مقالات رزومه دکتر محمد عاشوری

The purpose of the present study was to investigate the effectiveness of parent-child Interaction therapy based on Eyberg’s approach on the anxiety and social skills of children with intelligence and developmental disability. The method of this study was the single subject, in three stages of baseline, intervention and follow-up. The statistical population included all mothers having children with intellectual and developmental disability and their children in Isfahan city, from among them,, 3boys were selected by purposive sampling method. Before implementing the intervention, the participants were evaluated 3times using Spence's preschool anxiety scale(PAS) and Matson's social skills questionnaire(MESSY). Then, the Eyberg's mother-child interaction therapy was performed for them in 15 sessions of 45 minutes, and during the sessions, they were evaluated 6 times using the mentioned tools. Moreover, after the end of the session, in order to check the durability of the intervention, they were evaluated 3more times. Finally, the data was analyzed using the method of visual analysis and effect size. The findings indicated that the anxiety of all three subjects decreased compared to the baseline and their social skills increased compared to the baseline. So that the effect size of the anxiety variable was reported for the first to third subject 1.62, 1.41 and 1.63 . In the variable of social skills, the effect size was reported 1.11, 1.47 and 0.58, respectively. Therefore, the results suggest that the parent-child Interaction therapy based on Eyberg’s approach can be used to improve children's anxiety and social skills by intelligence and development.

Mothers of children with autism face special challenges in regulating emotions and interacting with their children and need training and planning. The current research aimed to determine the effectiveness of incredible years program on behavioral emotion regulation in mothers of children with autism. The research was a quasi-experimental study with pre-test, post-test design and a control group. The statistical population of the study included all mothers of children with autism in Shahreza in Isfahan in the academic year 2020-2021. The sample size was 20 mothers who were selected by convenience sampling method from rehabilitation center of children with autism. Each group consist of 10 individuals. Participants were randomly assigned to experimental and control groups. All subjects completed the behavioral emotion regulation questionnaire (Kraaij and Garnefski, 2019) as a pre-test. The experimental group was trained with incredible years program for 12 sessions, but the control group used the center common program. After that, both groups participated in a post-test. Data were analyzed using Mann-Whitney U test. The results showed that incredible years program has a significant effect on the seeking distraction (Z=-2.26, P=0.023), withdrawing (Z=-2.68, P=0.007), actively approaching (Z=-4.00, P=0.001) and seeking social support (Z=-3.4, P=0.001) for behavioral emotion regulation of mothers of children with autism. The results indicated that the incredible years program, focusing on parent-child interaction, self-efficacy and recognition of one’s own and others’ emotions, can be used as a useful and effective method to improve the behavioral emotion regulation of mothers of children with autism.

Visual impairment affects every person's quality of life, psychological well-being, and independence. To know the living conditions of people with visual impairment, their personal experiences can be examined. This study aimed to investigate the lived experience of students with visual impairment based on the phenomenological method in Isfahan City. The current research was based on a qualitative approach and descriptive phenomenological method, conducted in 1401. The participants were selected using the purposeful sampling method from among students with visual impairment at Isfahan University and the Service Center for Students with Special Needs (SSS) of this university, and there were 12 of them. A semi-structured interview was used to collect data, and the participants' life experiences were examined through interviews with them. The duration of the interviews was between 30 and 45 minutes. The Colaizzi method was used for data analysis. After thematic extraction, the interview results were classified into 6 main themes and 28 sub-themes. The main themes included physical adaptation, staff training, student training, assistive technology, social networks, and employability. Based on the findings, examining the lived experience of students with visual impairment showed that they need support services in different areas. Therefore, these themes can be used to design educational, rehabilitation, and psychological interventions for these students.

According to educational planning experts, effective learning is the result of the interaction of several factors, including self-regulation strategies and motivational strategies, which play a decisive role in academic achievement. The present study aimed to determine the efficacy of using self-regulation strategies on lesson progress and motivation in master's students majoring in Psychology at the University of Social Welfare and Rehabilitation Sciences during the academic year 2019-2020.

