Comparison of self-acceptance, self-compassion and fear of negative evaluation by others in blind, visually impaired and normal people
محل انتشار: فصلنامه مشاوره پیشگیرانه، دوره: 5، شماره: 2
سال انتشار: 1403
نوع سند: مقاله ژورنالی
زبان: انگلیسی
مشاهده: 69
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شناسه ملی سند علمی:
JR_JPC-5-2_004
تاریخ نمایه سازی: 20 خرداد 1403
چکیده مقاله:
Aim: The purpose of this study was to compare self-acceptance, self-compassion and fear of negative evaluation by others in blind, visually impaired and normal people. Method: The method of this causal-comparative research and its statistical population included all blind, partially sighted and sighted people in Ardabil city in ۲۰۲۲. ۶۰ people (۳۰ blind, ۳۰ visually impaired) were selected as the study group using the available sampling method and ۳۰ people (sighted people) were selected as the comparison group through comparison and formed the research sample. They gave. To collect information, Lori's (۱۹۸۳) fear of negative evaluation, Neff's (۲۰۰۳) self-compassion, and Chamberlain and Haga's (۲۰۰۱) unconditional self-acceptance questionnaires were used. The obtained data were analyzed using multivariate and univariate analysis of variance. Findings: The results showed that there is a significant difference between self-acceptance, self-compassion and fear of negative evaluation by others among three groups of blind, partially sighted and normal people. In this way, self-acceptance and self-compassion are lower in blind people than in visually impaired people and lower in visually impaired people than in normal people. Also, in the scale of fear of negative evaluation by others, blind people, visually impaired people and normal people obtained more scores (P < ۰.۰۱). Conclusion: Accurate recognition and full attention to individual differences by professionals who provide psychological services to people with visual impairments can lead to the design and detailed educational plans for this group.
کلیدواژه ها:
نویسندگان
Abolfazl Javaheri Moghanlou
M.A. in Education Psychology, Faculty of Education and Psychology, University of Mohagheg Ardebili, Ardebil, Iran.
Esmaeil Sadri
Department of Counseling, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran
ahmadreza Kiani
Department of Counseling, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran