جستجوی مقالات مرتبط با کلیدواژه « اضطراب اجتماعی » در نشریات گروه « علوم تربیتی »

The purpose of this study was to evaluate the effectiveness of Therapeutic storytelling on social anxiety and cognitive emotion regulation of blind students.

This research is a quasi-experimental method with a pre-test and post-test design with a control group. The statistical population of the present study includes students of Narjes blind educational complex in Tehran. Thirty eligible individuals were selected by purposive sampling method and randomly divided into two groups of control (fifteen) and experimental group (fifteen). The Labiotz scale of social anxiety and the cognitive regulation of Garnefsky and Craig's emotion were used. The experimental group received ten sessions of story therapy (each session for ninety minutes) as a group and the control group did not receive any intervention. At the end of the course, post-test was performed for both experimental and control groups.

The results of analysis of covariance showed that story therapy had a significant effect on social anxiety and cognitive regulation of emotion (total) and its components such as positive re-attention, focused on planning, review and positive re-evaluation, self-blame, rumination, under Commenting, considering it catastrophic and blaming others in the experimental group compared to the control group.

In general, the results of this study showed that Therapeutic storytelling can help improve social anxiety and cognitive emotion regulation in blind students.

Anxiety disorders are one of the most common mental disorders in school age. The purpose of this study is comparing effectiveness of mothers’ behavior management training with cognitive behavior group therapy with considering both presence and lack of presence of girls who have social anxiety. Materials and Methods This research has been done experimentally by the approach of pre-test, posttest as well as follow-up along with control group. The statistical population consists of all girls from 13 to 15 Zeynabiyeh schools in Shahriyar. With our performance on 600 school students, 120 students with social anxiety were found that 45 persons selected. First educational group received mothers’ behavior management training and second educational group received cognitive behavior group therapy of girls, mothers’ behavior management training and control group did not receive any training and stay on the waiting list. The instrument of research was Jerabek social anxiety scale. Data were statistically analyzed using SPSS24 software and analysis of variance with repeated measurements. Results The results indicate that mothers’ behavior management training and cognitive behavior group therapy of girls together lead to decreasing social anxiety(p>0.05 ). but mothers’ behavior management training alone could not reduce social anxiety. These outcomes were acknowledged in follow-up. Conclusion According to the findings of the study, the effectiveness of the intervention of behavioral management training for mothers and cognitive-behavioral training for girls was confirmed in reducing girls' social anxiety. Therefore, this method can be considered as one of the useful and practical treatments for this group of girls.

Social anxiety is one type of anxiety disorders which disrupts academic, social and family functions and often goes through a chronic course that may continue into adulthood. The aim of the present study was to measure the effectiveness of parent-child cognitive and behavioral program on children's social anxiety. The research population was primary school boys in Karaj city, Alborz province. Sampling was done through multi-stage clustering and six schools were randomly selected. Tools for measuring child and parent anxiety were Spence scale and social anxiety scale. Twenty-four students whose social anxiety score was close to the cut-off line were selected with their parents. Leibovitz's questionnaire was administered to students with the coordination of the school. The experimental group received 13 therapy sessions during 13 weeks. The results of repeated measures ANOVA showed that the parent-child cognitive and behavioral program is effective and has a lasting effect on children's social anxiety (p <0.01). Based on the results, it is suggested to use the designed protocol to reduce children's social anxiety.

The present study was conducted with the aim of comparing academic boredom, social anxiety and academic help-seeking in students with special learning disabilities and normal people. The descriptive research method was a comparative causal type. All sixth grade female students with and without learning disorders in Tehran schools in the academic year of 1401-1402 constituted the statistical population of this research, from which 100 students were selected using the sampling method. Students (50 people for each group) were selected as a sample and answered the questionnaires of Pekron et al.'s academic boredom, Lajersa's social anxiety, and Ryan's and Pintrich's academic help-seeking questionnaires. Multivariate variance analysis was used to analyze the data. The findings showed that students with learning disorders have higher academic boredom, social anxiety and acceptance of academic help than normal students (P<0.05). However, there was no significant difference between students with learning disabilities and normal students avoiding seeking academic help (P<0.05). The results of the study showed that students with learning disabilities are more vulnerable to academic boredom, social anxiety and accepting academic help. Therefore, it is necessary to provide educational programs to parents and teachers in order to prevent academic boredom, social anxiety and acceptance of academic help seeking and its timely diagnosis and treatment.

The aim of research was determine the social anxiety model of parents of children with intellectual disability: The role of parenting styles with mediation of cognitive emotion regulation strategies.

