Volume 18, Issue 2 (5-2026)
jorar 2026, 18(2): 102-109 |
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Tajari T, Torbatinezhad H, Espo S, Espo S. Designing a Resilience Curriculum for Relief Workers in Iran: A Psychological–Educational Approach. jorar 2026; 18 (2) :102-109
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: (329 Views)
INTRODUCTION:The present study aimed to design a resilience curriculum for relief workers based on a psychological–educational approach.
METHODS: This study employed a systematic review and qualitative content analysis approach. A total of 154 sources were initially identified, of which 20 met the predefined inclusion and exclusion criteria and were included in the final synthesis. Data were extracted using a researcher-developed worksheet and analyzed using Hord’s seven-stage model (1987), with open and axial coding used to identify and categorize the main themes.
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 study employed a systematic review and qualitative content analysis approach. A total of 154 sources were initially identified, of which 20 met the predefined inclusion and exclusion criteria and were included in the final synthesis. Data were extracted using a researcher-developed worksheet and analyzed using Hord’s seven-stage model (1987), with open and axial coding used to identify and categorize the main themes.
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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