تأثیر آموزش نظم جویی هیجان بر مشکلات رفتاری کودکان دچار کم‌توانی‌هوشی
الموضوعات :
احسان حاتمی
1
(دانشجوی کارشناسی ارشد
دانشگاه علوم توان بخشی و سلامت اجتماعی)
معصومه پورمحمدرضای تجریشی
2
(دانشیار مرکز تحقیقات توان بخشی اعصاب اطفال
دانشگاه علوم توان بخشی و سلامت اجتماعی)
فیروزه ساجدی
3
(استاد مرکز تحقیقات توانبخشی اعصاب اطفال دانشگاه علوم توانبخشی و سلامت اجتماعی)
عنایت اله بخشی
4
(استاد گروه آمار زیستی و اپیدمیولوژی
دانشگاه علوم توان بخشی و سلامت اجتماعی)
الکلمات المفتاحية: درونی‌سازی, مشکلات رفتاری, نظم‌جویی هیجان, برونی‌سازی, کم‌توانی‌هوشی,
ملخص المقالة :
ایـن پژوهـش بـا هـدف تعییـن تأثیـر آمـوزش نظم‌جویـی هیجـان بـر مشـکلات رفتـاری کـودکان دچـار کم توانـی هوشـی و بـا اسـتفاده از روش شـبه‌تجربی بـا طـرح پیـش‌آزمـون-پس‌آزمـون بـا گـروه آزمایـش و گـواه انجـام شـد. ۴۴ دانش آمـوز ۱۸-۱۰ سـال از مـدارس اسـتثنایی شـهر تهـران در سـال تحصیلـی ۱۳۹۸-۱۳۹۷ بـه روش نمونه بـرداری دردسـترس از بیـن کودکانـی انتخـاب شـدند کـه نمـرۀ ۶۰ و بالاتـر در فهرسـت رفتـاری کـودک (CBCL) آشـنباخ ، دومنسـی و رسـکورلا (۲۰۰۱) بـه دسـت آورده بودنـد و بـه طـور تصادفـی در دو گـروه آزمایـش و گـواه قـرار گرفتنـد. گـروه آزمایـش در ۱۶ جلسـۀ ۵۰ دقیقـه‌ای تحـت آمـوزش نظم‌جویـی هیجـان قـرار گرفـت و گـروه گـواه فقـط برنامـۀ جـاری مدرسـه را دریافـت کردنـد. همـۀ کـودکان قبـل و بعـد از مداخلـه بـا اسـتفاده از فهرسـت رفتــاری کـودک ارزیابـی شـدند و داده‌هـای به دسـت آمده بـا اسـتفاده از تحلیـل کوواریانـس تحلیـل شـد. نتایـج نشـان داد شـرکت کـودکان گـروه آزمایـش در جلسـات آمـوزش نظم‌جویـی هیجـان موجـب کاهـش معنـادار مشـکلات رفتـاری درونی‌سـازی و برونی‌سـازی در مقایسـه بـا گـروه گـواه شـده و بنابرایـن برنامه‌ریـزی و اجـرای مداخلـۀ آموزشـی نظم‌جویـی هیجـان در مراکـز آمـوزش اسـتثنایی بـه دانش‌آمـوزان یـاد می‌دهـد چگونـه بـا مدیریـت و ابـراز هیجان‌هـای خـود از مشـکلات رفتـاری پیشـگیری کننـد.
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Wicks-Nelson, R., & Israel, A. C. (2003). Behavioral disorders of childhood. New Jersey: Prentice Hall.
Yahya Mahmoudi, N., Naseh, A., Salehi, S., & Tizdast, T. (2013). The effectiveness of group story–based social skills training on children externalizing be- havior problems, 9(35), 249-257. [In Persian].
Rydin-Orwin, T., Drake, J., Bratt, A. (2010). The effects of training on emotion recognition skills for adults with an intellectual disability. Journal of Applied Research in Intellectual Disabilities, 12(3). https:// doi.org/10.1111/j.1468-3148.1999.tb00081.x
Salehi, A., Baghban, I., Bahrami, F., & Ahmadi A. (2012). The effect of emotion regulation training based on dialectical behavior therapy and gross process model on symptoms of emotional prob- lems. Zahedan Journal of Research in Medical Sci- ences, 14(2), e93581.
Satoorian, S. A., Haratian, A. A., Tahmassian, K., & Ahmadi, M. R. (2016). The Internalizing and Ex- ternalizing Behavioral Problems in Children: Birth Order and Age Spacing, Journal of Developmental Psychology: Iranian Psychologist, 12(46), 173- 187. [In Persian].
