Volume 5, Issue 4 (January 2025)
2025, 5(4): 228-242 |
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Hossein Zadeh Dashti M, Salehi K, Keshavarz Afshar H, Javadipour M. (2025). Compilation of an Educational-consultative Package to Reduce the Psychological and Educational Damages of Children of Divorce based on Iranian Culture. Journal of Childhood Health and Education. 5(4), 228-242. doi:10.32592/jeche.5.4.228
URL: http://jeche.ir/article-1-278-en.html
URL: http://jeche.ir/article-1-278-en.html
Marziyeh Hossein Zadeh Dashti1 
, Keyvan Salehi *2 , Hossein Keshavarz Afshar3 , Mohammad Javadipour2
, Keyvan Salehi *2 , Hossein Keshavarz Afshar3 , Mohammad Javadipour2
1- Ph. D. Student of Counseling, Counseling Department, Research Sciences Unit, Islamic Azad University Tehran, Iran
2- Associate Professor, Department of Curriculum Development & Instruction Methods, Faculty of Psychology and Education, University of Tehran, Tehran, Iran
3- Associate Professor, Department of Counseling and Educational Psychology, Faculty of Psychology and Education, University of Tehran, Tehran, Iran
2- Associate Professor, Department of Curriculum Development & Instruction Methods, Faculty of Psychology and Education, University of Tehran, Tehran, Iran
3- Associate Professor, Department of Counseling and Educational Psychology, Faculty of Psychology and Education, University of Tehran, Tehran, Iran
Keywords: Children of divorce, Educational damage, Iranian culture, Psychological damage Package editing
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Background and Aim:
He most critical and sensitive period in the formation of an individual's personality is childhood, as it plays a fundamental role in the foundation of society. Neglecting this phase can lead to irreversible consequences. A lack of attention to children during this period and improper guidance in their developmental process can result in behavioral disorders and maladjustments later in life (Oruji Aghdam et al., 2020). Research and policymaking should shift focus from psychological weaknesses toward strengthening individuals' strengths and enhancing positive aspects such as happiness and life satisfaction. Psychology as a discipline must prioritize these areas as they contribute to personal and social growth and improved mental health (Barkley et al., 2016). For centuries, happiness has been regarded as an essential component of human life. Happiness is an attitudinal phenomenon, meaning that an individual's perception and beliefs about happiness influence their actual experience of it (Giv et al., 2018). Generally, happiness encompasses three main components: the frequency and intensity of positive feelings or pleasure, the absence of negative feelings such as depression or anxiety, and a moderate level of life satisfaction. The first two components relate to the emotional aspects of happiness, while the third pertains to its cognitive dimensions (Khosh-Konesh et al., 2008). Alongside happiness, health-related quality of life (HRQoL) has become a critical measure in clinical trials and healthcare. HRQoL is a multidimensional concept encompassing aspects of life quality influenced by various health dimensions, including physical, psychological, and social well-being. The ultimate goal of all health-related activities and interventions throughout different life stages, including childhood, is to enhance HRQoL (Radmehr et al., 2021). School-related quality of life refers to students' overall well-being and satisfaction with the negative and positive experiences rooted in their school activities (Jalili et al., 2021). As one of the most significant indicators of individual and social well-being, quality of life profoundly impacts children's growth and development. To understand what makes people perceive themselves as happy, judgment is required—judgment about long-term interests, desires, and aspirations for a better life. Since judging what brings happiness involves considering the outcomes of fulfilling specific desires, children need to practice this skill. One area that has deeply engaged human thought in this regard is "philosophy." Placing students in a community of inquiry encourages them toward deeper thinking, self-reflection, and self-evaluation in cognitive and emotional skills. Therefore, this study aimed to investigate the effectiveness of the Philosophy for Children (P4C) program on happiness, quality of life, and mental health among children aged 9 to 12 in Tehran. Methods: This study utilized an applied, quasi-experimental design with a pretest-posttest control group and a two-month follow-up. The statistical population consisted of all third- to sixth-grade elementary school students in Tehran during the 2022–2023 academic year. From this population, 34 students were randomly assigned to the experimental and control groups (17 students in each group). It is worth noting that, due to attrition during the study, the sample size was adjusted to 34 instead of 30 participants. Inclusion criteria included parental consent, normal intelligence, absence of disorders such as learning disabilities or intellectual delays based on the student’s academic records, and no significant academic performance issues as determined by teacher consultation. Exclusion criteria included the presence of specific illnesses, undergoing other treatments during the study, and missing more than two sessions. Both the experimental and control groups completed the 29-item Oxford Happiness Questionnaire (1989), the Quality of Life Questionnaire for Children aged 8–12 years (2003), and the Mental Health Assessment Questionnaire for Children and Adolescents (1984). The students in the experimental group participated in 10 weekly 60-minute sessions of P4C exercises, while the control group remained on a waiting list. Following the intervention sessions and two months later, the mentioned tests were administered to both groups. Data were analyzed using ANCOVA in SPSS24. Results: Pairwise comparisons of participants at three different time points indicate that the level of happiness significantly differed between the pretest and both the posttest and follow-up stages (P < 0.01). This suggests that the level of happiness increased significantly and that this increase remained stable over time. Additionally, the effect size of changes in quality of life showed the following:
As a result, the quality of life significantly improved, and this improvement remained stable over time. Pairwise comparisons of mental health levels in the pretest with those in the posttest and follow-up also revealed that mental health significantly increased and that this improvement was sustained over time.
Discussions: This study aimed to investigate the effectiveness of the Philosophy for Children (P4C) program on happiness, quality of life, and mental health in children aged 9 to 12 years. The results indicated a significant difference between the experimental and control groups in the variables of happiness, quality of life, and mental health at the post-test and follow-up stages. These findings align with those of Daniel et al. (2011), who reported the positive effects of a localized P4C program on self-efficacy, happiness, and optimism among first-year high school female students, as well as with Al-Zaheri et al. (2023), who demonstrated the effectiveness of the P4C program on students' cognitive outcomes. In explaining the findings, it can be stated that P4C is a method for fostering reasoning and critical thinking, encouraging children and adolescents to enhance their thinking about the world through a specific educational strategy known as the community of inquiry. By engaging them in philosophical discussions, it provides a context for moral reasoning and social education, allowing them to confidently express their ideas in a supportive environment where they feel at ease. Ethical Considerations All ethical protocols were observed in this study. All interviews were conducted, recorded, and/or transcribed with the informed consent of the participants. Funding This study received no financial support from any funding agency, commercial, or not-for-profit sectors. Authors’ Contributions All authors contributed equally to the conceptualization, drafting, critical revision, and final approval of the manuscript. Conflict of Interest The authors declare that there are no conflicts of interest regarding the publication of this study. Acknowledgments The authors express their sincere gratitude to all participants for their valuable cooperation in this study. Special thanks are also extended to Dr. Keyvan Salehi for his invaluable support and guidance. 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Article type Original research Pages: 172-183 |
| Corresponding Author’s Info Email: m.rahmanian@pnu.ac.ir |
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| Article history: Received: 2024/09/13 Revised: 2024/10/05 Accepted: 2024/10/06 Published online: 2025/02/28 |
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| Keywords: Behavioral Problems, COVID-19 Emotional and Filial Therapy Maternal Sensitivity Parental Stress |
Type of Study: Research |
Subject:
Special
Received: 2024/09/13 | Accepted: 2024/10/6 | Published: 2025/02/28
Received: 2024/09/13 | Accepted: 2024/10/6 | Published: 2025/02/28
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