The effectiveness of self-compassion training on social skills, social self-efficacy and social adjustment of students with learning disabilities

Document Type : Research Paper

Authors

1 Master of Clinical Psychology, Ardabil Azad University, Ardebil, Iran.

2 Master of Psychology and Education of Exceptional Children, Shiraz University

3 Master student of Educational Psychology, Azad University, Tabriz Branch

4 Assistant Professor of Psychology and Education of Exceptional Children, Shiraz University, Shiraz, Iran,

Abstract

Objective: Social skills, social self-efficacy, and social adjustment of students with learning disabilities are more difficult than those of normal students. The aim of this study was to investigate the effectiveness of self-compassion training on social skills, social self-efficacy and social adjustment of students with learning disabilities.
Methods: The present study was performed by quasi-experimental method with pre-test and post-test with two control and experimental groups. The statistical population of the study included students with learning disabilities in Shiraz in 2009-2010. In the first stage, the sample was selected by purposive sampling and after completing the scale of social skills, social self-efficacy and social adjustment, 30 people were randomly assigned to the experimental and control groups (15 people for each group). The experimental group received 10 sessions of compassion training as a group and the control group did not receive any intervention. The data were analyzed by analysis of covariance.
Results: The results showed that students who received compassion training in themselves, in social skills (p<0.05), social self-efficacy (p<0.05) and social adjustment (p<0.05) compared to the group that received compassion training. They received a higher score than they did not receive.
Conclusion: Therefore, the findings of the study showed that self-compassion training has a positive effect on social skills, social self-efficacy and social adjustment of students with learning disabilities. It is suggested that in the curricula of these children, the necessary content in the field of self-compassion training be provided for educators to teach it to students with learning disabilities.