In this experimental study, a pre-test and post-test were used with a control group. Thirty-four students were conveniently selected from the University of Social Welfare and Rehabilitation Sciences in Tehran City and randomly assigned to the experimental and control groups. The experimental group attended 10 intervention sessions (once a week; 80 minutes per session) and received a self-regulation strategies program, while the control group only participated in mainstream classes. All students were evaluated using a researcher-made test for lesson progress and the Motivational Strategies for Learning Questionnaire before and after the intervention sessions. Multivariate analysis of covariance was used to analyze the data using SPSS version 22.

The findings showed that the lesson progress and motivation of the experimental group improved after participating in the self-regulation strategies intervention sessions compared to the control group. Specifically, 85% and 74% of the variation in lesson progress and motivation of the experimental group, respectively, were attributed to receiving the self-regulation strategies program.

Considering the efficacy of self-regulation strategies on lesson progress and motivation, it can be concluded that the design and implementation of similar training programs may lead to academic achievement among master's student.

The present research was a narrative review of the safe parenting environment intervention, the features, and the goals of this program for parents of deaf and hard-of-hearing children. For this purpose, studies published in English and Farsi in PubMed, Google Scholar, Taylor Scopus, Science Direct, Elsevier, EBSCO, and Springer databases were used for English studies, and SID, ISC, and IranDoc databases were used for Persian studies. Based on the entry and exit criteria, 41 articles were selected, and the information obtained from these sources was compared, analyzed, interpreted, and concluded. The results demonstrated that the attachment-based intervention that targets parental sensitivity is associated with improved security and attachment. On the other hand, the training program of the circle of safety is associated with an improvement in the quality of care after the completion of the intervention. In addition, it significantly improves the self-efficacy of caregivers and increases the ability in caring skills and flexibility of the person after participating in the intervention. It is suggested that people who wish to use this program think carefully about the participants' demographic, social, economic, and personal factors. This intervention is suitable for people with more important needs, such as mothers and irritable children with insecure or avoidant attachments. It should also be noted that the standard 20-week program or its short 8-week version should be used. This choice depends on the cost, resources, availability, and ability of the participants.

Some psychological disorders, such as anxiety and depression, are more common among deaf children than their hearing peers. Usually, the resilience of the parents of deaf children is lower than the parents of hearing children. For this reason, some resilience programs used for children and parents are more helpful to parents of deaf children. Friends resilience program, which is based on a cognitive-behavioral approach, is among these programs. The present research aimed to review the role of Friends resilience programs in reducing anxiety and depression in deaf children and their parents. This study was a descriptive and review research. Articles available in reliable scientific databases such as IranDoc, SID, Magiran, ISC, Science Direct, Scopus, PubMed, and Medline were used to collect information. The Friends Resilience programs consist of 10-12 sessions, and it has four separate standardized programs for different age groups, namely, Fun Friends, Friends for Life, My Friends’ Youth, and Adult Resilience Program, respectively. The findings showed that the Friends resilience program reduces the anxiety and stress of parents of hearing children and children with special needs, including deaf and hard-of-hearing children. Therefore, this program can be used as a helpful and practical intervention to reduce psychological problems and improve the mental health of deaf children and their parents.

Effective parenting improves children’s physical, emotional, mental and social health. This research was conducted based on the descriptive phenomenology approach and the purpose of its implementation was to investigate the lived experience of the challenges of raising a deaf child from the perspective of hearing fathers. The sample size was seven people and the main criteria for selecting the participants who were living with a spouse and children, having at least one child with severe or profound hearing loss and congenital sensory impairment, and volunteering to participate in the research. A semi-structured interview was used to collect data and the life experiences of the participants were investigated. The Colaizzi method was used to analyze the interviews. The results of the interviews were classified into 5 main categories under the title of acceptance of the child by parents, social conditions, parents’ awareness, support networks and life challenges. In sum, the analysis of the lived experience of hearing parents with a deaf child showed that they are affected by their child’s deafness in different ways. Therefore, these categories can be used to formulate educational and psychological programs for deaf children with hearing parents.

