اثربخشی برنامه آموزش تاب‌آوری روان‌شناختی بر رفتارهای سلامت و بهزیستی روان‌شناختی
محورهای موضوعی : روان درمانگری
معصومه عبدالخالقی
1
,
حسن احدی
2
,
محمد رضا صیرفی
3
1 - دانشگاه آزاد اسلامی ،واحد بین المللی کیش، دانشکده روانشناسی
2 - دانشگاه آزاد اسلامی واحد علوم و تحقیقات تهران
3 - استادیار گروه روانشناسی، واحد کرج، دانشگاه آزاد اسلامی، البرز، ایران
کلید واژه: بهزیستی روان‌شناختی, برنامه آموزش تاب‌آوری, رفتارهای سلامت, ایمنی روانی,
چکیده مقاله :
ایـن پژوهـش بـا هـدف تعییـن اثربخشـی برنامـه آمـوزش تـاب‌آوری روان‌شـناختی بـر رفتارهـای سـلامت و بهزیسـتی روان‌شـناختی در دانشـجویان انجـام شـد. در ایـن پژوهـش تمام‌تجربـی بـا طـرح پیش‌آزمـون _ پس‌آزمـون بـا گـروه کنتـرل و همـراه بـا پیگیـری، 60 دانشـجو در دو گـروه آزمایـش (30 نفـر) و کنتـرل (30 نفـر) قبـل و بعـد از آمـوزش بـه نیمـرخ سـبک زندگـی ارتقادهنـدۀ سـلامت ـ نسـخه تجدیدنظرشـدۀ دوم (والکـر، سیچریسـت و پنـدر، 1995) و نسـخه کوتـاۀ مقیاس‌هـای بهزیسـتی روان‌شـناختی (ریـف، 1989) پاسـخ دادنـد. از طریـق 10 جلسـه و هـر جلسـه دو سـاعت، برنامـه آمـوزش تـاب‌آوری روان‌شـناختی بـه شـیوۀ گروهـی بـرای گـروه آزمایـش اجـرا شـد. نتایـج تحلیـل واریانـس مختلـط سـاده نشـان داد بسـته آمـوزش تـاب‌آوری روان‌شـناختی در افزایـش رفتارهـای سـبک زندگـی سـلامت‌محور شـامل مسـیٔولیت‌پذیری بـرای سـلامت فـردی، فعالیـت جسـمانی، تغذیـه، تحـول معنـوی، روابـط بین‌فـردی و مدیریـت تنیدگـی و مقیاس‌هـای بهزیسـتی روان‌شـناختی شـامل اسـتقلال عمـل، تسـلط محیطـی، تحـول فـردی، ارتبـاط مثبـت بـا دیگـران، هدفمنـدی در زندگـی و پذیـرش خـود، مؤثـر بـود. بـر اسـاس نتایـج ایـن پژوهـش می‌تـوان دریافـت تـلاش بـرای تغذیـه سـرمایه روان‌شـناختی و بسـط منابـع روانـی و اجتماعـی دانشـجویان از طریـق کاهـش برخـی مدل‌هـای تفکـر سـازش‌نایافته ماننـد شخصی‌سـازی، تفکـر سـیاه/ســفید، بیش‌تعمیم‌دهــی و همچنیــن، پربارســازی مهارت‌هــای رابطــه بین‌فــردی در مشــارکت‌کنندگان، مصونیــت روانــی آنهــا را موجــب می‌شــود.
This study aimed to examine the effectiveness of the Psychological Resilience Training Program on health behaviors and psychological well-being among university students. In this true-experimental study with a pretest-posttest control-group design in a company with a follow-up stage, 60 university students were in experimental (30 students) and control (30 students) groups. Before and after training, they responded to the Health-Promoting Lifestyle Profile-II (Walker, Sechrist & Pender, 1995) and the Scales of Psychological Well-Being-Short Form (Ryff, 1989). The experimental group received 10 Psychological Resilience Training Program sessions (2 hours a session). The results statis- tical procedure of simple mixed ANOVA, indicated that the Psychological Resilience Training Program was effective in increasing or promoting health-oriented behaviors such as health responsibility, physical activity, nutrition, spiritual growth, interpersonal relations with others, and stress management. Also, this program was effective in the scales of psychological well-being such as independence, environmental mastery, personal growth, positive relations with others, purpose in life, and self-acceptance. These findings suggest that the Psychological Resilience Training Program by reducing or eliminating maladaptive thinking patterns such as selective abstraction, overgeneralization, black-white thinking, person- alization, and the enrichment of interpersonal relationship skills could result in mental immunization among university students.
