Comparison of the Flexibility and Psychological Hardiness among Exceptional Children Mothers (Blind, Deaf and Mental Retardation)

Birth process is enjoyable for parents. Although this process is associated with many problems and discomforts. Despite these problems, the hope for the healthy and natural nature of a newborn usually creates a sense of trust in them and accepts their child. Nevertheless, as soon as parents notice their childchr('39')s disabilities, all wishes and hopes turn into disappointment and problems begin. While a baby is born with mental or physical disabilities, behavioral or a combination of them, the psychological pressures from family opened to the mother. For example, the birth of a mentally retarded child as a crisis can deeply affect family relationships and activities. In addition, families can help to pass the crises with effective and permanent relationships with parent and parent can find flexibility in their roles. In this research, flexibility and psychological hardiness among mothers of exceptional children in Urmia city (West Azerbaijan province, Northwest of Iran) was studied.

The research method was casual–comparative. The total number of the mother of mentally retarded children was 436,77 blind and 133 deaf. In the spring of 2017, using a suitable sampling method, 50 people of each disability were selected as the research sample. The instrument for measuring the 50 items of hardiness was Kobasa (1976), and the five–personality questionnaire of Makarie and Gusta (1985). To calculate the flexibility variable, 48 surveys of the personality factor questionnaire used. ANOVA and Post–Hoc were used to analyze the data.

The results showed that the variables of active imagination, aesthetics, and attention to inner feelings, diversity, mental curiosity and independence in judging in three groups did not differ significantly. But the variables of commitment, control, and struggle were significant in the three groups studied (p<0.01).

Psychological and educational flexibility is one of the important strategies in learning flexibility, increasing communication, encouraging children to feel self–efficacy and being active, encouraging optimism, direct and indirect education, endorsing the experiences of exceptional children, supporting the honor of the exceptional legacy of children. According to the results, it is suggested that the Welfare Organization and the Education Office take steps towards holding educational workshops and take psychological flexibility as well as psychological hardiness in these workshops. Organizing such programs for mothers of exceptional children can help increase the flexibility and hardiness of mothers in educating exceptional children. It is, therefore, suggested that families, schools, and societies increase the variables that can be changed, such as social support, interpersonal skills, educational or educational objectives, self–efficacy, empathy, problem–solving, and coping strategies. It seems that family counselors can help to achieve a higher level of quality of life for mothers of exceptional children by identifying factors that affect flexibility. The organizations and institutions responsible for exceptional childrenchr('39')s affairs are committed to their plans for the role of mothers in the education of exceptional children.