The present study was descriptive from correlation type. The research population was parents of intellectual disability elementary students of Urmia city in 2020-21 academic years. The sample size based on Krejcie and Morgan table determined 200 people who according to prevalence of covid-19 were selected by available method. The research tools were social anxiety inventory (Connor et al., 2000), parenting styles questionnaire (Baumrind, 1991) and cognitive emotion regulation questionnaire (Garnefski et al., 2001). Data were analyzed by structural equation modeling method in SPSS-26 and LISREL-8.5 software.

The findings showed that permissive parenting on positive strategy of cognitive emotion regulation, authoritarian and authoritative parenting on positive and negative strategies of cognitive emotion regulation, and positive and negative strategies of cognitive emotion regulation and permissive and authoritarian parenting on social anxiety had a direct and significant effect (P<0.05), but permissive parenting on negative strategy of cognitive emotion regulation and authoritative parenting on social anxiety didn't have a direct and significant effect (P>0.05). Also, authoritarian and authoritative parenting with mediation of positive and negative strategies had an indirect and significant effect on social anxiety (P<0.05), but the permissive parenting with mediation of positive and negative strategies had no indirect and significant effect on social anxiety (P<0.05).

According to the findings, for reduce social anxiety can provide basis for modifying parenting styles and cognitive emotion regulation strategies.

this study aimed at comparison of social anxiety with bullying–victim behavior in students with and without learning disability

Method the descriptive study was of causal– comparative type. The statistical population of the study included all students with learning disabilities who referred to the educational centers of Germi city in the 2019-2020 academic year and normal students (without learning disorder) of the same city, of them 60 people (30 people with learning disabilities and 30 people without learning disabilities) were selected by available sampling method.

For gathering the data were used from social anxiety questionnaire and Olivious bullying–victim questionnaire، multivariate analysis of variance (MANOVA) was used to analyze data. the results of variance showed that there is a significant difference between the two groups in social anxiety and bullying – victim behavior (P<0/001); in the other words, the results showed that the level of social anxiety in the group of students with learning disabilities was higher than the group of students without learning disabilities and too the level of bullying-victim behavior in the group of students with learning disabilities was more than the group of students without learning disabilities

the results of studies showed that students with learning disabilities have a higher risk of developing behavioral problems (bullying–victimization). Therefore، production programs academic to parents and educators intention prevention of explosion behavior disorders and diagnosis and treatment timely it is necessary.

In recent decades, assertiveness has been the subject of many theoretical and clinical studies. According to research, several personality factors affect the assertiveness of individuals. It mediates disability in students.

The present study is applied in terms of purpose and correlation with structural model approach in terms of method. The statistical population of the study was all high school students in Tehran in the academic year 2009-2010. The sample size was 537 students who were selected by cluster random sampling. The research instruments included Gambrill and Ritchie (1975) audacity questionnaire with a reliability of 0.88, Jones and Rudwalt (2005) self-disability questionnaire with a reliability of 0.69, Nemati responsibility accountability questionnaire (2008) with a reliability of 0.92. And the Paklek (1991) Social Anxiety Scale were highly reliable. The collected data were analyzed by structural equation modeling and AMOS software.

The results of data analysis showed that the model of predicting audacity based on responsibility and social anxiety with the mediation of self-disability based on experimental data has a good fit. Also, the indirect effect of responsibility and social anxiety on students' courage was confirmed with 95% confidence.

Considering that low courage has a significant role in creating and sustaining educational problems, the research findings have important implications for those involved in education and mental health services and families.

In this study, the effectiveness of cognitive-behavioral therapy with Islamic approach on social anxiety of the first and second period high school female students in the 2019-2020 school year was investigated.

The research method was a mixed one (qualitative and quantitative). The first part of the research (preparation of a cognitive-behavioral package with an Islamic approach) was performed qualitatively using the analysis of religious propositions. To investigate the validity of the package, some religious experts were asked to give comments on rightness of traditional readings by scholars and the accordance of the suggested techniques in the Islamic cognitive-behavioral package with the objectives of each session. The quantitative part was of quasi-experimental type consisted of two cognitive-behavioral groups with an Islamic approach and a control group. Among those who referred to the Education Counseling center in Kerman city with a complaint of social anxiety, 36 persons were studied by available sampling method, and 18 subjects were randomly assigned to each group. The data collection tool was the social panic questionnaire of Connor et al (2000). Data analysis was performed using descriptive statistics, univariate analysis of covariance and SPSS-22 software.

The findings showed that cognitive-behavioral therapy with Islamic approach significantly reduces students’ social anxiety (P<0/001).

Based on this study, it can be suggested that this treatment be used to reduce students’ social anxiety.

