برنامه آموزش پذیرش و تعهد برای دانش‌آموزان دارای اختلال لکنت زبان: رویکردی سنتزپژوهانه
محورهای موضوعی : تربیتی
محمد باردل
1
,
رحیم بدری گرگری
2
,
شهروز نعمتی
3
,
شهرام واحدی
4
1 - دانش آموخته دکتری روانشناسی تربیتی گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه تبریز. تبریز، ایران.
2 - استاد روانشناسی تربیتی گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه تبریز، تبریز، ایران.
3 - استاد آموزش کودکان استثنایی گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه تبریز، تبریز، ایران.
4 - استاد آموزش کودکان استثنایی گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه تبریز، تبریز، ایران.
کلید واژه: پذیرش و تعهد, لکنت زبان, سنتز پژوهی, دانش‌آموز مقطع دوم متوسطه.,
چکیده مقاله :
هدف این پژوهش بررسی نظام‌مند و ارائه فراترکیبی از پژوهش‌های مرتبط با آموزش پذیرش و تعهد برای دانش‌آموزان مقطع دوم متوسطه دارای اختلال لکنت زبان بود. پژوهش از نوع کیفی با استفاده از راهبرد فراترکیب با رویکردی سنتز پژوهانه و با در نظر گرفتن مدل هفت مرحله‌ای سندلوسکی و بارسو بود. داده‌های موردنیاز از طریق جستجوی واژگان کلیدی اکت، پذیرش و تعهد، لکنت زبان، اختلال عصب تحولی در منابع کتابخانه‌ای، پایان‌نامه‌ها و مقالات موجود در پایگاه‌های اطلاعاتی ERIC، Google Schoolar، ProQuest، PubMed، Science Direct، Scopus، springer Magiran، Irandoc در بین سال‌های 1990 تا 2021 جمع‌آوری شد. به‌منظور جستجو در پایگاه‌های اطلاعاتی داخلی و خارجی به‌صورت جداگانه و ترکیبی استفاده شد. پایه‌های نظری و مضامین اصلی و ترکیبی استخراج، تحلیل مضمون و طبقه‌بندی شدند. نتایج حاصل از بررسی و تحلیل مطالعات و پژوهش‌های انجام‌شده نشان داد که برنامه آموزش اکت در حوزه‌های آموزش پذیرش و تعهد اثربخش بوده است. یافته‌های این پژوهش با مشخص نمودن ماهیت برنامه آموزش پذیرش و تعهد نشان می‌دهد که با توجه به پیشینه نظری و تجربی موجود، این ایده به‌عنوان یک بسته آموزشی برای دانش‌آموزان دارای لکنت قابل‌طرح است.
The purpose of this study was to systematically present and present a meta-combination of research related to acceptance and commitment education for high school students with stuttering disorder. The research was qualitative using a hybrid strategy with a synthetic research approach and considering the seven-step model of Sandlowski and Barso. Required data by keyword search Act, Acceptance and Commitment, Stuttering, Transformational Nerve Disorder in Library Resources, Theses and Articles in ERIC, GoogleSchoolar, ProQuest, PubMed, Science Direct, Scopus, Springer Databases Magiran, Irandoc was collected between 1990 and 2021. It was used to search internal and external databases separately and in combination. Theoretical bases and main and combined themes were extracted, content analysis and classified. The results of the review and analysis of studies and researches showed that the act training program has been effective in the fields of acceptance and commitment training. The findings of this study, by specifying the nature of the admission and commitment education program, show that according to the existing theoretical and experimental background, this idea can be designed as an educational package for students with stuttering.
American Psychiatric Association. (2013). diagnostic and statistical manual of mental disorders (DSM-5®). American Psychiatric Pub.
Ansari, h. (2018). The effectiveness of acceptance and commitment therapy (ACT) in psychosocial flexibility, emotion regulation, and psychological adjustment in people with stuttering. Journal of New Advances in Behavioral Sciences, 3(26), 83-98. (in Persian).
Babaie, Z., & Saeidmanesh, M. (2019). The effectiveness of acceptance and commitment therapy on stress and depression self-esteem in adolescents aged 14 to 18 years with stuttering: A randomized controlled clinical trial. Journal of Research in Rehabilitation Sciences, 15(5), 1-15. (in Persian).
Bahreini, Z., & Sanagouye, G. H. (2019). effectiveness of acceptance and commitment therapy on psychological well-being and resiliency of abandoned adolescents. Journal of Social Health (Community Health), 6(1), 70-79. (in Persian).
