اثربخشي آموزش خودحمايتي بر ابراز هيجان، خودكارامدي و حمايت اجتماعي در نوجوانان دختر داراي¬ناتواني هوشي

The effectiveness of self-advocacy training on emotional expression, self-efficacy an‎d social support in adolescent’s girl with intellectual an‎d disability

روان شناسي و آموزش افراد با نيازهاي خاص

The present study aimed to investigate the effectiveness of self-advocacy training on emotional expression, self-efficacy, an‎d social support in adolescent girls with intellectual disabilities. This study was applied research in terms of its purpose an‎d a quasi-experimental study with a pre-test, post-test design with a control group in terms of its research method. The statistical population of the present study included girls with mild intellectual disabilities in Isfahan who were studying in schools in this province in the academic year 1403-1404. The sample of the present study included 30 female students with mild intellectual disabilities in the age range of 13 to 18 years who were selec‎ted through purposive sampling an‎d ran‎domly divided into two experimental an‎d control groups. The self-support program was taught to the experimental group in 10 45-minute sessions, but the control group was not given any training an‎d remained on the waiting list. In the present study, the General Self-Efficacy Questionnaire, the Emotional Expressiveness Questionnaire, an‎d the Social Support Questionnaire were used to measure self-efficacy, emotional expression, an‎d social support, respectively. The data from the study were analyzed by using SPSS version 24. In order to eva‎luate the effectiveness of the self-support program on the three variables of emotional expression, self-efficacy, an‎d social support, as well as to control the effect of the pre-test, univariate analysis of covariance was used, an‎d multivariate analysis of covariance was used to measure the effect of this program on the subscales of emotional expression, self-efficacy, an‎d social support. The results showed that the self-support intervention had a positive an‎d significant effect on emotional expression in adolescents with mild intellectual disability. The effect of this intervention on social skills an‎d self-efficacy in adolescents with mild intellectual disability was also positive an‎d significant. Therefore, considering the effectiveness of self-advocacy training on emotional expression, self-efficacy, an‎d social support in adolescent girls with intellectual disabilities, it can be concluded that the use of this intervention is of particular importance an‎d necessity for children an‎d adolescents with intellectual disabilities

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