Masumeh Tayebli; usef jalali
Abstract
Abstract
The primary goal of this research study is to determine the effectiveness of a group-play-based educational program on improving theory of mind and self-esteem in children diagnosed with mild intellectual disability. Theory of mind difficulties are a fundamental deficit among individuals with ...
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Abstract
The primary goal of this research study is to determine the effectiveness of a group-play-based educational program on improving theory of mind and self-esteem in children diagnosed with mild intellectual disability. Theory of mind difficulties are a fundamental deficit among individuals with intellectual disabilities, significantly impacting various aspects of their functioning. The design of an educational program based on group play activities aims to address this issue and enhance the participants' self-esteem. For the study, semi-experimental research design that included a pre-test and post-test, along with a control group and a follow-up test was implemented. The research population comprised all students with mild intellectual disabilities in the second year of primary school who were attending exceptional schools in the city of Tehran during the academic year 2022-2023. A total of 28 male students were selected for this study through convenience sampling, constituting the research sample. They were subsequently divided into experimental and control groups. The tools utilized in this study included the Theory of Mind test developed by Steerneman (1999) and the Self-Esteem Scale created by Rosenberg (1965). The intervention program, consisting of 24 sessions lasting 90 minutes each, was implemented on the experimental group. In addition, a follow-up session was conducted two months after the completion of the sessions. The results demonstrated that the educational program had good validity and reliability, as assessed through a repeated measures analysis of variance. The findings of this research underscore the effectiveness of the educational program in improving both theory of mind and self-esteem in children with mild intellectual disabilities. The positive effects observed were statistically significant, as indicated by a p-value of less than 0.001, and they were found to be sustainable even after a two-month follow-up period. The plays developed by this educational program can be effectively utilized by parents, teachers, psychologists, and rehabilitative centers to support and support the development of theory of mind and self-esteem in individuals with mild intellectual disabilities.
Keywords: Play, Self-esteem, Intellectual Disability, Theory of Mind.
Extended Abstract
Introduction
Intellectual disability, particularly in its mild form, can present unique challenges for individuals in navigating social interactions and communication, often resulting in lower levels of self-esteem and heightened feelings of isolation. Theory of Mind (ToM) is a crucial cognitive skill which significantly contributes to social and emotional development. It has been well-established that deficits in Theory of Mind (ToM) can hinder social interactions and potentially contribute to emotional and behavioral disturbances. Group play is widely acknowledged as an effective educational approach to address these challenges and improve ToM and self-esteem in individuals with mild intellectual disabilities. This study sought to design and evaluate an educational program centered around group plays, aiming to enhance ToM and self-esteem in children with mild intellectual disabilities.
Research Questions
Does the group play-based educational program significantly improve Theory of Mind (ToM) in children with Mild Intellectual Disability (MID)?
Can this group play-based educational program enhance the self-esteem of these children?
Are the effects of the educational program sustained over time (after two months)?
Literature Review
Intellectual disability is a multifaceted condition that impacts cognitive functioning and the capacity for social interaction. One significant aspect of this disorder is the impairment of Theory of Mind (ToM), which pertains to an individual’s ability to recognize that other individuals have unique thoughts, emotions, and beliefs that guide their actions (Astington, 1993)
Research has previously shown that children with stronger Theory of Mind (ToM) capabilities tend to develop better social relationships, while simultaneously exhibiting higher levels of self-esteem (Perner et al., 1989). Furthermore, inadequate ToM abilities can result in inadequate communication skills, lowered self-confidence, and heightened social anxiety (Doherty, 2008).
Play is regarded as a valuable tool in improving both social and cognitive abilities. Studies have demonstrated that group play can be particularly beneficial, as children engage in social interactions that aid in the development of empathy, understanding of emotions, and improvement in perspective-taking (Hamm, 2006).
The act of pretend play and role-playing stimulates children to adopt different perspectives, fostering the development of Theory of Mind (Leslie, 1987; Lin et al., 2017). Furthermore, success in group activities can elicit positive feedback, ultimately bolstering childrens' self-esteem (Johar, Ishak, & Zainuddin, 2013).
