ABSTRACT
Social participation is linked to healthy aging and the maintenance of functional independence in older individuals. This study aimed to investigate the relationship between social participation and orderly's mental health. Totally 380 people, aged over 60 residing in city of Hamadan were participated in the study. The participants completed a researcher-tailored inventory assessing their social participation and a GHQ-28 questionnaire assessing their mental health. Required social and demographic data was also gathered. Findings showed that the elderly, relatively, enjoyed good level of mental health. In general, mental health was significantly associated with social participation. However, when looking at subscales, only somatic and social performance had a significant positive relationship with social participation. Social participation can be of effective factors on which policy makers and therapists can plan to improve the mental health of aged people
ABSTRACT
The purpose of this study is to investigate theory of mind development [TOM] with regard to mental retarded students [MRS] and its relationship with verbal and non-verbal abilities, and number of siblings. This study is a cross-sectional, for all male mental retarded students, age of 8 to 14 years [about 59 individuals] which were from the city Torbat-e Heidarieh, Iran. Unexpected-content task [UCT] and 38-items test were used for measuring TOM. Also, the Wechsler Intelligence Scale for children Revised [WISC-R] was used to examine the verbal and non-verbal abilities. Information of siblings was established in an interview with the parents, also by looking at the students' ID cards. In order to analyze data, ANOVA, Scheffe, Pearson correlation coefficient and chi- square were carried out. First and second level theory of mind development with regard to intellectually disable students were ascending to 12 years age [p<0.05] and then maintained stable [p=0.87]. However, theory of mind development that measured by Unexpected Content Task [UCT], was always ascending [p<0.05]. The verbal ability had a positive and significant correlation with first [p<0.001] and second level [p<0.001] theory of mind, while non-verbal ability had a positive and significant correlation with both first [p<0.009] and second level [p<0.001]. Number of siblings had not been significantly correlated with theory of mind development which related to intellectually disable students [p>0.05]. Altogether, the things "theory theory" and "modular" approaches state might be acceptable. Those theories which are based on sociocultural approaches expressing experiment of communication underlies mind understanding development must be more examined