Ethics code: IR.IAU.YAZD.REC.1401.052
Abolfazl Fallah Tafti1 
, Mariyeh Dehghanmanshadi *2 , Mohamad Hodein Fallah3 , Najmeh Sederposhan4 , Mohsen Azizi Abarghuei5
, Mariyeh Dehghanmanshadi *2 , Mohamad Hodein Fallah3 , Najmeh Sederposhan4 , Mohsen Azizi Abarghuei5
1- 1- PhD Student in Counseling, Faculty of Humanities, Yazd Branch, Islamic Azad University, Yazd, Iran
2- 2- Assistant Professor, Department of psychology and Counselling, Faculty of Humanities, Yazd Branch, Islamic Azad University, Yazd, Iran
3- 3- Associate Professor, Department of psychology and Counselling, Faculty of Humanities, Yazd Branch, Islamic Azad University, Yazd, Iran
4- 4- Assistant Professor, Department of psychology and Counselling, Faculty of Humanities, Yazd Branch, Islamic Azad University,Yazd, Iran
5- 5- Assistant Professor, Department of psychology, Askkezar Branch, Islamic Azad University, Ashkezar, Iran
2- 2- Assistant Professor, Department of psychology and Counselling, Faculty of Humanities, Yazd Branch, Islamic Azad University, Yazd, Iran
3- 3- Associate Professor, Department of psychology and Counselling, Faculty of Humanities, Yazd Branch, Islamic Azad University, Yazd, Iran
4- 4- Assistant Professor, Department of psychology and Counselling, Faculty of Humanities, Yazd Branch, Islamic Azad University,Yazd, Iran
5- 5- Assistant Professor, Department of psychology, Askkezar Branch, Islamic Azad University, Ashkezar, Iran
Abstract: (18 Views)
Background and Objectives: Children with learning disabilities have significant effects on the individual lives of mothers as the main caregivers. On the other hand, mother's problems have a negative impact on mother-child relationships and reduce their psychological well-being. The purpose of the research was to design and validate a mentalization educational package based on the lived experiences of mothers with children with learning disabilities.
Methods: The current research was a mixed design with phenomenological (qualitative) and descriptive-analytical (quantitative) methods. The main goal of the phenomenology method is to understand the main structure of human experienced phenomena and to achieve the conceptual depth of lived experiences. What is important in this method is the experience of people and their interpretation of those experiences. In phenomenological research, the analyzed experiences of different people are compared to identify the essence of that phenomenon (17). The statistical population includes all mothers with children with learning disabilities in elementary school, in the academic year of 1400-1401 in Yazd city, of which 15 people were selected and included in the study based on the level of theoretical saturation. Data collection was done in the form of semi-structured interviews and classification of extracted concepts. To comply with research ethics, all participants were assured that all interview information would remain confidential. In the qualitative part, seven-step Claizian methods were used to analyze the data. Clayey's steps are carried out in such a way that the researcher repeatedly studies all the descriptions of the participants and their lived analysis and feels with them in order to understand these concepts. Then he extracts the vocabulary sentences related to the studied phenomenon and gives a special meaning and concept to each of the extracted sentences. After reviewing the explanations of the participants, the common concepts are placed in specific subject categories and the main explanations are referred to in order to verify the contents. In the next step, the inferred opinions become a complete description of the society. Finally, the final findings will be presented to the participants in order to make them reliable. In this way, based on the first three stages of Claizi's method, the concepts deduced from the interview were put into several codes with the participants. In the next step, it was tried to place the extracted codes in specific thematic categories. For this purpose, subgroups were first created, and subcategories were formed by merging them. Finally, the main concepts of the research emerged from the combination of several sub-categories. Finally, in the fourth stage of the seven stages of Claisey, all the inferred concepts were placed in a few core concepts. Interviews continued until information saturation was reached. In order to validate the qualitative findings, the data were collected by specialists and therapists in the field of learning disorders with a minimum of 10 years experience, who were selected based on theoretical saturation in the number of 10 people, with the Lavshe method (to convert qualitative content into quantity), including two quantitative indicators of validity ratio. (CVR) and content validity index (CVI) were revised and approved. After extracting the information from experts' opinions and after analysis, the final package of mentalization-based training was compiled.
Results: 15 mothers of children with learning disabilities participated in this research. Their average age was 28.63 and the standard deviation was 8.60. The results of the interview showed that issues related to children, parents and school are the three main areas of learning disorder problems. Categories of academic resilience, child's negative emotions, child's academic and learning problems, child's behavioral problems, child's cognitive problems, child's lack of interest and motivation, interaction with the teacher and school, conflict and disagreement of couples regarding child's learning, mother's lack of knowledge , comparing, future social concern, parent-child guilt, negative interaction with children, children's negative emotions, mothers' perfectionism, non-acceptance of individual differences and the involvement of others are the most important categories related to the main areas of learning disorder problems. The findings showed that according to Lavshe's method, with the minimum acceptable value of 0.60 for CVR and 0.79 for CVI, all the content, objectives and description of the sessions of the mentalization training package in the form of 15 sessions are valid.
