Research Paper
mozhgan vatankhah; saeed Bakhtiarpoor
Abstract
The purpose of this research is to investigate the effectiveness of the solution-focused kids' skill method on the life and communication skills of mentally retarded children. The statistical population of the research included all mentally retarded children aged 9-13 who were referred to Omid Exceptional ...
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The purpose of this research is to investigate the effectiveness of the solution-focused kids' skill method on the life and communication skills of mentally retarded children. The statistical population of the research included all mentally retarded children aged 9-13 who were referred to Omid Exceptional School in the period of 1401-02, located in Sari city. The sample size of the study includes 30 children who were randomly selected from the statistical population using the available sampling method and were placed into two experimental (15 people) and control (15 people) groups. The experimental group was trained in eight 60-minute sessions, twice a week with the designed protocol. The instrument used is Wayland's compromising behavior scale. The results showed that in the effectiveness of this protocol, the control and experimental groups had significant differences (P>0.001) in the two components of communication skills and life skills, and covariance analysis and Welch's analysis of variance were used to achieve this difference. This indicates the effectiveness of the protocol designed for the solution-oriented child skill training method on the communication skills and life skills of mentally challenged children. It can be concluded that the child's skill training approach is effective in expanding the communication skills and lives of mentally disabled children.
Research Paper
mehdi rasuli; Saeed Rezayi; fateme nikkhoo; .Parviz Sharifi Daramadi
Abstract
Abstract
The present study was conducted with the aim of investigating the effectiveness of computer-assisted cognitive rehabilitation on the working memory components of students with attention-deficit/hyperactivity disorder. The statistical population of the research included all male students with ...
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Abstract
The present study was conducted with the aim of investigating the effectiveness of computer-assisted cognitive rehabilitation on the working memory components of students with attention-deficit/hyperactivity disorder. The statistical population of the research included all male students with attention deficit hyperactivity disorder in Tehran. To select a sample from among all male students suffering from attention deficit hyperactivity disorder in Tehran, 30 of them were in the age range of 7 to 12 years old (students in elementary school) according to the inclusion criteria using the purposeful sampling method. They were selected as samples and were randomly divided into two experimental and control groups. The research tools included Connor's behavioral questionnaire and the Wechsler IQ memory test for children. The cognitive rehabilitation program of Yar Captain Log computer was implemented for 10 sessions of 60 minutes and twice a week for the experimental group. The results of the covariance analysis showed that the computerized cognitive rehabilitation program has improved the active memory components of students with attention-deficit/hyperactivity disorder (P<0.05) and can be used as a suitable method to improve the active memory of these students.
Keywords: Computer-Aided Cognitive Rehabilitation, Working Memory, Students, Attention Deficit/Hyperactivity Disorder.
Extended Abstract
Introduction
Attention deficit/hyperactivity disorder is one of the most common neuropsychological disorders known in children and adolescents, and longitudinal studies have shown that this disorder is generally stable during development (Tandon and Perjika, 2017). Worldwide, this disorder affects about 8 to 12% of children under 12 years of age (Ronald et al., 2021). But research showed that the prevalence of this disorder among children in Iran is 10 to 12%. (Rafiei et al., 2019). This disorder of attention deficit/hyperactivity disorder is associated with extensive negative consequences (American Psychiatric Association, 2013). This disorder leads to disorder in various fields and affects not only the individual but also the structure of the family and society. (Schneider et al., 2019) One of the areas in which children with attention deficit/hyperactivity disorder have problems and have a lot of failure is working memory (Michelini et al., 2023)
Active memory is a systematic structure that connects short-term and long-term memory functions with other cognitive and emotional dimensions. To put it more clearly, active memory means keeping information in the mind and performing continuous activities on it in the shortest possible time (Criter et al., 2022. (In general, active memory is divided into two parts: visual active memory and auditory active memory. Visual working memory is a part of fundamental function of working memory that allows temporary storage and manipulation of visual information related to an ongoing or imminent behavior or activity (Gambarota and Sessa, 2019). Active auditory memory also refers to the process of keeping sounds in the mind for short periods of time when sounds do not exist in the environment for a relatively long period of time (Kamar et al., 2016). Today, active memory as one of the most important and fundamental issues has attracted the attention of many researchers (Perez Martin et al., 2017; quoted by Fathabadi et al., 2019).
Although there is evidence of the beneficial and effective effects of stimulant drugs such as Ritalin for improving the symptoms of attention deficit/hyperactivity disorder and reducing cognitive problems with attention deficit/hyperactivity disorder, the problem is that some other evidence shows that the symptoms of this disorder recur immediately after stopping the drug, and in addition, parents avoid giving the drug to their children due to the fear of stigma and side effects of the drugs (Killo et al., 2018). Therefore, the importance of dealing with non-pharmacological treatments to improve the complications of this disorder has become more and more in the spotlight, and among them, non-invasive approaches based on computer-based cognitive rehabilitation can be mentioned to improve cognitive performance, including the working memory of these children. (Zinali and Mirzadeh, 2018)
Although many studies have pointed to the effectiveness of cognitive rehabilitation on improving the cognitive performance of students with attention deficit/hyperactivity disorder, and also many studies have pointed to the effectiveness of computer-based cognitive rehabilitation on improving the cognitive performance of other groups, unfortunately, the role of computer use in the cognitive rehabilitation of children with attention deficit/hyperactivity disorder has been neglected, therefore, in view of the above, the present study fills the research gap in this field and is also important from the practical point of view, and the question of the present study is this: Is computer-aided cognitive rehabilitation effective on the working memory of students with attention deficit/hyperactivity disorder?
Literature Review
In line with the current research, Zare et al. (2019) showed in a research that computerized cognitive rehabilitation is effective in improving the working memory and cognitive flexibility of children with learning disabilities. Ranjbar et al. (2019) showed in a research that computer-based cognitive rehabilitation tasks improved the cognitive processes of children with executive function defects. In a research, Iriwaki et al. (2016) concluded that computerized cognitive rehabilitation has reduced the cognitive deficit of students with learning disabilities. Xiao et al. (2022) showed in a research that computerized cognitive rehabilitation improves the cognitive performance of students, and Skiankaper et al. (2022) showed in a research that computerized cognitive rehabilitation improves the cognitive function of children. In recent years, according to the advancement of the knowledge of psychologists and educational specialists, attention to children's cognitive issues, especially the search for solutions to solve children's cognitive problems, has become prominent, among which cognitive interventions for children with attention deficit/hyperactivity disorder are also of this rule. It is not excluded (Miranda et al., 2013)
Methodology
The research design was a semi-experimental pre-test-post-test type with a control group. The statistical population of the present study includes all male patients suffering from Attention Deficit/Hyperactivity Disorder in Tehran. In this research, to select a sample from among all male students suffering from attention deficit-hyperactivity disorder in Tehran, 30 people were selected as a sample according to the inclusion criteria by purposive sampling method and were randomly divided into two experimental groups and were controlled. In order to collect information and gain access to the sample community, the researcher, after obtaining a research permit from the General Directorate of Education and Education of Region 3, went to educational psychology centers and by presenting a letter of introduction and coordinating with the director of the center, the sample group of boys with Attention-deficit/hyperactivity disorder was selected based on psychiatric records, and after obtaining consent from their parents, Connors questionnaire (parent form) was completed to ensure the diagnosis of attention-deficit/hyperactivity disorder
Results
In the current study, the sample included 30 students who were in the age range of 7-12 years and with an average of 10 years. Descriptive information on the active memory variable and its components are presented separately for groups in two situations: pre-test and post-test.
