Mehdi Rahimi; Hossein Afrasiabi; Tayebeh Rostampoor Gilani; Atieh Ghodoosi nia
Abstract
According to the deep and reciprocal effect of mental retarded children on family members' lives, especially mothers, and few studies in this group, the present study aimed to investigate the effect of mental retarded child on mother's life. The research method was qualitative: grounded theory. The sample ...
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According to the deep and reciprocal effect of mental retarded children on family members' lives, especially mothers, and few studies in this group, the present study aimed to investigate the effect of mental retarded child on mother's life. The research method was qualitative: grounded theory. The sample group included 22 Yazd City's mothers with mental retarded child whom were selected by purposive sampling method. The sampling process continued to theoretical saturation. We used non-structured and semi-structured interviews to collect data. By using theoretical encoding, we analyzed the data. We acknowledged 54 concepts in open encoding phase and 9 categories in axial encoding phase. These categories included: facility defect, cost distress, social relationship defect, marital dissatisfaction, support defect, blaming others, belief conflict, pregnancy worry, and future fear. The core category emerged as "care-peril". The result showed that mother's caring of their M.R. children, exposed them to the various perils. Cultural, economic and supportive poverty, as causal conditions affect mother's care-peril phenomenon. Consequences included affective divorce, relationship decline, depression and dissuasion of next pregnancy.
afsaneh rahimi; ahmad yarmohamadian; Ahmad Abedi; salar faramarzi
Abstract
This study aims to evaluate the effect of group intervention treatment on the improvement of social skills, academic competence and the reduction of behavior problems in children with Autism Spectrum Disorders. The study is based on the A-B-A single-subject design. Using the purposive sampling, three ...
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This study aims to evaluate the effect of group intervention treatment on the improvement of social skills, academic competence and the reduction of behavior problems in children with Autism Spectrum Disorders. The study is based on the A-B-A single-subject design. Using the purposive sampling, three students were selected. Training sessions, which were based on Derosier social skills training program, consisted of ten lessons that were held for five months in twenty 40-minute sessions. Using the Social Skills Improvement System (SSIS), during and after each 3-training session, the evaluation was carried out. In order to track the training results, the questionnaire was filled out by the trainer one month later. According to the data visual analysis results, this program succeeded to improve the social skills and behavior problems in all of the three participants. Regarding the improvement of the academic competence, this program proved to be effective only for the first participant. According to the research findings, the nature of the group interventions, which creates more opportunities for interaction and an increase in the motivation for children to relate, not only leads to social skills and relation improvement, but also has a direct and positive impact on the behavior problems( including the reduction of bullying, internalizing and externalizing symptoms). Regarding the effect of this program on academic competence, further research is needed.
Sedigheh Annabestani; Alimohammad Naemi
Abstract
The aim of this study was to determine the effects of positive thinking traning on self-compassion and life expectancy in mothers of children with autism spectrum disorder of Sabzevar, Iran. This study was semi -experimental and pretest-posttest with control group was used. The statistical population ...
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The aim of this study was to determine the effects of positive thinking traning on self-compassion and life expectancy in mothers of children with autism spectrum disorder of Sabzevar, Iran. This study was semi -experimental and pretest-posttest with control group was used. The statistical population of the study consisted of all mothers of children with autism spectrum disorder of Sabzevar in the academic year 2017-18 that were selected according to eligibility criteria and were assigned to experimental (n = 18) and control (n = 18) groups through simple random sampling. After conducting the pre-test using the self-compassion scale and life expectancy scale, the experimental group received positive thinking traning during 10 sessions of 75 minutes, while the control group received no intervention. After the end of the program, the two groups were given a post-test. The collected data was analyzed using descriptive statistics methods (mean and standard deviation) and inferential statistics (analysis of covariance) with the help of version 23 of SPSS. The results showed that positive thinking traning have a significant effect on the self-Compassion and life expectancy with components of the mothers of children with autism spectrum disorder of Sabzevar. Accordingly, positive thinking training is an effective intervention program for helping mothers of children with autism spectrum disorder.
Parviz Sharifi Daramadi; Maryam Malmir
Volume 2, Issue 6 , June 2012, , Pages 47-60
Abstract
Objective: The aim of this research is to assess the auditory information processing in blind adolescents.
Method: The present study is an applied research carried out by field research methodology. 15 blind and 15 sighted students (aged from 14 to 16) of high schools in Tehran and suburbs were selected. ...
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Objective: The aim of this research is to assess the auditory information processing in blind adolescents.
Method: The present study is an applied research carried out by field research methodology. 15 blind and 15 sighted students (aged from 14 to 16) of high schools in Tehran and suburbs were selected. In order to assess the speed of auditory information processing, both sample groups were tested using two versions of Paced Auditory Serial Addition Test (PASAT2.8 & PASAT1.6). The data were analyzed by T (independent) statistical test.
Results: Blind students didn’t show any significant difference with sighted ones in PASAT 2.8 (α= 0.05); however, they showed a highly significant difference in PASAT 1.6 (α= 0.05). In other words, blind students performed better than sighted ones.
Conclusion: The results indicate that when it comes to auditory information processing speed, performance of blind students is relatively better than sighted ones in PASAT test. The faster the presentation of stimulus, the more significant is the difference of their performance.
Recommendations: Based on the findings of this study, it is suggested that when educating blind students, teachers should pay attention to their special abilities in processing auditory information and lay more stress on educating these students by relying on their auditory abilities.
Seyyedeh Somayyeh Jalil-Abkenar; Gholam Ali Afrooz; Ali Akbar Arjmandnia; Bagher Ghobari-Bonab
Abstract
Intellectual disability affects all aspect of individual's life, while applying leisure time program has been associated with effective outcomes. Present study was aimed to determine the effectiveness of Arsh leisure time program on the working memory, cognitive capacity and communication skills of children ...
