اثربخشی آموزش راهبردهای شناختی تنظیم هیجان بر استرس والدینی و رضایت زناشویی در والدین کودکان مبتلا نقص توجه/بیش فعالی

محورهای موضوعی : تکتونواستراتیگرافی

ایمان روحی دهکردی ¹ (کارشناسی ارشد روانشناسی بالینی، گروه روانشناسی، واحد گرمسار، دانشگاه آزاد اسلامی، گرمسار، ایران)

تاریخ دریافت : 1399/12/11 تاریخ پذیرش : 1400/09/10 تاریخ انتشار : 1400/08/01

کلید واژه: رضایت زناشویی, تنظیم هیجان, استرس والدینی, نقص توجه/بیش فعالی,

چکیده مقاله :

مقدمه: عوامل فراوانی می تواند باعث ایجاد استرس والدینی و کاهش رضایت زناشویی شود که داشتن فرزندی با نشانه های نقص توجه/بیش فعالی از جمله آنهاست. لذا هدف از پژوهش حاضر تعیین تأثیر آموزش راهبردهای شناختی تنظیم هیجان بر استرس والدگری و رضایت زناشویی در والدین کودکان مبتلا به کاهش توجه/بیش فعالی بود. روش پژوهش آزمایشی از نوع پیش آزمون  پس آزمون با گروه کنترل و جامعه آماری شامل کلیه والدین دارای کودک نقص توجه/بیش فعالی در شهر تهران  بود. روش: روش پژوهش آزمایشی از نوع پیش آزمون  پس آزمون با گروه کنترل و جامعه آماری شامل کلیه والدین دارای کودک نقص توجه/بیش فعالی در شهر تهران  بود. نمونه آماری 30 نفر از این افراد بودند که به روش نمونه گیری هدفمند انتخاب و در دو گروه 15 نفری آزمایشی و کنترل به تصادف گمارده شدند. هر دو گروه در دو نوبت به پرسشنامه های استرس والدینی  و رضایت زناشویی پاسخ دادند. سپس گروه آزمایشی 8 جلسه آموزش راهبردهای شناختی تنظیم هیجان را دریافت کردند، اما گروه کنترل هیچ درمانی نگرفت. اطلاعات به دست آمده با استفاده از تحلیل کوواریانس مورد تجزیه و تحلیل قرار گرفت. یافته ­ها: نتایج کلی نشان داد که آموزش راهبردهای شناختی تنظیم هیجان بر استرس والدینی و ابعاد آن یعنی آشفتگی والدین، تعامل ناکارآمد والد و کودک و ویژگی هابی کودک دشوار و رضایت زناشویی والدین دارای کودک مبتلا به نقص توجه/بیش فعالی تاثیرگذار است. نتیجه ­گیری: با توجه به یافته های پژوهش می توان نتیجه گیری کرد که آموزش راهبردهای شناختی تنظیم هیجان باعث کاهش استرس والدینی و بهبود رضایت زناشویی در  والدین کودکان مبتلا نقص توجه/بیش فعالی می شود.

چکیده انگلیسی:

The aim of this study was to determine the effect of teaching cognitive emotion regulation strategies on parenting stress and marital satisfaction in parents of children with attention deficit / hyperactivity disorder. The experimental research method was pretest-posttest with a control group and the statistical population included all parents with a child with attention deficit / hyperactivity disorder in Tehran. The statistical sample consisted of 30 people who were purposefully selected and randomly assigned to two experimental and control groups of 15 people. Both groups answered the questionnaires of parental stress and marital satisfaction on two occasions. The experimental group then received 8 sessions of training on cognitive emotion regulation strategies, but the control group did not receive any treatment. The obtained data were analyzed using univariate and multivariate analysis of covariance. The overall results showed that teaching cognitive emotion regulation strategies has an effect on parental stress and its dimensions, ie parental confusion, dysfunctional parent-child interaction, difficult child hobbies, and marital satisfaction of parents with attention deficit / hyperactivity disorder.According to the research findings, it can be concluded that teaching cognitive emotion regulation strategies reduces parental stress and improves marital satisfaction in parents of children with attention deficit / hyperactivity disorder.

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