Volume 6, Issue 1 (March 2024)
IEEPJ 2024, 6(1): 195-207 |
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Shariaty M, Baratali M, Saadatmand Z. (2024). Effectiveness of the Spiritual Intelligence Curriculum Based on Brain-Centered Emotional Interactive Strategies on the Resilience of Parents with Intellectually Disabled Children. IEEPJ. 6(1), 195-207. doi:10.22034/6.1.195
URL: http://ieepj.hormozgan.ac.ir/article-1-801-en.html
URL: http://ieepj.hormozgan.ac.ir/article-1-801-en.html
1- PhD Student, Department of Curriculum planning, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
2- Assistant Professor, Department of Curriculum planning, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran ,baratali_540_1359@yahoo.com
3- Associate Professor, Department of Curriculum planning, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
2- Assistant Professor, Department of Curriculum planning, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran ,
3- Associate Professor, Department of Curriculum planning, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
Abstract: (2510 Views)
Objective: The purpose of this study was to investigate the efficacy of a curriculum aimed at enhancing spiritual intelligence on resilience among parents with intellectually disabled children, which was developed using brain-centered emotional interactive strategies.
Methods: The research employed a semi-experimental approach with a pre-test, post-test design and a control group. The statistical population consisted of all parents of intellectually disabled children in the six districts of Isfahan city's exceptional education schools, totaling 2411 individuals. The sample, consisting of 60 parents, was selected using a combined sampling method that included both simple random and accessible sampling. Connor and Davidson's (2003) resilience questionnaire was utilized as the data collection instrument. Data analysis entailed the use of analysis of covariance and the Kolmogorov-Smirnov test to assess data normality, Levene's test to examine variance equality, and regression homogeneity assumption testing. Data analysis was conducted using SPSS-24.
Results: The results revealed that the curriculum designed to enhance spiritual intelligence, which focused on hope, resilience, and social isolation, had a significant impact on parents of mentally retarded children (F=2759.46, p<0.05, F=228.77, p<0.05, F=10.230, p<0.05).
Conclusions: Consequently, this study demonstrates the potential of spiritual intelligence content curriculum as an effective intervention for enhancing the resilience among parents with intellectually disabled children.
Methods: The research employed a semi-experimental approach with a pre-test, post-test design and a control group. The statistical population consisted of all parents of intellectually disabled children in the six districts of Isfahan city's exceptional education schools, totaling 2411 individuals. The sample, consisting of 60 parents, was selected using a combined sampling method that included both simple random and accessible sampling. Connor and Davidson's (2003) resilience questionnaire was utilized as the data collection instrument. Data analysis entailed the use of analysis of covariance and the Kolmogorov-Smirnov test to assess data normality, Levene's test to examine variance equality, and regression homogeneity assumption testing. Data analysis was conducted using SPSS-24.
Results: The results revealed that the curriculum designed to enhance spiritual intelligence, which focused on hope, resilience, and social isolation, had a significant impact on parents of mentally retarded children (F=2759.46, p<0.05, F=228.77, p<0.05, F=10.230, p<0.05).
Conclusions: Consequently, this study demonstrates the potential of spiritual intelligence content curriculum as an effective intervention for enhancing the resilience among parents with intellectually disabled children.
Keywords: Curriculum content, Spiritual intelligence, Brain-based emotional interactive strategies, Resilience
Type of Study: Original |
Subject:
Educational Psychology
Received: 2023/02/1 | Accepted: 2023/10/10 | Published: 2024/03/1
Received: 2023/02/1 | Accepted: 2023/10/10 | Published: 2024/03/1
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