Efficacy of a Newly-Designed Physical Cognitive and Emotional Education Program on Self-concept of Female Students with Visual Impairment

Blindness is a physical condition damaged by severe emotional complications that affect not only the individual but also the family and the community. One of the issues associated with the teenage years of blind girls is their self-concept. The perception that each person has on his or her behavior affects his behavior. Every person's self-concept affects the emotion that concerns her, and this feeling has a direct relationship with self-esteem. Individuals who have a positive self-concept are more satisfied with them and achieve more success; they are self-confident and make decisions based on their abilities. Most studies that have identified the need for adult education have acknowledged that there is a need for a comprehensive plan in this area, but so far, there has not been a program not only for the blind but also for the sighted teenagers. It is also clear from the research in this area that in these educational programs their effects on self-concept are not evaluated. According to the mentioned materials and considering the importance of puberty and the harmful effects of lack of adequate and comprehensive training on the body and mind of girls, especially blind girls, who are considered as the most vulnerable among the most vulnerable in society due to lack of vision, This research, with emphasis on various aspects (physical, cognitive, and emotional), is essential to the health of blind adolescents as a research priority of the World Health Organization. Therefore, the primary objective of this research is to examine the effectiveness of the physical, cognitive, and the emotion of puberty is on the self-concept of blind girl students. This research was quasi experimental design (pretest-post-test with a control group). The statistical population was comprised of all female students of the third, sixth-grade elementary school students studying in the girls' blind schools in Tehran during the school year of 1396-1397 (Narjes and Hazrat Abdul Azim schools). The sample consisted of 30 students of the above-mentioned bases who were randomly selected and randomly assigned to experimental and control groups (15 in the experimental group and 15 in the control group). The curriculum on physical, cognitive and emotional issues of maturity was conducted on ten experimental sessions of 90 minutes (twice a week) at the blindfold centre of Hazrat Abdolazim, located in Rey, and the Narjis School in Pasdaran. The implementation of this research was carried out in two stages: first, according to existing research literature and interventional areas, a curriculum on the physical, cognitive and emotional issues of maturation was developed and its content validity through 10 field experts (psychology and Exceptional Children's Education and Measurement and Measurement), so that they were asked to score a score of 1 to 3 after the study, and given that the average score was 2.8 or more to measure the content of the program's validity, Were randomly assigned to five sampled individuals who were selected by simple sampling Considering the significant changes in self-concept, the rest of the subjects were randomly assigned to experimental and control groups, and the training program was taught to the experimental group in the 10 sessions of 90 minutes (twice a week) in the schools. At the end of each course, participants were asked questions, which required completion of the phase and the next stage and, if necessary, compensatory training was applied, and its validity and effectiveness were examined. The control group did not receive any intervention related to the practice of physical, cognitive, and emotional issues. Finally, after the end of the training sessions, experimental and posttest control groups were performed, and the data from the two groups were compared to determine the effectiveness of this program. The results of covariance analysis indicated that the physical, cognitive and emotional education program in the experimental group compared with the control group significantly increased self-concept and its dimensions except for anxiety in the post-test phase (P<0.001). The results indicated that the physical, cognitive and emotional education program of puberty is an effective method for the growth of self-concept in increasing the behavior, cognitive and mental status, appearance and physical characteristics, popularity, happiness and satisfaction in blinded female students.