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Intellectual disability affects all aspect of individual's life, while applying leisure time program has been associated with effective outcomes. Present study was aimed to determine the effectiveness of Arsh leisure time program on the working memory, cognitive capacity and communication skills of children with intellectual disability. The present research was a semi-experimental study with pre-test, post-test design and control group. The participants were 30 girl children with intellectual disability from exceptional schools in Isfahan city using randomly method. Subjects were divided into experimental and control groups, each group consisting of 15 children. The experimental group received 16 sessions of Arsh leisure time program and the control group did not. The instruments were working memory test battery for children (2017), Wechsler intelligence scale for children (2003) and communication skills questionnaire (1990). Data were analyzed by MANCOVA. The results showed that Arsh leisure time program had a significant effect on the working memory, cognitive capacity and communication skills of subjects (P<0.0001). Arsh leisure time program improved working memory, cognitive capacity and communication skills of children with intellectual disability. So planning leisure time program for these children have specific importance.
jalal kalantari; siamak samani; gholamali afrooz; jhaleh refahi
Abstract
Kinship marriages play an important role in the emergence of various types of children's disabilities, which can affect the quality and marital satisfaction of these families. The purpose of this study was to investigate the concerns about having a disabled child and the quality and marital satisfaction ...
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Kinship marriages play an important role in the emergence of various types of children's disabilities, which can affect the quality and marital satisfaction of these families. The purpose of this study was to investigate the concerns about having a disabled child and the quality and marital satisfaction of relatives. For this purpose, a review of the original texts including scientific books and scientific articles in this field between 1990 and 2017 was extracted from the Google Scholar, ERIC, Science Direct and Pubmed databases. Searching for these databases was provided by the disabled children in the family, Kinship Marriage, Marital satisfaction, Marital Adjustment, Marital Quality, Children with Developmental Disabilities. Also, some Persian sources used in this field were used. A review of the literature of research has shown that in families with kinship marriages, there is a greater concern and concern than having a disabled child that can affect their quality and marital satisfaction. Also, some studies have shown that quality and marital satisfaction in Kinship families have the greatest impact once they become a child of disability in the family. Based on the literature review,. Generally, kinship due to the implications is sought more by researchers and clinicians and doctors in the field. Other theoretical applications and empirical evidence related to kinship marriage are detailed in the paper
Amin Hasan pour kheir abadi; Maryam Seif Naraghi; Masoud Jafari; Amir Hossein Mosavi
Volume 1, Issue 2 , July 2011, , Pages 49-72
Abstract
Objective: This study reviews and compares the relationship between different aspects of the relationship between two variables: self-determination skills and the quality of life in two groups of male students: students with and students without hearing damage of guidance schools in the academic year ...
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Objective: This study reviews and compares the relationship between different aspects of the relationship between two variables: self-determination skills and the quality of life in two groups of male students: students with and students without hearing damage of guidance schools in the academic year 88-89 in Tehran. Method: This is a correlation study. The statistical population has been all the male students with and without hearing impairment of all guidance schools of Tehran in the academic year 88-89. Accessible sampling was undertaken including 18 hearing impaired and 15 non- hearing –impaired students. The samples were matched for age, intelligence and social class. The assessment tools were: the Self Determination Scale and the Quality of Life questionnaire. The statistical analysis was done with the Fisher's Z test. Results: The results show that only the correlations between two dimensions of “having choice” and “being independent” were significantly different between the two groups. There were no significant differences in the correlations amongst other aspects of the findings. So we can conclude that self- determination relationship skills with quality of life in both groups are equal between the two groups, whereby there is no significant difference to register. Conclusion and recommendations: Based on the results of this study, it is to promote the quality of life of the students suffering from hearing impairments while the results indicate that their autonomy is not sufficient as “having choice” and “being independent” are the underlying capacities they have shown to be lacking.
Ali Torkashvand; Amir Ghamarani
Abstract
Abstract
Children’s behavioral problems influence their families considerably. Thus, the present study evaluates the effectiveness of the spillover intervention on the emotional processing and self-concealment of the mothers of children with externalized behavioral problems in Isfahan. The study ...
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Abstract
Children’s behavioral problems influence their families considerably. Thus, the present study evaluates the effectiveness of the spillover intervention on the emotional processing and self-concealment of the mothers of children with externalized behavioral problems in Isfahan. The study is quasi-experimental with pretest, posttest, and follow-up phases. Thirty mothers of children with externalized behavioral problems were selected by purposeful and convenience sampling and assigned into two experimental and control groups. The experimental group underwent the spillover intervention in 8 90-minute sessions, and the control group received no treatment. The research instruments included Achenbach’s (2001) Child Behavior Checklist-Parent Form (for screening the sample group), Larsen and Chastain’s (1990) Self-Concealment Scale (SCS), and Baker’s (2010) Emotional Information Processing Questionnaire. The data were analyzed by univariate and multivariate ANCOVA tests run in the SPSS 26 software. The results revealed that spillover training positively and significantly impacted self-concealment (F = 12/902; P = 0/001) and emotional processing (F = 33/017; P = 0/001) at the significance level of 0/05 (α = 0/05). Besides, the results were constant in the follow-up phase (α = 0/05). According to the findings, spillover training has a significant effect on the self-concealment and emotional processing of mothers of children with externalized behavioral problems. Considering mothers are the main pillars in training their children, this outcome has some educational and psychological implications for the mothers of children with externalized behavioral problems.
Keywords: Spillover, Self-Concealment, Emotional Processing, Externalized Behavioral Problems.
