnaire (LSAS-SR) and the academic self-concept questionnaire was administered to both groups, and the experimental group underwent intervention for 10 one-hour sessions. The collected data were analyzed using univariate and multivariate analysis of covariance in SPSS-24. The findings showed that there is a significant difference between the average scores of the compared groups in social anxiety in the post-test, which indicates that the average scores of social anxiety in the experimental group (53.93) compared to the control group (57.06) has significantly decreased. Also, there is a significant difference between the average scores of the compared groups in the academic self-concept in the post-exam, which indicates that the average scores of the academic self-concept in the post-exam in the experimental group (47.66) compared to the control group (43.36) ) has increased significantly. Therefore, the hypothesis of the research based on the effectiveness of cognitive-behavioral play therapy on social anxiety and academic self-concept of elementary school students with stuttering is confirmed.Keywords: Cognitive-Behavioral Play Therapy, Social Anxiety, Academic Self-Concept, Stuttering. Extended AbstractIntroductionStuttering as a communication disorder can lead to serious problems in interpersonal relationships and affect the quality of a person's life. People with stuttering are prone to anxiety and anxiety disorders, especially social anxiety disorder. People with stuttering gradually use avoidance behaviors due to their bitter experiences of stuttering. These behaviors and fears cause refusal of social communication. Social anxiety in childhood and adolescence is associated with problems in cognitive and emotional dimensions and social adaptation. These children have not made much progress in school due to anxiety, they have weak social relationships and have less adaptability than their peers. Lack of academic success causes these students to become discouraged from studying and weaken their morale or drop out. Therefore, these children can have weak self-concepts. Academic self-concept is a form of self-concept that is formed as a result of mutual actions and learning experiences and academic progress, and this shows that academic self-concept is learnable and acquired. Cognitive-behavioral play therapy training leads to the reduction of students' anxiety, tension, shyness and social isolation and increases their health and psychological ability. Therefore, the present study was designed with the aim of determining the effectiveness of cognitive-behavioral play therapy on social anxiety and academic self-concept of elementary school students with stuttering.MethodologyThe current research was a semi-experimental study of pre-test-post-test type with a control group. The statistical population of this research was all elementary school students with stuttering referred to speech therapy centers in Shiraz. The study sample was 30 people from the mentioned statistical population who were selected purposefully and available based on the entry and exit criteria and were placed in two experimental and control groups. The data collection tools including the Leibovitz social anxiety scale questionnaire, and academic self-concept scale were implemented in both groups, and the experimental group underwent cognitive-behavioral play therapy intervention for 10 sessions of 60 minutes with the plan suggested by Rivier (2006). And it was placed in a group. The data were analyzed using univariate and multivariate analysis of covariance in SPSS-24.ResultsTo check the presuppositions of covariance analysis, the results of the Shapiro-Wilk test showed that the data distribution is normal (p < 0.05), in order to check the homogeneity of the error variance of the research variable in the three groups, Levin's test was used, which level the significance of the F statistic was greater than 0.05, and in examining the slope of the regression line and the interaction between the groups and the pre-test of the variables, the results showed that the significance level of F is greater than the critical value of 0.05. The results of the covariance analysis and the table of averages show that the average scores of social anxiety in the post-test in the experimental group (53.93) compared to the control group (57.06) have decreased significantly. Also, the discriminant chi-square analysis indicates that cognitive-behavioral play therapy explains 37% of the variance of social anxiety in children with stuttering. Also, the results of the analysis of covariance showed that there is a significant difference between the average scores of the compared groups of academic self-concept in the post-test [P = 0.001, F = 13.25]. Examining the mean table shows that the mean scores of academic self-concept in the post-test in the experimental group (47.66) compared to the control group (43.26) have increased significantly. Also, the discriminant square root analysis indicates that cognitive-behavioral play therapy explains 32% of the variance of academic self-concept in children with stuttering.Discussion and ConclusionThe findings of the present study showed that cognitive-behavioral play therapy was effective on social anxiety and academic self-concept of elementary school students with stuttering. In cognitive-behavioral play therapy, the therapist accepts children's behavior unconditionally without surprising them, arguing with them, or pointing out the incorrectness of their work. During these games, the child understands the phenomena, understands the relationships and feels comfortable, and uses it as a tool to establish communication, exchange and test and master the external realities. In a way, it can be said that during this course of cognitive-behavioral play therapy in a safe environment, anxious children test the external reality without fear of evaluation. Academic self-concept is influenced by a person's educational experiences and the interpretation of the educational environment, and it expresses knowledge and perceptions in different academic fields. Stuttering can damage the student's perceptions, attitudes and beliefs about his ability. In cognitive-behavioral play therapy, encouragement is one of the main elements, encouragement helps the child to recognize which of his behaviors are approved by the therapist and which are not appropriate, and also helps the child to feel good about to earn.Ethical considerationsThis research is taken from the Master's thesis of Zahra Ezabadi, Department of General Psychology, Ardakan University, Yazd, code 2475187, dated 8/1/2018. Ethical considerations such as confidentiality, informed consent of the participants' parents and confidentiality of identity information have been fully observed in this study.AcknowledgmentsFrom all the officials of the speech therapy centers in Shiraz and the students of the sample group who cooperated in this research; thanks and appreciation is given.
