تأثیر آموزش نظم جویی هیجان بر مشکلات رفتاری کودکان دچار کم‌توانی‌هوشی
محورهای موضوعی : روان درمانگری
احسان حاتمی
1
,
معصومه پورمحمدرضای تجریشی
2
,
فیروزه ساجدی
3
,
عنایت اله بخشی
4
1 - دانشجوی کارشناسی ارشد
دانشگاه علوم توان بخشی و سلامت اجتماعی
2 - دانشیار مرکز تحقیقات توان بخشی اعصاب اطفال
دانشگاه علوم توان بخشی و سلامت اجتماعی
3 - استاد مرکز تحقیقات توانبخشی اعصاب اطفال دانشگاه علوم توانبخشی و سلامت اجتماعی
4 - استاد گروه آمار زیستی و اپیدمیولوژی
دانشگاه علوم توان بخشی و سلامت اجتماعی
کلید واژه: درونی‌سازی, مشکلات رفتاری, نظم‌جویی هیجان, برونی‌سازی, کم‌توانی‌هوشی,
چکیده مقاله :
ایـن پژوهـش بـا هـدف تعییـن تأثیـر آمـوزش نظم‌جویـی هیجـان بـر مشـکلات رفتـاری کـودکان دچـار کم توانـی هوشـی و بـا اسـتفاده از روش شـبه‌تجربی بـا طـرح پیـش‌آزمـون-پس‌آزمـون بـا گـروه آزمایـش و گـواه انجـام شـد. ۴۴ دانش آمـوز ۱۸-۱۰ سـال از مـدارس اسـتثنایی شـهر تهـران در سـال تحصیلـی ۱۳۹۸-۱۳۹۷ بـه روش نمونه بـرداری دردسـترس از بیـن کودکانـی انتخـاب شـدند کـه نمـرۀ ۶۰ و بالاتـر در فهرسـت رفتـاری کـودک (CBCL) آشـنباخ ، دومنسـی و رسـکورلا (۲۰۰۱) بـه دسـت آورده بودنـد و بـه طـور تصادفـی در دو گـروه آزمایـش و گـواه قـرار گرفتنـد. گـروه آزمایـش در ۱۶ جلسـۀ ۵۰ دقیقـه‌ای تحـت آمـوزش نظم‌جویـی هیجـان قـرار گرفـت و گـروه گـواه فقـط برنامـۀ جـاری مدرسـه را دریافـت کردنـد. همـۀ کـودکان قبـل و بعـد از مداخلـه بـا اسـتفاده از فهرسـت رفتــاری کـودک ارزیابـی شـدند و داده‌هـای به دسـت آمده بـا اسـتفاده از تحلیـل کوواریانـس تحلیـل شـد. نتایـج نشـان داد شـرکت کـودکان گـروه آزمایـش در جلسـات آمـوزش نظم‌جویـی هیجـان موجـب کاهـش معنـادار مشـکلات رفتـاری درونی‌سـازی و برونی‌سـازی در مقایسـه بـا گـروه گـواه شـده و بنابرایـن برنامه‌ریـزی و اجـرای مداخلـۀ آموزشـی نظم‌جویـی هیجـان در مراکـز آمـوزش اسـتثنایی بـه دانش‌آمـوزان یـاد می‌دهـد چگونـه بـا مدیریـت و ابـراز هیجان‌هـای خـود از مشـکلات رفتـاری پیشـگیری کننـد.
This study aimed to determine the effectiveness of emotion regulation training on behavioral problems in children with intellectual disability. The study method was an experimental design (pretest, and post-test) with experimental and control groups. Participants comprised 10-18 year-old students from Exceptional Schools at Tehran City in 2018-1019 school year, selected by in convenience sampling method. Forty-four students who got 60 points and higher in the Children Behavior Check List (CBCL) (Achenbach, Dumenchi, & Rescorla, 2001) randomly selected and assigned to the experimental and control groups randomly and equally. The experimental group participated in 16 training sessions (each session was 50 minutes) and received an emotion regulation program but the control group only received the mainstream program in the school. All subjects were evaluated by the CBCL before and after the intervention sessions. The data were analyzed by the analysis of covariance. The findings showed that participation of the experimental group in emotion regulation training sessions has led to a significant reduction (P<0.001) of behavioral problems, internalizing, and externalizing problems in comparison to the control group. Therefore, planning and admin- istration of emotion regulation training in exceptional centers can help students learn how to manage and express their emotions to prevent behavioral problems.
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Sausser, S., & Waller, R. J. (2006). A model for music therapy with students with emotional and behavioral disorders. The Arts in Psychotherapy, 33(1), 1-10.