Keywords

References

بندک، م.، بهادری، م و ریگی، ش. (۱۳۹۹). اثربخشی آموزش مهارت‌های زندگی بر سازگاری اجتماعی و کاهش قلدری دانش‌آموزان ورزشکار مقطع متوسطه اول شهر تهران. مجله علوم حرکتی و  رفتاری، ۲(۱)، ۸۹-۷۹.  http://ensani.ir/fa/article/423302//
بهروز سرچشمه، س.، کریمی، م.، محمودی، ف.، شقاقی، پ و جلیل آبکنار، س.س. (۱۳۹۷). تأثیر آموزش مهارت‌های زندگی بر مهارت‌های اجتماعی دانش‌آموزان کم‌توان ذهنی دبیرستانی. مجله اقدام در روان‌شناسی بالینی، ۳(۵)، ۱۸۶-۱۷۷. http://jpcp.uswr.ac.ir/browse.php?a_id=350&sid=1&slc_lang=en&html=1
داداش­­زاده کله سر، ر.، نریمانی، م و رضایی­راد، م. (1400). نقش تاب آوری، تنظیم هیجان و خودکارآمدی در پیش بینی فرسودگی تحصیلی دانش آموزان دختردر مدارس متوسطه دوم شهراردبیل. روانشناسی مدرسه، 10(1)، 86-103. http://jsp.uma.ac.ir/article_1139_1e54b36ed688dd5a19481f6b1bb98684.pdf
درودیان، ز. (۱۳۹۰). تأثیر روش ایفای نقش بر سازگاری اجتماعی و پیشرفت تحصیلی دانش‌آموزان حساب نارسای دبستانی درسال تحصیلی ۸۷-۸۸ استان تهران. فصلنامه روان‌شناسی افراد استثنایی، ۲(۱)، ۱۰۴-۸۵. https://www.sid.ir/en/journal/ViewPaper.aspx?ID=273494
رادمنش، ع و سعدی­پور، ا. (1395). اثربخشی آموزش مهارت­های اجتماعی در انگیزش و پیشرفت تحصیلی دانش­آموزان دختر مقطع متوسطه شهر تهران. روانشناسی مدرسه، 6(2)، 44-63. http://jsp.uma.ac.ir/article_567_7efe61ed1f1889319ddd5ad9e657a62d.pdf
حق رنجبر، ف.، کاکاوند، ع و دانش، ع. (1390). مقایسه خودکارامدی، اختلال هیجانی، و احساس تنهایی در دانش آموزان دچار ناتوانی یادگیری و عادی. مجله روان‌شناسی کاربردی، ۴(۵)، ۴۲-۵۸. http://ensani.ir/fa/article/405855/%D9%85%D9%82%D8%A7%DB%8C%D8%B3%D9%87
خانی‌زاده، ه و باقری، س. (1391). اثربخشی خودآموزی کلامی بر بهبود سازگاری اجتماعی دانش‌آموزان با ناتوانی‌های یادگیری. مجله ناتوانی های یادگیری، ۲(۱)، 43-52. https://www.sid.ir/fa/journal/ViewPaper.aspx?id=173760
سلیمانی، ا.، زاهد بابلان، ع.، فرزانه، ج و ستوده، م. (۱۳۹۰). مقایسه اختلالات عاطفی و مهارت‌های اجتماعی دانش آموزان با ناتوانی‌های یادگیری و عادی. مجله ناتوانی‌های یادگیری، ۱(۱)، 78-93
https://www.sid.ir/fa/journal/ViewPaper.aspx?id=151093
شریعتی، م.،  فضیلت‌پور، م و حسین‌چاری، م. (1394). نقش واسطه‌ای خودکارآمدی اجتماعی در رابطه بین دلبستگی به همسالان و احساس تنهایی والدین در دانش‌آموزان دبیرستانی. مطالعات آموزش و یادگیری، ۱(۸)، ۴۹-۲۷. http://ensani.ir/fa/article/363489/
فروغی، ع.، خانجانی، س.، رفیعی، س و طاهری، ا. (۱۳۹۸). شفقت به خود: مفهومبندی، تحقیقات و مداخلات (مروری کوتاه). مجله روان‌شناسی و روان‌پزشکی شناخت، ۶(۶)، ۸۷-۷۷. https://shenakht.muk.ac.ir/article-1-840-en.html
میرارزگر، م.س.، خلعتبری، ج.، اکبری، ب و ابوالقاسمی، ش. (۱۳۹۸). تأثیر درمان مبتنی بر شفقت بر سازگاری اجتماعی در زندانیان زن. مجله نوروسیکوفیزیولوژی ابن سینا، ۶(۱)، 37-44. http://ajnpp.umsha.ac.ir/browse.php?a_id=150&sid=1&slc_lang=en
یوسفی، ف و خیر، م. (۱۳۸۸). سنجش پایایی و روایی مقیاس مهارت های اجتماعی ماتسون و مقایسه عملکرد دانش‌آموزان دختر و پسر دبیرستانی در این مقیاس. مجله علوم اجتماعی و انسانی دانشگاه شیراز، ۱۸(۲)، 147-158. https://www.sid.ir/fa/journal/ViewPaper.aspx?id=19674
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (DSM-5). American Psychiatric Pub. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3777342/
Bandak, M., Bahadori, M., & Rigi, S. H. (2020). The Effectiveness of Life Skills Training on Social Adaptation and Reducing Bullying of Athletic High School Students in Tehran. Journal of Motor and Behavioral Sciences, 3(1), 79-89. (Persian). http://ensani.ir/fa/article/423302//
Behroz-Sarcheshmeh, S., Karimi, M., Farideh Mahmoudi, F.,  Shaghaghi, P., & Jalil-Abkenar , S. S. (2017). Effect of Training of Life Skills on Social Skills of High School Students With Intellectual Disabilities.  Plant and Cell Physiology, 5(3), 177-186. (Persian). http://jpcp.uswr.ac.ir/browse.php?a_id=350&sid=1&slc_lang=en&html=1
