جستجوی مقالات مرتبط با کلیدواژه « ناشنوا » در نشریات گروه « روانشناسی »

Hearing impairment is a communication disorder, the affected person is often confused and resentful by the society and causes damage to the mental health of the person; Therefore, Body psychotherapy is a scientific that includes the use of non-verbal communication through movement and combining it with neuropsychological exercises. The purpose of the present study is to investigate the effect of Body psychotherapy on extroversion and neuroticism of deaf students.

The current research is semi-experimental with a pre-test-post-test design and a control group. The statistical population of the research includes all deaf female students between the ages of 13 and 20 who were covered by the Mashhad Welfare Organization. 24 people were randomly assigned to two experimental and control groups. The research tool included the Eysenck Personality Test (EPQ). The experimental group participated in the physical psychotherapy process for 3 months, 3 sessions of 90 minutes per week, and one-way covariance analysis was used to analyze the data.

Descriptive indices in the physical psychotherapy group, the score of the neurotic component after the intervention had a significant decrease compared to before (p<0.05), and this change was not significant in the control group. (p=0.077) for the comparison of neuroticism in the experimental and control groups, the obtained F value is 7.039 significant at the 0.01 level (p<0.05).

The result of the research indicated that the use of physical psychotherapy to improve neuroticism characteristics in deaf female students should be considered and used.

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.

This research was conducted with the aim of social skills modeling based on psychological well-being, loneliness, anger management in deaf children. This research was a description of Correlation-Causal type such that the statistical population of the research included all deaf children in the Second period of primary school in the age group of 10-13 years old in the academic year of 2021-2022. For this respect, a sample of 211 children were selected by simple random sampling and the questionnaires of social skills, psychological well-being, loneliness and anger management were handed among them. The gathering data were analyzed using SPSS 26 and Smart PLS3, the Pearson correlation index and structural equations analysis. Data analysis showed that there is a significant correlation between social skills with loneliness (r=-0.407) and anger management (r=-0.18). The results also showed that there is a negative and significant relationship between loneliness and social skills. The psychological well-being variable also showed a significant correlation and relationship with the variables of this research, including feelings of loneliness and social skills (t=1.967) (ß=-0.155). The results of path analysis and determining the mediating role of psychological well-being showed that the indirect effect of psychological well-being on social skills was not significant from the path of anger management (ß=0.007), but it was significant from the path loneliness (ß=-0.039). Considering the role of controlling the feeling of loneliness in promoting psychological well-being and social skills in deaf children, therapeutic interventions and psychological and counseling training can be used in this field.

The child-parent relationship therapy program is based on the principles of child-center play therapy and focuses on the parent-child relationship as a basis for behavioral and emotional changes. Parents learn therapeutic skills during this program, become emotionally attuned to their child, and focus on caring, empathic understanding, and acceptance. The aim of this study was to introduce child-parent relationship therapy, its objectives, description of the intervention, and its adaptation for physical impairment, autism, and deaf children. The present research method is a review and narrative type. To select the articles, the keywords of child-parent relationship therapy, physical impairment, autism, and deaf were used in reliable scientific databases from 2006 to 2022. 63 articles, theses, or books were found, of which 40 were selected. Exceptional children have special needs. The parents of these children also play a key role in supporting and caring for their children. Child-parent relationship therapy focuses on strengthening the parent-child relationship through relationship therapy. Also, the adaptations and recommendations of this intervention have been provided according to the type of disability of children, especially for physical impairment, autism, and deaf children. As a result, this type of play therapy can be used as an effective intervention to improve the behavioral, emotional, and social problems of different groups of exceptional children.

The memory-based cognitive training program has special attention to cognitive ability and communication skills in deaf students. The present study aimed to determine the effect of the memory-based cognitive training on the cognitive ability and communication skills of deaf students.  

This study was a semi-experimental kind with pre-test, post-test design, and control group. The participants included 26 female deaf students. Participants were selected by convenience sampling method from Mir deaf high school in Isfahan city. They were randomly divided into experimental and control groups, each group consisted of 13 students. The experimental group participated in a memory-based cognitive training program in ten sessions, but the control group did not participate in this program. The research instruments were the Wechsler intelligence scale for children (2003) and the Burton communication skills questionnaire (1990). Data were analyzed by MANCOVA.

The results indicated that memory-based cognitive training had a significant effect on the cognitive ability and communication skills of students (P<0.0001).

According to the findings, a memory-based cognitive training program improved the cognitive ability and communication skills of deaf students. So, this program can be used to improve the cognitive ability and communication skills of these students and paying attention to the memory-based cognitive training program is effective and useful.

Studies have been conducted on the acquisition of self-efficacy skills and the deaf, but research that has examined and discovered the challenges of deaf adolescents in acquiring self-efficacy skills has been neglected.

The aim of the present study is to discover and examine the challenges of deaf adolescents in acquiring the skills to empower themselves.

This study was performed with qualitative approach and grounded theory method. The Research Society of Maternal Deaf Adolescents was born in 1398 in Tehran. 13 deaf teenage mothers in Tehran voluntarily participated in this study as an example. The data collection tool was a semi-structured interview. To analyze the data obtained from interviews with 13 mothers of deaf teenagers in Tehran Corbin and Strauss three-step coding (open, axial, and selective) was used.

