اثربخشی گروه درمانی فراشناختی ولز بر کیفیت زندگی دانشجویان دختر مبتلا به اختلال اضطراب اجتماعی

محورهای موضوعی : تکتونواستراتیگرافی

سیما صفی خانی قلی زاده ¹ (دانشجوی دکتری روان‌شناسی، گروه علوم تربیتی و روانشناسی، واحد یاسوج، دانشگاه آزاد اسلامی، یاسوج، ایران)
آرمین محمودی ² (گروه علوم تربیتی و روان‌شناسی، واحد یاسوج، دانشگاه آزاد اسلامی، یاسوج، ایران.)
علیرضا ماردپور ³ (گروه علوم تربیتی و روان‌شناسی، واحد یاسوج، دانشگاه آزاد اسلامی، یاسوج، ایران.)

تاریخ دریافت : 1396/09/25 تاریخ پذیرش : 1397/01/19 تاریخ انتشار : 1396/12/01

کلید واژه: کیفیت زندگی, دانشجویان دختر, اختلال اضطراب اجتماعی, درمان فراشناختی ولز,

چکیده مقاله :

این پژوهش، با هدف ارزیابی اثر بخشی درمان فراشناختی ولز بر کیفیت زندگی دانشجویان دختر مبتلا به اختلال اضطراب اجتماعی انجام شد. طرح این پژوهش، شبه‌آزمایشی با طرح پیش‌آزمون ـ پس‌آزمون به همراه پیگیری با دو گروه آزمایش و شاهد بود. جامعه آماری شامل تمامی دانشجویان دختر دانشگاه­های شهر گچساران بود که به روش نمونه‌گیری هدفمند 300 نفر از آنان به کمک پرسش‌نامه اضطراب اجتماعی کانور بررسی شده و از بین کسانی که نمره اضطراب‌شان دو انحراف معیار بیشتر از میانگین بود،60 نفر بصورت تصادفی انتخاب و در دو گروه آزمایش و شاهد به شکل تصادفی توزیع شدند و پرسش‌نامه کیفیت زندگی سازمان بهداشت جهانی‏ را تکمیل کردند. سپس گروه­ آزمایش مورد درمان فراشناختی در طی 10 جلسه قرار گرفت. نتایج تحلیل کواریانس نشان دادند، بین دو گروه در تمامی مولفه‌ها در پس آزمون تفاوتی معنادار وجود دارد (P<.05) و نمرات گروه آزمایش در پس‌آزمون نسبت به گروه کنترل کاهشی معنادار داشته ‌است. این امر در مورد مولفه‌های پژوهش در مرحله پیگیری هم صدق می‌کرد. لذا، درمان فراشناختی به گونه‌ای معنادار باعث بهبود کیفیت زندگی دانشجویان مبتلا به اضطراب اجتماعی در پس‌آزمون و پایداری نتایج درمان در مرحله پیگیری شده‌است.

چکیده انگلیسی:

Present study was carried out to determine the effectiveness of Wells metacognitive therapy on the ‎quality of life of female students with social anxiety disorder. The design of this research was Pseudo-‎experimental with pre-test and post-test design and follow up with two groups of control and ‎experiment. The statistical population consisted of all students of Gachsaran universities that was ‎conducted on 300 students with a questionnaire of social anxiety. Then, those whose anxiety scores ‎were two standard deviations greater than the average, among them by considering the likelihood of ‎the loss of the participants, were collected and 60 of them were randomly selected and randomly ‎assigned to 30 experimental and control groups. World Health Organization Quality of Life ‎Questionnaire was conducted in three stages: pre-test, post-test and follow-up for the groups. ‎Following the implementation of ethical considerations (informed consent, willingness, secrecy), The ‎experimental group received metacognitive therapy during 10 sessions of 2 hours and The control ‎group received no treatment. The results of covariance analysis showed that there is a significant ‎difference between the two groups in all of the components in the post-test (P<0.5) and the results of ‎the experimental group in the post test were significantly lower than the control group. This also ‎applies to research components in the follow-up phase. Therefore, meta-cognitive therapy ‎significantly improved the quality of life of students with social anxiety in the post-test and the ‎sustainability of the treatment results in follow-up.‎

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