According to the results of Table 2, the average of the groups shows that the working memory scores in the post-test of the experimental group have improved compared to the pre-test scores. Covariance analysis was used to analyze the data. For this purpose, the assumptions of the analysis of the covariance test, i.e. the assumption of normality of the distribution, were checked using the Kalmogorov-Smirnov test (P>0.05) and the results of the normality of the distribution were confirmed. Levine's test was used to check the homogeneity of error variance. This test did not show any violation of this assumption. Analysis of covariance test was used for the effectiveness of computer-aided cognitive rehabilitation on working memory components of children with attention deficit/hyperactivity disorder.
The results show that there is a significant difference between the experimental and control groups in the variables of auditory and visual active memory (P<0.05). Considering that the average of the experimental group compared to the control group shows an improvement in the dependent variable, it can be concluded that computerized cognitive rehabilitation has led to an improvement in working memory.
Conclusion
In explaining the effectiveness of computer-aided cognitive rehabilitation on the improvement of working memory components (auditory and visual) of students with attention deficit/hyperactivity disorder, it can be said that Captain Log cognitive rehabilitation software was used in this research because this software teaches orientation skills, response inhibition, multi-step commands, and auditory and visual memory, it can improve active auditory and visual memory in these students. Completing the tasks and games in the software requires the engagement of auditory and visual working memory, and by playing the game and moving to higher levels, the amount of this engagement increases, and with practice and repetition, it strengthens the subject's active memory. It is also possible to point out the feature based on the reinforcement of the tasks of this intervention (Nazarzadeh Giglo et al., 1400). In another explanation, it can be said: an active brain forms very important neurological connections for learning, while a brain that is not active does not create this stable and necessary neurological information. Having the ability to adjust the level of difficulty of tasks from simple to difficult increases brain activity, therefore, failure in working memory is related to dysfunction in the frontal lobe, on the other hand, Yar's cognitive rehabilitation with Captain Lockeg software can stimulate these areas (Abdelmohammadi and colleagues, 1401). For this reason, in this research, computerized cognitive rehabilitation has improved the working memory components (auditory and visual) of students with attention deficit/hyperactivity disorder.
In general, according to the findings of the current research on the effectiveness of computer-aided cognitive rehabilitation on improving working memory components (auditory and visual) of students with attention deficit/hyperactivity disorder, it is appropriate that schools and attention deficit/hyperactivity disorder treatment centers use the computerized cognitive rehabilitation package with the aim of improving the working memory components of students with attention deficit/hyperactivity disorder.
Research Paper
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.
Research Paper
maryam shkoohirad
Abstract
Abstract
The aim of this study was to investigate the effectiveness of biomedical treatments on the symptoms and satisfaction of families with autism spectrum disorder. The present research method was a semi-experimental pre-test-post-test type with a control group. The statistical population of this ...
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Abstract
The aim of this study was to investigate the effectiveness of biomedical treatments on the symptoms and satisfaction of families with autism spectrum disorder. The present research method was a semi-experimental pre-test-post-test type with a control group. The statistical population of this research was the autistic children of the autism group in virtual space, from which thirty autistic children aged four to twelve with autism, fifteen in the experimental group and fifteen in the control group were randomly assigned. The Autism Treatment Evaluation Checklist (ATEC) was used to collect research data. The program was conducted in three months by parents and the supervision of the researcher, and the research data was analyzed using the covariance analysis method. The results of covariance analysis showed that biomedical treatments in reducing the symptoms in the Autism Treatment Evaluation Checklist (ATEC) have caused families to be satisfied. It seems that with the continuation of this method and reaching higher stages of treatment, more changes can be made in reducing the symptoms of autism and following it, reducing the challenges of the families, leading to the families' satisfaction with the treatment.
Keywords: Biomedical Treatments, Family Satisfaction, Autism Spectrum Disorder.
Extended Abstract
Introduction
Autism is a complex neurodevelopmental genetics that is caused by a combination of environmental factors. In all areas of the child's development, it is affected and behaviorally, it is limited by social damage, indirect social connection and definition (Chast and Leboer, 2022). The personal and financial cost of an autistic person in families is very high (Hoffer et al., 2022). So far, only behavioral therapies have been the mainstay of managing this disorder (Pitson et al., 2020). The absence of effective treatments for the neurodevelopmental disorder of autism is significant (Aishwarya et al., 2022). The fact that autism treatment is unproven is itself a source of family dissatisfaction and requires an urgent need to focus on the mental health of the family and create consistency in the care of the autistic individual (Lerner, White and McPartland, 2022). Psychiatrically, there are still no approved medications for the main symptoms of the disorder, such as social and communication problems, repetitive behaviors, and secondary symptoms, such as irritability and aggression (Nirenius et al., 2022). Parents reported that supplements and diet were the most helpful treatments in reducing symptoms compared to other treatments they had used to treat autism (Adams et al., 2018). Since environmental chemicals and toxins are also associated with an increased risk of neurodevelopmental disorders and certain conditions such as autism. Research examines diet between environmental exposures and neurodevelopmental outcomes (Granro, 2022). Therefore, this research intends to determine the effectiveness of diet and supplements due to the types of severity of autism spectrum disorders and the lack of evidence of effectiveness (that drug treatments, behavioral therapies, and rehabilitation therapies have not led to treatment except for control and slight improvement). Natural biomedicals, with the help of their families, take a step towards knowing the solutions to reduce and improve the symptoms of autism. Therefore, due to the increase in the prevalence of autism all over the world in recent years, the need for various researches and more and more investigations in the field of discovering treatments that will guide us to the causes of autism is necessary.
Research Questions
Does diet affect neurodevelopmental outcomes? Is it possible to see a change in the symptoms of autism with diet and natural remedies and biomedicals?
Literature Review
Regarding biomedical treatments: in the meantime, biomedical treatments are related to the activation of the immune system and anti-inflammatory effects (Ostadkarmpour and Patnins, 2021). In a research, it was shown that there is a positive correlation between modulating glutamate in the basal ganglia and the balance of the excitatory-inhibitory system, with the reduction of autism symptoms (Pertzesh et al., 2019). Research has shown that early detection of the ratios of several mitochondrial biomarkers can predict autism and distinguish between high and low-functioning spectrums (Al-Ansari and others, 2018). In a research, it was shown that insufficient levels of vitamin D play a role in the severity of autism symptoms (Al-Ansari and others, 2018). Research has shown that digestive problems are highly associated with behavioral symptoms of autism (Magoid et al., 2022). In recent studies, the role of neuroinflammation in autism behaviors has been confirmed (Cristiano et al., 2022).
Methodology
This research was practical in terms of purpose and in terms of sampling method, it was a semi-experimental pre-test-post-test type with a control group. The statistical population of this research was made up of children with autism disorder aged 4 to 12 from the virtual autism group in Tehran. The inclusion criteria were having a diagnosis of autism from a psychiatrist and age 4 to 12 years. To obtain the required sample of participants with autism disorder in the virtual space group, 15 people were randomly selected. And 15 people were selected as the control group. Both groups first responded to the autism treatment evaluation checklist, and the evaluation score of their autism level in the pre-test was determined. The experimental group, with the full cooperation of their families, was subjected to a diet of complete elimination of sugar and sweets along with the use of biomedical methods for three months. The control group did not receive any intervention during this period. At the end of the three-month intervention period, the subjects of both groups responded to the autism treatment evaluation checklist, and their autism level evaluation score was determined in the post-test.