Extended Abstract
Introduction
Behavioral problems arise in situations where emotional and behavioral responses differ from cultural, age, and ethnic norms in school, negatively impacting academic performance, self-care, social relationships, personal adaptation, and adaptation in the workplace (Ghamarani and Lotfi, 2018). One type of behavioral problem is externalizing problems, which include behaviors that are externally observable and directed outside the child's existence, and are somewhat referred to as disruptive behavior (defiance, hyperactivity, inattention, and aggression) (Achenbach and Rescorla, 2001). The spillover theory, based on the family systems perspective, assumes that all family members are interdependent, and as a result, their experiences, emotions, values, and behaviors influence the interactions of other family members in a domain (Jensen et al., 2021). One of the influential factors in the type of response of parents with problematic children is emotions, which their involvement is evident in a wide range of psychological disorders such as anxiety disorders and depression (Altiere & von Kluge, 2009). Emotional processing using emotional processing strategies can be effective in increasing emotional skills to reduce emotional and psychological disturbances (Mohammadi Siyah Kamari et al., 2017). It seems that mothers with children with behavioral problems are weak in emotional processing and achieve lower grades. Anger, aggression, bullying, violence, and illegal and rule-breaking behaviors are manifestations of externalizing behavioral problems and are considered unacceptable by society, so mothers of this group of children are forced to use self-concealment mechanisms. According to the studies conducted, the family spillover approach has the potential to be taught to mothers with children with behavioral problems. Therefore, the issue of the present research was to evaluate the effectiveness of the spillover intervention on emotional processing and self-concealment of mothers with children with externalizing behavioral problems.
Research Questions
Is the spillover intervention effective in the emotional processing of mothers with children with externalizing behavioral problems?
Is the spillover intervention effective in the self-concealment of mothers with children with externalizing behavioral problems?
Literature Review
Based on previous studies, the negative spillover of marital conflicts is associated with strictness, incompatibility, relationship tension, and unhealthy parenting (Wormuth, Cummings, & Davies, 2020). Therefore, in studies related to family spillover, mothers have been the focus of researchers; self-efficacy and parenting style (Rahimi, Akrami, & Ghamarani, 2021), self-determination and parental management (Mansournia, Malekpour, & Ghamarani, 2021) are examples of these studies.
Methodology
This research was conducted as a semi-experimental study, including pre-test, post-test, and follow-up. The statistical population in this study included all mothers with children with external behavioral problems studying in regular schools in Isfahan during the academic year 2021-2020. The diagnostic criterion for children's behavioral problems was the Achenbach Behavior Problems Questionnaire. Convenience and purposive sampling methods were used to select the sample from schools in District 3 of Isfahan. After identifying students with external behavioral problems, their mothers were invited to participate in the research, and 30 of them who met the inclusion criteria were selected as the sample. In the pre-test phase, dependent variables were evaluated. Then, the spillover intervention was implemented in the experimental group in 8 sessions of 90 minutes (two sessions per week) (Torkashvand & Ghamarani, in press). Then, in the post-test and follow-up phase, one month after the end of the intervention, both the experimental and control groups were evaluated in terms of dependent variables. In the next phase, the difference between the pre-test, post-test, and follow-up scores of the experimental and control groups was statistically tested to determine the effect of the independent variable.
Results
Table 1. Descriptive statistics of self-concealment and emotional processing in two groups
Variables
Experimental
Control
Test
N
M ± SD
M ± SD
self-concealment
Pre‑test
15
30.33±9.48
31.86±7.60
Post‑test
15
19.66±5.12
31.06±6.69
Follow-up
15
19.06±3.39
32.86±5.30
emotional suppression
Pre‑test
15
15.86±3.20
15.73±3.23
Post‑test
15
13.40±2.66
16.80±2.88
Follow-up
15
13.77±2.44
14.40±2.44
emotional processing signs
Pre‑test
15
13±3.20
11±1.64
Post‑test
15
18.20±2.54
12.66±2.28
Follow-up
15
15.40±3.26
12.93±1.62
emotional avoidance
Pre‑test
15
13.26±2.60
11.86±2.32
Post‑test
15
8.73±1.22
11.33±1.83
Follow-up
15
8.93±1.38
12.06±2.01
emotional control
Pre‑test
15
12.26±2.96
11.46±2.13
Post‑test
15
17.86±3.13
12.27±1.75
Follow-up
15
17.66±2.22
12.60±1.76
Unpleasant emotional experiences
Pre‑test
15
13.33±2.16
12.60±2.22
Post‑test
15
7.26±2.88
12.66±2.58
Follow-up
15
30.06±4.87
7.93±2.05
emotional processing
Pre‑test
15
64.93±11.42
58.40±6.85
Post‑test
15
91.40±11.06
61.40±4.54
Follow-up
15
85.06±10.27
62.53±5.34
Table 2.Results of one-way analysis of variance on the mean scores of post-test and follow-up on maternal self-concealment with pre-test control
stage
Sum of square
df
Mean square
F
Sig.
Effect Size
Test power
Post‑test
Pre‑test
17569.729
1
17569.729
371.888
0.001
0.810
1.00
Group
3546.944
1
3546.944
75.076
0.001
0.463
1.00
error
4110/289
57
47.245
Total
85803.000
60
Follow- up
Pre‑test
210.062
1
210.062
100.900
0.001
0.639
1.00
Group
881.771
1
881.771
70.173
0.001
0.722
1.00
error
331.279
57
12.566
Total
22140.000
60
Table 3. Covariance analysis of post-test and follow-up mean scores of self-concealment and emotional processing
Stage
Variables
Sum of square
df
Mean square
F
Sig.
