Journal of Rafsanjan University of Medical Sciences
مجله دانشگاه علوم پزشکی رفسنجان
JRUMS
Medical Sciences
http://journal.rums.ac.ir
69
journal69
1735-3165
2008-7268
10.66224/jrums
fa
jalali
1403
2
1
gregorian
2024
5
1
23
1
online
1
fulltext
fa
تأثیر حرفهآموزی بر مهارتهای اجتماعی و تواناییهای شناختی دانشآموزان پسر
کمتوان ذهنی آموزشپذیر: یک مطالعه نیمهتجربی
The Effect of Vocational Training on Social Skills and Cognitive Abilities of Educable Mentally Retarded Male Students: A Quasi-Experimental Study
روانپزشكي
Psychiatry
پژوهشي
Research
<span style="font-size:10pt"><span style="line-height:120%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:"Times New Roman",serif"><b><span lang="FA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin"">زمینه و هدف: </span></span></span></b><span lang="FA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin"">کمتوانی ذهنی به نوعی ناتوانی اشاره دارد که به­واسطه محدودیت معنیدار فرد در کارکردهای شناختی، مهارتهای اجتماعی و سازشی، قبل از 17 سالگی، شناسایی میشود. حرفهآموزی و مشاوره شغلی با هدایت و توسعه تواناییهای افراد کمتوان ذهنی، آنها را برای زندگی مستقل و سازگار پرورش میدهد، بهگونهای که متناسب با توانایی و استعدادهایشان محیط شغلی متناسبی داشته باشند. </span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin"">پژوهش حاضر با هدف تعیین تأثیر </span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin"">حرفهآموزی بر</span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin""> مهارتهای اجتماعی و تواناییهای شناختی دانشآموزان پسر کمتوان ذهنی آموزشپذیر انجام شد.</span></span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:120%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:"Times New Roman",serif"><b><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin"">مواد و روشها:</span></span></span></b><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin""> این پژوهش نیمه­تجربی با طرح پیشآزمون-پسآزمون با گروه کنترل بود. جامعه آماری کلیه دانشآموزان پسر 17-13 سال کمتوان ذهنی آموزشپذیر شهر اهواز در سال 1401-1400 بودند. نمونهگیری به روش تصادفی چند مرحلهای انجام شد که شامل 30 دانشآموز پسر به­طور تصادفی در گروه آزمایش (15 نفر) و کنترل (15 نفر) بودند. دانشآموزان گروه آزمایش 20 جلسه 45 دقیقهای، برنامه حرفهآموزی دریافت کرد و گروه کنترل مداخلهای دریافت نکرد. دادهها با استفاده از ابزارهای مقیاس مهارتهای اجتماعی</span></span></span>Gresham <span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin""> و</span></span></span>Elliot <span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin"">و </span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin"">پرسش­نامه توان­مندیهای شناختی</span></span></span> Nejati<span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin""> جمعآوری شد و به روش آنالیز کوواریانس چندمتغیره</span></span></span> <span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin"">تجزیه­ و تحلیل شدند. </span></span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:120%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:"Times New Roman",serif"><b><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin"">یافتهها:</span></span></span></b><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin""> نتایج حاکی از افزایش معنیدار میانگین نمره مهارتهای اجتماعی و تواناییهای شناختی در گروه آزمایش نسبت به گروه کنترل در مرحله پسآزمون بود (001/0></span></span></span>P<span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin"">).</span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin""> هم­چنین، بیشترین اندازه اثر مربوط به متغیر مهارت­های اجتماعی (667/0) بود.</span></span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:120%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:"Times New Roman",serif"><b><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin"">نتیجهگیری:</span></span></span></b> <span lang="FA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin"">مطالعه حاضر نشان داد که برنامه آموزشی مبتنی بر حرفهآموزی بر مهارتهای اجتماعی و تواناییهای شناختی دانشآموزان پسر کمتوان ذهنی آموزشپذیر مؤثر است، لذا با تبیین نحوه به­کارگیری روشهای آموزشی میتوان به بهبود عملکرد در این افراد یاری رساند.</span></span></span></span></span></span></span></span><br>
<b><span dir="RTL" lang="AR-SA" style="font-size:12.0pt"><span style="line-height:107%"><span style="font-family:"B Nazanin"">واژههای کلیدی:</span></span></span></b><span dir="RTL" lang="AR-SA" style="font-size:12.0pt"><span style="line-height:107%"><span style="font-family:"B Nazanin""> حرفهآموزی، مهارتهای </span></span></span><span dir="RTL" lang="FA" style="font-size:12.0pt"><span style="line-height:107%"><span style="font-family:"B Nazanin"">اجتماعی</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:12.0pt"><span style="line-height:107%"><span style="font-family:"B Nazanin"">، تواناییهای شناختی، </span></span></span><span dir="RTL" lang="FA" style="font-size:12.0pt"><span style="line-height:107%"><span style="font-family:"B Nazanin"">کمتوان ذهنی آموزشپذیر</span></span></span>
<span style="font-size:10pt"><span style="line-height:130%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><b><span style="font-size:9.0pt"><span style="line-height:130%">Background and Objectives:</span></span></b><span style="font-size:9.0pt"><span style="line-height:130%"> Mental retardation refers to a type of disability that is identified before the age of 17 due to a significant limitation of a person's cognitive functions, social skills, and compromise. Vocational training and career counseling, by guiding and developing the abilities of mentally retarded people, nurture them for an independent and compatible life in a way that they have a suitable job environment according to their abilities and talents. The current research was conducted with the aim of determining the effect of vocational training on social skills and cognitive abilities of educable mentally retarded male students.</span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:130%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><b><span style="font-size:9.0pt"><span style="line-height:130%">Materials and Methods:</span></span></b><span style="font-size:9.0pt"><span style="line-height:130%"> The current research was a quasi-experimental study with a pre-test and post-test design with a control group. The statistical population was all male students aged 13-17 years old with educational disabilities in Ahvaz City in 2021-2022. Sampling was done by multi-stage random method and 30 male students were randomly assigned to an experimental group (15 people) and a control group (15 people). The students of the experimental group received a professional training program for 45 minutes in 20 sessions, and the control group did not receive any intervention. Data were collected using Gresham and Elliot’s Social Skills Scale Tools and Nejati’s Cognitive Abilities Questionnaire and were analyzed by multivariate analysis of covariance (MANCOVA).