جستجوی مقالات مرتبط با کلیدواژه « مدارس استثنایی » در نشریات گروه « روانشناسی »

The aim of the research was to investigate the effect of therapy based on acceptance and commitment on interpersonal communication and internal motivation of exceptional school teachers. The research method was semiexperimental with a pre-test-post-test design with a control group. The statistical population of the current research consists of all the teachers teaching in the exceptional schools of Mashhad in 1400. A random sampling method was used to select the sample, and as a result, 30 people were selected and randomly assigned to the experimental and control groups. The members of the experimental group participated in 8 sessions of 90 minutes in therapy sessions based on acceptance and commitment, and the control group did not receive any intervention. The tools used in this research include interpersonal communication questionnaire (Pierce) and internal motivation (McAuley). Multivariate covariance analysis was used to analyze the data. The findings of the research showed that the treatment based on acceptance and commitment had an effect on interpersonal communication and internal motivation. P < 0.0001.

Treatment based on acceptance and commitment can increase internal motivation and improve interpersonal communication.

The aim of this study was to design a model of professional development for elementary teachers of special schools of students with mental retardation in Tehran. The Mixed method was conducted. In the qualitative study, the population was consisted of all the education experts. A purposive sampling of 15 experts were selected. The statistical population in the quantitative study was all elementary school teachers who were in Tehran (N=347). Cochran formula was used, and 200 teachers (n=200) were selected by simple random sampling. To collect data, semi-structured interviews and questionnaires were used. To analysis of qualitative data, thematic analysis, and for quantitative data partial least square method were used. The results showed that the model of elementary teachers professional development, includes three components of content, context and process. Content component with factor loading (.439) was in the first position, the context component (.309) had the second position and process component (.291) was in third rank. The indicator predictive (.631), showed that these components are strong predictors for teachers professional development.

This study aimed at predicting mental health based on irrational beliefs of regular and special primary school teachers of Yard, Iran. A correlational method was used and the population comprised all teachers of ordinary and special primary school of Yard in 2013. The sample consisted of 60 teachers of exceptional schools and 60 teachers of ordinary schools who were censured orderly and were determined available by sampling method. For data collection, the questionnaires of irrational believes of (Jones, 1969) and (Goldberg, 1979) mental health were used. The statistical instrument was multivariable regression. Results confirmed the research hypotheses. It was shown that there was a significant difference between irrational beliefs and mental health of ordinary and special primary school teachers. Regression analysis showed that irrational beliefs, demand for others’ approval, tendency to blame, avoiding possible problems in ordinary school teachers, and perfectionism have the potential for predicting special school teachers’ mental health. Mean scores of special school teachers was higher than ordinary school teachers (P