طراحی و اعتباریابی الگوی مقابله با افسردگی در دانش‌آموزان دوره دوم متوسطه

محورهای موضوعی : تکتونواستراتیگرافی

محمدرضا نوروزی همایون ¹ , نادر حیدری رضی آباد ² , اسماعیل صدری دمیرچی ³ , مهدی جعفری مرادلو ⁴

1 - دانشجوی دکتری مشاوره، دانشکده علوم‌تربیتی و روانشناسی، دانشگاه محقق اردبیلی، اردبیل، ایران.
2 - دانشجوی دکتری مدیریت آموزشی، دانشکده علوم‌تربیتی و روانشناسی، دانشگاه محقق اردبیلی، اردبیل، ایران.
3 - استاد گروه مشاوره، دانشکده علوم‌تربیتی و روانشناسی، دانشگاه محقق اردبیلی، اردبیل، ایران.
4 - کارشناسی ارشد مشاوره‌ خانواده، دانشکده علوم‌تربیتی و روانشناسی، دانشگاه محقق ‌اردبیلی، اردبیل، ایران.

تاریخ دریافت : 1402/07/29 تاریخ پذیرش : 1402/12/05 تاریخ انتشار : 1402/11/01

کلید واژه: شهر اردبیل, اعتباریابی, طراحی, الگوی مقابله با افسردگی, دانش‌آموزان دوره دوم متوسطه,

چکیده مقاله :

زمینه و هدف: هدف از انجام این تحقیق طراحی و اعتباریابی الگوی مقابله با افسردگی در دانش‌آموزان دوره دوم متوسطه شهر اردبیل بود. روش­: تحقیق از لحاظ هدف کاربردی، از نظر ماهیت داده‌ها آمیخته و از نظر شیوه اجرا اکتشافی بود. در بخش کیفی، از مصاحبه نیمه‌ساختاریافته و نظریه داده‌بنیاد استفاده شده است. جامعه آماری بخش کیفی اساتید دانشگاهی و صاحب‌نظران حوزه مشاوره مدرسه و خانواده بودند که تعداد 15 نفر از آنها بر اساس اصل اشباع نظر به صورت نظری هدفمند انتخاب شدند. جامعه آماری در بخش کمی نیز کلیه دبیران دوره دوم متوسطه شهر اردبیل به تعداد 500 بودند که مطابق فرمول کوکران 217 نفر از آن‌ها بر اساس روش نمونه‌گیری تصادفی طبقه‌ای انتخاب شدند. ابزار گردآوری اطلاعات در این پژوهش، پرسشنامه محقق‌ساخته منتج از مفاهیم پالایش‌شده به دست آمده از کدهای اولیه بودند. مجموعه داده‌های به دست آمده بعد از طی فرآیند مستمر کدگذاری‌های باز، محوری و انتخابی در قالب 172 کد باز، 139 مفهوم، 14 مقوله و 6 طبقه بر اساس رویکرد سامان‌مند سازمان‌دهی شدند. یافته ­ها: یافته‌های پژوهش نشان می‌دهد الگوی مقابله با افسردگی در دانش‌آموزان دوره دوم متوسطه شهر اردبیل تحت مقولات سلامت جسمانی، ویژگی و تفاوت‌های فردی، عوامل محیطی و اجتماعی، امکانات رفاهی، افسردگی و علائم آن، آموزش‌های روانشناختی، رویکردهای درمانی، دارو درمانی، توسعه سلامت معنوی، حفظ سلامت جسمانی، مدیریت سلامت روانی، فعالیت‌های اجتماعی، پیامدهای فردی و پیامدهای اجتماعی دسته‌بندی و از نظر اعتباریابی برازش شدند (p<0.05). نتیجه­ گیری: نتایج نشان داد که عوامل متعددی (علی، راهبردی، زمینه‌ای و مداخله‌گر) می‌توانند در کاهش افسردگی نقش داشته باشند که هریک از این موارد در پیشگیری و درمان افسردگی و علائم آن نقش مهمی دارند و در نهایت می‌توانند منجر به پیامدهای فردی و اجتماعی گوناگونی در دانش‌آموزان گردد.

چکیده انگلیسی:

Background and purpose: The purpose of this research was to design and validate the model of dealing with depression in second year high school students of Ardabil city. Methods: The research was applied in terms of purpose, mixed in nature and exploratory in terms of execution method. In the qualitative part, semi-structured interview and data base theory have been used. The statistical population of the qualitative section was university professors in the field of school and family counseling, 15 of whom were selected theoretically. The statistical population in the quantitative section was all 500 secondary school teachers of Ardabil city, and according to Cochran's formula, 217 of them were selected by stratified random sampling. The data were organized in the form of 172 open codes, 139 concepts, 14 categories and 6 classes based on a systematic approach after going through a continuous process of open, central and selective coding. Findings: The findings showed that the research pattern under the categories of physical health, characteristics and individual differences, environmental and social factors, comfort facilities, depression and its symptoms, psychological training, therapeutic approaches, drug therapy, spiritual health development, physical health maintenance, mental health management, activities Social, individual consequences and social consequences were categorized and fit in terms of validation (p<0.05). Conclusion: The results showed that several factors can play a role in reducing depression, each of which has an important role in the prevention and treatment of depression and its symptoms, and can ultimately lead to various personal and social outcomes in students

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