اثربخشی مشاوره با رویکرد تحلیل تبادلی بر سازگاری فردی و اجتماعی و سبک های حل مساله دانش آموزان متوسطه دوم

محورهای موضوعی : تکتونواستراتیگرافی

افسانه غریبی ¹ , نعمت اله صالحی ²

1 - کارشناسی ارشد مشاوره دانشگاه پیام نور، اصفهان، ایران
2 - استادیار گروه علوم تربیتی دانشگاه پیام نور، اصفهان، ایران

تاریخ دریافت : 1399/09/18 تاریخ پذیرش : 1400/07/28 تاریخ انتشار : 1400/08/01

کلید واژه: رویکرد تحلیل تبادلی, سازگاری فردی و اجتماعی, سبک های حل مساله,

چکیده مقاله :

مقدمه: توانایی برخورد با چالش های زندگی نیازمند سازگاری فردی و اجتماعی و توانایی حل مساله سازنده است. بر این اساس استفاده از رویکردهایی که بتواند دانش آموزان را برای برخود موثر با تکالیف پیش رو آماده کند، ضروری است. لذا هدف پژوهش حاضر بررسی اثربخشی مشاوره با رویکرد تحلیل تبادلی بر سازگاری فردی و اجتماعی و سبک های حل مساله دانش آموزان متوسطه دوم بود. 
روش: روش پژوهش نیمه آزمایشی با طرح پیش آزمون پس آزمون با گروه کنترل بود. ابتدا پیش آزمون با استفاده از ابزارهای پژوهش  بر روی هر دو گروه اجرا شد، سپس مداخله گروه آزمایشی با رویکرد تحلیل تبادلی انجام گرفت و در انتها مجددا پس آزمون توسط هر دو گروه تکمیل شد و نتایج مقایسه شد. جامعه آماری شامل کلیه دانش آموزن دختر متوسطه دوم در شهر فیروزآباد در 6 ماهه پاییز و زمستان 1398 بود که در مدارس این شهر مشغول به تحصیل بودند. حجم نمونه 30 نفر بود که به روش نمونه گیری دردسترس انتخاب و به تصادف در دو گروه 15 نفره آزمایشی و گواه گمارده شدند. ابزارهای پژوهش شامل پرسشنامه سازگاری سینها و سینگ (1993) و سبک‌‌های ‌حل مسأله کسیدی و لانگ (1996) بود.
یافته ­ها: نتایج نشان داد که میانگین نمرات سازگاری و مولفه های سازگای فردی و اجتماعی و سبک های حل مساله سازنده در پس آزمون در گروه آزمایشی نسبت به گروه کنترل به طور معناداری افزایش یافته است. همچنین نتایج نشان داد که میانگین نمرات سبک های حل مساله غیرسازنده در پس آزمون در گروه آزمایشی نسبت به گروه کنترل به طور معناداری کاهش یافته است.
نتیجه­گیری: بر اساس یافته های پژوهش می توان نتیجه گیری کرد که مشاوره با رویکرد تحلیل تبادلی بر سازگاری فردی و اجتماعی و سبک های حل مساله دانش آموزان متوسطه دوم اثربخش است.

چکیده انگلیسی:

The aim of this study was to evaluate the effectiveness of transactional analysis approach on individual and social adjustment and problem-solving styles of secondary school students. The research method was quasi-experimental with post-test pre-test design with control group. First, the pre-test was performed on both groups using research tools, then the experimental group intervention was performed in 60- 90-minute group sessions with an transactional analysis approach, and finally the post-test was completed again by both groups. The statistical population included all girls’ secondary school students in Firoozabad in the 6 months of autumn and winter of 2019 who were studying in the schools of this city. The sample size was 30 people who were selected by available sampling method and were randomly assigned to two groups of 15 experimental and control groups. Research tools included a Singha & Sing adjustment (1993) and Cassiddy & Long problem-solving questionnaires (1996). The results showed that the mean of adjustment scores and individual and social adjustment components in the experimental group posttest compared to the control group increased significantly. It also showed t that the mean scores of constructive problem-solving styles in the post-test in the experimental group compared to the control group increased significantly. Also, the mean scores of non-constructive problem-solving styles in the post-test in the experimental group compared to the control group have decreased significantly. It can be concluded that counseling with a transactional analysis approach is effective on individual and social adjustment and problem-solving styles of secondary school students.

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