تأثیر آموزش برنامۀ تربیت سازنده به مادران، بر مهارت‌های خودکنترلی کودکان با اختلال نارسایی توجه/ بیش‌فعالی در دورۀ دبستان
محورهای موضوعی : تربیتیعزت اله قدم پور 1 , طاهره رحیمی پور 2 , معصومه زنگی آبادی 3
1 - عضو هیات علمی روان‌شناسی تربیتی دانشگاه لرستان
2 - دانشجوی دکتری روان‌شناسی تربیتی دانشگاه لرستان
3 - دانشجوی دکتری روان‌شناسی تربیتی دانشگاه لرستان
کلید واژه: دورۀ دبستان, برنامۀ تربیت سازنده, اختلال نارسایی توجه/ بیش‌فعالی, مادران, خودکنترلی,
چکیده مقاله :
پژوهش با هدف بررسی تأثیر آموزش برنامۀ تربیت سازنده به مادران، بر مهارت‌های خودکنترلی کودکان با اختلال نارسایی توجه/ بیش‌فعالی در دورۀ دبستان اجرا شد. پژوهش نیمه‌آزمایشی با طرح پیش‌آزمون ـ پس‌آزمون با گروه گواه بود. برای انجام پژوهش از بین تمامی مادران مراجعه‌کننده به درمانگاههای روانپزشکی شهر اصفهان در سال تحصیلی 94ـ1393 که حداقل یک کودک مبتلا به اختلال نارسایی توجه/ بیش‌فعالی در سنین 12ـ6 سال داشتند، با استفاده از روش نمونه‌گیری در دسترس نمونه‌ای به حجم 30 نفر انتخاب شدند و به تصادف در دو گروه آزمایش (15 نفر) و گواه (15 نفر) قرار گرفتند. آموزش به مدت 8 جلسه برای گروه آزمایش انجام شد و پرسشنامۀ خودکنترلی (کندال و ویلکاکس، 1979) در جلسات پیش‌آزمون، پس‌آزمون و پیگیری، را معلمان کودکان هر دو گروه از مادران تکمیل کردند. تحلیل داده‌ها با نرم‌افزار SPSS و با استفاده از آزمون آماری تحلیل کوواریانس انجام شد. طبق نتایج پژوهش آموزش برنامۀ تربیت سازنده به مادران در سطح معناداری (0001/0=P ) در مرحلۀ پس‌آزمون موجب افزایش مهارت‌های خودکنترلی کودکان مبتلا به اختلال نارسایی توجه/ بیش‌فعالی شد. همچنین بین آزمودنی‌های گروه آزمایش و گواه از لحاظ متغیر مورد بررسی در مرحلۀ پیگیری تفاوت معناداری وجود داشت (0001/0=P ). یافته‌ها نشان داد که برنامۀ تربیت سازنده در بهبود مهارت‌های خودکنترلی کودکان مبتلا به اختلال نارسایی توجه/ بیش‌فعالی مؤثر است.
The goal of the present study was to investigate the effect of teaching positive parenting program (Triple-P) on self-control skills of children with attention deficit hyperactivity disorder (ADHD) This semi-experimental study employed a pre-test,<span style="line-height: 125%; font-family:;" dir="RTL" new="" b="" major-bidi;="" minor-fareast;="" 11pt;="" ar-sa;="" lotus";="" roman";"="" "times="" roman";="" en-us;=""> post-test, with control group design. Population included all mothers who consecutively referred to the child and adolescent psychiatric clinics of Isfahan in 2014_2015 academic year and had at least one child with clinically diagnosed ADHD within the age range of 6 to 12. Then, 30 mothers were selected through convenient sampling method and randomly allocated in one experimental and one control group (15 each). The research instrument was the Self-control Questionnaire (Kendall and Wilcox’s, 1979). The experimental group received group psychotherapy for 8 sessions and the questionnaire was completed by the teachers of children’s both groups of mothers, in pre-test, post-test and follow up. The data were analyzed using analysis of covariance. The research results showed that using positive parenting program (Triple-P) in post-test increases self-control skills of children with ADHD (P=0.0001). The follow up findings also revealed that there are significant differences between the control and experimental groups in the variable under study (P=0.0001). The findings suggested that positive parenting program is effective on self-control skills of children with attention deficit hyperactivity disorder (ADHD)
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