Effect Size
Test power
Post‑test
emotional suppression
240.000
1
240.000
31.863
0.001
0.397
1.00
emotional processing signs
212.817
1
212.817
35.004
0.001
0.277
1.00
emotional avoidance
46.944
1
46.944
8.881
0.004
0.093
0.838
emotional control
328.711
1
328.711
45.166
0.001
0.342
1.00
Unpleasant emotional experiences
81.667
1
81.667
12.214
0.001
0.264
1.00
emotional processing
4507.331
1
4507.331
33.017
0.001
0.550
1.00
Follow- up
emotional suppression
81.667
1
81.667
13.083
0.001
0.187
0.945
emotional processing signs
70.417
1
70.417
10.867
0.002
0.160
0.900
emotional avoidance
64.067
1
64.067
11.013
0.002
0.162
0.904
emotional control
160.067
1
160.067
24.802
0.001
0.303
0.998
Unpleasant emotional experiences
106.667
1
70.417
15.228
0.001
0.211
0.970
emotional processing
2593.338
1
2593.338
48.967
0.001
0.645
1.00
Discussion and Conclusion (Times New Roman 12 bold)
The first finding of the research showed a significant difference in emotional processing between the experimental and control groups. In the intervention sessions, mothers were asked to describe their interactions with their children. Most mothers had difficulty in processing emotions in their interactions with their children, especially in dealing with negative emotions caused by their children's inappropriate behavior. Enrichment of family communication (spousal and parent-child relationships) and positive spillover caused mothers to process emotions more positively. Another finding of the research showed a significant decrease in self-concealment scores in the experimental group. In the intervention sessions, mothers were reminded of the role of empathy in family spillover to promote empathic spillover in the family. Since spouses spend a lot of time together, using empathic spillover techniques helps them become more aware of each other's emotional states, leading to more discussion about their problems and encouraging emotional expression, which ultimately reduces self-concealment. One of the research suggestions is to compare the effectiveness of other psychological interventions such as cognitive-behavioral interventions, mindfulness-based interventions, and compassion-based interventions with family spillover intervention to more accurately evaluate the direct effects of this new intervention.
Fariba Imani
Volume 3, Issue 12 , December 2014, , Pages 51-66
Abstract
The present study aimed to examine effectiveness of adapted/created/enhanced (ACE) stories in teaching concepts related to public places to educable mentally impaired students aged 8 to 14 years. The study used a single-subject method and an AB design. The sample consisted of 6 female educable mentally ...
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The present study aimed to examine effectiveness of adapted/created/enhanced (ACE) stories in teaching concepts related to public places to educable mentally impaired students aged 8 to 14 years. The study used a single-subject method and an AB design. The sample consisted of 6 female educable mentally impaired students who aged between 8 and 14 years. Six researcher-made stories whose validity had been approved by experts in the field were used for teaching six concepts related to three public places, including the park, the store and the restaurant. Baseline data were gathered from three sources: teacher, parent and researcher. Each story was then read to the students over five 30-minute (max.) sessions. To test if any information was learned by the students, students were assessed a week after the sessions were over. The results from analysis of the data indicated that the ACE stories had a positive effect on learning concepts related to the three public places by the mentally impaired children: Two children had learned 5 of the 6 concepts and the rest four children had learn all the 6. We suggest that ACE stories should be used in teaching concepts related to other topics to educable mentally impaired students.
parastoo hariri; Hayede Saberi; Khadijeh Abolmaali Alhosseini
Abstract
This study aimed to investigate the effectiveness of the integrative training program consisted of a direct instruction and phonological awareness, compared with phonology and direct instruction programs on reading skills, and working memory in the first grade girl students with reading problems (RP). ...
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This study aimed to investigate the effectiveness of the integrative training program consisted of a direct instruction and phonological awareness, compared with phonology and direct instruction programs on reading skills, and working memory in the first grade girl students with reading problems (RP). This study used pretest-posttest and follow-up sessions with experimental and control groups. Sixty girl students with RP were recruited through the purposeful sampling method (n = 15 in 4 groups), and the experimental groups were taught during 13 eighty-minute sessions. Measuring instruments included Diagnostic Reading Test, Phonological Awareness Test, Wechsler Memory, and Raven's Matrices. Mixed MANOVA analysis revealed that the DI group had better improvement in RC and WM rather than the PA group, and the PA group had better improvement in PA. The integrative group had better improvement in both PA and forward memory compared with the other two groups. This is probably due to receiving both instructions at the same time. Accordingly, it is concluded that the integrative method can be used for students with RP. phonologicalawareness, direct instruction, integrative method, comprehension, working memory
esmaeel Zareee zavaraki
Abstract
The purpose of this study was to design and validate an educational model based on blended learning approach with emphasis on digital technologies for students with special educational needs. A mixed method in a type of the exploratory was used. To obtain the components of the model, an inductive content ...
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The purpose of this study was to design and validate an educational model based on blended learning approach with emphasis on digital technologies for students with special educational needs. A mixed method in a type of the exploratory was used. To obtain the components of the model, an inductive content analysis was performed and for internal validity of the model, descriptive survey method was used. The statistical society for designing an educational model included all articles, books, reports and related dissertations in the field of blended learning approach for students with special educational needs from 2008 to 2018. A statistical sample to determine the component of the model, were 23 articles, 7 dissertations and 8 books and reports that purposefully selected and analyzed until saturation. The statistical society also comprised university teachers of educational technology, psychology and special education field for validation of the model. Twenty-six university teachers were selected as samples. The data gathering tool was a questionnaire of 25 items that 23 questions were created according to7 point Likert scale and 2 questions were created according to open-ended question. The content validity of the questionnaire was approved by the experts and its reliability was 0.94 with Cronbach's alpha. According to the inductive content analysis, six main components were obtained. Also, 49 sub-components were extracted for the main components. After analyzing the content and extracting the codes, the components and subcomponents were presented in the model.
Hossein Jena abadi
Volume 1, Issue 4 , February 2016, , Pages 53-72
Abstract
Objective: In addition to physical defects, Poor social skills in exceptional children can be the source of many behavioral disorders. This study investigated the impact of social skills training on reduction of behavioral disorders among exceptional children.
Method: The research is a quasi- experimental ...
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Objective: In addition to physical defects, Poor social skills in exceptional children can be the source of many behavioral disorders. This study investigated the impact of social skills training on reduction of behavioral disorders among exceptional children.
