مقایسه اثربخشی آموزش تنظیم هیجان و آموزش ذهنآگاهی بر خودپنداشت و کمرویی کودکان 7 تا 9 سال با اختلال لکنت زبان
محورهای موضوعی : کودک
فاطمه مونسی تنیانی
1
,
عباسعلی حسین خانزاده
2
*
,
سید موسی کافی ماسوله
3
1 - کارشناسی ارشد روانشناسی و آموزش کودکان استثنایی، دانشکده ادبیات و علوم انسانی، دانشگاه گیلان، رشت، ایران
2 - استاد، گروه روانشناسی، دانشکده ادبیات و علوم انسانی، دانشگاه گیلان، رشت، ایران
3 - استاد، گروه روانشناسی، دانشکده ادبیات و علوم انسانی، دانشگاه گیلان، رشت، ایران
کلید واژه: آموزش تنظیم هیجان, آموزش ذهنآگاهی, خودپنداشت, کمرویی, کودکان با اختلال لکنت,
چکیده مقاله :
این پژوهش با هدف مقایسه اثربخشی آموزش تنظیم هیجان و آموزش ذهنآگاهی بر خودپنداشت و کمرویی کودکان با اختلال لکنت انجام گرفت. این مطالعه کاربردی و از نوع نیمهتجربی با طرح پیشآزمون-پسآزمون با گروه گواه بود. جامعه آماری شامل تمامی کودکان با اختلال لکنت مراجعهکننده به مراکز گفتاردرمانی شهرستان رشت در سال 1401- 1402 بودند. جهت نمونهگیری از روش دردسترس استفاده شد و 33 کودک بدین ترتیب انتخاب شدند و به صورت تصادفی در دو گروه آزمایش (آموزش تنظیم هیجان و آموزش ذهنآگاهی) و گواه جایدهی شدند (هرگروه 11نفر) و در یکی از این گروهها آموزش تنظیم هیجان و در گروه دیگر آموزش ذهنآگاهی داده شد و گروه گواه تا پایان مداخله آموزشی دریافت نکرد. برای جمع آوری اطلاعات از پرسشنامه خودپنداشت (Piers-Harris, 1969) وکمرویی چک و بریگز (Cheek & Briggs, 1990) استفاده شد و دادههای پژوهش با استفاده از آزمون تحلیل کوواریانس تک متغیری تحلیل شدند. یافتههای حاصل از پژوهش نشان داد که بین دو گروه آموزش تنظیم هیجان و ذهنآگاهی، در متغیرهای خودپنداشت و کمرویی در کودکان با اختلال لکنت تفاوت معناداری وجود نداشت (05/0<P). به عبارت دیگر هر دو مداخله (آموزش تنظیم هیجان و آموزش ذهنآگاهی)، به میزان یکسانی اثربخش بوده است (05/0>P).
This investigation aimed to determine the effects of emotion regulation training and mindfulness training on self-concept, shyness, and symptoms of children with stuttering disorder. This study applied was a semi-experimental study with a pre-test-post-test design with a control group. The research sample included 33 children (7 to 9 years old) with stuttering disorder visit speech therapy centers in Rasht city in the academic year of 2022-2023, who were selected by available samply and randomly assigned to three experimental (emotion regulation training and Mindfulness training) and control groups(11 people each). Research tools were used to collect information (PEIRS-Hrris,1969) self-concept questionnaire and (ChEEK and BRIGGS,1990) shyness. The research data were analysed using a unitivariate analysis of variance test. The findings of the study c showed that there was no significant difference between the two groups of emotion regulation and mindfulness training in variable Self-concept and Shyness, in children Stuttering Disorde. In other words, both interventions child- centered (Emotion Regulation Training and Mindfulness Training) are equaly effective
Allen, L. B., McHugh, R. K., &Barlow, D. H. (2009). Emotional disorder. Journal of Clinical Handbook of Psychological Disorder. The Guilford Press.
