Editorial
Authors
Abstract
One of the most serious problems of blind people
in their lives is the difficulty in adjusting to their disability. When the
blind person doesn’t succeed in adjusting to his/her condition and to
environment in general, insecurity and frustration will set in and that would
cause to misbehaviors. Thus, the aim of current research was investigating the impact of group counseling
with rational-emotive-behavior approach on increasing adjustment of blind
students. The research method was
Quasi-experimental method with pre-test and post-test design with one group. 7
blind students were selected via available
sampling procedure that diagnosed maladjustment with utilizing blind adjustment questionnaire
and participated at 10 sessions of group counseling with rational-emotive-behavior
approach. after ending group counseling
sessions, participants answered to adjustment questionnaire again. Analyzing
data with paired samples t test indicated that group counseling with
rational-emotive-behavior approach was effective at increasing general,
emotional, social, and educational adjustment of blind students. With regard to
research findings could say that , rational-emotive-behavior approach is
affective method for increasing adjustment of blind students
Keywords
امانی، ر. (1379). بررسی تاثیر شیوه شناخت‌درمانی گروهی بر افزایش سطح سازگاری بازنشستگان. پایان‌نامه کارشناسی‌ارشد. دانشگاه علامه‌طباطبائی.
امیری، ط. (1375). مقایسه اثر روش‌های رفتاردرمانی، شناخت درمانی، و درمان شناختی-رفتاری در کاهش اضطراب امتحان. پایان‌نامه کارشناسی‌ارشد. دانشگاه علامه‌طباطبائی.
آقامحمدیان، ح.ر. (1379).بررسی تاثیر دو روش روان‌تحلیلی و شناخت‌درمانی گروهی بر افزایش پنج سطح سازگاری. پایان‌نامه دکتری. دانشگاه تربیت‌مدرس.
پورابراهیم، ت.(1375).تاثیر مشاوره گروهی با شیوه عقلانی- عاطفی بر کاهش افسردگی دانش‌آموزان. پایان نامه کارشناسی‌ارشد. دانشگاه تربیت‌معلم.
حسنی، ف، محزونی نجف آبادی، م، و لطفی کاشانی، ف. (1390). اثربخشی درمان عقلانی-عاطفی-رفتاری گروهی بر عقاید ناکارآمد دانش‌آموزان دختر دوره متوسطه. مجله علوم شناختی و رفتاری، شماره1،پیاپی( 1)؛ 23-42.
حسین نژاد اناری، م. (1376).تاثیر مشاوره گروهی با شیوه عقلانی- عاطفی بر کاهش افسردگی دانش‌آموزان. پایان‌نامه کارشناسی‌ارشد. دانشگاه تربیت‌معلم.
داودی، ح. (1378). مقایسه تاثیر روش‌های مشاوره فردی و گروهی با تاکید بر رویکرد عقلانی- عاطفی در کاهش باورهای غیرمنطقی پسران بزهکار. پایان‌نامه کارشناسی‌ارشد. دانشگاه تربیت‌معلم.
رضاعی، ف.(1388).خلاصه روانپزشکی. نویسندگان: سادوک، بنیامین و سادوک، ویرجینیا. تهران: انتشارات ارجمند.
شریفی درآمدی، پ. (1379). روانشناسی و آموزش کودکان نابینا. تهران: نشر گفتمان خلاق.
نیک‌منش، ز.(1379). نقش مشاوره گروهی با روش عقلانی- عاطفی- رفتاری در تقویت اعتماد به‌نفس دانشجویان دانشگاه الزهرا. پایان‌نامه کارشناسی‌ارشد. دانشگاه الزهرا.
Corey, G.(2000). Theory and practice of group counseling. Brooks/Cole.
DeBoard, Jeffery, Romans, Johans. C. (2004).Inter disclinary applied predicting adjustment form general and relationship specific beliefs.Journal of psychology, 13, 252-263.
DiGiuseppe, R., &Bernard, M. E. (1990).The application of rational-emotive theory andtherapy to school-aged children.School Psychology Review,19(3), 268-286.
Ellis, A. (200 1).Overcoming destructive beliefs, feelings, and behaviors. Amherst, NY:Prometheus.
Equiseta, A. (2007). Irrational Belief as Predictors of Emotional Adjustment after Divorce.Journal of Rational – Emotive & Cognitive – behaviorTherapy, 25,15-22.
Evans, A.J. (2011). The effect of moral recognition therapy on adolescents in a group home setting. DoctoralDissertation, Western Carolina University.
Flanagan, R., Allen, K., & Henry, D. J. (2010).The impact of anger managementtreatment and rational emotive behavior therapy in a public school setting onsocial skills, anger management, and depression.Rational Living, 28(2),87-99.
