ABSTRACT
Background and Aim: Handicapped child in the family is a source of stress which can affect physical and mental health of the parents, especially mothers. Increase in resiliency increases ability to manage stressors. The aim of this study was to determine the effect of stress coping skills training on the resiliency of mothers with handicapped children
Material and Method: This semi experimental study with pre-test, post-test design and control group included 60 mothers with handicapped children who had been referring to the Kermanshah welfare center in 2013. They were selected by using convenient method and then divided randomly into two groups. In this study we used a coping skill training package and Connor and Davidson Resiliency Scale [CD-RISC]. SPSS 20 software was used for data analysis
Results: The results showed that coping skills training resulted in a significant increase in resiliency level in the mothers with disabled children [P<0/001]
Conclusion: In most of the coping skills training programs, handicapped children were the center of attention and their families that take care of them had been ignored. Therefore, training programs for parents with handicapped children is at the forefront of planning policies
ABSTRACT
Vitexagnus- castus L. [Vac.] has been used in the Iranian traditional medicine for the treatment of pain and swelling of uterus. In this study, GC and GC/MS analyses were carried out for the identification of essential oil chemical components. Formalin and Xylene-induced ear-edema were used in order to nociception and inflammation activity. Then, the possible interaction between 3drugs including Naloxone [2mg/kg], Dextrometorphane[20mg/kg], and L-NAME [10mg/kg] have been used and Vitexagnus-castus hexane extract was examined. 1,8-Cineole [23 %], alpha-Pinene [16 %], beta- Pinene [13 %],, Z- Caryophylene [11 %], alpha- Terpinyl acetate [9 %], E- caryophylene [9 %] and Linalool [6.5 %] were the major identified components of the essential oil of Vitexagnus- castus L. Hexane extract was reduced licking time as compared to the control group in the first and second phase of formalin test. In Xylene-induced ear-edema, the hexane extract of Vitexagnus- castus fruits was strongly inhibited inflammation as compared to the positive control group. Interaction between L-NAME and Vitexagnus-castus hexane extract showed significant effect. It was concluded that the anti-inflammatory and antinociceptive effects of the fruit of Vitexagnus- castus L. may be due to its very pharmacological effective essential oil components. Interaction between L-NAME and Vitexagnus-castus hexane extract showed that one of the possible pathways is NO pathway, but Vitexagnus-castus hexane extract probably acts via other pathways that need more research
ABSTRACT
Hearing impairment can effect many educational abilities and will lead in a dealy in his growth. The objective of this research was to study the effect of hearing impairment on mathematical skill of hearing-impaired students of 4th grade of elementary in contrast with normal hearing students. The project was cross-sectional and the tool used was the international standard booklet of mathematical questions. There has been 35 hearing-impaired students with range of moderately sever profound hearing loss selected from the 4th grade of elementary from exceptional schools in Ray, Pakdasht and Varamina, Iran, and 35 normal-hearing students were randomly selected from ordinary schools next to exceptional schools. By analyzing the outcomes, the normal-hearing students showed a better result in knowing, application, argument in aspects of cognitive in contrast with hearing-impaired students and there has been a meaningful difference [p<0.05]. There was not a meaningful difference in mathematical skill between Ray, Pakdasht and Varamina, Iran in hearing-impaired and normal-hearing groups. The hearing impairment effects learing of mathematical skill. It is important for hearing impaired students to presentation various methods in instruction in progress deductive thought and cognitive structure and also development in concepts understand in mathematical domain in rehabilitation services.
ABSTRACT
Hearing-impaired students have some delays in learning language skills such as reading because of hearing loss. To study the effect of promoting educational level on the development of reading comprehension, the students of the 4[th] grade of elementary and last year guidance school were compared based on international test of reading literacy. The project was cross-sectional and the tool used was the international standard booklet of PIRLS 2001. Thirty-six students selected with moderately severe and severe hearing loss from the 4th grade of elementary and last year guidance school from Shahriar, Robatkarim, Karaj and Hashtgerd, Iran, exceptional schools. Comparative statistical analysis was performed using t-test. The first level [focus on and retrieve explicity information] showed a meaningful difference between the last year guidance school and the 4th grade of elementary students [p<0.05], but there were no significant differences in other levels, make straightforward information-interpret and integrate ideas-examine and evaluate content, [p> 0.05]. Hearing-impaired students have difficulties in understanding in deep levels of reading despite promoting educational level. Thus, in making policies for special trainings, continuing the rehabilitation in guidance and high school levels to promote the complex levels of comprehension should be taken more into consideration
ABSTRACT
Listening, speaking, reading and writing are considered the lingual skills. These skills are in direct relation with each other. Listening is the first skill learnt by the individual through development. If damaged by hearing impairment, listening can cause serious defect to lingual skills. The goal of our research was to study the effect of hearing loss on reading literacy in hearing impairment students in comparison with normal hearing students. Study was performed using the examination booklets of Progress in International Reading Literacy Study [PIRLS] 2001. 119 hearing impairment students of 4[th] grade primary school, last year guidance school, and last year high school levels in schools providing exceptional student education were included. These individuals were compared to 46 normal hearing students of 4[th] grade primary school of ordinary schools. Comparative statistical analysis was performed using t-test. Reading literacy and literal contents understanding was shown to have a significant difference between normal hearing and whole hearing impaired student [p<0.05], except the ones in high school level with moderate hearing loss. There was also seen a significant difference between normal hearing and hearing impairment students in understanding of information contents [p=0.03]. Hearing loss has a negative effect on reading literacy. Consequently, curriculum change and evolution of educational programs in exceptional centers is needed, in order to promote reading literacy and to enhance rest hearing