بررسي مقايسه‌اي تحمل پريشاني و سلامت اجتماعي والدين داراي كودكان اختلال يادگيري و عادي

A Comparative Study of Distress Tolerance and Social Health in the Parents of Healthy Children and Children with Learning Disability

زمينه و هدف: مشكلات مرتبط با سلامت در والدين داراي فرزند با اختلال يادگيري شايع است؛ لذا توجه به‌ سلامت اجتماعي و ميزان تحمل پريشاني اين قشر دربرابر سختي و ناملايمات زندگي ضروري است؛ ازاين‌رو پژوهش حاضر با هدف مقايسهٔ تحمل پريشاني و سلامت اجتماعي در والدين داراي كودكان اختلال يادگيري و عادي انجام شد. روش‌بررسي: اين پژوهش علي-مقايسه‌اي بود. جامعهٔ آماري را تمامي والدين دانش‌آموزان 7تا12سالهٔ داراي اختلال خاص يادگيري و عادي شهر كرج در سال 97-1396 تشكيل دادند. آزمودني‌هاي پژوهش شامل 60 نفر، 30 نفر از مادران دانش‌‌آموزان مبتلا به اختلال خاص يادگيري با استفاده از روش نمونه‌گيري تصادفي ساده و 30 نفر از مادران دانش‌آموزان عادي با روش نمونه‌گيري دردسترس بود. براي جمع‌آوري داده‌ها، مقياس سلامت اجتماعي كييز (2005) و تحمل پريشاني سيمونز و گاهر (2005) به‌كار رفت. جهت تحليل داده‌ها از نرم‌افزار SPSS نسخهٔ 22 و آزمون تحليل واريانس چندمتغيري (مانوا) استفاده شد. سطح معنا‌داري نيز 0٫05 در نظر گرفته شد. يافته‌ها: نتايج تحليل واريانس چندمتغيري نشان داد كه بين دو گروه از والدين داراي كودكان اختلال يادگيري و عادي در تحمل پريشاني (0٫001>p) و سلامت اجتماعي (0٫001>p) تفاوت معنا‌داري وجود دارد. نتيجه‌گيري: براساس يافته‌هاي پژوهش مي‌توان نتيجه گرفت كه والدين داراي كودكان اختلال يادگيري درمقايسه با والدين كودكان عادي نمرات كمتري در تحمل پريشاني و سلامت اجتماعي دارند.

Background & Objectives: Specific Learning Disability (SLD) is a disruption to one or more basic psychological processes, i.e., difficult to understand in terms of spoken or written language. SLE might be associated with impairments in listening, thinking, speaking, reading, writing, spelling, or calculation. This disorder involves conditions, such as brain damage, cognitive impairments, and disorientation in developmental language. However, SLE does not include children who initially have motor disabilities, hearing impairments, or emotional disturbances, economic, cultural or environmental disadvantages, or intellectual disability, before demonstrating learning disabilities. Studies reported that the parents of problematic children experience some constraints in terms of health, deprivation, and high levels of stress and depression, compared to the parents of healthy children. Distress tolerance is among the psychological factors that could protect the mothers of these children against harm. Distress tolerance is the ability to withstand negative emotions, intending to solve problems. Studies have also indicated that mothers of children with intellectual disabilities have decreased psychological well–being, compared to the mothers of healthy children. Therefore, health problems are common in the parents of children with learning disabilities. Consequently, it is necessary to pay attention to social health and the extent of the distress tolerance in them. Therefore, the present study aimed to compare distress tolerance and social health between the parents of children with learning disabilities and those of healthy children. Methods: This was a causal–comparative study. The statistical population of this study included all of the parents of students aged 7 to 12 years with learning disorders and healthy ones in Karaj City, Iran, in the 2017–2018 academic year. The study samples included 60 subjects (30 mothers of students with learning disabilities, using a simple random sampling method, and 30 mothers of healthy students by convenience sampling method). The required data were collected using the Social Well–being Scale (Keyes, 2005) and the Distress Tolerance Scale (DTS) (Simons and Gahar, 2005). The obtained data were analyzed by SPSS using descriptive indexes, such as mean and standard deviat ion, and inferential statistics, including Multivariate Analysis of Variance (MANOVA). The significance level was considered at 0.05. Furthermore, all relevant ethical principles, including the confidentiality of the collected data, receiving the informed consent of the study participants, and the permission to leave the research, have been observed. Results: The MANOVA results indicated a significant difference between the two groups of parents of children with learning disabilities and healthy ones, in terms of distress tolerance (p<0.001) and social health (p<0.001). Conclusion: The present study results suggested a significant difference between the two groups of parents in distress tolerance and social health. Accordingly, the parents of children with specific learning disabilities experienced decreased distress tolerance and social health than healthy children's parents. Therefore, teaching proper parental strategies for the parents of children with specific learning disabilities to reduce their distress tolerance and increase their social health seems necessary.