Azevedo, A., & Shane, M. J. (2019). A new training program in developing cultural intelligence can also improve innovative work behavior and resilience: A longitudinal pilot study of graduate students and professional employees. The International Journal of Management Education, 17, 100-119.
Bamber, M. D., & Schneider, J. K. (2016).Mindfulness based meditation to decrease stress and anxiety in col- lege students: A narrative synthesis of the research. Educational Research Review, 18, 1-32.
Brunwasser, S.M; Gillham, J. E; Kim, E.S. (2009). A meta-analytic review of the Penn resiliency pro- gram’s effect on depressive symptoms. Journal of Consulting and Clinical Psychology, 77 (6), .1054–1042
Clarkson, M., Heads, G., Hodgson, D., & Probst, H. (2018). Does the intervention of mindfulness reduce levels of burnout and compassion fatigue and increase resilience in pre-registration students? A pilot study. Radiography, 11, 1-6.
Cleary, T. J., Velardi, B., & Schnaidman, B. (2017). Ef- fects of the Self-Regulation Empowerment Program (SREP) on middle school students’ strategic skills, self-efficacy, and mathematics achievement. Journal of School Psychology, 64, 28–42.
Cleary, M., Visentin, D., West, S., Lopez, V., & Korn-
haber, R. (2018). Promoting emotional intelligence
and resilience in undergraduate nursing students:
An integrative review. Nurse Education Today, 68, 384 .112-120
Sağkal, A. S. (2019). Direct and indirect effects of strength-based parenting on adolescents’ school out- comes: Exploring the role of mental toughness. Jour- nal of Adolescence, 76, 20–29.
Sattari, B., Pourshahriar, H., & Shokri, O. (2016). The effectiveness of intervention package of regulate achievement emotions on reduce students negative emotions. Journal of School Psychology, 4 (4), 76-93. [In Persian].
Seligman, M., Ernst, R., Gillham, J., Reivich, K., & Linkins, M. (2009). Positive education: Positive psy- chology and classroom interventions. Oxford Review of Education, 35(3), 293-311.
Shokri, O., Gashtasbi, Z., Sharifi, M., Fathabadi, J., & Ra- himinejad, P. (2016). Effectiveness of the attributional retraining program on cognitive emotion regulation strategies and academic resilience among university students. Positive Psychology Research, 2 (6), 51-66. [In Persian].
Shokri, O., & Pourshahriar, H. (2019). The effectiveness of the enrichment of interpersonal relationship skills program on causal attributions, interpersonal conflict solution strategies, cognitive coping skills and per- ceived positive ralations with others. Journal of Devel- opmental Psychology: Iranian Psychologists, 15 (59), 287-308. [In Persian].
Shokri, O., Shahidi, S., Mazaheri, M. A., Fathabadi, J., Rahiminejad, P., & Khanjani, M. (2014). Evaluating the effectiveness of an immunization intervention pro- gram for undergraduate against negative emotional ex- periences based on the Pennsylvania preventive mod- el. Journal of Educational Measurement & Evaluation Studies, 4 (7), 165-190. [In Persian].
Shokri, O., Tamizi, N., Pourshahriar, H., Abdollahpour, M. A., Akhavi, Z., & Lavaf, H. (2015). Psychometric properties of health-promoting life profile-II among university students. Quarterly of Educational Meas- urement, 6 (21), 41-60. [In Persian].
Stamp, E., Crus, L., & Swann, C. (2019). Mental tough- ness and dietary behaviors in undergraduate university students. Appetite, 142, 104-125.