Beilby, J. M., Byrnes, M. L., & Yaruss, J. S. (2012). acceptance and commitment therapy for adults who stutter: psychosocial adjustment and speech fluency. Journal of Fluency Disorders, 37(4), 289-299.
Berchiatti, M., Badenes-Ribera, L., Ferrer, A., Longobardi, C., & Gastaldi, F. G. M. (2020). school adjustment in children who stutter: The quality of the student-teacher relationship, peer relationships, and children’s academic and behavioral competence. Children and Youth Services Review, 11(6), 52-65.
Bergman, M., & Keitel, M. A. (2020). At the heart of meaning-making: an acceptance and commitment approach to developing adaptive meaning following acute cardiac events. In Navigating Life Transitions for Meaning. Academic Press.
Bozorgi, A., Bayat, F., & Esfahani Asl, M. (2019). The Effectiveness of acceptance and commitment therapy on test anxiety in elementary school children, Rooyesh-e-Ravanshenasi, 8(9), 11-20. (in Persian).
Briley, P. M., O’Brien, K., & Ellis, C. (2019). Behavioral, emotional, and social well-being in children who stutter: evidence from the national health interview survey. Journal of Developmental and Physical Disabilities, 31(1), 39-53.
Brown, F. J., & Hooper, S. (2009). Acceptance and commitment therapy (ACT) with a learning-disabled young person experiencing anxious and obsessive thoughts. Journal of Intellectual Disabilities, 13(3), 195-201.
Boulton, N. E., Williams, J., & Jones, R. S. (2018). Intellectual disabilities and ACT: feasibility of a photography-based values intervention. Advances in Mental Health and Intellectual Disabilities, 25(4), 22-32.
Chapman, R., & Evans, B. (2020). Using art-based acceptance and commitment therapy (ACT) for an adolescent with anxiety and autism. Clinical Case Studies, 19(6), 438-455.
Den Hoed, J., & Fisher, S. E. (2020). Genetic pathways involved in human speech disorders. Current Opinion in Genetics & Development, 65(4), 103-111.
Eising, E., Carrion-Castillo, A., Vino, A., Strand, E. A., Jakielski, K. J., Scerri, T. S., & Francks, C. (2019). A set of regulatory genes co-expressed in embryonic human brain is implicated in disrupted speech development. Molecular Psychiatry, 24(7), 1065-1078.
Enayati Shabkolaei, M., Dousti, Y., & Mirzaian, B. (2019). The effectiveness of acceptance and commitment therapy on social adjustment and depression among female high school students with specific learning disorder in sari in northern in Iran. Journal of Community Health, 6(3), 244-252. (in Persian).
Freud, D., Levy-Kardash, O., Glick, I., & Ezrati-Vinacour, R. (2020). Pilot program combining acceptance and commitment therapy with stuttering modification therapy for adults who stutter: A case report. Folia Phoniatrica et Logopaedica, 72(4), 290-301.
Gillard, D., Flaxman,P., & Hooper, N. (2018). Acceptance and commitment therapy: applications for educational psychologists within school. Journal of Educational Psychology in Practice, 34(3), 272-281.
Gholipourkovich, S., Livarjani, Sh., & Hoseyninasab, D. (2019). Effectiveness of self-instruction training on symptoms of attention deficit hyperactivity disorder (ADHD) and academic procrastination of adolescents with ADHD. Scientific Journal of Rehabilitation Medicine, 8(3), 100-110. (In Persian).
Hayes, S. C., Louma, J. B., Bond, F. W., Masuda, A., Lilis, J. (2006). Acceptance and commitment therapy: model, process and outcomes. Behavior Research and Therapy, 44(1), 1-25.
Hayes, S. C., Levin, M., Plumb-Vilardaga, J., Villatte, J. L., & Pistorello, J. (2013). Acceptance and commitment therapy and contextual behavioral science: examining the progress of a distinctive model of behavioral and cognitive therapy. Journal of Behavior Therapy, 44(5), 180 –198.
Harris, R. (2006). Embracing your demons: an overview of acceptance and commitment therapy. Psychotherapy in Australia, 12(4), 2-8.
Hildebrand, M. S., Jackson, V. E., Scerri, T. S., & Webster, R. (2020). Severe childhood speech disorder: gene discovery highlights transcriptional dysregulation. Neurology, 94(20), e2148-e2167.
Hutchinson, V. D., Rehfeldt, R. A., & Root, W. B. (2019). Exploring the efficacy of acceptance and commitment therapy and behavioral skills training to teach interview skills to adults with autism spectrum disorders. Advances in Neurodevelopmental Disorders, 3(4), 450-456.