Research Paper
Ahmad Nasseri; mahnaz khosrojavid; Seyed Mousa Kafi Masouleh
Abstract
Separation anxiety disorder is one of the most common mental disorders in teenagers that causes severe physical and mental disorders. The aim of this study was investigated effect of Intensive Dovanlo's short-term Daynamic Psychotrapy on The Quality of Object Relations and Defense Mechanisms in Adolescents ...
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Separation anxiety disorder is one of the most common mental disorders in teenagers that causes severe physical and mental disorders. The aim of this study was investigated effect of Intensive Dovanlo's short-term Daynamic Psychotrapy on The Quality of Object Relations and Defense Mechanisms in Adolescents White Separation Anxiety Disorder. This study was experimental method with pre-test-post-test design with a control group. The study’s population consisted of all male students of the second High school with separation anxiety disorder from khalkhal city during the academic year 2021-2022. Among these, 30 number of students with separation anxiety disorder based on March et al.'s separation anxiety questionnaire (1997) and the structured clinical interview and other inclusion criteria the research were selected and random assignment and placed in two experimental and control groups (15 people in each group).The experimental group was trained 10 sessions of 60 minutes under a short-term in Dovanlo's short-term Daynamic Psychotrapy. Bell's (1995) thematic relationship questionnaires and Andrews et al.'s (1993) defense mechanisms questionnaires were used for both groups in the pre- and post-test stages. Research data were analyzed by multivariate covariance analysis. The results showed that Dovanlo's short-term Daynamic Psychotrapy can significantly improve the quality of Object relationships and reduce Defense Mechanisms in Adolescents. Based on this, the using of Dovanlo's short-term Daynamic Psychotrapy can help students with separation anxiety disorder in reducing psychological problems and increasing the quality of relationships.
Keywords: Dovanlo's short-term Daynamic Psychotrapy, Object Relations, Defense Mechanisms, Separation Anxiety Disorder.
Extended Abstract
Introduction
Separation anxiety disorder is considered to be one of the most common mental disorders in adolescence, which affects 6-20% of children and adolescents in developed countries (Hannesdottir, 2018). Among the factors related to the phenomenon of anxiety, two important cases can be mentioned. One is object relations, which means the person's representations of himself and others and the factors associated with these representations (Handelzalts et al., 2014) or the person's capacity to establish relationships in the early years of life (Kelly, 2014). Another variable is the defense mechanisms that the adolescent with separation anxiety disorder resorts to underdeveloped and maladaptive defense mechanisms in order to control his anxiety due to the experience of rejection from parents and great anxiety in interpersonal situations (Giuseppe et al., 2019; Ciocca, et al., 2017; Abbasi et al., 2014). Findings suggest that Intensive Dovanlo's short-term dynamic psychotherapy is an effective treatment for adolescents with anxiety disorders who did not respond adequately to previous standard treatments (Çitak et al., 2021; Bosh & Miler, 2015; Keefe et al., 2014). In this treatment, it is on the unconscious that by breaking the resistance and by producing mental images and vivid memories of the unconscious content, light shines on the core structure of the unconscious (Glisson et al., 2018). Despite the importance of thematic relationships and defense mechanisms in separation anxiety and the effect of intensive short-term dynamic psychotherapy, researches about these two variables in adolescents with separation anxiety disorder are few, and on the other hand, the effectiveness of this treatment method in the society of men with addiction, borderline personality disorder, Obsessive Compulsive Disorder, Depression, Social Anxiety, Generalized Anxiety and Separation Anxiety. This is while teenagers also suffer from separation anxiety disorder and experience many problems in family relationships, school, social functioning, isolation, and lack of motivation.
