تاثیر درمان مبتنی بر شفقت بر سازگاری فردی و اجتماعی، دشواری تنظیم هیجان و اهمال¬کاری تحصیلی دانش¬آموزان مبتلابه نافرمانی مقابله¬ای دوره متوسطه دوم
محورهای موضوعی : تربیتیزهره جلالی 1 , پرویز عسکری 2 * , علیرضا حیدریی 3 , بهنام مکوندی 4
1 - دانشجوی دکتری، گروه روان‌شناسی، واحد اهواز، دانشگاه آزاد اسلامي، اهواز، ايران
2 - دانشیار، گروه روان‌شناسی، واحد اهواز، دانشگاه آزاد اسلامي، اهواز، ايران
3 - دانشیار، گروه روان‌شناسی، واحد اهواز، دانشگاه آزاد اسلامي، اهواز، ايران
4 - دانشیار، گروه روان‌شناسی، واحد اهواز، دانشگاه آزاد اسلامي، اهواز، ايران
کلید واژه: درمان مبتنی بر شفقت, دشواری تنظیم هیجان, سازگاری فردی و اجتماعی, اهمال کاری تحصیلی, دختران دارای اختلال نافرمانی مقابله ای,
چکیده مقاله :
هدف این پژوهش تاثیر درمان مبتنی بر شفقت بر سازگاری فردی و اجتماعی، دشواری تنظیم هیجان و اهمالکاری تحصیلی دانشآموزان مبتلا به نافرمانی مقابلهای دوره متوسطه دوم بود. این پژوهش تجربي با طرح پيش آزمون و پس آزمون با گروه کنترل بود. جامعه آماری پژوهش شامل تمامی دختران مقطع متوسطه دوم شهرستان رامهرمز در سال تحصیلی 98-97 بودند. این آزمودنی ها به روش نمونه گیري تصادفی خوشه ای چند مرحله ای از بین دبیرستان های دخترانه شهرستان رامهرمز انتخاب شدند و تعداد نمونه مورد نیاز برای هر يک از گروه ها در حدود 20 آزمودنی با مشکل اختلال نافرمانی مقابلهای (Hommersen, Murray, Ohana & Johnston, 2006)، و روش درماني مبتنی بر شفقت به عنوان متغیر مستقل و متغیرهای سازگاری فردی و اجتماعی (Klark et al., 1953)، دشواری تنظیم هیجان (Gratz & Roemer, 2014) و اهمال کاری تحصیلی ((Solomon & Rothbloom, 1984 به عنوان متغیرهای وابسته در نظر گرفته شدند. آزمودنی ها در هشت جلسه 90 دقیقهای تحت درمان مبتنی بر شفقت گیلبرت (2014) قرار گرفتند. به منظور تجزیه و تحلیل داده ها از آزمون تحلیل واریانس تک متغیری استفاده شد. نتایج نشان داد که درمان مبتنی بر شفقت بر متغیرهای سازگاری فردی و اجتماعی، دشواری تنظیم هیجان و اهمال کاری تحصیلی در دختران دارای اختلال نافرمانی مقابله ای تاثیر دارد (001/0 P<)و نتایج حاکی از اثر بخشی روش درمان مبتنی بر شفقت است (05/0 P<).
The aim of this study was to investigate the effect of compassion-based therapy on individual and social adjustment, difficulty in regulating emotion, and academic procrastination in students with secondary defiant disobedience. This was an experimental study with a pretest and posttest design with a control group. The statistical population of the study included all high school girls in Ramhormoz city in the academic year of 97-98. These subjects were selected by multi-stage cluster random sampling from girls' high schools in Ramhormoz city and the required number of samples for each group is about 20 subjects with coping disorder (Hommersen, Murray, Ohana). & Johnston, 2006), and compassion-based therapy as an independent variable and individual and social adjustment variables (Klark et al., 1953), difficulty in emotion regulation (Gratz & Roemer, 2014) and academic procrastination (Solomon & Rothbloom, 1984) were considered as dependent variables. Subjects were treated with compassion based on Gilbert (2014) in eight 90-minute sessions. Univariate analysis of variance was used to analyze the data. The results showed that compassion-based therapy has an effect on the variables of individual and social adjustment, difficulty in regulating emotion and academic procrastination in girls with coping disobedience disorder (P <0.001) and the results indicate the effectiveness of compassion-based treatment. (P <0/05).
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