</span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:130%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><b><span style="font-size:9.0pt"><span style="line-height:130%">Results:</span></span></b><span style="font-size:9.0pt"><span style="line-height:130%"> The results showed a significant increase in the average score of social skills and cognitive abilities in the experimental group compared to the control group in the post-test phase (p<0.001). Also, the largest effect size was related to the variable of social skills (0.667).</span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:130%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><b><span style="font-size:9.0pt"><span style="line-height:130%">Conclusion:</span></span></b><span style="font-size:9.0pt"><span style="line-height:130%"> The present study showed that the intervention based on the educational profession was effective on the social skills and cognitive abilities of the mentally retarded students. Therefore, using the educational methods can be helpful in improving the fuctional characteristics of these people.</span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:130%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><b><span style="font-size:9.0pt"><span style="line-height:130%">Key words:</span></span></b><span style="font-size:9.0pt"><span style="line-height:130%"> Vocational training, Social skills, Cognitive abilities, Educable mentally retarded </span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:130%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><span style="font-size:3.0pt"><span style="line-height:130%"></span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:130%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><b><span style="font-size:8.0pt"><span style="line-height:130%">Funding:</span></span></b><span style="font-size:8.0pt"><span style="line-height:130%"> This study did not have any funds.</span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:130%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><b><span style="font-size:8.0pt"><span style="line-height:130%">Conflict of interest:</span></span></b><span style="font-size:8.0pt"><span style="line-height:130%"> None declared.</span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:130%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><b><span style="font-size:8.0pt"><span style="line-height:130%">Ethical Considerations (Code of Ethics): </span></span></b><span style="font-size:8.0pt"><span style="line-height:130%">The Ethics Committee of Payam-e-Noor University approved the study (IR.PNU.REC.1401.272).</span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:130%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><b><span style="font-size:8.0pt"><span style="line-height:130%">Authors Contributions</span></span></b></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:130%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><b><span style="font-size:8.0pt"><span style="line-height:130%">- Conceptualization: </span></span></b><span style="font-size:8.0pt"><span style="line-height:130%">Marzieh Mashalpourfard</span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:130%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><b><span style="font-size:8.0pt"><span style="line-height:130%">- Methodology: </span></span></b><span style="font-size:8.0pt"><span style="line-height:130%">Marzieh Mashalpourfard</span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:130%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><b><span style="font-size:8.0pt"><span style="line-height:130%">- Data Curation: </span></span></b><span style="font-size:8.0pt"><span style="line-height:130%">Marzieh Mashalpourfard</span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:130%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><b><span style="font-size:8.0pt"><span style="line-height:130%">- Formal Analysis: </span></span></b><span style="font-size:8.0pt"><span style="line-height:130%">Marzieh Mashalpourfard</span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:130%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><b><span style="font-size:8.0pt"><span style="line-height:130%">- Supervision: </span></span></b><span style="font-size:8.0pt"><span style="line-height:130%">Marzieh Mashalpourfard</span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:130%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><b><span style="font-size:8.0pt"><span style="line-height:130%">- Project Administration: </span></span></b><span style="font-size:8.0pt"><span style="line-height:130%">Marzieh Mashalpourfard</span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:130%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><b><span style="font-size:8.0pt"><span style="line-height:130%">- Writing – Original Draft: </span></span></b><span style="font-size:8.0pt"><span style="line-height:130%">Marzieh Mashalpourfard</span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:130%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><b><span style="font-size:8.0pt"><span style="line-height:130%">- Writing – Review & Editing: </span></span></b><span style="font-size:8.0pt"><span style="line-height:130%">Marzieh Mashalpourfard</span></span></span></span></span></span></span><br>
حرفهآموزی, مهارتهای اجتماعی, تواناییهای شناختی, کمتوان ذهنی آموزشپذیر
Vocational training, Social skills, Cognitive abilities, Educable mentally retarded
3
16
http://journal.rums.ac.ir/browse.php?a_code=A-10-6545-1&slc_lang=fa&sid=1
Marzieh
Mashalpourfard
مرضیه
مشعل پورفرد
mashalpour.m@pnu.ac.ir
6900319475328460057034
6900319475328460057034
Yes
Assistant Professor, Faculty of Educational sciences and Psychology, Payame Noor University, Tehran, Iran
دانشگاه پیام نور