مقایسه اثربخشی درمان تعاملی والد-کودک(PCIT)، آموزش ذهن‌آگاهی کودک محور و برنامه والدین سال‌های باورنکردنی(IY) بر نشانه‌های برونی‌سازی شده دانش‌آموزان دوره اول ابتدایی شهر تبریز

الموضوعات :

آناهیتا اوبالاسی ¹ , علی خادمی ² , مجید محمود علیلو ³ , مهین اعتمادی نیا ⁴

1 - دانشجوی دکتری تخصصی، گروه روانشناسی، واحد ارومیه، دانشگاه آزاد اسلامی، ارومیه، ایران
2 - دانشیار، گروه روانشناسی، واحد ارومیه، دانشگاه آزاد اسلامی، ارومیه، ایران
3 - استاد، گروه روانشناسی، دانشگاه تبریز، تبریز، ایران
4 - استادیار، گروه روانشناسی، واحد ارومیه، دانشگاه آزاد اسلامی، ارومیه، ایران

تاريخ الإرسال : 15 الأربعاء , رجب, 1443 تاريخ التأكيد : 07 الأربعاء , ذو الحجة, 1443 تاريخ الإصدار : 23 الأربعاء , ذو القعدة, 1443

الکلمات المفتاحية: درمان تعاملی والد-کودک, آموزش برنامه والدین سال‌های باورنکردنی و نشانه‌های برونی‌سازی شده, آموزش ذهن‌آگاهی کودک‌محور,

ملخص المقالة :

هدف این پژوهش تعیین تفاوت اثربخشی درمان تعاملی والد-کودک(PCIT)، ذهن‌آگاهی کودک محور(بوردیک) و برنامه سال‌های باورنکردنی(IY) بر نشانه‌های برونی‌سازی‌شده دانش‌آموزان دوره اول ابتدایی شهر تبریز بود. در قالب طرح نیمه آزمایشی از نوع طرح پیش‌آزمون – پس‌آزمون و پیگیری با سه گروه آزمایش و یک گروه کنترل و اجرای پرسشنامه رفتاری کودک(CBCL) آخنباخ نسخه والدین اطلاعات لازم جمع‌آوری شد. جامعه آماری شامل کلیه مادران و دانش‌آموزان دوره‌ی اول ابتدایی شهر تبریز در سال تحصیلی 1399-1398 بود. نمونه شامل 40 نفر دانش‌آموز به همراه مادران‌شان است که 30 نفر در سه گروه 10 نفره به عنوان گروه‌های آزمایشی و 10 نفر به عنوان گروه کنترل به روش داوطلبانه و مبتنی بر معیارهای ورود انتخاب شدند. پس از برگزاری دوره‌های آموزشی(تعاملی والد-کودک، ذهن‌آگاهی کودک‌محور و سال‌های باورنکردنی) طی 3 ماه و تحلیل داده‌ها با روش تحلیل واریانس مختلط، نتایج نشان داد که روش‌های درمانی تعاملی والد-کودک، ذهن‌آگاهی کودک‌محور و برنامه سال‌های باورنکردنی بر کاهش نمرات برونی‌سازی شده دانش‌آموزان از جلسه‌ی پیش‌آزمون تا جلسه‌ی پیگیری مؤثرند(001/0>p). نتایج آزمون بونفرونی نشان داد که روش درمان تعاملی والد-کودک اثربخش‌تر از روش ذهن‌آگاهی کودک‌محور در کاهش نشانه‌های برونی‌سازی شده دانش‌آموزان است(013/0=P). همچنین برنامه آموزش سال‌های باورنکردنی نسبت به آموزش ذهن‌آگاهی کودک محور در کاهش نشانه‌های برونی‌سازی‌شده دانش‌آموزان اثربخش‌تر بوده است(001/0=P).

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