مقایسۀ اثربخشی طرحوارۀ درمانی ذهنیت‌مدار و آموزش کنترل تکانه بر خودکنترلی و خودکارآمدی رفتاری- هیجانی پسران دارای اختلال بی نظمی خلق اخلالگر
الموضوعات :نیلا پشنگیان 1 , مولود کیخسروانی 2 , ناصر امینی 3 , مسلم عباسی 4
1 - دانشجوی دکتری روانشناسی عمومی، واحد بوشهر، دانشگاه آزاد اسلامی، بوشهر، ایران.
2 - استادیار گروه روانشناسی عمومی، واحد بوشهر، دانشگاه آزاد اسلامی، بوشهر، ایران.
3 - استادیار گروه روانشناسی عمومی، واحد بوشهر، دانشگاه آزاد اسلامی، بوشهر، ایران.
4 - استادیار گروه روانشناسی عمومی، دانشگاه سلمان فارسی، کازرون، ایران
الکلمات المفتاحية: خودکارآمدی, اختلال بی نظمی خلق اخلالگر, طرحوارۀ درمانی ذهنیت‌مدار, خودکنترلی, آموزش کنترل تکانه,
ملخص المقالة :
این پژوهش با هدف مقایسۀ اثربخشی طرحوارۀ درمانی ذهنیت‌مدار و آموزش کنترل تکانه بر خودکنترلی و خودکارآمدی رفتاری- هیجانی کودکان اختلال بی نظمی خلق اخلالگر انجام شد. روش پژوهش نیمه‌آزمایشی از نوع پیش‌آزمون- پس‌آزمون و پیگیری (2 ماهه) با گروه کنترل بود. جامعۀ آماری این پژوهش کلیۀ دانش آموزان پسر 10 تا 17 ساله شهر شیراز در سال تحصیلی 99-1398 بود. نمونۀ پژوهش 60 نفر از دانش‌آموزان پسر دارای اختلال بی نظمی خلق اخلالگر بودند که از میان دانش آموزان پسری که نمره‌ای زیادی در پرسشنامۀ غربالگری لاپورته و همکاران (2019) بود به روش نمونه‌گیری تصادفی خوشه ای چند مرحله ای انتخاب و در دو گروه‌های آزمایشی و گروه کنترل (20 نفر در هر گروه) گمارده شدند. ابزارهای پژوهش، مصاحبۀ بالینی ساختاریافته، پرسشنامۀ خودکارآمدی هیجانی نوجوانان (Dacre Pool & Qualter, 2012)، خودکارآمدی رفتاری (Choi, Fuqua & Griffin, 2001) و مقیاس خود کنترلی (Tangney, Baumeister & Boone, 2004) بود. داده‌های جمع‌آوری شده با استفاده از تحلیل کواریانس اندازه گیری مکرر مورد تجزیه و تحلیل آماری قرار گرفتند. نتایج نشان داد که هر دو درمان طرحوارۀ درمانی ذهنیت‌مدار و آموزش کنترل تکانه بر افزایش خودکنترلی و خودکارآمدی رفتاری- هیجانی کودکان اختلال بی نظمی خلق اخلالگر تأثیر معناداری دارند (001/0≥P). نتایج آزمون‌های تعقیبی بنفرونی نشان داد که بین آموزش کنترل تکانه و طرحوارۀ درمانی ذهنیت‌مدار در نمرات خودکارآمدی هیجانی تفاوت معناداری وجود دارد (001/0≥P)؛ ولی در خودکارآمدی رفتاری و خودکنترلی بین گروه های آزمایشی تفاوتی در مرحلۀ پس‌آزمون و پیگیری وجود نداشت.
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