The effectiveness of training emotion regulation and problem solving skills on the social adjustment of sensory-motor disabled students

Document Type : Original Article

Authors

1 Master of Educational Technology, Allameh Tabatabai University (RA), Tehran, Iran

2 Master's Degree in Rehabilitation Counseling, Allameh Tabatabai University, Tehran, Iran

3 PhD in Educational Administration, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili , Ardabil, Iran

Abstract

The aim of the present study was to determine the effectiveness of teaching emotion regulation and problem solving skills on the social adaptation of sensory-motor disabled students. The present research was conducted in an experimental way, pre-test, post-test with a control group. The statistical population included students with sensory-motor disabilities studying in secondary school in the year 1400 in the exceptional schools of Ardabil city, 30 of them were randomly counted into three groups. The measurement tools included: standardized California Social Adjustment Questionnaire (short form of 90 questions), Gross emotion regulation training program, and problem solving skills by the method of Goldfried and Desorilla. Data were analyzed with SPSS version 21 software and using multivariate analysis of covariance test. The results showed that the emotion regulation training method (impact rate 0.93) is more effective on the social adaptation of students with sensory-motor disabilities than problem solving skills (impact rate 0.45); The findings show that emotion regulation training and problem solving skills have an effect on the social adaptation of students with sensory-motor disabilities; It is suggested that educational officials pay attention to the important role of emotions and emotions and their appropriate guidance in planning related to students . .

Keywords

Interdisciplinary Studies in Education
Volume 3, Issue 1 - Serial Number 6
August 2024
Pages 127-144

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