Research Question
Does Intensive Dovanlo's short-term dynamic psychotherapy have an effect on the quality of object relations and defense mechanisms of adolescent boys with separation anxiety disorder?
Literature Review
Mikaili and Moulai (2019) stated that there is a significant negative relationship between separation anxiety disorder and developed defense mechanisms, and a significant positive relationship between neurotic and underdeveloped defense mechanisms. As a result, underdeveloped defense mechanisms were confirmed as predictors of separation anxiety disorder. The results of Meskarian et al.'s research findings (2015) indicated that through short-term intensive dynamic psychotherapy, with a focus on communication patterns, while improving the quality of thematic relationships, anxiety decreased, which shows the usefulness of this treatment method. Prout et al. (2019), stated that psychodynamic therapy can target maladaptive defense mechanisms and improve self-regulation capacity, increase flexibility, and improve interpersonal relationships. Parisuz et al. (2019), observed that short-term intensive dynamic psychotherapy reduces negative emotions and improves interpersonal processes.
Methodology
The current research is an experimental study with a pre-test-post-test and control group design in terms of practical purpose and in terms of research design. The statistical population of the research included all male students of the second secondary school with separation anxiety disorder in Khalkhal city in the academic year of 1400-1401. Multi-stage cluster random sampling method was used to collect data after obtaining a code of ethics (IR.GULAN.REC.1401.007) from the University of Guilan. Thus, firstly, all secondary schools of Khalkhal city (8 high schools and conservatories) were selected, and in the next step, 3 classes of 10th, 11th, and 12th grades were randomly selected from each school. Then the members of these classes (480 students) were examined with the Multidimensional Anxiety Scale (March et al., 1997) and 34 people who obtained a cutoff score ≥ 60 were identified, then a structured clinical interview of anxiety symptoms was conducted with them. A structured Clinical Interview for Separation Anxiety Symptoms (Shear et al., 2002) was conducted and among them, 30 teenagers with separation anxiety disorder were randomly placed in two experimental and control groups (15 people in each group) and the experimental group had 10 sessions and each session lasted for 90 minutes one by one and according to a predetermined schedule, they were subjected to Intensive Dovanlo's short-term dynamic psychotherapy. After that, the Bell Object Relations Inventory (1995) and the Defense Style Questionnaire (Andrews et al., 1993) were conducted for both groups. It is necessary to explain that at the beginning, in a briefing meeting and stating the objectives of the research, consent was received from the students and their parents to participate in the research, and the researcher assured the participants that all the materials presented in the therapy sessions and the results of the questionnaires will be confidential. In this research, the treatment program was carried out by the researcher who received the necessary training in this field.
Results
Table 1. The results of MANCOVA of the sub-scales of object relationship
OP
Eta
P
F
MS
DF
SS
variables
1
813/0
001/0
21/104
13/139
1
13/139
Egocentricity
group
52/0
156/0
046/0
43/4
03/9
1
03/9
Alienation
1
541/0
001/0
24/28
06/41
1
06/41
Insecure Attachment
77/0
246/0
010/0
83/7
44/7
1
44/7
Social Incompetence
Table 2. The results of MANCOVA of subscales of defense mechanisms
OP
Eta
P
F
MS
DF
SS
variables
1
591/0
001/0
05/36
60/1472
1
60/1472
Mature styles
group
1
778/0
001/0
69/87
53/1975
1
53/1975
Neurotic styles
1
566/0
001/0
64/32
18/1495
1
18/1495
Immature styles
Discussion
The results showed that Intensive Dovanlo's short-term dynamic psychotherapycan significantly improve the quality of object relationships and reduce the maladaptive defense mechanisms of adolescents with separation anxiety disorder.The studies of Meskarian et al. (2015), Parisuz et al. (2019), and Prout et al. (2019) are in line with the findings of this research.In explaining this finding, it can be said that in this method, the therapist by establishing a sincere and safe environment, building capacity, and rebuilding primitive defenses, stimulates the unconscious therapeutic alliance, which is an antidote to alienation, insecure attachment, social incompetence, and self-centeredness.Also, in the treatment sessions, with the experience of intimate relationships, the capacity of emotional insight into past problems is acquired, and it reduces self-centeredness and social incompetence caused by previous bitter experiences.Dynamic psychotherapy creates more adaptive defense styles and the patient's pathological symptoms improve due to the change in his defense styles.In this way, in this therapeutic method, the teenager learns to experience his feelings and becomes aware of the defenses and behavior that cause the suppression of feelings, therefore, he does not see the need to use inappropriate defenses in various situations to hide his feelings.
