نقش آموزش روانشناختی و حمایت والدین در مداخلات درمانی کودکان اوتیسم: یک بررسی کیفی
محورهای موضوعی : فصلنامه تعالی مشاوره و روان درمانی
1 - گروه روانشناسی، دانشکده روانشناسی، دانشگاه امیرالمومنین (ع) اهواز، اهواز، ایران.
کلید واژه: آموزش روانشناختی, حمایت والدین, کودکان اوتیسم, مداخلات درمانی,
چکیده مقاله :
هدف: هدف پژوهش حاضر بررسی نقش آموزش روانشناختی و حمایت والدین در مداخلات درمانی کودکان اوتیسم بود. این بررسی که به صورت کیفی انجام گردید، به دنبال درک عمیق‌تر از تجربیات و دیدگاه‌های متخصصان و والدینی بود که در این زمینه فعالیت داشتند.
روش: روش پژوهش به صورت کیفی با استفاده از تحلیل مضمون بوده و نمونه‌گیری به شیوه اشباع نظری انجام شد که در نتیجه آن مشارکت‌کنندگان پژوهش از 21 نفر از کاردرمانگران مراکز اوتیسم شهر شیراز تشکیل گردیدند. جهت جمع‌آوري داده‌ها از مصاحبه نیمه‌ساختارمند بهره گرفته شد که مدت زمان کلی آن 589 دقیقه بود (M: 28.05±5.69) داده‌ها از اول اردیبهشت تا پایان خرداد سال 1401 جمع‌آوری و روش تحلیل داده‌ها، براساس تحلیل مضمون با تکیه بر شبکه مضامین بود.
یافته‌ها: براساس مصاحبه‌های انجام‌شده با 21 کاردرمانگر فعال در حوزه کودکان اوتیسمی که با مشکلات حضور در مدرسه مواجه هستند، چالش‌های درمان روانشناختی این گروه از کودکان در 4 مقوله اصلی (مداخلات درمانی، اهداف درمانی، وضعیت درمان و توسعه مطلوب درمان) و 19 مقوله فرعی مرتبط با آن‌ها دسته‌بندی شدند. یافته‌ها حاکی از آن است که بیشترین تمرکز این متخصصین در مصاحبه بر روی مداخلات درمانی بوده و از این میان، آموزش روانی و حمایت والدین به عنوان برجسته‌ترین مؤلفه‌ها شناخته شده‌اند.
نتیجه‌گیری: بنابراین مداخلاتی همچون آموزش روانی به کودکان و والدین، حمایت‌های مشاوره‌ای و آموزشی از والدین و همچنین همکاری نزدیک با متخصصان در مراکز اوتیسم، مدارس و مراکز بهزیستی برای ارائه خدمات جامع و هماهنگ به این گروه از کودکان پیشنهاد می‌شود.
Purpose: The aim of this study was to investigate the role of psychological education and parental support in therapeutic interventions for children with autism. This qualitative study sought to gain a deeper understanding of the experiences and perspectives of professionals and parents working in this field.
Methodology: The research method was qualitative using thematic analysis and sampling was done by theoretical saturation method, as a result of which the participants of the research consisted of 21 occupational therapists from autism centers. In order to collect data, a semi-structured interview was used, the total duration of which was 589 minutes (M: 28.05±5.69). The data was collected from the first of May to the end of June 2022, and the method of data analysis was based on thematic analysis based on the theme network.
Findings: Based on interviews with 21 occupational therapists working with autistic children who have difficulty attending school, the challenges of psychological treatment for this group of children were categorized into 4 main categories (therapeutic interventions, therapeutic goals, therapeutic status, and desired therapeutic development) and 19 related subcategories. The findings indicate that the greatest focus of these specialists in the interviews was on therapeutic interventions, and among these, psychoeducation and parental support were identified as the most prominent components.
Conclusion: Therefore, interventions such as psychoeducation for children and parents, counseling and educational support for parents, as well as close collaboration with specialists in autism centers, schools, and welfare centers are recommended to provide comprehensive and coordinated services to this group of children.