Method: The research is a quasi- experimental study (pre-test and post- test) with a control group. Statistical population was all fifth grade exceptional students in Kosar mixed elementary school in Zahedan in the 2010-2011 year. 24 exceptional students (boys and girls) fifth graders were tested in two stages (before and 45 days after social skills training). The questionnaire consisted of two parts: demographic information and part of the SCL-90-R test to measure aggression and anxiety. For data analysis, T test was used.
Results: The results show that the children, who were trained, compared with the untrained children had fewer behavioral disorders.
Conclusion and recommendations: A proper and continuous social skills training, especially in the Components: Cooperation, assertiveness, and self-control, can be the perfect solution for reducing behavioral disorders of exceptional children.
Abstract
Having a child with Autistic Disorder can lead to experience unpleasant emotions in their parents. Therefore, This study aims to determine the effectiveness of reality therapy training to increase responsibility and happiness in the mothers of children with Autism disorder. This research was of a semi-experimental ...
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Having a child with Autistic Disorder can lead to experience unpleasant emotions in their parents. Therefore, This study aims to determine the effectiveness of reality therapy training to increase responsibility and happiness in the mothers of children with Autism disorder. This research was of a semi-experimental with pre-test and post-test and control group. By applying the available sampling, 31 mothers of children with Autism were selected and assigned randomly as experimental and control groups having 15 and 16 people respectively. The experimental group received group reality therapy training for seven treatment sessions (90 minutes for each session), while the control group was not exposed to any intervention. The data were collected using happiness questionnaire (Argyl) and responsibility (Gaff). The results of multivariate analysis indicated that there is significantly difference in scores of two groups in happiness and responsibility. thus, the group reality therapy training allows for a increase in the responsibility and happiness among mothers of the experimental group. According to the results obtained, group reality therapy training can be useful and applicable as the psychological therapeutic interventions for increasing happiness as well as responsibility in the mothers of children with Autism.
Ali asghar Kako Joybari; Hajar Shojai; Tayebe Mohtashami
Volume 1, Issue 3 , October 2011, , Pages 55-70
Abstract
Objective: The aim of this research was to assess the levels of reading literacy perception in 4th grade primary school students with visual impairment and comparing it with normal peer students. Methods: The current research was a survey study and was performed by the use of PIRLS (2006) ...
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Objective: The aim of this research was to assess the levels of reading literacy perception in 4th grade primary school students with visual impairment and comparing it with normal peer students. Methods: The current research was a survey study and was performed by the use of PIRLS (2006) international standardized booklets as instrument. Twenty seven 4th graders of three primary exceptional schools in three different cities ( Tehran, Rey and Qom) were selected by means of non-convenient sampling and compared with the equal size of students of matched adjacent normal schools. The independent t-student test was used for the statistical analysis. Results: There were significant differences in the levels of interpretation and modulation of data and ideas between students with visual impairment and normal sighted students, but there wasn't any significant difference in other reading literacy perception levels (p<0.05). Conclusion and recommendations: It is necessary to pay special attention to students with visual impairments and review their reading programs both in normal schools and also in the visual impairment specific schools. It is recommended that teachers and authorities provide more texts in brail for blind children and in addition to early intervention to educate and provide facilities, helping them to achieve deeper levels of reading literacy perception.
Abstract
Teacher beliefs about the nature of knowledge and knowing, play an important role in his behavior and consequently in beliefs and learning of his students. The purpose of this study was to explore the relationship between epistemological beliefs and teaching self-efficacy of teachers of students with ...
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Teacher beliefs about the nature of knowledge and knowing, play an important role in his behavior and consequently in beliefs and learning of his students. The purpose of this study was to explore the relationship between epistemological beliefs and teaching self-efficacy of teachers of students with special needs. 84 teachers working in special and learning disabilities schools were tested. Because of the small size, the entire statistical population were selected as sample. To measure the research variables, was used Bayless’s Epistemological Beliefs Questionnaire and Bandura’s teacher self efficacy. Data were analyzed by using Pearson correlation, multiple regression (enter method) and one-way analysis of variance. The findings showed that in level of 99 percent a reverse and significant relation was found between the scores of belief in innate ability (r=-0.356), simple Knowledge (r=-0.34) and certain knowledge (r=-0.29) with the score of teaching self-efficacy. Overall, dimensions of epistemological beliefs can explain 18% of the variance in teachers' teaching efficacy. Also, the results showed that the group of teachers of mentally retarded and blind-deaf, compared with groups of learning disabilities’ teachers, have more immature epistemological beliefs; and teachers of mentally retarded group compared with groups of teachers of learning disabilities, have lower teaching self-efficacy. Findings from this study make emphasize on the development of epistemological beliefs and the use of appropriate strategies for promotion of teachers’ teaching self-efficacy –particular– in group of teachers of mentally retarded students.
farnoush farahani sepehr; janet hashemi; shahla pezeshk
Volume 4, Issue 15 , January 2014, , Pages 57-72
Mehrzad Ramezanloo; fariborz dortaj
Abstract
AIM: The Purpose Of This Study Is The Prediction Of Children Living Habits Based On The Movement Of Capital Physical, Psychological And Social Support Perceived Among Their Mothers METHOD: The Method Of This Study Is Correlational.150 Of Mothers Were Selected By At Reach Method. 4 Questionnaires Were ...