The present study investigated the effectiveness of emotion regulation training on the alexithymia of students with hearing loss. The research method was quasi-experimental, with a pre-test and post-test design with a control group. The statistical population included all primary school students with hearing loss in Isfahan City in the 2022-2023 academic year. The research sample included 30 fourth- to sixth-grade students with hearing loss who were randomly selected and placed in the experimental and control groups (15 people in each group). The tool used in this study was the Toronto Alexithymia Questionnaire (TAS), and its subscales are difficulty in describing feelings, difficulty in identifying feelings, and objective thinking. Univariate and multivariate covariance analyses in SPSS-26 software analyzed the research data. The experimental group attended eight emotion regulation training sessions (2 sessions a week), while the control group did not attend these meetings. The results showed that emotion regulation training significantly affected alexithymia (p = 0/001) and subscales of difficulty in describing emotions (p = 0/001) and difficulty in identifying feelings (p = 0/017) in students with hearing loss. This research provides valuable information regarding emotion regulation training for these students. Therefore, psychologists and teachers can use emotion regulation training to improve alexithymia in children and adolescents with hearing loss.

One of the most obvious ways to change behavior in children is play therapy. The purpose of this study was to investigate the effectiveness of play therapy based on parent-child relationship on social adjustment and social skills of intellectual disability students with Visually impaired.

In this research, single case research method with A-B-A design was used. The statistical population included all Intellectual disability students with Visually impaired in the elementary school in Isfahan city in 2020, and three of them were selected using available sampling method. After three baseline sessions, the mothers of the students received a play therapy program based on the parent-child relationship in 10 sessions of 120 minutes, and one month after the end of the intervention, they underwent a follow-up test in three sessions. The tools of this research included the California Social Adjustment Questionnaire and the Gresham and Elliott Social Skills Questionnaire. In order to analyze the research data, visual analysis, trend index and stability index, effect size, percentage of overlapping and non-overlapping data were used.

The results of data analysis showed play therapy based on parent-child relationship has been effective on social adjustment and social skills of intellectual disability -blind students. The non-overlapping percentage of social adjustment and social skills data in two baseline and intervention situations for three subjects is 88% and 100% and the recovery percentage index was 14.04 and 22.41 respectively. This effectiveness was still evident in the 30-day follow-up phase.

Based on the findings of this research, it can be said that play therapy based on parent-child relationship can play an important role in increasing the social adjustment and social skills of intellectual disability students with visually impaired.

Parenting is a difficult and stressful experience for all parents, and it becomes more complicated for parents of exceptional children. Therefore, the purpose of the current research was meta-analysis to investigate the effectiveness of mindful parenting in parents of exceptional children. The present research was meta-analysis type. The statistical population of this research was articles published in valid internally and externally scientific and research journals in the field of mindful parenting. The internal criteria for the present meta-analysis include having the necessary conditions in terms of methodology (research method, statistical population, sampling method, measurement tool and its validity and reliability, statistical analysis method), the appropriateness of the research topic with the effectiveness of mindful parenting interventions on parents of exceptional children, and experimental or semi-experimental nature of any research. Therefore, articles were extracted from reliable Persian and English databases, and finally 15 articles, which included 11 Persian and 4 English articles, were selected based on internal criteria. The impact of mindful parenting for parents of exceptional children was significant and the combined effect size was 0.58 at the combined significance level of p < 0.01. Therefore, it can be concluded that the effectiveness of mindful parenting training for parents of exceptional children is moderate (close to high).

The aim of the present research was to investigate of the psychometric properties of Empathy Questionnaire (EmQue) for hearing and deaf pre-school children.

This study was a descriptive research and psychometric type. Translation and translation-back was used to prepare the Persian version of EmQue. The statistical population of the study were educators of hearing and deaf pre-school children in Tehran city in 2020-2021 academic year. The sample consisted of two groups of 270 educators of pre-school children (160 and 110 educators of hearing and deaf children in each group, respectively) who were selected simple random sampling method. The viewpoints of 8 experts were obtained to evaluate the questionnaire’s face and content validity. The Lawashe method and the Waltz & Bausell method were used to calculate content validity index. Construct validity was analyzed using factor analysis. The reliability of scale was calculate using Cronbach’s alpha and test-retest.

The EmQue was translated into nineteen items and three subscales with a set of three answer choices for each item. Based on the results of exploratory factor analysis, three factors were extracted. The results of confirmatory factor analysis showed that the three-factor model had a good fitness and confirmed its construct validity. Content validity index was 0/94, 0/96, 0/93 and 0/94 for the EmQue and each of subscales of emotion contagion, attention to others’ feelings, and prosocial actions, respectively. The reliability for the EmQue and each of its subscales using Cronbach’s alpha was 0/93, 0/94, 0/90 and 0/92, respectively. Also, reliability was calculated by test-retest method was 0/92, 0/91, 0/88 and 0/89. The results of convergent and divergent validity between the EmQue through its simultaneous implementation with the Social-Emotional Assets and Resilience Scale (SEARS) and the Strengths and Difficulties Questionnaire (SDQ) reviewed, the correlation was a moderate to a strong and ranged from 0.47 to 0.74.

