اثربخشی آموزش دلبستگی محور به شیوه پسخوراند ویدئویی بر پیوند والدینی و نارسایی هیجانی کودکان دارای اختلال رفتاری
محورهای موضوعی : روانشناسی
مرتضی عباسی
1
,
سیده علیا عمادیان
2
,
قدرت اله عباسی
3
1 - دانشجوی دکتری، گروه روانشناسی، واحد ساری، دانشگاه آزاد اسلامی، ساری، ایران
2 - استادیار، گروه روانشناسی، واحد ساری، دانشگاه آزاد اسلامی، ساری، ایران
3 - استادیار، گروه روانشناسی، واحد ساری، دانشگاه آزاد اسلامی، ساری، ایران
کلید واژه: اختلال رفتاری, پیوند والدینی, نارسایی هیجانی, آموزش دلبستگی محور, پسخوراند ویدئویی,
چکیده مقاله :
هدف پژوهش، بررسی اثربخشی آموزش دلبستگی محور به شیوه پسخوراند ویدئویی بر پیوند والدینی و نارسایی هیجانی کودکان دارای اختلال رفتاری بوده است. روش این پژوهش نیمه آزمایشی با طرح پیش آزمون-پس آزمون و گروه کنترل بود. جامعه آماری این پژوهش کودکان 10 تا 12 سال مبتلا به اختلالات رفتاری (طبق تشخیص روانشناسان کودک یا روانپزشکان اطفال شهر ساری) و والدین آنها بودند که به مراکز مشاوره تحت نظارت بهزیستی ساری مراجعه کردند. تعداد 20 نمونه (شامل 20 کودک و یکی از والدین آنها) در دو گروه 10 نفره به شیوه هدفمند بر اساس معیارهای ورود و خروج انتخاب شدند. ابزارهای گردآوری داده‌ها شامل پرسش‌نامه اختلال رفتاری کودکان راتر (1994)، آزمون نقاشی آدمک گودیناف (1920) ، پرسش‌نامه پیوند والدینی پیانتا (1994) و پرسش‌نامه نارسایی هیجانی تورنتو (2005) بود. یافته‌های پژوهش با استفاده از آزمون تحلیل کوواریانس نشان داد که بین گروه‌های آزمایش و کنترل در پس آزمون متغیرهای پژوهش تفاوت معنا داری وجود دارد و آموزش دلبستگی محور به شیوه پسخوراند ویدئویی توانسته است پیوند والدینی و مؤلفه‌های آن را در کودکان دارای اختلال رفتاری بهبود بخشد و نارسایی هیجانی و مؤلفه‌های آن را کاهش دهد. می‌توان نتیجه گرفت که از آموزش دلبستگی محور به شیوه پسخوراند ویدئویی می توان به عنوان روشی مؤثر در بهبود پیوند والدینی و کاهش نارسایی هیجانی و مؤلفه‌های آن را کاهش داد و برای کودکان دارای اختلال رفتاری استفاده نمود.
The aim of this study was to investigate the effectiveness of attachment-based training with video feedback method on parental bonding and alexithymia of children with behavioral disorder. The method of this research was quasi-experimental with pre-test and post-test design and control group. The statistical population of this study was children aged 10 to 12 years with behavioral disorders (according to the diagnosis of child psychologists or psychiatrists in Sari) and their parents who referred to counseling centers under the supervision of Sari Welfare. 20 people (20 children with one of their parents) in 2 groups of 10 people were selected as a purposive sampling method based on entry and exit criteria. Data collection tools included the Rutter Child Behavior Disorder Questionnaire (1994), the Goodenough Draw-a-Person test (1920), Toronto Alexithymia Questionnaire (2005) and the Pianta (1994) Parent-Child Bonding Questionnaire. Findings of the study using MANCOVA showed that there is a significant difference between the experimental and control groups in the post-test of research variables and attachment-based video feedback training has been able to improve parental bonding and its components, and to decrease alexithymia in children with behavioral disorders. It is concluded that attachment-based training can be used as an effective way to improve parental bonding and to decrease alexithymia of children with behavioral disorders.
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