پديد آورندگان :
دولتي، زهرا دانشگاه آزاد اسلامي اسلامشهر، ايران , پارسا قرابائي، زهرا دانشگاه آزاد اسلامي اسلامشهر، ايران , الفبايي، خديجه دانشگاه آزاد اسلامي اسلامشهر، ايران , يوسفي فر، حديث دانشگاه آزاد اسلامي اسلامشهر، ايران
چكيده لاتين :
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.
