اثربخشي برنامه آموزشي تنظيم شناختي-هيجاني بر مهارت هاي اجتماعي دانش آموزان با آسيب شنوايي

Instructional Program for Cognitive Emotion Regulation on Social Skills in Students with Hearing Impairments

زمينه و هدف آسيب شنوايي نقص حسي شايع تر در جهان است. مطالعات گوناگون نشان مي دهد كه كودكان با آسيب شنوايي مشكل هايي در زمينه تنظيم شناختي-هيجاني و مهارت هاي اجتماعي دارند. هدف از پژوهش حاضر تعيين اثربخشي برنامه آموزش تنظيم شناختي-هيجاني بر مهارت هاي اجتماعي كودكان با آسيب شنوايي بود. روش بررسي در اين پژوهش، از طرح نيمه تجربي با پيش آزمون پس آزمون و گروه گواه استفاده شد. جامعه آماري را تمامي دانش آموزان با آسيب شنوايي شهر تهران در سال 1397 تشكيل دادند كه با روش نمونه گيري دردسترس، سي نفر از آن ها انتخاب شده و به صورت تصادفي در دو گروه آزمايش و گواه قرار گرفتند. ابزار گردآوري اطلاعات شامل مقياس درجه بندي مهارت هاي اجتماعي (SSRS) بود. مداخله آموزشي براي گروه آزمايش در طي چهارده جلسه به صورت هفته اي دو جلسه انجام پذيرفت. داده هاي به دست آمده با آزمون تحليل كوواريانس چندمتغيره در سطح معناداري 0٫05 تحليل شدند. يافته ها نتايج تحليل كوواريانس چندمتغيره نشان داد كه بعد از مداخله بين گروه آزمايش و گواه از نظر مهارت هاي اجتماعي و مولفه هاي همكاري و ابراز وجود تفاوت معنادار مشاهده مي شود (0٫001>p). مولفه خويشتن داري نيز تفاوت معناداري دارد (0٫009=p) و برنامه آموزش تنظيم شناختي-هيجاني استفاده شده در پژوهش بر گروه آزمايش تاثير بيشتري داشت. نتيجه گيري يافته هاي پژوهش حاضر مشخص كرد كه برنامه آموزش تنظيم شناختي-هيجاني تاثير معناداري بر افزايش مهارت هاي اجتماعي و مولفه هاي آن دارد؛ درنتيجه اين برنامه روش موثري جهت بيشترشدن مهارت هاي اجتماعي كودكان با آسيب شنوايي است.

Background & Objective: Hearing impairment is one of the most common congenital and acquired diseases in children. Hearing damage can cause secondary problems (i.e. perceptual, communication, emotional, social problem, etc.) which based on the degree of hearing impairment, the age of child at the onset and child’s intellectual potential, the magnitude of problems may vary. Some evidence suggests that hearing impairment has negative effect on psychological characters of hearing–impaired adolescences and they are more vulnerable to mental health problems than their hearing peers are. The hearing–impaired child is at risk the loneliness living and the loss of social discussion coequals partnership. Consequently, it causes the hearing impaired people in interpersonal relationship crisis. Deaf students are one of the groups of children with special needs, and deafness is widely recognized as one of the most common disabilities. Developing appropriate curriculum for the education of deaf children depends on identifying the needs of this group. Various studies indicate that hearing–impaired children compared with normal children have problems in all aspects of emotional development. Hearing impaired children encounter difficulties in cognitive emotion regulation and social skills. It has been proved that emotion regulation plays an important role in adaptation to the stressful life events. The purpose of this research was to determine the effectiveness of instructional program for cognitive emotion regulation on social skills in students with hearing impairments. Methods: A semi–experimental design with pre–test and post–test with control group was used in this study. The statistical population consisted of students with hearing impairment in inclusive schools of Tehran (capital city of Iran) in 2018–2019 academic years. In this study, thirty students with hearing impairment were randomly selected and assigned to an experimental group (15 students) and a control group (15 students). The participant’s age were between 10 to 16 years old. The pretest of social skills rating scale took by students. The experimental group received cognitive emotion regulation training two times a week and each session took two hours. Cognitive emotion regulation training lasted in 7 weeks. Social skills rating scale (Gresham & Elliote, 1999) was used in pretest and posttest. The post test was administered immediately after intervention. Multivariate analysis of covariance applied for data analysis. The data analyzed using the SPSS software version 21, and the level of significance was set at 0.05 for all tests. Results: The score for “social skills” of the experimental group increased more than that of the control group. The results of the multivariate analysis of covariance showed that there was a significant difference between the experimental and control groups regarding social skills and components (co–operation and assertiveness) (p<0.001), and there was a significant difference in self–restraint component (p=0.009). It can could be concluded that cognitive emotion regulation training can have a positive impact on effective on the increase in social skills in hearing– impaired students. Thus, the instructional program for cognitive emotion regulation significantly increased the social skills in students with hearing impairment in inclusive schools. Conclusion: According to the obtained findings on the importance and role of cognitive emotion regulation in students with hearing impairment, an instructional program for cognitive emotion regulation can be used to increased social skills in these people and improve their emotional control. According to the results, we can say that cognitive emotion regulation skills training grew the use of positive emotional strategies and developed the appropriate social skills. These results are important references in the field of pathology and treatment of disability so that the training program can be used as an intervention in schools and health centers. Accordingly, we suggest that professionals and teachers should more consider emotional problems in this group, and related programs should be designed for the improvement of the issues of these children.