Abstract
The purpose of this research was to investigate the effectiveness of social emotional therapy (non-violent communication) on resilience and social adaptation of intellectually disabled students. The research method was considered semi-experimental with a pre-test-post-test design with a control group. The statistical population included students with intellectual disabilities in Tehran, who were studying in 2024, and 30 people were selected by available sampling and 15 people were randomly assigned to the experimental group and 15 people to the control group. The students of the experimental group participated in social emotional therapy sessions. Both groups were evaluated with Vineland's Social Adjustment Questionnaire (SAQ) and Dorner's Resilience Questionnaire (RQ).The results were analyzed by the covariance test.The results showed that social emotional therapy has led to an increase in resilience and social adaptation of the experimental group compared to the control group (p<0.05). Social emotional therapy can be used as one of the upcoming interventions to promote social adaptation and resilience of intellectually disabled children.
Keywords: Social Emotional Therapy, Resilience, Social Adaptation, Intellectual disability.
 
 
 
Extended Abstract

Introduction

According to the DSM-5 (2013), intellectual disability is a neurodevelopmental disorder characterized by an intelligence level significantly below the average range, which results in adaptive difficulties emerging before the age of 18 (Khamidova, 2022; Gul & Kose, 2024). Research findings indicate that the prevalence of intellectual disability in the general population ranges between 1% and 3% (Abdunazarov, 2022). Furthermore, studies suggest that intellectual disability represents the most prevalent psychological disorder among children (Arslan et al., 2020). A significant challenge faced by these students is the deficit in social adjustment (Huang, 2023). Social adjustment is considered a critical factor in interpersonal interactions (Arslan & Allen, 2022). Children who exhibit adequate social adjustment are able to establish positive relationships within their families, schools, and, more broadly, within society.
According to the DSM-5 (2013), intellectual disability is a neurodevelopmental disorder characterized by an intelligence level significantly below the average range, which results in adaptive difficulties emerging before the age of 18 (Khamidova, 2022; Gul & Kose, 2024). Research findings indicate that the prevalence of intellectual disability in the general population ranges between 1% and 3% (Abdunazarov, 2022). Furthermore, studies suggest that intellectual disability represents the most prevalent psychological disorder among children (Arslan et al., 2020). A significant challenge faced by these students is the deficit in social adjustment (Huang, 2023). Social adjustment is considered a critical factor in interpersonal interactions (Arslan & Allen, 2022). Children who exhibit adequate social adjustment are able to establish positive relationships within their families, schools, and, more broadly, within society.
Studies have demonstrated the enhancement of social skills through socio-emotional learning programs, particularly Nonviolent Communication (NVC) (Muzyamba, 2022). Marshall Bertram Rosenberg introduced this socio-emotional framework in 2005. The primary objective of NVC is to facilitate the effective management of socio-emotional situations. The foundational premise of this therapeutic approach is that distress and conflict in relationships impede the formation of optimal, healthy interactions. Specifically, NVC involves non-evaluative observations, the accurate expression of feelings and needs, the articulation of clear and unambiguous requests, and empathic listening (Hajaoui, 2022). Building on prior research that underscores the effectiveness of socio-emotional programs, especially NVC, in fostering resilience and social adjustment, and considering the communicative and adaptive challenges faced by students with intellectual disabilities across educational, social, and occupational settings, the present study examines whether NVC-based socio-emotional therapy sessions enhance resilience and social adjustment in this population.

Methods

The present study, aligned with its core objective, employed a quasi-experimental pretest–posttest control-group design to evaluate the effects of the intervention. The statistical population comprised male students with intellectual disabilities enrolled at the Mehrtalaban Special Education Boys’ School in Tehran during the 2024–2025 academic year. Specifically, District 19 of the Tehran Department of Education and the Mehrtalaban Special Education Boys’ School were selected through convenience sampling. Subsequently, a screening process was conducted at the school to identify eligible participants. From a total of 140 students with intellectual disabilities, a sample of 30 participants was selected based on the study objectives, evidence from previous research, and considerations regarding potential participant attrition.

Results

Table 1. ANCOVA Results for Research Variables




Variable


Source


Sum of Squares


df


Mean Square


F


p






Social Adjustment


Group


25.90


1


25.90


38.98


0.001



 

Error


30.68


28


1.096

 
 


 

Total


56.58


30

 
 
 



Resilience


Group


22.01


1


22.01


34.67


0.001



 

Error


57.70


28


2.06

 
 


 

Total


79.71


30

 
 
 



Notes: df = degrees of freedom, F = F-value of ANCOVA, p = significance level
 
Table 1 shows that the significance levels for social adjustment and resilience are below.05, indicating statistically significant differences between the groups across these variables.

Discussion

The present study investigated the effectiveness of socio-emotional therapy, specifically Nonviolent Communication (NVC), on resilience and social adjustment among students with intellectual disabilities. The findings indicate that the intervention significantly enhanced social adjustment in the experimental group compared to the control group.
These improvements address the socio-emotional adjustment challenges frequently encountered by children with intellectual disabilities. Implementing socio-emotional therapy facilitates the acquisition of essential social skills, thereby enhancing their capacity for appropriate interpersonal interactions and adaptation to diverse social contexts. A pivotal component of the intervention in this study was anger management training. Consistent with prior research, the findings suggest that teaching anger management effectively reduces aggressive behaviors in children with intellectual disabilities and promotes more adaptive responses to stressful environmental stimuli.
The findings further indicate that socio-emotional therapy significantly increased resilience in the experimental group. This effect is likely attributed to the development of empathic and nonviolent communication skills, which facilitate healthy emotional expression and typically begin to manifest in early childhood. The intervention guides children to express themselves appropriately, practice empathic listening, and replace maladaptive reactions with constructive verbal and behavioral responses. Since deficits in empathy are frequently observed among children with intellectual disabilities, targeting this skill can significantly bolster their resilience and adaptive coping mechanisms.

Conclusion

In conclusion, socio-emotional therapy, specifically Nonviolent Communication (NVC), serves as an effective intervention for enhancing social adjustment and resilience among students with intellectual disabilities.
Acknowledgments
The authors wish to express their sincere gratitude to the students and their parents for their invaluable participation and support throughout this study.