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The effect of music therapy on reducing depression in the elderly living in a nursing home in Ilam province

Number of pages: 116 File Format: word File Code: 30172
Year: 2014 University Degree: Master's degree Category: Psychology
Tags/Keywords: attention deficit disorder - Incremental - Persuasive essay - Self-regulated learning strategies
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  • Summary of The effect of music therapy on reducing depression in the elderly living in a nursing home in Ilam province

    Dissertation for Master's Degree in

    Educational Psychology

    Abstract

    The present study was conducted with the aim of investigating the effect of teaching self-regulated learning strategies on essay writing in children with attention deficit/hyperactivity disorder. A two-group quasi-experimental design with pre-test-post-test was used. Two elementary schools in Semnan city were selected through available sampling. Then SNAP-IV questionnaires (teacher form) and Rutter's behavioral disorder questionnaires (teacher form) and Wechsler IQ test were administered. The essay test was performed as a pre-test on the students who had obtained the cutoff score of attention deficit/hyperactivity disorder. 30 students whose essay length was less than 100 words were included in the study and were replaced in two experimental and control groups. During eight sessions of 60 minutes, self-regulated learning strategies were taught to the experimental group, but the control group did not receive any intervention. The post-test scores and one-month follow-up were collected and the data were analyzed by repeated measures variance analysis. The findings showed that the performance of students in all research components, including planning time, writing time, length of written text, linking words, main elements of the essay, and the overall quality of the essay improved significantly, and the follow-up after one month confirmed the stability of the learning. Therefore, teaching self-regulated learning strategies can lead to the improvement of essay components and its overall quality.       

    Key words: self-regulated learning strategies, persuasive essay, attention-deficit/hyperactivity disorder

