چكيده فارسي :
زمينه و هدف: فرآيند تولد كودك براي والدين لذت‌آور است. هنگام متولد شدن كودك استثنايي در خانواده، مادر تحت تأثير مشكلات روحي، رواني بيش‌از‌اندازه‌اي قرار مي‌گيرد و در اين بين نقش انعطاف پذيري و سرسختي روان‌شناختي مادران حائر اهميت است. در اين تحقيق به مقايسه انعطاف پذيري و سرسختي روان‌شناختي در بين مادران كودكان استثنايي شهرستان اروميه پرداخته شد.
روش بررسي: روش ﺗﺤﻘﻴﻖ، علي-مقايسه‌اي بود. تعداد كل مادران كودكان با ناتواني هوشي 436 نفر، نابينا 77 نفر و ناشنوا 133 نفر بودند كه در بهار 1396 با استفاده از روش نمونه گيري در دسترس تعداد پنجاه نفر از هر معلوليت به عنوان نمونه تحقيق انتخاب شدند. اﺑﺰار اﻧﺪازهﮔﻴﺮي پرسشنامه پنجاه ماده‌اي سرسختي كوباسا و پرسشنامه پنج عامل شخصيتي بود. به منظور محاسبه متغير انعطاف‌پذيري روان‌شناختي از چهل و هشت سؤال پرسشنامه پنج عاملي شخصيتي استفاده شد. ﺑﻪﻣﻨﻈﻮر ﺗﺠﺰﻳﻪوﺗﺤﻠﻴﻞ اﻃﻼﻋﺎت از روش آناليز واريانس چندمتغيره و آزمون‌هاي تعقيبي اﺳﺘﻔﺎده ﺷﺪ.
يافته‌ها: نتايج نشان داد كه متغيرهاي تصور فعال، زيباپسندي، توجه به احساسات دروني، تنوع طلبي، كنجكاوي ذهني و استقلال در قضاوت در سه گروه تفاوت معنا‌داري ندارند؛اما متغيرهاي تعهد، كنترل و مبارزه‌جويي در سه گروه مورد مطالعه معنا‌دار بود (0٫01>p).
نتيجه‌گيري: با توجه به نتايج به‌دست‌آمده مي‌توان نتيجه گرفت كه انعطاف‌پذيري مادران كودكان سه گروه شبيه هم هستند، ولي سرسختي روان‌شناختي مادران متفاوت است؛ بنابراين سازمان‌ها و نهادهاي مسئول در امور كودكان استثنايي بايد در برنامه‌ريزي‌هاي خود براي افزايش انعطاف‌پذيري و سرسختي مادران تصميمات لازم را اتخاذ كنند.
چكيده لاتين :
Background & Objective: Birth process is enjoyable for parents. Although this process is associated with many problems and discomforts. Despite these problems, the hope for the healthy and natural nature of a newborn usually creates a sense of trust in them and accepts their child. Nevertheless, as soon as parents notice their child's disabilities, all wishes and hopes turn into disappointment and problems begin. While a baby is born with mental or physical disabilities, behavioral or a combination of them, the psychological pressures from family opened to the mother. For example, the birth of a mentally retarded child as a crisis can deeply affect family relationships and activities. In addition, families can help to pass the crises with effective and permanent relationships with parent and parent can find flexibility in their roles. In this research, flexibility and psychological hardiness among mothers of exceptional children in Urmia city (West Azerbaijan province, Northwest of Iran) was studied.
Methods: The research method was casual–comparative. The total number of the mother of mentally retarded children was 436,77 blind and 133 deaf. In the spring of 2017, using a suitable sampling method, 50 people of each disability were selected as the research sample. The instrument for measuring the 50 items of hardiness was Kobasa (1976), and the five–personality questionnaire of Makarie and Gusta (1985). To calculate the flexibility variable, 48 surveys of the personality factor questionnaire used. ANOVA and Post–Hoc were used to analyze the data.
Results: The results of the research showed that the level of significance for the active concept of imagination, zealousness, attention to inner feelings, diversity, mental curiosity and independence in judgment was more than 0.01. Therefore, the main hypothesis was not accepted at the level of 0.01. The level of significance for commitment, control and combat variables was less than 0.01. Therefore, it was concluded that these three variables at the level of 0.01 and with a statistical confidence of 0.99 for the three groups of society.
Conclusion: Psychological and educational flexibility is one of the important strategies in learning flexibility, increasing communication, encouraging children to feel self–efficacy and being active, encouraging optimism, direct and indirect education, endorsing the experiences of exceptional children, supporting the honor of the exceptional legacy of children. According to the results, it is suggested that the Welfare Organization and the Education Office take steps towards holding educational workshops and take psychological flexibility as well as psychological hardiness in these workshops. Organizing such programs for mothers of exceptional children can help increase the flexibility and hardiness of mothers in educating exceptional children. It is, therefore, suggested that families, schools, and societies increase the variables that can be changed, such as social support, interpersonal skills, educational or educational objectives, self–efficacy, empathy, problem–solving, and coping strategies. It seems that family counselors can help to achieve a higher level of quality of life for mothers of exceptional children by identifying factors that affect flexibility. The organizations and institutions responsible for exceptional children's affairs are committed to their plans for the role of mothers in the education of exceptional children.