Dadashzadeh, R., Narimani, M., & Rezaei rad, M. (2021). The role of resilience, emotional regulation and self-efficacy in predicting academic burnout of female students in senior high schools of Ardabil, Journal of school psychology, 10(1), 207-216. http://jsp.uma.ac.ir/article_1139_1e54b36ed688dd5a19481f6b1bb98684.pdf
De- Souza, L. K., & Hutz, C. S. (2016). Self-Compassion in Relation to Self-Esteem, Self-Efficacy and Demographical Aspects. Paidéia (Ribeirão Preto), 26 (46), 11-123. [DOI:10.1590/1982-43272664201604].
 Droudian, Z. (2011). The effect of role-playing method on social adjustment and academic achievement of low school students in the academic year of 2008-2009 in Tehran province, Journal of Exceptional People Psychology, 2 (1), 85-102. (Persian). https://www.sid.ir/en/journal/ViewPaper.aspx?ID=273494
Foroughi, A. A., Khanjani, S., Rafiei, S., & Taheri, A.A. (2020). (Self-Compassion: Conceptualization, Research, and Interventions (brief overview). Journal of Cognitive Psychology and Psychiatry, 6(6), 77-87. (Persian). https://shenakht.muk.ac.ir/article-1-840-en.html
Hagh Ranjbar, F., Kakavand, A., & Danesh, E. (2012). Comparison of self-efficacy, emotional disorder, and loneliness in students with learning disabilities and normal. Applied Psychology, 5(4), 121-138. (Persian).  http://ensani.ir/fa/article/405855/%D9%85%D9%82%D8%A7%DB%8C%D8%B3%D9%87
Khanizadeh, H., & Bagheri, S. (2012). The effectiveness of verbal self-learning on improving students' social adjustment to learning disabilities. Learning Disability Journal, 2(1), 43-52. (Persian). https://www.sid.ir/fa/journal/ViewPaper.aspx?id=173760
Klassen, R. (2002). A Question of Calibration: A Review of the Self-Efficacy Beliefs of Students with Learning Disabilities. Sage journal, 25(2), 88-102. [DOI:10.1177%2F00222194070400060201].
Klassen, R., & Lynch, S. H. L. (2007). Self-Efficacy from the Perspective of Adolescents with LD and Their Specialist Teachers. Journal of Learning Disabilities, 40(6), 494-507. [DOI:10.1177%2F00222194070400060201]
Lackaye, T., Margalit, M., Ziv, O., & Ziman, T. (2006). Comparisons of self-efficacy, mood, effort, and hope between students with learning disabilities and their non-ld-matched peers. Learning Disabilities Research Practice, 21(2), 111-121. [DOI:10.1111/j.1540-5826.2006.00211.x]
Lee, C., Sung, Y. T., Zhou, Y., & Lee, S. (2018). The relationships between the seriousness of leisure activities, social support and school adaptation among Asian international students in the US, Leisure Stud. 37, 197–210.[DOI:10.1080/02614367.2017.1339289].
Lerner, J. (2008). Learning disabilities and related mild disabilities: characteristics, teaching strategies, and new directions. Boston: Houghton Mifflin. https://silvereye.com.au/documents/sample_pages/prod1765.pdf
 Lewandowski, K. H. L. (2005). A study of the relationship of teachers’ self-efficacy and the impact of leadership and professional development. PhD Thesis. Indiana University of Pennsylvania. https://www.proquest.com/openview/d2d12b2fdb24ff1d39180b5f135896bb/1.pdf?pq-origsite=gscholar&cbl=18750&diss=y
Mafra, H. (2015). Development of learning and social skills in children with learning disabilities: an educational intervention program. Procedia - Social and Behavioral Sciences, 209, 221 – 228. [DOI:10.1016/j.sbspro.2015.11.220]
Matson, J. L., Rotatori, A. F., & Helsel, W. J. (1983). Development of a rating scale to measure social skills in children: The Matson Evaluation of Social Skills with Youngsters (MESSY).  Journal of Behaviour Therapy, 21(4), 335-340. [DOI:10.1016/0005-7967(83)90001-3]