    Introduction

    Attention-deficit/hyperactivity disorder[1] is one of the developmental disorders that has long attracted the attention of psychologists and psychiatrists. This disorder, which is defined in DSM-IV as an inappropriate period of impulsive, inattentive, and hyperactive behavior (Hart [2], Rajava, Mattex, and Rubia, 2012), is one of the most disabling childhood disorders and continues into adulthood in 65% of cases (Rubia [3], 2011; Wilcott, Dale, Nigg, Faraon, Pennington [4], 2005). A review of the history of treatments for this disorder shows that no serious measures were taken until 1960, and it is only after this year that treatment efforts in the field of children's emotional and behavioral problems have increased. In the 1960s, with the start of treating this disorder with psychoactive drugs, more studies were conducted on this group of children. Despite these efforts, there is still not much hope regarding the lasting effectiveness of drug treatments. Accordingly, this disorder has become an unsolvable problem for psychologists, parents, and teachers. Because the main features of this disorder, i.e. inability to control motor behavior, attention deficit, learning disability, and aggression, are not tolerable for parents, teachers, and peers; On the other hand, this disorder damages children's cognitive processes, social and emotional skills, so that the frequency of academic, intelligence, behavioral, personality, and occupational problems in this group of people is more than the normal population (Wander[5], 1981, quoted by Hashemi Nasratabad, Moradi, Farzad, Kaviani, 2016). Students with this disorder have problems in the fields of academic achievement, including reading, math and writing. In fact, a coexistence between this disorder and learning disabilities; especially the inability to write; There is (Debono, Hosseini, Kario, Golani, Tanuk et al. [6], 2012). Existing research shows that writing, like many academic skills, can be difficult for these students (Mays, Calhoun, Crowell [7], 2000; Rey, Pedron, Carnoldi [8], 2007). In addition, these students have difficulty in self-monitoring required by the writing process, including persistence on the task, and monitoring the goal (Barclay [9], 2006). Over the past few years, various research programs have been investigated to help students with learning disabilities to use more complex ways of writing. Including: self-regulation methods and strategies [10], which most skilled writers use. Among these programs, the Self-Regulatory Strategy Development Model [11] (SRSD) was developed by Graham, Harris, and their colleague MacArthur [12] (1991).  By using the self-regulation strategy development model, students learn specific strategies for doing homework, as well as goal-setting methods [13], using self-study [14] and self-monitoring [15]. The effectiveness of these strategies in improving the quality and quantity of students' writing and self-regulation of their performance has been confirmed (Danov, Harris, and Graham[16], 1993; Delapaz[17], 1997; McArthur, Schwartz, Graham, Melay and Harris[18], 1996). dir="RTL">Learning disability[19] is a general term that refers to a heterogeneous group of disorders, and it manifests as serious difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical disabilities (Hamil[20], 1981; quoted by Heydari, Hafizi, Tahankar Dezfuli, 2019). Statistics show that 28.27% of all learning disabilities are writing disorders, and families and teachers have reported the emergence of this disorder in the third and fourth grades (Kranberger [21], 2003; quoted by Moradi, 2011). Written expression disorder was mentioned for the first time as a psychiatric disorder in the third edition of the Diagnostic and Statistical Manual of Mental Disorders [22] in 1980, and it was introduced under the name of developmental disorder in expressive writing (Sadok and Sadok [23], 2000; quoted by Agha Babaei, Pourmelk, and Abedi, 2013). According to the revised fourth edition of the Diagnostic and Statistical Manual of Mental Disorders, the main characteristic of the disorder in written expression is that the writing skills do not match the chronological age, intelligence, and education of the person (Aghababai et al., 2013). The disorder of written expression includes three components of spelling and spelling[24], handwriting[25], and composition[26]. Successful spelling requires the processes of dividing the word into its phonetic components, and then choosing the appropriate letter to represent the phonemes (Bourassa and Triman [27], 2001). In other words, skill in writing spelling deals with the ability to correctly substitute letters for sounds (Wallace and McLaughlin, 1988, translated by Manshi Toosi, 2017). Handwriting is also a complex task, requiring the integration of various sensorimotor components to be successfully performed (Broussard, Meinmer, Scholl, Schneider, & Belanger[28], 2011). Handwriting problems are revealed when students write too slowly or the written text is very weak in terms of readability (Zivyani and Wallen [29], 2006). Finally, the writer must not only learn the necessary mechanical skills, but also appropriate composition skills (Graham and Harris[30], 2003; cited in Jacobsen[31], 2009). Stoner [32] 1994; cited by Ray and Carnoldi [33], 2010). Attention deficit/hyperactivity disorder is one of the most common childhood and adolescent disorders, which causes significant problems for many students. This disorder affects the cognitive, social, emotional, and family functioning of children, and then, in adulthood, their occupational and marital functioning (Gilberg [34], 2003; quoted by Alizadeh, Bahmani, Mofidi, 2017). According to the revised fourth edition of the Diagnostic and Statistical Manual of Mental Disorders, the critical aspect of attention-deficit/hyperactivity disorder is a persistent pattern of inattention, hyperactivity, and impulsivity (Jacobsen, 2009). Based on the pattern of symptoms, three distinct forms of this disorder can be identified, which are: mostly inattentive form, hyperactive/impulsive form, and combined form (American Psychiatric Association [35], 2000); Quoted by Nazifi, Rasulzadeh Tabatabai, Azad Fallah, and Moradi, 2013).

    Goldstein and Goldstein[36] state that about three to five percent of children suffer from attention-deficit/hyperactivity disorder (Alizadeh et al., 2017). The age of onset of this disorder has been reported before five years (World Health Organization [37], 1996) or seven years (American Psychiatric Association, 2000). However, determining the age for this disorder is a difficult task, because research findings have shown that sometimes this disorder may be diagnosed after the mentioned age (Appligate, Lahi, Hart, Biederman, Hynd, et al. [38], 1997; quoted by Alizadeh, 2014).