Results
In order to analyze the data, SPSS25 software and multivariate analysis of covariance were used. The presuppositions of using multivariate covariance analysis and homogeneity of variances were checked in Levine's test. The findings showed that the scores of the subjects of the experimental group in the post-test phase in the components of speech and communication, sociability, sensory-cognitive and physical health showed a decrease, but not much change was observed in the control group.
Table of the results of covariance analysis (MANCOVA) to investigate the significant difference between the two experimental and control groups in the components of speech and communication, sociability, sensory perception and physical health.
The dependent variable
sum of squares
DF
mean square
F
Sig
Ita
speech and communication
0.860
1
0.860
0.409
0.528
0.17
Sociability
0.009
1
0.009
0.005
0.944
0.001
sensory
0.197
1
0.197
0.414
0.526
0.017
physical health
0.991
1
0.991
0.210
0.651
0.009
speech and communication
91.980
1
91.980
43.803
0.001
0.65
Sociability
77.987
1
77.987
45.094
0.001
0.65
sensory
72.398
1
72.398
151.882
0.001
0.86
physical health
367.249
1
367.249
77.646
0.001
0.76
The results of the covariance analysis in the table show that after controlling for the pre-test effects, there is a statistically significant difference between the average scores of the two experimental and control groups in the total score of speech and communication (F=43.803). There were sociability (F=45.094), sensory (F=151.882), and physical health variables (F=77.646). According to the calculated effect size, 0.65, 0.65, 0.86 and 0.76 percent of the total variances of the experimental and control groups are due to the effect of the independent variable.
Research Paper
Najme Ebrahimzade; Seyyed Mohsen Asgharinekah; Sakineh Soltani Kouhbanani
Abstract
Abstract
The study aimed to investigate the effect of increasing patience group training on self-efficacy and attitude of mothers with exceptional children. This quasi-experimental study involved a pre-test-post-test design with a control group. The population of the study included all mothers with ...
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Abstract
The study aimed to investigate the effect of increasing patience group training on self-efficacy and attitude of mothers with exceptional children. This quasi-experimental study involved a pre-test-post-test design with a control group. The population of the study included all mothers with exceptional children in Mashhad who were registered with the exceptional education department in Khorasan province. Voluntary participation and sample selection using random sampling were utilized. Thirty-two mothers of exceptional children were randomly assigned to experimental and control groups (16 participants per group). The instruments used to measure the study variables were the patience, Domka self-efficacy, and parents' attitudes toward exceptional children questionnaires. A pre-test was conducted on both groups. The experimental group underwent ten sessions of patience training, while no training was provided to the control group. After the training sessions, both groups took the questionnaires again (post-test). Data were analyzed using univariate analysis of covariance (ANCOVA) and multivariate analysis of covariance (MONCOVA). The results revealed that patience training led to enhanced self-efficacy, reduced hopelessness, improved attitude, increased failure tolerance, and lower levels of shame in mothers with exceptional children. As a result, it is recommended that counselors and psychologists focus on patience training in family education programs and groups of parents of exceptional children.
Keywords: Patience, Self-Efficacy, Attitude, Mothers Of Exceptional Children.
Extended Abstract
Introduction
When an exceptional child is born, the parent's experience of parenting and the process of acceptance will be different. (Azad Yekta, 2021). An exceptional child is defined as a child with mental, physical, social, or emotional disorders that may stop or slow down their growth and development. This could lead to behavioral and emotional issues, and pose challenges for parents (Joe and Associates, 2020, Afsari & Zeinali, 2021). Parents may feel a wide range of emotions, including anger, guilt, and disappointment, in their struggle to adapt to the situation of having an exceptional child. This experience has been linked to mental health issues and marriage problems and often leads to a need for receiving educational and empowerment programs (Rane, 2020; Kargar and Asghari Ebrahim Abad, 2015; Rezapour Mirsaleh and associates, 2020). One of the primary reasons for educating mothers is to shape, change and improve their behavior. Group education has been found to be among the most effective approaches in recent years (Norouzi and Associates, 2019). However, there has been a lack of focus on the importance of patience in regard to factors such as self-efficacy and attitude. The potential benefits of cultural and spiritual practices in improving self-efficacy and changing attitudes towards exceptional children have also not received sufficient attention.
This study aims to investigate the effects of a patient-education group based on cultural and religious teachings to enhance endurance and acceptance of hardships in the mothers of exceptional children. The goal is to examine whether this intervention will improve self-efficacy and attitudes in these mothers or not.
Literature review
The experience of living with an exceptional child can be highly challenging for mothers, who are under tremendous mental pressure to help their children navigate various difficulties and maintain their well-being. In this environment, their attitude towards their children is crucial, as it can greatly impact their ability to manage the various challenges they face and ensure their family's well-being (Jebelli & Khademi, 2019; Rani, 2020). Belief in one's self-efficacy has been identified as an important factor in influencing people's attitudes. Triandis explains that improvements in attitude can lead to increases in self-efficacy (Namazi & Associates, 2020). Along with positive attitudes, self-efficacy can fulfill basic cognitive needs such as a sense of worth, autonomy, and social relations. Moreover, the journey towards building self-efficacy can be a challenging one for exceptional children's parents, with potential ups and downs (Smart, 2016).
The role of self-efficacy in life is well-documented, particularly in the context of providing mothers of exceptional children with the necessary skills and support to navigate the challenges they face. Improving self-efficacy has been identified as a priority for these mothers and makes it urgent to develop interventions to address this need. Patience, as outlined by Currier and associates (2015), is central in allowing individuals to find meaning and purpose in times of difficulty. This can provide a valuable framework for understanding the role of self-efficacy in supporting mothers of exceptional children to navigate challenges and find a sense of purpose in their roles.
Patience can be defined as an individual's capability to delay a desired outcome without experiencing negative emotions or reactions towards the present situation (Roberts & Fishbach, 2020). Patience, from a psychological perspective, refers to one's ability to effectively manage internal and external pressures. This can involve learning to respond to challenging situations in a way that reduces stress levels and promotes a sense of emotional security. Psychologists identify three main components in the development and maintenance of patience: emotional, cognitive, and behavioral. These components relate to an individual's ability to tolerate uncertainty, regulate their emotions and beliefs, and modify their behaviors accordingly (Ghebari Bonab & Associates, 2017). Overall, patience
Methodology
This research study examines the impact of patience education on the self-efficacy and attitudes of mothers with children with special needs. The study utilizes a quasi-experimental design, with a randomized control group consisting of two groups of moms: the examination group that received 10 training sessions on patience and the witness group that did not receive any training. The study collected data from 32 moms via pre-testing and post-testing, using questionnaires focused on patience, self-efficacy, and parental attitudes towards exceptional children. This is an important area of research as there is a need to identify and implement effective methods to improve the well-being of mothers with children with special needs.
