اثربخشی آموزش روان‌نمایشگری بر برانگیختگی و انعطاف‌پذیری روان‌شناختی دانش‌آموزان طلاق دارای مشکلات رفتاری برونی‌سازی
محورهای موضوعی : روان‌شناسی بالینیمهشید شعبانی 1 , جواد خلعتبری 2 , شهره قربان شیرودی 3
1 - دانشجوی دکتری مشاوره
دانشگاه آزاد اسلامی
واحد تهران شمال تهران ایران
2 - دانشیار گروه روان شناسی
دانشگاه آزاد اسلامی واحد تنکابن
تنکابن ایران
3 - دانشیار گروه روان شناسی
دانشگاه آزاد اسلامی
واحد تنکابن
تنکابن ایران
کلید واژه: طلاق, برانگیختگی, انعطاف‌پذیری روان‌شناختی, مشکلات رفتاری برونی‌سازی,
چکیده مقاله :
هـدف ایـن پژوهـش تعییـن اثربخشـی آمـوزش روان‌نمایشـگری بـر برانگیختگـی و انعطاف‌پذیـری روان‌شـناختی دانش‌آمـوزان طـلاق دارای مشـکلات رفتـاری برونی‌سـازی و پژوهـش حاضـر شـبه‌تجربی بـا طـرح پیش‌آزمـون- پس‌آزمـون بـا گـروه گـواه و دورۀ پیگیـری دوماهـه بـود. جامعـۀ آمـاری شــامل دانش‌آمــوزان طــلاق دارای مشــکلات رفتــاری برونی‌ســازی شــده بــود کــه در دورۀ اول متوســطه در ســال تحصیلــی 1400-1399 در شــهر اصفهــان مشــغول بــه تحصیــل بودنــد. 40 دانش‌آمــوز طــلاق دارای مشــکلات رفتــاری برونی‌ســازی بــا روش نمونه‌بــرداری هدفمنــد انتخــاب و بــا گمـارش تصادفـی در گروه‌هـای آزمایـش و گـواه گمـارده شـدند (هـر گـروه 20 دانش‌آمـوز) و بـه پرسشـنامۀ برانگیختگـی (بـارت، اسـتانفورد، کنـت و فلتـوس، 2004)، پرسشـنامۀ انعطاف‌پذیـری روان‌شـناختی (دنیـس و ونـدروال، 2010) و سـیاهۀ رفتـاری کـودکان و نوجوانـان (آشـنباخ و رسـکورلا، 2001) پاسـخ دادنـد. گـروه آزمایـش آمـوزش روان‌نمایشـگری (خوبانـی، محمـدی و جـراره، 1392) را طـی دو و نیـم مـاه در 10 جلسـه 75 دقیقـه‌ای دریافـت کردنـد. در گـروه آزمایـش 4 نفـر و در گـروه گـواه نیـز 3 نفـر ریـزش داشـتند. نتایـج تحلیـل واریانـس بـا اندازه‌گیـری مکـرر نشـان داد آمـوزش روان‌نمایشـگری بـر برانگیختگـی و انعطاف‌پذیـری روان‌شـناختی دانش‌آمـوزان طـلاق دارای مشـکلات رفتـاری برونی‌سـازی تأثیـر معنـادار دارد. بـر اسـاس یافته‌هـای ایـن پژوهـش می‌تـوان چنیـن نتیجـه گرفـت کـه آمـوزش روان‌نمایشـگری بـا بهره‌گیـری از فنونـی هماننـد مواجهه‌سـازی، ابـراز احساسـات، پالایـش هیجانـی و ایفـای نقـش می‌توانـد بـه عنـوان یـک روش کارآمـد جهـت کاهـش برانگیختگـی و افزایـش انعطاف‌پذیـری روان‌شـناختی دانش‌آمـوزان طـلاق دارای مشـکلات رفتـاری برونی‌سـازی شـده مـورد اسـتفاده گیـرد.
The present study was conducted to investigate the efficacy of training psychodrama on the impulsivity and psychological flexibility of the students engaged in divorce with externalized behavior problems. The present study was quasi-experimental with pretest, posttest, control group and two-month follow-up period design. The statistical population of the present study included the students engaged in divorce with externalized behavior problems who were studying in the first high school in academic year 2020-21 in the city of Isfahan. 40 students engaged in divorce with externalized behavior problems were selected through purpo- sive sampling method and randomly accommodated into experimental and control groups (each group of 20 students). The experimen- tal group received ten seventy-five-minute sessions of training psychodrama (Khoobani et.al, 2013) during two-and-a-half months. 4 people from the experimental group and 3 people from the control group quitted participating in the study. The applied questionnaires in this study included Impulsivity Questionnaire (Barratt, Stanford, Kent & Felthous, 2004), Psychological Flexibility Questionnaire (Dennis & VanderWal, 2010) and Children and Adolescents Behavioral Inventory (Achenbach, & Rescorla, 2001). The data from the study were analyzed through repeated measurement ANOVA. The results showed that training psychodrama has significant effect on the impulsivity and psychological flexibility of the students engaged in divorce with externalized behavior problems (p<0.001). Ac- cording to the findings of the present study it can be concluded that training psychodrama can be used as an efficient method to decrease impulsivity and increase psychological flexibility in the students engaged in divorce with externalized behavior problems through employing techniques such as confrontation, showing feelings, emotional refinement and role playing.
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