The EmQue is a valid and reliable tool and it can be used for assessing the empathy of hearing and deaf pre-school children in Iran.

This study was aimed to investigate the effectiveness of behavioral intervention and support on externalized and internalized problems in students with hearing loss. This study was carried out using a semi-experimental method and a pre-test, post-test design with a control group. The statistical population of the research included students with hearing loss of Isfahan city, 30 of them were selected using the convenience method and randomly replaced in an experimental (15 people) and control (15 people) groups. Intervention was implemented for the experimental group during 10 sessions of 40 minutes, but no training was provided to the control group. In this study, the Achenbach & Rescorla Adolescent Self-Assessment Questionnaire was used. Data were analyzed using multivariate analysis of covariance. Findings showed that there was a significant difference between the behavioral problems of the experimental and control groups in the post-test phase. Behavioral intervention and support had a positive and significant effect on reducing externalized and internalized problems in participants. According to the results, it can be said that behavioral intervention and support leads to the improvement of behavioral problems, through controlling emotions and teaching adaptive behaviors of students.

Visual impairment is one of the problems that make the interaction of a child with visual impairment with family members, especially the mother. The purpose of the present study was the phenomenology of the lived experience of students with visual impairment from living with sighted mothers.

The approach of this research was qualitative and based on the phenomenological method. The research population included all students with visual impairment and sighted mothers in Isfahan province in the academic year of 2021-2022, of which 14 were selected using a purposive sampling method. In-depth and semi-structured interviews were used to collect data. The interviews were recorded and transcribed verbatim and analyzed using the seven-steps Claisen method.

In this study, 7 main categories including acceptance of the child by the parents, acceptance of the parents by the child, independent life, leisure time, affections and emotions, education and learning, and orientation and mobility, and also 19 subcategories were extracted. The main categories included acceptance of the child by the parents, acceptance of the parents by the child, independent living, leisure time, emotions and emotions, education and learning, and orientation and movement.

Based on the findings of this study, factors such as acceptance, independence, leisure, emotion, education and movement skills of students with visual impairment are very importance and have a positive impact on their quality of life. As a result, implementing appropriate educational programs based on the extracted categories for this group of students and their parents can help improve their interaction.

Human growth and development includes physical, cognitive, psychological and social aspects. There is no major difference between the different dimensions of growth and development of children with hearing impairment and normal hearing children, and the same training and services that are given to hearing children and their parents are also suitable for children with hearing impairment and their parents with a slight change. This research was conducted with the aim of investigating the principles of early hearing diagnosis and intervention and consultation with children and adolescents with hearing impairment and their parents.

The present research method was descriptive and review type. To collect information, articles, theses and books available in reliable scientific databases were used between 1989 and 2023.

Children and adolescents with hearing impairment and their parents need more specialized support and consultation, and should get help from the support team or the rehabilitation team. Counseling with children with hearing impairment and their parents is divided into two types of informational counseling and supportive counseling. In general, all decisions made for any child with hearing impairment should be based on the parents’ decision about what they want for their child. A psychologist or counselor can help parents of children with hearing impairment in the areas of sharing information, identifying emotional reactions, facilitating the formation of secure attachment, and positively influencing the family system. Therefore, counseling with children with hearing impairment and their parents is very important.

The aim of this study is to determine the effect of training based on the flourishing psychological model on forgiveness in mothers of students with hearing loss. This research was conducted with a quasi-experimental method and a pre-test, post-test and follow-up design with a control group. The statistical population included 98 mothers of adolescents with hearing loss in Kashan in the 2021-2022 academic year, of which 28 were randomly selected and replaced in an experimental group (13 people) and a control group (15 people). Training sessions based on Seligman’s flourishing training package (2011) were held in 10 sessions of 90 minutes for the experimental group. Data were collected using a Heartland Forgiveness Scale (2005) and analyzed using mixed analysis of variance with repeated measures. The results showed that the intervention significantly increased forgiveness and subscales of self-forgiveness, others and position in post-test phase (P<0.01). The results of the Benferoni test showed that the increase in post-test scores was relatively stable in the follow-up phase. Based on the findings, a training program based on the flourishing psychological model was effective in improving the forgiveness in mothers of students with hearing loss. Therefore, this program can be used to promote forgiveness in mothers.

