Using the Task-Focused Model in Group Work to Achieve Social Adjustment for Student's Educational Retardation
| المصدر: | مجلة مستقبل العلوم الإجتماعية |
|---|---|
| الناشر: | الجمعية العربية للتنمية البشرية والبيئية |
| المؤلف الرئيسي: | Alsayed, Abeer Mohamed Mukhtar (Author) |
| المجلد/العدد: | مج4, ع2 |
| محكمة: | نعم |
| الدولة: |
مصر |
| التاريخ الميلادي: |
2021
|
| الشهر: | يناير |
| الصفحات: | 195 - 234 |
| ISSN: |
2735-5217 |
| رقم MD: | 1326500 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | الإنجليزية |
| قواعد المعلومات: | HumanIndex |
| مواضيع: | |
| كلمات المؤلف المفتاحية: |
Task-Focused Model | Group Work | Social Adjustment | Educational Retardation
|
| رابط المحتوى: |
عدد مرات التحميل
6
| المستخلص: |
This study belongs to the type of empirical studies that are concerned with studying the relationship between two variables, one of which is independent (the focus on the group member model), and the other is dependent, which is (achieving social adjustment for student's educational retardation). Using one of his designs, the tribal and post-experiment using two groups, one experimental and the other controlling, and this study aimed to design a professional intervention program based on the group member focus model aimed at increasing social adjustment for students who are late in school, as well as testing the effectiveness of practicing the group member focus model to increase compatibility. Social for students who are late in study, which is achieved through: a. Testing the effectiveness of practicing the group member focus model to increase the sense of self-worth of the late students, b. Testing the effectiveness of practicing the group member focus model to increase the ability to take responsibility for students who are Educational Retardation, c. Testing the effectiveness of practicing the focus on group member model to increase the ability to form social relationships for students educational retardation. What was indicated by the results of the group’s dimensional measurement for the dimensions of the scale as a whole, where the differences came in favor of the dimensional measurement on all dimensions of the social adjustment scale for students who are late in school, as well as its sub-hypotheses? |
|---|---|
| ISSN: |
2735-5217 |
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