Introduction to intervention program
Based on this information, it appears that the 10-session training program focused on building patience through a variety of strategies, including:
Learning to use software to facilitate the process
Understanding pain conservation and acceptance
Developing a new perspective on life events
Acquiring an understanding of the process of grief
Recognizing the blessings bestowed by God
Learning to not put oneself in pain while raising exceptional children
Finding inspiration by studying the story of Moses and Khizr
Distincting between tolerance and patience
Improving anger management skills
Developing a sense of positivity
Understanding the different types of angry people and managing anger
Developing existential capacity and assumptions
Identifying ways to develop patience, including changing attitudes towards life and recognizing that patience is a learnable skill
Studying holy verses on patience and its consequences, and engaging in Q&A.
Overall, the program aimed to promote patience among mothers of exceptional children through a combination of educational, spiritual and emotional tools.
Results
The research data was analyzed using single and multi-factor analysis of covariance, and the results indicate that the training of patience can have a positive effect on self-efficacy, change of attitude, failure, disappointment, shame, and patience of mothers of exceptional children.
Table 1. results of comparing two groups in self-efficacy and patience.
factor
Source for change
Sum of squares
Degree od freedom
Average sum of squares
F
P
Effect size
Self-effocacy
Pre-test
84/94
1
84/94
10/1
30/0
03/0
group
17/692
1
7/692
08/8
008/0
21/0
error
34/2483
29
63/85
total
81689
32
Pre-test
75/360
1
75/360
96/5
02/0
17/0
Patience
group
05/684
1
05/687
35/11
002/0
28/0
error
93/1754
29
51/60
total
256823
32
Based on the table provided, it is clear that there is a significant difference between the examination group, which received the training of patience, and the witness group, which did not receive training, in terms of self-efficacy and patience. Specifically, the examination group demonstrated higher self-efficacy and patience in the post-test phase compared to the pre-test phase, indicating that the training of patience has been effective in improving these outcomes. These findings suggest that the training of patience may be an effective intervention strategy to enhance the well-being of mothers of exceptional children.
Discussion
From the findings of this study, it is evident that training in patience can positively influence the self-efficacy, change of attitude, failure, disappointment, shame, and patience of mothers of exceptional children. Patience is an innate human trait that enables individuals to develop the ability to handle life pressures with resilience. The ability to defer one's own interests with the hope of attaining knowledge or a desirable outcome in the future is critical for personal growth and well-being. By improving their patience skills, mothers of exceptional children may be better equipped to handle the challenges of raising children with special needs.
Conclusion
The study showed significant differences in the self-efficacy, change of attitude, failure, disappointment, shame, and patience levels of mothers of children with exceptional needs between the examination and witness groups. As a result, it is recommended that counselors and psychologists consider incorporating patient training in the family education and group programs of mothers of children with exceptional needs to enhance their well-being.
Acknowledgements
We extend our gratitude to the mothers who participated in the study and provided valuable insights into the effect of patient training on their well-being. Their participation was crucial in helping us gather important data and make meaningful contributions to the field. We hope that this research can contribute to developing more effective interventions to support the needs of mothers of exceptional children.
Research Paper
Mahdi Abdollahzadeh Rafi; Fateme Rezaei; Saeed Ariapooran
Abstract
Abstract
The study aimed to investigate the effect of increasing patience group training on self-efficacy and attitude of mothers with exceptional children. This quasi-experimental study involved a pre-test-post-test design with a control group. The population of the study included all mothers with ...
Read More
Abstract
The study aimed to investigate the effect of increasing patience group training on self-efficacy and attitude of mothers with exceptional children. This quasi-experimental study involved a pre-test-post-test design with a control group. The population of the study included all mothers with exceptional children in Mashhad who were registered with the exceptional education department in Khorasan province. Voluntary participation and sample selection using random sampling were utilized. Thirty-two mothers of exceptional children were randomly assigned to experimental and control groups (16 participants per group). The instruments used to measure the study variables were the patience, Domka self-efficacy, and parents' attitudes toward exceptional children questionnaires. A pre-test was conducted on both groups. The experimental group underwent ten sessions of patience training, while no training was provided to the control group. After the training sessions, both groups took the questionnaires again (post-test). Data were analyzed using univariate analysis of covariance (ANCOVA) and multivariate analysis of covariance (MONCOVA). The results revealed that patience training led to enhanced self-efficacy, reduced hopelessness, improved attitude, increased failure tolerance, and lower levels of shame in mothers with exceptional children. As a result, it is recommended that counselors and psychologists focus on patience training in family education programs and groups of parents of exceptional children.
Keywords: Patience, Self-Efficacy, Attitude, Mothers Of Exceptional Children.
Extended Abstract
Introduction
When an exceptional child is born, the parent's experience of parenting and the process of acceptance will be different. (Azad Yekta, 2021). An exceptional child is defined as a child with mental, physical, social, or emotional disorders that may stop or slow down their growth and development. This could lead to behavioral and emotional issues, and pose challenges for parents (Joe and Associates, 2020, Afsari & Zeinali, 2021). Parents may feel a wide range of emotions, including anger, guilt, and disappointment, in their struggle to adapt to the situation of having an exceptional child. This experience has been linked to mental health issues and marriage problems and often leads to a need for receiving educational and empowerment programs (Rane, 2020; Kargar and Asghari Ebrahim Abad, 2015; Rezapour Mirsaleh and associates, 2020). One of the primary reasons for educating mothers is to shape, change and improve their behavior. Group education has been found to be among the most effective approaches in recent years (Norouzi and Associates, 2019). However, there has been a lack of focus on the importance of patience in regard to factors such as self-efficacy and attitude. The potential benefits of cultural and spiritual practices in improving self-efficacy and changing attitudes towards exceptional children have also not received sufficient attention.
This study aims to investigate the effects of a patient-education group based on cultural and religious teachings to enhance endurance and acceptance of hardships in the mothers of exceptional children. The goal is to examine whether this intervention will improve self-efficacy and attitudes in these mothers or not.
Literature review
The experience of living with an exceptional child can be highly challenging for mothers, who are under tremendous mental pressure to help their children navigate various difficulties and maintain their well-being. In this environment, their attitude towards their children is crucial, as it can greatly impact their ability to manage the various challenges they face and ensure their family's well-being (Jebelli & Khademi, 2019; Rani, 2020). Belief in one's self-efficacy has been identified as an important factor in influencing people's attitudes. Triandis explains that improvements in attitude can lead to increases in self-efficacy (Namazi & Associates, 2020). Along with positive attitudes, self-efficacy can fulfill basic cognitive needs such as a sense of worth, autonomy, and social relations. Moreover, the journey towards building self-efficacy can be a challenging one for exceptional children's parents, with potential ups and downs (Smart, 2016).
The role of self-efficacy in life is well-documented, particularly in the context of providing mothers of exceptional children with the necessary skills and support to navigate the challenges they face. Improving self-efficacy has been identified as a priority for these mothers and makes it urgent to develop interventions to address this need. Patience, as outlined by Currier and associates (2015), is central in allowing individuals to find meaning and purpose in times of difficulty. This can provide a valuable framework for understanding the role of self-efficacy in supporting mothers of exceptional children to navigate challenges and find a sense of purpose in their roles.
