The Efficacy of Social Skill Education in 14-24 Years Old Mild Mental Retarded Aggression Girls
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- Bu səhifədəki naviqasiya:
- 1.1. Question Research
- 2.2. Experiment tools 2.2.1. Ayzenk aggression evaluation Test
- 2.2.2. Social Skill Learning plant in accordance with Lacraga et al (1980)
| 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 *
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.
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
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.
Does social skill learning has effective impact on reduction of aggressive behaviours in 14-24 years old mild mental retarded girls?
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.
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].
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
Good appearance 2 nd Session Smiling
3 rd Session Listening and speaking with others 4 th Session Respect for others 5 th
Inviting others 6 th Session Cooperation and helping to others 7 th
Team working participation 8 th Session Saying kind words 9 th
Post test 10 th Session
1573 Nastaran Dastgahi et al. / Procedia - Social and Behavioral Sciences 84 (2013) 1571 – 1574 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.
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.
At last, we should mention (that) there are some limitations in this study, such as this problem that the results 1574 Nastaran Dastgahi et al. / Procedia - Social and Behavioral Sciences 84 (2013) 1571 – 1574 References
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