The Effect of Quality Circle Time (QCT) Method on Psychosocial Security of Orphan Female Teenagers
Subject Areas : Educational Psychology
Mohammad Ali Ameri
1
(Professor Assistant, NAJA Military Science and Social Studies Institute)
Ayatollah Fathi
2
(Professor Assistant, NAJA Military Science and Social Studies Institute)
Fereshteh Khoshakhlaq
3
(Masters in Educational Psychology of Charkh Nilofari Institute)
Saieed Sharifi Rahnemo
4
(Ph. D. student in Curriculum Studies if Bu Ali Sina University of Hamedan)
Keywords: Quality Circle Time (QCT), psychosocial security, Orphan girls,
Abstract :
The aim of this study was to investigate the effect of group educational quality (QCT) method on psychosocial security of orphan girls. The research method was quasi-experimental with pre-posttest design with two groups of control and experiments. The statistical population of the study included all orphan female teenagers aged 12 to 18 years old in Tabriz who were kept in welfare centers of Tabriz, from which a sample of 30 orphan female teenagers were selected through convenient purposeful sampling method and then were randomly divided into experimental (n=15) and control (n=15) groups. Both of groups completed psychological security scale by Zare & Aminpour (2011) as pre and posttest. The experimental group was trained for 10 sessions of 90 minutes under Quality Circle Time (QCT) by Jenny Mosley (2014). Data was analyzed using multivariate covariance test in SPSS software. The components of psychological security including environmental incompatibility, paranoia, self-belief, desire for life, depression, feeling happy, social security, self-awareness, self-confidence, feeling angry, despair, feeling of inferiority, compatibility with others were significantly different in the experimental and control groups in posttest (P <0.05). However, no significant difference was observed in the components of interest in life and feeling of health between the experimental and control groups in the post-test (P <0.05). Therefore, according to the results, Quality Circle Time (QCT) can be considered as an effective method to improve social skills, social competencies and psychological and social security of adolescent female teenagers.
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Glazzard, J. (2016). The Value of Circle Time as an Intervention Strategy. Journal of Educational and Developmental Psychology. 6(2): 207-2015.
Hashemi, S. A., & Abbasi, A. (2012). Study of effect of circle time of life skills on mental security (reduced shyness) in primary students of Lamard city. Education new methods. Internal Conferences [In Persian].
Hesar Sorkhi, R., Asghari Nekah, S. M., Laalzadeh Kondelaji, A., & Parvaneh, E. (2016). Comparing of aggressiveness and emotional knowledge of orphan and neglected boy children with normal children. Journal of Children Psychological health. 3(2): 77-85 [In Persian].
Honarmandzadeh, R., & Sajadyan, I. (2016). Study of positivism group intervention on psychological well-being, resilience and happiness of female orphan teenagers. Journal of positive psychology. 2(6): 35-50 [In Persian].
Kemmelmeier, M., Danielson, C., & Bastten, J. (2005). What’s in a grade? Academic success and political orientation. Personality and Social Psychology Bulletin, 31, 1386-1399.
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Lawrence, D. (1996). Enhancing Self-Esteem in the Classroom. London: Paul Chapman.
Lown, J. (2002). Circle time: The perceptions of teachers and pupils. Educational Psychology in Practice, 18(2): 93-102.
Luna. B, Padmanabhan. A, O’Hearn. K, (2010). What has fMRI told us about the Development of Cognitive Control through Adolescence? Brain and Cognition. 72, 101–113.
Margerison, A. (1996). Self-esteem: Its effect on the development and learning of children with EBD. Support for Learning, 11(4): 176-180.
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Mosley, J., & Tew, M. (2013). Quality Circle Time in the Secondary School. Routledge is an imprint of the Taylor & Francis Group, an informa business.
Neuner-Jehle, S., Gruninger, U. & Schmid, M. (2016). Efficacy of a Communication Skill Training Fostering Health Promotion in Primary Care: A Mixed Method Analysis. J Community Med Health, 6, 2161-0711.
Okrodudu, G. (2010). Influence of parenting styles on adolescent delinquency in delta central senatorial district. Edo Journal of Counselling. 3(3): 58- 86.