Patience can be defined as an individual's capability to delay a desired outcome without experiencing negative emotions or reactions towards the present situation (Roberts & Fishbach, 2020). Patience, from a psychological perspective, refers to one's ability to effectively manage internal and external pressures. This can involve learning to respond to challenging situations in a way that reduces stress levels and promotes a sense of emotional security. Psychologists identify three main components in the development and maintenance of patience: emotional, cognitive, and behavioral. These components relate to an individual's ability to tolerate uncertainty, regulate their emotions and beliefs, and modify their behaviors accordingly (Ghebari Bonab & Associates, 2017). Overall, patience
Methodology
This research study examines the impact of patience education on the self-efficacy and attitudes of mothers with children with special needs. The study utilizes a quasi-experimental design, with a randomized control group consisting of two groups of moms: the examination group that received 10 training sessions on patience and the witness group that did not receive any training. The study collected data from 32 moms via pre-testing and post-testing, using questionnaires focused on patience, self-efficacy, and parental attitudes towards exceptional children. This is an important area of research as there is a need to identify and implement effective methods to improve the well-being of mothers with children with special needs.
Introduction to intervention program
Based on this information, it appears that the 10-session training program focused on building patience through a variety of strategies, including:
Learning to use software to facilitate the process
Understanding pain conservation and acceptance
Developing a new perspective on life events
Acquiring an understanding of the process of grief
Recognizing the blessings bestowed by God
Learning to not put oneself in pain while raising exceptional children
Finding inspiration by studying the story of Moses and Khizr
Distincting between tolerance and patience
Improving anger management skills
Developing a sense of positivity
Understanding the different types of angry people and managing anger
Developing existential capacity and assumptions
Identifying ways to develop patience, including changing attitudes towards life and recognizing that patience is a learnable skill
Studying holy verses on patience and its consequences, and engaging in Q&A.
Overall, the program aimed to promote patience among mothers of exceptional children through a combination of educational, spiritual and emotional tools.
Results
The research data was analyzed using single and multi-factor analysis of covariance, and the results indicate that the training of patience can have a positive effect on self-efficacy, change of attitude, failure, disappointment, shame, and patience of mothers of exceptional children.
Table 1. results of comparing two groups in self-efficacy and patience.
factor
Source for change
Sum of squares
Degree od freedom
Average sum of squares
F
P
Effect size
Self-effocacy
Pre-test
84/94
1
84/94
10/1
30/0
03/0
group
17/692
1
7/692
08/8
008/0
21/0
error
34/2483
29
63/85
total
81689
32
Pre-test
75/360
1
75/360
96/5
02/0
17/0
Patience
group
05/684
1
05/687
35/11
002/0
28/0
error
93/1754
29
51/60
total
256823
32
Based on the table provided, it is clear that there is a significant difference between the examination group, which received the training of patience, and the witness group, which did not receive training, in terms of self-efficacy and patience. Specifically, the examination group demonstrated higher self-efficacy and patience in the post-test phase compared to the pre-test phase, indicating that the training of patience has been effective in improving these outcomes. These findings suggest that the training of patience may be an effective intervention strategy to enhance the well-being of mothers of exceptional children.
Discussion
From the findings of this study, it is evident that training in patience can positively influence the self-efficacy, change of attitude, failure, disappointment, shame, and patience of mothers of exceptional children. Patience is an innate human trait that enables individuals to develop the ability to handle life pressures with resilience. The ability to defer one's own interests with the hope of attaining knowledge or a desirable outcome in the future is critical for personal growth and well-being. By improving their patience skills, mothers of exceptional children may be better equipped to handle the challenges of raising children with special needs.
Conclusion
The study showed significant differences in the self-efficacy, change of attitude, failure, disappointment, shame, and patience levels of mothers of children with exceptional needs between the examination and witness groups. As a result, it is recommended that counselors and psychologists consider incorporating patient training in the family education and group programs of mothers of children with exceptional needs to enhance their well-being.
Acknowledgements
We extend our gratitude to the mothers who participated in the study and provided valuable insights into the effect of patient training on their well-being. Their participation was crucial in helping us gather important data and make meaningful contributions to the field. We hope that this research can contribute to developing more effective interventions to support the needs of mothers of exceptional children.
Research Paper
Matin Farahbakhsh Daghigh; Rezvan Homai; Hamdallah Jayrvand
Abstract
Abstract
The study aimed to investigate the effect of increasing patience group training on self-efficacy and attitude of mothers with exceptional children. This quasi-experimental study involved a pre-test-post-test design with a control group. The population of the study included all mothers with ...
Read More
Abstract
The study aimed to investigate the effect of increasing patience group training on self-efficacy and attitude of mothers with exceptional children. This quasi-experimental study involved a pre-test-post-test design with a control group. The population of the study included all mothers with exceptional children in Mashhad who were registered with the exceptional education department in Khorasan province. Voluntary participation and sample selection using random sampling were utilized. Thirty-two mothers of exceptional children were randomly assigned to experimental and control groups (16 participants per group). The instruments used to measure the study variables were the patience, Domka self-efficacy, and parents' attitudes toward exceptional children questionnaires. A pre-test was conducted on both groups. The experimental group underwent ten sessions of patience training, while no training was provided to the control group. After the training sessions, both groups took the questionnaires again (post-test). Data were analyzed using univariate analysis of covariance (ANCOVA) and multivariate analysis of covariance (MONCOVA). The results revealed that patience training led to enhanced self-efficacy, reduced hopelessness, improved attitude, increased failure tolerance, and lower levels of shame in mothers with exceptional children. As a result, it is recommended that counselors and psychologists focus on patience training in family education programs and groups of parents of exceptional children.
Keywords: Patience, Self-Efficacy, Attitude, Mothers Of Exceptional Children.
Extended Abstract
Introduction
When an exceptional child is born, the parent's experience of parenting and the process of acceptance will be different. (Azad Yekta, 2021). An exceptional child is defined as a child with mental, physical, social, or emotional disorders that may stop or slow down their growth and development. This could lead to behavioral and emotional issues, and pose challenges for parents (Joe and Associates, 2020, Afsari & Zeinali, 2021). Parents may feel a wide range of emotions, including anger, guilt, and disappointment, in their struggle to adapt to the situation of having an exceptional child. This experience has been linked to mental health issues and marriage problems and often leads to a need for receiving educational and empowerment programs (Rane, 2020; Kargar and Asghari Ebrahim Abad, 2015; Rezapour Mirsaleh and associates, 2020). One of the primary reasons for educating mothers is to shape, change and improve their behavior. Group education has been found to be among the most effective approaches in recent years (Norouzi and Associates, 2019). However, there has been a lack of focus on the importance of patience in regard to factors such as self-efficacy and attitude. The potential benefits of cultural and spiritual practices in improving self-efficacy and changing attitudes towards exceptional children have also not received sufficient attention.
This study aims to investigate the effects of a patient-education group based on cultural and religious teachings to enhance endurance and acceptance of hardships in the mothers of exceptional children. The goal is to examine whether this intervention will improve self-efficacy and attitudes in these mothers or not.
Literature review
The experience of living with an exceptional child can be highly challenging for mothers, who are under tremendous mental pressure to help their children navigate various difficulties and maintain their well-being. In this environment, their attitude towards their children is crucial, as it can greatly impact their ability to manage the various challenges they face and ensure their family's well-being (Jebelli & Khademi, 2019; Rani, 2020). Belief in one's self-efficacy has been identified as an important factor in influencing people's attitudes. Triandis explains that improvements in attitude can lead to increases in self-efficacy (Namazi & Associates, 2020). Along with positive attitudes, self-efficacy can fulfill basic cognitive needs such as a sense of worth, autonomy, and social relations. Moreover, the journey towards building self-efficacy can be a challenging one for exceptional children's parents, with potential ups and downs (Smart, 2016).