Sausser, S., & Waller, R. J. (2006). A model for music therapy with students with emotional and behavioral disorders. The Arts in Psychotherapy, 33(1), 1-10.
Shiri, E., Valipour, M., Mazaheri, M. A., & Roudbari, B. (2014). Prevalence of internalized and externalized behavioral problem among middle school boys in Zanjan City. Journal of Research in Behavioral Sciences, 12(2), 165-173. [In Persian].
Sivasubramanian, P. (2020). Emotional intelligence in individuals with intellectual disability. In Gopalan, R. T. (Eds.), Developmental challenges and soci-
Rydin-Orwin, T., Drake, J., Bratt, A. (2010). The effects of training on emotion recognition skills for adults with an intellectual disability. Journal of Applied Research in Intellectual Disabilities, 12(3). https:// doi.org/10.1111/j.1468-3148.1999.tb00081.x
Salehi, A., Baghban, I., Bahrami, F., & Ahmadi A. (2012). The effect of emotion regulation training based on dialectical behavior therapy and gross process model on symptoms of emotional prob- lems. Zahedan Journal of Research in Medical Sci- ences, 14(2), e93581.
Satoorian, S. A., Haratian, A. A., Tahmassian, K., & Ahmadi, M. R. (2016). The Internalizing and Ex- ternalizing Behavioral Problems in Children: Birth Order and Age Spacing, Journal of Developmental Psychology: Iranian Psychologist, 12(46), 173- 187. [In Persian].
Sausser, S., & Waller, R. J. (2006). A model for music therapy with students with emotional and behavioral disorders. The Arts in Psychotherapy, 33(1), 1-10.
Shiri, E., Valipour, M., Mazaheri, M. A., & Roudbari, B. (2014). Prevalence of internalized and externalized behavioral problem among middle school boys in Zanjan City. Journal of Research in Behavioral Sciences, 12(2), 165-173. [In Persian].
Sivasubramanian, P. (2020). Emotional intelligence in individuals with intellectual disability. In Gopalan, R. T. (Eds.), Developmental challenges and soci-
Rydin-Orwin, T., Drake, J., Bratt, A. (2010). The effects of training on emotion recognition skills for adults with an intellectual disability. Journal of Applied Research in Intellectual Disabilities, 12(3). https:// doi.org/10.1111/j.1468-3148.1999.tb00081.x
Salehi, A., Baghban, I., Bahrami, F., & Ahmadi A. (2012). The effect of emotion regulation training based on dialectical behavior therapy and gross process model on symptoms of emotional prob- lems. Zahedan Journal of Research in Medical Sci- ences, 14(2), e93581.
Satoorian, S. A., Haratian, A. A., Tahmassian, K., & Ahmadi, M. R. (2016). The Internalizing and Ex- ternalizing Behavioral Problems in Children: Birth Order and Age Spacing, Journal of Developmental Psychology: Iranian Psychologist, 12(46), 173- 187. [In Persian].
Sausser, S., & Waller, R. J. (2006). A model for music therapy with students with emotional and behavioral disorders. The Arts in Psychotherapy, 33(1), 1-10.
Shiri, E., Valipour, M., Mazaheri, M. A., & Roudbari, B. (2014). Prevalence of internalized and externalized behavioral problem among middle school boys in Zanjan City. Journal of Research in Behavioral Sciences, 12(2), 165-173. [In Persian].
Sivasubramanian, P. (2020). Emotional intelligence in individuals with intellectual disability. In Gopalan, R. T. (Eds.), Developmental challenges and soci-
Rydin-Orwin, T., Drake, J., Bratt, A. (2010). The effects of training on emotion recognition skills for adults with an intellectual disability. Journal of Applied Research in Intellectual Disabilities, 12(3). https:// doi.org/10.1111/j.1468-3148.1999.tb00081.x
Salehi, A., Baghban, I., Bahrami, F., & Ahmadi A. (2012). The effect of emotion regulation training based on dialectical behavior therapy and gross process model on symptoms of emotional prob- lems. Zahedan Journal of Research in Medical Sci- ences, 14(2), e93581.
Satoorian, S. A., Haratian, A. A., Tahmassian, K., & Ahmadi, M. R. (2016). The Internalizing and Ex- ternalizing Behavioral Problems in Children: Birth Order and Age Spacing, Journal of Developmental Psychology: Iranian Psychologist, 12(46), 173- 187. [In Persian].
Sausser, S., & Waller, R. J. (2006). A model for music therapy with students with emotional and behavioral disorders. The Arts in Psychotherapy, 33(1), 1-10.
