مقایسه اثربخشی آموزش شفقت درمانی و شناخت درمانی مبتنی بر ذهن آگاهی بر تاب آوری دختران نوجوان (پایه دهم و یازدهم ) شهر کرج
محورهای موضوعی : زن و خانواده
زهرا رفسنجانی اکبرآبادی
1
,
مرجان حسین زاده تقوایی
2
,
عصمت دانش
3
,
آدیس کراسکیان موجمناری
4
,
آرزو تاری مرادی
5
1 - دانشجوی دکتری، گروه روانشناسی، واحد کرج، دانشگاه آزاد اسلامی، کرج، ایران.
2 - استادیار، گروه روانشناسی، واحد کرج، دانشگاه آزاد اسلامی، کرج، ایران (نویسنده مسئول) h.taghvai@kiau.ac.ir
3 - استاد تمام گروه روانشناسی بالینی، دانشگاه شهید بهشتی، تهران. ایران.
4 - استادیار، گروه روانشناسی، واحدکرج، دانشگاه آزاد اسلامی، کرج، ایران
5 - استادیار، گروه روانشناسی، واحدکرج، دانشگاه آزاد اسلامی، کرج، ایران.
کلید واژه: تاب آوری, آموزش گروهی شناخت درمانی مبتنی بر ذهن‌آگاهی, آموزش گروهی برنامه شفق درمانی,
چکیده مقاله :
هدف از پژوهش حاضر مقایسه اثربخشی شفقت درمانی و آموزش گروهی شناخت درمانی مبتنی بر ذهن آگاهی بر تاب آوری دختران نوجوان (پایه دهم و یازدهم ) شهر کرج بود. پژوهش حاضر از لحاظ هدف جزء پژوهش های کاربردی و از لحاظ روش از نوع مطالعات نیمه آزمایشی با طرح پیش آزمون- پس آزمون- پیگیری و گروه کنترل بود. جامعۀ پژوهش را کلیه دانش آموزان دختر پایه دهم و یازدهم متوسطه دوم شهر کرج در سال 1400-1399 تشکیل دادند که از بین آن ها به صورت هدفمند 45 نفر (هر گروه 15 نفر) به عنوان نمونه انتخاب شدند. داده ها با استفاده از مقیاس تاب آوری کودک و نوجوان انگارو لیبنبرگ (CYRM-28) (۲۰۰۹) جمع آوری شد. مداخله شفقت درمانی طی 8 جلسه 5/1ساعته و مداخله آموزش گروهی شناخت درمانی مبتنی بر ذهن آگاهی طی10 جلسه 5/1 ساعته انجام شد؛ اما گروه کنترل هیچ مداخله ای را دریافت نکردند. داده های پژوهش، به روش تحلیل واریانس آمیخته (با اندازه گیری مکرر) مورد تجزیه و تحلیل قرار گرفت. یافته ها نشان داد با کنترل اثر پیش آزمون ها، شاخص لاندای ویلکز در سطح 01/0 معنی دار است. همچنین در گروه شناخت درمانی مبتنی بر ذهن آگاهی با کنترل اثر پیش آزمون ها، شاخص لاندای ویلکز در سطح 01/0 معنی دار است. به عبارت دیگر می توان ادعا کرد که در "تاب آوری" بین گروه های آزمایش و آزمایش تفاوت معنی داری وجود دارد. همچنین مجذور سهمی اتا حامی از آن است که 81 درصد و 8/75 درصد از تغییرات همزمان متغیر وابسته (تاب آوری) به ترتیب مرتبط به گروه (آموزش شفق درمانی و شناختی درمانی مبتنی بر ذهن آگاهی) است. همچنین یافته ها نشان داد بین اثربخشی دو مداخله آموزش گروهی شفقت درمانی و آموزش گروهی شناخت درمانی مبتنی بر ذهن آگاهی در تاب آوری تفاوت وجود دارد.
