Sakine Pourtaleb; Bagher Ghobari Bonab; Sogand Ghasemzadeh; Hamed Babakri
Abstract
Objective: The present study was conducted to investigate the effectiveness of the forgiveness program in reducing anger problems and promoting anger management in adolescents residing in Tehran Correctional Center. This study was a quasi-experimental study with pretest-posttest design and control group. ...
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Objective: The present study was conducted to investigate the effectiveness of the forgiveness program in reducing anger problems and promoting anger management in adolescents residing in Tehran Correctional Center. This study was a quasi-experimental study with pretest-posttest design and control group. In this study, 30 adolescents with behavioral problems residing in the correctional center were selected by available sampling method. Subjects were randomly divided into experimental and control groups. The experimental group participated in 16 sessions of 120-minute forgiveness training sessions, while the control group was not trained. The data collection tool in this study was the STAXI-2 Spielberger Anger-Trait Anger Questionnaire and the obtained data were analyzed by univariate covariance method using SPSS software version 23. Findings showed that forgiveness program training has a significant effect on anger management skills of adolescents with behavioral problems (p <0.05). Therefore, teaching this program is associated with positive and effective results on controlling and managing the anger of the experimental group, and paying attention to forgiveness programs in reducing adolescent behavioral problems is necessary and of particular importance.
farzane haghighi
Abstract
The purpose of this study was to explain of teacher and experts curriculum orientation in pre and vocational secondary education based on attitude to mentally retarded students in Mashhad city and Tehran city. Attitude Scale designed in three main components Included optimistic, behavioral misconception, ...
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The purpose of this study was to explain of teacher and experts curriculum orientation in pre and vocational secondary education based on attitude to mentally retarded students in Mashhad city and Tehran city. Attitude Scale designed in three main components Included optimistic, behavioral misconception, and pessimism attitudes and was 22 items. Curriculum orientations questionnaire designed in three main components and included vocational, independent living and academic orientation and 41 items. Content validity verified by experts. A sample of Teachers (n = 126) and experts (n = 33) completed attitude scales and orientations questionnaire. Attitude Scale and Curriculum Orientation questionnaire Assessed by using Cronbach's Alpha (in order, 0.84 and 0.94). Results shown that teachers and experts attitude was optimistic and their curriculum orientation was independent living orientation. There is no significant difference between two samples. Statistical tests have shown a significant difference between curriculum orientations and attitudes to mentally retarded students.
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.