پیوندهای مفید
اخبار و اعلانات
آمار
| تعداد نشریات | 25 |
| تعداد شماره‌ها | 939 |
| تعداد مقالات | 7,735 |
| تعداد مشاهده مقاله | 12,732,235 |
| تعداد دریافت فایل اصل مقاله | 9,067,256 |
پیامدهای آموزش مهارت‌های زندگی از طریق برنامه ی درسی بر سلامت روانی دانش‌آموزان دبستانی | ||
| اندیشه های نوین تربیتی | ||
| مقاله 4، دوره 19، شماره 2 - شماره پیاپی 68، تیر 1402، صفحه 73-91 اصل مقاله (641.96 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22051/jontoe.2022.34573.3245 | ||
| نویسندگان | ||
| فرح عباسی1؛ حمیدرضا معتمد* 2؛ علیرضا قاسمی زاد3 | ||
| 1دانشجوی دکتری، گروه مدیریت آموزشی، دانشگاه آزاد اسلامی، واحد کازرون، ایران | ||
| 2استادیار،گروه مدیریت آموزشی، دانشگاه آزاد اسلامی، واحد کازرون، ایران | ||
| 3دانشیار،گروه مدیریت آموزشی، دانشگاه آزاد اسلامی، واحد کازرون، ایران | ||
| چکیده | ||
| پژوهش حاضر با هدف بررسی پیامدهای آموزش مهارت‌های زندگی از طریق برنامۀ درسی بر سلامت روانی دانش‌آموزان دبستانی انجام شد. ماهیت پژوهش از حیث اجرا کیفی (رویکرد نظریۀ مبنایی) و از نظر هدف نظری است که در آموزش و پرورش کاربرد دارد. شرکت‌کنندگان در پژوهش دانش‌آموختگان برنامه‌ریزی درسی، مدیران و معلمان مقطع ابتدایی شاغل در استان بوشهر بودند که از بین آنها 26 نفر با استفاده از روش نمونه‌گیری هدف‌مند (گلوله‌برفی) انتخاب شدند. اطلاعات از طریق مصاحبه نیمه‌ساختاریافته تا رسیدن به مرحلۀ اشباع نظری گردآوری شد. روایی و پایایی ابزار پژوهش و اطلاعات گردآوری‌شده، طبق فرمول هولستی (درصد توافق مشاهده‌شده) و الگوی گوبا و لینکلن (معیارهای مقبول‌بودن، انتقال‌پذیری، اطمینان‌پذیری، تأیید‌پذیری) انجام شد. پس از تجزیه و تحلیل اطلاعات طی سه مرحلۀ کدگذاری (باز، محوری و انتخابی)؛ مقوله‌های هسته‌ای و زیرمقوله‌ها بدین شرح استخراج گردید: «تصمیم‌گیرنده موفق» پیامد توسعۀ مهارت‌های شناختی؛ «خردورزی در همۀ امور زندگی» پیامد توسعۀ مهارت‌های فکری؛ «عضو مفید خانواده_ شهروند شایسته جهانی» پیامد توسعۀ مهارت‌های ارتباطی؛ «انتخاب سبک زندگی مطلوب» پیامد توسعۀ مهارت‌های هیجانی. نتایج پژوهش نشان داد آموزش مهارت‌های زندگی از طریق برنامۀ درسی به کودکان دبستانی، سلامت روانی فرد و جامعه را تضمین می‌کند. | ||
| کلیدواژه‌ها | ||
| سلامت روانی؛ کودکان دبستانی؛ مهارت‌های زندگی | ||
| عنوان مقاله [English] | ||
| Consequences of life skills training in ensuring the mental health of elementary school students | ||
| نویسندگان [English] | ||
| Farah Abbasi1؛ Hamid Resa Motamed2؛ Ali Reza Ghasemizad3 | ||
| 1PhD Student, Department of Educational Management, Islamic Azad University, Kazerun Branch,, Iran | ||
| 2Assistant Professor, Department of Educational Management, Islamic Azad University, Kazerun Branch, Iran | ||
| 3Assosiate Professor, Department of Educational Management, Islamic Azad University, Kazerun Branch, Iran. | ||
| چکیده [English] | ||
| This study aimed to investigate the outcomes of life skills training on the mental health of elementary school children. This qualitative theoretical study recruited 26 curriculum planning graduates and elementary school principals and teachers in Bushehr Province, Iran selected via purposive sampling (snowball method). Data were collected through semi-structured interviews until reaching theoretical saturation. The validity and reliability of the research tools and collected data were confirmed through Holsti’s method and the Lincoln and Guba model. The core categories and subcategories extracted after analyzing the data were successful decision-maker (outcome of developing cognitive skills), rationality in all life matters (outcome of developing intellectual skills), useful family member - a competent global citizen (outcome of developing communication skills), and choosing the optimal lifestyle (outcome of developing emotional skills). According to our findings, “teaching life skills through the curriculum” ensures the mental health of elementary school children. Introduction: Improving individuals’ health indicates dynamism and progress in societies in today’s everchanging world (Mozata and Thomas, 2019). The rate of social changes and the expansion of mechanical life endanger the mental health of human society, and according to Orvati Aziz (2016), many people lack the necessary skills to face various life issues. As such, the World Health Organization presented a life skills training program to improve mental health and prevent psychosocial harm in children and adolescents (Shafiei et al., 2010). According to a UNICEF declaration (2015), teaching skills such as effective communication with others, self-awareness, decision-making, problem-solving thinking, critical thinking, and creative thinking guarantees people’s health. The WHO (2020) has also identified life skills training as the most cost-effective way to achieve physical and mental health. Most children receive formal education in the education system from the age of six. Adibmanesh and Sadr (2021) believe that