Mirarzgar, M. S., Khalatbari, J., Akbari, B., & Abolghasemi, S. H. (2019). The Effects of Compassion-Focused Therapy on Social Adjustment in Female Prisoners. Avicenna Journal of Neuropsychophysiology, 6(1), 37-44. (Persian). http://ajnpp.umsha.ac.ir/browse.php?a_id=150&sid=1&slc_lang=en
Muris, P. (2001). A Brief Questionnaire for Measuring Self-Efficacy in Youths. Journal of Psychopathology and Behavioral Assessment, 23 (1), 145–149. [DOI:10.1023/A:1010961119608]
Neff, K. (2003). Self-Compassion: An Alternative Conceptualization of a Healthy Attitude toward Oneself. Journal of Self and Identity, 2(2), 85-101. [DOI:10.1080/15298860309032]
 Neff, K. D., & Dahm, K. A. (2015).  Self-Compassion: What It Is, What It Does, and How It Relates to Mindfulness, Handbook of Mindfulness and Self-Regulation (pp.121-137). [DOI.org/10.1007/978-1-4939-2263-5_10].
Radmanesh, E., & Saadi pour, E. (2017). The influence of social skills training on motivation and educational progress of female high school students of Tehran. Journal of school psychology, 6(2), 164-171. http://jsp.uma.ac.ir/article_567_7efe61ed1f1889319ddd5ad9e657a62d.pdf
Sarikhani Khorami, E., Moeini, M., & Amir Ghamarani, A. (2016). The Effectiveness of Self-Compassion Training: a field Trial. Global Journal of Medicine Researches and Studies, 3(1), 15-20. (Persian). https://www.semanticscholar.org/paper/The-Effectiveness-of-Self-Compassion-Training%3A-a-Khorami-Moeini/a58b6c9d35e9ebb0f528d935124606b928b237d3
Shariati, M., Fazilatpour, M., & Hoseinchari, M. (2015). The mediating role of social self-efficacy in the relationship between peer attachment and parental loneliness in high school students. Journal of Learning Disabilities, 8(1), 27-49. (Persian). http://ensani.ir/fa/article/363489/
Singh, R. P., & Sinha, A. K. P (1993). Adjustment Inventory for high School Students (AISS).https://www.academia.edu/3083144/The_Adjustment_Inventory_for_School_Students_AISS_
Soleimani, I., Zahid babalan, A., Farzaneh, G., & Sotoudeh, M. B. (2012). Comparison of Emotional Dysfunction and Social Skills of Students with Learning Disabilities and Normal, Journal of Learning Disabilities, 1(1), 78-93 (Persian). https://www.sid.ir/fa/journal/ViewPaper.aspx?id=151093
Umphrey, L. R., & Sherblom, J. C., (2014). The relationship of hope to self-compassion, relational social skill, communication apprehension, and life satisfaction. International Journal of Wellbeing, 4(2), 1-18. [DOI:10.5502/ijw.v4i2.1].
Wei, M., Russel, D. W., & Zakalik, R. A. (2005). Adult attachment, social self-efficacy, self-disclosure, loneliness, and subsequent depression for freshman college students: A longitudinal study.  Journal of Counseling Psychology, 52(4), 602-14. [DOI:10.1037/0022-0167.52.4.602].
Willoughby , D. (2019). Self‐Processes of Acceptance, Compassion, and Regulation of Learning in University Students with Learning Disabilities and/or ADHD. Learning disability research & practice, 34(4), 175-184.  [DOI:10.1111/ldrp.12209].
Yaliz – solmaz, D. (2014). The social self-efficacy of students: a research school of Physical Education and sports at Anadolu University. Journal of human sport & exercise, 10(1), 222-235. [DOI:10.14198/jhse.2015.10.Proc1.10].
Yılmaz, A., Kırımo˘glu, H., & Soyer, F. (2018). Comparison of Loneliness and Social Skill Levels of Children with Specific Learning Disabilities in Terms of Participation in Sports.  Journal of Social Sciences, 8(37), 1-8. [DOI:10.3390/educsci8010037].
Yousefi, F., & Khayer, M. (2001). Assessing the reliability and validity of the Matson Social Skills Scale and comparing the performance of high school girls and boys in this scale. Journal of Social Sciences and Humanities Shiraz University, 18(2), 147-158. (Persian). https://www.sid.ir/fa/journal/ViewPaper.aspx?id=19674

Files

Share

How to cite

Statistics