The role of self-efficacy in life is well-documented, particularly in the context of providing mothers of exceptional children with the necessary skills and support to navigate the challenges they face. Improving self-efficacy has been identified as a priority for these mothers and makes it urgent to develop interventions to address this need. Patience, as outlined by Currier and associates (2015), is central in allowing individuals to find meaning and purpose in times of difficulty. This can provide a valuable framework for understanding the role of self-efficacy in supporting mothers of exceptional children to navigate challenges and find a sense of purpose in their roles.
Patience can be defined as an individual's capability to delay a desired outcome without experiencing negative emotions or reactions towards the present situation (Roberts & Fishbach, 2020). Patience, from a psychological perspective, refers to one's ability to effectively manage internal and external pressures. This can involve learning to respond to challenging situations in a way that reduces stress levels and promotes a sense of emotional security. Psychologists identify three main components in the development and maintenance of patience: emotional, cognitive, and behavioral. These components relate to an individual's ability to tolerate uncertainty, regulate their emotions and beliefs, and modify their behaviors accordingly (Ghebari Bonab & Associates, 2017). Overall, patience
Methodology
This research study examines the impact of patience education on the self-efficacy and attitudes of mothers with children with special needs. The study utilizes a quasi-experimental design, with a randomized control group consisting of two groups of moms: the examination group that received 10 training sessions on patience and the witness group that did not receive any training. The study collected data from 32 moms via pre-testing and post-testing, using questionnaires focused on patience, self-efficacy, and parental attitudes towards exceptional children. This is an important area of research as there is a need to identify and implement effective methods to improve the well-being of mothers with children with special needs.
Introduction to intervention program
Based on this information, it appears that the 10-session training program focused on building patience through a variety of strategies, including:
Learning to use software to facilitate the process
Understanding pain conservation and acceptance
Developing a new perspective on life events
Acquiring an understanding of the process of grief
Recognizing the blessings bestowed by God
Learning to not put oneself in pain while raising exceptional children
Finding inspiration by studying the story of Moses and Khizr
Distincting between tolerance and patience
Improving anger management skills
Developing a sense of positivity
Understanding the different types of angry people and managing anger
Developing existential capacity and assumptions
Identifying ways to develop patience, including changing attitudes towards life and recognizing that patience is a learnable skill
Studying holy verses on patience and its consequences, and engaging in Q&A.
Overall, the program aimed to promote patience among mothers of exceptional children through a combination of educational, spiritual and emotional tools.
Results
The research data was analyzed using single and multi-factor analysis of covariance, and the results indicate that the training of patience can have a positive effect on self-efficacy, change of attitude, failure, disappointment, shame, and patience of mothers of exceptional children.
Table 1. results of comparing two groups in self-efficacy and patience.
factor
Source for change
Sum of squares
Degree od freedom
Average sum of squares
F
P
Effect size
Self-effocacy
Pre-test
84/94
1
84/94
10/1
30/0
03/0
group
17/692
1
7/692
08/8
008/0
21/0
error
34/2483
29
63/85
total
81689
32
Pre-test
75/360
1
75/360
96/5
02/0
17/0
Patience
group
05/684
1
05/687
35/11
002/0
28/0
error
93/1754
29
51/60
total
256823
32
Based on the table provided, it is clear that there is a significant difference between the examination group, which received the training of patience, and the witness group, which did not receive training, in terms of self-efficacy and patience. Specifically, the examination group demonstrated higher self-efficacy and patience in the post-test phase compared to the pre-test phase, indicating that the training of patience has been effective in improving these outcomes. These findings suggest that the training of patience may be an effective intervention strategy to enhance the well-being of mothers of exceptional children.
Discussion
From the findings of this study, it is evident that training in patience can positively influence the self-efficacy, change of attitude, failure, disappointment, shame, and patience of mothers of exceptional children. Patience is an innate human trait that enables individuals to develop the ability to handle life pressures with resilience. The ability to defer one's own interests with the hope of attaining knowledge or a desirable outcome in the future is critical for personal growth and well-being. By improving their patience skills, mothers of exceptional children may be better equipped to handle the challenges of raising children with special needs.
Conclusion
The study showed significant differences in the self-efficacy, change of attitude, failure, disappointment, shame, and patience levels of mothers of children with exceptional needs between the examination and witness groups. As a result, it is recommended that counselors and psychologists consider incorporating patient training in the family education and group programs of mothers of children with exceptional needs to enhance their well-being.
Acknowledgements
We extend our gratitude to the mothers who participated in the study and provided valuable insights into the effect of patient training on their well-being. Their participation was crucial in helping us gather important data and make meaningful contributions to the field. We hope that this research can contribute to developing more effective interventions to support the needs of mothers of exceptional children.
Research Paper
Yusef jamali; Maryamsadat Fatehizade; Mohammad Reza Abedi
Abstract
Abstract
The study aimed to investigate the effect of increasing patience group training on self-efficacy and attitude of mothers with exceptional children. This quasi-experimental study involved a pre-test-post-test design with a control group. The population of the study included all mothers with ...
Read More
Abstract
The study aimed to investigate the effect of increasing patience group training on self-efficacy and attitude of mothers with exceptional children. This quasi-experimental study involved a pre-test-post-test design with a control group. The population of the study included all mothers with exceptional children in Mashhad who were registered with the exceptional education department in Khorasan province. Voluntary participation and sample selection using random sampling were utilized. Thirty-two mothers of exceptional children were randomly assigned to experimental and control groups (16 participants per group). The instruments used to measure the study variables were the patience, Domka self-efficacy, and parents' attitudes toward exceptional children questionnaires. A pre-test was conducted on both groups. The experimental group underwent ten sessions of patience training, while no training was provided to the control group. After the training sessions, both groups took the questionnaires again (post-test). Data were analyzed using univariate analysis of covariance (ANCOVA) and multivariate analysis of covariance (MONCOVA). The results revealed that patience training led to enhanced self-efficacy, reduced hopelessness, improved attitude, increased failure tolerance, and lower levels of shame in mothers with exceptional children. As a result, it is recommended that counselors and psychologists focus on patience training in family education programs and groups of parents of exceptional children.
Keywords: Patience, Self-Efficacy, Attitude, Mothers Of Exceptional Children.
Extended Abstract
Introduction
When an exceptional child is born, the parent's experience of parenting and the process of acceptance will be different. (Azad Yekta, 2021). An exceptional child is defined as a child with mental, physical, social, or emotional disorders that may stop or slow down their growth and development. This could lead to behavioral and emotional issues, and pose challenges for parents (Joe and Associates, 2020, Afsari & Zeinali, 2021). Parents may feel a wide range of emotions, including anger, guilt, and disappointment, in their struggle to adapt to the situation of having an exceptional child. This experience has been linked to mental health issues and marriage problems and often leads to a need for receiving educational and empowerment programs (Rane, 2020; Kargar and Asghari Ebrahim Abad, 2015; Rezapour Mirsaleh and associates, 2020). One of the primary reasons for educating mothers is to shape, change and improve their behavior. Group education has been found to be among the most effective approaches in recent years (Norouzi and Associates, 2019). However, there has been a lack of focus on the importance of patience in regard to factors such as self-efficacy and attitude. The potential benefits of cultural and spiritual practices in improving self-efficacy and changing attitudes towards exceptional children have also not received sufficient attention.
