Effectiveness of mindfulness education on psychological hardiness and mental rumination in mothers of students with Learning Disabilities

Document Type : Original Article

Authors

1 Ph.D. student in Psychology, Gilan University, Rasht, Iran

2 Professor, Department of Counseling, Faculty of Education and Psychology, Alzahra University, Tehran, Iran

3 M.A. in School Counseling, Shahid Rajaee University, Tehran, Iran

Abstract

The aim of this study was to investigate the effectiveness of mindfulness education on psychological hardiness and rumination in mothers of students with specific learning disabilities. The research method was quasi-experimental with pre-test-posttest and follow-up design and control group. The statistical population of the study consisted of all mothers of students with specific learning disabilities of Tarom City in the academic year 2018-19. A sample of 20 mothers were selected through available sampling and randomly assigned to experiment (10) and control (10) groups. The experiment group participated in 8 sessions (once a week, 120 minutes each session) of mindfullness education while the control group did not attend these sessions. For data collection, Ahwaz Hardiness Questionnaire (AHI) and Nolen-Hoeksema & Morrow's The Ruminative Response Scale (RRS) were used. Data were analyzed using repeated analysis of variance and software SPSS25. The results of this study showed that mindfulness education led to a significant increase in psychological hardiness and its components (p≥0.05) and decreased mental rumination among mothers of students with specific learning disabilities (p≥0.05). According to the findings of this study, the use of mindfulness education to promote psychological hardiness and reduce the mental rumination of mothers of children with specific learning disabilities with the aim of their psychosomatic immunization is suggested.

Keywords

References

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Empowering Exceptional Children
Volume 10, Issue 3
January 2020
Pages 71-84

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History

  • Receive Date: 23 April 2019
  • Revise Date: 01 November 2019
  • Accept Date: 10 January 2020

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