arash bahrami; hossain mohagheghi; Abolghasem yaghubi
Abstract
The purpose of the present research was a review of the effect of instructing negative emotion management skills on parents’ anxiety thoughts with autistic children. Method of research was quasi-experimental, and its type is a pretest-posttest design without control group. Population of the study ...
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The purpose of the present research was a review of the effect of instructing negative emotion management skills on parents’ anxiety thoughts with autistic children. Method of research was quasi-experimental, and its type is a pretest-posttest design without control group. Population of the study consisted of all parents of children with pervasive developmental disorders in the “Zehne Ziba” Medical Center in Hamedan, that their number was 80. Initially, they asked parents by invitation, if they would be interested in attending to training courses in workshops of training negative emotion management, and they declared their readiness. Then, volunteer parents were assessed by the tests of anxiety thoughts, and were present parents with anxiety thoughts in this study which their number was 40. In this study anxiety thoughts questionnaire of Wells were used. The results showed that negative emotion management skills training were effective to reduce the parents’ anxiety thoughts with autistic children, and finally they were confirmed.
Abolghasem Yaghoobi; Parisa Forotan Bagha; Hossein Mohagheghi
Volume 5, Issue 17 , May 2015, , Pages 19-33
Abstract
This study attempted to investigate the effectiveness of Schneider’s Hope Teaching theory on the attributional style of the students. Students type of attribution styles were investigated using Attributional Style Questionnaire (ASQ). The research was a quasi experimental one with pretest posttest, ...
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This study attempted to investigate the effectiveness of Schneider’s Hope Teaching theory on the attributional style of the students. Students type of attribution styles were investigated using Attributional Style Questionnaire (ASQ). The research was a quasi experimental one with pretest posttest, control group design. Total sample size was 24 and their experimental and control groups was random. The subjects in the experimental group received some courses on Hope during the eight session treatment period. After the required data was gathered, Covariance was used to analyze the data.The results revealed that Hope teaching increases positive attributional style (internal, stable, general) in positive situations Teaching decreases negative attributional style (external, unstable, local) in negative situations
