اثربخشی مداخله مبتنی بر ذهن آگاهی بر مؤلفه‌های مشکل در تنظیم هیجانی دانش‌آموزان پسر دارای اختلال سلوک

الموضوعات :

نسرین محدث ¹ , زینب خانجانی ² , علی‌نقی اقدسی ³

1 - دانشجوی دکتری روانشناسی تربیتی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران
2 - استاد گروه روانشناسی، دانشگاه تبریز، تبریز، ایران
3 - استادیار گروه مشاوره، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران

تاريخ الإرسال : 05 السبت , ربيع الأول, 1441 تاريخ التأكيد : 30 الإثنين , جمادى الثانية, 1441 تاريخ الإصدار : 26 الخميس , جمادى الثانية, 1441

الکلمات المفتاحية: اختلال سلوک, مشکل در تنظیم هیجانی, مداخله مبتنی بر ذهن آگاهی,

ملخص المقالة :

پژوهش حاضر با هدف تعیین اثربخشی مداخله مبتنی بر ذهن آگاهی بر مؤلفه‌های مشکل در تنظیم هیجانی دانش‌آموزان پسر دارای اختلال سلوک دوره متوسطه اول انجام شد. این پژوهش از نوع مطالعات نیمه آزمایشی با طرح پیش‌آزمون - پس‌آزمون همراه با گروه کنترل بود. جامعه آماری شامل کلیه دانش‌آموزان پسر مقاطع اول تا سوم دوره متوسطه اول شهر تبریز در سال تحصیلی 98-1397 بود. از این جامعه، نمونه‌ای به حجم 40 نفر با استفاده از پرسشنامه علایم مرضی کودک (CSI-4) و مصاحبه تشخیصی و بالینی ساختار یافته از طریق روش‌های نمونه‌گیری خوشه‌ای چند مرحله‌ای و مبتنی بر هدف انتخاب و به تصادف در دو گروه آزمایش و کنترل جایگزین شدند. ابزار جمع‌آوری اطلاعات در مراحل پیش‌آزمون و پس‌آزمون پرسشنامه مشکل در نظم بخشی هیجانی (DERS) بود. تجزیه و تحلیل داده‌ها با استفاده از تحلیل کوواریانس در برنامه SPSS نسخه 25 انجام شد. تحلیل داده‌ها نشان داد که مداخله مبتنی بر ذهن آگاهی منجر به تفاوت معنی‌دار بین گروه‌ها در مشکل در تنظیم هیجانی به میزان %76 و مؤلفه‌های آن شامل عدم پذیرش پاسخ های هیجانی 16%، مشکل در کنترل تکانه 38%، فقدان آگاهی هیجانی 44%، و دسترسی محدود به راهبردها 62% شده است (05/0p<). با توجه به یافته‌ها، می‌توان مطرح کرد مداخله مبتنی بر ذهن اگاهی موجب کاهش مشکل در تنظیم هیجانی و مؤلفه‌های آن در دانش‌آموزان دارای اختلال سلوک می‌شود.

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Garofalo, C., Velotti, P., & Zavattini. (2018). Emotion regulation and aggression: the incremental contribution of alexithymia, impulsivity, and emotion dysregulation facets. Psychology of Violence, 8(4), 470–483.

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Hasenkamp, W., Wilson-Mendenhall, C. D., Duncan, E., & Barsalou, L. W., 2012. Mind wandering and attention during focused meditation: a fine-grained temporal analysis of fluctuating cognitive states. Neuroimage, 59(1), 750–760.

Hillgaar, S. D. (2011). Mindfulness and Self-Regulated Learning. Master's Thesis in Social and Community Psychology. Trondheim.

Huang, Q., Zhang, Q., An, Y., & Xu, W. (2019). The relationship between dispositional mindfulness and PTSD/PTG among firefighters: The mediating role of emotion regulation. Personality and Individual Differences, 151(16), 1-6. doi:https://doi.org/10.1016/j.paid.2019.07.002

Johnson, C., Burke, C., Brinkman, S., & Wade, T. (2016). Effectiveness of a school-based mindfulness program for transdiagnostic prevention in young adolescents. Behaviour Research and Therapy, 81(6), 1-11. doi:https://doi.org/10.1016/j.brat.2016.03.002https://doi.org/10.1016/j.paid.2019.07.002

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Khanzadeh, M., Saeedian, M., Hossein Chari, M., Idrisi, F. (2012). Factor structure and psychometric properties of difficulty scale in emotion regulation. Journal of Behavioral Sciences, 6 (1), 96-87 [In Persian].

Loeber, R., Burke, J., & Pardini, A. D. (2009). Perspectives on oppositional defiant disorder, conduct disorder, and psychopathic features. Journal of child psychology and psychiatry, 50 (1-2), 133-142.

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