The effectiveness of group counseling based on problem-solving on aggression and social adjustment in hearing-impaired students
,
Abstract
Background and Aim: One of the common behavioral disorders of hearing-impaired children is aggressive behavior, which can affect social adjustment in their adolescence. This study was designed to investigate the effectiveness of group counseling based on problem-solving on aggression and social adjustment of hearing-impaired students.
Methods: This study is quasi-experimental with pretest posttest design and a control group. The study population was all adolescents with hearing impairment referred to Yazd Speech Therapy Centers, Yazd City, Iran. A total of 30 students were selected from the referred hearing-impaired students with high aggression and low social adjustment. Then they were randomly assigned into control (n = 15) and experimental (n = 15) groups. The study instruments were the California social behavior and Buss and Perry aggression inventory. The group counseling based on problem-solving intervention consisted of 7 one-hour sessions, presented for the experimental group. We analyzed the obtained data by repeated measures analysis of covariance.
Results: Group therapy based on problem-solving can reduce aggression (p < 0.001) and increase social adjustment (p = 0.04).
Conclusion: The professionals in this field are recommended to use group therapy based on problem-solving.
1. Pakzad M, Faramarzi S, Ghamarani A. [The effectiveness of mother training based on the model of positive parenting on the rate of behavioral disorders symptoms in deaf students]. Audiol. 2014;23(4):77-83. Persian.
2. Burk LR, Armstrong JM, Park JH, Zahn-Waxler C, Klein MH, Essex MJ. Stability of early identified aggressive victim status in elementary school and associations with later mental health problems and functional impairments. J Abnorm Child Psychol. 2011;39(2):225-38. doi: 10.1007/s10802-010-9454-6
3. van Eldik T, Treffers PD, Veerman JW, Verhulst FC. Mental health problems of deaf Dutch children as indicated by parents' responses to the child behavior checklist. Am Ann Deaf. 2004;148(5):390-5.
4. Amini D, Afrooz G, Daramadi PS, Homan HA. [Recognition of disorders and emotional problems of deaf children using house-tree-person and draw-a-person tests in comparison with normal children of Hamadan Province]. Sci J Hamadan Univ Med Sci. 2013;20(1):49-58. Persian.
5. Babaroglu A. Aggression behaviors in children with and without hearing impairment. Int J Psychol Stud. 2016;
8(2):14-24. doi: 10.5539/ijps.v8n2p14
6. Lochman JE, Lenhart LA. Anger coping intervention for aggressive children: Conceptual models and outcome effects. Clinical Psychology Review. 1993;13(8):785-805. doi: 10.1016/S0272-7358(05)80006-6
7. Polat F. Factors affecting psychosocial adjustment of deaf students. J Deaf Stud Deaf Educ. 2003;8(3):325-39. doi: 10.1093/deafed/eng018
8. Ostadian Khani Z, Fadie Moghadam M. [Effect of acceptance and commitment group therapy on social adjustment and social phobia among physically-disabled persons]. Archives of Rehabilitation. 2017;18(1):63-72. Persian. doi: 10.21859/jrehab-180163
9. Hossein Khanzadeh A, Yahyazadeh A, Seyyednoori SZ. [A comparative study of the socially problematic con¬ditions in blind and deaf students with normal students]. Journal of Disabilities Studies. 2016;6:124-9. Persian.
10. Bittencourt ZZ, Françozo MFC, Monteiro CR, Francisco DD. [Deafness, social network and social protection]. Cien Saude Colet. 2011;16 Suppl 1:769-76. Portuguese. doi: 10.1590/S1413-81232011000700007
11. Biabangard E. [A comparison of soctal skills between blind, deaf and normal high school female students in Tehran]. Journal of Exceptional Children. 2005;5(1):55-68. Persian.
12. Jonas BS, Loeb M. Mood disorders and physical functioning difficulties as predictors of complex activity limitations in young U.S. adults. Disabil Health J. 2010;3(3):171-8. doi: 10.1016/j.dhjo.2009.11.001
13. Abdollahi Boughrabadi G, Sharifi Daramadi P, Dolat Abadi S. [Impact of sand play therapy in reduction of aggression in students with deafness]. Journal of Psychological Studies. 2010;6(1):111-34. Persian. doi: 10.22051/PSY.2010.1565
14. Guerra NG, Slaby RG. Evaluative factors in social problem solving by aggressive boys. J Abnorm Child Psychol. 1989;17(3):277-89. doi: 10.1007/BF00917399
15. Tajeri B. [Effectiveness of problem solving training on interpersonal sensitivity & aggression in students]. Journal of School Psychology. 2016;5(3):183-92. Persian.