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AIM: The Purpose Of This Study Is The Prediction Of Children Living Habits Based On The Movement Of Capital Physical, Psychological And Social Support Perceived Among Their Mothers METHOD: The Method Of This Study Is Correlational.150 Of Mothers Were Selected By At Reach Method. 4 Questionnaires Were Used Are Included: Demographic, Lotanz the Movement of Capital Physical Questionnaire, Psychological Assets Questionnaire. Philips Et Al And Social Support Perceived Questionnaire & Children Living Habits Questionnaire. . The Descriptive Statistics Like Mean & SD, & Inferential Statistics Including; Pearson Correlational Methods & Regression Were Used. Data Were Analyzed By SPSS-16 RESULTS: There Are Relationships between Children Living Habits , the Movement of Capital Physical, Psychological And Social Support Perceived Their Mothers. 34% Of Children Living Habits Variance Is Predicted By The Movement Of Capital Physical & Psychological And Social Support Perceived Their Mothers Consequences: Some Variables Are Related To Physical Children Living Habits Including By The Movement Of Capital Physical & Psychological And Social Support Perceived Their Mothers
Fatimah Nosrati; Bagher Ghobari Bonab; Sara Sharifi
Abstract
The purpose of this study was to evaluate the effectiveness of combining education with the help of video training through WhatsApp to improve the fluent reading of students with learning disabilities. For this purpose, 3 boys from the primary school in Marivan who were referred to the Learning Disabilities ...
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The purpose of this study was to evaluate the effectiveness of combining education with the help of video training through WhatsApp to improve the fluent reading of students with learning disabilities. For this purpose, 3 boys from the primary school in Marivan who were referred to the Learning Disabilities Center by the schools were diagnosed as dyslexic using the Wechsler test and Fallahchai dyslexia test (1374) and selected by the available sampling method. They were trained through WhatsApp in a one-test method and multi-baseline design using different people in 30 sessions of 35 minutes. In order to collect information, the graph analysis method and effect size index were used. Findings showed that the use of a combined method with the use of online education (WhatsApp) is effective in improving the fluent reading of these students. Conclusion: The increasing use of online education and technologies such as mobile phones and their applications in improving the quality of treatment for learning disabilities can provide effective assistance to these students.
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Abstract
The aims of this study were to (1) investigate methods and functions of Non suicidal self-injury (NNSI); (2) examine association between NSSI and suicide probability in delinquent adolescents and adolescent with history of childhood maltreatment. Participants included 238 adolescents selected based on ...
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The aims of this study were to (1) investigate methods and functions of Non suicidal self-injury (NNSI); (2) examine association between NSSI and suicide probability in delinquent adolescents and adolescent with history of childhood maltreatment. Participants included 238 adolescents selected based on convenient sampling. The participants completed Non suicidal self injury behaviors checklist, Inventory of Non suicidal self- injury-functions and suicide probability scale. Results showed that 51% (31 from delinquent and 83 from another group) has at least 1 type of خودجرحی بدون NSSI behaviors which included cutting, burning, self-hitting, head-banging and rubbing. Suicide probability was significantly higher in adolescents with NSSI behaviors. Confirmatory factor analysis indicated group acceptance, marking distress, anti-suicide, self-affirmation, interpersonal boundaries, affect regulation and revenge as motivations extracted from Inventory of Statements about Self-Injury. Affect regulation, marking distress and group acceptance were motivations that predicted suicide probability.
Mehdi Zemestani; Zoleikha Gholizadeh; Maryam Alaei
Abstract
The presence of a child with ADHD in families can lead to mothers' depression and anxiety, the sense of limiting the role of parents and the sense of inadequacy in child rearing in ADHD children's families. In this study، a quasi-experimental pre test- post test control group، the sample of sample ...
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The presence of a child with ADHD in families can lead to mothers' depression and anxiety, the sense of limiting the role of parents and the sense of inadequacy in child rearing in ADHD children's families. In this study، a quasi-experimental pre test- post test control group، the sample of sample available from mothers of ADHD children referred counseling clinic in sanandaj، among them، 30 persons were randomly 15 experimentrol groups were divided in the pre-test، in order to measure anxiety and depreeion، the Beck Depression and Anxiety Inventory and for assessing symptoms of ADHD children kaners parent questionnaire was used. The experimental group received 8 sessions of 2 hours Acceptance and Commitment Therapy, and the control group recived not treatment in the pre-test، questinaires were administered to both groups at post test. The results showed that in the post-test scores significantiy decreased depression and anxiety. Therfore، Acceptance and Commitment Therapy، the treatment of depression and anxiety in mothers of ADHD children has been effective. The results emphasize the importance of using these interventions in depressions and anxiety in mothers of children with ADHD and provide new horizons in clinical interventions from mothers and children is emphasized for these patients.
Zahra Telkabadi Arani; Fatemeh nikkhoo; mahdi dastjerdikazemi
Abstract
The aim of this study was to investigate the effectiveness of a positive online parenting program on cold executive functions in children with attention deficit / hyperactivity disorder. The research method was quasi-experimental with pre-test and post-test design with control group. The statistical ...
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The aim of this study was to investigate the effectiveness of a positive online parenting program on cold executive functions in children with attention deficit / hyperactivity disorder. The research method was quasi-experimental with pre-test and post-test design with control group. The statistical population included all parents of children aged 7 to 12 years who referred to rehabilitation and psychological centers in Tehran in 2020-2021 and received attention-hyperactivity disorder based on the opinion of experts. By available sampling method, 30 children with an average age of 7 to 12 years were selected and randomly assigned to two groups of 15 experimental and control. The experimental group received a positive parenting program online in 8 sessions. Attention registration test, N- BACK test, Stroop test and Wisconsin card test were used to evaluate the cold executive functions. Data were analyzed using multivariate analysis of covriance SPSS-25 software. Findings showed that a positive parenting program had a significant effect on improving sustained attention, cognitive flexibility and inhibitory control (P <0.05) and had no significant effect on working memory (P> 0.05). Accordingly, it can be said that the use of positive parenting online in the time of the outbreak of Covid-19 can be considered by specialists and ADHD children's treatment centers and for families who can not visit the centers in person can benefit from this intervention.
mahdi barzegar; Asma Zare; zahra Naghsh; Mohammad Shafiee; yaser heidari
Abstract
Abstract
The purpose of this study was to investigate the relationship between help seeking and teacher-student relationship with the mediating role of achievement goals and achievement motivation. The statistical population of this study were students of Tehran province who studied in the seventh and ...