The aim of this study was to compare the effectiveness of group training of self-conscious compassion program and group training of mindfulness-based cognitive therapy on resilience of female adolescents. The present study was an applied research in terms of purpose and a quasi-experimental study in terms of method with pre-test-post-test-follow-up design and control group. The research population consisted of all 10th and 11th grade female high school students in Karaj in 2020-2021, from which 45 people (15 people in each group) were selected as a sample. Data were collected using the Angaro Lieberberg Child and Adolescent Resilience Scale (CYRM-28) (2009). The group training intervention of Beheshtar self-compassion program was performed during 8 sessions of 1.5 hours and the group training intervention of cognitive therapy based on mindfulness was performed during 10 sessions of 1.5 hours; But the control group did not receive any intervention. The research data were analyzed by mixed analysis of variance (with repeated measures). Findings showed that group training of mindful self-compassion program and mindfulness-based cognitive therapy is effective on adolescent resilience (P <0.05). The results also showed that there was no difference between the effectiveness of two interventions of self-compassion self-compassion group training and mindfulness-based cognitive therapy group training in resilience (p <0.05).
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Beck, A. R., Verticchio, H., Seeman, S., Milliken, E., & Schaab, H. (2017). A mindfulness practice for communication sciences and disorders undergraduate and speech-language pathology graduate students: Effects on stress, self-compassion, and perfectionism. American Journal of Speech-Language Pathology, 26(3), 893-907. https://doi. Org/10.1044/2017_AJSLP-16-0172.
Belcher, B. R., Zink, J., Azad, A., Campbell, C. E., Chakravartti, S. P., & Herting, M. M. (2021). The roles of physical activity, exercise, and fitness in promoting resilience during adolescence: effects on mental well-being and brain development. Biological Psychiatry: Cognitive Neuroscience and Neuroimaging, 6(2), 225-237. https://doi.org/10.1016/j.bpsc.2020.08.005
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Chen, Z., Jiang, J., Hu, T., Luo, L., Chen, C., & Xiang, W. (2022). The effect of mindfulness-based stress reduction therapy on maternal anxiety, depression, and sleep quality: A protocol for systematic review and meta-analysis. Medicine, 101(8). 1-10 https://doi.org/ 10.1097/MD.0000000000028849
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Geukens, F., Maes, M., Spithoven, A., Pouwels, J. L., Danneel, S., Cillessen, A. H., ... & Goossens, L. (2022). Changes in adolescent loneliness and concomitant changes in fear of negative evaluation and self-esteem. International Journal of Behavioral Development, 46(1), 10-17. https://doi.org/10.1177/0165025420958194
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Gilbert, P. (2014). The origins and nature of compassion focused therapy. British Journal of Clinical Psychology, 53(1), 6-41. https://doi.org/10.1111/bjc.12043
Hatun, O., & Kurtça, T. T. (2022). Self-compassion, Resilience, Fear of COVID-19, Psychological Distress, and Psychological Well-being among Turkish Adults. Current Psychology, 1-11. https://doi.org/10.1007/s12144-022-02824-6
Hu, X., You, S., Ling, Y., & Huebner, E. S. (2022). Family and Friends Support and Hope in Chinese Adolescents: The Mediating Effects of Self-Esteem. Journal of psychosocial nursing and mental health services, 3(5),1-8. https://doi.org/10.3928/02793695-20220112-01
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Hwang, Y. S., Medvedev, O. N., Krägeloh, C., Hand, K., Noh, J. E., & Singh, N. N. (2019). The role of dispositional mindfulness and self-compassion in educator stress. Mindfulness, 10(8), 1692-1702. https://doi.org/10.1007/s12671-019-01183-x
