درخت حوزه‌های تخصصی

An intellectually disabled child has some negative effects on parents' mental health. Social Perspective-taking is one of the variables that affects mothers of intellectually disabled children. The present study aims to compare the effectiveness of Brief Self-Regulation Couple Therapy and spiritual therapy on the social perspective-taking of mothers with the intellectually disabled children . This was an experimental study with a pretest-posttest design and a control group. The statistical population consisted of all mothers with intellectually disabled students in Tehran 14^th district, selected by simple random sampling and divided into three Brief Self-Regulation Couple Therapy (n = 10), Spirituality Therapy (n = 10) and control (n = 10) groups. The data collection tool was Social Perspective-Taking Scale. The data were analyzed through descriptive statistics, multivariate analysis of covariance and SPSS-24 statistical software. Analyzing the data showed that both methods of Brief Self-Regulation Couple Therapy and spiritual therapy, affect the social Perspective-taking of mothers with intellectually disabled children. In addition, the results of comparing the two methods showed that spirituality therapy is more effective than Brief Self-Regulation Couple Therapy on the social Perspective-taking of mothers with intellectually disabled children. Regarding the effectiveness of Brief Self-Regulation Couple Therapy, both methods can be used to improve Mothers' social Perspective-taking with intellectually disabled children.

Purpose: The present research was done to determine the effectiveness of training process mental stimulation on academic procrastination and academic stress of gifted students. Methodology: The present quasi-experimental study was done with a pretest posttest design and follow-up along with a control group. The research population consisted of high school gifted students in academic year 2019-2020. The research sample included 30 students, who were chosen through multistage cluster sampling method, and assigned into two equal groups as treatment and control via randomization. The treatment group was trained for nine sessions of 90 min (one session per week) through process mental simulation training method, while the control group did not receive such training during this time. The data were collected through academic procrastination scale (Solomon and Rothblum, 1984) and academic stress (Zajacova and et al., 2005), and then analyzed using repeated measure analysis of variance and Bonferroni post hoc test in SPSS-19 software. Findings: The results revealed that the treatment and control group differed significantly with each other in the posttest and follow-up stages. In other words, the process mental simulation training resulted in diminished academic procrastination and academic stress of gifted students, and the results were also preserved in the follow-up stage (P<0.001). Conclusion: The results indicated the effectiveness of process mental simulation training on academic procrastination and academic stress of gifted students in post-test and follow-up stages. Thus, the education experts can use the mentioned method alongside other effective methods for reducing the academic procrastination and academic stress of students.