Conclusion: In this research, taking into account the characteristics of children with learning problems, the problems of previous education, and the importance of the mother-child relationship in the emergence and treatment of learning problems, an educational program based on theories and knowledge related to the subject of attachment, mental capacities and emotional regulation in disorders Learning was designed and validated. The validity of this program was checked based on the opinion of experts, which shows the good validity of the program and has the necessary validity for educational and counseling applications. In this method, mothers are taught to reduce their depression, anxiety and stress by increasing psychological and mental acceptance of having a disabled child, instead of intellectually and practically avoiding social thoughts and situations. It is recommended to measure its effectiveness on groups of children with learning difficulties. It is suggested that counselors use this method in counseling centers for this group of mothers. Due to the limited sample size, the findings of the present study should be interpreted and generalized in the context of its limitations, and it is suggested that future studies be conducted with a larger sample size and in line with other disorders such as autism based on the mentalization approach
Methods: The current research was a mixed design with phenomenological (qualitative) and descriptive-analytical (quantitative) methods. The main goal of the phenomenology method is to understand the main structure of human experienced phenomena and to achieve the conceptual depth of lived experiences. What is important in this method is the experience of people and their interpretation of those experiences. In phenomenological research, the analyzed experiences of different people are compared to identify the essence of that phenomenon (17). The statistical population includes all mothers with children with learning disabilities in elementary school, in the academic year of 1400-1401 in Yazd city, of which 15 people were selected and included in the study based on the level of theoretical saturation. Data collection was done in the form of semi-structured interviews and classification of extracted concepts. To comply with research ethics, all participants were assured that all interview information would remain confidential. In the qualitative part, seven-step Claizian methods were used to analyze the data. Clayey's steps are carried out in such a way that the researcher repeatedly studies all the descriptions of the participants and their lived analysis and feels with them in order to understand these concepts. Then he extracts the vocabulary sentences related to the studied phenomenon and gives a special meaning and concept to each of the extracted sentences. After reviewing the explanations of the participants, the common concepts are placed in specific subject categories and the main explanations are referred to in order to verify the contents. In the next step, the inferred opinions become a complete description of the society. Finally, the final findings will be presented to the participants in order to make them reliable. In this way, based on the first three stages of Claizi's method, the concepts deduced from the interview were put into several codes with the participants. In the next step, it was tried to place the extracted codes in specific thematic categories. For this purpose, subgroups were first created, and subcategories were formed by merging them. Finally, the main concepts of the research emerged from the combination of several sub-categories. Finally, in the fourth stage of the seven stages of Claisey, all the inferred concepts were placed in a few core concepts. Interviews continued until information saturation was reached. In order to validate the qualitative findings, the data were collected by specialists and therapists in the field of learning disorders with a minimum of 10 years experience, who were selected based on theoretical saturation in the number of 10 people, with the Lavshe method (to convert qualitative content into quantity), including two quantitative indicators of validity ratio. (CVR) and content validity index (CVI) were revised and approved. After extracting the information from experts' opinions and after analysis, the final package of mentalization-based training was compiled.
Results: 15 mothers of children with learning disabilities participated in this research. Their average age was 28.63 and the standard deviation was 8.60. The results of the interview showed that issues related to children, parents and school are the three main areas of learning disorder problems. Categories of academic resilience, child's negative emotions, child's academic and learning problems, child's behavioral problems, child's cognitive problems, child's lack of interest and motivation, interaction with the teacher and school, conflict and disagreement of couples regarding child's learning, mother's lack of knowledge , comparing, future social concern, parent-child guilt, negative interaction with children, children's negative emotions, mothers' perfectionism, non-acceptance of individual differences and the involvement of others are the most important categories related to the main areas of learning disorder problems. The findings showed that according to Lavshe's method, with the minimum acceptable value of 0.60 for CVR and 0.79 for CVI, all the content, objectives and description of the sessions of the mentalization training package in the form of 15 sessions are valid.
Conclusion: In this research, taking into account the characteristics of children with learning problems, the problems of previous education, and the importance of the mother-child relationship in the emergence and treatment of learning problems, an educational program based on theories and knowledge related to the subject of attachment, mental capacities and emotional regulation in disorders Learning was designed and validated. The validity of this program was checked based on the opinion of experts, which shows the good validity of the program and has the necessary validity for educational and counseling applications. In this method, mothers are taught to reduce their depression, anxiety and stress by increasing psychological and mental acceptance of having a disabled child, instead of intellectually and practically avoiding social thoughts and situations. It is recommended to measure its effectiveness on groups of children with learning difficulties. It is suggested that counselors use this method in counseling centers for this group of mothers. Due to the limited sample size, the findings of the present study should be interpreted and generalized in the context of its limitations, and it is suggested that future studies be conducted with a larger sample size and in line with other disorders such as autism based on the mentalization approach
Type of Study: Original Research Article |
Subject:
Psychology
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