Open codes around 115 concepts and core codes include nine major categories that include lack of awareness and inability of parents to deal with their children properly, abuse / harassment, self-efficacy, lack of social acceptance, inadequacy, economic, social and other limitations. Family, social inequality, problems and job constraints, problems and distortions of educational and training functions.

According to the results, it is important to pay special attention to deaf adolescents and carefully examine the challenges ahead in order to become empowered and acquire skills, which can lead to strategies to increase social skills, life skills and their overall self-empowerment.

The purpose of the current study was to investigate the effectiveness of attentive rehabilitation of attention and memory (ARAM) on phonological working memory span and expressive and receptive language development in cochlear implant deaf children. This study was a quasi -experimental design with a pretest- posttest design with a control group and one momnth follow-up. Participants were 16 cochlear implanted children aged 6 to 8/9 years in exceptional elementary schools of Ahwaz in 2018- 2019 school year that were been selected with an available sampling method and randomly replaced in the experimental and control groups. Each group was include 8 person and both groups were evaluated by Wechsler Memory Scale subtest and Told-p: 3 (Persian version) in the same condition. The experimental group received 8 sessions and each session lasts for 45 minutes per a month of ARAM and the control group did not received any training. Both groups were evaluated again at the end of intervention and 1 month after that. Data analyzed with mixed analysis of variance (2×3). Phonological working memory span and expressive and receptive language development scores of children who received the ARAM was improved significantly rather than they who did not received that.

The aim of present research was to Compare effortfull control and social anxiety in deaf and normal students
Methods This was a comparative study. The population consisted of all normal and deaf students studying in the second half of 1393 in the city of Gilan West (N=20). Due to the limited population size All deaf people were selected as sample Then both responded individually and with the researcher to demographic information questionnaire, effortfull control and social anxiety Data collected were analyzed Also by means of descriptive statistics mean and standard deviation and variance analysis (MANOVA). the results showed Significantly higher than normalthat scores Average deaf Weakness in the effortfull control. The results showed that the mean scores for the deaf in variables targeted weaknesses in controls (59/15 = F; 001/0> P) and poor persistence components (44/14 = F; 001/0> P), poor focusing attention (42/5 = F; 05/0> P) and Tkansh¬Vry (12/19 = F; 001/0> P), social anxiety (67/13 = F; 001/0> P) and components fear (19/10 = F; 001/0> P), avoidance (16/9 = F; 001/0> P) and physiological disorders (77/14 = F; 001/0> P) was significantly higher than normal subjects. The results of this study showed Deaf, suffered from a effortfull contro to adapt and adjust behavior according to the demands of the position And high social anxiety than their healthy counterparts.

This study has been conducted to investigate the parenting stress in Exceptional boy Children Mother's (ECMs) with mental retardation, blindness, deafness, and physical disabilit ies. With a causal-effect research design using multi-phases cluster sampling method, ECMs (n=352) were selected, which including children with blindness (n=74), physical (n=74), deafness (n=108), and mental retardation (n=96). data were gathered using Abedin`s short form parenting stress index (PSI-SF), and analyzed using analysis of variance. Finding showed that ECMs with blindness disability scored significantly higher on averages of total scores of parenting stress than did ECMs with physical disability. Investigation of parenting stress among the four under study groups showed that 1) ECMs with blindness disability scored significantly higher parenting stress on Parent-Child Dysfunctional Interaction (PCDI) subscale than did ECMs with deafness and ECMs with blindness showed upper score based on PCDI subscale than other three groups; and 2)ECMs with blindness disability scored significantly higher parenting stress on difficult child (DC) subscale than did ECMs with physical disability, and ECMs with blindness showed upper score based on DC subscale than other three groups. Although, previous studies revealed that ECMs scored higher on parenting stress than did normal children mother's (NCMs), but this study with focus in four ECMs groups showed that ECMs with blindness disability in comparing with three other groups encounter with higher levels of parenting stress in two PCDI , and DC subscales.

The current study investigated the impact of Sandplay therapy on reduction of aggression among students with deafness (age ranged 8 to 11age) in Tehran.The quasi experimental design was chosen by means of a pre and post tests using a control group. In the present study both descriptive (distribution tables and graphs, mean and standard deviation) and inferential statistics (analysis of Covariance) were used to fulfill the considered aims and objectives. A convenience sample was recruited from “Emam Jafar Sadegh” elementary school for deaf and hard of hearing schools in Tehran. The sample was randomly assigned to two experimental and control groups (N=12 in each group). The Achenbach system of Emprically based Assessment for Aggression measuring, Teacher's report form (TRF) has been implemented as pre-test and post-test for both experimental (group with high aggression) and control (group with low aggression) groups.comparisons of the students’ scores in pre-test and post-test showed that Sandplay therapy was effective on reduction of aggression in experimental groups while the control group still kept their previous level of aggressive behaviour. Statistical analysis indicated that there was a significant difference between experimental group and control group (p<0/005).current technique was effective on reduction of aggression in students with deafness.