The Effect of Health Belief Model-Based Disaster Education for Parents of Children With Special Needs on General Disaster Preparedness Beliefs and Disaster Preparedness Levels
調査の概要
状態
詳細な説明
This study is conducted between September 2026 and October 2026 at the Ozel Mavi Special Education and Rehabilitation Center in Diyarbakir, Turkey. The center consists of two separate service buildings within the same campus, providing individualized and group special education services for children diagnosed with autism spectrum disorder, intellectual disability, specific learning disorders, attention deficit hyperactivity disorder (ADHD), and speech/language impairments.
Parents are recruited during their children's active educational sessions. Participants are allocated into intervention and control groups. The intervention group receives a structured, 5-week Health Belief Model-based disaster preparedness training program, while the control group receives routine follow-up (or standard institutional guidance).
Outcome assessments include baseline (pre-test) measurements and post-intervention (post-test) evaluations conducted after the completion of the 5-week educational program. Primary outcomes measure participants' general disaster preparedness beliefs and objective disaster preparedness levels.
研究の種類
入学 (推定)
段階
- 適用できない
連絡先と場所
研究連絡先
- 名前：Gulsum Asan, PhD Candidate
- 電話番号：+90 0543 361 41 60
- メール：gulsum.asan21@ogr.atauni.edu.tr
研究場所
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Diyarbakır、トルコ（Türkiye）、21070
- Private Mavi Special Education and Rehabilitation Center
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コンタクト：
- Gulsum Asan, PhD Candidate
- 電話番号：+90 5433614160
- メール：gulsum.asan21@ogr.atauni.edu.tr
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コンタクト：
- Sonay Bilgin, PhD,Assoc Prof.
- 電話番号：+90 505 632 68 20
- メール：sonayverepbilgin@hotmail.com
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参加基準
適格基準
就学可能な年齢
- 大人
- 高齢者
健康ボランティアの受け入れ
説明
Inclusion Criteria:
- Being between 18 and 65 years of age
- Being a parent or primary caregiver of a child with special health care needs
- Having received no prior formal training or education on disaster preparedness
- Having adequate communication skills to conduct interviews (e.g., having no severe hearing or speech impairments)
- Volunteering to participate and providing written informed consent
Exclusion Criteria:
- Having a diagnosed mental/psychiatric disorder prior to or during the study period
研究計画
研究はどのように設計されていますか？
デザインの詳細
- 主な目的：防止
- 割り当て：ランダム化
- 介入モデル：並列代入
- マスキング：なし（オープンラベル）
武器と介入
参加者グループ / アーム |
介入・治療 |
|---|---|
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実験的：Intervention Group
Parents receive a structured Health Belief Model (HBM)-based disaster education program along with routine follow-up.
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A 5-week structured disaster preparedness education program based on the Health Belief Model, covering disaster risks, preparedness behaviors, individual emergency planning, and safety measures tailored for parents of children with special needs.
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介入なし：Control Group
Parents receive standard care/routine follow-up during the study period.
To ensure ethical standards, the Health Belief Model-based disaster education program is delivered to this group after all post-test data collection is completed.
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この研究は何を測定していますか？
主要な結果の測定
結果測定 |
メジャーの説明 |
時間枠 |
|---|---|---|
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Change in General Disaster Preparedness Beliefs Scale Score
時間枠：Baseline (pre-test) and 5 weeks after the intervention (post-test)
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Assessed using the General Disaster Preparedness Beliefs Scale based on the Health Belief Model.
Evaluates perceived susceptibility, perceived severity, perceived benefits, perceived barriers, and self-efficacy regarding disaster preparedness.
Higher scores indicate higher preparedness beliefs.
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Baseline (pre-test) and 5 weeks after the intervention (post-test)
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二次結果の測定
結果測定 |
メジャーの説明 |
時間枠 |
|---|---|---|
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Change in Disaster Preparedness Level Score
時間枠：aseline (pre-test) and 5 weeks after the intervention (post-test)
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Assessed using the Disaster Preparedness Scale to evaluate physical and cognitive preparedness behaviors, emergency planning, and safety precautions among parents.
Higher scores indicate higher readiness levels.
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aseline (pre-test) and 5 weeks after the intervention (post-test)
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協力者と研究者
スポンサー
捜査官
- スタディディレクター：Sonay Bilgin, PhD,Assoc.Prof、Ataturk University
研究記録日
主要日程の研究
研究開始 (推定)
一次修了 (推定)
研究の完了 (推定)
試験登録日
最初に提出
QC基準を満たした最初の提出物
最初の投稿 (実際)
学習記録の更新
投稿された最後の更新 (実際)
QC基準を満たした最後の更新が送信されました
最終確認日
詳しくは
本研究に関する用語
追加の関連 MeSH 用語
その他の研究ID番号
- TDK-2025-15369
個々の参加者データ (IPD) の計画
個々の参加者データ (IPD) を共有する予定はありますか?
医薬品およびデバイス情報、研究文書
米国FDA規制医薬品の研究
米国FDA規制機器製品の研究
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