اثربخشی آموزش خودمتمایز سازی بر کیفیت دلبستگی و ناگویی هیجانی نوجوانان طلاق با اختلال رفتار برونی‌سازی شده
محورهای موضوعی : تکتونواستراتیگرافی
سحر بیاتی اشکفتکی
1
,
رضا احمدی
2
,
مریم چرامی
3
,
احمد غضنفری
4
1 - دانشجوی دکتری روان‌شناسی عمومی، واحد شهرکرد، دانشگاه آزاد اسلامی، شهرکرد، ایران.
2 - استادیار گروه روان‌شناسی، واحد شهرکرد، دانشگاه آزاد اسلامی، شهرکرد، ایران.
3 - استادیارگروه روان‌شناسی، واحد شهرکرد، دانشگاه آزاد اسلامی، شهرکرد، ایران.
4 - دانشیار گروه روان‌شناسی، واحد شهرکرد، دانشگاه آزاد اسلامی، شهرکرد، ایران.
کلید واژه: طلاق, ناگویی هیجانی, اختلال رفتار برونی‌سازی شده, آموزش خودمتمایزسازی, کیفیت دلبستگی,
چکیده مقاله :
هدف: طلاق افزون بر ازهم‌پاشیدگی بنیان خانواده، فرزندان را نیز با مشکلات روانی، هیجانی و رفتاری فراوانی مواجه می‌سازد. بر این اساس پژوهش حاضر با هدف بررسی اثربخشی آموزش خودمتمایزسازی بر کیفیت دلبستگی و ناگویی هیجانی نوجوانان طلاق با اختلال رفتار برونی‌سازی شده انجام گرفت. روش: این پژوهش نیمهآزمایشی با طرح پیش‌آزمون- پس‌آزمون با گروه گواه و دوره پیگیری دوماهه بود. جامعه آماری پژوهش شامل دانش‌آموزان طلاق دارای اختلال رفتار برونی‌سازی شده بود که در دوره اول و دوم متوسطه در سال تحصیلی 99-1398 در شهر شهرکرد مشغول به تحصیل بودند. در این پژوهش تعداد 40 نوجوان با روش نمونه‌گیری هدفمند انتخاب و با گمارش تصادفی در گروههای آزمایش و گواه گمارده شدند (20 نوجوان در گروه آزمایش و 20 نوجوان در گروه گواه). گروه آزمایش مداخله آموزش خودمتمایزسازی (کاظمیان و اسمعیلی، 1391) را طی دو و نیم ماه در 10 جلسه 90 دقیقه‌ای دریافت نمودند. پس از شروع مداخله 4 نوجوان در گروه آزمایش و 3 نوجوان در گروه گواه، از ادامه دریافت مداخله انصراف دادند. پرسشنامههای مورد استفاده در این پژوهش شامل سیاهه رفتاری کودکان و نوجوانان (آخنباخ و رسکورلا، 2001)، پرسشنامه کیفیت دلبستگی (آرمسدن و گرینبرگ، 1987) و پرسشنامه ناگویی هیجانی (بگبی، پارکر و تیلور، 1994) بود. داده‌های حاصل از پژوهش به شیوه تحلیل کوواریانس مورد تجزیه و تحلیل قرار گرفت. نتیجه‌گیری: نتایج نشان داد که آموزش خودمتمایزسازی بر کیفیت دلبستگی و ناگویی هیجانی نوجوانان طلاق با اختلال رفتار برونی‌سازی شده تأثیر معنادار دارد (p<0/001). بحث و نتیجه‌گیری: یافته‌های این پژوهش بیانگر آن بودند که آموزش خودمتمایزسازی با بهره‌گیری از فنونی همانند متمایز ساختن باورهای منطقی و غیرمنطقی، مجهز ساختن اعضا به مهارت‌های خاص ارتباطی و پذیرفتن مسئولیت می‌تواند به عنوان یک روش کارآمد جهت بهبود کیفیت دلبستگی و کاهش ناگویی هیجانی نوجوانان طلاق با اختلال رفتار برونی‌سازی شده مورد استفاده قرار گیرد.
The present study was conducted to investigate the effectiveness of training self-differentiation on the attachment quality and alexitimia in the adolescents engaged in divorce with externalized behavior. It was a quasi-experimental study with pretest, posttest, control group and two-month follow-up design. The statistical population of the present study included the students engaged in divorce with externalized behaviors who were studying in the first and second year high schools in academic year 2019-20 in the city of Shahrekord. 40 adolescents were selected through purposive sampling mehtod and they were randomly accommodated into experimental and control groups (20 adolescents in the experimental group and 20 adolescents in the control group). The experimental group received ten ninety-minute intervention sessions of training self-differentiation (Kazemian and Esmaeili, 2012) during two-and-a-half months. After starting the intervention, 4 adolescents from the experimental and 3 from the control group quitted receiving the intervention. The applied questionnaires in this study included children and adolescents behavioral inventory (Achenbach, Rescorla, 2001), attachment quality questionnaire (Armsden, Greenberg, 1987) and Alexitimia questionnaire (Bagby, Parker, Taylor, 1994). the resutls showed that training self-differentiation has significant effect on the attachment quality and alexitimia in the adolescents engaged in divorce with externalized behaviors. The findings of the present study revealed that training self-differentiation can be used as an efficient method to decrease attachment quality and alexitimia in the adolescents engaged in divorce wiht externalized divorce through employing techniques such as differentiating rational from irrational beliefs, equipping the members with special communicative skills and shouldering the responsibility.
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