تأثیر ارتقاء کنش های اجرایی بر کنش تأملی و شایستگی اجتماعی نوجوانان بدون سرپرست
محورهای موضوعی : روان شناسی تحولی
مهدیه یساری آزاد
1
,
اعظم فرح بیجاری
2
*
1 - روانشناسی بالینی، گروه روانشناسی، دانشکدۀ علوم تربیتی و روانشناسی، دانشگاه الزهرا (س)، تهران، ایران
2 - استاد، گروه روانشناسی، دانشکدة علوم تربیتی و روانشناسی، دانشگاه الزهرا (س)، تهران، ایران.
کلید واژه: شایستگی اجتماعی, کنش های اجرایی, کنش تأملی, نوجوانان بدون سرپرست,
چکیده مقاله :
ایـن پژوهـش بـا هـدف تعییـن تأثیـر کنش هـای اجـرایی بـر کنـش تأمـلی و شایسـتگی اجتمـاعی نوجوانـان بـدون سرپرسـت انجـام شـد. ایـن پژوهـش شـبه تجـربی بـا طـرح پیش آزمون-پس آزمـون بـا گـروه گـواه و پیگیـری سـه ماهـه بـود. از میـان دختـران نوجـوان ۱۳ تـا ۱۷ سـالۀ بـدون سرپرسـت شـهر تهـران کـه در مراکـز نگهـداری شـبانه روزی اقامـت داشـتند، 30 نفـر بـه شیـوۀ نمونه بـرداری در دسـترس انتخـاب و به طـور تصـادفی در دو گـروه 15 نفـره آزمایـش و گـواه گمـارده شـدند و بـه پرسشـنامۀ کنـش تأمـلی نوجوانـان (شـارپ و دیگـران، 2009) و مقیـاس شایسـتگی اجتمـاعی فلنـر (کـرمی و پرندیــن، 200۸) پاســخ دادنــد. مداخلــه به صــورت انفــرادی از طریــق نرم افــزار توان بخــشی شــناختی کاپیتــان لاگ، بــه مــدت ۱۲ جلســه برگــزار شــد. نتایــج آزمــون تحلیــل کوواریانــس نشــان داد ارتقــاء کنش هــای اجــرایی به طــور معنــا داری باعــث افزایــش میانگیــن نمــرات شایســتگی اجتمــاعی گــروه آزمایـش نسـبت بـه گـروه گـواه شـد و ایـن تأثیـر پـس از گذشـت سـه مـاه نیـز تـداوم داشـت. بـا ایـن حـال نتایـج در خصـوص تأثیـر ارتقـای کنش هـای اجـرایی بـر کنـش تأمـلی معنـا دار نبـود. بـا توجـه بـه یافته هـای پژوهـش، می تـوان ارتقـاء کنش هـای اجـرایی را به عنـوان نـوعی مداخلـۀ فراتشـخیصی که در عــین افزایش توانمندی های ذهنی و شناختی، به بهــبود شایــستگی و مهارت های اجتــماعی نوجوانان منــجر می شود، در دستور کار قرار داد.
This study aimed to investigate the effectiveness of executive functions improving on the reflective function and social competence of orphaned adolescents. This research was an experimental study with pretest-posttest control-group design, and the results were followed up after three months. Among orphan girls aged 13-17 in Tehran, 30 adolescents were selected using convenience sampling method, and randomly assigned in experimental and control groups. Data were collected using the Reflective Function Questionnaire for Youth (Sharp et al., 2009), and the Felner Social Competence Scale (Karami & Parandin, 2008). The members of the experimental group were trained in execu- tive functions by using Captain’s Log software in 12 sessions. The results of data analysis indicated that the improvement of executive functions significantly increased the average scores of the social competence in experimental group in posttest and follow up. However, the results regarding improvement in reflective function were not significant. According to the findings of the research, the improvement of executive functions can be used as a meta-diagnostic intervention that, while increasing the mental and cognitive abilities, leads to the improvement of social competence and skills of adolescents.
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