اثربخشی والدگری ذهن آگاهانه مادران بر نظمجویی هیجانی، دلبستگی ایمن کودک-والد و پرخاشگری کودکان پیش دبستانی
محورهای موضوعی : روان درمانگری
الهه اسلمی
1
,
اکرم ملک زاده
2
,
نسرین پیرمرادیان
3
1 - گروه روانشناسی، دانشگاه پیام نور، تهران، ایران
2 - گروه روانشناسی، دانشگاه پیام نور، تهران، ایران
3 - روانشناسی تربیتی، دانشگاه پیام نور، واحد خرامه، فارس، ایران
کلید واژه: پرخاشگری, نظمجویی هیجانی, والدگری ذهنآگاهانه, دلبستگی ایمن کودک- والد,
چکیده مقاله :
ایـن پژوهـش بـا هـدف تعییـن اثربخشـی آمـوزش والدگـری ذهن‌آگاهانـه مـادران بـر نظم‌جویـی هیجانـی، دلبسـتگی ایمـن کودک-والـد و پرخاشـگری کـودکان پیش‌دبسـتانی انجـام شـد. روش پژوهـش شـبه‌تجربی بـا طـرح پیش‌آزمـون، پس‌آزمـون و پیگیـری بـا گـروه گـواه و جامعـۀ آمـاری شـامل مـادران دارای کـودک پیش‌دبسـتانی در شـهر اصفهـان در سـال تحصیلـی ۱۳۹۹-۱۳۹۸ بـود. ۵۰ نفـر بـا نمونه‌بـرداری مرحلـه‌ای در دو گـروه آزمایـش و گـواه به‌صـورت تصادفـی جایگزیـن شـدند و بـه مقیـاس پرخاشـگری کـودکان پیش‌دبسـتانی (واحـدی، فتحـی‌آذر، حسینی‌نسـب و مقـدم، ۲۰۰۸)، فهرسـت نظم‌جویـی هیجانـی کـودکان (شـیلدس و سـیکتی، ۱۹۹۷) و پرسشـنامۀ روابـط میانـی دلبسـتگی (کاپنبـرگ و هالپـرن، ۲۰۰۶) در سـه مرحلـۀ پیش‌آزمـون، پس‌آزمـون و پیگیـری پاسـخ دادنـد. سـپس گـروه آزمایـش طـی ۸ جلسـۀ ۹۰ دقیقـه‌ای پروتـکل آموزشـی والدگـری ذهن‌آگاهانـه (بوگلـز و رســتیفو، ۲۰۱۴) را دریافــت کردنــد. نتایــج تحلیــل کواریانــس چندمتغیــری نشــان داد آمــوزش والدگــری ذهن‌آگاهانــه بــه مــادران باعــث افزایــش نظم‌جویـی هیجانـی و دلبسـتگی ایمـن و کاهـش بی‌ثباتـی نظم‌جویـی هیجانـی و پرخاشـگری فرزندانشـان شـد امـا در مرحلـۀ پیگیـری (۵ مـاه بعـد از مداخلـه) تفـاوت معنـاداری بیـن متغیرهـای دو گـروه مشـاهده نشـد کـه ایـن یافتـه می‌توانـد بـر برگـزاری مجـدد ایـن دوره‌هـا در فواصـل زمانـی کوتـاه بـرای والدیـن صحـه بگـذارد. یافته‌هـای ایـن پژوهـش ضـرورت کاربـرد برنامه‌هـای آمـوزش والدگـری ذهن‌آگاهانـه بـه مـادران را به‌منظـور بهبـود روابـط دلبسـتگی والد-کـودک، نظم‌جویـی هیجانـی و کاهـش پرخاشـگری کـودکان پیش‌دبسـتانی خاطـر نشـان می‌سـازد.
This study aimed to determine the effectiveness of mothers’ mindful parenting training on emotional regulation, secure child-parent attachment, and aggression of their preschool children. The research was quasi-experimental with a pretest, posttest, and follow-up design with a control group. The statistical population included all mothers with preschool children in Isfahan in the academic year 2019-20, from which 50 people were selected by stage random sampling and randomly assigned to the experimental and control groups. The research instruments included Aggression Scale for Preschoolers (Vahedi, Fathiazar, Hosseini-Nasab & Moghaddam, 2008), Emotion Regulation Checklist (ERC) (Shields and Cicchetti, 1997) and Kinship Center Attachment Questionnaire (Kappenberg & Halpern, 2006). The experimental group then received Boggles and Rastifo protocol (2014) in 8 sessions of 90 minutes of mindful parenting protocol. The obtained data were analyzed using multivariate analysis of covariance. The results showed that mothers’ mindful parenting training increased adaptive emotional regulation and secure attachment and decreased the instability of emotional regulation and aggression in their children. However, in the follow-up phase (5 months after the intervention), no significant difference was observed between the variables of the two groups, which can confirm the reholding of these courses in short intervals for parents. The findings of this research highlight the necessity of applying mindful parenting training programs to mothers in order to improve parent-child attachment relationships, and emotional regulation and reduce aggression in preschool children.
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