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Showing 2 results for Self-Concept

Mr. Morteza Moradi Doliskani, Ms. Hanieh Charegani, Ms. Maryam Safari Shirazi,
Volume 2, Issue 168 (7-2022)
Abstract

Background & Purpose: This study aimed to investigate the effectiveness of psychodrama on the social
competence and the positive self-concept of male students with specific learning disorder.
Materials and Methods: The research was a quasi-experimental study with a pretest-posttest design
with a control group. The statistical population of the study included all male students studying in the eighth
grade with specific learning disorder of Karaj in the academic year 2021-2022. To determine the sample
size, first using a cluster random sampling method from the primary schools in District 3 of Karaj, a school
was randomly selected and among 30 students who obtained lower scores in dependent variables, using
They were selected by available sampling method and randomly assigned to experimental and control
groups (experimental group of 15 people/control group of 15 people). The research instruments included the
Colorado Learning Difficulties Questionnaire (2011), the Flener Social competence Questionnaire (1990),
Piers-Harris Children’s Self-Concept Scale (1969), and Structured clinical interview based on DSM-5.
Data analysis was performed using univariate and multivariate analysis of covariance in SPSS-26.
Results: Findings showed that psychodrama was effective on social competence, self-concept and their
components of male students (p<0.001).
Conclusion: According to the findings, it can be said that psychodrama was an effective way to improve the
social competence and self-concept of students with specific learning disorder, so this method can be used
in educational centers and schools.
 
Elahe Ostavi, Abbasali Hosseinkhanzadeh, Ma’ssoumeh Saket Mahjoub, Hatam Mohammadi,
Volume 3, Issue 140 (7-2016)
Abstract

Background: The presence of children with autism spectrum disorder in the family imposes great pressure on family members especially on mothers. Mothers of children with autism spectrum disorder are faced with numerous challenges that expose them to high levels of stress and other negative psychological consequences. This study is conducted in order to compare levels of perceived stress, family coherence, and self-concept in mothers of children with autism spectrum disorder and normal.

Method: The present study is conducted with a causal-comparative design. The statistical population of the study is comprised of all mothers of children with autism spectrum disorder and normal in the age range of 7 to 11 in Rasht, in 2013-14. The sample of study consisted of 49 mothers of children with autism and 52 mothers of normal who were selected via convenience sampling procedures. To measure the variables, the researchers deployed the Perceived Stress Scale (PSS) (Cohen et al. 1983), Family Cohesion Scale (FCS) (Bloom and Naar, 1994), and the Beck Self-Concept Test (BST) (1989). Collected data were analyzed with both descriptive (mean value and standard deviation) and inferential statistical methods (multivariate analysis of variance).

Results: The results showed that there is a significant difference between the two groups of mothers of children with autism spectrum disorder and mothers of normal children in all of the variables of Perceived Stress (p<0.0001), Family Coherence (p<0.0001), and Self-concept (p<0.0001).

Conclusion: Therefore, it seems necessary to develop appropriate training programs for parents to prevent the negative impact of growing children with autism spectrum disorder on family members especially on mothers.



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