Conclusion
In general, it can be said that since adolescents with separation anxiety disorder, due to the fear of rejection and loss of loved ones, experience problems in recognizing and describing emotions and communicating emotions according to the conditions, in short-term intensive dynamic psychotherapy, the capacity for insight is acquired regarding past problems and it reduces self-centeredness and improves subject relationships. On the other hand, in this therapeutic approach, people face their feelings and learn more logical ways to cope with their experiences and feelings, which reduces incompatible mechanisms. Due to time limitations, the follow-up period was omitted, which can lead to the generalization of the results with caution, therefore, it is suggested that future researches be conducted with the follow-up period in order to determine the effect of this intervention on the considered variables more precisely.
Acknowledgments
The authors of the article sincerely thank and appreciate the cooperation and assistance of all education officials of Khalkhal City and especially the patient students participating in this research.
Research Paper
Farhad Ghadiri Sourman Abadi; karim abdolmohamadi; Asgar Alimohamadi
Abstract
The study aimed to compare social isolation and psychological well-being in students with specific and normal learning disabilities. The current research was descriptive and the causal-comparative type of research. The statistical population of the present study included all students with learning disabilities ...
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The study aimed to compare social isolation and psychological well-being in students with specific and normal learning disabilities. The current research was descriptive and the causal-comparative type of research. The statistical population of the present study included all students with learning disabilities and normal students of Urmia City in the academic year of 2022-2023. A sample of 34 people (17 students with Specific learning disabilities and 17 normal students) were selected for each group using targeted sampling. The group of students with learning disabilities was diagnosed by the teacher and by a specialist in the psychology and education of children with special needs. Social Isolation Assessment Questionnaire of Asher et al., (1984) and Sterling's Children's Well-Being Questionnaire were used to collect data. Analysis of covariance test was used to analyze the data. The results of the research showed that there is a significant difference between the social isolation and mental well-being of students with specific learning disabilities and normal students (P<0.05). Therefore, it can be said that students with specific learning disabilities need to receive effective interventions to improve social isolation and well-being.Keywords: Social Isolation, Psychological Well-Being, Students, Specific Learning Disability. Extended Abstract IntroductionSpecific learning disability is a complex neurodevelopmental disorder (McDonough et al., 2017) that includes persistent problems in reading (dyslexia), written expression (dyslexia), or mathematics (Dyscalculia) (Colvin et al., 2022). One of the adverse consequences of this disorder in the social sphere is social isolation (Bruefach & Reynolds, 2022). Social isolation is defined as the objective lack of social relationships or low social contact with others (Wu, 2020) and is often measured in terms of the size of the social network, the diversity of the network or the frequency of contacts (Lim et al., 2022). On the other hand, students with specific learning disorders are at a lower level of Psychological well-being than normal children due to the frequent failures they face at school and at home (Alesi et al., 2014). Psychological well-being allows people to reach their maximum potential by developing virtues, focusing on capabilities and personal growth, and understanding that happiness is achieved through individual self-knowledge (Ryff, 2014).Literature ReviewStudies have shown that compared to normal children, children with special learning disorders have more information-processing defects and are less popular and more rejected (Khasawneh, 2021). In this regard, Brufak and Reynolds (2022) found that students with specific learning disabilities have fewer friends, their friends are less academically ambitious, they feel more incuriosity and hate at school, and they are more likely to avoid friendships. Abbasi (2016) also showed that students with specific learning disorders have problems in starting and maintaining friendships, and these problems may lead to feelings of loneliness, low self-esteem, and other psychological and social defects. Also, Matteucci & Soncini (2021) reported the prevalence of problems related to psychological well-being in students with specific learning disorders more than in normal students. Haft et al. (2019) showed that more psychological problems such as depression, anxiety, interpersonal relationships, and low self-esteem are observed in people with specific learning disorders.MethodologyThe current research was descriptive and the causal-comparative type of research. The statistical population of the present study included all students with learning disabilities and normal students of Urmia City in the academic year of 2022-2023. A sample of 34 people (17 students with Specific learning disabilities and 17 normal students) were selected for each group using targeted