  • Contents & References of The effect of music therapy on reducing depression in the elderly living in a nursing home in Ilam province

    List:

    Table of Contents

     

     

     Title                                                                                                                                                                                                                         page 1

    1-1 Introduction. 2

    2-1- statement of the problem. 4

    3-1- Importance and necessity of research. 10

    4-1- Research objectives. 11

    1-4-1-general purpose. 11

    2-4-1- Minor goals. 11

    5-1- Research questions. 12

    6-1- Conceptual definition of variables 13

    7-1- Operational definition of variables 13

    Chapter two. 17

    1-2- Writing. 18

    2-1-2- writing components. 19

    1-2-1-2- Essay 19

    2-2-1-2- Spelling. 19

    3-2-1-2- Handwriting. 20

    3-1-2- Essay elements 20

    1-3-1-2- cognitive element. 20

    2-3-1-2- Linguistic element. 20

    3-3-1-2- element of cognitive style. 21

    4-1-2- Persuasive essay and its elements. 21

    5-1-2- Deficiency in written expression. 21

    6-1-2- Etiology of failure in written expression. 22

    7-1-2- Methods of teaching and repairing essay problems 24

    1-7-1-2- Cognitive model of Englert et al. 24

    2-7-1-2- experience-language method. 26

    3-7-1-2- The method of relationships 26

    4-7-1-2- The universal method (all-round perspective) 27

    8-1-2- Lerner's strategies for teaching essays 27

    2-2- Attention deficit/hyperactivity disorder. 28

    1-2-2- Subtypes of attention deficit/hyperactivity disorder. 28

    1-1-2-2- Lack of attention. 28

    2-1-2-2- increasing action. 29

    3-1-2-2- Impulsivity. 30

    2-2-2- etiology of attention deficit/hyperactivity disorder. 30

    1-2-2-2- genetics. 30

    2-2-2-2- family characteristics. 32

    3-2-2-2- Neuro-biological factors. 32

    4-2-2-2- Environmental toxins. 33

    5-2-2-2- Factors related to nutrition. 33

    3-2-2- Attention Deficit/Hyperactivity Disorder and co-occurring disorders. 34

    4-2-2- Etiology of writing failure in children with attention/hyperactivity disorder. 35

    3-2- Self-regulation. 36

    1-3-2- Bandura's theory of self-regulation 37

    2-3-2- Dimensions of self-regulation learning strategies. 38

    1-2-3-2- behavioral strategies. 39

    2-2-3-2- motivational strategies. 39

    3-2-3-2- cognitive strategies. 40

    1-3-2-3-2- Repetition strategies or mental review. 40

    2-3-2-3-2- expansion strategies. 41

    3-3-2-3-2- Organization strategies. 41

    4-2-3-2- Metacognitive strategies. 42

    1-4-2-3-2- Goal setting and planning strategy. 42

    2-4-2-3-2- Monitoring and control strategy. 45

    3-4-2-3-2- Ordering strategy. 47

    3-3-2- Characteristics of self-regulating learners. 47

    4-3-2- Summary of existing knowledge. 50

    The third chapter. 51

    1-3- Research design. 52

    2-3- Statistical population. 52

    3-3- Sample size and sampling method. 52

    4-3- Research tools. 53

    5-3- Implementation method 55

    6-3- Data analysis method 57

    Chapter four. 58

    1-4- Sample description. 59

    2-4- Descriptive findings. 60

    3-4- Inferential findings. 60

    The fifth chapter. 68

    1-5- Discussion about research hypotheses. 69

    2-5- Conclusion. 73

    3-5- Research limitations. 74

    4-5- Research proposals. 74

    List of sources. 76

    Internal resources. 77

    Foreign sources. 85

    Appendices 96

    Appendix 1- Training protocol. 97

    Appendix 2- Elements of Planning Strategy (STOP) 102

    Appendix 3- Elements of Persuasive Essay (DARE) 103

    Appendix 4- Questionnaire SNAP-IV. 104

    List 5- Rater's Behavioral Assessment Questionnaire (Teacher's Form) 105

    Appendix 6- List of transitional/linking words. 107

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    Azmi, Saeed. (2011). comparisonComparing the cognitive effectiveness of computer aid and psychostimulants on executive functions and symptoms of attention deficit/hyperactivity disorder. Master thesis, Tehran: Allameh Tabatabai University.

    Amani, Reza; Khaja Moghi, Nahid. (1384). Comparing the patterns of children with attention deficit/hyperactivity disorder with healthy children. Journal of Iran University of Medical Sciences, 45, 53-44.

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