Volume 26, Issue 3 (October 2019)
JBUMS 2019, 26(3): 249-258 |
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1- Department of Psychology, Rasht Branch, Islamic Azad University, Rasht, Iran , moghtaderleila@yahoo.com
2- Department of Psychology, Rasht Branch, Islamic Azad University, Rasht, Iran
2- Department of Psychology, Rasht Branch, Islamic Azad University, Rasht, Iran
Abstract: (6339 Views)
Background and Aim: More than 90% of hearing-impaired children have hearing parents and their parents do not know how to communicate with these children. The aim of this study was to investigate the impact of education communication skills on emotional regulation, resilience and marital satisfaction of mothers of hearing- impaired children.
Materials and Methods: The research was a quasi-experimental with pre-test and post-test design with the control group. The statistical population were the mothers of hearing-impaired children under 7 years old in Rasht that was referred to the Pejvak Deafness Clinic in 2017. 40 mothers were selected by convenience sampling and were randomly divided into two groups of intervention (20 people) and control (20 people). Granofsky Emotional Regulation Questionnaire, Conner & Davison (CD-RIS) and Enrich Marital Satisfaction Questionnaire (ENRICH 47) they were used as research tools. The effective communication skills education program, 8 sessions for mothers in the intervention group were held and the control group received no education. Descriptive statistics including: frequency, percentage, mean, standard deviation and standard error for data description were used and also chi-square, independent t-test, paired t-test, Levin, eta squared, covariance analysis, Kolmogorov-Smirnov and Box were used for data analysis at the significant level of 0.05.
Results: The results showed that communication skills education led to significant differences in the post test of the experimental group and the comparison of the meanings showed an increase in resiliency, emotional regulation and marital satisfaction in the experimental group (p <0.01).
Conclusion: It can be concluded that by education of effective communication skills, it is possible to increase in marital resilience and marital satisfaction, as well as emotional regulation in the children with hearing-impaired children was obtain.
Materials and Methods: The research was a quasi-experimental with pre-test and post-test design with the control group. The statistical population were the mothers of hearing-impaired children under 7 years old in Rasht that was referred to the Pejvak Deafness Clinic in 2017. 40 mothers were selected by convenience sampling and were randomly divided into two groups of intervention (20 people) and control (20 people). Granofsky Emotional Regulation Questionnaire, Conner & Davison (CD-RIS) and Enrich Marital Satisfaction Questionnaire (ENRICH 47) they were used as research tools. The effective communication skills education program, 8 sessions for mothers in the intervention group were held and the control group received no education. Descriptive statistics including: frequency, percentage, mean, standard deviation and standard error for data description were used and also chi-square, independent t-test, paired t-test, Levin, eta squared, covariance analysis, Kolmogorov-Smirnov and Box were used for data analysis at the significant level of 0.05.
Results: The results showed that communication skills education led to significant differences in the post test of the experimental group and the comparison of the meanings showed an increase in resiliency, emotional regulation and marital satisfaction in the experimental group (p <0.01).
Conclusion: It can be concluded that by education of effective communication skills, it is possible to increase in marital resilience and marital satisfaction, as well as emotional regulation in the children with hearing-impaired children was obtain.
Keywords: Effective Communication Skills, Emotional Regulation, Resilience, Marital Satisfaction, Hearing-Impaired
Type of Study: Original Article |
Subject:
Clinical Psychology
Received: 2018/09/30 | Accepted: 2019/06/16 | ePublished: 2019/09/22
Received: 2018/09/30 | Accepted: 2019/06/16 | ePublished: 2019/09/22
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