مقایسه اثربخشی آموزش ذهن‌آگاهی و هنر-بازی درمانی بر عزت نفس دانش‌آموزان پسر دوره ابتدایی
محورهای موضوعی : فصلنامه تعالی مشاوره و روان درمانی
لقمان صالحی
1
(دانشجوی دکتری، گروه روانشناسی تربیتی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران.)
رحیم بدری گرگری
2
(استاد، گروه روانشناسی، دانشگاه تبریز، ایران.)
علی نقی اقدسی
3
(استادیار، گروه روانشناسی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران.)
کلید واژه: عزت نفس, دانش‌آموزان ابتدایی, آموزش ذهن‌آگاهی, هنر-بازی درمانی,
چکیده مقاله :
هدف: هدف پژوهش حاضر، مقایسه اثربخشی هنر-بازی درمانی و آموزش ذهن‌آگاهی بر عزت نفس دانش‌آموزان پسر سال ششم ابتدایی بود.روش: این پژوهش با روش نیمه آزمایشی با طرح پیش‌آزمون-پس‌آزمون همراه با گروه گواه انجام گرفت. جامعه آماری پژوهش شامل دانش‌آموزان پسر سال ششم ابتدایی شهر بوکان در سال تحصیلی 1400-1399 بود. روش نمونه‌گیری در پژوهش حاضر، به شیوه تصادفی چندمرحله‌ای بود. ابتدا با روش نمونه‌گیری تصادفی سه مدرسه ابتدایی شهر بوکان انتخاب شدند و از بین کلاس‌های ششم هر مدرسه، یک کلاس به صورت تصادفی برگزیده شد. سپس، تعداد 45 دانش‌آموز انتخاب و به صورت تصادفی در دو گروه آزمایش و یک گروه گواه (هر گروه 15 نفر) گمارش شدند. گروه‌های آزمایش تحت آموزش دو برنامه مداخله متفاوت هنر-بازی درمانی و آموزش ذهن‌آگاهی قرار گرفتند. پرسشنامه عزت نفس (SEI) به عنوان ابزار پژوهش برای اجرای پیش‌آزمون و پس‌آزمون استفاده شد. برای تحلیل داده‌ها، از روش‌های آماری تحلیل کوواریانس چندمتغیری و آزمون مقایسه‌های زوجی بنفرونی استفاده شد.یافته ها: نتایج حاصل از تحلیل داده‌ها نشان داد بین گروه‌های آزمایشی و گروه گواه از لحاظ متغیر عزت نفس در مرحله پس‌آزمون تفاوت معنی‌داری وجود دارد (.05≥P). نتایج دیگر پژوهش نشان داد که بین آموزش ذهن‌آگاهی با هنر-بازی درمانی تفاوت معنی‌داری بین دو گروه وجود ندارد و اثربخشی هر دو مداخله به یک میزان بوده است.نتیجه‌گیری : براساس یافته ها، آموزش ذهن‌آگاهی و هنربازی درمانی به عنوان روش‌های مداخله‌ای مؤثر در رشد و بهبود عزت نفس کودکان دبستانی می‌تواند مورد استفاده مربیان و دست‌اندرکاران تعلیم و تربیت قرار گیرد.
Purpose: The purpose of this study was to compare the effectiveness of art-play therapy and mindfulness training on the self-esteem of male students of the sixth year of elementary school.Methodology: This research was conducted with a semi-experimental method with a pre-test-post-test design with a control group. The statistical population of the research included male students of the sixth year of elementary school in Bukan city in the academic year of 2019-2019. The sampling method in the present study was a multi-stage random method. First, three elementary schools in Bukan city were selected by random sampling method, and one class was randomly selected from the sixth classes of each school. Then, 45 students were selected and randomly assigned to two experimental groups and one control group (15 people in each group). The experimental groups were trained in two different intervention programs, art-play therapy and mindfulness training. Self-Esteem Questionnaire (SEI) was used as a research tool for pre-test and post-test. For data analysis, statistical methods of multivariate covariance analysis and Benferroni's pairwise comparisons test were used.Findings: The results of data analysis showed that there is a significant difference between the experimental groups and the control group in terms of the self-esteem variable in the post-test stage (P≤.05). Other results of the research showed that there is no significant difference between mindfulness training and art-play therapy between the two groups, and the effectiveness of both interventions was the same.Conclusion: Based on the findings, mindfulness training and play therapy as effective intervention methods in the growth and improvement of the self-esteem of elementary school children can be used by teachers and educators.
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