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Sivasubramanian, P. (2020). Emotional intelligence in individuals with intellectual disability. In Gopalan, R. T. (Eds.), Developmental challenges and soci-
etal issues for individuals with intellectual disabilities (pp. 236-249). IGI Global.
Soleimani, A. A., & Pirnia, K. (2017). Behavioral problems and psychological treatments, the effectiveness of parent-child interaction therapy -based play therapy training on aggression in chil- dren, a pilot randomized controlled trial. Clinical Psychology Studies, 7(27), 47-69. [In Persian].
Taksic, V., Mohoric, T., & Duran, M. (2009). Emotional Skills and Competence Questionnaire (ESCQ) as a self-report measure of emotional intelligence. Horizons of Psychology, 18(3), 7-21.
Vadadian, Z., Ghanbari Hashemabadi, B. A., & Mashhadi, A. (2011), Effectiveness of multifamily group therapy on solving parent-adolescent conflicts and reduction of aggression in 14-15 years old girls in Mashhad. Journal of Clinical Psycholo- gy Studies, 1(4), 19-41. [In Persian].
Wagstaff, C., Fletcher, D., & Sheldon, H. (2012). Exploring emotion abilities and regulation strategies in sport organization. Sport, Exercise and Performance Psychology, 1(4), 268-282.
Wicks-Nelson, R., & Israel, A. C. (2003). Behavioral disorders of childhood. New Jersey: Prentice Hall.
Yahya Mahmoudi, N., Naseh, A., Salehi, S., & Tizdast, T. (2013). The effectiveness of group story–based social skills training on children externalizing be- havior problems, 9(35), 249-257. [In Persian].
Rydin-Orwin, T., Drake, J., Bratt, A. (2010). The effects of training on emotion recognition skills for adults with an intellectual disability. Journal of Applied Research in Intellectual Disabilities, 12(3). https:// doi.org/10.1111/j.1468-3148.1999.tb00081.x
Salehi, A., Baghban, I., Bahrami, F., & Ahmadi A. (2012). The effect of emotion regulation training based on dialectical behavior therapy and gross process model on symptoms of emotional prob- lems. Zahedan Journal of Research in Medical Sci- ences, 14(2), e93581.
Satoorian, S. A., Haratian, A. A., Tahmassian, K., & Ahmadi, M. R. (2016). The Internalizing and Ex- ternalizing Behavioral Problems in Children: Birth Order and Age Spacing, Journal of Developmental Psychology: Iranian Psychologist, 12(46), 173- 187. [In Persian].
Sausser, S., & Waller, R. J. (2006). A model for music therapy with students with emotional and behavioral disorders. The Arts in Psychotherapy, 33(1), 1-10.
Shiri, E., Valipour, M., Mazaheri, M. A., & Roudbari, B. (2014). Prevalence of internalized and externalized behavioral problem among middle school boys in Zanjan City. Journal of Research in Behavioral Sciences, 12(2), 165-173. [In Persian].
Sivasubramanian, P. (2020). Emotional intelligence in individuals with intellectual disability. In Gopalan, R. T. (Eds.), Developmental challenges and soci-
etal issues for individuals with intellectual disabilities (pp. 236-249). IGI Global.
Soleimani, A. A., & Pirnia, K. (2017). Behavioral problems and psychological treatments, the effectiveness of parent-child interaction therapy -based play therapy training on aggression in chil- dren, a pilot randomized controlled trial. Clinical Psychology Studies, 7(27), 47-69. [In Persian].
Taksic, V., Mohoric, T., & Duran, M. (2009). Emotional Skills and Competence Questionnaire (ESCQ) as a self-report measure of emotional intelligence. Horizons of Psychology, 18(3), 7-21.
Vadadian, Z., Ghanbari Hashemabadi, B. A., & Mashhadi, A. (2011), Effectiveness of multifamily group therapy on solving parent-adolescent conflicts and reduction of aggression in 14-15 years old girls in Mashhad. Journal of Clinical Psycholo- gy Studies, 1(4), 19-41. [In Persian].
Wagstaff, C., Fletcher, D., & Sheldon, H. (2012). Exploring emotion abilities and regulation strategies in sport organization. Sport, Exercise and Performance Psychology, 1(4), 268-282.
Wicks-Nelson, R., & Israel, A. C. (2003). Behavioral disorders of childhood. New Jersey: Prentice Hall.
Yahya Mahmoudi, N., Naseh, A., Salehi, S., & Tizdast, T. (2013). The effectiveness of group story–based social skills training on children externalizing be- havior problems, 9(35), 249-257. [In Persian].