sampling. The group of students with learning disabilities was diagnosed by the teacher and by a specialist in the psychology and education of children with special needs. Social Isolation Assessment Questionnaire of Asher et al., (1984) and Sterling's Children's Well-Being Questionnaire were used to collect data. Analysis of covariance test was used to analyze the data.ResultsTo answer the question of which of the dependent variables of the research have significant differences in the two groups, univariate analysis of variance was used, which is reported in Table 1.Table 1. Multivariate analysis of variance for research variablesηsigFMSdfsstdependent variable 0/7550/000198/771006/6111006/61positive emotiongroup0/7910/0001120/74743/551743/55positive attitude0/5380/000137/19192/971192/97Social desirability0/1790/016/98840/021840/02Social isolation 10/1932326/11positive emotionerror 6/1532197/05positive attitude 5/1832166/00Social desirability 120/20323846/58Social isolationThe results obtained from univariate analysis of variance (Table 1) show that the two groups with specific learning disability and the normal group differ from each other in terms of psychological well-being sub-components (positive emotion, positive attitude and social desirability) as well as social isolation. In general, the results obtained from the following research show that the normal group has more psychological well-being than the specific learning disability group and also experiences less social isolation. DiscussionIn explaining this finding, it can be said that students with specific learning disorders have low social competence due to their weak social skills and problems in getting along with others due to the fear of making mistakes in front of others, or a negative evaluation by others leads to social isolation (Ezzati Babi and Aghajani, 2022). It can also be said that students with specific learning disorders have problems with stability and emotional stability, these people have more intense reactions when facing emotional situations and do not act in the same and stable conditions; also, these people absorb environmental stimuli slower than their peers and act like younger children and always have problems in the field of cognitive and emotional processing deficits (Rezaei Fard et al., 2021). Therefore, this result may be due to the fact that people who use weaker cognitive styles in terms of emotional processing, such as rumination, catastrophizing, and self-blame, are more vulnerable to emotional problems than other people, and as a result, have low psychological well-being.ConclusionIt can be said that students with specific learning disabilities need to receive effective interventions to improve social isolation and well-being.AcknowledgmentsWe are grateful to all the parents and teachers who helped us in conducting this research despite many problems.
Research Paper
lida Malekzadeh; Seyedeh Zahra Emadi; zahra naghsh
Abstract
Abstract
This research aims to evaluate the effectiveness of Schema Therapy on cognitive emotion regulation and Emotional Behavior Regulation in mothers with children with learning disabilities. Based on purpose the research was applied with a semi-experimental design with pre-test, and post-test. The ...
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Abstract
This research aims to evaluate the effectiveness of Schema Therapy on cognitive emotion regulation and Emotional Behavior Regulation in mothers with children with learning disabilities. Based on purpose the research was applied with a semi-experimental design with pre-test, and post-test. The statistical population of the study was mothers of children with learning disabilities in Tehran in the first six months of 1400. The sample consisted of 30 mothers who were selected as the final sample by purposive sampling method and were randomly divided into two groups of experiments and control (each Group 15 mothers). Cognitive Emotion Regulation Questionnaire by Garnefski and Kraaij (2002) and Emotional Behavior Regulation by Garnefski and Kraaij (2019) were used. The experimental group received eight sessions of mindfulness-based cognitive therapy and the control group received no therapy. The results of covariance analysis showed that the Perceived Stress and Emotional Behavior Regulation was significantly different in the experimental group (P0.01). So Schema Therapy can be used effectively on cognitive emotion regulation and Emotional Behavior Regulation in mothers with children with learning disabilities.
Keywords: Schema Therapy, Cognitive Emotion Regulation, Emotional Behavior Regulation.
Extended Abstract
Introduction
Learning disability is a neurodevelopmental disorder with biological roots that has three characteristics of reading, writing and mathematics. This disorder affects the normal pattern of learning (American Psychiatric Association, 2013). Research has shown that parents of children with learning disabilities experience more stress and difficulties in dealing with adverse situations compared to other parents (Gupta, 2007; Suzuki, Kobayashi, Moriyama, Kaja, & Enakagi, 2013). Stress is a general reaction to environmental demands and pressures and is associated with the limitation of people's emotional resources to effectively cope with these demands (Emond, Eyck, Kasmerelli, Robinson, Stillar, & Bledrein, 2016; Anioja & Aniojoti, 2016). Therefore, cognitive and behavioral regulation of emotion is necessary for parents with children with learning disabilities.