Freilich, R., &Shechtman, Z. (2010).The contribution of art therapy to the social, emotional, and academic adjustment of children with learning disabilities.The Arts in Psychotherapy, 37, 97–105
Fuller, J. R., DiGiuseppe, R., O'Leary, S., Fountain, T., & Lang, C. (2010). An open trialof a comprehensive anger treatment program on an outpatient sample. Behavioral & Cognitive Psychotherapy, 38(4),485-490.
Hartos.J.L, power.T.G. (2000). Association between parent – adolescence communication and adolescent adjustment. Journal of youth and adolescence, 29,441-450.
Hurre, T., & Aro, H. (2000). The psychological Well- bing of finish adolescents with visual impairments versus those with choronic conditions and those with no disabilities. Journal of visual impairment & Blindness, 99,66-79.
Hamidi, F., MohamadHosseini, Z. (2010).The Relationship between Irrational Beliefs and Social, Emotional and Educational Adjustment among Junior Students. Journal of Social and Behavioral Sciences, 5,1531–1536.
Lahav, O., Apter, A., &Ratzon, N.Z. (2013).Psychological adjustment and levels of self-esteem in children with visual-motor integration difficulties influences the results of a randomized intervention trial. Research in Developmental Disabilities,34 56–64.
lesure- lester, GE .(2002) . An application of cognitive- behavior principles in the reduction of aggression among abused african american adolescents . Jurnal of Interpersonal violence,17,201-212.
Martin, G., & Pear, J. (2007).Behavior modification what it is and how to do it. UpperSaddle River, N.J: Prentice Hall.
McManus. F, Van Doorn. K and Yiend.J.(2011). Examining the effects of thoughtrecords and behavioral experiments ininstigating belief change. Journal of Behavior Therapy and Experimental Psychiatry,21)3(, 112-130.
Miclea, M. ,Mihalca, L. (2007). A computerized platform for assessment of school readiness. inCognition, Brain, Behavior, 7(1),83-90.
Ratzon, N. Z., Lahav, O., Cohen-Hamsi, S., Metzger, Y., Efraim, D., & Bart, O. (2009). Comparing different short-term service delivery methods of visual-motortreatment for first grade students in mainstream schools. Research in Developmental Disabilities,30(6),1168–1176.
Rice, K. G., & Slaney, R. B. (2002). Clusters of perfectionists: Two studies of emotional adjustment and academic achievement. Measurement and Evaluation in Counseling and Development, 35,35–48.
Sadock, B.,& Sadock, V. (2000). Kaplan sadock comprehensive book of psychiatry, Lippincott Williams & Wilkins Publisher, New York.
Schwean,V.,& Saklofsky,DH.(1999). Handbook of psychosocial characterististics of exceptional children. Kluwer Academic/Plenum publishers,London.
shechman, Z. (1993). School adjustment and samall group therapy. Journal of Counselling & Development, 72 (4),125-130.
Sherin, J., &Caiger, L. (2004).Rational-emotive behavior therapy: A behavioral change modelfor executive coaching? Consulting Psychology Journal: Practice and Research,56(4),225-233.
Spencer, S.(2005). Rational emotive behavior therapy: Its effectiveness with children. [M.S,Dissertation]University of Wisconsin – Stout.
Stefan, C.A., Balaj, A. Porumb, M., Albu, M., Miclea, M. (2009). Preschool screening for emotional and social competence –development and psychometric properties. inCognition, Brain, Behavior, 6(2),121-146.
Szentagotai, A., David, D., Lupu, V., &Cosman, D. (2008). Rational emotive behaviortherapy versus cognitive therapy versus pharmacotherapy in the treatment ofmajor depressive disorder: Mechanisms of change analysis. Psychotherapy:Theory, Research, Practice, Training, 45(4),523-538.
tafrate. R., & Kassinore. H.(1998). Anger control in men: Barbexposure with rational/irrational and irrelevant self-statement. Journal of Cognitive Psychotherapy, 12(3),55-70.
Van Dam, B., Rien, K., & floris, H. (2002) .Group social skills training or cognitive group therapy as the clinical treatment of choice for generalizied social phobia. Journal of Anxity Disorders, 14(5),48-51.
Vickers, B. (2002). Cognitive behavior therapy for adolescents with psychological disorders. Journal of Clinical Child Psychology & Psychiatry, 7(3),194-206.
Wilde, J. (2008). Rational-emotive behavioral interventions for children with anxietyproblems. Journal of Cognitive & Behavioral Psychotherapies,8(1),133-141.
Wild, J.(1996). The efficacy of short-term rational emotive education with forth-grade students. Journal of Elementary school Guidance &Counseling, 31(4),101-114.
)