Stamp, E., Crust, L., Swann, C., Perry, J., Clough, P., & Marchant, D. (2015). Relationships between mental toughness and psychological wellbeing in undergrad-
& A. Maydeu-Olivares (Eds.), the sage Handbook of quantitative methods in psychology (pp. 23-45). Thou- sand Oaks, CA: Sage.
Mansoori, E., Shokri, O., Pourshahriar, H., Pouretemad, H. R., & Rahiminejad, P. (2014). Effectiveness of Penn- sylvania Resilience Program on university students’ attributional styles and psychological adjustment. Jour- nal of Applied Psychology, 2(30), 85-105. [In Persian].
McIndoo, C. C., File, A. A., Preddy, T., Clark, C. G., & Hopko, D. R. (2016). Mindfulness-based therapy and behavioral activation: A randomized controlled trial with depressed college students. Behavior Research and Therapy, 77, 118-128.
Mohebi, S., Shokri, O., & Pourshahriar, H. (2018). Effect of resilience education on cognitive appraisals, coping and emotions. Journal of Developmental Psychology: Iranian Psychologist, 15(57), 83-99. [In Persian].
Peng, L., Li, M., Zuo, X., Miao, Y., Chen, L., Yu, Y., Liu, B., & Wang, T. (2014). Application of the Pennsylva- nia resilience training program on medical Students. Personality and Individual Differences, 61–62, 47–51.
Papageorgiou, K, A., Gianniou, F. A., Wilson, P., Mon- eta, G. B., Bilello, D., & Clough, P. J. (2019). The bright side of dark: Exploring the positive effect of narcissism on perceived stress through mental toughness. Personality and Individual Differences, .124–116 ,139
Pritchard, P. A. (2015). Mental toughness. In P. A. Pritchard & C. Grant (Eds.), Handbook of success strategies from women in STEM: A portable mentor (pp. 97-138). Academic Press.
Romo-González, T., Ehrenzweig, Y., Sánchez-Gracida, O. D., Enríquez- Hernández, C. B., López-Mora, G., Martínez, A. J., & Larralde, C. (2014).Promotion of individual happiness and wellbeing of students by a positive education intervention. Journal of Behavior, Health & Social Issues, 5 (2), 79-102.
Ryff, C. D. (1989). Happiness is everything, or is it? Explora- tion on the meaning of psychological wellbeing. Journal of Personality and Social Psychology, 57, 1069-1081.
Ryff. C. D., & Singer, B. H. (2006). Best news yet on the six-factor model of well-being. Social science Research, 35 (4), 1103-1119.
Health-Promoting Lifestyle Profile: Development and psychometric characteristics. Nursing Research, .81–76,)2(36
Walker, S. N., Sechrist, K. R., & Pender, N. J. (1995). The health-promoting lifestyle profile II. Omaha: Universi- ty of Nebraska Medical Center, College Of Nursing.
Yamamoto, T., Matsumoto, Y., & Bernard, M. E. (2017). Effects of the cognitive-behavioral you can do it! Edu- cation program on the resilience of Japanese elementa- ry school students: A preliminary investigation. Inter- national Journal of Educational Research, 86, 50–58.
Yang, F., & Smith, G. D. (2017). Stress, resilience and psychological well-being in Chinese undergraduate nursing students. Nurse Education Today, 49, 90-95.
Yankov, G. P., Davenport, N., Sherman, R. A. (2019) Lo- cating mental toughness in factor models of personality. PersonalityandIndividualDifferences,151,109-118.
uate students. Personality and Individual Differences, .174–170 ,75
Steinhardt, M. A., & Dolbier, C. L. (2008). Evaluation of a resilience intervention to enhance coping strat- egies and protective factors and decrease symptom- atology. Journal of American College Health, 56 .445-453 ,)4(
Sünbül, Z, A., & Güneri, O. Y. (2019). The relationship between mindfulness and resilience: The mediating role of self-compassion and emotion regulation in a sample of underprivileged Turkish adolescents. Per- sonality and Individual Differences, 139, 337–342
Ungar, M., Russell, P., & Connelly, G. (2014). School based interventions to enhance the resilience of stu- dents. Journal of Educational and Developmental Psychology, 4(1), 66-83.
Walker, S., Sechrist, K., & Pender, N. (1987).
