Mohammad Reza Rasouli-Nejad; NEDA MALEKI FARAB; Mahboobe Taher; Masoume Saeedi
Abstract
This research was conducted with the aim of comparing the emotional competence, social problem solving and empathy of students with externalizing behavior problems and normal students. The research method was causal-comparative. The statistical population of the present study included all boy students ...
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This research was conducted with the aim of comparing the emotional competence, social problem solving and empathy of students with externalizing behavior problems and normal students. The research method was causal-comparative. The statistical population of the present study included all boy students of the sixth grade of Damghan city in the academic year of 2021-2022. 100 students (50 students with externalizing behavioral problems, 50 normal students) were selected as a sample using available sampling method. The tools used in this research include Achenbach's (2003) behavioral problem questionnaires, competence questionnaire. Emotion was Zhou and Ee (2012), Social Problem Solving Questionnaire by Dzurilla et al (2002) and Baron-Cohen's Empathy Benefit Scale (2003). The analysis of the information obtained from the implementation of the questionnaire was done using SPSS 16 software in two descriptive and inferential sections (multivariate analysis of variance test). The results showed that students with externalizing behavioral problems have a lower level of emotional competence, social problem solving and empathy compared to normal students.Extended Abstract IntroductionRecognizing the pivotal role that students play in shaping the future of society and their profound impact on its development and progression, the focus on their problems has become a top priority for psychologists and researchers alike. Research indicates that approximately 6 to 10 percent of school-age children and adolescents exhibit behavioral disorders, with boys being affected at a rate of 5 to 1 compared to girls (HosseinKhanzadeh et al, 2024). Studies have classified behavioral issues into two broad categories: (1) internalizing and (2) externalizing. Internalizing behavioral problems primarily focus on the individual and tend to have a minimal impact on others. These issues often manifest as anxiety, depression, and worry (Ghorabi et al., 2022).Externalizing behavioral issues encompass a spectrum of problems that revolve around interpersonal conflicts and translate into negative behaviors exhibited in the external environment. This category embraces a variety of challenges such as aggression, disobedience, bullying, and more (HosseinKhanzadeh et al, 2024; Tork-ladani & Aghababaei, 2022; Ghorabi et al, 2022). Externalizing behavioral issues often disregard social norms and infringe upon the rights and interests of others, making them unacceptable behaviors. Research findings have shed light on a concerning issue regarding empathy among students with these behavioral problems (Abdolrahimpour et al., 2021; HosseinKhanzadeh et al, 2022; Idem et al., 2024).Empathy can be understood as an individual's capacity to comprehend the intentions, emotions, and objectives of others (Mousavian et al, 2023; Xiao et al. 2021; Taheri et al. 2023). It serves as a crucial component for effective interpersonal interactions. Empathic behavior plays a significant role in fostering positive social adjustment in people. Empathetic relationships provide an avenue for individuals to exercise control over their emotions and feelings and adapt their behavior in alignment with societal expectations. It is observed that empathetic children exhibit more kind and self-care behaviors, as well as increased verbal and physical interactions with others (Pira & Taher, 2022).Studies have demonstrated that students with behavioral issues like bullying also exhibit deficiencies in social problem-solving abilities. Moreover, having inadequate social problem-solving skills during childhood and adolescence is linked to a range of issues, such as depression and aggressive behavior (Ershad-Sarabi et al. 2018; Saffarinia et al. 2023). Social problem-solving is a cognitive-behavioral process through which individuals with this skill are able to devise effective solutions to address their life problems (Yilmaz & Tras, 2019; Ghorabi et al., 2022).Additionally, research findings indicate that individuals with weak social problem-solving skills often demonstrate lower levels of emotional competence (Ahmadpour-Torki et al., 2018). Emotional competence encompasses the