Yuosef Gorgi; Razieh Keivanpour
Abstract
The birth of a disabled child can have severe negative effects on mothers; Because they have to fulfill more demands. The aim of this study was to investigate the effectiveness of positive thinking training on hope and life satisfaction in mothers with disabled children. The research method was ...
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The birth of a disabled child can have severe negative effects on mothers; Because they have to fulfill more demands. The aim of this study was to investigate the effectiveness of positive thinking training on hope and life satisfaction in mothers with disabled children. The research method was quasi-experimental with pre-test, post-test and follow-up design and control group. The research sample consisting of 30 mothers with disabled children under the auspices of Shahinshahr Welfare Organization in 2016 was selected by purposive sampling and randomly divided into experimental and control groups. Participants completed the Hope Scale (Schneider et al., 1991) and Life Satisfaction Questionnaire (Diner et al., 1985) at the pre-test, post-test, and follow-up stages. Experimental group was trained for 8 sessions of 60 minutes per week in positive thinking training and the control group did not receive any training. Data analysis was performed using repeated measures analysis of variance. The results showed that in the variable of hope, time factor (p<0.05, F=16.907), group factor (p<0.05, F=19.864) and time and group interaction (p<0.05, F=17.996) and in life satisfaction variable, time factor (p<0.05, F=8.757), group factor (p<0.05, F=8.806) and time and group interaction (P<0.05, F=9.543) are significant that these findings indicate that there is a significant difference between the two groups in the three stages of research on the factor of hope and life satisfaction. Therefore, positive thinking training in psychological centers can be used as an effective treatment to improve the hope and life satisfaction of mothers with disabilities
neda khodakaramian; MOHSEN NIAZI; elham shafaei
Abstract
In recent decades, the social exclusion of people with disabilities has become an up-to-date topic for analyzing issues and problems at various levels and dimensions. In fact, the most obvious feature of the social status of people with disabilities is the issue of their social exclusion. Accordingly, ...
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In recent decades, the social exclusion of people with disabilities has become an up-to-date topic for analyzing issues and problems at various levels and dimensions. In fact, the most obvious feature of the social status of people with disabilities is the issue of their social exclusion. Accordingly, the main purpose of this study is to investigate the rate of social exclusion of the physically disabled people, and the extent of its difference based on the type of disability, severity and cause of disability of the individuals. This research was based on the social survey method. The sample size consisted of 528 people with physical disabilities who were selected and examined by the convenience sampling method due to access problems. The results of the study indicated that the rate of social exclusion in the majority of the subjects was moderate to high. Findings of the one-way analysis of the variance test indicated that there was no significant difference in the mean score of social exclusion of the disabled individuals based on the type and cause of their disability. However, the results of the Fisher test were significant in relation to the difference between the mean score of social exclusion among the disabled based on the severity of disability with a value of (sig = .05 and F = 2.942) at an error level of less than .05 and with 95% confidence. Accordingly, the severity of disability in people with disabilities reduced their participation in social life, their marginalization, and social exclusion. In this regard, it is necessary for the society to adopt approaches to facilitate the presence and participation of the disabled in the society so that they are not excluded from the social spheres due to their disability.
naser yoosefi; bantolHoda karimipoor
Abstract
The present study aimed to investigate the effectiveness of Mindfulness-Based Stress Reduction Program (MBSR) on the self-efficacy and frustration tolerance in parents of physical-motor disabled children. The research had a quasi-experimental method with pre-test and post-test, and a follow-up for experimental ...
