The present study aims at exploring the effectiveness and continuity of the effect of self-compassion intervention on the impulsivity of students who have experienced a romantic breakup. We used a semi-experimental research design with pre-test, post-test, and one-month More
The present study aims at exploring the effectiveness and continuity of the effect of self-compassion intervention on the impulsivity of students who have experienced a romantic breakup. We used a semi-experimental research design with pre-test, post-test, and one-month follow-up with a control group. The population includes all the students who were studying at 98-99 in Shiraz universities. We selected 27 students (12 in the experimental and 15 in the control group) by convenience sampling, in accordance with inclusion and exclusion criteria. To gather the data, Neff’s Self-Compassion Scale and Barratt Impulsiveness Scale were used. In the experimental group, Neff’s self-compassion intervention was conducted (in eight sixty-minute sessions), but there was no intervention in the control group. Finally, the data were analyzed by repeated measure analysis of variance. Results demonstrated that self-compassion intervention was effective in decreasing impulsivity in the students who have experienced romantic breakups; the effectiveness also continued in the one-month follow-up. Self-compassion could decrease impulsivity by reducing the unpleasant feeling stemming from falling the self-worth and self-esteem occurring after a romantic breakup. It also decreases impulsivity by increasing self-awareness and self-control.
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Children with Down syndrome have significant limitations in various areas of their lives. Among these, daily living skills are among the areas that are important for the success of these children in living. However, a review of research evidence suggests that effective More
Children with Down syndrome have significant limitations in various areas of their lives. Among these, daily living skills are among the areas that are important for the success of these children in living. However, a review of research evidence suggests that effective interventions such as family-based empowerment programs, have been less studied in this area. Therefore, the present study aimed to determine the effectiveness of family-based sensory-motor empowerment program on daily living skills of students with Down syndrome. The research design was semi-experimental (pretest-posttest with a control group). The population consisted of all students with Down syndrome in Kashan city in the year 2021-2022. The sample consisted of 30 students aged 8-12 years who were selected by convenience sampling method and assigned to two groups (15 experiment & 15 control). The tool included Wayland Social Development Test (1980). MANCOVA was used to analyze the data. The results showed that there was a significant difference between the experiment and control groups in terms of all components of daily living skills (p <0.01). As a conclusion, we can suggest the family-based sensory-motor empowerment program as a suitable intervention to improve the daily living skills of students with Down syndrome.
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