تأثير آموزش مهارت زبان بدن بر مهارت هاي ارتباطي دانش‌آموزان مبتلاء به آسيب بينايي

The Effect of Body Language Training on Communication Skills in Students with Visual Impairment

پژوهش حاضر به منظور بررسي اثربخشي آموزش مهارت زبان بدن بر مهارت­هاي ارتباطي دانش ­آموزان مبتلا به آسيب بينايي در شهر اهواز انجام شد. پژوهش حاضر از نوع آزمايشي (تمام آزمايشي) با طرح پيش ­آزمون، پس­ آزمون و گروه كنترل بود. جامعۀ آماري پژوهش شامل كليۀ دانش ­آموزان نابينا كه در سال تحصيلي 97 - 96 در شهر اهواز مشغول به تحصيل بودند است. با استفاده از روش نمونه ­گيري هدفمند تعداد 16 نفر از دانش ­آموزان نابينا مدرسۀ شوريده شيرازي شهر اهواز انتخاب و به صورت تصادفي به دو گروه آزمايش و كنترل تقسيم شدند. آزمودني­ هاي گروه آزمايش در 9 جلسه تحت برنامۀ آموزش قرار گرفتند. به منظور جمع­ آوري داده ­ها از پرسش­نامۀ مهارت­ هاي ارتباطي عطارها و كرمي (1389) استفاده شد. اطلاعات به ­دست آمده با استفاده از تحليل MANCOVA و نرم افزار SPSS تحليل شد. نتايج نشان داد كه آموزش مهارت زبان بدن اثر معني ­داري بر مهارت ­هاي ارتباطي دانش­آموزان نابينا و خرده مقياس مديريت هيجانات (p <0.05) داشت. اين نتايج بيانگر آن است كه دريافت آموزش مهارت زبان بدن به طور كلي منجر به بهبود مهارت­ هاي ارتباطي در دانش ­آموزان مبتلاء به آسيب بينايي شده است. از اين رو، آموزش مهارت مذكور به واسطۀ تمركز ويژه بر مهارت­ هاي ارتباطي، مي ­تواند به عنوان روش آموزشي مؤثري در افزايش ارتباط و تعامل دانش­ آموزان با آسيب بينايي مورد توجه قرار گيرد.

Blindness is the most common sensory disability. It is commonly said that students who are not able to use their eyes in educational activities rely on their other senses (Elahi, 2016). One of the most important components of an effective intervention for students with visual impairment is proper and appropriate education for communicationwith the environment and surroundings because visual problems may lead to decreased communication and a sense of inadequacy and depression (lack of emotion control). This low self-esteemin students with visual impairment may influence their active participation in the teaching process (Norouzi, Ashouri, Ghalamazan and Kalantari, 2018). It may also result in increased social anxiety, communication problems, and maladaptive coping skills in the future, so students with visual impairments interact less with those around them (Arjmandnia, Azimigaroosi, Vatani, and Kazemirezaei, 1396). Moreover, the lack of communication or ineffective communication will also cause many problems in these individuals, including disruption of the communication pattern of dialogue, listening, and nonverbal skills (Jarrahi& Nejat, 2015). That is, they are unable to mimic individuals' moods and therefore cannot develop one of the most important components of the direct communication system, "body language", and this could reduce their ability to effectively express their intentions. The intentions of spoken words and the subtleties of nonverbal communication make a difference (Mohammad Youssef, Sharifi Daramadi&Aghaei, 1977). Therefore, to improve the communication skills of students with visual impairment and to develop their adaptation schemas, interventions that are based on social-communication skills training should be used. Body language is also one of the programs that often relies on the theory of bodily cognition (the study of the multidimensional relationships between cognition, emotions, motivations, and physical states), which uses external stimuli to activate the external environment. Relevant mental representations, including emotion regulation and self-concept, can be used as effective interventions and applications to improve communication skills and improve people's health, because individuals are more involved in their interactions and relationships. Words benefit from nonverbal communication (body language) (Segal, 2011). In the body language training program, one learns a model of communication skills that uses self-knowledge and, after learning the techniques of body posture, nodding, facial expressions, voice and tone, develops adaptive behaviors. As a result, the ability to adopt communication skills improves, thereby enhancing the social relationships of students with visual impairments. Therefore, the purpose of this study was to evaluate the effectiveness of body language training on communication skills of students with visual impairment in Ahvaz. Hypothesis Body language skills training affects the communication skills of students with visual impairments. Methods The present study was a pilot study with pre-test, post-test and control group design. The study population consisted of all blind students who were studying in Ahvaz during the academic year 2017-2018. Using purposive sampling method, 16 blind students of Shiraz School of Ahwaz were selected and assigned randomly into two experimental and control groups. The experimental group received 9 sessions of training program. Attarha and Karami Communication Skills Questionnaire (2010) was used for data collection. Findings Data were analyzed runningMANCOVA withSPSS software. The results showed that body language skills training had a significant effect on the communication skills of blind students and the emotion management subscales (p <0.05). Discussion and Conclusion The results showed that body language skills training was significantly effective and could enhance the students' communication skills, hence the increase in the total score of communication skills and emotion management subscale of the experimental group from pretest to posttest. In explaining this finding, it can be said that since more than 70% of social interactions involve communication in the non-literal sense of using body language, acquisition and use of body language can provide the basis for this form of communication for students with visual impairments (Kosser, 2016). The basis for the formation of cognition and emotion management in body language skills relates to sensory and motor experiences that in turn affect psychological states and affect behavioral outcomes and facilitate social communication (Shafiei and Ghasemzadeh, 2018). Likewise, the use of sensory-motor dimensions can facilitate intrapsychological experiences. For instance, face shaking induces sadness, or guilt can be alleviated by physical handwashing after committing immoral acts (Abbasi et al., 2015). Such effective interpretations of one's body language affect one's feelings and perceptions of others, and by establishing an effective social connection, it reduces behavioral problems that cause self-harm and impede social communication, and ultimately result in adaptive behaviors.. In general, body language program, which is one of the interventional methods of the whole body, often emphasizes conscious regulation of behavior and emotion, and embodies acceptance of learning and body orientation.