The Effectiveness of Mindfulness Education on Psychological Hardiness and Ruminating in Mothers of Students with Specific Learning Disorder

The aim of this study was to investigate the effect of mindfulness education on psychological hardiness and rumination in mothers with students with specific learning disabilities.

The research method was quasi-experimental with pre-test-posttest and follow-up with control group. The statistical population of the study consisted of all mothers of students with specific learning disabilities of roshd of Tarom in the academic year of 2018-19. A sample of 20 mothers was selected through available sampling and randomly divided into two groups of experimental (10) and control (10). The experimental group participated in 8 sessions (1 week session, 120 minutes each session), while the control group did not attend these sessions. For data collection, Ahwaz hardiness questionnaire (1998) and the style of rumination responses of Nolenkussima and Moro (2008) were used. Data were analyzed using repeated analysis of variance and software spss 25.

The results of this study showed that mindfulness education led to a significant increase in psychological hardiness and its components (p≥0.05) and decreased mental rumination among mothers of students with specific learning disabilities (p≥0.05).

According to the findings of this study, the use of mindfulness education to promote psychological hardiness and reduction the mental rumination of mothers with specific learning disabilities with the aim of their psychosomatic immunization is suggested.