Najme Ebrahimzade; Seyyed Mohsen Asgharinekah; Sakineh Soltani Kouhbanani
Abstract
Abstract
The study aimed to investigate the effect of increasing patience group training on self-efficacy and attitude of mothers with exceptional children. This quasi-experimental study involved a pre-test-post-test design with a control group. The population of the study included all mothers with ...
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Abstract
The study aimed to investigate the effect of increasing patience group training on self-efficacy and attitude of mothers with exceptional children. This quasi-experimental study involved a pre-test-post-test design with a control group. The population of the study included all mothers with exceptional children in Mashhad who were registered with the exceptional education department in Khorasan province. Voluntary participation and sample selection using random sampling were utilized. Thirty-two mothers of exceptional children were randomly assigned to experimental and control groups (16 participants per group). The instruments used to measure the study variables were the patience, Domka self-efficacy, and parents' attitudes toward exceptional children questionnaires. A pre-test was conducted on both groups. The experimental group underwent ten sessions of patience training, while no training was provided to the control group. After the training sessions, both groups took the questionnaires again (post-test). Data were analyzed using univariate analysis of covariance (ANCOVA) and multivariate analysis of covariance (MONCOVA). The results revealed that patience training led to enhanced self-efficacy, reduced hopelessness, improved attitude, increased failure tolerance, and lower levels of shame in mothers with exceptional children. As a result, it is recommended that counselors and psychologists focus on patience training in family education programs and groups of parents of exceptional children.
Keywords: Patience, Self-Efficacy, Attitude, Mothers Of Exceptional Children.
Extended Abstract
Introduction
When an exceptional child is born, the parent's experience of parenting and the process of acceptance will be different. (Azad Yekta, 2021). An exceptional child is defined as a child with mental, physical, social, or emotional disorders that may stop or slow down their growth and development. This could lead to behavioral and emotional issues, and pose challenges for parents (Joe and Associates, 2020, Afsari & Zeinali, 2021). Parents may feel a wide range of emotions, including anger, guilt, and disappointment, in their struggle to adapt to the situation of having an exceptional child. This experience has been linked to mental health issues and marriage problems and often leads to a need for receiving educational and empowerment programs (Rane, 2020; Kargar and Asghari Ebrahim Abad, 2015; Rezapour Mirsaleh and associates, 2020). One of the primary reasons for educating mothers is to shape, change and improve their behavior. Group education has been found to be among the most effective approaches in recent years (Norouzi and Associates, 2019). However, there has been a lack of focus on the importance of patience in regard to factors such as self-efficacy and attitude. The potential benefits of cultural and spiritual practices in improving self-efficacy and changing attitudes towards exceptional children have also not received sufficient attention.
This study aims to investigate the effects of a patient-education group based on cultural and religious teachings to enhance endurance and acceptance of hardships in the mothers of exceptional children. The goal is to examine whether this intervention will improve self-efficacy and attitudes in these mothers or not.
Literature review
The experience of living with an exceptional child can be highly challenging for mothers, who are under tremendous mental pressure to help their children navigate various difficulties and maintain their well-being. In this environment, their attitude towards their children is crucial, as it can greatly impact their ability to manage the various challenges they face and ensure their family's well-being (Jebelli & Khademi, 2019; Rani, 2020). Belief in one's self-efficacy has been identified as an important factor in influencing people's attitudes. Triandis explains that improvements in attitude can lead to increases in self-efficacy (Namazi & Associates, 2020). Along with positive attitudes, self-efficacy can fulfill basic cognitive needs such as a sense of worth, autonomy, and social relations. Moreover, the journey towards building self-efficacy can be a challenging one for exceptional children's parents, with potential ups and downs (Smart, 2016).
The role of self-efficacy in life is well-documented, particularly in the context of providing mothers of exceptional children with the necessary skills and support to navigate the challenges they face. Improving self-efficacy has been identified as a priority for these mothers and makes it urgent to develop interventions to address this need. Patience, as outlined by Currier and associates (2015), is central in allowing individuals to find meaning and purpose in times of difficulty. This can provide a valuable framework for understanding the role of self-efficacy in supporting mothers of exceptional children to navigate challenges and find a sense of purpose in their roles.
Patience can be defined as an individual's capability to delay a desired outcome without experiencing negative emotions or reactions towards the present situation (Roberts & Fishbach, 2020). Patience, from a psychological perspective, refers to one's ability to effectively manage internal and external pressures. This can involve learning to respond to challenging situations in a way that reduces stress levels and promotes a sense of emotional security. Psychologists identify three main components in the development and maintenance of patience: emotional, cognitive, and behavioral. These components relate to an individual's ability to tolerate uncertainty, regulate their emotions and beliefs, and modify their behaviors accordingly (Ghebari Bonab & Associates, 2017). Overall, patience
Methodology
This research study examines the impact of patience education on the self-efficacy and attitudes of mothers with children with special needs. The study utilizes a quasi-experimental design, with a randomized control group consisting of two groups of moms: the examination group that received 10 training sessions on patience and the witness group that did not receive any training. The study collected data from 32 moms via pre-testing and post-testing, using questionnaires focused on patience, self-efficacy, and parental attitudes towards exceptional children. This is an important area of research as there is a need to identify and implement effective methods to improve the well-being of mothers with children with special needs.
Introduction to intervention program
Based on this information, it appears that the 10-session training program focused on building patience through a variety of strategies, including:
Learning to use software to facilitate the process
Understanding pain conservation and acceptance
Developing a new perspective on life events
Acquiring an understanding of the process of grief
Recognizing the blessings bestowed by God
Learning to not put oneself in pain while raising exceptional children
Finding inspiration by studying the story of Moses and Khizr
Distincting between tolerance and patience
Improving anger management skills
Developing a sense of positivity
Understanding the different types of angry people and managing anger
Developing existential capacity and assumptions
Identifying ways to develop patience, including changing attitudes towards life and recognizing that patience is a learnable skill
Studying holy verses on patience and its consequences, and engaging in Q&A.
