Volume 18, Issue 2 (5-2026)
jorar 2026, 18(2): 103-112 |
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Tajari T, Torbatinezhad H, Espo S, Espo S. Designing a Resilience Curriculum for Relief Workers: A Psychological–Educational Approach. jorar 2026; 18 (2) :103-112
URL: http://jorar.ir/article-1-1078-en.html
URL: http://jorar.ir/article-1-1078-en.html
Department of Educational Sciences, Farhangian University, Tehran, Iran
Abstract: (226 Views)
INTRODUCTION:The present study aimed to design a resilience curriculum for relief workers based on a psychological–educational approach.
METHODS: This qualitative study was conducted using a systematic review approach; 154 studies were initially identified, and after applying inclusion and exclusion criteria, 21 were selected for final analysis. Data were collected using a researcher-made worksheet and analyzed based on Hord’s seven-stage model (1983) through open and axial coding.
FINDINGS: The findings highlight that the resilience curriculum for relief workers integrates key psychological and educational components, including self-awareness, experience-based and collaborative learning, critical thinking, real-life situational learning, and openness to change, aimed at enhancing resilience, coping skills, mental well-being, communication, crisis and stress management, self-efficacy, and emotional regulation.
CONCLUSION: The results indicate that the designed resilience curriculum, with its emphasis on educational and psychological outcomes, highlights the role of key resilience factors in shaping curriculum objectives, content, instructional methods, and evaluation strategies.
METHODS: This qualitative study was conducted using a systematic review approach; 154 studies were initially identified, and after applying inclusion and exclusion criteria, 21 were selected for final analysis. Data were collected using a researcher-made worksheet and analyzed based on Hord’s seven-stage model (1983) through open and axial coding.
FINDINGS: The findings highlight that the resilience curriculum for relief workers integrates key psychological and educational components, including self-awareness, experience-based and collaborative learning, critical thinking, real-life situational learning, and openness to change, aimed at enhancing resilience, coping skills, mental well-being, communication, crisis and stress management, self-efficacy, and emotional regulation.
CONCLUSION: The results indicate that the designed resilience curriculum, with its emphasis on educational and psychological outcomes, highlights the role of key resilience factors in shaping curriculum objectives, content, instructional methods, and evaluation strategies.
Article Type: Research article |
Subject:
Other matters related to crisis, disasters and rescue & relief
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