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Abstract
The purpose of this study was to investigate the relationship between help seeking and teacher-student relationship with the mediating role of achievement goals and achievement motivation. The statistical population of this study were students of Tehran province who studied in the seventh and ninth grades in the academic year of 1398-99. The sample of this study was 317 boys and girls students and was chosen by multi-stage cluster sampling and all of them completed the Ryan and Pintrich (1997) questionnaires, Murray and Zurich’s (2010) teacher-student relationship questionnaires, Herman’s (1997) achievement motivation questionnaires and Eliot and McGregor (2001) achievement goals. Data were analyzed by Pearson correlation and path analysis. The findings showed that the direct effect of the teacher-student relationship on achievement motivation and the direct effect of the mastery approach on achievement motivation were positive and significant. The direct effect of performance-avoidance on help-seeking was negative and significant. The indirect effect of the teacher-student relationship on the help seeking by mediating of mastery approach and performance avoiding was positive and significant, and also the indirect effect of the teacher-student relationship on the help seeking by mediating achievement motivation was positive and significant. The results of this study will be useful for education and higher education centers, especially for teachers, to increase the help seeking and teacher-student relationship and also motivation among students.
Keywords: help seeking, teacher-student relationship, achievement goals, and achievement motivation.
Extended Abstract
Introduction
One of the most prevalent and debilitating problems of adults and young adults is depression, and it is so widespread that it is referred to as a mental “cold” among mental disorders (Madmali et al., 2016). The prevalence of this disorder is reported to be 14% among boys and 28% among girls (Zebrig et al., 2017). Psychological well-being is among the factors affected by depression disorder (Smith et al., 2017). The feeling of mental well-being or having life satisfaction is a field of positive psychology that tries to evaluate the cognitive judgment of people's satisfaction/dissatisfaction and emotions (positive and negative values) from their lives in various situations, such as school, work, and daily life (Desi & Ryan, 2008). Another skill that may be affected by depressed students is social competence. Social competence is the ability to express emotions, understand others, take personal responsibility, and establish appropriate social relationships with others (Lindsey & Berks, 2019). Grisham (1981) showed that success in social interactions requires social competence and students with poor social skills face problems such as peer rejection, behavioral problems, and low academic success when they enter school. One of the methods of psychological empowerment is self-compassion training, which can affect the mental well-being and social adequacy of depressed students. Self-compassion is defined as acceptance of vulnerability, care, and kindness towards oneself, understanding and having a non-evaluative attitude towards one's failures and inadequacy, and recognition of the everyday experiences of a person (Neff, 2016). Various studies have shown the positive result of this treatment in reducing mood disorders and increasing mental health (Macbeth & Gamble, 2012; Zesin et al., 2015). Therefore, this study aimed to investigate the effectiveness of cognitive self-compassion training on the mental well-being and social competence of depressed students.
Research question
Does self-compassion affect the mental well-being and social competence of students with depression?
Review of literature
Evidence shows that people who have higher self-compassion experience less depression and anxiety in challenging social situations and are more satisfied with their lives (Marsh et al., 2018). Also, self-compassionate people have more courage in dealing with negative events. They use lower emotional and negative self-evaluation when asked to recall their failure experience (Ross, 2010). Strong relationships between self-compassion and many indicators of positive mental health, including lower levels of depressive symptoms and higher life satisfaction, have been observed in previous research (Zesin et al., 2015; Phillips, 2018). According to Allen and Lori (2010), self-compassion also includes appropriate coping strategies that help people deal with negative events in their lives in a positive way.
Methodology
The current research has a semi-experimental pretest-posttest follow-up design with a control group. The statistical population of this research was all the female students studying in the first and second years of high school referred to the educational counseling organization of Poldakhtar City in the academic year of 2018-2019. For this purpose, among 100 volunteer students, 39 students were diagnosed with depression based on the Beck Depression Inventory (BDI). Then, according to the inclusion and exclusion criteria of the study, 30 female students were selected and randomly assigned to two experimental and control groups. The collected data were analyzed using descriptive statistics tests (mean and standard deviation) and inferential multivariate covariance analysis using SPSS software version 22.
Results
According to the statistical results, it can be stated that the effectiveness of cognitive self-compassion training intervention is effective in the mental well-being and social competence of students suffering from depression (p < 0.05).
Table 1. Pairwise comparison of stages and experimental and control groups in mental well-being and social adequacy variable
P-value
Standard Deviation
Mean
Group J
Group I
Stage
Variable
622/0
61/2
30/1-
Control
Experimental
Pretest
Mental well-being
004/0
96/2
15/9
Control
Experimental
Posttest
004/0
97/2
62/9
Control
Experimental
Follow-up
555/0
87/5
47/3
Control
Experimental
Pretest
Social competence
001/0
97/9
27/51
Control
Experimental
Posttest
001/0
25/10
93/52
Control
Experimental
Follow-up
P-value
Standard Deviation
Mean
Stage J
Stage I
Group
0001/0
11/1
40/10-
Posttest
Pretest
Experimental
Mental well-being
001/0
20/1
93/10-
Follow-up
Pretest
032/0
196/0
533/0-
Follow-up
Posttest
658/0
08/1
063/0
Posttest
Pretest
Control
988/0
161/1
001/0
Follow-up
Pretest
989/0
190/0
063/0-
Follow-up
Posttest
001/0
24/6
66/51
Pretest
Pretest
Social competence
001/0
50/6
26/53
Posttest
Posttest
Experimental
004/0
455/0
60/1-
Follow-up
Follow-up
934/0
05/6
18/3-
Posttest
Pretest
944/0
03/6
75/3-
Follow-up
Pretest
Control
967/0
44/0
063/0-
Follow-up
Posttest
As can be seen, there is no difference in mental well-being and social competence between the two experimental and control groups in the pre-test (p < 0.05). Also, the results indicate a significant difference between the pre-test and post-test stages, between the pre-test and follow-up, and between the post-test and follow-up in the experimental group (p < 0.05). However, in the control group, there is no significant difference between the different measurement stages (p < 0.05). These results and comparing the experimental group's mental well-being and social competence means in the three stages of pre-test, post-test, and follow-up show that cognitive self-compassion training has increased mental well-being and social competence. Therefore, self-compassion training has increased students' mental well-being and social competence in the experimental group.
