مقایسۀ اثربخشی رفتار درمانی دیالکتیکی و تنظیم هیجانی بر علائم کمبود توجه/ بیش‌فعالی و اضطراب در نوجوانان دختر مبتلا به اختلال نارسایی توجه/ بیش فعالی

الموضوعات :

پریسا ابوترابی کاشانی ¹ , فرح نادری ² , سحر صفرزاده ³ , فریبا حافظی ⁴ , زهرا افتخار صعادی ⁵

1 - دانشجوی دکترای روان‌شناسی، گروه روان‌شناسی، واحد اهواز، دانشگاه آزاد اسلامی، اهواز، ایران.
2 - دانشیار گروه روان‌شناسی، واحد اهواز، دانشگاه آزاد اسلامی، اهواز، ایران.
3 - استادیار گروه روان‌شناسی، واحد اهواز، دانشگاه آزاد اسلامی، اهواز، ایران.
4 - استادیار گروه روان‌شناسی، واحد اهواز، دانشگاه آزاد اسلامی، اهواز، ایران.
5 - استادیار گروه روان‌شناسی، واحد اهواز، دانشگاه آزاد اسلامی، اهواز، ایران.

تاريخ الإرسال : 04 السبت , شعبان, 1441 تاريخ التأكيد : 28 الثلاثاء , ذو الحجة, 1441 تاريخ الإصدار : 15 الإثنين , محرم, 1443

الکلمات المفتاحية: تنظیم هیجانی, اضطراب, علائم کمبود توجه/ بیش‌فعالی, رفتار درمانی دیالکتیکی, نوجوانان دختر,

ملخص المقالة :

هدف این پژوهش، مقایسۀ تأثیر رفتار درمانی دیالکتیکی و تنظیم هیجانی بر علائم کمبود توجه/بیش‌فعالی و اضطراب در نوجوانان مبتلا به اختلال نارسایی توجه/بیش‌فعالی بود. جامعۀ آماری پژوهش شامل کلیۀ دانش‌آموزان دختر مقطع متوسطۀ شهر تهران در سال تحصیلی 99-1398 بودند که 45 نفر از آنان با استفاده از روش نمونه‌گیری هدفمند انتخاب و به صورت تصادفی در دو گروه آزمایشی و یک گروه کنترل (هر گروه 15 نفر) قرار گرفتند. برای گردآوری اطلاعات از پرسشنامۀ علائم کمبود توجه/ بیش‌فعالی (Conner Erhardt & Sparrow, 1999) و اضطراب کودکان (Bimaher, 1997) استفاده شد. طرح پژوهش نیمه‌آزمایشی از نوع پیش‌آزمون، پس‌آزمون با گروه کنترل و مرحلۀ پیگیری بود. گروه‌های آزمایش تحت رفتار درمانی دیالکتیکی (12جلسه 60 دقیقه‌ای) و تنظیم هیجانی (8جلسه 45 دقیقه‌ای) قرار گرفتند و پس از یک ماه مرحلۀ پیگیری انجام شد. داده‌ها با استفاده از آزمون آماری تحلیل کوواریانس مورد تجزیه و تحلیل قرار گرفت. نتایج پژوهش نشان داد که هر دو رفتار درمانی دیالکتیکی و تنظیم هیجانی برکاهش علائم کمبود توجه/ بیش‌فعالی و اضطراب دانش‌آموزان اثربخشند (0.01p<)، همچنین نتایج تحلیل بنفرونی نشان داد، رفتار درمانی دیالکتیکی نسبت به تنظیم هیجانی، دارای تأثیر بیشتری برکاهش علائم کمبود توجه/بیش‌فعالی و بهبود اضطراب دانش‌آموزان است (0.05p<).

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