اثربخشی آموزش تاب‌آوری روان‌شناختی بر عاطفه مثبت و منفی و رضایت از زندگی نوجوانان
محورهای موضوعی : روان شناسی تحولی
1 - استادیار گروه روان‌شناسی
دانشگاه پیام نور کردستان
2 - استاد گروه روان‌شناسی
دانشگاه پیام نور تهران
کلید واژه: رضایت از زندگی, بهزیستی عاطفی, نوجوانان, تاب‌آوری روان‌شناختی,
چکیده مقاله :
هدف این پژوهش تعیین اثربخشی آموزش تاب آوری روان‌شناختی به مادران بر عاطفه مثبت و منفی و رضایت نوجوانان آن ها از زندگی بود. روش پژوهش شبه تجربی با گروه آزمایشی و گواه و طرح پیش‌آزمون، پس‌آزمون و پیگیری 2ماهه بود. تعداد 50 نوجوان دختر و مادران آن ها با روش نمونه برداری در دسترس از دبیرستان دخترانه شهر تهران انتخاب شدند. برنامه تاب آوری روان‌شناختی (استینهارت و دالبیر، 2008) به شیوه گروهی به مادران گروه آزمایشی در 7 جلسه دوساعته هفته ای یک بار آموزش داده شد و نوجوانان دو گروه در سه مرحله به فهرست عاطفه مثبت و منفی (واتسون، کلارک و تلگن، 1988) و مقیاس رضایت از زندگی (دینر، ایمونس، لارسن و گریفین، 1985) پاسخ دادند. داده‌ها با استفاده از طرح تحلیل واریانس مختلط با اندازه‌گیری مکرر تحلیل شد. نتایج نشان داد که آموزش برنامه تاب‌آوری روان شناختی به مادران بر عاطفه مثبت، عاطفه منفی و رضایت نوجوانان آن ها از زندگی اثر دارد و این تأثیر در مرحله پیگیری پایدار مانده است. برنامه آموزش تاب‌آوری روان‌شناختی از طریق تقویت تفکر خوش‌‌بینانه، مهارت‌های مدیریت هیجانی و تفاسیر شناختی خودتوانمندساز، تضعیف تفاسیر شناختی خودناتوان‌‌ساز و درنهایت، بهبود در خزانه مهارت‌های بین فردی نوجوانان، مصونیت روانی آن ها را سبب می‌شود.
This study aimed to examine the effectiveness of teaching psychological resilience on positive and negative affect and life satisfaction in adolescence. The research methodology was quasi-experimental with an experimental group and pretest-posttest control group design and a 2 month follow-up stage. 50 adolescent girls and their mothers were selected via convenience sampling method. The girls were from a high school in Tehran. The psychological resilience training program (Steinhardt and Dolbier, 2008) was taught to the mothers of the experimental group by group training in a weekly two-hour session for seven weeks, and the adolescents in 2 groups responded in 3 stages to the Positive and Negative Affect Schedule (Watson, Clark & Tellegen, 1988) and the Satisfaction with Life Scale (Diener, Emmons, Larsen & Griffin, 1985). Data were analyzed by ANOVA with repeated measure. The results showed that the psychological resilience training program for mothers had an effect on positive and negative affect, and life satisfaction of their adolescents, and the effect has remained intact in the follow-up stage. The psychological resilience program can lead to mental immunity by enhancing positive thinking, emotional management skills, and self-empowering cognitive interpretations, and decreasing self-destructive cognitive interpretations and eventually by improving interpersonal skills among adolescents.
Bastaits, K., Pasteels, I., & Mortelmans, D. (2018). How do post-divorce paternal and maternal family trajectories relate to adolescents'subjective well-being? Journal of Adolescence, 64, 98-108.
Bastounis, A., Callaghan, P., Banerjee, A., & Michail, M. (2016). The effectiveness of the Penn Resiliency Programme (PRP) and its adapted versions in reducing depression and anxiety and improving explanatory style: A systematic review and meta-analysis. Journal of Adolescence, 52, 37-48.
Calear, A. L., & Christensen, H. (2010). Systematic review of school-based prevention and early intervention programs for depression. Journal of Adolescence, 33, 429-438.
Cleary, M., Kornhaber, R., Thapa, D. K., West, S., & Visentin, D. (2018). The effectiveness of interventions to improve resilience among health professionals: A systematic review. Nurse Education Today, 71, 247-263.
Crozier, J. C., Dodge, K. A., Fontaine, R. G., Lansford, J. E., Bates, J. E., Pettit, G. S., & Levenson, R. W. (2008). Social information processing and cardiac predictors of adolescent antisocial behavior. Journal of Abnormal Psychology, 117(2), 253-267.
Dawood, R. (2014). Positive psychology and child mental health: A premature application in school-based psychological intervention? Social and Behavioral Sciences, 113, 44-53.
Diener, E., Emmons, R. A., Larsen, R. J., & Griffin, S. (1985). The Satisfaction With Life Scale. Journal of personality assessment, 49(1), 71-75.