This study aims to investigate the effects of a patient-education group based on cultural and religious teachings to enhance endurance and acceptance of hardships in the mothers of exceptional children. The goal is to examine whether this intervention will improve self-efficacy and attitudes in these mothers or not.
Literature review
The experience of living with an exceptional child can be highly challenging for mothers, who are under tremendous mental pressure to help their children navigate various difficulties and maintain their well-being. In this environment, their attitude towards their children is crucial, as it can greatly impact their ability to manage the various challenges they face and ensure their family's well-being (Jebelli & Khademi, 2019; Rani, 2020). Belief in one's self-efficacy has been identified as an important factor in influencing people's attitudes. Triandis explains that improvements in attitude can lead to increases in self-efficacy (Namazi & Associates, 2020). Along with positive attitudes, self-efficacy can fulfill basic cognitive needs such as a sense of worth, autonomy, and social relations. Moreover, the journey towards building self-efficacy can be a challenging one for exceptional children's parents, with potential ups and downs (Smart, 2016).
The role of self-efficacy in life is well-documented, particularly in the context of providing mothers of exceptional children with the necessary skills and support to navigate the challenges they face. Improving self-efficacy has been identified as a priority for these mothers and makes it urgent to develop interventions to address this need. Patience, as outlined by Currier and associates (2015), is central in allowing individuals to find meaning and purpose in times of difficulty. This can provide a valuable framework for understanding the role of self-efficacy in supporting mothers of exceptional children to navigate challenges and find a sense of purpose in their roles.
Patience can be defined as an individual's capability to delay a desired outcome without experiencing negative emotions or reactions towards the present situation (Roberts & Fishbach, 2020). Patience, from a psychological perspective, refers to one's ability to effectively manage internal and external pressures. This can involve learning to respond to challenging situations in a way that reduces stress levels and promotes a sense of emotional security. Psychologists identify three main components in the development and maintenance of patience: emotional, cognitive, and behavioral. These components relate to an individual's ability to tolerate uncertainty, regulate their emotions and beliefs, and modify their behaviors accordingly (Ghebari Bonab & Associates, 2017). Overall, patience
Methodology
This research study examines the impact of patience education on the self-efficacy and attitudes of mothers with children with special needs. The study utilizes a quasi-experimental design, with a randomized control group consisting of two groups of moms: the examination group that received 10 training sessions on patience and the witness group that did not receive any training. The study collected data from 32 moms via pre-testing and post-testing, using questionnaires focused on patience, self-efficacy, and parental attitudes towards exceptional children. This is an important area of research as there is a need to identify and implement effective methods to improve the well-being of mothers with children with special needs.
Introduction to intervention program
Based on this information, it appears that the 10-session training program focused on building patience through a variety of strategies, including:
Learning to use software to facilitate the process
Understanding pain conservation and acceptance
Developing a new perspective on life events
Acquiring an understanding of the process of grief
Recognizing the blessings bestowed by God
Learning to not put oneself in pain while raising exceptional children
Finding inspiration by studying the story of Moses and Khizr
Distincting between tolerance and patience
Improving anger management skills
Developing a sense of positivity
Understanding the different types of angry people and managing anger
Developing existential capacity and assumptions
Identifying ways to develop patience, including changing attitudes towards life and recognizing that patience is a learnable skill
Studying holy verses on patience and its consequences, and engaging in Q&A.
Overall, the program aimed to promote patience among mothers of exceptional children through a combination of educational, spiritual and emotional tools.
Results
The research data was analyzed using single and multi-factor analysis of covariance, and the results indicate that the training of patience can have a positive effect on self-efficacy, change of attitude, failure, disappointment, shame, and patience of mothers of exceptional children.
Table 1. results of comparing two groups in self-efficacy and patience.
factor
Source for change
Sum of squares
Degree od freedom
Average sum of squares
F
P
Effect size
Self-effocacy
Pre-test
84/94
1
84/94
10/1
30/0
03/0
group
17/692
1
7/692
08/8
008/0
21/0
error
34/2483
29
63/85
total
81689
32
Pre-test
75/360
1
75/360
96/5
02/0
17/0
Patience
group
05/684
1
05/687
35/11
002/0
28/0
error
93/1754
29
51/60
total
256823
32
Based on the table provided, it is clear that there is a significant difference between the examination group, which received the training of patience, and the witness group, which did not receive training, in terms of self-efficacy and patience. Specifically, the examination group demonstrated higher self-efficacy and patience in the post-test phase compared to the pre-test phase, indicating that the training of patience has been effective in improving these outcomes. These findings suggest that the training of patience may be an effective intervention strategy to enhance the well-being of mothers of exceptional children.
Discussion
From the findings of this study, it is evident that training in patience can positively influence the self-efficacy, change of attitude, failure, disappointment, shame, and patience of mothers of exceptional children. Patience is an innate human trait that enables individuals to develop the ability to handle life pressures with resilience. The ability to defer one's own interests with the hope of attaining knowledge or a desirable outcome in the future is critical for personal growth and well-being. By improving their patience skills, mothers of exceptional children may be better equipped to handle the challenges of raising children with special needs.
Conclusion
The study showed significant differences in the self-efficacy, change of attitude, failure, disappointment, shame, and patience levels of mothers of children with exceptional needs between the examination and witness groups. As a result, it is recommended that counselors and psychologists consider incorporating patient training in the family education and group programs of mothers of children with exceptional needs to enhance their well-being.
Acknowledgements
We extend our gratitude to the mothers who participated in the study and provided valuable insights into the effect of patient training on their well-being. Their participation was crucial in helping us gather important data and make meaningful contributions to the field. We hope that this research can contribute to developing more effective interventions to support the needs of mothers of exceptional children.
Research Paper
Saifullah Aghajani; Ali Kermani; Matineh Ebadi; Ali Salmani
Abstract
Abstract
Behavioral inconsistencies and disorders in adulthood and youth are often caused by neglecting children's emotional-behavioral issues. Therefore, the present study was performed to fit the causal model based on externalized behavioral disorders according to executive functions of the brain: ...
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Abstract
Behavioral inconsistencies and disorders in adulthood and youth are often caused by neglecting children's emotional-behavioral issues. Therefore, the present study was performed to fit the causal model based on externalized behavioral disorders according to executive functions of the brain: the mediating role of social skills in students with attention-deficit/hyperactivity disorder. This study in terms of purpose is the applied one and is considered descriptive-correlational research. The statistical population of the present study included all the elementary school students of Mashhad in the academic year of 2021-2022, and 209 students were selected as the sample group using the purposeful sampling method. To collect data, the Connors Attention Deficit/Hyperactivity Disorder Assessment Questionnaire, Teacher's Form (1969), Achenbach's Child Behavior Checklist (CBCL) - Parent Version, Behavior Rating Inventory of Executive Function, and Social Skills Questionnaire (Parent Version) were used. The results showed that the causal model of the relationship between executive functions, social skills, and externalized behavioral disorders in students with attention-deficit/hyperactivity disorder was confirmed based on different fit indices. Executive functions of the brain and social skills have a direct effect on behavioral disorders. In addition, executive functions have an indirect effect on externalized behavioral disorders through social skills. Therefore executive functions and social skills play an important role in externalized behavioral disorders in students with attention deficit/hyperactivity disorder, and targeting these two components in psychological treatments can be effective in reducing behavioral disorders.
