The investigation of the reliability level of educational program of philosophy for children (p4c) in Education activities on controlling internalized and externalized anger in male high schools students in Tehran
Subject Areas : Research in Curriculum Planning
1 - دانشگاه ازاد تهران مرکز
Keywords: anger management, anger, activities education, exploring circle, Philosophy for children,
Abstract :
TheThe aim of the recent study was to investigate the the reliability level of educational program of philosophy for children (p4c) in education activities in order to control internalized and externalized anger in male high schools students in Tehran. The type of the research was applied and by using quasi- experimental method. It was done by the research design of preliminary and final tests with a control group without random selection. The statistical population of the research was all highschool male students of the 1st grade of high school in 14th district enrolled in 2014-2015. There were 2994. The sample size of the study was 60students that were non-randomly placed in two groups of 30experimental and 30control groups. After the course of (p4c), a questionnaire of the State-Trait Anger Expression and Inventory- 2 Spielberger (STAXI-2) was used in order to collect data and in order to analyze data the Covariance analysis test was used by using SPSS in addition to the descriptive statistics. The findings of this research answered this general question: Does the performance of educational program of philosophy for children (p4c) in education activities have an effect on controlling internalized and externalized anger in male highschool students or not? These resuls confirmed the reliability of educational program of philosophy for children (p4c) to control the teenagers’ anger and place it in education activities, on one of its component, the externalized management of teenagers’ anger and it did not confirm on other components, decreasing internalized anger.
ALi hosaeiny.S. (2013).features children's thinking, "preschools" of the Proceedings of the religioussense. [persean]
Arefi.M. (1999).aggressive communication and its relationship with social-emotional adjustment ofelementary school students in Shiraz. dissertationMSc. Shiraz University. [persean]
Asghari Moghaddam. M. A. (2011). the reliability and validity of the Persian version Trait AngerExpression Inventory modein a clinical population, Dvfstnamh Journal of Shahed University. Year3, NO5.Fall and Winter. [persean]
Barabadi.A. (2013) A preliminary validation of the Questionnaire - Trait Anger Expression children in asample of Iranian students aged 12 to 17years old. [persean]
Constantineaut, Philippe (2005). Philosophy in the Age of Democracy: Moral and civic Education ,Ontario: Congress of the Canadian Philosophical Association , University of Western Ontario.
Dahlen, E. R. , Deffenbacher, J. L. (2000). A partial component and analysis of Beck’s cognitive therapy for the treatment of general anger.J. Cogn Psychother, 14, 77-95
Daniel. M. F. (1998). “p4c in pre service Teacher Education”Analytic
Delaware. A. (2014).Foundations and practical research in the humanities and social sciences publishing growth.[persean]
Dodge, K. A. , Pettit, G. S. , & Bates, J. E. , (1990). Socialization mediators of the relation between socioeconomic status and child conduct problems. Child Development, 65, 649-655.
Dryden, Wendy (2012). Understanding emotional problems from the perspective of rational behavior therapy excitement, the translation of Karimi.R. and Mohammadi.A, Tehran: Danzhh.
Dryden, Wendy (2012). Understanding emotional problems from the perspective of rational behavior therapy excitement, the translation of Karimi.R. and Mohammadi.A, Tehran: Danzhh.
Farzanfar.javad. (2016). Stories for philosophy for kids program based an critical thinking. Researchin curriculum planning ,Vol13. No21. sprring. [persean]
Feindler, E. L. (1995). Ideal treatment pckage for children and adolescents with anger disorder.In H. Kassinove (Ed. ) Anger disorders: Definition, diagnosis and treatment. Washington, DC.:Taylor and Francis.
Fisher.R. (2009).creative Dialouge. Talking to think.Farhang.vol. 22,No. 69
Ghaedi.Y. (2007).The possibility of teaching philosophy to children: a challenge to the concept of philosophy. Journal of Curriculum Studies.[persean]
Gharib.H. (2013. strategic thinking on questioning the effectiveness of teaching fifth grade elementary school students in Sanandaj boy and the child's thinking, Institute for Humanities and Cultural Studies. Year4. NO1. Spring and Summer. [persean]
Hedayatir.M. (2011).Philosophy for Children and control of aggression, Journal of thinking, and children.Research, humanities and cultural studies.No1. [persean]
Jabal-ameli Foroushani.Z. (2015).The explanation of the philosophical fundamentals (epistemology) of teaching philosophy to children in Iran.Researchin curriculum planning Vol12. No19. Autumn.[persean]
Jeafari.Z. ( 2015). The study of the impact of teaching philosophy to children on nurturing their research spirit among the preschool students.Researchin curriculum planning Vol12. No17. sprring. [persean]
Khansari.J. M. (1987). Description Ghurar al-Hikam wa Durar al-Kalim, correction Mir Jalaleddin Mhds Armoe. PublishersTehran University.[persean]
Khodayarifard.M. (2010).Black standardization tool-Trait Anger 2 Aspylbrgrbray Iranian students, research papers and rehabilitation, Volume 11. No. 1.Spring.[persean]
Lipman, M &Sharp.A. M (1985). Ethical Inquiry: Instructional Manual toAccompany Lisa, Lanham: University Press of America& Institute for the Advancement ofPhilosophy of Children.