Ardeshiri Lordjani, F., & Sharifi, T. (2019). Effectiveness of acceptance and commitment therapy on self-concept and emotion regulation in children with learning disabilities. Journal of Child Mental Health. 6(3), 28-39. (in Persian) https://doi.org/ 10.29252/jcmh.6.3.4
Baholulian, A., & Shaker, A. (2022). Comparing academic self-regulation, test-anxiety and academic self-concept in children with attentiondeficit-hyperactivity disorder and normal children in tabriz. Empowering Exceptional Childrren,12(4), 78-86. (in Persian) https://doi.org/10.22034/CECIRANJ.2021.265039.1519
Bazzano, A. N., Sun, Y., Chavez-Gray, V., Akintimehin, T., Gustat, J., Barrera, D., & Roi, C. (2022). Effect of yoga and mindfulness intervention on symptoms of anxiety and depression in young adolescents attending middle school:a pragmatic community-based cluster randomized controlled trial in a racially diverse urban setting. International Journal of Environmental Research and Public Health, 19(19), 12076. https://doi.org/10.3390/ijerph191912076
Cheek, J. M., & Buss, A. H. (1981). Shyness and sociability. Journal of Personality and Social Psycholog, 41, 339-339. https://doi.org/10.1037/0022-3514.41.2.330
Cook, B., Portera‐Cailliau, C., & Adler, R. (1998). Developmental neuronal death is not a universal phenomenon among cell types in the chick embryo retina. Journal of Comparative Neurology, 396(1), 12-19. https://doi.org/10.1002/(SICI)1096-9861(19980622)396:1<12::AID-CNE2>3.0.CO;2-L
Colombo, D., Fernández-Álvarez, J., Garcia Palacios, A., Cipresso, P., Botella, C., & Riva, G. (2019). New technologies for the understanding, assessment, and intervention of emotion regulation, Frontiers in Psychology, 10, 1261. https://doi.org/10.3389/fpsyg.2019.01261
Dehghani, E., & Manshaee, Gh. (2019). Effectiveness of training child-oriented mindfulness on the self-esteem and empathy of preschool children. Medical Journal of Mashad University of Medical Sciences, 62(5), 589-599. (in Persian) https://doi.org/10.22038/MJMS.2020.15515
Ebrahimi, M., Ghodrati, S., Vatankhah Kourandeh, H. (2021). The Effictiveness of Acceptance and Commitment Therapy on Resiliency and Self-Concept in childres With Cancer. Sabzevar University of Medical Sciences, 29 (1), 1-12. (in Persian)
ElKayal, M. M., & Metwaly, S. M. (2022). Effectiveness of mindfulness-based intervention on post-traumatic stress symptoms among emergency nursing students. Middle East Current Psychiatry, 29(1), 1-13. https://doi.org/10.1186/s43045-022-00208-x
Hasani, B., & Taher, M. (2020). Effect of emotion regulation training on social problem solving, emotional knowledge and emotion regulation in preschool children. Medical Journal of Mashhad University of Medical Sciences, 63 (2), 2483-2489. https://doi.org/10.22038/MJMS.2020.17467
Hu, Y., Zhu, Z., Wang, Z., Ju, K., Liu, J., & Bullock, A. (2023). The moderating effect of classroom status hierarchy on the associations between shyness and peer relationship difficulties in chinese children. Children and Youth Services Review, 107171. https://doi.org/10.1016/j.childyouth.2023.107171
Kong, X., Brook, C. A., Li, J., Li, Y., & Schmidt, L. A. (2023). Shyness subtypes and associations with social anxiety: A comparison study of Canadian and Chinese children. Developmental Science, 13369. https://doi.org/10.1111/desc.13369
Kouvava, S., Antonopoulou, K., Kokkinos, C. M., Ralli, A. M., & Maridaki-Kassotaki, K. (2022). Friendship quality, emotion understanding, and emotion regulation of children with and without attention deficit/hyperactivity disorder or specific learning disorder. Emotional and Behavioural Difficulties,27(1), 3-19. https://doi.org/10.1080/13632752.2021.2001923
Jafarpour, H., Akbari, B., Shakernia, I., Asadi Mojreh, S. (2021). Comparison of the Effectiveness of Emotion Regulation Training and Mindfulness Training on the Reduction Rumination in the mothers of Children with Mild Intellectual Disability. J Child Ment Health, 7 (4) ,76-94
URL. https://doi.org/10.52547/jcmh.7.4.6
Jose, P., & Lopez, C. (2023). Formative assessment of physical education teachers and self-concept level of primary school children. Central European Journal of Sport Sciences and Medicine, 41(01). https://doi.org/10.18276/cej.2023.1-04
Lubis, L., & Fazira, E. (2022). Connection management self-concept and social support with student confidence. Nidhomul Haq: Jurnal Manajemen Pendidikan Islam,7(1), 31-38. https://doi.org/10.31538/ndh.v7i1.1890
Mansouri, L., Haji yakhchali, A., Shehni Yeilagh, M., & Maktabi, Gh. (2022). Comparison of the effect of neuro linguistic programming strategies training and mindfulness instruction on academic self-concept among female students with learning disabilities. JLD,11(4), 91-103. https://doi.org/10.22098/JLD.2022.10384.2006
Marsh, H. W. (1990). Influences of internal and external frames of reference on the formation of math and English self-concepts. Journal of Educational Psychology. 82(1), 107. https://doi.org/10.1037/0022-0663.82.1.107
Mohammadi, H., Maazinezhad, S., Lorestani, E., Zakiei, A., Dürsteler, K. M., Brühl, A. B., Sadeghi- bahmani, D & Brand, S. (2022). Sleep problems, social anxiety and stuttering severity in adults who do and adults who do not sutter. Journal of Clinical Medicine, 12(1), 161. https://doi.org/10.3390/jcm12010161
Nakamura, B. J., Ebesutani, C., Bernstein, A., & Chorpita, B. F. (2009). A psychometric analysis of the child behavior checklist DSM-oriented scales. Journal of Psychopathology and Behavioral Assessment, 31, 178-189. https://doi.org/10.1007/s10862-008-9119-8
Opiyo, A. R. (2023). Stuttering’s hidden side: the need for an empathetic school climate for disfluent school-age children in public primary schools in kakamega, kenya. In Handbook of Speech-Language Therapy in Sub-Saharan Africa: Integrating Research and Practice (pp. 687-703). Cham: Springer International Publishing.