elementary school is the period for a life skill training course and has a positive effect on the development of healthy personality and mental health of children. Jim (2021) believes that such a course has an effective role in establishing healthy relations with family members and peers, developing social relations, and improving their quality of life. At present, Iranian elementary schools enjoy an extracurricular course for life skills training called “Keramat (dignity) plan”. However, according to the interviewees, it depends mostly on the teachers’ tastes and has not yielded the desired result. Therefore, this study was conducted to investigate the effect of life skills training through the curriculum on the mental health of elementary school children. Method: This was a theoretical qualitative study based on the systematic theoretical approach, which has many applications in education. The study population included graduates of educational sciences (especially curriculum planning) who were serving as administrative experts, principals, and teachers in the elementary schools of Bushehr Province, of whom 26 were selected using purposive sampling (snowball method). Data were collected through raising the research question of “What are the effects of teaching life skills to elementary school children through the curriculum on their mental health?”. The study continued through semi-structured interviews until reaching theoretical saturation. Reaching theoretical saturation in qualitative research is considered the gold standard for ending sampling (Strauss & Corbin, 2014). Data were analyzed according to the systematic grounded theory in three coding stages as follows. In the open coding stage, all recorded interviews were transcribed verbatim and compared using a line-by-line analytical-comparative approach, and related concepts were tabulated. In the axial coding stage, concepts related to one axis were grouped together to form main categories and subcategories. In the selective coding stage, the final theory was developed based on the main categories. The validity and reliability of the research tool and data analysis were assessed according to Holsti’s method (observed agreement percentage) and based on the Lincoln and Guba evaluation model (1994) including four criteria of credibility, transferability, dependability, and confirmability. Findings: The research findings based on the main categories and subcategories are as follows: A) “Successful decision maker” with the subcategory of “developing cognitive skills” including components of: Self-awareness skill: Being aware of your feelings and emotions, developing self-confidence and self-esteem, recognizing weaknesses and strengths, and developing knowledge of self and others. Decision making skill: Independence in decision making; ability to lead a team; successful in choosing a job, a friend, or a spouse; participating in group decision-making and humanitarian activities, and judgment based on reason. B) “Rationality in all life matters” with the subcategory of “Development of intellectual skills” with the components of: Creative thinking skill: Optimal use of potential abilities, smart look at the world, fostering a spirit of exploration and healthy competition, creating new ideas, and acquiring self-employment skills and financial independence. Problem-solving thinking skill: Faith in one’s abilities, optimal use of intellectual powers, finding the roots of problems, choosing the best solution among the available options, and getting help from experts. Critical thinking skill: Fostering a spirit of logical reasoning and being demanding, avoiding hasty judgment, ability to hear dissenting opinions, avoiding verbal violence, respecting different cultures, and saying no to tempting offers. C) “Useful family member - a competent global citizen” with the subcategory of “Developing communication skills” including components of: Interpersonal communication skill: Understanding the feelings of oneself and others, healthy communication with others, successful in family life, active presence in social groups, and healthy verbal and nonverbal communication in socializing with others. Effective communication with others skill: Pioneer in developing friendships and intimate relations, future career success, respect for different cultures and races, and observing privacy in communication. Empathy skill: Understanding the feelings and emotions of others, keeping secrets, boosting self-confidence in others, gaining the trust and empathy of others, and developing a human character. D) “Choosing the optimal lifestyle” with the subcategory of “Developing emotional skills” including components of: Stress management: