مقایسه‌اثربخشی‌دوروش‌مداخله‌آموزش‌کیفیت‌زندگی‌والدین‌وآموزش‌یادگیری‌اجتماعی-هیجانی‌دانش‌آموزان‌برکاهش‌علایم اختلال سلوک

محورهای موضوعی : آموزش و پرورش

فریبا اسفندیاری ¹ (دانشجوی دکترای روان شناسی، گروه روان شناسی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران.)
مجید برزگر ² (استادیار گروه روان شناسی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران.)
آذرمیدخت رضایی ³ (استادیار گروه روان شناسی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران.)
سلطانعلی کاظمی ⁴ (استادیار گروه روان شناسی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران.)

تاریخ دریافت : 1397/12/13 تاریخ پذیرش : 1399/05/27 تاریخ انتشار : 1399/06/01

کلید واژه: کیفیت زندگی, اختلال سلوک, یادگیری اجتماعی هیجانی,

چکیده مقاله :

پژوهش حاضر به منظور مقایسه اثربخشی دو روش مداخله آموزش کیفیت زندگی والدین و آموزش یادگیری اجتماعی هیجانی دانش‌آموزان بر کاهش علایم اختلال سلوک دانش‌آموزان انجام شد. این پژوهش به روش نیمه‌تجربی با طرح پیش‌آزمون، پس‌آزمون با گروه کنترل انجام شد. جامعه آماری این پژوهش، دانش آموزان پسر پایه های چهارم، پنجم و ششم ابتدایی مبتلا به اختلال سلوک، شهر شیراز، درسال تحصیلی 97-96 بودند. نمونه پژوهش شامل؛ 45 نفر از این دانش آموزان‌ بود که با روش نمونه‌گیری تصادفی خوشه‌ای انتخاب و به صورت تصادفی در سه گروه قرار گرفتند. گروه آزمایشی اول؛ والدین 15 نفر از این دانش آموزان دارای، که برنامه آموزشی مبتنی برکیفیت زندگی درمانی را طی 8 جلسه 2 ساعتی، دریافت نمودند. گروه آزمایشی دوم 15 نفر از دانش آموزان دارای اختلال سلوک که برنامه آموزشی یادگیری اجتماعی – هیجانی را ، طی 8 جلسه 1 ساعتی، دریافت نمودند و گروه سوم؛ گروه کنترل که دانش آموزان و والدین آن‌ها هیچ‌گونه آموزشی دریافت نکردند. پس‌از انجام مداخلات آموزشی، پرسشنامه علایم مرضی کودکان، به عنوان‌پس‌آزمون توسط والدین، تکمیل‌گردید. در تحلیل داده ها از روش تحلیل کواریانس استفاده شد. براساس نتایج به‌دست آمده، در‌گروه‌های  آزمایش، نسبت به گروه گواه، در مرحله پس‌آزمون، کاهش معنادار علایم اختلال سلوک مشاهده شد(001/0  P). هر دو مداخله بر بهبود علایم اختلال سلوک تاثیر مثبت داشته است. اما مداخله به روش یادگیری اجتماعی- هیجانی دانش آموزان، نسبت به آموزش کیفیت زندگی در مادران، اثربخشی بیشتری داشته است.

چکیده انگلیسی:

Abstract
The purpose of this study was to compare the effectiveness of two methods of teaching quality of life in parents and teaching social emotional learning of students on reducing the symptoms of conduct disorder in students. This research was semi-experimental design with pretest-post test design with control group. The statistical population of this study was all male students of fourth, fifth and sixth grade students with conduct disorder in Shiraz in academic year of 96_97. The research sample consisted of 45 students who were selected by cluster random sampling and randomly divided into three groups. The first experimental group was the parents of 15 students who received the quality of life therapy program in 8 sessions of 2 hours. The second experimental group received 15 conduct disorder students who received the social emotional training program in 8 sessions per hour. And the third group of control that students and their parents did not receive any training. After performing educational interventions, the CSI-4 questionnaire was completed as a post-test by parents. In data analysis, co variance analysis was used. Based on the results, in the experimental groups, there was a significant decrease in the symptoms of conduct disorder in comparison with the control group in the post-test. Both interventions have had a positive effect on the improvement of symptoms of conduct disorder. But intervention by students' social-emotional learning method was more effective than education in quality of life in mothers.

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