Keywords: Externalized Behavioral Disorders, Executive Functions, Social Skills, Attention Deficit / Hyperactivity Disorder.
Extended Abstract
Introduction
One of the most complex childhood disorders that are often not diagnosed, is the neurodevelopmental disorder attention deficit/hyperactivity disorder (ADHD), which appears with inattention and hyperactivity in the age range of six months to seven years. It may continue in adulthood as well (Shahwan, Suliman, Jairoun, Alkhoujah, Mohammed, & Abdullah, 2020). ADHD children have problems with communication and social behaviors; it is one of the most common behavioral and social disorders in childhood and adolescence, which affects about 5-7% of people (American Psychiatric Association, 2013). The problems caused by this disorder include wide areas of a person's life, including health, communication problems, academic progress, employment, financial management (Barkley, Murphy, & Fischer, 2015), and family problems (Almadani, Askary, & Bavi 2022). Externalized behavior disorders that include a range of aggression, bullying, delinquent behaviors, theft, lying, disobedience, and fighting (Cramer, 2015) are observed in these people. Studies have shown that executive function deficits include a set of cognitive and metacognitive processes that help us create goals, monitor thoughts, control emotions and actions, and choose appropriate behaviors to curb undesirable behaviors (Lassander, Hintsanen, Suominen, Mullola, Fagerlund, Vahlberg, et al., 2020), it is common in these individuals (Wang and Liu, 2020). Another factor that can affect the amount of externalized behavioral disorders in children is social skills. Compared to normal children, children with ADHD have weaker social interaction and have difficulty communicating with others (Parke, Becker, Graves, Baily, Paul, Freeman et al., 2018). In other words; Attention-deficit/hyperactivity disorder not only causes a decrease in concentration and attention, but it is also problematic in social relationships, the type of interaction and the way to react to others (Arumugam & Parasher, 2018). Therefore, the current research will be conducted with the aim of fitting the causal model based on externalized behavioral disorders based on the executive functions of the brain: the mediating role of social skills in students with attention deficit/hyperactivity disorder.
Research Question
Is the fit of the causal model based on externalized behavioral disorders based on the executive functions of the brain with the mediation of social skills in students with attention deficit/hyperactivity disorder confirmed?
Literature Review
Studies show that externalizing problems in childhood are predictors of delinquent behaviors in adolescence and crime and violence in adulthood (Zhu, Olsen, Liew, Niclasen, & Obel, 2014). Executive functions include sets of cognitive and metacognitive processes that help us set goals, monitor thoughts, control emotions and actions, and choose appropriate behaviors for undesirable behaviors (Lassander et al., 2020). Executive functions are much related to social and educational functions and daily activities of people. These functions become the individual's self-regulation and also enable him to behave with different responses, self-direction (Lima, Rzezak, Guimarães, Montenegro, Guerreiro, & Valente, 2017). The review goes under these subheadings. The findings indicate that poor skill in executive functions causes antisocial behavior, inability to solve problems, distraction and aggression in children (Romero-López, Quesada-Conde, Bernardo, & Justicia-Arráez, 2017). The results of Al-Khatib's research (2021) indicated a positive and significant correlation between social problems and behavioral problems. In a research, Ajarlou, Moghadsin, and Hosni (2021) showed that maladaptive emotion regulation and cognitive deficits of attention also play a mediating role in the relationship between depression and anxiety variables with symptoms of attention deficit hyperactivity disorder.
Methodology
The method of this study was descriptive-correlation. The statistical population of the current research was all the students and their parents in the school year 2021-2022 in the elementary school of Mashhad. 209 students were selected using the purposeful sampling method. Thus, in order to collect the sample, the education departments were referred to Mashhad City. Then 15 elementary schools were selected from different areas of Mashhad city and then they were referred to the schools and after screening the students for attention deficit hyperactivity disorder through a questionnaire by the teacher, after identification with the help of the school principal, the questionnaires were given to the parents. Students were placed. To collect data from questionnaires of Conners' teacher rating scale--revised short form, achenbach's child behavior checklist (CBCL) - parent version, behavioral rating scale of executive functions (BRIEF), social skills rating system (SSRS) parent version used. In order to test the research hypotheses, the path analysis method was used using SPSS23 and Lisrel 8.8 software.
Results
A total of 209 students with attention deficit/hyperactivity disorder with an age of 9.62 in the age range of 7 to 12 years participated in this study. 91 of them were girls and 118 were boys. The results of the path analysis showed that executive functions have a direct and significant effect on both externalized behavioral problems and social skills. Also, the direct effect of social skills on externalized behavioral problems is significant. In general, the results showed that the proposed model of this research has a good fit and all the fit indices indicate the approval of this model, the results of which are shown in Table 1.
Table 1. Structural Equation Models Fit Indices
Fit index
Perfect Fit
Acceptable Fit
value
Result
χ²/sd
0 ≤ χ²/sd0 ≤ 2
2 ≤ χ²/sd0 ≤ 5
2.28
Acceptable
RMSEA
0 ≤ RMSEA ≤.05
.05 ≤ RMSEA ≤.08
.071
Acceptable
GFI
0.95≤ GFI< 1.00
0.90≤ GFI< 0.95
.91
Acceptable
NFI
0.95≤ NFI< 1.00
0.90≤ NFI< 0.95
.94
Acceptable
CFI
0.95≤CFI<1.00
0.90≤CFI<0.95
.92
Acceptable
Discussion
The obtained results showed that the effect of brain executive function disorder on externalized behavioral disorders was positive and significant. The results obtained with the research findings of Yang et al. (2022), and Fraser et al. (2022); the research conducted on executive functions in people with behavioral problems shows that there are deficits such as problems in inhibition, which are related to disorders in the frontal region of the brain. In other words, response inhibition provides stopping and controlling inappropriate behaviors as well as producing appropriate behaviors in different situations, and this is essential in preventing behavioral problems (AbdulRahimpour et al., 2021).
It showed that social skills have an effect on externalized behavioral problems. The results obtained with the research findings of Al-Khatib (2021), Fuchs et al. (2020), and Trigors et al. (2020) are consistent. High levels of participation and sociability are generally associated with growth. From another angle, it is possible to explain this finding, when students have social skills and can adjust the level of their response to the people around them depending on the situation, they are less prone to externalizing behaviors such as aggression, violence, and impulsiveness.
The indirect effect of brain executive function disorder on externalizing behavioral problems through social skills was significant. Therefore, social skills were accepted as mediators of the relationship between brain executive functions and externalized behavioral problems. This means that executive functions can indirectly influence externalized behaviors through social skills in addition to direct influence. People who have significant skills in executive functions, i.e., reasoning, organization, and working memory, can analyze social situations correctly and reduce externalized behavioral disorders, i.e., impulsivity and violence in students.
Conclusion
Therefore executive functions and social skills play an important role in externalized behavioral disorders in students with attention deficit/hyperactivity disorder, and targeting these two components in psychological treatments can be effective in reducing behavioral disorders.
Acknowledgments
We are grateful to all the people who have collaborated in this research.