1- Allameh Tabataba'i University, Tehran, Iran. , hosseinighomit@yahoo.com
2- Department of Psychology and Exceptional Children Education, Allameh Tabataba'i University, Tehran, Iran.
2- Department of Psychology and Exceptional Children Education, Allameh Tabataba'i University, Tehran, Iran.
Abstract: (71 Views)
Background: Researches show that mothers with children with intellectual disabilities are constantly faced with blaming thoughts and feelings and they suffer from anger, frustration, and they use incompatible emotion regulation strategies. They also experience many behavioral, emotional and negative emotions. Interventions are needed to equip mothers in this field. There is a research gap regarding the effectiveness of teaching psychological capital components on emotion regulation strategies in this group of mothers.
Aims: The present study was conducted with the aim of investigating the efficacy of teaching psychological capital components on emotion regulation strategies in mothers with children with intellectual disabilities.
Methods: The method of the current research was semi-experimental, with a pre-test and post-test with a control group with a one-month follow-up. The statistical population of the research is made up of mothers with daughters with intellectual disabilities whose children were studying in exceptional primary girls' schools in Tehran in the academic year 1401-1400. 40 mothers were selected by purposeful sampling and randomly assigned to two experimental and control groups (20 experimental and 20 control). The tools used in this research was the Emotion Regulation Questionnaire (SERQ). The experimental group was exposed to 16 training sessions. Data were analyzed using the multivariate and univariate analysis of covariance.
Results: The results of the research showed that the post-test scores of the experimental group were significantly higher than the control group in the variables of adaptive emotion regulation strategies and there has been a decrease in the maladaptive emotion regulation strategy (p<0.01). Also, the effects of the program were stable in the follow-up phase on the adaptive strategies of emotion regulation, but there was a significant decrease in the maladaptive strategies of emotion regulation.
Conclusion: Considering the effectiveness of the psychological capital component training program on emotion regulation strategies in mothers of children with intellectual disabilities, it is necessary to pay attention to strengthening the psychological resources of mothers and having abilities such as psychological capital.
Aims: The present study was conducted with the aim of investigating the efficacy of teaching psychological capital components on emotion regulation strategies in mothers with children with intellectual disabilities.
Methods: The method of the current research was semi-experimental, with a pre-test and post-test with a control group with a one-month follow-up. The statistical population of the research is made up of mothers with daughters with intellectual disabilities whose children were studying in exceptional primary girls' schools in Tehran in the academic year 1401-1400. 40 mothers were selected by purposeful sampling and randomly assigned to two experimental and control groups (20 experimental and 20 control). The tools used in this research was the Emotion Regulation Questionnaire (SERQ). The experimental group was exposed to 16 training sessions. Data were analyzed using the multivariate and univariate analysis of covariance.
Results: The results of the research showed that the post-test scores of the experimental group were significantly higher than the control group in the variables of adaptive emotion regulation strategies and there has been a decrease in the maladaptive emotion regulation strategy (p<0.01). Also, the effects of the program were stable in the follow-up phase on the adaptive strategies of emotion regulation, but there was a significant decrease in the maladaptive strategies of emotion regulation.
Conclusion: Considering the effectiveness of the psychological capital component training program on emotion regulation strategies in mothers of children with intellectual disabilities, it is necessary to pay attention to strengthening the psychological resources of mothers and having abilities such as psychological capital.
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