The Effectiveness of Mindfulness Training on Social Adaptation and Resilience in Gifted Teenage Girls
Subject Areas :
1 -
Keywords: Mindfulness Training, Resilience, Social Adaptation,
Abstract :
Abstract
Research in the field of psychological characteristics and education of gifted students has been of interest for a long time. Due to their special characteristics, gifted students have special emotional, social and educational needs, and paying attention to them provides the ground for the growth and prosperity of these students. The purpose of the present study was to determine the effectiveness of mindfulness training on social adaptation and resilience in gifted teenage girls. The research method was semi-experimental with a pre-test-post-test-follow-up design with a control group. The statistical population of this research included female students studying in the second secondary level of Tizhoosh schools in Tehran in the academic year of 2014-2014, 30 of them were purposefully selected and randomly divided into two experimental and control groups with an equal number of replacements. became In order to collect data, Kanner and Davidson's resilience scale (2003) and Sinha and Singh's (1993) adaptability questionnaire were used. The experimental group was subjected to the mindfulness training intervention of Segal, Williams and Teasdell (2002) during 8 sessions of 60 minutes and once a week. But the control group did not receive any training. Data analysis was done using multivariate analysis of variance. The results showed that in the post-test phase, the experimental group had a significant increase in the scores of resilience (F = 17.697) and social adaptation (F = 231.654) compared to the control group, and this increase remained stable in the follow-up phase (01 /0P<). According to the findings of the research, the use of mindfulness training method was effective for the effectiveness of mindfulness training on social adaptation and resilience in gifted teenage girls.
References:
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حسن‌پور، نظیره؛ نجاری، مسعود و سنگانی، علیرضا. (1401). اثربخشی درمان مبتنی بر ذهن آگاهی بر ارتقای نشاط اجتماعی و سازگاری اجتماعی در دختران اقدام به خودکشی مراجعه کننده به اورژانس اجتماعی . مجله رویش روانشناسی، 11(9)، 36-20. https://frooyesh.ir/article-1-4055-fa.html
حسینیان،سیمین؛ نوری پور لیلولی،رقیه؛ محولاتی،آزاده و اکبری زاده، اعظم. (1399). اثربخشی آموزش مبتنی بر ذهن آگاهی بر همدلی و انعطاف پذیری شناختی زنان دارای همسر جانباز. فصلنامه روانشناسی نظامی،42(11)،5-18. https://journals.ihu.ac.ir/article_205586.html
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نوری، سمانه و یوسفی، فریده. (1401). مقایسه اثربخشی بخشش درمانی و آموزش ذهن آگاهی بر بهبودی بخشش در دانش آموزان متوسطه دوم. فصلنامه روانشناسی نظامی، 13(49)، 65-87. https://jmp.ihu.ac.ir/article_207186.html?lang=fa
Bishop, S. R., Lau, M., Shapiro, S. L., Carlson, L. E., & Anderson, N. D. (2004). Mindfulness: A proposed operational definition. Clinical Psychology: Science and Practice, 11(3), 230-241.https://psycnet.apa.org/doiLanding?doi=10.1093%2Fclipsy.bph077
Cao L. (2022). The Relationship between Adjustment and Mental Health of Chinese Freshmen: The Mediating Effect of Security and the Moderating Effect of Gender. Frontiers in public health, 10, 916329. https://doi.org/10.3389/fpubh.2022.916329.
Casino-Garcia, A. M., Llopis-Bueno, M. J., & Llinares-Insa, L. I. (2021). Emotional intelligence profiles and self-esteem/self-concept: An analysis of relationships in gifted students. International Journal of Environmental Research and Public Health, 18(3), 1006. https://doi.org/10.3390/ijerph18031006.
Cheng, C., Dong, D., He, J., Zhong, X., & Yao, S. (2020). Psychometric properties of the 10-item Connor– Davidson Resilience Scale (CD-RISC-10) in Chinese undergraduates and depressive patients. Journal of affective disorders, 261(2), 211-220.https://pubmed.ncbi.nlm.nih.gov/31654919/
Davis, G. A. (2017). Creativity and Giftedness: The Role of the Social Environment. Gifted Child Quarterly, 61(1), 3-12.
Doshi S. (2019). The Relationship between Defense Style and Social Adjustment in a Community Clinic Sample. Journal of the American Psychoanalytic Association, 67(4), NP1 -NP7.https://psycnet.apa.org/record/2019-61840-014.# # Fassbinder, E., Schweiger, U., Martius, D., Brand-de Wilde, O., & Arntz, A. (2016). Emotion Regulation in Schema Therapy and Dialectical Behavior Therapy. Frontiers in Psychology, 7, 1373. https://pubmed.ncbi.nlm.nih.gov/27683567/
Fergus, S., & Zimmerman, M. A. (2005). Adolescent Resilience: A Framework for Understanding Healthy Development in the Face of Risk. Annual Review of Public Health, 26, 399-419.https://pubmed.ncbi.nlm.nih.gov/15760295/
Geiger, P. J., Peters, J. R., Sauer-Zavala, S. E., & Baer, R. A. (2013). Relationships among Maladaptive Cognitive Content, Dysfunctional Cognitive Processes, & Borderline Personality Features. Journal of Personality Disorders, 27, 457-464.https://psycnet.apa.org/record/2013-27352-003.
Keng, S. L., Smoski, M. J., & Robins, C. J. (2019). The impact of mindfulness on resilience and coping strategies in school children. International Journal of School & Educational Psychology, 7(2), 112-122.https://pubmed.ncbi.nlm.nih.gov/21802619/.
Lavrijsen J, Soenens B, Verschueren K. (2018). School burnout and engagement: a comparison of gifted and non-gifted students. In 16th conference of the European Association for Research on Adolescence (EARA). 2018 Sep; 12 -15; Ghent, Belgium.https://kuleuven.limo.libis.be/discovery/fulldisplay?docid=lirias2327413.
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