acquisition and utilization of knowledge and skills necessary for managing emotions. The capacity to control one's motivations, understand the behavior of others, and regulate emotions in response to the emotions and behaviors of others significantly contributes to emotional competence (Jabbari & Fakhr-ranjbari, 2023; Pahlavani & Ashori, 2022).A multitude of research has been carried out with the aim of teaching a range of skills to students grappling with externalizing and internalizing behavioral issues. It has been observed that the pool of different skills and characteristics of students battling externalizing behavioral problems tends to be less extensive in comparison to those of normal students. It is essential to emphasize that neglecting to address students' behavioral problems can lead to significant negative consequences in various aspects of their lives, including depression, anxiety, suicidal tendencies, as well as subsequent issues like delinquency and drug abuse (Ghorabi et al, 2022).Furthermore, this issue forms a critical aspect of the development of disorders among youth and adults, imposing significant costs on both families and society (HosseinKhanzadeh et al, 2024). To prevent the emergence of these problems and to effectively leverage the results in centers that work with students in any capacity, it is crucial to pay attention and conduct research on this group of students, as well as the influential factors that perpetuate and exacerbate their challenges.Research QuestionThe central research question being investigated by this paper is whether there exist any measurable differences in the emotional competence, social problem-solving abilities, and empathy levels between students grappling with externalizing behavior problems and their normal counterparts. Literature ReviewDrawing upon the findings of previous research in this domain, we can highlight the work of Azimi et al. (2023), who examined the efficacy of cognitive therapy based on emotion regulation in enhancing problem-solving abilities and social competence among students grappling with behavioral disorders. Their research revealed positive outcomes, showcasing the effectiveness of the therapy in both realms.The findings of Saffarinia et al.'s (2023) research demonstrated the effectiveness of therapy based on commitment and acceptance, with the model (observer, explorer, and consultant-values) on enhancing the social-emotional competence and social problem-solving skills of adolescents exhibiting high-risk behavior. This research clearly substantiated that such a treatment approach was efficacious in improving these aspects among individuals with elevated risk behaviors.Hakimi-Farahani et al. (2022) conducted research on the efficacy of educational games grounded in social-emotional learning in boosting empathy and social competence in preschool children. Their findings indicated that such games indeed had a positive impact on enhancing both these aspects in the targeted age group.In the research conducted by Khanjani et al. (2014), the development of empathy in children aged 5 to 11 years with internalizing disorders was examined. The results indicated that the level of empathy in these children at their respective ages showed considerable variation. MethodologyThe current research employed a causal-comparative descriptive design. The statistical population consisted of all male students in the sixth grade of Damghan city during the academic year 2021-2022. From this pool, a sample of 100 students was randomly selected for inclusion: 50 students with Externalizing Behavioral Problems and 50 normal students. The findings were then analyzed using the "SPSS 16 software" and the "multivariate analysis of variance (MANOVA) test method". ResultsTable 1. Significance test of multivariate analysis of varianceVariabletestValueFSig.GroupPillais Trace0.24710.5070.001**Wilks Lambda0.75310.5070.001**Hotelling's Trace0.32810.5070.001**Roy's Largest Root0.32810.5070.001**P < 0.05* p < 0.01**As can be seen in Table 1, there is a significant difference between the two groups in terms of research variables.Table 2. Comparison of emotional competence, social problem solving and empathy of students with Externalizing Behavioral Problems and normal studentsVariablesum of squaresDfmean squareFp valuegrouperrortotalEmotional competence942.497324.904613311942.49012.6100.001**Social problem solving510.763536.402932761262.4406.8610.010*empathy262.443748.723666561510.76014.1540.001**P < 0.05* p < 0.01**Based on Table 2, the influence of the independent variable (students with Externalizing