Figure 1. Mental well-being chart of two groups in pre-test, post-test, and follow-up stages
Figure 2. Social competence diagram of two groups in pre-test, post-test, and follow-up stages
Discussion
This research was conducted to investigate the effectiveness of cognitive self-compassion training on the mental well-being and social competence of students with depression. The results of repeated measures ANOVA showed that the difference between the average scores of mental well-being and social competence of the experimental group in the post-test and follow-up phase compared to the pre-test phase is significant compared to the pre-test scores of the control group.
Conclusion
According to the present study findings and similar studies, it was concluded that in stressful and challenging times, instead of rumination, students manage crises using self-compassion skills such as mindfulness, self-kindness, shared human experiences and responsibility, and creating constructive skills with others, strengthening mental health and causing inner satisfaction.
Acknowledgments
In the end, we would like to express our gratitude to all those who helped the authors in the implementation and compilation of the article.
Kiiumars Farahbakhsh; Asiyeh Shariatmadar; Hossein Salimi; Niloufar Tahghighi Ahmadi
Abstract
The main purpose of this research was to evaluate the effectiveness of parent-child interaction program training on aggression in children with attention deficit hyperactivity disorder. The experimental design of pretest-posttest control group design was used as the method. The respondents of the survey ...
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The main purpose of this research was to evaluate the effectiveness of parent-child interaction program training on aggression in children with attention deficit hyperactivity disorder. The experimental design of pretest-posttest control group design was used as the method. The respondents of the survey were chosen from the parents of the children who had attention deficit hyperactivity disorder and referred to counseling centers in districts 1 and 3 of Tehran for counseling. The sampling method was purposeful and available. First, a call was sent to these parents, and after announcing the desire of the volunteers, the parents were randomly assigned to the experimental and control groups. In the experimental group, parents were trained in a positive parent-child interaction program. To assess aggression before and after the intervention, the pediatric symptom questionnaire - CSI-4 by Gado and Sprafkin was used. The results showed that the parent-child positive interaction training program for parents of children with attention deficit hyperactivity disorder has a significant effect on reducing children's aggression. According to the results, a positive parent-child interaction program can be taught to the parents of these children in order to control and prevent aggression as one of the consequences of attention deficit hyperactivity disorder and empowering their parents to interact effectively with children.
roya Ebrahimi Asadabadi; Kazem Barzegar Bafroee
Abstract
The aim of this study was to determine the mediating role of psychological resilience in the relationship between mindfulness and creative self-efficacy of teachers in exceptional schools in Yazd in the academic year 2020-2021. The present study is a correlational study in which the relationships between ...
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The aim of this study was to determine the mediating role of psychological resilience in the relationship between mindfulness and creative self-efficacy of teachers in exceptional schools in Yazd in the academic year 2020-2021. The present study is a correlational study in which the relationships between research variables were analyzed in the form of examining the paths of a causal model. The study population was all teachers of exceptional schools in Yazd. The available sampling method was used to select 200 teachers from the population. The research instruments are Connor and Davidson Resilience Questionnaire (CD-RISC), Langer Mindfulness Questionnaire for teachers, and Creative Self-Efficacy Questionnaire (CSEQ). The results showed that the psychological resilience hypothesis has a mediating role in the relationship between mindfulness and creative self-efficacy of teachers in exceptional schools in Yazd city. Mindfulness also, directly and indirectly, predicts creative self-efficacy in exceptional school teachers through its mediating role. Mindfulness also directly predicts resilience in exceptional school teachers, and resilience directly predicts creative self-efficacy in exceptional school teachers. It can be concluded that psychological resilience has a mediating role in the relationship between mindfulness and creative self-efficacy of teachers in exceptional schools in Yazd.
Farzaneh Ghanimi; Asghar Dadkhah; Esmat Danesh; Sagegh Taghiloo
Abstract
Autism spectrum disorder is a type of neurodevelopmental disorder characterized by persistent impairment in social interactions and communication as well as repetitive and specific behaviors. The purpose of this study was to compare of the effectiveness of stress management and social support perception ...
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Autism spectrum disorder is a type of neurodevelopmental disorder characterized by persistent impairment in social interactions and communication as well as repetitive and specific behaviors. The purpose of this study was to compare of the effectiveness of stress management and social support perception training based on cognitive-behavioral manner on quality of life of mothers of children with autism spectrum disorder. The research method was experimental with pretest, posttest and follow up design. First, the subjects were screened for inclusion criteria, then 30 mothers with children with autism spectrum disorder were selected and after being matched, they were randomly assigned to experimental and control groups (10 person in each group). Mothers in the two groups, stress management and social support perception management, received 8 sessions of 90 minutes of intervention and the control group received no intervention. The research instrument, including WHO Quality of Life Questionnaire (1996), was administered to the subjects in all three stages. Data analysis using statistical method of repeated measures analysis of variance, showed that training of social support perception, improves component of social relations (P<0.001), and training of stress management, improves component of physical health (P<0.001), more than other components of quality of life of mothers. Based on the findings, it is suggested that support programs be implemented in community mental health organizations to develop training packages and implement guidelines related to empowering parents with children with autism spectrum disorder.