Methodology
For the purpose of this research, a quasi-experimental study employing a pre-test and a follow-up test, alongside a control group, was implemented. The research aimed to investigate whether the educational program of this study, based on group plays, is effective in improving ToM (Theory of Mind) and self-esteem in children with mild intellectual disability (MID).
In this research, a convenience sampling method was utilized to select a total of 28 male students who were diagnosed with mild to moderate intellectual disabilities. These individuals were then randomly assigned to two groups, with 14 participants assigned to the experimental group and the remaining 14 participants constituting the control group. For the assessment of theory of mind and self-esteem, two instruments were utilized: The Theory of Mind Test developed by Steerneman (1999) and the Self-Esteem Scale devised by Rosenberg (1965). Additionally, the educational program consisted of 24 sessions (each lasting 90 minutes) of group play activities, exclusively for the experimental group. The effectiveness of the program was assessed through the application of the Repeated Measures Analysis of Variance (ANOVA) statistical technique.
Results
The outcome of the research demonstrated that the educational program significantly enhanced both Theory of Mind (ToM) and self-esteem in children with Mild Intellectual Disability (MID) (P<0.001). The comparison of the mean scores for both ToM and self-esteem showed significant increases from pre-test to end, as well as between the pre-test and follow-up stages. Furthermore, no significant alterations were observed within the control group.
Discussion
The study results demonstrated that group play-based interventions proved effective in enhancing ToM and self-esteem in children with MID. These results aligned with previous research emphasizing the significance of social interactions and pretend play in cognitive and emotional development. The studies conducted by Ghasemi (2017) and Lin et al. (2017) further reinforce the idea that interactive and pretense play significantly enhances social functionality and self-esteem. This new study emphasized the importance of using structured play-based programs as a prominent intervention technique in special education and rehabilitation contexts.
Conclusion
The research results have indicated that the implementation of a group-play based educational program resulted in significant improvements in both ToM and self-esteem in children with MID. Furthermore, it was observed that these positive changes remained consistent over time, which implies the potential long-term benefits of this program.
Acknowledgments
The authors are deeply grateful for the valuable contributions made by the teachers, students, and parents who participated in this research study.
AbbasAli Hosseinkhanzadeh; Elias Rahimi; Elaheh Ostavi
Abstract
Assertiveness is considered as a significant factor in improving self-esteem and interpersonal relationships. Studies show that slow learner students have problem in self-confidence and interpersonal relationships. The purpose of this study was to investigate the effect of assertiveness skills training ...
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Assertiveness is considered as a significant factor in improving self-esteem and interpersonal relationships. Studies show that slow learner students have problem in self-confidence and interpersonal relationships. The purpose of this study was to investigate the effect of assertiveness skills training on improving self-esteem and peer relationships of slow learner students. The study design was experimental, running the pre-test, post-test, with a control group. 24 boys in third to sixth grades in Rudbaar were randomly assigned to control (n=12) and experimental group (n=12), and answered to Scale of Relationship between Peers (walter Hudson, 1997), and self-esteem questionnaire (Cooper Smith, 1967). Assertiveness skills training was performed during eight sixty-minute sessions for the experimental group while control group received no this training. Results of covariance analysis showed that assertiveness skills training improves peer relationships among slow learner students, and also increases total score of their self-esteem (P<0.001). The results of this research confirms that assertiveness skills training could be considered as an intervention to enhance self-esteem and peer relationships of slow learner students.
Soghra Taheri; Azam Moradi; Sahar Pazouhesh
Volume 3, Issue 9 , April 2013, , Pages 145-170
Abstract
The purpose of this study is to determine the share of self-efficacy, self-esteem and achievement motivation in predicting quality of life of physically disabled youth in Shahrekord. For sampling, 70 members of institutes for disabled persons in Shahrekordare selected randomly in spring of 2011. Subjects’ ...
