The Comparison of the Effectiveness of Group Education Based on Mindfulness, Geshtalt Theory and Religious Spiritual Approach Islam Oriented on Psychological Distress and Guilt of Educable Intellectual Disability Student's Mothers

Mental impairment has been accompanied by many problems, and numerous therapies have been introduced for the education of mothers of children with this disorder. Mindfulness -based group education, Gestalt theory, and Islam -based religious spiritual approach are effective and important ways to reduce behavioral problems for mothers of educated mentally impaired students. The present study intended to compare the effectiveness of group education based on mindfulness, Geshtalt theory and religious spiritual approach Islam oriented on psychological distress and Guilt of educable student's mothers . This was a quasi-experimental research design with pretest, posttest, and a control group. The statistical population included all student's mothers With Educatable Intellectual Disability studying in elementary schools of Tabriz in 2020-2021 academic year , of whom 48 male students were selected using convenience sampling and randomly assigned to experimental and control groups (12 each). Data were collected using Dass (1995) questionnaire andTosca-2(1992). first, a pre-test was administered to groups. Then , the first experimental group received Geshtalt theory for ten sessions, and the second experimental group received mindfulness for eight sessions and other group received religious spiritual approach Islam oriented for eleven sessions . After that, the post-test was administered to groups. Results by Covariance analysis showed that there is a significant difference between therapies with control group in psychological distress and Guilt . Geshtalt had stronger effects than others therapy in reducing Guilt Also, Mindfulness therapy had stronger effects than others therapy in reducing psychological distress .  mindfulness, Geshtalt theory and religious spiritual approach Islam can be utilized as complementary interventions for ameliorating the psychological problems of Educable Intellectual Disability students’  mothers .