The purpose of this research was to investigate the effectiveness of Adlerian play therapy on reduction of social anxiety and maladaptive perfectionism in children with stuttering.

The present study is quasi-experimental research with pretest-posttest control group design. The statistical population included all children aged 8 to 12 years with stuttering referred to the speech-therapy clinics of Shiraz City in the academic year 2018-2019. The sample consisted of 24 children with stuttering who had social anxiety and maladaptive perfectionism in the clinical boundaries. They were selected and randomly divided into two experimental and control groups. Liebowitz Social Anxiety Scale for Children (2003) and Frost, R. O. Multidimensional Perfectionism Scale (1990) were used to collect data, which were administered as both the pretest and posttest. The content of sessions was provided according to Adlerian Play Therapy. Data were analyzed by using descriptive statistics and multivariate analysis of covariance (ANCOVA) method.

The ANCOVA results indicated that the mean scores on social anxiety and maladaptive perfectionism and its components in the experimental groups decreased significantly in comparison with the control groups.

Thus, it can be concluded that Adlerian Play Therapy was effective in reducing social anxiety and maladaptive perfectionism in children with Stuttering.

The purpose of this study was to investigate the effectiveness of positive group thinking training on empathy and social anxiety in male students with learning disabilities. The present study was a semi-experimental design with pretest-posttest design with control group. The statistical sample consists of students with learning disabilities referring to clinical and clinical centers of Karaj, among whom 40 students were selected by available sampling method, and then each of them was randomly selected in two groups of experimental (20 students) and witness (20 students). The research instrument was Lamunica empathy questionnaire, Latter-type social anxiety questionnaire, and positive thinking education. Positive thinking education was presented to the experimental group in 10 sessions of 75 minutes, but the control group did not receive. Data were analyzed using covariance analysis method. The results of the analysis showed that positive thinking was effective in improving empathy and reducing the social anxiety of students with learning disabilities, so that the subjects in the experimental group in the post-test stage had significantly better empathy and lower social anxiety have. According to the results of this study, it is suggested that positive thinking be used as one of the effective therapies for improving empathy and reducing social anxiety in students with learning disabilities.

Due to the importance of self-efficacy, self-esteem and social anxiety in social adjustment and mental health in intellectually-disabled students, this study aimed to compare the levels of self-esteem, self-efficacy and social anxiety in students with and without experience of education in public schools.

The research method was descriptive with a cross-sectional analysis. The statistical population included 223 male and female primary school students from the first to sixth grades in Khorramabad city during the academic year 2016-17. The sample size comprised 100 students in two groups with and without previous experience of education in public schools (50 students in each group), selected through purposeful sampling. To collect data, Rosenberg self-esteem questionnaire (1965), Sherer’s general self-efficacy questionnaire (1982) and The Convergent Social Phobia Standard (2004) were used. Data were analyzed using Multivariate analysis and T- test in SPSS-24.

The results showed that the level of social anxiety components (i.e. fear, avoidance and physiology) in intellectually-disabled students with previous experience of education in public schools were higher than those without such experience (P< 0/001). Also, the levels of self-efficacy and self-esteem were significantly different between the two groups (P< 0/001), indicating the excellence of students with previous experience of education in public schools in comparison to their non-experienced peers.

The results showed that intellectually-disabled students that had experience of education in public schools were found with lower self-esteem and lower self-efficacy as well as higher social anxiety relative to those without the experience of education in public schools. Therefore, it is necessary to design appropriate educational programs for parents and teachers in order to improve the self-esteem, selfefficacy and reduce the social anxiety of students with an experience of education in public schools.

The purpose of this study was to investigate the effectiveness of play therapy on reducing social anxiety and increasing emotional insight in children with sensory-motor disorder in elementary school of Arak.

The method of this quasi-experimental research was pre-test, post-test and 2-month follow-up. The statistical population consisted of all children with sensory and motor disorders in Arak City who received educational and rehabilitation services in the academic year 2018-2019. The sample consisted of 26 students with sensory and motor disorders who were selected by simple random sampling method and divided into experimental and control groups. The experimental group received an eight-session intervention in 70 minute weekly sessions and the control group did not receive any intervention. Watson and Freundchr('39')s Social Anxiety Scale and Shiring Emotional Insight Questionnaire were used to collect the required data. Repeated measures analysis of covariance was used to analyze the data.

The results of repeated measures analysis of covariance showed that play therapy can decrease social anxiety and increase emotional insight in children with sensory-motor disorder (P≤0/001).

The results have important direct and implicit clinical applications in improving emotional insight and reducing social anxiety in children with physical and motor disabilities.