Dray, J., Bowman, J., Campbell, E., Freund, M., Wolfenden, L., Hodder, R. K., McElwaine, K., Tremain, D., Bartlem, K., Bailey, J., Small, T., Palazzi, K., Oldmeadow, C., & Wiggers, J. (2017). Systematic Review of Universal Resilience-Focused Interventions Targeting Child and Adolescent Mental Health in the School Setting. Journal of the American Academy of Child and Adolescent Psychiatry, 56(10), 813-824.
Fogarty, A., Woolhouse, H., Giallo, R., Wood, C., & Brown, S. (2019). Promoting resilience and wellbeing in children exposed to intimate partner violence: A qualitative study with mothers. Child Abuse & Neglect, 95, 104-112.
Fredrickson, B. L. (2013). Positive emotions broaden and build. Advances in Experimental Social Psychology, 47, 1-53.
Fredrickson, B. L., & Cohn, M. A. (2008). Positive emotions. In M. Lewis, J. Haviland-Jones & L. F. Barrett (Eds.), Handbook of emotions(pp. 777-796). New York: Guilford Press.
Gashtasebi, Z., Shokri, O., Fathabadi, J., & Sharifi, M. (2017). The effect of attributional retraining program on achievement emotions and academic engagement among university students. Research in School and Virtual Learning, 4(16), 23-38. [In Persian].
Gillham, J. E., Brunwasser, S. M., & Freres, D. R. (2008). Preventing depression in early adolescence: The Penn Resiliency Program. In J. R. Z. Abela & B. L. Haskin (Eds.), Handbook of depression in children and adolescents (pp. 309-322). New York, NY: Guilford Press.
Harvey, P. & Martinko, M. J. (2011). Attribution theory and motivation. In N. Borkowski (Ed.), Organizational behavioral in health care (pp. 147-164). Sudbury MA: Jones and Bartlett Publishers, LLC.
Jahng, K. E. (2019). Maternal abusive parenting and young South Korean adolescents' problematic smartphone use: The moderating effects of time spent hanging out with peers and trusting peer relationships. Children and Youth Services Review, 98, 96-104.
Jensen, M., Wong, J. J., Gonzales, N.A., Dumka, L. E., Millsap, R., & Coxe, S. (2014). Long-term effects of a universal family intervention: Mediation through parent-adolescent conflict. Journal of Clinical Child & Adolescent Psychology, 43(3), 415-27.
Khanjani, M., Shahidi, S., Fathabadi, J., Shokri, O., Mazaheri, M. A., & Rahiminejad, P. (2016). Effectiveness of Pennsylvania resiliency program on decreasing depression, Anxiety, stress symptoms and dysfunctional attitudes and increasing optimism in universitystudents. Journal of Applied Psychology, 9(36), 19-35. [In Persian].
Khodaei, A., Zare, H., Alipour, A., & Shokri, O. (2015). The effectiveness of attributional retraining program based on Crick & Dodge' social information processing model on conflict solution style, optimism and reducing of parent-adolescent conflict among mothers. Journal of Family Psychology, 2(2), 27-38. [In Persian].
Kong, J., & Lim, J. (2012). The longitudinal influence of parent–child relationships and depression on cyber delinquency in South Korean adolescents: A latent growth curve model. Children and Youth Services Review, 34, 908-913.
Lyerly, J. E., & Huber, L. R. B. (2013). The role of family conflict on risky sexual behavior in adolescents aged 15 to 21. Annals of Epidemiology, 23, 233-235.
Mansoori, M., Shokri, O., Pourshahriar, H., Pouretemad, H. R., & Rahiminejad, P. (2014). Effectiveness of Pennsylvania resiliency program on attribution styles and psychological adjustment in college students. Journal of Applied Psychology, 8(30), 129-144. [In Persian].
McCauley, D. M., Weymouth, B. B., Feinberg, M. E., & Fosco, G. M. (2019). Evaluating school and peer protective factors in the effects of inter-parental conflict on adolescent threat appraisals and self-efficacy. Journal of Adolescence, 71, 28-37.
Min, M. O., Yoon, D., Minnes, S., Ridenour, T., & Singer, L. T. (2019). Profiles of individual assets and mental health symptoms in at-risk early adolescents. Journal of Adolescence, 75, 1-11.
Mohebi, S., Shokri, O., & Pourshahriar, H. (2018). Effect of resilience education on cognitive appraisals, coping and emotions. Journal of Developmental Psychology: Iranian Psychologist, 15(57), 83-99. [In Persian].
Naseh, A., Heydarinasab, L., & Shairi, M. R. (2016). The efficacy of mindfulness-based intervention on adolescents with attention deficit/hyperactivity symptoms and externalizing problems on reducing mother-adolescent conflict. International Journal of Applied Behavioral Science, 3 (3), 15-22.
