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Showing 3 results for Abdulahi Beqrabadi
Dr. Qasem Abdulahi Beqrabadi, Neda Karimi,
year 11, Issue 12 (Winter 2023 2023)
Abstract
The present study was conducted with the aim of determining the effectiveness of mindful self-compassion training on rumination and social anxiety of mothers with autistic children. The current research was a semi-experimental type with a pre-test, post-test, and control group with a one-month follow-up. The statistical population of this research included mothers with autistic children who were referred to Anwar Aftab Kotsar Jamil Rehabilitation Center in Qom City in 1400. 30 mothers who met the criteria to enter the research (15 in the experimental group and 15 in the control group) were selected by purposive sampling. Mindful self-compassion training sessions were held for the experimental group for 8 sessions, once a week, and the control group was placed on the waiting list for training. The tools used included Liebowitz Social Anxiety Scale (1987, LSAS) and Nolen Hoeksma and Marlow's Ruminative Responses Scale (1993, RRS). The collected data were analyzed by repeated measure analysis of variance. The results showed that mindful self-compassion training is effective in reducing rumination and social anxiety of mothers with autistic children (P <0.05). Also, mindful self-compassion training has continued to reduce rumination and social anxiety of mothers with autistic children in the follow-up phase (P <0.05). Therefore, it can be concluded that the training in mindful self-compassion program has been effective in reducing rumination and social anxiety of mothers with autistic children.
Dr. Qasem Abdulahi Beqrabadi,
year 12, Issue 5 (summer 2023 2023)
Abstract
The purpose of this study was to determine the effectiveness of Gestalt play therapy on aggression and test anxiety of elementary school students with specific learning disabilities. The research method was semi-experimental with a pre-test & post-test design and a follow-up period of one month. The statistical population included all elementary school girls (first period) with specific learning disabilities in reading and writing who were studying in Kashan City in the academic year 1402-1401. The sampling method was purposeful. In this way, 30 female elementary school students with choice disorder were randomly assigned to two experimental and control groups (15 people each). The tools used included the Nelson & Finch Children`s Inventory of Anger (CHIA), (2000) and the Abolghasemi et al test anxiety scale (TAI), (2015). The experimental group was treated in 10 sessions of 45 minutes twice a week and in three groups of five people, they were treated with a play therapy educational package based on the Gestalt method of Violet Oaklander (1997). The collected data were analyzed by repeated measure analysis of variance. The results showed that there is a significant difference between the averages in the pre-test, post-test, and follow-up stages (p≤0.001), while no significant difference was observed between the averages in the post-test and follow-up stages, which indicates the stability of the effectiveness of the intervention. Therefore, using gestalt play therapy can be effective in reducing aggression and test anxiety of students with special learning disorders.
Dr. Ghasem Abdulahi Beqrabadi, Maryam Heidary Rad,
year 13, Issue 11 (Winter 2025 2025)
Abstract
This research was conducted to investigate the effectiveness of emotion regulation training on academic self-regulation and procrastination of students with special learning disabilities. The present research method was semi-experimental with a pre-test-post-test design and a control group with a two-month follow-up period. The statistical population included all students with special learning disabilities studying in the elementary school in 2023-2024 in the 16th district of Tehran, among whom 30 people were selected by available sampling and randomly replaced in two equal groups of 15 people. To collect information, A regulation learning questionnaire (SRQ-A, Bouffard et al, 1995) and an Academic procrastination questionnaire (APQ, Sevari, 2019) were used. For the participants of the experimental group, emotion regulation training was implemented according to the Gross (2002) protocol during 8 sessions, but the control group did not receive training. Data analysis was done by analysis of variance with repeated measurements. The results showed that there is a significant difference between the groups in the post-test and follow-up in academic self-regulation and procrastination at the (p≤0.001) level. Since emotion regulation training improves individual and interpersonal skills and more appropriate management of emotions, it can be used as an effective intervention method to improve the performance of students with special learning disorders.