Behavioral Problems) on the variables of emotional competence, social problem solving, and empathy has been found to be significant. Consequently, the conclusion can be drawn that students with Externalizing Behavioral Problems exhibit weaker abilities in terms of emotional competence, problem-solving skills, and empathy, in comparison to their normal counterparts. DiscussionThe current study aimed to examine and contrast the levels of emotional competence, social problem-solving abilities, and empathy displayed by students with externalizing behavioral issues versus their normal counterparts. The results revealed that students confronted with externalizing behavioral problems exhibit significantly weaker emotional competence, likely due to the formative influence of factors such as parenting styles during their childhood. These students, who often struggle with interpersonal interactions due to their behavioral issues, may be adversely affected by inappropriate parenting approaches. Consequently, they demonstrate diminished emotional competence compared to normal students.Furthermore, the results indicated that students facing externalizing behavioral problems possess a lower capacity for addressing social problems in comparison to their normal peers. This difference may be attributed to the fact that these children struggle to consider various potential solutions and their associated consequences when coping with problems or issues at hand. As a result, they frequently resort to employing less constructive, and ultimately ineffective, methods.Lastly, the results revealed that students battling Externalizing Behavioral Problems exhibit a substantially lower level of empathy compared to their normal classmates. This discrepancy may be attributed to the challenges faced by these children in terms of the neural processing required to discern the feelings and intentions of others, which is an essential prerequisite for an apt empathetic response. ConclusionThe results of this research clearly demonstrate that students grappling with externalizing behavioral issues exhibit lower levels of emotional competence, social problem-solving skills, and empathy, when juxtaposed against their normal peers.AcknowledgmentsWe express our gratitude for the participation and cooperation of the students who contributed to the completion of this research. Additionally, we acknowledge that the current research is part of the first author's master's thesis
Maryam Ebrahimi; Mahboobe Taher; abbasali hossein khanzadeh
Abstract
Abstract
Autism spectrum disorders have adverse effects on family life. Based on this, this research was conducted with the aim of investigating the Effectiveness of Reality Therapy Based on Unconditional Positive Self-Acceptance on the Attitude towards Childbearing in Mothers of Children with Autism ...
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Abstract
Autism spectrum disorders have adverse effects on family life. Based on this, this research was conducted with the aim of investigating the Effectiveness of Reality Therapy Based on Unconditional Positive Self-Acceptance on the Attitude towards Childbearing in Mothers of Children with Autism Spectrum Disorders. The present study was an experiment with a pretest-posttest design with a control group. The statistical population of the research was made up of all mothers of children with autism in Sari City in 2021-2022, from which a sample of 30 people was selected using the available sampling method and randomly divided into two groups (15 people in the experimental group and 15 people were placed in the control group. The people in the experimental group received reality therapy intervention based on unconditional positive acceptance for two months in 8 sessions of 60 minutes. The questionnaire used in this research included Soderberg et al.'s (2013) attitude scale towards fertility and childbearing. The results of the test showed that reality therapy based on unconditional positive self-acceptance has a significant effect on the attitude towards fertility and childbearing of mothers of children with autism spectrum disorders. Based on the findings of the present research, it can be concluded that reality therapy training based on unconditional positive self-acceptance, with the benefit of teaching appropriate methods for accepting reality and making moral and responsible choices, can be used as an efficient method to improve the attitude towards fertility and childbearing.
Keywords: Reality Therapy, Attitude to Fertility and Childbearing, Mothers, Autism Spectrum Disorders.
