فهرست مطالب seyyed davood hoseini nasab

 The present article was done with the aim to investigate the effectiveness of Life Skills therapy on the psychological well-being, communication skills and maternal parenting stress of mothers of Children with Intellectual Disability.

 The research method was quasi-experimental method with a pretest and posttest design plus control group. The statistical society of the study consisted of all the mothers of Children with Intellectual Disability in exceptional schools of Urmia city during 2021-2022; among them 40 students were selected in available sampling method as the sample case and categorized in experimental group (20 children) and control group (20 children). Data collection instruments included Riff psychological well-being questionnaire, Matson scale to evaluate mothers’ communication skills and Abidin (1983) to estimate maternal parenting stress level. The validity of research instruments was confirmed by the approval of specialists and the reliability was estimated and approved by calculating Cronbach alpha coefficient (α> 0.7). Prior to the study, pre-test of psychological well-being, communication skills and maternal parenting stress was implemented in both groups. The experimental group received life skills therapy through the training package in 10 sessions, but the control group did not receive any training therapy. After the training course in the post-test stage, both of the groups answered to the same questionnaire of pre-test stage. The research data was analyzed with one way and Multivariate Covariance Analysis.

 The results revealed that life skills therapy had a positive effect on the increase of psychological well-being and its five subscales, communication skills and maternal parenting stress and its subscales(P<0.05).

 According to the effectiveness of life skills therapy in the present research, it was suggested to the principles of exceptional schools to establish relations among school officials and mothers with intellectually disabled children, through life skills training and counseling sessions to improve these mothers’ psychological well-being and communication skills and also, to reduce their parenting stress.  
 

This research is an endeavor to survey the content of primary and middle school social science textbooks to see how much prophet Mohammad’s traditions are included in them. In addition to the analysis of the contents of the above-mentioned books, the viewpoints of teachers were used. Population investigated in this research consisted of primary and middle school social science textbooks and also the whole number of middle school teachers. The research sample included: 1. primary and middle school social science textbooks, which were analyzed for their content. 2. 80 middle school teachers who were chosen using Cochran formula. Research tool for collecting the teachers’ views was a researcher-made questionnaire that was arranged according to Likert scale. In order to study the life skills according to Holy Prophet’s tradition, referents of life skills was identified. To classify the data, the descriptive statistics was used. Research hypotheses were tested using referential statistics, i.e., one way analysis of variance and post hoc (sheffe) tests. Then, survey was done according to the research questions and the results were as follows: The amount of life skills with regard to Holy Prophet’s traditions in social study textbooks were rated as average and below average. The aforementioned rate was recognized higher in the 5th grade primary school textbooks than 4th and 3rd grade and it was higher in the 1st grade middle school textbooks than the 2nd and 3rd grade ones. However, most of the teachers were dissatisfied with the amount of social study textbooks content and the time arranged for its teaching. Most of the 1st and 2nd grade teachers believed that life skills with regard to Holy Prophet’s traditions in social science textbooks were at average rate. However, 3rd grade teachers believed that in 3rd grade social science textbook, this issue was at below average rate.

We studied the effects of using Reflective Action Approach (RAA) on critical thinking of students and teachers. The research method was a semi-experimental and factorial design (2×2). The subjects were 93 students from Tabriz Teachers Education Colleges of which 46 students and teachers (24 female and 22 male) formed the experimental group to receive RAA and 47 students and teachers (25 female and 22 male) formed the control group who received the traditional approach. Measures were the Watson-Glaser Critical Thinking Appraisal (WGCTA) and the California Critical Thinking Disposition Inventory (CCTDI). The results of MANCOVA analysis revealed that reflective action enhanced the experimental group's critical thinking skills (deduction) and disposition toward critical thinking (inquisitiveness, systematic activity, and maturity of judgment). There was no gender differences for the positive outcomes of the RAA.