Rydin-Orwin, T., Drake, J., Bratt, A. (2010). The effects of training on emotion recognition skills for adults with an intellectual disability. Journal of Applied Research in Intellectual Disabilities, 12(3). https:// doi.org/10.1111/j.1468-3148.1999.tb00081.x
Salehi, A., Baghban, I., Bahrami, F., & Ahmadi A. (2012). The effect of emotion regulation training based on dialectical behavior therapy and gross process model on symptoms of emotional prob- lems. Zahedan Journal of Research in Medical Sci- ences, 14(2), e93581.
Satoorian, S. A., Haratian, A. A., Tahmassian, K., & Ahmadi, M. R. (2016). The Internalizing and Ex- ternalizing Behavioral Problems in Children: Birth Order and Age Spacing, Journal of Developmental Psychology: Iranian Psychologist, 12(46), 173- 187. [In Persian].
Sausser, S., & Waller, R. J. (2006). A model for music therapy with students with emotional and behavioral disorders. The Arts in Psychotherapy, 33(1), 1-10.
Shiri, E., Valipour, M., Mazaheri, M. A., & Roudbari, B. (2014). Prevalence of internalized and externalized behavioral problem among middle school boys in Zanjan City. Journal of Research in Behavioral Sciences, 12(2), 165-173. [In Persian].
Sivasubramanian, P. (2020). Emotional intelligence in individuals with intellectual disability. In Gopalan, R. T. (Eds.), Developmental challenges and soci-
Rydin-Orwin, T., Drake, J., Bratt, A. (2010). The effects of training on emotion recognition skills for adults with an intellectual disability. Journal of Applied Research in Intellectual Disabilities, 12(3). https:// doi.org/10.1111/j.1468-3148.1999.tb00081.x
Salehi, A., Baghban, I., Bahrami, F., & Ahmadi A. (2012). The effect of emotion regulation training based on dialectical behavior therapy and gross process model on symptoms of emotional prob- lems. Zahedan Journal of Research in Medical Sci- ences, 14(2), e93581.
Satoorian, S. A., Haratian, A. A., Tahmassian, K., & Ahmadi, M. R. (2016). The Internalizing and Ex- ternalizing Behavioral Problems in Children: Birth Order and Age Spacing, Journal of Developmental Psychology: Iranian Psychologist, 12(46), 173- 187. [In Persian].
Sausser, S., & Waller, R. J. (2006). A model for music therapy with students with emotional and behavioral disorders. The Arts in Psychotherapy, 33(1), 1-10.
Shiri, E., Valipour, M., Mazaheri, M. A., & Roudbari, B. (2014). Prevalence of internalized and externalized behavioral problem among middle school boys in Zanjan City. Journal of Research in Behavioral Sciences, 12(2), 165-173. [In Persian].
Sivasubramanian, P. (2020). Emotional intelligence in individuals with intellectual disability. In Gopalan, R. T. (Eds.), Developmental challenges and soci-
Rydin-Orwin, T., Drake, J., Bratt, A. (2010). The effects of training on emotion recognition skills for adults with an intellectual disability. Journal of Applied Research in Intellectual Disabilities, 12(3). https:// doi.org/10.1111/j.1468-3148.1999.tb00081.x
Salehi, A., Baghban, I., Bahrami, F., & Ahmadi A. (2012). The effect of emotion regulation training based on dialectical behavior therapy and gross process model on symptoms of emotional prob- lems. Zahedan Journal of Research in Medical Sci- ences, 14(2), e93581.
Satoorian, S. A., Haratian, A. A., Tahmassian, K., & Ahmadi, M. R. (2016). The Internalizing and Ex- ternalizing Behavioral Problems in Children: Birth Order and Age Spacing, Journal of Developmental Psychology: Iranian Psychologist, 12(46), 173- 187. [In Persian].
Sausser, S., & Waller, R. J. (2006). A model for music therapy with students with emotional and behavioral disorders. The Arts in Psychotherapy, 33(1), 1-10.
Shiri, E., Valipour, M., Mazaheri, M. A., & Roudbari, B. (2014). Prevalence of internalized and externalized behavioral problem among middle school boys in Zanjan City. Journal of Research in Behavioral Sciences, 12(2), 165-173. [In Persian].