Identifying and modulating stressors, strengthening the spirit of positive thinking, time management, and avoiding inappropriate ambitions. Emotion management: Recognizing and moderating different emotions in different situations; understanding the impact of emotions on health; reasonable acceptance and coping with failures and sorrows; making wise decisions in emotional situations; preventing emotional diseases; avoiding resentment, jealousy, and hatred; fostering emotional intelligence toward transcendence, and enjoying life. Discussion and Conclusion: he most important achievement of this research was the effective role of “training and learning” in ensuring people’s health, which is consistent with the research by Jim (2021), Nashida et al. (2019), Albert & Davia (2011), and Adibmanesh & Sadr (1400). The “successful decision-maker”, the outcome of learning self-awareness and decision-making skills, was in line with the views of Khanifar & Pourhosseini (2017) and the research of Nashida et al. (2019). The “Rationality in all matters of life”, the outcome of acquiring skills of creative thinking, problem-solving thinking and critical thinking, was consistent with the research by Butwin & Kanter (2000) and a UNICEF Declaration (2015). “The useful family member - a competent global citizen”, the outcome of acquiring skills of interpersonal communication, effective communication with others and empathy, was consistent with the results of research by Sinclair et al. (2008) and Javadipour et al. (2014). “Choosing the optimal lifestyle”, the outcome of acquiring stress management and emotion management skills, was consistent with the research by Hojjati et al. (2021) and the views of Gelman (2016). Also, the necessity of teaching life skills from elementary school was in accordance with the results of the research by Gholami & Javdani (2010) and Orvati Aziz (2010). | ||
| کلیدواژه‌ها [English] | ||
| mental health, elementary school, life skills | ||
|
سایر فایل های مرتبط با مقاله
|
||
| مراجع | ||
|
AdibManesh, M. & Sadr, A. (2020). Designing an optimal curriculum model for improving the life skills of elementary students. Iranian Curriculum Studies Quarterly. 16(62): 256-223. (Text in Persian). Albert, C. & Davia, M. A. (2011). Education is a key determinant of health in Europe: a comparative analysis of 11 countries. Health promotion international, 26(2), 163-170. https://doi.org/10.1093/heapro/daq059 Botvin, G. J. & Kantor, L. W. (2000). Preventing alcohol and tobacco use through life skills training: theory, methods, and empirical findings. Alcohol Research & Health, 24(4), 250. Defitrika, F. & Mahmudah, F. N. (2021). Development of life skills education as character building. International Journal of Educational Management and Innovation, 2(1), 116-135. http://dx.doi.org/10.12928/ijemi.v2i1.3195 Dreer, L. E. & Elliott, T. R. & Fletcher, D. C. & Swanson, M. (2005). Social Problem-Solving Abilities and Psychological Adjustment of Persons in Low Vision Rehabilitation. Rehabilitation Psychology, 50(3), 232. http://dx.doi.org/10.1037/0090-5550.50.3.232 Farasatkhah, M. (2016). Qualitative research method in social sciences with emphasis on grounded theory. Tehran: Agah Publisher. (Text in Persian). Feist, J. & Feist, G. (2018) Personality theories. Translator: Seyed.Mohammadi, Y. Tehran: Ravan publication. (Text in Persian). Gholami, A. & Javadani, M. (2020). Design and validation of a natural disaster risk reduction curriculum for elementary school. Research in curriculum planning. 17(2):134 -150. (Text in Persian). Ghosh, R. & Dubey, M. J. & Chatterjee, S. & Dubey, S. (2020). Impact of COVID-19 on children: Special focus on psychosocial aspect. education, 31, 34. https://doi.org/10.23736/s0026-4946.20.05887-9 Gim, N. G. (2021). Development of Life Skills Program for Primary School Students: Focus on Entry Programming. Computers, 10(5), 56. https://www.sciencegate.app/app/redirect#aHR0cHM6Ly9keC5kb2kub3JnLzEwLjMzOTAvY29tcHV0ZXJzMTAwNTAwNTY= Golberstein, E. & Wen, H. & Miller, B. F. (2020). Coronavirus disease 2019 (COVID-19) and mental health for children and adolescents. JAMA pediatrics, 174(9), 819-820. https://doi.org/10.1001/jamapediatrics.2020.1456 Goleman, D. (2016) Emotional Intelligence. Translator: Parsa. N. Tehran: Roshd Publications. (Text in Persian). Guba, E. G., & Lincoln, Y. S. (1994). Competing paradigms in qualitative research. Handbook of qualitative research, 2(163-194), 105. Hojjati, M. & Saemi, H. & Shariatunia, K. & Bayani, A.A. (2020). Study of the components of creative thinking skills and critical thinking in elementary school. Quarterly Journal of Counseling Culture and Psychotherapy. 