Rajabi, M., Begyan Koleh marz, M. J., Bakhti, M., & Karimi nejad, K. (2017). Comparing of mental health indexes in orphan children take cared in centers with children placed with relatieves in Lorestan province. Journal of children nursing. 4(1): 37-47 [In Persian].
Safar Hamidi, E., Hoseynian, S., & Zandi pour, T. (2017). Effect of positive thinking training on competence perception and social skills of orphan and neglected children. Journal of Children mental health. 4(1): 13-23 [In Persian].
Saroukhani, B., & Navidnya, M. (2006). Social and mental security of family and place of residence in Tehran. Journal of social well-being. 6(22): 78-108 [In Persian].
Shokaiee Baghini, F., & Bahrami, M. (2018). Study of competence perception relationship with anxiety and solely feeling in orphan children of semi-family centers. Journal of Woman Police studies. 12(29): 5-20 [In Persian].
Soleymani fard, S. (2010). Comparing of social skills of teenagers’ orphan resident in centers with teenagers with family in Tehran. Master’s degree dissertation. Tehran. Iran. Social well-being and Rehabilitation University [In Persian].
Tew, M. (1998). Circle time: A much neglected resource in secondary schools? Pastoral Care, 18-27.
Zare, H., & Aminpour, H. (2011). Psychological Tests. Ayiiz Publication [In Persian].
Zaree, E., Mirzaiee, M., & Sadeqifard, M. (2018). Proposing a model to determine communication and problem-solving skills to prevent of mental and social impairments through mediating role of family conflicts. Journal of consulting culture and psychotherapy. 9(22): 1-26 [In Persian].
_||_Asghari Nekah, S. M., & Heidari Darbandi, A. (2010). Comparing the take-caring and supporting methods of orphan and neglected children from psychological health. Summary of articles of fourth scientific-research conferences on Sarvar children. 18. [In Persian]
Caldarella, Paul. Christensen, Lynnette: Kramer, Thomas J., & Kronmiller, K. (2009). Promoting Social and Emotional Learning in Second Grade Students: A Study of the Strong Start Curriculum, All Faculty Publications. Paper 126.
Canney, C., & Byrne, A. (2006). Evaluating circle time as a support to social skills development: Reflections on a journey in school-based research. British Journal of Special Education, 33(1): 19-24. http://dx.doi.org/10.1111/j.1467-8578.2006.00407.x
Chamzadeh, M., Aghaiee, A., & Golparvar, M. (2015). Effectiveness of positive thinking skills teaching through pessimistic documentary style of primary boy students. Research in Curriculum. 12(2, 20): 34-50 [In Persian].
Dahanzadeh, A., & Borna, M. R. (2019). Study of effect of life skills education on social security feelings and mental health in female teenagers of Ahvaz. Social psychological Journal. 13(50): 73-82. [In Persian].
Danesh, P., Sharbatyan, M. H., & Tavafi, P. (2017). Sociological Analysis of domestic violence against women and its relationship with security feeling in the home (Case study: women of 18-54 years old of Myaneh city). Applied researches on security and social order. 6(16): 47-72 [In Persian].
Endork, J. S. S. N. Z. (2014). Stress, coping and quality of life: An exploratory study of the psychological well-being of Ghanaian orphans placed in orphanages. Child Youth Serv Rev. 46, 28-37.
Erol N, Simsek Z, & Munir. K. (2010). Mental health of adolescents reared in institutional care in Turkey: challenges and hope in the twenty-first century. Eur Child Adolesc Psychiatry. 19(2): 113-24.
Ghasemi, R., & Mohammadi, A. (2013). Study of security feeling and its effective social factors among citizens in 15-44 range years old of Shahrkord. Journal of military knowledge. 1(2): 21-37 [In Persian].
Gilmore, D. M. J. (2015). Dimensions of Impact: Implications of Social Emotional Learning (SEL) In Elementary Education, Master of Education in Educational Leadership, Vancouver Island University.
Glazzard, J. (2016). The Value of Circle Time as an Intervention Strategy. Journal of Educational and Developmental Psychology. 6(2): 207-2015.
