Psychological Research in Individuals with Exceptional Needs (PRIEN)

This study aims to explore the psychological impact of virtual learning on students with special educational needs (SEN). This qualitative study utilized semi-structured interviews with 24 students with SEN recruited through online platforms. Theoretical saturation was reached, and data were analyzed using NVivo software following a thematic analysis approach. The interviews explored students’ experiences with virtual learning, including emotional responses, cognitive struggles, and social adaptation. Themes were identified through an iterative coding process, ensuring reliability and depth in capturing the psychological effects of digital education on this population. The results indicate that virtual learning has led to heightened emotional distress, including anxiety, stress, and reduced motivation, largely due to isolation and the absence of structured classroom environments. Participants reported significant cognitive challenges, such as attention difficulties, cognitive overload from digital tools, and struggles with learning retention. Socially, students experienced decreased peer interaction, communication barriers, and difficulty adapting to digital learning norms. However, some students developed coping mechanisms such as parental support and self-regulation strategies. The findings align with previous research highlighting the adverse effects of digital learning on students with disabilities, emphasizing the need for targeted interventions. The psychological impact of virtual learning on students with SEN is profound, affecting their emotional well-being, cognitive engagement, and social adaptation. While some students benefit from digital learning’s flexibility, most require additional support to mitigate stress, cognitive overload, and social isolation. Educators and policymakers must prioritize inclusive digital education strategies, enhance accessibility, and provide structured support systems to improve learning experiences for students with SEN.

This study aims to explore the psychological and emotional adjustment of parents raising children with intellectual disabilities. This qualitative study utilized semi-structured interviews with 26 parents recruited through online platforms. Participants were selected through purposive sampling, ensuring diversity in caregiving experiences. Data collection continued until theoretical saturation was reached, and all interviews were transcribed verbatim. Thematic analysis was conducted using NVivo software to identify key themes related to parental psychological adjustment, coping mechanisms, and social interactions. The results revealed that parents experienced significant emotional distress upon receiving their child’s diagnosis, including grief, denial, and prolonged sadness. Chronic stress was a recurring theme, with concerns over financial burdens, caregiving demands, and uncertainty about their child’s future contributing to heightened anxiety. Coping strategies varied, with some parents relying on social support networks, religious beliefs, and cognitive reframing, while others struggled with emotional exhaustion and isolation. Family relationships were deeply affected, with some parents reporting marital strain and sibling adjustments, whereas others experienced strengthened familial bonds. Social stigma and external judgment further complicated parental adjustment, with many parents becoming active advocates for disability rights and inclusion. Despite the challenges, many parents reported significant personal growth, emotional resilience, and increased psychological strength over time. The psychological and emotional adjustment of parents raising children with intellectual disabilities is a complex process influenced by stress, coping mechanisms, family dynamics, and social factors. While many parents experience significant distress, those with strong support systems and adaptive strategies demonstrate greater resilience. This study highlights the need for targeted support programs, advocacy efforts, and policy interventions to enhance parental well-being and social inclusion.

This study aims to identify the cognitive and emotional components of self-advocacy in exceptional learners and examine the external factors that influence their ability to advocate for themselves in educational settings. A qualitative research design was employed, utilizing semi-structured interviews with 29 exceptional learners recruited through online platforms. Theoretical saturation was reached, ensuring comprehensive data collection. NVivo software was used to conduct thematic analysis, identifying key cognitive and emotional factors related to self-advocacy. Participants shared their experiences regarding metacognitive awareness, decision-making, emotional regulation, and external support systems, providing rich qualitative data for analysis. The results indicated that self-advocacy among exceptional learners is shaped by cognitive competencies, including metacognition, decision-making, and information-seeking behaviors, as well as emotional factors such as self-efficacy, resilience, and emotional regulation. Participants who demonstrated strong metacognitive strategies and confidence were more effective self-advocates, whereas those facing anxiety or low self-efficacy struggled to assert their needs. External factors, such as educator support, family involvement, and institutional policies, played a critical role in shaping advocacy experiences. Online networks and digital advocacy resources were identified as valuable tools for enhancing self-advocacy skills. However, institutional barriers, including bureaucratic challenges and lack of awareness among educators, posed significant obstacles for learners. The study highlights the complexity of self-advocacy in exceptional learners, emphasizing the interplay between cognitive awareness, emotional resilience, and external support structures. Enhancing self-advocacy skills requires targeted interventions, including advocacy training, institutional support, and digital resource accessibility.

