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Examining the Effect of Teaching Religious Coping Style on Happiness of Parents
Mh Fallah , A Mangoli, F Zareh,
Volume 11, Issue 2 (9-2012)
Abstract

  Background : Studies have shown that parents of exceptional children have less happiness and life satisfaction. Coping styles are one of the most important psychosocial factors that go between stress and mental disorders. On the other hand, there is a meaningful relation between happiness and religious beliefs. Therefore, this study was carried out with the purpose of examining the effect of teaching Islamic coping styles on happiness of parents with exceptional children in the city of Khatam (Harat&Marvast).

  Method: This is an exprimental research. The sample size was 24 persons chosen from among parents of exceptional children in Khatam city. They were then randomly assigned into two groups of trial and control. Islamic coping style was taught to the trial group. After one month of teaching, the data gathered from the research were analyzed through descriptive and analytic statistics.

  Results: Teaching Islamic coping styles, increased happiness of the parents with exceptinal children in such a way that the score of their happiness elevated from 26.41 before the study to 56.04 after study and then to 55 after one month of follow-up.

  Conclusion: Considering the effectivness of Islamic coping styles on increasing happiness, teaching of these styles for decreasing and coping with stress is recommended.


Virtual Learning and Parental Stress Experience in the COVID-19 Pandemic: A Qualitative Study in Tabas City
Ahmad Kalateh Sadati, Zeinab Saboohi Golkar,
Volume 21, Issue 2 (8-2022)
Abstract
Introduction: One of the problems and challenges of families in the COVID-19 pandemic was the education of children. This study aims to discover and analyze the tensions and concerns of families in this regard.
Method: This qualitative study was conducted in 2021 in Tabas. Semi-structured interviews with 17 parents were used to collect data and the data were analyzed by thematic analysis.
Results: Data analysis showed that parents have experienced multiple concerns and tensions regarding their children's education in the pandemic. The issue of education quality on one hand and sociocultural challenges related to virtual space on the other hand was the most important concern of parents. The four themes of the study included socialization challenges, education problem, media panic, and economic and environmental problems.
Discussion: It is suggested that policy makers pay more attention to the problems of families in the field of virtual learning. Attention should be given to vulnerable groups and families, so that the issue of educational deprivation does not threaten the children of these families. On the other hand, sociocultural issues related to media and poor media literacy of parents are a major challenge in this field. It is necessary for sociocultural custodians as well as researchers and social theorists to provide theoretical discussions and solutions using psychology and social work in this field.


 
The Effectiveness of Education for Children with Intellectual Disabilities on reducing the burden of parental care
Miss Elahe Dolatabadi, Dr Maedeh Bagheri,
Volume 22, Issue 6 (2-2024)
Abstract
Introduction:  Although the pressure of care has an adverse effect on mental health of parents with children with intellectual disabilities, educational training for these children can be helpful by creating independence for these children. Accordingly, the present study is conducted by determining the effectiveness of educational training for children with intellectual disabilities on reducing the burden of care for their parents.
Methods: The current research was conducted as a semi-experimental study with pre-test and post-test and a control group. The statistical population consisted of all the children under 14 withintellectual disabilities in Pakdasht city in 2021; 30 of them were selected through convenience sampling and randomly assigned to two experimental and control groups (15 people in each group). The experimental group underwent 20 training sessions, -two sessions a week for 5 hours, but the control group did not receive any training. Zarit Burden Interview was completed by their parents. Then, the obtained data was analyzed by SPSS 18 software and univariate covariance.
Results: Data illustrated the significant difference of the parental burden mean scores between the experimental and control groups (F=107/535, P<0/01); so, it can be concluded that educational training for children with educable intellectual disabilities significantly impacts caregiving-induced burden.
Conclusion: Educational training for children with educable intellectual disabilities in centers related with welfare organization (private and governmental), can reduce the caregiving-induced burden and its possible devastating consequences.
 

 
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