Extended Abstract
Introduction
Autism spectrum disorder is one of the neurodevelopmental disorders that leads to many problems in children's interactions and social behaviors in many fields (Diagnostic Guide, Statistics of Mental Disorders, 2020). Children with autism have major problems in social, communication, and language interactions (Morais, Major, Davlantis, Frantz, & Harris, 2018). In Iran, the prevalence of autism spectrum disorder in Iranian children is reported to be 10 per 10,000 people (Mohammadi, Ahmadi, Khaleghi, Zarafshan, & Mostafavi, 2019). Autism spectrum disorder, due to having several characteristics, such as having a diverse range of linguistic, communication, behavioral, and social abnormalities, as well as late diagnosis, can impose various psychological pressures on the child's family and relatives (Khoger, Nejad Farid, Ranjbar, Lotfi & Hakim Shushtri, 2019). Many parents, especially mothers, feel guilty about their autistic child, and accepting the reality is very difficult for parents (Zarafshan, Hakim Shushtari, Mohammadian, Zarei, Karimi, & Hoshangi, 2019). Research on parents of children with autism spectrum disorder shows that parents and especially mothers of these children experience high levels of stress compared to children with normal development and are at high risk of physical and mental problems (Barros, Mendez, Graziano, and Bagner, 2018). Mothers of a child with autism experience a complicated and very challenging life compared to fathers and mothers of other normal and exceptional children, and are less satisfied with their lives (Gabriel, 2018). A review of studies related to fertility decline in Iran shows that fertility decline in recent decades is closely related to structural and modernization factors, family developments, changing the value of children, changing childbearing patterns, producing and expanding family planning programs, improving women's status and increasing women's independence, economic factors, individual characteristics such as age, educational progress, etc. However, no research has been done on mothers with children with an autism spectrum disorder. Looking at different treatment methods, it can be said that Glaser's reality therapy is an approach that can be used for a wide range of subjects and people (Mason, 2016). Reality therapy is one type of therapy that increases responsibility and resilience (Glaser, 2000).
Research Question
Is reality therapy based on unconditional positive self-acceptance effective on the attitude towards childbearing of mothers with children with autism spectrum disorders?
Literature Review
In this regard, Ebrahimi and Ebrahimi (2020) found that reality therapy is effective in reducing rumination and anxiety in mothers of autistic children, and also increases the tolerance of mothers of autistic children. The results of studies by Alami et al. (2020) showed that educational intervention based on the theory of planned behavior can have an effect on the fertility intention of single-child women. Emamdoost et al. (2019) found that reality therapy is effective for the parent-child attitude of mothers of children with autism spectrum disorder. The research of Jamasian and Dukanei Fard (2017) showed that group reality therapy is effective in increasing life expectancy and improving the quality of life of infertile women. The results of the research of Popov, Radanovich, and Biro (2016) showed that there is a relationship between self-acceptance and mental health.
Methodology
The design of the current research was an experimental type with a pretest-posttest design with a control group. The statistical population of the study was made up of all mothers of children with autism in Sari City in 2021-2022. After obtaining the necessary permits to conduct the research, by referring to the specialized treatment and educational center for children with the autism spectrum in the city of Sari, 35 mothers with children with autism spectrum disorders were selected according to the entry and exit criteria. They were randomly placed in two experimental and control Groups (15 people in each group). First, all sample subjects in both groups responded to the fertility and childbearing attitude scale by Soderberg et al. (2013) in the pretest stage, and in the next stage, the experimental group underwent 8 sessions of 60 minutes (1 time per week) of reality therapy intervention based on positive acceptance. They received their unconditional support in the meeting hall of the Nik Andishan Center, and the control group did not receive any intervention. At the end of both groups, a posttest was performed. The intervention was also carried out by a psychologist. The inclusion criteria included mothers with single children with autism spectrum disorders and confirmed according to the records, files, and diagnostic opinion of a psychiatrist or psychologist, at least a diploma education, no use of psychotherapeutic drugs, or substance abuse. Also, the exclusion criteria included: the absence of more than two sessions.
Results
The results of data analysis showed that there is a significant difference between the two groups in the variables of child as a pillar of life, child as an obstacle, postponing fertility to the future, and fertility requiring the fulfillment of prerequisites. This means that the reality therapy package based on acceptance and commitment has been able to have a significant impact on the components of the child as the pillar of life, the child as an obstacle, postponing fertility to the future, and fertility requires the fulfillment of the prerequisites of mothers of children with autism spectrum disorders. The amount of effect of the reality therapy package is based on acceptance and commitment to the amount of child as a pillar of life, child as an obstacle, postponing fertility to the future, and fertility requires the fulfillment of the prerequisites of mothers of children with autism spectrum disorders, respectively 0.612, 694. 0, 0.718, and 0.736. This means that 61, 70, 72, and 74 percent of the changes in the variables of a child as a pillar of life, child as an obstacle, postponing fertility to the future, and fertility require the realization of the backgrounds of mothers of children with autism spectrum disorders by presenting the independent variable (closed reality therapy based on acceptance and commitment).