Hashemi, S. A., & Abbasi, A. (2012). Study of effect of circle time of life skills on mental security (reduced shyness) in primary students of Lamard city. Education new methods. Internal Conferences [In Persian].
Hesar Sorkhi, R., Asghari Nekah, S. M., Laalzadeh Kondelaji, A., & Parvaneh, E. (2016). Comparing of aggressiveness and emotional knowledge of orphan and neglected boy children with normal children. Journal of Children Psychological health. 3(2): 77-85 [In Persian].
Honarmandzadeh, R., & Sajadyan, I. (2016). Study of positivism group intervention on psychological well-being, resilience and happiness of female orphan teenagers. Journal of positive psychology. 2(6): 35-50 [In Persian].
Kemmelmeier, M., Danielson, C., & Bastten, J. (2005). What’s in a grade? Academic success and political orientation. Personality and Social Psychology Bulletin, 31, 1386-1399.
Killam K, Kim Y. (2014). Positive psychological interventions and self- perceptions: A cautionary tale. UK: Wiley Blackwell: 451- 463.
Lawrence, D. (1996). Enhancing Self-Esteem in the Classroom. London: Paul Chapman.
Lown, J. (2002). Circle time: The perceptions of teachers and pupils. Educational Psychology in Practice, 18(2): 93-102.
Luna. B, Padmanabhan. A, O’Hearn. K, (2010). What has fMRI told us about the Development of Cognitive Control through Adolescence? Brain and Cognition. 72, 101–113.
Margerison, A. (1996). Self-esteem: Its effect on the development and learning of children with EBD. Support for Learning, 11(4): 176-180.
Mosley, J. (1993). Turn Your School Around. Wisbech: LDA.
Mosley, J. (1996). Quality circle time. Cambridge: LDA.
Mosley, J. (2016). Circle time and socioemotional competence in children and young people. In Cefal, C., & Cooper, P. (Eds). Promoting motional Education. London: Jessica Kingsley Publishers
Mosley, J., & Tew, M. (2013). Quality Circle Time in the Secondary School. Routledge is an imprint of the Taylor & Francis Group, an informa business.
Neuner-Jehle, S., Gruninger, U. & Schmid, M. (2016). Efficacy of a Communication Skill Training Fostering Health Promotion in Primary Care: A Mixed Method Analysis. J Community Med Health, 6, 2161-0711.
Okrodudu, G. (2010). Influence of parenting styles on adolescent delinquency in delta central senatorial district. Edo Journal of Counselling. 3(3): 58- 86.
Rajabi, M., Begyan Koleh marz, M. J., Bakhti, M., & Karimi nejad, K. (2017). Comparing of mental health indexes in orphan children take cared in centers with children placed with relatieves in Lorestan province. Journal of children nursing. 4(1): 37-47 [In Persian].
Safar Hamidi, E., Hoseynian, S., & Zandi pour, T. (2017). Effect of positive thinking training on competence perception and social skills of orphan and neglected children. Journal of Children mental health. 4(1): 13-23 [In Persian].
Saroukhani, B., & Navidnya, M. (2006). Social and mental security of family and place of residence in Tehran. Journal of social well-being. 6(22): 78-108 [In Persian].
Shokaiee Baghini, F., & Bahrami, M. (2018). Study of competence perception relationship with anxiety and solely feeling in orphan children of semi-family centers. Journal of Woman Police studies. 12(29): 5-20 [In Persian].
Soleymani fard, S. (2010). Comparing of social skills of teenagers’ orphan resident in centers with teenagers with family in Tehran. Master’s degree dissertation. Tehran. Iran. Social well-being and Rehabilitation University [In Persian].
Tew, M. (1998). Circle time: A much neglected resource in secondary schools? Pastoral Care, 18-27.
Zare, H., & Aminpour, H. (2011). Psychological Tests. Ayiiz Publication [In Persian].
Zaree, E., Mirzaiee, M., & Sadeqifard, M. (2018). Proposing a model to determine communication and problem-solving skills to prevent of mental and social impairments through mediating role of family conflicts. Journal of consulting culture and psychotherapy. 9(22): 1-26 [In Persian].