Transition means the changes, adjustments and experiences of density that are created in the life of each person by going from one environment to another. Examining the career path, entrepreneurship and decent work for empowering individuals with visual impairment is of particular importance. This research aims to investigate the transition with emphasis on strengthening competencies and skills, the changes necessary to go through the stages of transition and career development, developing the career path, training for transition and autonomy, preparing individuals for job search, entrepreneurship in order to support empowerment and decent work for individuals with visual impairment were performed. The present research method was descriptive and review type. Articles, theses and books available in reliable scientific databases from 2000 to 2023 were used to collect information. Conclusion Transitions for students with visual impairment should serve as an essential support system in the classroom to identify and fill gaps in the transition from education to the labor market. The changes required to go through the stages of transition and career development include the need to facilitate experiential and applied learning, develop alternative skills, and learn how to access information. Customized employment is an important strategy to support individuals with visual impairment in finding suitable employment. All human beings deserve to have a decent job. Therefore, a systematic, targeted, planned and suitable career guidance and counseling should be designed for individuals with visual impairment.

The study aimed to investigate the effectiveness of resilience program training on parenting self-efficacy in mothers of deaf children. This study was quasi-experimental research of a single-subject type with a baseline, intervention, and follow-up design. The statistical sample consists of mothers of deaf children. Three mothers who participated in this study were selected using the convenience sampling method from one of the school in Khomeini Shahr, Isfahan. At first, as a baseline, participants had to fill out Parenting Self-Efficacy Scale three times a week (every two days), which indicated relative stability in scores. Then, participants received a resilience program training in 10 sessions. After each session, the subjects were evaluated with the mentioned scale and three weeks later, the same scale was performed three times with an interval of two days in between as a follow-up step. The extracted data were analyzed using visual analysis. The results showed that the resilience program training had a positive and significant effect on parenting self-efficacy in mothers of deaf children . The effect size and the percentage of overlapping and non-overlapping data for parenting self-efficacy were calculated for all participants. Furthermore, there was a significant effect of the intervention on the follow-up situation. According to the research findings, the resilience program training improved parenting self-efficacy in mothers of deaf children. Therefore, it is recommended that this program be used to improve parenting self-efficacy in mothers of deaf children.

The aim of current research was to determine the effect of non-violent communication program training on depression, anxiety and stress of adolescents with hearing impairment in Mashhad. This research was a semi-experimental study by pre-test, post-test design with control group. Twenty adolescents with hearing impairment were selected from the mainstreaming schools of Mashhad city using convenient sampling method. They were randomly divided into two groups of 10 people and replaced in one of the experimental groups and control group. The experimental group participated in non-violent communication program training in 8 sessions (two sessions weekly), while control group did not. Lawibund & Lawibund Depression, Anxiety, Stress Scale (DASS-21, 1995) was used for assessment of all participants. Data were analyzed by multiple analysis of covariance through SPSS version 26. Results showed that experimental and control groups had significant difference on the depression, anxiety and stress. In fact, non-violent communication program training had a positive and significant effect on the depression (F=9/56, P<0.0001, ƞ2=0/36), anxiety (F=13/84, P<0.0001, ƞ2=0/44) and stress (F=8/73, P<0.0001, ƞ2=0/33) in adolescents with hearing impairment. Since the non-violent communication program training improved depression, anxiety and stress in adolescents with hearing impairment, therefore planning for such training programs such as the non-violent communication program has an important role in improvement of the psychological distress of adolescents.