Emotion regulation includes adjusting or maintaining experiences and expressing negative and positive emotions and indicates the type of emotion experienced, its occurrence, intensity, duration, and how to express it (Gross, 1998; Gross and Thompson, 2007). In this research, has been noted to two dimensions of cognitive and behavioral regulation of emotion. Cognitive regulation of emotion is the way of cognitive processing of a person when facing unfortunate and stressful events (Garnefski, Ban and Kraij, 2005). The cognitive regulation of emotion can be defined as the cognitive method of managing emotionally stimulated information (Pathoff, Garnevsky, Miklosi, Domingos-Sánchez et al., 2016). People who have the cognitive skills of emotional regulation can reduce or manage negative emotions well, and there is a significant relationship between emotion regulation by reducing self-harm and reducing emotional problems such as symptoms of depression, anxiety, and stress. There is (Zofari and Khademi Ashkazari, 2019). Behavioral emotion regulation also evaluates the behavioral strategies that people use to regulate their emotions after stressful or negative events. According to the findings of Garnevsky and Kraich (2019) and Tona (2020), distraction, active coping, and seeking social support are more adaptive methods to cope with stressful events, while avoidance and ignoring are less adaptive strategies.
There are different approaches to helping mothers with children with learning disabilities, and one of these approaches is schema therapy. Schema therapy was founded by Yang, Klosko, and Vishar (2003) and its main goal is to change and improve the initial maladaptive schemas and it is possible to create a healthy schema (Peters et al., 2021). In the approach of schema therapy, the focus is on increased awareness and insight and the understanding of the role of schemas in maintaining problem-causing situations, as well as adjusting the activation and action of schemas (Heuntjen, Rijkboer and Arntz, 2019). Despite conducting numerous researches on the effect of schema therapy, research findings on the effect of schema therapy on mothers with children with learning disabilities are very limited. Therefore, considering the existing gap and the importance of providing effective interventions in the field of cognitive and behavioral regulation of emotion, the present study aims to investigate the effect of schema therapy on the cognitive and behavioral regulation of emotion in mothers with children with learning disabilities.
Research Question
Is schema therapy effective on cognitive and behavioral emotion regulation of mothers with children with learning disabilities?
Literature Review
Hertz and Evans (2021), showed that schema therapy through cognitive, behavioral, interpersonal and experimental interventions has reduced depressive rumination and avoidance behaviors, as well as increased the frequency of positive mood. Dadmo et al. (2018), also showed in research that schema therapy is one of the most important treatments in the treatment of personality disorders, and with schema therapy techniques, emotion regulation can be created in these people.
Methodology
The current research was semi-experimental and the research design was pre-test-post-test with a control group. The statistical population of this study included mothers of children with learning disabilities in Tehran in the first six months of 1400. The research sample included 30 mothers of children with learning disabilities, whose children attended exceptional elementary schools. Among the volunteer mothers, 30 mothers were randomly selected based on the entry and exit criteria. Then, cognitive and behavioral emotion regulation questionnaires were presented to them. Then these 30 mothers were randomly replaced in the experimental and control groups (15 mothers in the experimental group and 15 mothers in the control group). In the next step, the mothers in the experimental group received schema therapy for two months, while the control group did not benefit from this intervention during the research process. After the end of the intervention period, both groups answered the mentioned questionnaires again and the results of the two groups were analyzed with statistical methods of univariate covariance analysis.
Results
The mean and standard deviation of the dependent variables of the research in the pre-test and post-test stages, separated by two experimental and control groups, are presented in Table 1.
Table 1. The mean and standard deviation of the scores of cognitive emotion regulation and Emotional Behavior Regulation in two stages of measurement according to the experimental and control groups
Variable
Stage
experimental
control
Mean
Standard Deviation
Mean
Standard
Deviation
cognitive emotion regulation
Pretest
13.55
3.04
17.08
.902
Posttest
18.22
.183
17.02
.712
Emotional Behavior Regulation
Pretest
11.61
93.3
68.15
1.98
Posttest
15.37
81.3
.2514
2.04
In order to investigate the effectiveness of schema therapy based on cognitive regulation and emotional behavior, univariate covariance analysis was used. Before conducting this test, the assumptions of the normality of the distribution of scores, the homogeneity of the variance of the variables and the equality of the slope of the regression line were checked and all the assumptions were met.
Table 2.The results of covariance analysis to compare the cognitive emotion regulation in the experimental group and the control group
MS
df
F
P-value
Effect size
Pretest
27.37213
1
.34210
0010.