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The present study aimed to investigate the effectiveness of Mindfulness-Based Stress Reduction Program (MBSR) on the self-efficacy and frustration tolerance in parents of physical-motor disabled children. The research had a quasi-experimental method with pre-test and post-test, and a follow-up for experimental and control groups. The statistical population consisted of parents of physical-motor disabled children with records in the Welfare Organization of Pol-e Dokhtar County in 2017. Samples were selected using the convenience sampling method and randomly put into two 16-subject groups namely the experimental and control groups. Training the Mindfulness-Based Stress Reduction Program (MBSR) was presented to the experimental group in 8 two-hour sessions per week, but the control group did not receive any training. Both groups were assessed by Dumka's Parenting Self Efficacy Measure (PSAM) and Harrington's Frustration Discomfort Scale (FDS) a week before the first session, a week after the last session, and 30 days later. The results of repeated measures multivariate analysis of variance (RM-MANOVA) indicated that the training program had an effect on the improvement of parenting self-efficacy and frustration tolerance; and the experimental group had a mean higher than the control group at the post-test and follow-up stages (P<0.0001). Findings of the present study provided a clear perspective on the use of new mindfulness treatment in reducing psychological problems and presented a desirable basis for implementing this training program and method in the prevention and investigation of interpersonal problems.
ali farhodian; mosaiieb iarmohammadi vasel; mandana sadeghi; mohammad esmaeel saveri; leila soleimani nia; hamidreza maghami
Abstract
Object: This study conducted to identify the target groups of research center for psychology and special needs in psychological, social, spiritual and physical aspects. Material and method: The study is a qualitative research with grounded theory method. After reviewing the relevant literature, 10 groups ...
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Object: This study conducted to identify the target groups of research center for psychology and special needs in psychological, social, spiritual and physical aspects. Material and method: The study is a qualitative research with grounded theory method. After reviewing the relevant literature, 10 groups were purposed as individuals with special needs and 100 people were selected through a purposeful sampling. These groups included: children, aged people, people with a sensory motor disability, psychiatric patients and mental retards, people with special medical needs. Substance abusers, prisoners, marginated people or minorities, people with low socioeconomic status, pregnant women. Data was collected in semi-structured interviews and then was analyzed with Strauss & Corbin coding manner or continued comparison. Findings: Most important domains of special needs in our groups were: family, education, amusement, movement and transportation, building and places (houses and public places), social participation and occupation, treatment and rehabilitation services, and people's attitude toward their problems. Result: "special need" term is related to disability, disability often is due to one's characteristics and obstacles caused from society. There are several barriers in obviating the needs and majority of them are occured by human such as non efficient systems and services, discriminatory policies, prejudice attitudes, etc. in order to enhancing social participation of disabled people and promoting their life styles as equal as other people, the public systems such as places and buildings, houses, transportation, educational and vocational opportunities and socio-cultural life (e.g. sport and amusement equipments) should be available for all people in a equal way and proper to their abilities and needs.
aseyeh shamradloo; Diba Seyf
Abstract
The aim of the present study was to compare the self-determination and its dimensions between students with and without intellectual disability. Research methodology is the form of scientific-comparison. The population of the study consisted of all students with and without intellectual disability age ...
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The aim of the present study was to compare the self-determination and its dimensions between students with and without intellectual disability. Research methodology is the form of scientific-comparison. The population of the study consisted of all students with and without intellectual disability age 14 years and older which in educated year 91-92 are educating at schools in shiraz. The participans of this study were 120 students (60 with intellectual disability and 60 without intellectual disability) with age of 14 and above, which in targeted way were selected from the school related to with and without intellectual disability students. In this research, self-determination and its dimensions were evaluated by using Self-Determination Scale (Gomezvela.et.al,2012). In order to analysis the data, two way analyse of variance and repeated measures were used. The results indicated that students with intellectual disability gain lower score in self-determination rather than student without intellectual disability. Also there were not significant difference between boys and girls in total scores of self-determination, behavior autonomy and psychologically empowered dimensions. Only in self-realization there was a significant difference between girls and boys. The other results of this research is that, among the different dimension of self-determination between two groups students with and without intellectual disability, the higher rank accrued to psychological empowerment and the lower rank accrued to behavioral autonomy. Also according to the parents education levels, there was significant difference in total score of self-determination and its dimensions between both groups of students with and without intellectual disability.