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The purpose of this study is to determine the share of self-efficacy, self-esteem and achievement motivation in predicting quality of life of physically disabled youth in Shahrekord. For sampling, 70 members of institutes for disabled persons in Shahrekordare selected randomly in spring of 2011. Subjects’ quality of life, self- efficacy, self- esteem, and achievement motivation are measured by WHOQOL-BREF, general self-efficacy scale, Rosenberg's self-esteem scale, and Herman’s achievement motivation questionnaire respectively. For assessing demographic characteristics, a researcher-made questionnaire is used. Descriptive statistics and stepwise regression is used for data analysis. The results of stepwise regression show that self-efficacy can significantly predict the rate of quality of life in physically disabled young persons(P=0.002), but adding each one of self- esteem and achievement motivation variables to self-efficacy variable cannot increase significantly the power of prediction of quality of life in these subjects. As conclusion, self- efficacy has an important role in explaining the quality of life in physically disabled young persons.Thus, based on the findings of this research, it is suggested that the self-efficacy training programs be performed for individuals with physical disabilities at medical and educational centers.
Parviz Sharifi Daramadi; Leila Qassemi Davari
Volume 2, Issue 7 , October 2012, , Pages 115-132
Abstract
This research is aimed at assessing and comparing the degree of emotional intelligence, self- esteem, and depression in crime victim and non-victim girls aged between 15 and 18. The sample includes 31 crime victims living in the Welfare and Rehabilitation Organization of Tehran and 31 non-victim ...
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This research is aimed at assessing and comparing the degree of emotional intelligence, self- esteem, and depression in crime victim and non-victim girls aged between 15 and 18. The sample includes 31 crime victims living in the Welfare and Rehabilitation Organization of Tehran and 31 non-victim girls who have interaction with them as visitors. They are selected via convenience sampling and homogenized in terms of age and education. The data are gathered by applying Cooper's Emotional Intelligence, Beck's Depression Inventory, Cooper Smith Self- Esteem Questionnaire. The results indicated that girls who are crime victims have high depression, low self-esteem and emotional intelligence scores, though the scores are not pathologically low. Based on the findings of this research, parents are recommended to learn about emotional intelligence abilities and apply them on their daughters who are likely to be victims of social harms.
Azam Moradi; Sedigheh Rezaei Dehnavi
Volume 2, Issue 5 , April 2012, , Pages 65-98
Abstract
Objective: The purpose of this study was to examine and compare the effectiveness of achievement motivation, self-efficacy and self-esteem group trainings on self-esteem of physically disabled females in Isfahan city.
Method: Research design was semi-experimental. The statistical population included ...
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Objective: The purpose of this study was to examine and compare the effectiveness of achievement motivation, self-efficacy and self-esteem group trainings on self-esteem of physically disabled females in Isfahan city.
Method: Research design was semi-experimental. The statistical population included all 18-35 year old women members of Isfahan branch of the NGO named the Society of Disabled. A random sample of 80 of the statistical population was selected, and after responding to Rosenberg Self-Esteem Scale(RSES), forty of the primary sample whose self-esteem scores were lower than the other half were selected as the final sample and assigned to three experimental groups and one control group randomly. Then nine weekly sessions of self esteem group training, self-efficacy group training, and achievement motivation group training were administrated for 1, 2, and 3 experimental groups respectively. At the end of all sessions, post- test (RSES) again administrated for three experimental groups and control group. For assessing subject's characteristics, in addition Rosenberg Self-Esteem Scale (RSES), a demographic characteristics questionnaire was used. Data were analyzed using analysis of covariance and LSD Post Hoc test. Probability level P<0/05 was used to test the hypotheses.
Results: Results showed a significant effect for self esteem group training(P=0/023), self-efficacy group training(P=0/006), and achievement motivation group training(P=0/016); but there was no significant difference between the effect of self esteem group training, self-efficacy group training and achievement motivation group training. Conclusion and recommendations: self esteem group training, self-efficacy group training and achievement motivation group training can be effective for enhance self-esteem of physically disabled persons and in result for their rehabilitation. Accordingly it is proposed that these three types of educational programs be implemented on a regular basis in medical centers and educational and non-governmental organizations for people with physical disabilities.