Sivasubramanian, P. (2020). Emotional intelligence in individuals with intellectual disability. In Gopalan, R. T. (Eds.), Developmental challenges and soci-
Rydin-Orwin, T., Drake, J., Bratt, A. (2010). The effects of training on emotion recognition skills for adults with an intellectual disability. Journal of Applied Research in Intellectual Disabilities, 12(3). https:// doi.org/10.1111/j.1468-3148.1999.tb00081.x
Salehi, A., Baghban, I., Bahrami, F., & Ahmadi A. (2012). The effect of emotion regulation training based on dialectical behavior therapy and gross process model on symptoms of emotional prob- lems. Zahedan Journal of Research in Medical Sci- ences, 14(2), e93581.
Satoorian, S. A., Haratian, A. A., Tahmassian, K., & Ahmadi, M. R. (2016). The Internalizing and Ex- ternalizing Behavioral Problems in Children: Birth Order and Age Spacing, Journal of Developmental Psychology: Iranian Psychologist, 12(46), 173- 187. [In Persian].
Sausser, S., & Waller, R. J. (2006). A model for music therapy with students with emotional and behavioral disorders. The Arts in Psychotherapy, 33(1), 1-10.
Shiri, E., Valipour, M., Mazaheri, M. A., & Roudbari, B. (2014). Prevalence of internalized and externalized behavioral problem among middle school boys in Zanjan City. Journal of Research in Behavioral Sciences, 12(2), 165-173. [In Persian].
Sivasubramanian, P. (2020). Emotional intelligence in individuals with intellectual disability. In Gopalan, R. T. (Eds.), Developmental challenges and soci-
Rydin-Orwin, T., Drake, J., Bratt, A. (2010). The effects of training on emotion recognition skills for adults with an intellectual disability. Journal of Applied Research in Intellectual Disabilities, 12(3). https:// doi.org/10.1111/j.1468-3148.1999.tb00081.x
Salehi, A., Baghban, I., Bahrami, F., & Ahmadi A. (2012). The effect of emotion regulation training based on dialectical behavior therapy and gross process model on symptoms of emotional prob- lems. Zahedan Journal of Research in Medical Sci- ences, 14(2), e93581.
Satoorian, S. A., Haratian, A. A., Tahmassian, K., & Ahmadi, M. R. (2016). The Internalizing and Ex- ternalizing Behavioral Problems in Children: Birth Order and Age Spacing, Journal of Developmental Psychology: Iranian Psychologist, 12(46), 173- 187. [In Persian].
Sausser, S., & Waller, R. J. (2006). A model for music therapy with students with emotional and behavioral disorders. The Arts in Psychotherapy, 33(1), 1-10.
Shiri, E., Valipour, M., Mazaheri, M. A., & Roudbari, B. (2014). Prevalence of internalized and externalized behavioral problem among middle school boys in Zanjan City. Journal of Research in Behavioral Sciences, 12(2), 165-173. [In Persian].
Sivasubramanian, P. (2020). Emotional intelligence in individuals with intellectual disability. In Gopalan, R. T. (Eds.), Developmental challenges and soci-
Rydin-Orwin, T., Drake, J., Bratt, A. (2010). The effects of training on emotion recognition skills for adults with an intellectual disability. Journal of Applied Research in Intellectual Disabilities, 12(3).
Salehi, A., Baghban, I., Bahrami, F., & Ahmadi A. (2012). The effect of emotion regulation training based on dialectical behavior therapy and gross process model on symptoms of emotional prob- lems. Zahedan Journal of Research in Medical Sci- ences, 14(2).
Satoorian, S. A., Haratian, A. A., Tahmassian, K., & Ahmadi, M. R. (2016). The Internalizing and Ex- ternalizing Behavioral Problems in Children: Birth Order and Age Spacing, Journal of Developmental Psychology: Iranian Psychologist, 12(46), 173- 187. [In Persian].
Sausser, S., & Waller, R. J. (2006). A model for music therapy with students with emotional and behavioral disorders. The Arts in Psychotherapy, 33(1), 1-10.
Shiri, E., Valipour, M., Mazaheri, M. A., & Roudbari, B. (2014). Prevalence of internalized and externalized behavioral problem among middle school boys in Zanjan City. Journal of Research in Behavioral Sciences, 12(2), 165-173. [In Persian].
Sivasubramanian, P. (2020). Emotional intelligence in individuals with intellectual disability. In Gopalan, R. T. (Eds.), Developmental challenges and societal issues for individuals with intellectual disabilities (pp. 236-249).
Soleimani, A. A., & Pirnia, K. (2017). Behavioral problems and psychological treatments, the effectiveness of parent-child interaction therapy -based play therapy training on aggression in chil- dren, a pilot randomized controlled trial. Clinical Psychology Studies, 7(27), 47-69. [In Persian].
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