مقایسه اثربخشی آموزش تنظیم هیجان و آموزش ذهنآگاهی بر خودپنداشت و کمرویی کودکان 7 تا 9 سال با اختلال لکنت زبان
الموضوعات : Child
فاطمه مونسی تنیانی
1
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عباسعلی حسین خانزاده
2
,
سید موسی کافی ماسوله
3
1 - کارشناسی ارشد روانشناسی و آموزش کودکان استثنایی، دانشکده ادبیات و علوم انسانی، دانشگاه گیلان، رشت، ایران
2 - استاد، گروه روانشناسی، دانشکده ادبیات و علوم انسانی، دانشگاه گیلان، رشت، ایران
3 - استاد، گروه روانشناسی، دانشکده ادبیات و علوم انسانی، دانشگاه گیلان، رشت، ایران
الکلمات المفتاحية: آموزش تنظیم هیجان, آموزش ذهنآگاهی, خودپنداشت, کمرویی, کودکان با اختلال لکنت,
ملخص المقالة :
این پژوهش با هدف مقایسه اثربخشی آموزش تنظیم هیجان و آموزش ذهنآگاهی بر خودپنداشت و کمرویی کودکان با اختلال لکنت انجام گرفت. این مطالعه کاربردی و از نوع نیمهتجربی با طرح پیشآزمون-پسآزمون با گروه گواه بود. جامعه آماری شامل تمامی کودکان با اختلال لکنت مراجعهکننده به مراکز گفتاردرمانی شهرستان رشت در سال 1401- 1402 بودند. جهت نمونهگیری از روش دردسترس استفاده شد و 33 کودک بدین ترتیب انتخاب شدند و به صورت تصادفی در دو گروه آزمایش (آموزش تنظیم هیجان و آموزش ذهنآگاهی) و گواه جایدهی شدند (هرگروه 11نفر) و در یکی از این گروهها آموزش تنظیم هیجان و در گروه دیگر آموزش ذهنآگاهی داده شد و گروه گواه تا پایان مداخله آموزشی دریافت نکرد. برای جمع آوری اطلاعات از پرسشنامه خودپنداشت (Piers-Harris, 1969) وکمرویی چک و بریگز (Cheek & Briggs, 1990) استفاده شد و دادههای پژوهش با استفاده از آزمون تحلیل کوواریانس تک متغیری تحلیل شدند. یافتههای حاصل از پژوهش نشان داد که بین دو گروه آموزش تنظیم هیجان و ذهنآگاهی، در متغیرهای خودپنداشت و کمرویی در کودکان با اختلال لکنت تفاوت معناداری وجود نداشت (05/0<P). به عبارت دیگر هر دو مداخله (آموزش تنظیم هیجان و آموزش ذهنآگاهی)، به میزان یکسانی اثربخش بوده است (05/0>P).
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