16. McMurran M, Blair M, Egan V. An investigation of the correlations between aggression, impulsiveness, social problem‐solving, and alcohol use. Aggress Behav. 2002;28(6):439-45. doi: 10.1002/ab.80017
17. D'zurilla TJ, Chang EC, Sanna LJ. Self-esteem and social problem solving as predictors of aggression in college students. J Soc Clin Psychol. 2003;22(4):424-40. doi: 10.1521/jscp.22.4.424.22897
18. Gann CJ, Gaines SE, Antia SD, Umbreit J, Liaupsin CJ. Evaluating the effects of function-based interventions with deaf or hard-of-hearing students. J Deaf Stud Deaf Educ. 2015;20(3):252-65. doi: 10.1093/deafed/env011
19. Faramarzi S, Moradi MR. [Effectiveness of art therapy on reduction of hopelessness and solitude in children with hearing impairment]. Audiol. 2015;23(6):25-31. Persian.
20. Laursen B, Mooney KS. Relationship network quality: adolescent adjustment and perceptions of relationships with parents and friends. Am J Orthopsychiatry. 2008;78(1):47-53. doi: 10.1037/0002-9432.78.1.47
21. Mohammadi N. [A perliminary study of the psychometric properties of Buss and Perry's aggression questionnaire]. Journal of Social Sciences and Humanities of Shiraz University. 2007;25(4):135-51. Persian.
22. Tiegs E, Clark W. California Reading Test, Advanced, Form W. Monterey, California: California Test Bureau. 1957.
23. Schaefer ES. Children's reports of parental behavior: An inventory. Child Development. 1965;36(2):413-24. doi: 10.2307/1126465
24. Ahadi B, Mirzaee P, Narimani M, Abolghasemi A. [The effect of training social problem-solving strategies on social adjustment and academic performance among secondary shy students]. Journal of Exceptional Children. 2009;9(3):193-202. Persian.
25. D’Zurilla TJ, Nezu AM. Problem-solving therapy. In: Dobson KS, editor. Handbook of cognitive-behavioral therapies. 3rd ed. New York: The Guilford Press; 2010. p. 197-225.
26. Ghartappeh A, Talepasand S, Kajbaf M, Abolfathi M, Solhi M, Gharatappeh S. [Relationship between personal and social adjustment with locus of control and gender in intelligent high school student]. Iran J Health Educ Health Promot. 2015;3(2):159-66. Persian.
27. Otterpohl N, Stranghoener D, Vierhaus M, Schwinger M. Anger regulation and school-related somatic complaints in children with special educational needs: a longitudinal study. Learn Individ Differ. 2017;56:59-67. doi: 10.1016/j.lindif.2017.05.001
28. Abdulmalik J, Ani C, Ajuwon AJ, Omigbodun O. Effects of problem-solving interventions on aggressive behaviours among primary school pupils in Ibadan, Nigeria. Child Adolesc Psychiatry Ment Health. 2016;10(1):31. doi: 10.1186/s13034-016-0116-5
29. Soudani M, Shafie Abadi AA, Imanirad A. The effects of problem solving training to increasing social and individual adjustment female divorced Kermanshah city. Journal of Social Psychology (New Findings in Psychology). 2012;7(23):115-27.
30. Pendergrass RA, Hodges M. Deaf students in group pro¬blem-solving situations: a study of the interactive process. Am Ann Deaf. 1976;121(3):327-30.
31. Marschark M, Everhart VS. Problem-solving by deaf and hearing students: twenty questions. Deafness & Education International. 1999;1(2):65-82. doi: 10.1179/146431599790561370
32. Suárez M. Promoting social competence in deaf students: the effect of an intervention program. J Deaf Stud Deaf Educ. 2000;5(4):323-33. doi: 10.1093/deafed/5.4.323
33. Antia SD, Stinson MS, Gaustad MG. Developing membership in the education of deaf and hard-of-hearing students in inclusive settings. J Deaf Stud Deaf Educ. 2002;7(3):214-29. doi: 10.1093/deafed/7.3.214
34. Ghelichi M, Mohammdi Arya AR, Karimzadeh M, Tahmasebi S. [Comparison of hard-of-hearing students’ self-concept, social development and general adjustment in integrated and segregated education environments in Qom in 2011‒2012]. Middle Eastern Journal of Disability Studies. 2013;3(1):10-9. Persian.
