اثربخشی آموزش فرزندپروری مبتنی بر طرحواره درمانی بر تنظیم هیجان، علائم رفتاری کودکان و عملکرد تحصیلی در کودکان مبتلا به اختلال بیش فعال/نقص توجه شهر آمل
الموضوعات :رضا جوهری فرد 1 , کامبیز سیدحسینی 2 , مرضیه طالب زاده 3
1 - استاد
2 - دانشجوی دکتری، روانشناسی و آموزش کودکان استثنائی، دانشگاه آزاد اسلامی واحد اهواز، اهواز، ایران، mhosseini7598@gmail.com
3 - - استادیار گروه روانشناسی، دانشگاه آزاد اسلامی واحد اهواز، اهواز، ایران marzieh_talebadeh@yahoo.com
الکلمات المفتاحية: آموزش فرزندپروری مبتنی بر طرحواره درمانی, تنظیم هیجان, علائم رفتاری کودکان, عملکرد تحصیلی, کودکان مبتلا به اختلال بیش فعال/نقص توجه,
ملخص المقالة :
چکیده مقدمه: کودکان مبتلا به اختلال بیش¬فعالی و نقص ¬توجه اغلب در تنظیم هیجان، علائم¬ رفتاری و عملکرد تحصیلی دچار مشکلات هستند و با طرد همسالان و انزوای¬اجتماعی مواجه ¬می شوند. با این حال نقص در کارکردهای ¬اجتماعی این کودکان هنوز مورد تردید است. هدف این پژوهش اثربخشی آموزش فرزندپروری مبتنی بر طرحواره¬درمانی بر تنظیم¬هیجان، علائم¬رفتاری کودکان و عملکردتحصیلی در کودکان مبتلا به اختلال بیش¬فعال/نقص توجه شهر آمل بود. روش پژوهش: پژوهش حاضر یک طرح نیمه¬آزمایشی از نوع پیش¬آزمون-پس¬آزمون و پیگیری با گروه¬گواه بود. جامعه آماري پژوهش-حاضر، شامل کلیه کودکان¬ دبستانی 7 تا 11 ساله مبتلا به اختلال بیش فعالی/نقص توجه همراه با مادران آنها در شهر آمل در سال 1400-1399 بودند که از این جامعه 30 نفر، به ¬صورت ¬هدفمند انتخاب شدند و به¬صورت تصادفی در گروه ¬آزمایشی آموزش فرزندپروری مبتنی بر طرحواره¬درمانی (15 نفر) و گروه¬ گواه (15 نفر) جایگزین شدند. افراد نمونه پرسشنامه¬های تنظیم¬هیجان گارنفسکی، علائم-رفتاری¬کودکان و عملکردتحصیلی را تکمیل نمودند. برای تجزيه و تحليل داده¬ها از تحلیل¬ کوواریانس چندمتغیره و یک¬متغیره، آزمون-تعقیبی ¬بنفرونی در نرم¬افزار SPSS-24 استفاده¬شد. یافته¬ها: نتایج¬ نشان داد آموزش¬ فرزندپروری مبتنی بر طرحواره¬درمانی در بهبود روش¬های تنظیم¬ هیجان، عملکرد تحصیلی و کاهش علایم¬رفتاری در کودکان دارای اختلال¬بیش فعال/نقص توجه بود. نتیجه¬گیری: با توجه به مؤثر بودن آموزش فرزندپروری مبتنی بر طرحواره¬درمانی بر تنظیم ¬هیجان، علائم ¬رفتاری و عملکرد تحصیلی، روانشناسان و مشاوران مراكز خدمات روان¬درماني و مشاوره مي¬توانند از این رویکردها جهت¬ كاهش اختلال ¬بیش فعال/نقص توجه استفاده كنند.
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