Table 1. The results of covariance analysis of the effect of reality therapy package based on acceptance and commitment on the attitude towards fertility and childbearing of mothers of children with autism spectrum disorders
Effect size
P
F
Mean squared value
df
sum of squares
Source of change
0.852
<0.001
90.540
5785.961
2
11571.922
Modified pattern
0.728
0.123
7.888
1
7.888
Pre-test effect
<0.001
154.857
9896.170
1
9896.170
The effect of the independent variable
63.905
27
1725.445
error
30
118555
Total
Discussion
The present study was conducted with the aim of the effectiveness of reality therapy based on unconditional positive self-acceptance on the attitude towards childbearing of mothers with children with autism spectrum disorders. The results showed that reality therapy based on unconditional positive self-acceptance has a significant effect on the attitude towards fertility and childbearing of mothers of children with autism spectrum disorders. This means that this education can lead to improving the attitude towards having children.
Conclusion
Reality therapy is based on control theory and assumes that people are responsible for their own lives and their actions, feelings, and behavior. This can certainly lead to a reduction in negative emotions among women who have children with neurodevelopmental disorders (Jamasian and Dukanei Fard, 2017). In the present study, it was tried to encourage women to express their feelings and share their experiences in the group, while helping to release emotions and discover dysfunctional beliefs by giving correct information to improve cognition and correct cognitive errors, and to provide strategies to manage emotions and conditions, and introducing the available options with informational and social support to improve the ability and awareness and to find a better attitude towards fertility and childbearing.
Acknowledgments
The current research is taken from the doctoral thesis of the first author of the research with a code of ethics (IR.IAU.SHAHROOD.REC.1401.075); we hereby express our gratitude to all the mothers present in the research who cooperated fully in the implementation of the research.
Abbas Ali Hosseinkhanzadeh; Robabeh Gholizadeh; Mahboobeh Taher; Hossein Heydari; Fatemeh Mobahseri
Abstract
The present study aimed to investigate the effect of group play therapy on improving interpersonal relationships and increasing social acceptance in students with hearing impairment. The present study is experimental of type pre-test and post-test with control group. The statistical population of this ...
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The present study aimed to investigate the effect of group play therapy on improving interpersonal relationships and increasing social acceptance in students with hearing impairment. The present study is experimental of type pre-test and post-test with control group. The statistical population of this study included all students with hearing impairment fourth, fifth and sixth grade girl students studying in the exceptional schools of Rasht city in the academic year 2015-16. The sample in this study Included 30 of these students that were randomly assigned to experimental and control groups. Interventional group play therapy program for 12 sessions of 45 minutes was implemented on the experimental group, while the control group did not receive such an intervention. Both groups were evaluated in pre-test and post-test with Hudson’s (1997) Peer relationships and Ford's and Robin's (1970) social acceptance questionnaires. The t-test statistical results showed a difference the mean of the pre-test with post-test of the interpersonal relationships variable. Also, the results of covariance analysis showed that group play therapy is effective on improving interpersonal relationships and increasing social acceptance of students with hearing impaired (p<0.001). Therefore, in training students with hearing impairment, playing and play therapy should be considered as one of the main axes of rehabilitation by specialists and teachers.
Fatemeh Ebrahimi; Mahboobe Taher
Abstract
The present study investigated the effect of teaching self-regulation skills on executive functions and social skills of preschool students with mild mental disability. The study used a single-subject experimental and a single baseline design with a two-week post-test follow-up. The target population ...
