Psychological Richnes, Better Presence and their Relationship to Enneagram Personality Patterns for Mothers’s of Children with Special Needs

Document Type : Original Article

Authors

1 Department of Special Education Faculty of Education, Helwan University, EGYPT

2 Lecturer of mental health Faculty of Education, Helwan University, EGYPT

Abstract

The two researchers aimed to investigate the correlational relationship between psychological Richness- better presence, and personality patterns among a sample of mothers of children with intellectual disabilities, autism, and sensory impairments in hearing and vision. Conducting the research required the preparation of measures for psychological Richness, better presence, and personality types. The tools were applied to a sample of 51 mothers, and through hypothesis testing,. The results showed a positive correlation between the variables of psychological Richness and - better presenceand their relationship with personality types, while the correlation was not significant with some personality types and negative correlations appeared with some other personality types. No differences were found between the scores of mothers of children with special needs on the psychological Richness scale.The results showed a positive correlation between the variables of psychological Richnessand better presenceand their relationship with personality types, while the correlation was not significant with some personality types, and negative correlations appeared with some other personality types. There were no differences between the scores of mothers of children with special needs on the psychological Richnessscale and better presence attributed to the level of education (university - intermediate) and the type of disability of the child (intellectual disability - autism - sensory disabilities) or the interaction between the level of education and the type of disability of the child. It was also clear that there were no differences between the average scores of mothers on personality types that could be attributed to the level of education, nor were there differences between their average scores in the types attributed to the type of disability, while differences were found in the researcher type in relation to sensory disabilities, both auditory and visual.

Keywords

Main Subjects

References

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