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ARTICLE ANALYSIS: INTERVENTION FOR PHYSICAL DISABILITIES (GROUP 4: MENTAL…
ARTICLE ANALYSIS: INTERVENTION FOR PHYSICAL DISABILITIES
GROUP 2: PROMOTING PHYSICAL ACTIVITY
will be able to exercise for longer periods of time, as well as protect himself from injuries—strong muscles provide better support for the joints
Active lifestyle and sports participation intervention
Aerobic fitness was assessed during a maximal exercise test. Depending on whether the main mode of ambulation was walking or wheelchair driving, participants performed this test on an electronically braked cycle
Physical activity, they just walk not run.
Combination of counseling and fitness training
GROUP 1: NUTRITIONAL REHAB
GROUP 3: FUNCTIONAL MOBILITY SKILLS
Changing levels of necessary support.
Use Grait Trainer with full physical prompting.
Identification of practice activities that are relevant and motivating to the individual to encourage active participation .
Physical support was faded as soon as the students demonstrated an increase in skill level.
Identify each student's consistent use of mobilty skills and to select funtional activities .
identify the critical mobility skills to be addressed in each activity.
task analyze
Measuring prompt to provide the necessary but minimal prompts (physucal support) needed for funtional mobility within an activity.
GROUP 4: MENTAL REHABILITATION
Approach method
i. Pyschological education interventions
ii. Counseling
iii. Provide treatment
Physical-Motor disabilities
Mobility in upper and lower limbs or spine is limited due to permanent impairment
Cause by
i. Brain damage or mental retardation
ii. Illness
iii. Injury
iv. Deformity in the nervous system or muscles
The mental and emotional effects of physical disabilities
-Receive negative messages from peers
-Assume themselves as less valuable and important than the others
Physical disabilities can cause
i. Low self-esteem
ii. Psychological
iii. Distress
iv. Poor mental health
v. Depression
Aim
The effectiveness of mental rehabilitation based on hope intervention on increasing hope of student with physical-motor disabilities
The level of frustration due to limitation in
i. performing daily living activities
ii. functional limitations in people with disabilities
iii. affects a person's self-image negatively
a. lack of energy
b. decrease in physical activities
c. creating other health problems
Discussion
that training based on hope interventions can increase overall hope and increase pain tolerance in these people.
in addition to the increase in general hope, both the scale pathway and agency thinking have also increased.
Result
Table 1: the mean for males is higher than the mean for females.
Table 2: it’s shown the normality of hope variable distribution.
Table 3: the intervention or group effect removes and neutralizes the effect of the pretest variable.
Conclusion
important role hope has in health promotion and prevention.
Therefore, using the hope theory and positive psychology perspectives used by psychologists and school counselors can help prevent problems in students with physical-motor disabilities.
Theory
Snyder's Hope Theory
Basic components
i. goals,
ii. agency
iii. pathways
Help a person to :
i. self-control
ii. spirituality
iii. optimism
iv. joy
v. hope
The importance of hope
i. quality of life
ii. optimism
iii. life satisfaction
Prevent from negative
i. suicide
ii. depression
iii. anxiety
Method
Performed with quasi-experimental method and a pretest and posttest with control group
This study was conducted on the physically-motor disabled girls and boys from exceptional education centers in Tehran, Haj Babaei School
Using Snyder’s Hope questionnaire
Inclusion criteria were as follows:
Students must have an IQ in the range of 90-110 (according to the records in the school).
Students have of records and diagnosis of psychiatric diseases and disorders history of hospitalization in psychiatric hospitals
Students are willing to participate in research (through interviews).