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Kudesia, R. S. (2019). Mindfulness as metacognitive practice. Academy of Management Review, 44(2), 405-423. https://doi.org/10.5465/amr.2015.0333
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Lee, M. Y., Wang, H. S., & Lee, T. Y. (2022). Psychosocial stress, self-esteem, and social adjustment: A moderated mediation analysis in Taiwanese adolescents with Tourette syndrome. Journal of Pediatric Nursing, 62, e84-e90. https://doi.org/10.1016/j.pedn.2021.07.013
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Pérez-Aranda, A., García-Campayo, J., Gude, F., Luciano, J. V., Feliu-Soler, A., González-Quintela, A., ... & Montero-Marin, J. (2021). Impact of mindfulness and self-compassion on anxiety and depression: The mediating role of resilience. International Journal of Clinical and Health Psychology, 21(2), 229- 240. https://doi.org/10.1016/j.ijchp.2021.100229
Reina, C. S., & Kudesia, R. S. (2020). Wherever you go, there you become: How mindfulness arises in everyday situations. Organizational Behavior and Human Decision Processes, 159, 78-96. https://doi.org/10.1016/j.obhdp.2019.11.008
Schumer, M. C., Lindsay, E. K., & Creswell, J. D. (2018). Brief mindfulness training for negative affectivity: A systematic review and meta-analysis. Journal of Consulting and Clinical Psychology, 86(7), 569. https://doi.org/10.1037/ccp0000324
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Andrews, J. L., Ahmed, S. P., & Blakemore, S. J. (2021). Navigating the social environment in adolescence: The role of social brain development. Biological Psychiatry, 89(2), 109-118. https://doi.org/10.1016/j.biopsych.2020.09.012
Beaumont, E., Bell, T., McAndrew, S., & Fairhurst, H. (2021). The impact of compassionate mind training on qualified health professionals undertaking a compassion‐focused therapy module. Counselling and Psychotherapy Research, 21(4), 910-922. https://doi.org/10.1002/capr.12396
Beck, A. R., Verticchio, H., Seeman, S., Milliken, E., & Schaab, H. (2017). A mindfulness practice for communication sciences and disorders undergraduate and speech-language pathology graduate students: Effects on stress, self-compassion, and perfectionism. American Journal of Speech-Language Pathology, 26(3), 893-907. https://doi. Org/10.1044/2017_AJSLP-16-0172.
Belcher, B. R., Zink, J., Azad, A., Campbell, C. E., Chakravartti, S. P., & Herting, M. M. (2021). The roles of physical activity, exercise, and fitness in promoting resilience during adolescence: effects on mental well-being and brain development. Biological Psychiatry: Cognitive Neuroscience and Neuroimaging, 6(2), 225-237. https://doi.org/10.1016/j.bpsc.2020.08.005
Birchinall, L., Spendlove, D., & Buck, R. (2019). In the moment: Does mindfulness hold the key to improving the resilience and wellbeing of pre-service teachers?. Teaching and Teacher Education, 86, 102- 112. https://doi.org/10.1016/j.tate.2019.102919
Booth, C., Songco, A., Parsons, S., & Fox, E. (2022). Cognitive mechanisms predicting resilient functioning in adolescence: Evidence from the CogBIAS longitudinal study. Development and Psychopathology, 34(1), 345-353. https://doi.org/10.1017/S0954579420000668
Burns, J. W., Jensen, M. P., Thorn, B., Lillis, T. A., Carmody, J., Newman, A. K., & Keefe, F. (2022). Cognitive therapy, mindfulness-based stress reduction, and behavior therapy for the treatment of chronic pain: randomized controlled trial. Pain, 163(2), 376-389. https://doi.org/10.1097/j.pain.0000000000002357
Chen, Z., Jiang, J., Hu, T., Luo, L., Chen, C., & Xiang, W. (2022). The effect of mindfulness-based stress reduction therapy on maternal anxiety, depression, and sleep quality: A protocol for systematic review and meta-analysis. Medicine, 101(8). 1-10 https://doi.org/ 10.1097/MD.0000000000028849
DiFonte, M. C., Schick, M. R., & Spillane, N. S. (2022). Perceived stress and resilience among college students: The roles of self-compassion and anxiety symptomatology. Journal of American College Health, 1-7.