2. Burk LR, Armstrong JM, Park JH, Zahn-Waxler C, Klein MH, Essex MJ. Stability of early identified aggressive victim status in elementary school and associations with later mental health problems and functional impairments. J Abnorm Child Psychol. 2011;39(2):225-38. doi: 10.1007/s10802-010-9454-6
3. van Eldik T, Treffers PD, Veerman JW, Verhulst FC. Mental health problems of deaf Dutch children as indicated by parents' responses to the child behavior checklist. Am Ann Deaf. 2004;148(5):390-5.
4. Amini D, Afrooz G, Daramadi PS, Homan HA. [Recognition of disorders and emotional problems of deaf children using house-tree-person and draw-a-person tests in comparison with normal children of Hamadan Province]. Sci J Hamadan Univ Med Sci. 2013;20(1):49-58. Persian.
5. Babaroglu A. Aggression behaviors in children with and without hearing impairment. Int J Psychol Stud. 2016;
8(2):14-24. doi: 10.5539/ijps.v8n2p14
6. Lochman JE, Lenhart LA. Anger coping intervention for aggressive children: Conceptual models and outcome effects. Clinical Psychology Review. 1993;13(8):785-805. doi: 10.1016/S0272-7358(05)80006-6
7. Polat F. Factors affecting psychosocial adjustment of deaf students. J Deaf Stud Deaf Educ. 2003;8(3):325-39. doi: 10.1093/deafed/eng018
8. Ostadian Khani Z, Fadie Moghadam M. [Effect of acceptance and commitment group therapy on social adjustment and social phobia among physically-disabled persons]. Archives of Rehabilitation. 2017;18(1):63-72. Persian. doi: 10.21859/jrehab-180163
9. Hossein Khanzadeh A, Yahyazadeh A, Seyyednoori SZ. [A comparative study of the socially problematic con¬ditions in blind and deaf students with normal students]. Journal of Disabilities Studies. 2016;6:124-9. Persian.
10. Bittencourt ZZ, Françozo MFC, Monteiro CR, Francisco DD. [Deafness, social network and social protection]. Cien Saude Colet. 2011;16 Suppl 1:769-76. Portuguese. doi: 10.1590/S1413-81232011000700007
11. Biabangard E. [A comparison of soctal skills between blind, deaf and normal high school female students in Tehran]. Journal of Exceptional Children. 2005;5(1):55-68. Persian.
12. Jonas BS, Loeb M. Mood disorders and physical functioning difficulties as predictors of complex activity limitations in young U.S. adults. Disabil Health J. 2010;3(3):171-8. doi: 10.1016/j.dhjo.2009.11.001
13. Abdollahi Boughrabadi G, Sharifi Daramadi P, Dolat Abadi S. [Impact of sand play therapy in reduction of aggression in students with deafness]. Journal of Psychological Studies. 2010;6(1):111-34. Persian. doi: 10.22051/PSY.2010.1565
14. Guerra NG, Slaby RG. Evaluative factors in social problem solving by aggressive boys. J Abnorm Child Psychol. 1989;17(3):277-89. doi: 10.1007/BF00917399
15. Tajeri B. [Effectiveness of problem solving training on interpersonal sensitivity & aggression in students]. Journal of School Psychology. 2016;5(3):183-92. Persian.
16. McMurran M, Blair M, Egan V. An investigation of the correlations between aggression, impulsiveness, social problem‐solving, and alcohol use. Aggress Behav. 2002;28(6):439-45. doi: 10.1002/ab.80017
17. D'zurilla TJ, Chang EC, Sanna LJ. Self-esteem and social problem solving as predictors of aggression in college students. J Soc Clin Psychol. 2003;22(4):424-40. doi: 10.1521/jscp.22.4.424.22897
18. Gann CJ, Gaines SE, Antia SD, Umbreit J, Liaupsin CJ. Evaluating the effects of function-based interventions with deaf or hard-of-hearing students. J Deaf Stud Deaf Educ. 2015;20(3):252-65. doi: 10.1093/deafed/env011
19. Faramarzi S, Moradi MR. [Effectiveness of art therapy on reduction of hopelessness and solitude in children with hearing impairment]. Audiol. 2015;23(6):25-31. Persian.