Piers EV. )1969(. Manual for the piers-harris children's self-concept scale. (The Way I Feel about Myself). Nashville, Tenn. Counselor recordings and tests.
Rateghi, P., & Marashian, F. (2022). The effectiveness of puppet play therapy on reducing shyness, loneliness and behavioral problems in single-parent children. Rooyesh-e- Ravanshenasi Journal,10(12), 179- 190. (in Persian) https://dor.org/20.1001.1.2383353.1400.10.12.25.7
Saatchi, M., Kamkari, K., & Askarian, M. (2015). Psychological tests. First Edition. Tehran: Virayesh Pub. (in Persian)
Schneider, R. L., Arch, J. J., Landy, L. N., & Hankin, B. L. (2018). The longitudinal effect of emotion regulation strategies on anxiety levels in children and adolescents. Journal of Clinical Child & Adolescent Psychology, 47(6), 978-991. https://doi.org/10.1080/15374416.2016.1157757
Shayegh Borojeni, B., Manshaee, Gh., sajjadian, I. (2019). Comparing the effects of teen-centric mindfulness and emotion regulation trining on aggression and anxiety in type II with bipolar disorder female adolescent. Psychological Achievements, 26(2),67 -88. (in Persian) https://doi.org/ 10.22055/psy.2019.30660.2387.
SheikhBahaei, S., Farhan, M., & Maguire, G. A. (2022). Improvement of stuttering after administration of methylphenidate-a case report. Personalized Medicine in Psychiatry, 31, 100092. https://doi.org/10.1016/j.pmip.2022.100092
Sticker, R. M., Christner, N., Pletti, C., & Paulus, M. (2021). The moral self-concept in preschool children: Its dimensions and relation to prosocial behaviors. Cognitive Development, 58, 101033. https://doi.org/10.1016/j.cogdev.2021.101033
Tarkhan, M. (2016). The influence of mindfulness-based cognitive therapies on loneliness feeling and shyness of students. Social Cognition, 5(2), 94-106. (in Persian) https://dor.org/ 20.1001.1.23223782.1395.5.2.5.7
Tichenor, S. E., Walsh, B. M., Gerwin, K. L., & Yaruss, J. S. (2022). Emotional regulation and its influence on the experience of stuttering across the life span. Journal of Speech, Language, and Hearing Research, 65(7), 2412-2430. https://doi.org/ 10.1044/2022_JSLHR-21-00467
Wang, P., Pan, R., Wu, X., Zhu, G., Wang, Y., Tian, M. & Wang, J. (2022). Reciprocal associations between shyness, depression, and Internet gaming disorder among Chinese adolescents: A cross-lagged panel study. Addictive Behaviors, 129, 107256. https://doi.org/ 10.1016/j.addbeh.2022.107256
Wielgosz, J., Goldberg, S. B., Kral, T. R., Dunne, J. D., & Davidson, R. J. (2019). Mindfulness meditation and psychopathology. Annual Review of Clinical Psychology, 15, 285-316. https://doi.org/ 10.1146/annurev-clinpsy-021815-093423
Yousefi Moridani, M; Fallahian, H; & Mikaeili, N. (2020). The role of self-criticism and shyness in predicting social appearance anxiety of female students. Pajouhan Scientific Journal, 18(4), 54-60. (in Persian) https://doi.org/10.52547/psj.18.4.54
Zagornaya, E. V., Aksarina, A. P., Khasanova, E. V., & Yusupova, O. L. (2019). Psychological characterstics of parent-child relationships and self-concept of adolescents with speech disorders (stuttering). Russian Military Medical Academy Reports, 38(3), 230-234. https://doi.org/10.17816/rmmar26101
Zahoor, Z. (2019). Shyness among children with and without stuttering: a comparative study. The International Journal of Indian Psychology. 7(4). https://doi.org 10.25215/0703.005