Shiri, E., Valipour, M., Mazaheri, M. A., & Roudbari, B. (2014). Prevalence of internalized and externalized behavioral problem among middle school boys in Zanjan City. Journal of Research in Behavioral Sciences, 12(2), 165-173. [In Persian].
Sivasubramanian, P. (2020). Emotional intelligence in individuals with intellectual disability. In Gopalan, R. T. (Eds.), Developmental challenges and soci-
Rydin-Orwin, T., Drake, J., Bratt, A. (2010). The effects of training on emotion recognition skills for adults with an intellectual disability. Journal of Applied Research in Intellectual Disabilities, 12(3). https:// doi.org/10.1111/j.1468-3148.1999.tb00081.x
Salehi, A., Baghban, I., Bahrami, F., & Ahmadi A. (2012). The effect of emotion regulation training based on dialectical behavior therapy and gross process model on symptoms of emotional prob- lems. Zahedan Journal of Research in Medical Sci- ences, 14(2), e93581.
Satoorian, S. A., Haratian, A. A., Tahmassian, K., & Ahmadi, M. R. (2016). The Internalizing and Ex- ternalizing Behavioral Problems in Children: Birth Order and Age Spacing, Journal of Developmental Psychology: Iranian Psychologist, 12(46), 173- 187. [In Persian].
Sausser, S., & Waller, R. J. (2006). A model for music therapy with students with emotional and behavioral disorders. The Arts in Psychotherapy, 33(1), 1-10.
Shiri, E., Valipour, M., Mazaheri, M. A., & Roudbari, B. (2014). Prevalence of internalized and externalized behavioral problem among middle school boys in Zanjan City. Journal of Research in Behavioral Sciences, 12(2), 165-173. [In Persian].
Sivasubramanian, P. (2020). Emotional intelligence in individuals with intellectual disability. In Gopalan, R. T. (Eds.), Developmental challenges and soci-
Rydin-Orwin, T., Drake, J., Bratt, A. (2010). The effects of training on emotion recognition skills for adults with an intellectual disability. Journal of Applied Research in Intellectual Disabilities, 12(3).
Salehi, A., Baghban, I., Bahrami, F., & Ahmadi A. (2012). The effect of emotion regulation training based on dialectical behavior therapy and gross process model on symptoms of emotional prob- lems. Zahedan Journal of Research in Medical Sci- ences, 14(2).
Satoorian, S. A., Haratian, A. A., Tahmassian, K., & Ahmadi, M. R. (2016). The Internalizing and Ex- ternalizing Behavioral Problems in Children: Birth Order and Age Spacing, Journal of Developmental Psychology: Iranian Psychologist, 12(46), 173- 187. [In Persian].
Sausser, S., & Waller, R. J. (2006). A model for music therapy with students with emotional and behavioral disorders. The Arts in Psychotherapy, 33(1), 1-10.
Shiri, E., Valipour, M., Mazaheri, M. A., & Roudbari, B. (2014). Prevalence of internalized and externalized behavioral problem among middle school boys in Zanjan City. Journal of Research in Behavioral Sciences, 12(2), 165-173. [In Persian].
Sivasubramanian, P. (2020). Emotional intelligence in individuals with intellectual disability. In Gopalan, R. T. (Eds.), Developmental challenges and societal issues for individuals with intellectual disabilities (pp. 236-249).
Soleimani, A. A., & Pirnia, K. (2017). Behavioral problems and psychological treatments, the effectiveness of parent-child interaction therapy -based play therapy training on aggression in chil- dren, a pilot randomized controlled trial. Clinical Psychology Studies, 7(27), 47-69. [In Persian].
Taksic, V., Mohoric, T., & Duran, M. (2009). Emotional Skills and Competence Questionnaire (ESCQ) as a self-report measure of emotional intelligence. Horizons of Psychology, 18(3), 7-21.
Vadadian, Z., Ghanbari Hashemabadi, B. A., & Mashhadi, A. (2011), Effectiveness of multifamily group therapy on solving parent-adolescent conflicts and reduction of aggression in 14-15 years old girls in Mashhad. Journal of Clinical Psycholo- gy Studies, 1(4), 19-41. [In Persian].
Wagstaff, C., Fletcher, D., & Sheldon, H. (2012). Exploring emotion abilities and regulation strategies in sport organization. Sport, Exercise and Performance Psychology, 1(4), 268-282.
Wicks-Nelson, R., & Israel, A. C. (2003). Behavioral disorders of childhood. New Jersey: Prentice Hall.
Yahya Mahmoudi, N., Naseh, A., Salehi, S., & Tizdast, T. (2013). The effectiveness of group story–based social skills training on children externalizing be- havior problems, 9(35), 249-257. [In Persian].