20. Laursen B, Mooney KS. Relationship network quality: adolescent adjustment and perceptions of relationships with parents and friends. Am J Orthopsychiatry. 2008;78(1):47-53. doi: 10.1037/0002-9432.78.1.47
21. Mohammadi N. [A perliminary study of the psychometric properties of Buss and Perry's aggression questionnaire]. Journal of Social Sciences and Humanities of Shiraz University. 2007;25(4):135-51. Persian.
22. Tiegs E, Clark W. California Reading Test, Advanced, Form W. Monterey, California: California Test Bureau. 1957.
23. Schaefer ES. Children's reports of parental behavior: An inventory. Child Development. 1965;36(2):413-24. doi: 10.2307/1126465
24. Ahadi B, Mirzaee P, Narimani M, Abolghasemi A. [The effect of training social problem-solving strategies on social adjustment and academic performance among secondary shy students]. Journal of Exceptional Children. 2009;9(3):193-202. Persian.
25. D’Zurilla TJ, Nezu AM. Problem-solving therapy. In: Dobson KS, editor. Handbook of cognitive-behavioral therapies. 3rd ed. New York: The Guilford Press; 2010. p. 197-225.
26. Ghartappeh A, Talepasand S, Kajbaf M, Abolfathi M, Solhi M, Gharatappeh S. [Relationship between personal and social adjustment with locus of control and gender in intelligent high school student]. Iran J Health Educ Health Promot. 2015;3(2):159-66. Persian.
27. Otterpohl N, Stranghoener D, Vierhaus M, Schwinger M. Anger regulation and school-related somatic complaints in children with special educational needs: a longitudinal study. Learn Individ Differ. 2017;56:59-67. doi: 10.1016/j.lindif.2017.05.001
28. Abdulmalik J, Ani C, Ajuwon AJ, Omigbodun O. Effects of problem-solving interventions on aggressive behaviours among primary school pupils in Ibadan, Nigeria. Child Adolesc Psychiatry Ment Health. 2016;10(1):31. doi: 10.1186/s13034-016-0116-5
29. Soudani M, Shafie Abadi AA, Imanirad A. The effects of problem solving training to increasing social and individual adjustment female divorced Kermanshah city. Journal of Social Psychology (New Findings in Psychology). 2012;7(23):115-27.
30. Pendergrass RA, Hodges M. Deaf students in group pro¬blem-solving situations: a study of the interactive process. Am Ann Deaf. 1976;121(3):327-30.
31. Marschark M, Everhart VS. Problem-solving by deaf and hearing students: twenty questions. Deafness & Education International. 1999;1(2):65-82. doi: 10.1179/146431599790561370
32. Suárez M. Promoting social competence in deaf students: the effect of an intervention program. J Deaf Stud Deaf Educ. 2000;5(4):323-33. doi: 10.1093/deafed/5.4.323
33. Antia SD, Stinson MS, Gaustad MG. Developing membership in the education of deaf and hard-of-hearing students in inclusive settings. J Deaf Stud Deaf Educ. 2002;7(3):214-29. doi: 10.1093/deafed/7.3.214
34. Ghelichi M, Mohammdi Arya AR, Karimzadeh M, Tahmasebi S. [Comparison of hard-of-hearing students’ self-concept, social development and general adjustment in integrated and segregated education environments in Qom in 2011‒2012]. Middle Eastern Journal of Disability Studies. 2013;3(1):10-9. Persian.
| Files | ||
| Issue | Vol 28 No 3 (2019) | |
| Section | Research Article(s) | |
| DOI | https://doi.org/10.18502/avr.v28i3.1227 | |
| Keywords | ||
| Group counseling; problem-solving; aggression; social adjustment; hearing impairment | ||
| Rights and permissions | |
|
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
How to Cite
1.
Azizi M, Saeidmanesh M, Kazemi F, Radaie V. The effectiveness of group counseling based on problem-solving on aggression and social adjustment in hearing-impaired students. Aud Vestib Res. 2019;28(3):164-172.