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The present study investigated the effect of teaching self-regulation skills on executive functions and social skills of preschool students with mild mental disability. The study used a single-subject experimental and a single baseline design with a two-week post-test follow-up. The target population included all preschool children – 8-10 years of age – with mild mental disability (with IQ between 50 and 70) in Shahrood, Iran, in 2017-18. The sample included four students selected through convenience sampling. Gresham and Elliott's (1999) Social Skills Questionnaire and Coolidge's (2001) Neuropsychological Inventory were completed by the instructors. To train the students, the self-regulation package was employed over eight 45-minute sessions in one month using games, storytelling, and role-plays. To assess the results, visual analysis of the diagrams, the percentage of all non-overlapping data (PAND), and effect size were employed. Therefore, it can be concluded that teaching self-regulation skills is effective in increasing social skills and executive functions students with mild mental disability by improving the ability to plan, self- monitoring and organization in students with mild mental disability.
Abbas Ali Hosseinkhanzadeh; Mona Latif; mahbobeh taher
Abstract
Dyslexia is the most common learning disability that involves about 80 percent of learning’s problems to itself. The aim of this study was to compare the effectiveness of computer-assisted working memory rehabilitation and multisensory method on improvement of the executive functions of students ...
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Dyslexia is the most common learning disability that involves about 80 percent of learning’s problems to itself. The aim of this study was to compare the effectiveness of computer-assisted working memory rehabilitation and multisensory method on improvement of the executive functions of students with Dyslexia. The research methodology is an experimental study with pretest-posttest design with two experimental groups and one control group. The statistical population consisted of all primary school dyslexic students in Rasht in 2014-2015 academic years that among them a sample of 45 students were selected by random sampling and were assigned in both control and experimental groups. To collecting data intelligence test (Wechsler, 2003), the formal reading and dyslexia test (Kormi Noury and Moradi, 2008), and Wisconsin card sorting test software (Shahgholian et al. 2011) were used. In this study, computer-aided working memory rehabilitation program was trained to the first experimental group, during the first 11 sessions, multisensory education program, during the 9 session to the second experimental group, while the control group did not receive training in these areas. The results of comparing two methods showed that computer-aided working memory rehabilitation techniques more than multisensory method help to improves executive functioning of students with dyslexia in reading (p<0/001). Method of computer-aided cognitive rehabilitation by creating a learning experience that focuses on flexibility and restore brain function is impaired in children with dyslexia helps improve executive functions.
ghorban hemati; abbas hoseinkhanzade; mahbobeh taher; mohammadsadegh arjomandi
Abstract
: The aim of this study was comparing the conceptionsof learning and study habits between talented and normal students.Method: This research was descriptive andcausal-comparative. The population included the wholetalented and normal students in Shiraz Universityin the academic year of 2010-2011 among ...
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: The aim of this study was comparing the conceptionsof learning and study habits between talented and normal students.Method: This research was descriptive andcausal-comparative. The population included the wholetalented and normal students in Shiraz Universityin the academic year of 2010-2011 among them 242 students (141talentedand 141normal) were selected throughpurposeful sampling method. These students completedConceptions of Learning andStudyHabits Questionnaires. The analysisof datausingMANOVA showed that there was no significant difference between talentedand normal students in totalconceptions of learning (p>0.05). In spite of this, the average score of normal students in twosubscales (learning as gaining information and learning as remembering andusing information) was significantly higher than talentedstudents (p< 0.05). The average score of talentedstudents in three subscales (learning as personal change,learning as a process that is not limited to time and space and learning as thedevelopment of social competence) was significantly higher thannormalstudents (p< 0.01). And there was no significant differencebetween talented and normal students inlearning as a duty subscale (p> 0.05). Moreover the analysis of data usingMANOVA showed that there was a significant difference between talentedand normal students in study habits (p< 0.01). Also the results revealed thatin the five subscales of study habits the score of talented students wassignificantly higher than normal students (p< 0.01) andthere was no significant difference between talented and normal students inthe three subscales of memory, exams and health (p>0.05). Conclusion:It is recommended that teaching and learningbecome more practical so that the study habitsimprove