The present study aimed to determine the effect of gratitude training based on cultural considerations on the mental health and life expectancy of mothers of students with moderate to severe visual impairment in Gachsaran. This study was quasi-experimental research with a pre-test and post-test design with a control group. The statistical population included all mothers of students with visual impairment in Gachsaran city, 49 people. The present study sample included 30 mothers aged 35 to 45, who were selected from Baghcheban school by the available sampling method and were randomly replaced in two experimental and control groups of 15 people. The experimental group participated in gratitude training based on cultural considerations in 9 sessions (three sessions weekly), while the control group did not. This research used Symptom Check List 25 (SCL-25) and Adult Hope Scale (AHS). The data obtained from the research were analyzed by univariate analysis of covariance through SPSS version 26. The results showed that the gratitude training based on cultural considerations positively and significantly affected mental health (F=419.30, P=0.001) and life expectancy (F=255.70, P=0.001) of the mothers of students with visual impairment. According to the eta square, it can be said that 94% and 90% of the changes in these variables are due to the effectiveness of gratitude training based on cultural considerations. Therefore, planning for such training programs has an important role in the health and hope of individuals.

Individuals with visual impairment encounter numerous difficulties that can significantly affect their quality of life and restrict their ability to excel in various areas such as education, independent living, socializing, and health status. In this study, we aim to present a model of the challenges that elderly men with visual impairment face, based on grounded theory.

This study was qualitative and focused on old men in Shiraz City who have visual impairment. The participants were chosen through purposeful and snowball sampling until the point of theoretical saturation was reached. A semi-structured interview was used as the data collection tool. The data obtained from the interviews were analyzed using the Strauss and Corbin (1998) method. The data coding was conducted in three stages: open (initial), central, and selective coding. 

After conducting interviews with elderly men who have visual impairments, we were able to identify five central categories of their lived experiences. These categories include: feeling vulnerable, dealing with challenging environments, feeling lonely, minor environment's perceive, major environment's perceive.

Based on the results obtained, addressing the challenges faced by elderly men with visual impairments can significantly enhance their psychological well-being. Therefore, it is essential to improve the quality of life of this vulnerable group. Furthermore, these findings can be used as a significant step towards reducing the obstacles faced by visually impaired individuals in accessing social support and receiving appropriate health and psychological services.

The purpose of the present study was to investigate the effectiveness of play-therapy which is based on relationship therapy on the behavioral problems of children who suffer from hearing loss and the resilience of their mothers. This research was applied in terms of purpose and quasi-experimental in terms of method. It had a quasi-experimental design with a pre-test, post-test and a control group. Thirty mothers were selected by convenience sampling method from the students with hearing loss in Isfahan. They were randomly assigned to experimental (n = 15) and control groups (n = 15). Play-therapy training was provided to the experimental group in 10 sessions of 90 minutes, while the control group did not receive any training until the end of the post-test phase. Participants were assessed using the Goodman Strengths and Difficulties Questionnaire (1997) and the Connor-Davidson Resilience Scale (2003). The obtained data were analyzed by univariate and multivariate analysis of covariance using SPSS 26 software. The findings indicated that play-therapy training had a positive and significant effect on behavioral problems. Some of its components, include emotional symptoms and desirable social behaviors in children who suffer from hearing loss (p < 0.01). Therefore, it can be concluded that the a play-therapy training program which is based on relationship therapy improves the behavioral problems of children who are suffering from hearing loss and this program can be used in special schools for students with hearing loss.

Cooperation and participation for the progress and success of students with visual impairment has different dimensions and is of particular importance. Joint collaboration is an agreement and process of working together to achieve a mutual goal. Every learner is strongly influenced by the social context in which he lives. This study aimed to investigate joint collaboration to support families of students with visual impairment, the principles of creating and facilitating joint collaboration, the framework of the bioecological theory, the role of the family in different systems, the circles of the learner support network, the family's perspective, and the components of care and support of learners with visual impairment. The method of this research is descriptive and review. Articles and books in reputable scientific databases from 2001 to 2022 were used to collect information.

The principles of joint collaboration include participation, cooperation, persuasion, diversity, planning, and communication. Based on a collaborative approach, when teachers collaborate with parents and other community members, the needs of students with visual impairments are met sooner and they benefit from the capacity of support networks. For this reason, each of the circles of the support network for these learners is of special importance. The components of care and support for learners with visual impairments based on the spider web model include the role of parents and family, the role of the teacher, rules and policies, assessment and support, peer and local support systems, learning activities, facilities and resources, sports, leisure time and recreation, job training and transfer, and time and space. The combination of these factors indicates the degree to which any student with visual impairment can lead a successful life.