760.
group
40.61689
1
28.309
001.0
840.
error
.5312655
66
total
1174792
69
Table 2 shows the results of covariance analysis to compare the scores of cognitive emotion regulation in the experimental and control groups in the post-test phase. The obtained F value is equal to 309.28 and its significance level is less than 0.001 (p<0.001). Therefore, the null hypothesis is rejected and the research hypothesis is confirmed. Based on this and considering the higher average scores of the experimental group in the post-test, it can be concluded that schema therapy has been effective in increasing the cognitive regulation of emotion.
In the following, the effectiveness of schema therapy on the behavioral regulation of emotions has been investigated using the covariance analysis test.
Table 3. The results of covariance analysis to compare the Emotional Behavior Regulation in the experimental group and the control group
MS
df
F
P-value
Effect size
Pretest
27.27413
1
33289.
001.0
74.0
group
40.48689
1
40.404
001.0
.780
error
53/10655
66
total
7479210
69
Table 3 shows the results of the analysis of covariance to compare the emotional regulation scores in the experimental and control groups in the post-test phase. The obtained F value is equal to 404.4 and its significance level is less than 0.001 (p<0.001). Therefore, the null hypothesis is rejected and the research hypothesis is confirmed. Based on this and considering the higher average scores of the experimental group in the post-test, it can be concluded that schema therapy has been effective in increasing the behavioral regulation of emotion.
Discussion
The present study was conducted with the aim of investigating the effectiveness of schema therapy on increasing the cognitive regulation of emotion and the regulation of emotional behavior in mothers with children with learning disabilities. The results showed that schema therapy has a significant effect on increasing the cognitive regulation of emotion and the regulation of emotional behavior in mothers with children with learning disabilities.
Conclusion
The results of this research showed that schema therapy can lead to the reduction of interpersonal problems and emotional instability and emotion regulation by using cognitive therapy. In schema therapy, substituting adaptive management solutions leads to an increase in the regulation of emotions in the individual. In this treatment, by changing incompatible schemas, a person, in facing life events, replaces ineffective coping strategies with adaptive strategies and withdraws his avoidant and negative evaluation. In other words, schema therapy provides conditions for people to use normal and adaptive strategies. Using adaptive strategies increases the mental capacity of people, which in turn improves the regulation of emotions in people.
Acknowledgments
In the end, we would like to express our gratitude to all those who helped the authors in the implementation and compilation of the article.
Research Paper
shahrooz nemati; rahim badri; Mohammad Arshadtaleshmekaeil
Abstract
The purpose of this research was to systematic examination and present a meta-combination of the research related to the third kind of socio-emotional learning for elementary students with a specific learning disability. The study was qualitative using a meta-combination with synthesis study approach. ...
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The purpose of this research was to systematic examination and present a meta-combination of the research related to the third kind of socio-emotional learning for elementary students with a specific learning disability. The study was qualitative using a meta-combination with synthesis study approach. The needed data were collected through a search of keywords of socio-emotional learning, specific learning disability, a neuro-developmental disorder in the library resources, theses, and the articles existing in the databases of ERIC, Google Scholars, PubMed, Science Direct, Scopus, Springer, Magiran, Irandoc during 1990-2021. In order to search for the information in the Iranian and foreign databases was used both in separation and in combination. The theoretical bases and the main and combination concepts were extracted, and the concept was analyzed and classified. The results of the examination and analysis of the studies and research showed that the intervention program of the third kind of socio-emotional learning was effective in the fields of psychological problems and disorders. The findings of this research by identifying the nature of the intervention program of the third kind of socio-emotional learning show that regarding the existing theoretical and experimental, this idea could be proposed as an instructional package for the students with a specific learning disability.
Keywords: Response to Intervention Program of Third Type of Social-Emotional Learning, Behavioral Problems, Alexithymia, School Bounding, Emotional Regulation.
Extended Abstract
Introduction
A specific learning disability is a neuro-developmental disorder that continuously involves learning and a much wider range of cognitive problems that are often ignored in school (Jabarzadeh et al., 1402).
These disorders are identified based on the data obtained from different sources about the emotional or behavioral functions of the person and must appear in at least two different situations, one of which is school (Manuel, 2020). Among the challenges faced by children with specific learning disabilities is alexia (Cerutti et al., 2020), which is used to describe people who cannot identify and express their emotions (Auerbach et al., 2008). Also, they have fewer social skills, and compared to their brothers and sisters, they experience more physical and behavioral problems, they cannot understand and identify their emotions, and instead, they look for their emotional arousal to grow up. and they misinterpret their physical problems (Porcelli et al, 2013). Another concept that is raised in the relationship between the child and the school is the connection with the school, which refers to the relationship that a person has with the school and other aspects of academic life (McDoniel & Bierman, 2022).
