Journal of Rescue Relief

en Designing a Resilience Curriculum for Relief Workers: A Psychological–Educational Approach Designing a Resilience Curriculum for Relief Workers in Iran: A Psychological–Educational Approach سایر موارد مرتبط با بحران، حوادث وامدادونجات Other matters related to crisis, disasters and rescue & relief پژوهشي Research article <div dir="ltr" style="text-align: justify;">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.</div> <div dir="ltr" style="text-align: justify;">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.</div> Curriculum, Resilience, Relief workers, Psychological–educational approach Curriculum, Resilience, Relief workers, Psychological–educational approach. 102 109 http://jorar.ir/browse.php?a_code=A-10-525-3&slc_lang=en&sid=1 Tayebeh Tajari طیبه تجری tayebeh59@cfu.ac.ir 100319475328460015162 100319475328460015162 Yes Department of Educational Sciences, Farhangian University, Tehran, Iran دانشگاه فرهنگیان Hossein Torbatinezhad حسین تربتی نژاد 100319475328460015163 100319475328460015163 No Department of Educational Sciences, Farhangian University, Tehran, Iran Sara Espo سارا اسپو sara.espo0812@gmail.com 100319475328460015164 0009-0009-3119-7882 No Graduate of Curriculum Planning, Faculty of Psychology and Educational Sciences, University of Shiraz, Shiraz, Iran دانشگاه شیراز Soror Espo سرور اسپو soror.espo@gmail.com 100319475328460015165 0009-0001-7049-9754 No Graduate of Curriculum Planning, Faculty of Psychology and Educational Sciences, Shahid Beheshti University, Tehran, Iran دانشگاه شهید بهشتی