Procedia - Social and Behavioral Sciences 84 (2013) 1571 – 1574
1877-0428 © 2013 The Authors. Published by Elsevier Ltd.
Open access under
CC BY-NC-ND license.
Selection and peer-review under responsibility of Prof. Dr. Huseyin Uzunboylu & Dr. Mukaddes Demirok, Near East University, Cyprus
doi:10.1016/j.sbspro.2013.06.790
The Efficacy of Social Skill Education in 14-24 Years Old Mild
Mental Retarded Aggression Girls
Nastaran Dastgahi
a
, Ehteram Kashi
b
, Leila Shameli
c
*
a
Tavana Clinic, Padad shahr, Ahvaz, Iran
b
Department of Exceptional children Psychology, Allame Tabatabaii university, Tehran, Iran
c
Department of Psychology, Shahid Charan university, Ahvaz, Iran
Abstract
ests.
Aim of present study is to investigating of the efficacy of social skill education on aggression reduction in 14-24 years old mild
mental retarded girls. 50 mild mental retarded girls (more than 14 years old) in Shariati rehabilitation centre of Tehran were
randomly selected and divided into control and test groups. Experimental tools included social skill educating programs based on
Lagraca model and Eysenck Aggression determination scale. Results showed that Social skill educating can reduce aggressive
behaviours in mild mental retarded people.
Keywords: Social skills, Lagraca model, aggression, mild mental retardation.
1. Introduction
Based on the American psychiatric association definition, mental retardation means general intelligent function
lower than normal which result in significant limitation at least in two of following areas including cooperative
behaviors like communication and self-care, social skills, use of community facilities, scientific or job skills [1]. In
fact one of the obvious characteristic of this group of people is inability to communicate others effectively.
Cognitive problems in mental retarded children cause social problems and aloneness which is shown as behaviours
like aggression, self-damaging and inappropriate social behaviour [2].
Sever disappointment feeling is the main reason for abnormal behaviours in mental retarded children.
Disappointment emerged from feelings of worthlessness and being rejected by parents and others lead these children
to aggressive behaviours so that by any blame, they will be angry and do wrong actions [3]. Eight fields for social
skill learning are illustrated by LAgraca, Misif and Santo grusi (1980). These fields include: smiling, laughing,
respect for others, joining to performing activities, listening and speaking skills, inviting other people, cooperation,
saying kind words, Immaculate appearance. Social skill learning not only improve mental retarded children's
efficacy in the society but also reduce undesirable behaviors specially aggression [4]. Because mild mental
* Corresponding author name. Tel: 0098-721-2237303
E-mail address: Lshameli29@yahoo.com
3rd World Conference on Psychology, Counselling and Guidance (WCPCG-2012)
© 2013 Published by Elsevier Ltd. Selection and peer review under the responsibility of Dr. Melehat Halat
Available online at
www.sciencedirect.com
© 2013 The Authors. Published by Elsevier Ltd.
Open access under
CC BY-NC-ND license.
Selection and peer-review under responsibility of Prof. Dr. Huseyin Uzunboylu & Dr. Mukaddes Demirok, Near East University, Cyprus
1572
Nastaran Dastgahi et al. / Procedia - Social and Behavioral Sciences 84 (2013) 1571 – 1574
retardation is the most prevalence type, in this study it is tried to investigate social skill learning effects on reduction
of aggressive behaviours in 14-24 years old mild mental retarded girls. We hope that our results can be a guide for
training, social and rehabilitation plants.
1.1.
Question Research
Does social skill learning has effective impact on reduction of aggressive behaviours in 14-24 years old mild
mental retarded girls?
2.
Methods
2.1.
Project participants
Among all rehabilitation centres in Ahwaz City, Shariati rehabilitation centre was selected as the primary sample
group because the number of wanted cases in this centre was the most (150 upper that 14 years old mental retarded
girls). In the next step all samples participate in the Ayzenk aggression evaluation Test and 50 children which get
>12 score were selected and randomly divided into two equal groups as control and experimental groups.
2.2.
Experiment tools
2.2.1. Ayzenk aggression evaluation Test
This questionnaire compromised of 30 questions about aggressive behaviours was developed by Hans Ayzenk in
1975.
don't know
score showed the aggression level. Ayzenk aggression evaluation Test validity and viability has been investigated in
several articles. In this way Mirzai and BadaliKhangah reports 0.89 and 0.71 for this questionnaire validity
respectively [5].
2.2.2. Social Skill Learning plant in accordance with Lacraga et al (1980)
Lacraga model was an eight part learning plant and was educated in eight sessions based on the table1. Two
extra sessions were also planned for introduction and exam. Totally, samples were educated in 10 sessions.
Table1. Social Skill Learning plant in accordance with Lacraga et al
title
sessions
Introduction and pre-test
1
st
Session
Good appearance
2
nd
Session
Smiling
3
rd
Session
Listening and speaking with others
4
th
Session
Respect for others
5
th
Session
Inviting others
6
th
Session
Cooperation and helping to others
7
th
Session
Team working participation
8
th
Session
Saying kind words
9
th
Session
Post test
10
th
Session
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3.
Statistical analysis
Finally pre and post test scores were analysed by SPSS version 16. Using paired T- Teat for each samples.
4.
Findings
experimental groups re showed in table 2.
Table 2. Mean age & SD of participations
Group
Frequency
Mean
SD
Experimental
25
20.32
2.47
Control
25
20.52
2.63
Our results showed that pre-test and post-test comparison has been only significantly different in experimental
group.
test
-
post
test &
-
Mean aggression & SD of pre
Table 3.
Group
Statistics
Mean
SD
Experimental
Pre-test
13.80
1.70
Post-test
7.88
2.92
Control
Pre-test
13.72
1.37
Post-test
13.80
1.32
t (25) = 9.48 , p 0.001 , d = 2.56
(Experimental group)
(Control group) t (25) = -0.81, p 0.425
5.
Discussion
As shown in the results, aggression score was significantly lower in the experimental group compared to control
group. So it can be concluded that social skill learning based on Lacraga model has been effective in mild retarded
children. Our result was incontinence with Salzberg and Misra [6]. Our results can be explained based on adaptive
defects and lack of social skills in mental retarded children and the effective role of these items in aggression.
Previous findings showed that mental retarded children due to undesirable outcomes of repeated failures lose their
self-esteem and are excluded from the society. Most of them are rejected by their counterparts and playmates. These
children deny their problems and their satisfactions Non-consciously. Adaptive defects in these children are
manifested as social skill defect [7]. In conclusion, it is expected that social skill learning can effectively improve
communicative relations and reduce aggression. It is suggested to do same studies for male mental retarded children
so that results can be compared to this report. Moreover, doing same studies with more sample volume and in other
cities can also improve extrapolation in this scope.
5.1. Limitations
At last, we should mention (that) there are some limitations in this study, such as this problem that the results
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