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Volume 12 (4); 25 December, 2022

Research Paper

The comparison of cognitive distortions and dysfunctional attitudes of normal adolescents and adolescents with conduct disorder

Jamalpour Y.

J. Educ. Manage. Stud., 12(4): 59-64, 2022; pii:S232247702200008-12

DOI: https://dx.doi.org/10.54203/jems.2022.8

Abstract
Over the past few decades, conduct disorder has increased rapidly. However, few studies have been conducted on the role of interpersonal cognitive distortions and dysfunctional attitudes in this kind of disorder. This is a causal-comparative study. The research statistical population is composed of all the adolescents with conduct disorder living at Esfahan’s Centre for Rehabilitation and Training in 2021. Also, research sample size encompasses a total of 60 adolescents: 30 adolescents with conduct disorder and 30 normal. Two groups were matched regarding the age, sex and educational level. The research tools were three questionnaires on demographic characteristics, interpersonal cognitive distortion and dysfunctional attitude scales. Data were analyzed by Multivariate Regression. According to the research data analysis, there was not a significant difference between two groups with regard to the misconception mean scores in interpersonal relations and interpersonal cognitive distortions. However, mean scores of adolescents suffering from conduct disorder in rejection with interpersonal relations, unrealistic expectations, and dysfunctional attitudes were significant (P<0.05). According to findings of the study, it seems that dysfunctional attitudes and interpersonal cognitive distortions are effective in causing disorders. Thus, by providing grounds for psychological interventions, conduct disorder can be treated with better results.

Keywords: Dysfunctional attitudes, Interpersonal cognitive distortions, Adolescents, Conduct disorder

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Research Paper

Secondary school re-entry programme of teenage mothers: views of stakeholders in Zanzibar, Tanzania

Ngaza B and Mwila PM.

J. Educ. Manage. Stud., 12(4): 65-78, 2022; pii:S232247702200009-12

DOI: https://dx.doi.org/10.54203/jems.2022.9

Abstract
Increasing access to education through the re-entry policy for girls after school pregnancy could be seen in terms of bringing about social justice and equity in education, especially in developing countries, and enabling them to realise its benefits. This strong international and philosophical commitment is different from the traditional view of education as preparation for life roles. Therefore, implementing it in the African context might be expected to raise several problems, possibly resulting in a lack of commitment on the ground. The purpose of this study was to assess the views of stakeholders on the re-entry programme of teenage mothers into secondary schools in Unguja Urban-West district, Tanzania. The study used a mixed method approach and convergent mixed methods design. The study used a sample size of 160 participants, including teachers and parents. The findings revealed that stakeholders were sceptical of the success of this policy. Teenage mothers do not have enough time to complete their homework and to study at home because their relatives who take care of the babies want to be free of child chores the moment they are back at home. The babies also want attention from their mothers when they return from school. For effective implementation of school re-entry programme among teenage mother, schools should create an enabling learning environment that accommodates both the needs of teenage mothers and their children.

Keywords: Re-entry programme, Teenage mothers, Views, Stakeholders, Secondary schools, Zanzibar

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