Ansari, A., & Pianta, R. C. (2019). School absenteeism in the first decade of education and outcomes in adolescence. Journal of school psychology, 76: 48-61. [Link]
Banimahdi, R., Akbarfahimi, N., Sahaf, R., Rezasoltani, P. (2019). Comparing the Attitudes of Occupational Therapy Students and Alumni Towards Old People. Salmand: Iranian Journal of Ageing,14 (1): 64-73. [Persian]. [Link]
Finning, K., Ford, T., Moore, D. A., & Ukoumunne, O. C. (2020). Emotional disorder and absence from school: findings from the 2004 British Child and Adolescent Mental Health Survey. European child & adolescent psychiatry, 29(2): 187-198. [Link]
Harkins, C. M., Handen, B. L., & Mazurek, M. O. (2022). The impact of the comorbidity of ASD and ADHD on social impairment. Journal of Autism and Developmental Disorders, 52(6): 2512-2522. [Link]
Heydari, S. (2022). Psychological Factors Affecting on the Culture and Awareness of Cyber Security in During of Covid-19 Outbreak. Rooyesh, 11 (6) :49-60. [Persian]. [Link]
Heyne, D., Gren-Landell, M., Melvin, G., & Gentle-Genitty, C. (2019). Differentiation between school attendance problems: Why and how? Cognitive and Behavioral Practice, 26(1): 8-34. [Link]
Hossain, M. M., Khan, N., Sultana, A., Ma, P., McKyer, E. L. J., Ahmed, H. U., & Purohit, N. (2020). Prevalence of comorbid psychiatric disorders among people with autism spectrum disorder: An umbrella review of systematic reviews and meta-analyses. Psychiatry Research, 287: 112922. [Link]
John, A., Friedmann, Y., DelPozo-Banos, M., Frizzati, A., Ford, T., & Thapar, A. (2022). Association of school absence and exclusion with recorded neurodevelopmental disorders, mental disorders, or self-harm: a nationwide, retrospective, electronic cohort study of children and young people in Wales, UK. The Lancet Psychiatry, 9(1): 23-34. [Link]
Kearney, C. A., Gonzálvez, C., Graczyk, P. A., & Fornander, M. J. (2019). Reconciling contemporary approaches to school attendance and school absenteeism: Toward promotion and nimble response, global policy review and implementation, and future adaptability (Part 1). Frontiers in Psychology, 10: 2222. [Link]
Maenner, M. J., Shaw, K. A., Bakian, A. V., Bilder, D. A., Durkin, M. S., Esler, A., ... & Cogswell, M. E. (2021). Prevalence and characteristics of autism spectrum disorder among children aged 8 years—autism and developmental disabilities monitoring network, 11 sites, United States, 2018. MMWR Surveillance Summaries, 70(11): 1. [Link]
Maynard, B. R., Heyne, D., Brendel, K. E., Bulanda, J. J., Thompson, A. M., & Pigott, T. D. (2018). Treatment for school refusal among children and adolescents: a systematic review and meta-analysis. Research on Social Work Practice, 28(1): 56-67. [Link]
Melin, Johanna, Markus Jansson-Fröjmark, and Nora Choque Olsson. Clinical practitioners’ experiences of psychological treatment for autistic children and adolescents with school attendance problems: a qualitative study. BMC psychiatry 22.1 (2022): 1-12. [Link]
Preece, D., & Howley, M. (2018). An approach to supporting young people with autism spectrum disorder and high anxiety to re-engage with formal education–the impact on young people and their families. International Journal of adolescence and Youth, 23(4): 468-481. [Link]
Raji, P., Naserizadeh, A., Mousavi, T., Shoushtari Hakim, M., Baghestani, A. (2019). Comparison of Motor Skills in At-risk with Autism Spectrum Disorder Children with Autism Spectrum Disorder and Typical Development Children. Jmciri, 37 (4): 242-248. [Persian]. [Link]
Totsika, V., Hastings, R. P., Dutton, Y., Worsley, A., Melvin, G., Gray, K., ... & Heyne, D. (2020). Types and correlates of school non-attendance in students with autism spectrum disorders. Autism, 24(7), 1639-1649. [Link]
Vahidi, H., Shafaroodi, N., & Joolaee, S. (2020). Occupational Therapists’ Perception of Factors Affecting Unethical Practice in the Field of Adult Physical Dysfunction. The Scientific Journal of Rehabilitation Medicine, 9(1): 164-172. [Persian]. [Link]
Yavari, A., Zamanian, M., Panahian, M., Valizadeh, A. (2022). Prevalence of high-functioning autism spectrum disorder in 7- to 12-year-old students. Health image.13 (2): 165-174. [Persian]. [Link]