Jamshidi, M., Khayatan, F., & Aghaie, A. (2020). Comparison of the effectiveness of combination of acceptance and commitment therapy with theraplay and acceptance and commitment therapy on quality of life in depressed children. Iranian Journal of Psychiatric Nursing, 8(1), 106-118. (In Persian).
Livheim, F., Hayes, L., Ghaderi, A., Rowse, J., & Tengström, A. (2015). The effectiveness of acceptance and commitment therapy for adolescent mental health: Swedish and Australian pilot outcomes. Journal of Child and Family Studies, 24(4), 1016–1030.
Khaanjani. S., Donyavi. V., Asmari. Y., Rajabi. M. (2017). The effectiveness of group training acceptance and commitment therapy on moral distress and resiliency in nurses. Nurse and Physician Within War, 5(16), 50-58. (In Persian).
Mei, C., Fedorenko, E., Amor, D. J., Boys, A., & Morgan, A. T. (2018). Deep phenotyping of speech and language skills in individuals with 16p11. 2 deletions. European Journal of Human Genetics, 26(5), 676.
Mirzahosseini, H., Pourabdol, S., Sobhi Gharamaleki, N., & Saravani, SH. (2016). The effect of acceptance and commitment therapy in decreasing cognitive avoidance among students with specific learning disorder (SLD). Iraninan Psychiatry and Clinical Psychology, 22(3), 166-175. (in Persian).
Oliver, M. A., Selman, M., Brice, S., & Alegbo, R. (2019). Two cases of acceptance and commitment therapy leading to rapid psychological improvement in people with intellectual disabilities. Advances in Mental Health and Intellectual Disabilities, 16(3), 20-34.
Pahnke, J., Lundgren, T., Hursti, T., & Hirvikoski, T. (2014). Outcomes of an acceptance and commitment therapy-based skills training group for students with high-functioning autism spectrum disorder: a quasi-experimental pilot study. Autism, 18(8), 953-964.
Poddar, S., Sinha, V. K., & Mukherjee, U. (2017). Impact of acceptance and commitment therapy on valuing behaviour of parents of children with neurodevelopmental disorders. Psychology Behavior Science International Journal, 3(3), 55-61.
Reilly, E. D., Ritzert, T. R., Scoglio, A. J., Mote, J., & Kelly, M. M. (2019). A systematic review of values measures in acceptance and commitment therapy research. Journal of Contextual Behavioral Science, 12, 290–304.
Reymann, D. (2015). Treatment outcomes for the MASS treatment approach for adults who stutter: a case study assessment. Psychology Behavior Science International Journal, 4(5), 45-61.
Ruiz, F. J. (2012). Acceptance and commitment therapy versus traditional cognitive behavioral therapy: a systematic review and meta-analysis of current empirical evidence. International Journal of Psychology & Psychological Therapy, 12, 333 –357.
Saeedmanesh, M., & Babaie, Z. (2017). The effectiveness of acceptance and commitment therapy (ACT) on anxiety and self-esteem in adolescents 14 to 16 years of stuttering. Middle Eastern Journal of Disability Studies, 7(1), 57-68. (in Persian).
Sandelowski, M., & Barroso, J. (2003). Classifying the findings in qualitative studies. Qualitative Health Research, 13(7), 905-923.
Sandelowski, M., Voils, C. I., & Barroso, J. (2006). Defining and designing mixed research synthesis studies. Research in the schools: a nationally refereed journal sponsored by the Mid-South Educational Research Association and the University of Alabama, 13(1), 29-45.
Soulok. S. (2020). The comparison of effectiveness of therapy based on glaser choice theory and acceptance and commitment therapy on life expectancy and resilience of women heading households in Tehran city. Journal of New Advances in Behavioral Sciences, 5(46), 12-27. (In Persian).
Szabo, T. G. (2019). Acceptance and commitment training for reducing inflexible behaviors in children with autism. Journal of Contextual Behavioral Science, 12(5), 178-188.
Tamimi, Y., Soleymani Zadeh, N., Eftekhari, N., & Nemati, Z. (2020). Acceptance and commitment therapy on social adjustment and anxiety in mothers of children with autism. Middle Eastern Journal of Disability Studies, 10(1), 42. (In Persian).
Vanzin, L., Mauri, V., Valli, A., Oppo, A., & Nobile, M. (2020). Clinical effects of an ACT-group training in children and adolescents with attention-deficit/hyperactivity disorder. Journal of Child and Family Studies, 29(4), 1070-1080.
Watanabe, T. (2021). Treatment of major depressive disorder with autism spectrum disorder by acceptance and commitment therapy Matrix. Case Reports in Psychiatry, 32(2), 74-82.