Overall, the program aimed to promote patience among mothers of exceptional children through a combination of educational, spiritual and emotional tools.
Results
The research data was analyzed using single and multi-factor analysis of covariance, and the results indicate that the training of patience can have a positive effect on self-efficacy, change of attitude, failure, disappointment, shame, and patience of mothers of exceptional children.
Table 1. results of comparing two groups in self-efficacy and patience.
factor
Source for change
Sum of squares
Degree od freedom
Average sum of squares
F
P
Effect size
Self-effocacy
Pre-test
84/94
1
84/94
10/1
30/0
03/0
group
17/692
1
7/692
08/8
008/0
21/0
error
34/2483
29
63/85
total
81689
32
Pre-test
75/360
1
75/360
96/5
02/0
17/0
Patience
group
05/684
1
05/687
35/11
002/0
28/0
error
93/1754
29
51/60
total
256823
32
Based on the table provided, it is clear that there is a significant difference between the examination group, which received the training of patience, and the witness group, which did not receive training, in terms of self-efficacy and patience. Specifically, the examination group demonstrated higher self-efficacy and patience in the post-test phase compared to the pre-test phase, indicating that the training of patience has been effective in improving these outcomes. These findings suggest that the training of patience may be an effective intervention strategy to enhance the well-being of mothers of exceptional children.
Discussion
From the findings of this study, it is evident that training in patience can positively influence the self-efficacy, change of attitude, failure, disappointment, shame, and patience of mothers of exceptional children. Patience is an innate human trait that enables individuals to develop the ability to handle life pressures with resilience. The ability to defer one's own interests with the hope of attaining knowledge or a desirable outcome in the future is critical for personal growth and well-being. By improving their patience skills, mothers of exceptional children may be better equipped to handle the challenges of raising children with special needs.
Conclusion
The study showed significant differences in the self-efficacy, change of attitude, failure, disappointment, shame, and patience levels of mothers of children with exceptional needs between the examination and witness groups. As a result, it is recommended that counselors and psychologists consider incorporating patient training in the family education and group programs of mothers of children with exceptional needs to enhance their well-being.
Acknowledgements
We extend our gratitude to the mothers who participated in the study and provided valuable insights into the effect of patient training on their well-being. Their participation was crucial in helping us gather important data and make meaningful contributions to the field. We hope that this research can contribute to developing more effective interventions to support the needs of mothers of exceptional children.
Rahim Shalian; Seyed Amir Amin Yazdi; Hossein Kareshki; Mahmood Saeedy Rezvani; Seyed Mohsen Asgary Nekah
Abstract
Abstract: This research has been conducted with the aim of understanding the developmental-interactive implications in the education of of students with hearing damage. In this case study, the qualitative approach has been selected. To gather the data, two students with hearing damage were selected by ...
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Abstract: This research has been conducted with the aim of understanding the developmental-interactive implications in the education of of students with hearing damage. In this case study, the qualitative approach has been selected. To gather the data, two students with hearing damage were selected by the technique of "Most Similar/Most Different". The Data was collected through reviewing films, the documents and semi-structured interviews obtained from the people around them in their house and school. Trustworthiness is being taken in order to make the data reliable with respect to credibility, transferability, dependability, confirmability criteria. As a result, the understanding and the redrawing of participants’ experience allowed us to express that despite the same amount of hearing damage and possibility to benefit from integrative education, the cases had different academic achievement. The reason for this difference, which stemmed from parental interactive patterns and the way people achieve Functional Emotional Developmental Capacities, contrarily to common belief, is not subject to hearing reinforcement. Conclusion: The implication of the study is that the difference between the hearing impaired considering the level of mastering Functional Emotional Developmental Capacities, distinguishes the nature of their needs in educational environment not only from other exceptional individuals but also from each other. In order achieve educational justice, it is suggested that during implementing interventions and determining characteristics of curriculum elements, more attention should be paid to quality improvement and understanding of their experience in mastering Functional Emotional Developmental Capacities when interacting with family and educational contexts, especially in primary school.
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Abstract
The purpose of this study was to investigating of the effectiveness of puppet play therapy intervention on social skills of male students with autism disorder. The sample size was 24 male students with autism disorder that were selected by in available sampling method, and after a Garz test run they ...
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The purpose of this study was to investigating of the effectiveness of puppet play therapy intervention on social skills of male students with autism disorder. The sample size was 24 male students with autism disorder that were selected by in available sampling method, and after a Garz test run they were assigned in to experimental and control group, randomly. Such as each group consist of 12 students. Both groups were assessed pre-test. The Experimental group received puppet play therapy training in 21 sessions while control group did not. After completion of intervention period for experimental group the post-test was administered for both groups. The Stone`s social skills Scale were administered to assess the social skills. The data analyses by analysis of covariance (ANCOVA) and multivariate analysis of covariance (MANCOVA) showed that there were significantly increase in the mean scores of social skills and subscales (understanding/perspective taking, initiating interactions, responding to interaction and maintaining interactions) in experimental group (P<0.01).Observations implied the interference of puppet play therapy intervention for improving social skills of male students with autism spectrum disorder. The findings not only confirmed the effectiveness of this method, but also opens up the wider and deeper approach to puppet play therapy intervention and encourages therapists to consider puppet play therapy intervention as an effective therapy for students with autism disorder.