Different approaches have been made to help this group of children in the field of special learning disorders, but in the new assessment model called the response-based intervention model, the effort is to emphasize the role of the educational environment in the assessment and interventions of education. This model is based on the identification and determination of shortcomings and inabilities and includes a set of decisions that guide interventions at 3 levels as follows: Interventions aimed at the progress of all students (first level). These interventions are deeper and are used for students who are at risk of academic failure (second level) and then more intensive. It is suitable for students for whom second-level interventions are not enough (third level). The level of progress of these students is tracked and finally, students who have special learning needs and should be examined with diagnostic methods beyond the usual psychological tests are identified (Shojaei and Rostami, 2016).
Therefore, considering the existence of many psychological problems such as behavioral problems, alexia, school connection, and emotional regulation in children with specific learning disabilities, in the present study, the results of research that has been conducted in the field of social-emotional learning approach are examined. By analyzing and combining the results of this research, we can design a framework and an intervention program based on a qualitative study of the research synthesis type. The findings of the present research lead to the expansion and adjustment of the views related to the social-emotional learning approach and specific learning disabilities, and it is a training package for educational psychologists and therapists of specific learning disabilities. Therefore, the main question of this research is raised as follows: What are the components of the social-emotional learning program for students with specific learning disabilities?
Methodology
This qualitative study employed a meta-combination synthesis approach to gather data on socio-emotional learning and specific learning disabilities. Information was collected from various library resources and databases such as ERIC, Google Scholars, PubMed, Science Direct, Scopus, Springer, Magiran, and Irandoc spanning from 1990 to 2021. Theoretical bases and key concepts were extracted, analyzed, and classified to form the foundation of the study.
Results
Through the application of research synthesis methodology and the categorization of data from 14 internal and external sources selected based on their alignment with the research's title, purpose, questions, and methodology, this study has identified 16 subcategories and 8 primary articles. The examination of these sources reveals a notable focus by researchers on the educational framework of social-emotional learning that corresponds with the principles and strategies of social-emotional learning. Consequently, an initiative was taken to construct a comprehensive package by integrating elements such as self-awareness, emotional recognition, regulation strategies, empathy narratives, problem-solving skills, stress-coping mechanisms, decision-making processes, and SMART goal-setting. This holistic approach facilitates a thorough exploration of each foundational aspect of social-emotional learning.
Discussion
The findings of this study shed light on the crucial role of social and emotional learning training for individuals with special learning disorders, advocating for the integration of such interventions by therapists alongside other treatments. This approach not only fosters social integration and enhances interpersonal relationships among peers but also empowers individuals to gain self-awareness, facilitating improved interactions with peers, teachers, family, and society. The research identified limitations related to emotional expression and regulation influenced by educational and cultural factors, as well as interpersonal and social challenges. Future qualitative research could benefit from incorporating the key concepts derived from this study and exploring their application among the parents of these children. Given the robust theoretical and empirical foundation of the educational package designed for students with special learning disabilities, it stands as a valuable tool to support this demographic.
Research Paper
Elham Mohammadi Bolban Abad; Mehdi Ghodrati; Amin Faraji
Abstract
Few studies have investigated how positive psychology can be applied for parents of children with intellectual disabilities. The purpose of this study was to investigate the effect of positive psychological intervention on self-efficacy, resilience and life expectancy mothers of children with intellectual ...
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Few studies have investigated how positive psychology can be applied for parents of children with intellectual disabilities. The purpose of this study was to investigate the effect of positive psychological intervention on self-efficacy, resilience and life expectancy mothers of children with intellectual disabilities. The semi-experimental research method was a pre-test-post-test design and follow-up with a control group. A sample of 20 mothers of children with intellectual disabilities were selected in a purposeful way and assigned to two experimental and control groups (10 people each group). The required information was collected through three questionnaires: Sherer General self-efficacy, Hope Schneider et al., and Connor and Davidson's resilience questionnaire. Participants were evaluated before the intervention, then positive psychological intervention was implemented for the experimental group in 6 sessions, and re-evaluated in the post-test and follow-up stage. The data were analyzed by repeated measures analysis of variance. The Results showed that positive psychological intervention improved self-efficacy, resilience and life expectancy in mothers of children with intellectual disabilities. Therefore, it is suggested to use this intervention to improve self-efficacy, resilience and life expectancy in mothers of children with intellectual disabilities.