مقایسه اثربخشی درمان‌گروهی شناختیرفتاری و درمان‌تلفیقی راه‌حل‌های روایتی بر اضطراباجتماعی دانش‌آموزان پسر متوسطه اول
محورهای موضوعی : روش ها و مدل های روانشناختی
داود قنبری اکبرآباد
1
,
ابولقاسم عیسی مراد
2
,
عبدالله شفیع آبادی
3
,
نورعلی فرخی
4
1 - دانشجوی دکتری، رشته مشاوره، گروه مشاوره، دانشکده علوم انسانی، دانشگاه آزاد اسلامی واحد علوم تحقیقات، تهران، ایران.
2 - دکترای تخصصی روانشناسی، دانشیار گروه روانشناسی، دانشکده علومتربیتی روانشناسی، دانشگاه علامه طباطبایی، تهران، ایران.
3 - دکترای تحصصی مشاوره، استاد گروه مشاوره، دانشکده علوم تربیتی و روانشناسی، دانشگاه علامه طباطبایی، تهران، ایران.
4 - استاد گروه سنجش و اندازه گیری، دانشکده روانشناسی و علوم تربیتی، دانشگاه علامه طباطبایی، تهران، ایران
کلید واژه: درمان شناختی رفتاری, درمان روایتی, اضطراب اجتماعی, دانش آموزان.,
چکیده مقاله :
زمینه و هدف: این پژوهش با هدف مقایسه اثربخشی درمان‌گروهی شناختیرفتاری و درمان تلفیقی راه‌حل‌های روایتی بر اضطراباجتماعی دانش‌آموزان پسر‌دوره متوسطه اول انجام شده است.
روش: پژوهش به لحاظ هدف از نوع کاربردی و به لحاظ اجرا نیمه‌آزمایشی با پیش‌آزمون-پس‌آزمون و گروه‌کنترل بود. جامعه آماری دانش‌آموزان پسر متوسطه اول شهر لاهیجان بودند که از میان افراد ثبت‌نامی به روش‌نمونه‌گیری هدفمند بعد از غربالگری و کنترل ملاک‌های ورود و خروج، 45 نفر انتخاب و به صورت تصادفی در سه‌گروه 15 نفری قرار گرفتند. گروههای آزمایشی در 10 جلسه تحت درمان گروهی شناختیرفتاری و راهحلهایروایتی قرار گرفتند و گروه کنترل در طول این مدت آموزشی ندید. ابزار سنجش پژوهش پرسش‌نامه اضطراب اجتماعی لاجرسا بود. در پایان داده‌ها با استفاده از تحلیل واریانس چندمتغیره و تک متغیره بر نمرات تفاضل مورد تجزیه و تحلیل قرار گرفتند.
یافته ها: علاوه بر معنادار‌شدن آزمون تحلیل واریانس چندمتغیره و تک متغیره، نتایج مقایسه‌های جفتی نشان داد که تفاوت گروه شناختی رفتاری با کنترل در اضطراب اجتماعی‌کل و تمامی مولفه‌های آن معنادار است. در مقایسه گروه راهحلهایروایتی با گروه کنترل نیز مشخص شد که راه‌حل‌های روایتی نسبت به گروه کنترل تفاوت معناداری در اضطراب اجتماعی‌کل و مولفه اجتناب اجتماعی و اندوه عمومی دارد و در دو مولفه دیگر دو گروه تفاوتی ندارند. در مقایسه دو آزمایشی نیز مشخص شد گروه شناختیرفتاری در اضطراب اجتماعی‌کل و مولفه ترس‌از‌ارزیابی‌منفی دیگران تاثیر معنادار روان‌شناختیی از گروه راهحلهایروایتی داشته است و در دو مولفه دیگر تفاوت‌ها معنادار نبود.
نتیجه گیری: هر‌دو درمان شناختی‌‌رفتاری‌‌گروهی و راهحلهایروایتی می‌توانند اضطراباجتماعی دانش‌آموزان پسر متوسطه اول را بهبود بخشند و در این میان درمان شناختی رفتاری تاثیر روانشناختی و قوی‌تری دارد، لذا می‌توان از این درمان جهت بهبود دانش‌آموزان در معرض این اضطراب استفاده کرد.
Background and purpose: The present study was conducted with the aim of comparing the effectiveness of cognitive-behavioral therapy and integrated narrative solutions therapy on social anxiety of male students.
Methods: The research was applied in terms of purpose and semi-experimental in terms of implementation with pre-test-post-test and control group. The statistical population was the male students of the first grade secondary school in Lahijan city, who 45 people were selected from the registered people using the purposeful sampling method after screening and controlling the entry and exit criteria and were placed randomly in three groups of 15 people. The experimental groups underwent cognitive-behavioral group therapy and narrative solutions in 10 sessions, and the control group did not receive any training during this period. The measuring instrument of the research was the Lajersa Social Anxiety Scale for Adolescents (SAS-A):. Finally, the data were analyzed using multivariate and univariate analysis of variance.
Findings: In addition to the significance of the multivariate and univariate analysis of variance test, the results of pairwise comparisons showed that the difference between the cognitive-behavioral group and the control group in total social anxiety and all its components is significant. Comparing the narrative solutions group with the control group, it was also found that the narrative solutions have a significant difference compared to the control group in total social anxiety and social avoidance and general sadness components, and there are no differences between them in the other two components. In the comparison of two experimental groups, it was also found that the cognitive-behavioral group had a more significant effect on general social anxiety and the fear of others negative evaluation than the narrative solutions group, and the differences were not significant in the other two components.
Conclusion: Both cognitive behavioral therapy and narrative solutions group can improve the social anxiety of first grade male students, and in the meantime, cognitive behavioral therapy has a greater and stronger effect, so this therapy can be used to improve students exposed to this anxiety.
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