Saeede Hamidi; Javad Khodadadi Sangdeh; Atousa Kalantar Hormozi
Abstract
Introduction
Moral intelligence refers to the capacity to distinguish between true and false, practice strong moral beliefs and behave in a way that is morally right. This study aimed to investigate the perception of Counseling Ph.D. Candidates about Moral Intelligence.
Methodology
This research ...
Read More
Introduction
Moral intelligence refers to the capacity to distinguish between true and false, practice strong moral beliefs and behave in a way that is morally right. This study aimed to investigate the perception of Counseling Ph.D. Candidates about Moral Intelligence.
Methodology
This research method was qualitative and based on the thematic analysis approach. The statistical population consisted of counseling Ph.D. Candidates of Allameh Tabatabai University Counseling in the academic year 1399-1400 who had completed at least one year of their doctoral program. 13 participants were selected using a non-probability purposive sampling method. Sampling continued until data saturation was reached. Data was collected, coded, and categorized into themes using a manual method.
Results
The data content analysis identified 121 open-source codes, 30 sub-themes, 9 main themes, and kernel themes. The main themes and kernel themes were 1) self-management (maintaining intellectual and emotional control, abstinence, control, and self-care (virtue), mental health improvement, and internalizing moral norms), 2) moral-based conscious action (recognizing moral condition, self-monitoring (consciousness), awareness of the effect of one's action on others, awareness of moral intelligence principles), 3) responsibleness (loyalty, commitment to improving mental health, acceptance of the implications of one's decisions and actions, being responsive to the implications of one's actions, commitment to the rights of others), 4) attention to honesty (clearness in relation, integrity of speech and behavior, integrity of values, and individual performance), 5) having mercifulness (social interest, empathy, paying attention to the principle of usefulness, tendency to caring), 6) fairness (unfavorable use of social position, not to misuse of professional positions, the principle of what you like about yourself to like for others), 7) tolerance (psychological flexibility, reflection on speech action, patience in action), 8) paying attention to respect (respect for the cultural nature of phenomena, respect for the privacy of others, respectful behavior and speech), and 9) forgiveness (self-forgiveness, forgiveness (others)).
Conclusion
According to Counseling Ph.D. Candidates, moral intelligence is effective in their behavior. Developing moral intelligence by recognizing moral situations and acting based on ethical principles helps a person avoid harming themselves and others. Strengthening the moral intelligence of students can lead to the consolidation and development of values and commitments, therefore, moral-based performance in them, and consequently in society. The moral performance of experts in the field affects society directly, and paying more attention to the moral attitudes of individuals working in this field can lead to the development of ethical attitudes in society.
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.
Azam Jalalikhah; Hadi Abbassi
Abstract
The purpose of this study was to identify the factors of academic achievement in people with visual impairments. So the qualitative approach and descriptive phenomenological method were used. Participants in this study were 15 people with visual impairments who were blind for most of their life and, ...
Read More
The purpose of this study was to identify the factors of academic achievement in people with visual impairments. So the qualitative approach and descriptive phenomenological method were used. Participants in this study were 15 people with visual impairments who were blind for most of their life and, were students or graduates of the Ph.D. in the academic year 96-97. They were selected by purposeful sampling with snowball method and in-depth semi-structured interviews were conducted to collect data. The data collected were analyzed by the Colaizzi method and the 248 original codes extracted from the interviews based on semantic similarity 44 concepts received and then 10 main categories with the related concepts which include: Family support, Education to eliminate needs, Compensating for unpleasant experiences and emotions, Optimistic attitudes and beliefs, Implicit achievements in education, Establishing educational settings, Positive personality traits, Cognitive talents and abilities, Positive social factors and Setting goals based on values and interests.
Ahmad Abdolkhani; parvaneh Valavi; Seyed Jalal Hashemi
Abstract
Introduction This study aimed to investigate the lived experience of personal and social competency of male students. This study was a qualitative approach with phenomenological method. The study population included the male students of first level of high schools, in Susa. Methods To select the ...
Read More
Introduction This study aimed to investigate the lived experience of personal and social competency of male students. This study was a qualitative approach with phenomenological method. The study population included the male students of first level of high schools, in Susa. Methods To select the participants with rich information in the present study, the criteria were the researchers' diagnosis and students' readiness. Also a semi-structured interview was used to collect the data, and the interviews continued until the saturation stage; hence the number of the final sample was 20 contributors. The data from the interview were analyzed using Van Menen's method for discovering the students' experiences of social competence. Results The findings of this study, include 2 main themes and 13 sub-themes. The first main theme was social consciousness, which includes 5 sub-themes such as empathy, guidance of others, service-centered, impact on others, political and social awareness, and the second main theme was social skills, which includes 8 sub themes such as communication, link development, leadership, collaboration, group capabilities, commitment, conflict management, and evolution. Conclusion According to the findings of this study it seems that the best way to increase personal and social competency is creating proper understanding of the competencies by parents, school guardian and community officials. Personal and social competencies are appropriate criteria for performance which will enable people to do their duties successfully.