Neil, A. L., & Christensen, H. (2009). Efficacy and effectiveness of school-based prevention and early intervention programs for anxiety. Clinical Psychology Review, 29, 208-215.
Nguyen, P. V., Leung, P., & Cheung, M. (2011). Bridging help-seeking options to Vietnamese Americans with parent-child conflict and depressive symptoms. Children and Youth Services Review, 33, 1842-1846.
Peng, L., Li, M., Zuo, X., Miao, Y., Chen, L., Yu, Y., Liu, B., & Wang, T. (2014). Application of the Pennsylvania resilience-training program on medical Students. Personality and Individual Differences, 61, 47-51.
Peterson, C., & Steen, T. )2009(. Optimistic explanatory style. In C. Snyder & S. Lopez (Eds.), Oxford handbook of positive psychology (pp. 313-321). New York: Oxford University Press.
Pyone, J. S., & Isen, A. M. (2011). Positive affect, intertemporal choice, and levels of thinking: Increasing consumers’ willingness to wait. Journal of Marketing Research, 48(3), 532-543.
Rahimi, K., Sabet, H., & Sohrabi, F. (2016). Effectiveness of stress management and resiliency training (SMART) on perceived stress and attitude toward drug use among addicted men prisoners. Clinical Psychology Studies, 6(22), 1-19. [In Persian].
Rooney, R., Hassan, S., Kane, R., Roberts, C. M., & Nesa, M. (2013). Reducing depression in 9-10 year old children in low SES schools: A longitudinal universal randomized controlled trial. Behavior Research and Therapy, 51, 845-854.
Ruini, C., Ottolini, F., Tomba, E., Belaise, C., Albieri, E., Visani, D., Offidani, E., Caffo, E., & Fava, G. A. (2009). School intervention for promoting psychological well-being in adolescence. Journal of Behavioral Therapy & Experimental Psychiatry, 40, 522-532
Ryzin, M. J., Stormshak, E. A., & Dishion, T. J. (2012). Engaging parents in the family check-up in middle school: Longitudinal effects on family conflict and problem behavior through the high school transition. Journal of Adolescent Health, 50, 627-633.
Sanders, M. R., Baker, S., & Turner, K. M. (2012). A randomized controlled trial evaluating the efficacy of Triple P Online with parents of children with early-onset conduct problems. Behaviour Research and Therapy, 50(11), 675-684.
Sarmad, Z., Bazargan, A., & Hejazi, E. (2017). Research methods in behavioral sciences. Tehran: Agah Publication. [In Persian].
Seligman, M. E. P., Rashid, T., & Parks, A. C. (2006). Positive psychotherapy. American Psychology, 61, 774-788.
Shokkoohi-Yekta, M., Alimohammadi Malayeri, S., Akbari Zardkhaneh, S., & Mahmoudim M. (2015). Effectiveness of an intervention program to improve parent-adolescent relationships. Social and Behavioral Sciences, 205, 43-47.
Shokoohi-Yekta, M., Akbari Zardkhaneh, S., & Jamali, A. (2016). Teaching raising a thinking child program to mothers and it’s effects on anger and mother- child relationship. Journal of Pathology, counseling and family enrichment, 2(1), 1-14. [In Persian].
Shokri, O. (2009). Comparison of the pattern of causal relationships between the antecedents and consequences of academic stress of male and female students in collectivist and individualistic cultural paradigms. PhD Thesis in Educational Psychology. Faculty of Psychology and Education. Tarbiat Moallem University. [In Persian].
Shokri, O., & Pourshahriar, H. (2019). The effectiveness of the enrichment of interpersonal relationship skills program on causal attributions, interpersonal conflict solution strategies, cognitive coping skills and perceived positive relations with others. Journal of Developmental Psychology: Iranian Psychologist, 15(59), 287-308. [In Persian].
Shokri, O., Gashtasbi, Z., Sharifi, M., Fathabadi, J., & Rahiminejad, P. (2016). Effectiveness of the attributional retraining program on cognitive emotion regulation strategies and academic resilience among university students. Positive Psychology Research, 2(2), 51-66. [In Persian].
Steinhardt, M. A., & Dolbier, C. L. (2008). Evaluation of a resilience intervention to enhance coping strategies and protective factors and decrease symptomatology. Journal of American College Health, 56(4), 445-453.
Stokes, C. E., & Regnerus, M. D. (2009). When faith divides family: Religious discord and adolescent reports of parent–child relations. Social Science Research, 38, 155-167.
Tomba, E., Belaise, C., Ottolini, F., Ruini, C., Bravi, A., Albieri, E., Rafanelli, C., Caffo, E., & Fava, G. A. (2010). Differential effects of well-being promoting and anxiety-management strategies in a non-clinical school setting. Journal of Anxiety Disorders, 24, 326-333.
Watson, D., Clark, L. A., & Tellegen, A. (1988). Development and validation of brief measures of positive and negative affect: The PANAS Scales. Journal of Personality and Social Psychology, 47, 1063-1070.
_||_