فصلنامه نوآوریهای آموزشی (Mar 2016)
The effect of Rogers’ client-centered framework on the students’ resiliency
Abstract
The purpose of this study was to evaluate the effect of Rogers’ client-centered framework on the 2nd grade high school students’ resiliency in Tehran. The research population included all second cycle public high school male students in Tehran during the academic year 1393-94. The sample consisted of 240 second grade high school students from the schools of the 2nd educational district who were selected through two-stage cluster sampling method. 40 students whose resilience was under the average were randomly selected from two high schools and they were assigned to experimental and control groups (20 students in each group). Connor-Davidson Resilience Scale (CD-RISC, Connor & Davidson, 2003) containing 25 multiple-choice items was used as the research instrument and the Rogers’ client-centered framework was used as the treatment during eight 90 minutes sessions. It was a quasi-experimental research with pretest-posttest control group and follow-up design. The data was analyzed using descriptive and inferential statistics (ANCOVA). The results showed that the resilience of students who have received Rodgers’ client-centered framework was significantly higher than the resilience of students who have not received this framework. The framework is effective in increasing students resilience and it has appropriate stability during the time. Like a scapegoat, Rogers client-centered framework protects at risk people against the adverse effects of exposure to risk factors and it increases the students’ resilience.