Lipman, M. (1995).“Educating for Violence Reduction and Peace Development: The Philosophical Community of Inquiry Approach”, in John P. Portelli and Ronald F. Reed; Detselig Enterprises Ltd, Canada. Children, Philosophy & Democracy; John P. Portelli and Ronald F. Reed; Detselig Enterprises Ltd, Canada.
Lipman, M. (2003).Thinking in Education, 2nd (edn. ), Cambridge and New York: Cambridge University Press.
Lipman.M( 1992). Educating for Violence Reduction and Peace Development”, The Philosophical Community Inquiry Approach, Detseling Enterprises ToppingK. J. & S. Trikey 2007 Impact of Philosophical Enquiry on School Student’s paper in Education, Vol. 19. No3
Lipman.M. (2010).Lisa child in school.translation Hamida Bahraini. I nstitute for Humanities and Cultural Studies.thran.
Lyle. S. & Thomas-Williams, J. (2012). “Dialogic Practice in Primary Schools.How PrimaryTeachersPlan to Embed Philosophy for Children into theWhole School”. EducationalStudies,38.
Maleki.S. (2009).Effect of anger management skills training to youth aggression Region 2 Karaj, M. Sc nursing management.Tarbiat Modarres University.Journal of Applied Psychology.Year 3.NO 4,12. Winter.Tehran. [persean]
Marashi.S. M. (2006). Efficacy research community on developing reasoning skills among female students in grade three.Journal of Curriculum Studies.Year2. NO7. Winter.[persean]
Mehregn.F. (2009).Investigation and analysis of the epistemological foundations of the philosophy curriculum for children according to Lipman and Fisher style.Master's thesis.Payam Noor university. Tehran. [persean]
Montes,.M. &Maria, E. (2001). Juchitande los ninos,Abstract in OAPC.
Naderi.E. & Saif Naraqi.M. (2014).Research methods and the evaluation of the human sciences (with emphasis on Educational Sciences).Press Arasbaran. [persean]
Naji.S. (2007).The evaluation results of philosophy program for children on the child's behavior. fslnamh reasoning skills. Journal of Curriculum Studies.Dvm. shmarh.Year2. NO7. Winter.[persean]
Naji.S. (2010).Teaching children the way to achieve world peace thinking and thinking children.Institute for Humanities and Cultural Studies. Year1. NO2. autumn and winter. [persean]
Navidi.A. (2008).Journal of Psychiatry and Clinical Psychology.Year14. NO4. [persean]
Ramezani.M. studied Philosophy for Children curriculum in order to consider various aspects of mentality. Journal of Child thinking.Institute for Humanities and Cultural Studies. the first year 1. NO1 spring and summer.[persean]
Rostami.K. (2012).Philosophy program to evaluate the effect of the research community on children's creativity, thought and children.Institute for Humanities and Cultural Studies. year3. No. 2.Fall and winter.[persean]
Shabani.H. (2014).Advanced teaching methods, teaching skills and thinking strategies.publisherSAMT. Tehran. [persean]
Shokoohei yekta.M. (2014).The impact of problem solving and anger control training methods and mental health school teachers. [persean]
Tajali.A. (2012).Examine the effects of philosophy for children in foster creativity of students in grade one high school district 14 in Tehran, thinking and child. Institute for Humanities and Cultural Studies. Year3. No. 1.Spring and summer.[persean]
Tajali.A. (2014).Investigate the effect of Philosophy for Children program to reduce anger and secondary school first grade male students in Tehran, and the child's thinking, Institute for Humanities and Cultural Studies. year5. NO1. Spring and Summer. [persean]
Trikey, S. & K. J. Topping (2004).“Philosophy for Children: a Systematic Review”. Research.
UNESCO (2007).Philosophy, A School of Freedom, Paris: UNESCO. Oxford, New York: Berg; Paris: UNESCO
Vansieleghom, N. (2010). “What is Philosophy for Children, How doWe Have to UnderstandHer Critical Voice? From an Educational Experiment to Experimental Education”,Proceedings of 39th Annual Conference of the Philosophy of Education Society ofAustralasia, Wellington, New Zealand.
White.D (2010).Philosophy for smaller, translationHamidi,T. Tehran, drops.
William, S. (1993). Evaluating the Effects of Philosophical Enquiry in a Secondary School.