Volume 6, Issue 166 (3-2022)
J Except Educ 1400, __(166): 96-96 |
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mostafaei paydar N, ghasemzadeh S, arjmandnia A, mojaver S, mohammadi feizabadi A. Effectiveness of therapeutic storytelling on resilience and
cognitive emotion regulation children with visual impairment. J Except Educ 2022; 6 (166) :96-96
URL: http://exceptionaleducation.ir/article-1-2388-en.html
URL: http://exceptionaleducation.ir/article-1-2388-en.html
Naimeh Mostafaei paydar1 
, Soghand Ghasemzadeh * 2, Aliakbar Arjmandnia1 , Shirin Mojaver1 , Atefeh Mohammadi feizabadi1
, Soghand Ghasemzadeh * 2, Aliakbar Arjmandnia1 , Shirin Mojaver1 , Atefeh Mohammadi feizabadi1
1- tehran university
2- tehran university , s.ghasemzadeh@ut.ac.ir
2- tehran university , s.ghasemzadeh@ut.ac.ir
Abstract: (1421 Views)
Background and Purpose: To deal with the problems caused by visual impairments such as stress,
frustration and other psychological problems and social and individual adjustment, cognitive emotion
regulation is needed.Therefore, the aim of the present study was to investigate the effectivness of story
therapy training on the cognitive emotion regulation of blind students.
Method: This research was a quasi-experimental method with pre-test and post-test with experimental
and control groups. The statistical population of the present study included blind students of the blind
school in Tehran in 2019-2020 Thirty eligible individuals were selected by purposive sampling method and
randomly assigned to the control group (n = 15) and the experimental group (n = 15). The experimental
group received 10 sessions of story therapy as a group and the control group did not receive any intervention.
In this study, the Connor and Davidson Resilience Scale (2003) and the Garnfsky & Craig (2006) cognitive
emotion regulation were used to collect data. SPSS 20 software was used to analyze the data. Multivariate
analysis of covariance was used to analyze the research data. Probability values less than 0.05 were
considered statistically significant.
Results: The results of research data showed that story therapy is effective in increasing resiliency (total),
individual competence, trust in individual instincts and tolerance of negative emotions, acceptance and
change in relationships, control, spiritual effects (p <0.05). Also, the results of the study showed that story
therapy in reducing self-blame, rumination, monitoring,catastrophizing and blaming others and in increasing
cognitive emotion regulation (total) positive re-attention, focused on planning, review and reassessment
was positively effective (p <0.05).
Conclusion: Based on the findings, it can be said that story therapy is an effective method in improving
resiliency and in improving cognitive emotion on blind students.
frustration and other psychological problems and social and individual adjustment, cognitive emotion
regulation is needed.Therefore, the aim of the present study was to investigate the effectivness of story
therapy training on the cognitive emotion regulation of blind students.
Method: This research was a quasi-experimental method with pre-test and post-test with experimental
and control groups. The statistical population of the present study included blind students of the blind
school in Tehran in 2019-2020 Thirty eligible individuals were selected by purposive sampling method and
randomly assigned to the control group (n = 15) and the experimental group (n = 15). The experimental
group received 10 sessions of story therapy as a group and the control group did not receive any intervention.
In this study, the Connor and Davidson Resilience Scale (2003) and the Garnfsky & Craig (2006) cognitive
emotion regulation were used to collect data. SPSS 20 software was used to analyze the data. Multivariate
analysis of covariance was used to analyze the research data. Probability values less than 0.05 were
considered statistically significant.
Results: The results of research data showed that story therapy is effective in increasing resiliency (total),
individual competence, trust in individual instincts and tolerance of negative emotions, acceptance and
change in relationships, control, spiritual effects (p <0.05). Also, the results of the study showed that story
therapy in reducing self-blame, rumination, monitoring,catastrophizing and blaming others and in increasing
cognitive emotion regulation (total) positive re-attention, focused on planning, review and reassessment
was positively effective (p <0.05).
Conclusion: Based on the findings, it can be said that story therapy is an effective method in improving
resiliency and in improving cognitive emotion on blind students.
Type of Study: Original Article |
Subject:
Visual Impaired
Received: 2021/Nov/Wed | Revised: 2022/Apr/Mon | Accepted: 2022/Jan/Sun | Published: 2022/Apr/Mon | ePublished: 2022/Apr/Mon
Received: 2021/Nov/Wed | Revised: 2022/Apr/Mon | Accepted: 2022/Jan/Sun | Published: 2022/Apr/Mon | ePublished: 2022/Apr/Mon
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