This study aimed to examine the effectiveness of play therapy in improving sensory processing and distress tolerance in adolescents with mild intellectual disabilities. A randomized controlled trial was conducted with 30 adolescents aged 12 to 17 years, randomly assigned to either an intervention group (n = 15) receiving eight 90-minute sessions of play therapy or a control group (n = 15) receiving no intervention. Sensory processing and distress tolerance were assessed at baseline, post-intervention, and five-month follow-up using standardized measures. Data analysis was performed using repeated-measures analysis of variance (ANOVA) and Bonferroni post-hoc tests in SPSS-27 to evaluate within-group and between-group differences over time. The results indicated a significant main effect of time for both sensory processing (F(2, 84) = 92.32, p < 0.001) and distress tolerance (F(2, 84) = 111.60, p < 0.001), demonstrating substantial improvements across timepoints. The intervention group showed a notable increase in sensory processing scores from baseline (M = 48.72, SD = 5.91) to post-intervention (M = 64.15, SD = 6.38) and follow-up (M = 69.03, SD = 5.79), whereas the control group exhibited minimal change. Similarly, distress tolerance scores improved significantly in the intervention group (baseline: M = 42.85, SD = 6.27; post-intervention: M = 58.74, SD = 5.69; follow-up: M = 63.92, SD = 6.08), with no substantial improvement in the control group. The Bonferroni post-hoc test confirmed significant pairwise differences between baseline and subsequent assessments. Play therapy was found to be an effective intervention for enhancing sensory processing and distress tolerance in adolescents with mild intellectual disabilities, with improvements sustained at follow-up. These findings suggest that play-based interventions can be a valuable therapeutic approach for promoting sensory integration and emotional regulation in this population.

This study aimed to examine the predictive relationship between self-advocacy, resilience, and adaptive behavior in adults with ADHD. A correlational descriptive research design was used, with a sample of 400 adults with ADHD recruited through online platforms and mental health clinics. Participants completed standardized assessments, including the Adaptive Behavior Assessment System-Third Edition (ABAS-3) for adaptive behavior, the Self-Advocacy Measure for Youth and Adults (SAMYA), and the Connor-Davidson Resilience Scale (CD-RISC). Data were analyzed using Pearson correlation and multiple linear regression in SPSS-27 to evaluate the relationships between self-advocacy, resilience, and adaptive behavior. Descriptive statistics indicated moderate levels of adaptive behavior (M = 85.32, SD = 9.87), self-advocacy (M = 60.41, SD = 11.56), and resilience (M = 69.87, SD = 14.92). Pearson correlation results revealed significant positive associations between adaptive behavior and both self-advocacy (r = 0.58, p < 0.01) and resilience (r = 0.62, p < 0.01). Multiple linear regression showed that self-advocacy and resilience collectively accounted for 44% of the variance in adaptive behavior (F(2, 397) = 45.82, p < 0.01, R² = 0.44). However, when examined separately, self-advocacy (B = -0.09, p = 0.024) had a significant negative predictive effect, while resilience (B = -0.022, p = 0.502) was not a significant predictor. The findings suggest that while both self-advocacy and resilience are correlated with adaptive behavior, their individual predictive effects differ, with self-advocacy playing a more prominent role. These results highlight the importance of fostering self-advocacy skills in adults with ADHD to enhance adaptive functioning. Further research is needed to explore moderating factors that may influence these relationships.

This study aimed to examine the predictive role of hope and emotion regulation in perceived discrimination among adults with physical disabilities. The study employed a correlational descriptive design with a sample of 390 adults with physical disabilities, selected based on the Morgan and Krejcie table. Participants completed validated measures assessing perceived discrimination, hope, and emotion regulation, including the Perceived Discrimination Scale, the Adult Hope Scale, and the Emotion Regulation Questionnaire. Data analysis was conducted using Pearson correlation to examine associations between variables and multiple linear regression to determine the predictive effect of hope and emotion regulation on perceived discrimination. Statistical analyses were performed using SPSS-27, with significance set at p < 0.01. The results indicated a significant negative correlation between hope and perceived discrimination (r = -0.45, p < 0.01) and between cognitive reappraisal and perceived discrimination (r = -0.38, p < 0.01), while expressive suppression was positively correlated with perceived discrimination (r = 0.41, p < 0.01). The regression model was statistically significant (F(2, 387) = 53.04, p < 0.01) with an R² value of 0.27, indicating that hope and emotion regulation explained 27% of the variance in perceived discrimination. Hope (B = -0.39, p < 0.01) and cognitive reappraisal (B = -0.28, p < 0.01) negatively predicted perceived discrimination, whereas expressive suppression (B = 0.31, p < 0.01) was a positive predictor. The findings suggest that hope and adaptive emotion regulation strategies, particularly cognitive reappraisal, serve as protective factors against perceived discrimination, whereas expressive suppression exacerbates discriminatory perceptions. These results highlight the importance of psychological interventions aimed at fostering hope and teaching adaptive emotion regulation strategies to mitigate the impact of discrimination in individuals with physical disabilities.