Geukens, F., Maes, M., Spithoven, A., Pouwels, J. L., Danneel, S., Cillessen, A. H., ... & Goossens, L. (2022). Changes in adolescent loneliness and concomitant changes in fear of negative evaluation and self-esteem. International Journal of Behavioral Development, 46(1), 10-17. https://doi.org/10.1177/0165025420958194
Gibson, J. (2019). Mindfulness, interoception, and the body: A contemporary perspective. Frontiers in Psychology, 10, 2012- 2020. https://doi.org/10.3389/fpsyg.2019.02012
Gilbert, P. (2014). The origins and nature of compassion focused therapy. British Journal of Clinical Psychology, 53(1), 6-41. https://doi.org/10.1111/bjc.12043
Hatun, O., & Kurtça, T. T. (2022). Self-compassion, Resilience, Fear of COVID-19, Psychological Distress, and Psychological Well-being among Turkish Adults. Current Psychology, 1-11. https://doi.org/10.1007/s12144-022-02824-6
Hu, X., You, S., Ling, Y., & Huebner, E. S. (2022). Family and Friends Support and Hope in Chinese Adolescents: The Mediating Effects of Self-Esteem. Journal of psychosocial nursing and mental health services, 3(5),1-8. https://doi.org/10.3928/02793695-20220112-01
Huynh, T., & Torquati, J.C. (2019). Examining connection to nature and mindfulness at promoting psychological well-being. Journal of Environmental Psychology, 66, 123- 135. https://doi.org/10.1016/j.jenvp.2019.101370
Hwang, Y. S., Medvedev, O. N., Krägeloh, C., Hand, K., Noh, J. E., & Singh, N. N. (2019). The role of dispositional mindfulness and self-compassion in educator stress. Mindfulness, 10(8), 1692-1702. https://doi.org/10.1007/s12671-019-01183-x
Joyce, S., Shand, F., Bryant, R. A., Lal, T. J., & Harvey, S. B. (2018). Mindfulness-based resilience training in the workplace: pilot study of the internet-based Resilience@ Work (RAW) mindfulness program. Journal of medical Internet research, 20(9), e10326. https://doi.org/10.2196/10326
Kudesia, R. S. (2019). Mindfulness as metacognitive practice. Academy of Management Review, 44(2), 405-423. https://doi.org/10.5465/amr.2015.0333
Lacroix, E., Atkinson, M. J., Garbett, K. M., & Diedrichs, P. C. (2022). One size does not fit all: Trajectories of body image development and their predictors in early adolescence. Development and Psychopathology, 34(1), 285-294. https://doi.org/10.1017/S0954579420000917
Lee, M. Y., Wang, H. S., & Lee, T. Y. (2022). Psychosocial stress, self-esteem, and social adjustment: A moderated mediation analysis in Taiwanese adolescents with Tourette syndrome. Journal of Pediatric Nursing, 62, e84-e90. https://doi.org/10.1016/j.pedn.2021.07.013
Liu, Y., Pan, H., Yang, R., Wang, X., Rao, J., Zhang, X., & Pan, C. (2021). The relationship between test anxiety and emotion regulation: the mediating effect of psychological resilience. Annals of general psychiatry, 20(1), 1-9. https://doi.org/10.1186/s12991-021-00360-4
Masten, A. S., Lucke, C. M., Nelson, K. M., & Stallworthy, I. C. (2021). Resilience in development and psychopathology: multisystem perspectives. Annual Review of Clinical Psychology, 17, 521-549. https:// doi.org/10.1146/annurev-clinpsy-081219-120307.
Nahang, A.A.; Mousavi Najafi, F; Mohammadi, R. (2019). The effect of mindfulness training on emotional self-discipline and psychological resilience of poorly supervised children. Child Mental Health Quarterly, 7(1), 107-119.
Pérez-Aranda, A., García-Campayo, J., Gude, F., Luciano, J. V., Feliu-Soler, A., González-Quintela, A., ... & Montero-Marin, J. (2021). Impact of mindfulness and self-compassion on anxiety and depression: The mediating role of resilience. International Journal of Clinical and Health Psychology, 21(2), 229- 240. https://doi.org/10.1016/j.ijchp.2021.100229
Reina, C. S., & Kudesia, R. S. (2020). Wherever you go, there you become: How mindfulness arises in everyday situations. Organizational Behavior and Human Decision Processes, 159, 78-96. https://doi.org/10.1016/j.obhdp.2019.11.008
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Ungar, M., & Liebenberg, L. (2009). Cross-cultural consultation leading to the development of a valid measure of youth resilience: the international resilience project. Studia psychologica, 51(2-3), 259-268. https://d1wqtxts1xzle7.cloudfront.net/71446624
Williamson, J. (2020). Effects of a self-compassion break induction on self-reported stress, self-compassion, and depressed mood. Psychological Reports, 123(5), 1537-1556. https://doi.org/10.1177/0033294119877817