12(48): 258-219. https://doi.org/10.22054/qccpc.2021.62559.2754 (Text in Persian). Imami-Naini, N. (2018). Problem solving and decision-making skills. Tehran: Aby Honar Publications (Office of Prevention of Social Injuries of the Welfare Organization of the country). (Text in Persian). Jafarnejad, Z. (2015). mental health. Website of Alborz University of Medical Sciences and Psychological Services. (Text in Persian). Javadipour, M. & Azizi, P. & Nowruzzadeh, R. (2014). The rate of achievement of life skills goals in elementary students. Two scientific-research quarterly. journals of Shahed University. 21(4); 7. (Text in Persian). Kata, K. (2017). Management Curriculum, Life Skills. Madrasah Aliyah Life Skills. Based Curriculum Management (Case Study in MADRASAH ALIYAH NEGERI LAMONGAN). Khanifar, H. & Pourhosseini, M. (2017). Life Skills. Qom. Hajar Publishing Center. (Text in Persian). Kleinke, Ch.L. (2018). Complete set of life skills. Translator: Mohammadkhani, Sh. Tehran: Specialized media publications. (Text in Persian). Ministry of Health and Medical Education. (2017). National framework for services to promote a healthy lifestyle. Tehran: Tandis Publications. (Text in Persian). Mohammadkhani, Sh. (2003). Student-specific decision-making and problem-solving skills. Tehran. Toloo Publications. (Text in Persian). Muzata, K. K. & Thomas, N. (2019). The Practice based Model: A Proposed Training Package for Special Education Trainee Teachers in Zambia. Marvel publishers. Najafi, M. & Yaghoubi, H. (2006). Life Skills Training. Tehran. Deputy Minister of Education and Research of the Iranian Red Crescent Society. (Text in Persian). Nasheeda, A., Abdullah, H. B., Krauss, S. E., & Ahmed, N. B. (2019). A narrative systematic review of life skills education: effectiveness, research gaps and priorities. International Journal of Adolescence and Youth, 24(3), 362-379. https://doi.org/10.1080/02673843.2018.1479278 Orvati-Aziz, M. (2020). Evaluation of the effectiveness of life skills training on the mental health of female primary school teachers. Recent advances in psychology, educational sciences and education. 25: 117 -132. (Text in Persian). Potvin, L. & Jones, C. M. (2011). Twenty-five years after the Ottawa Charter: the critical role of health promotion for public health. Canadian Journal of Public Health, 102(4): 244-248. https://doi.org/10.1007/bf03404041 Rahimi-Sadegh, Z. & Borjali, A. & Sohrabi, F. & Motamedi, A. & Falsafinejad, M. (2020). The effect of life skills program (self-awareness, coping with stress, empathy) based on indigenous culture on happiness and resilience of divorced women. Psychology of Consulting Research.74:62-90. (Text in Persian). Rios, J. A., Ling, G., Pugh, R., Becker, D., & Bacall, A. (2020). Identifying critical 21st-century skills for workplace success: A content analysis of job advertisements. Educational Researcher, 49(2), 80-89. http://dx.doi.org/10.3102/0013189X19890600 Ross, R. & Altmeier, E. (2017). Job stress. Translator: Khajehpour, Gh. Tehran. Baztab publication. (Text in Persian). Selye, H. (1980). The stress concept today. In I. L. Kutash, et al. (Eds.), Handbook on stress and anxiety. San Francisco: Jossey- Bass. Handbook on stress and anxiety. Shafii, S. & Askari, B. & Ali-Mohammadi, R. (2020). Life Skills. Recent Advances in Psychology, Educational Sciences and Education. 22:44-55. (Text in Persian). Sinclair, M. & Davies, L. & Obura, A. & Tibbitts, F. (2008). Learning to live together. Design, monitoring and evaluation of education for life skills, citizenship, peace and human rights. Soleimanehpour, J. & Khazaei, K. & Khalkhali, A. (2005). Basic topics in education. Tehran: Daryasar Publications. (Text in Persian). Strauss, A. & Corbin, J. (2014). Principles of Qualitative Research Methodology, Grounded Theory - Procedures and Methods. Translator: Mohammadi, B. Tehran. Publisher: Institute of Humanities and Cultural Studies. (Text in Persian). UNICEF. (2015). Review of the life skills education program: Maldives. Wang, G. Zhang, Y. Zhao, J. Zhang, J. Jiang, F. (2020). Mitigate the effects of home confinement on children during the COVID-19 outbreak. The Lancet, 4. https://doi.org/10.1016%2FS0140-6736(20)30547-X World Health Organization (2020). Life skills education school handbook: prevention of noncommunicable diseases: approaches for schools. Yasemi, S. & HosseiniKhakh, A. & Kian, M. & Gramipour, M. & Hosseini, A. (2020). Creative school, what and how in elementary school. Quarterly. Journal of Educational Innovation. 19(75): 7- 32. (Text in Persian). Zarabi, A. (2006). From healthy communication to unhealthy communication. Esfahan: Naghsh Mana Publications. (Text in Persian). | ||
|
آمار تعداد مشاهده مقاله: 320 تعداد دریافت فایل اصل مقاله: 279 |
||
