Psychological Issues

According to Van de Vliet (2012), the importance of psychological aspects of sport for athletes with disability are the same as its medical aspects. The purpose of the present study was to investigate the psycho-social challenges of Iranian Paralympic athletes, using a qualitative phenomenological study. In so doing, 60 paralympic athletes (40 male and 20 female) who were selected through purposeful sampling were included in the study. Semi-structured interviews were used to collect data. The collected data were analyzed through thematic analysis. After preliminary processes, Paralympians’ challenges were categorized in two themes: psycho-social challenges (communicational, Family and financial issues) and psychological challenges (sport anxiety, concentration, depression, Sleep problems, ADHD, PTSD), each category covers several codes. paralympic athletes reported that they experienced considerable emotional highs and lows in Professional sports atmosphere. They showed how psychological functioning included protection of self, combining life with elite sport and functional relationships. The importance of conceptualizing paralympians’ challenges is reflected in the identification of different issues and problems. Recognizing and understanding the kinds of challenges that paralympians’ experience may help design the services required to support the athletes through this elite sporting experience.

Objective: The purpose of this study is to examine how psychological problems—such as obsessive-compulsive disorder (OCD), attention deficit hyperactivity disorder (ADHD), anxiety disorders, insomnia, and sleep issues—affect distance learning. Based on the experiences of experts and educators, this study will identify problems and potential solutions.Methodology: The study takes a qualitative approach, gathering and analyzing data using a phenomenological method. Twenty Ardabil primary school teachers and fourteen specialists from around Iran were among the participants, who were chosen via purposive selection until theoretical saturation was reached. In-depth, semi-structured interviews were used to collect data, and they were done both remotely and in person. Themes from the instructors' replies were found and categorized, and their frequency and percentage were then presented. The coding approach developed by Strauss and Corbin (2008) was used to examine the replies from the professionals. Triangulation, member checking, parallel data verification, and researcher self-review were used to guarantee the correctness and reliability of the interviews.Findings: The findings revealed that teachers encountered significant psychological challenges in the context of distance learning. To address these challenges, several strategies were proposed. Subsequently, specialists were consulted regarding the identified challenges, and solutions such as establishing a structured study routine, managing rest and sleep schedules, enhancing social interactions, providing psychological support services, training in stress management techniques, introducing flexible scheduling, prioritizing physical health, delegating tasks effectively, using visual aids, incorporating regular short breaks, reducing screen time, practicing breathing and relaxation exercises, applying cognitive behavioral therapy (CBT), and preventing avoidance behaviors were suggested. A more detailed presentation of these solutions is provided in the findings section.Conclusion: Education stakeholders are advised to implement the suggested strategies from teachers and specialists to identify and address the psychological challenges associated with distance learning effectively.