Parvaneh Valavi; Parvin Khazami; Seyyed Jalal Hashemi; Masoud Safai Moghadam
Abstract
Background: Challenges in the field of education show their deconstructive presence and have a dramatic and sometimes negative impact on students' psyche, ethics and behavior. The impact of methods, practices and changes, the education system faces many challenges in various fields such as educational-ethical ...
Read More
Background: Challenges in the field of education show their deconstructive presence and have a dramatic and sometimes negative impact on students' psyche, ethics and behavior. The impact of methods, practices and changes, the education system faces many challenges in various fields such as educational-ethical challenges.Objectives: The present study examines students' experiences of facing the educational-ethical challenges of depression and suicide.Methods: The research method is qualitative and has been done using phenomenological method. The statistical population of this study includes all female high school students in Ahvaz. After identifying the educational-ethical challenges, 20 students were purposefully selected for the interview according to the available samples in the field of depression challenges and suicide (suicide attempt). In the field of saturation depression challenge after 12 people and in the suicide challenge (suicide attempt) after 13 people saturation. Identification of educational-ethical challenges is in accordance with the reports sent by Ahvaz District 2 school counselors to the counseling core of that district. The three-step recour method was used to analyze the interview data. The steps include raw reading or simple comprehension, structural analysis, and total interpretation.Results: Includes 5 main themes of causes of depression, methods of coping with depression, main causes of suicide, pretending to attempt suicide, students' feelings about suicide and 14 sub-themes.Conclusion: Students face many educational-ethical challenges. Challenges that are not rooted in their subconscious thoughts, but are rooted in untested assumptions and misconceptions. By analyzing students' life experiences, it provides a clear picture of their perceptions and mentalities about each of the educational-ethical challenges without making any judgments about the correctness or incorrectness of their perceptions. It is a breadth, and from every experience one can reach the depth and hidden meanings of the word.Background: Challenges in the field of education show their deconstructive presence and have a dramatic and sometimes negative impact on students' psyche, ethics and behavior. The impact of methods, practices and changes, the education system faces many challenges in various fields such as educational-ethical challenges.Objectives: The present study examines students' experiences of facing the educational-ethical challenges of depression and suicide.Methods: The research method is qualitative and has been done using phenomenological method. The statistical population of this study includes all female high school students in Ahvaz. After identifying the educational-ethical challenges, 20 students were purposefully selected for the interview according to the available samples in the field of depression challenges and suicide (suicide attempt). In the field of saturation depression challenge after 12 people and in the suicide challenge (suicide attempt) after 13 people saturation. Identification of educational-ethical challenges is in accordance with the reports sent by Ahvaz District 2 school counselors to the counseling core of that district. The three-step recour method was used to analyze the interview data. The steps include raw reading or simple comprehension, structural analysis, and total interpretation.Results: Includes 5 main themes of causes of depression, methods of coping with depression, main causes of suicide, pretending to attempt suicide, students' feelings about suicide and 14 sub-themes.Conclusion: Students face many educational-ethical challenges. Challenges that are not rooted in their subconscious thoughts, but are rooted in untested assumptions and misconceptions. By analyzing students' life experiences, it provides a clear picture of their perceptions and mentalities about each of the educational-ethical challenges without making any judgments about the correctness or incorrectness of their perceptions. It is a breadth, and from every experience one can reach the depth and hidden meanings of the word.
