مقایسه‌اثربخشی‌دوروش‌مداخله‌آموزش‌کیفیت‌زندگی‌والدین‌وآموزش‌یادگیری‌اجتماعی-هیجانی‌دانش‌آموزان‌برکاهش‌علایم اختلال سلوک

محورهای موضوعی : آموزش و پرورش

فریبا اسفندیاری ¹ , مجید برزگر ² , آذرمیدخت رضایی ³ , سلطانعلی کاظمی ⁴

1 - دانشجوی دکترای روان شناسی، گروه روان شناسی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران.
2 - استادیار گروه روان شناسی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران.
3 - استادیار گروه روان شناسی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران.
4 - استادیار گروه روان شناسی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران.

تاریخ دریافت : 1397/12/13 تاریخ پذیرش : 1399/05/27 تاریخ انتشار : 1399/06/01

کلید واژه: کیفیت زندگی, اختلال سلوک, یادگیری اجتماعی هیجانی,

چکیده مقاله :

پژوهش حاضر به منظور مقایسه اثربخشی دو روش مداخله آموزش کیفیت زندگی والدین و آموزش یادگیری اجتماعی هیجانی دانش‌آموزان بر کاهش علایم اختلال سلوک دانش‌آموزان انجام شد. این پژوهش به روش نیمه‌تجربی با طرح پیش‌آزمون، پس‌آزمون با گروه کنترل انجام شد. جامعه آماری این پژوهش، دانش آموزان پسر پایه های چهارم، پنجم و ششم ابتدایی مبتلا به اختلال سلوک، شهر شیراز، درسال تحصیلی 97-96 بودند. نمونه پژوهش شامل؛ 45 نفر از این دانش آموزان‌ بود که با روش نمونه‌گیری تصادفی خوشه‌ای انتخاب و به صورت تصادفی در سه گروه قرار گرفتند. گروه آزمایشی اول؛ والدین 15 نفر از این دانش آموزان دارای، که برنامه آموزشی مبتنی برکیفیت زندگی درمانی را طی 8 جلسه 2 ساعتی، دریافت نمودند. گروه آزمایشی دوم 15 نفر از دانش آموزان دارای اختلال سلوک که برنامه آموزشی یادگیری اجتماعی – هیجانی را ، طی 8 جلسه 1 ساعتی، دریافت نمودند و گروه سوم؛ گروه کنترل که دانش آموزان و والدین آن‌ها هیچ‌گونه آموزشی دریافت نکردند. پس‌از انجام مداخلات آموزشی، پرسشنامه علایم مرضی کودکان، به عنوان‌پس‌آزمون توسط والدین، تکمیل‌گردید. در تحلیل داده ها از روش تحلیل کواریانس استفاده شد. براساس نتایج به‌دست آمده، در‌گروه‌های  آزمایش، نسبت به گروه گواه، در مرحله پس‌آزمون، کاهش معنادار علایم اختلال سلوک مشاهده شد(001/0  P). هر دو مداخله بر بهبود علایم اختلال سلوک تاثیر مثبت داشته است. اما مداخله به روش یادگیری اجتماعی- هیجانی دانش آموزان، نسبت به آموزش کیفیت زندگی در مادران، اثربخشی بیشتری داشته است.

چکیده انگلیسی:

Abstract
The purpose of this study was to compare the effectiveness of two methods of teaching quality of life in parents and teaching social emotional learning of students on reducing the symptoms of conduct disorder in students. This research was semi-experimental design with pretest-post test design with control group. The statistical population of this study was all male students of fourth, fifth and sixth grade students with conduct disorder in Shiraz in academic year of 96_97. The research sample consisted of 45 students who were selected by cluster random sampling and randomly divided into three groups. The first experimental group was the parents of 15 students who received the quality of life therapy program in 8 sessions of 2 hours. The second experimental group received 15 conduct disorder students who received the social emotional training program in 8 sessions per hour. And the third group of control that students and their parents did not receive any training. After performing educational interventions, the CSI-4 questionnaire was completed as a post-test by parents. In data analysis, co variance analysis was used. Based on the results, in the experimental groups, there was a significant decrease in the symptoms of conduct disorder in comparison with the control group in the post-test. Both interventions have had a positive effect on the improvement of symptoms of conduct disorder. But intervention by students' social-emotional learning method was more effective than education in quality of life in mothers.

منابع و مأخذ:

• Abedi, M.R. & Vostanis, P. (2010). Evaluation of quality of life therapy for parents of children with obsessive–compulsive disorders in Iran. Eur Child Adolesc Psychiatry, 19(7), 605 - 613.


• Aghaei, S. & Yousefi, Z. (2017). The Effectiveness of the Quality of Life Therapy on Parental Stress and its Dimensions among Mothers with Intellectually Disabled. Journal of Family Research, 13(2), 237-250. (In Persian). 


• Ahrari, G. & Habibi, J. (2017).Social Emotional Learning: An approach to decrease violence and increase wellbeing at school.https://www.civilica.com/Paper-TRECONF01-TRECONF01_262.html. (In Persian). 


• American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th Ed.). Washington, DC: American Psychiatric association.


• Babaei, N., Afrooz, G.A & Arjmandnia, A.A. (2017). Developing a life quality promoting program and investigation of its effectiveness on mental health and marital satisfaction of mothers with Down syndrome daughters. Journal of Family Psychology, 4(1), 75-86. (In Persian).


• Badri, R., Fathi, S., Mirnasab, M. & Ehrari, G. (2016). The Effect of Integrative Social and Emotional Learning Program on Students' Psycho-social Competencies. Scientific Journal of Education Research, 11 (48), 1-20. (In Persian).


• Bayati, B., Afrooz, Gh. Baghdasarians, A., Ghasemzadeh, S. & Rajab, A. (2017).  Effect of the Comprehensive Quality of Life Promotion Program on the Emotional-Behavioral Symptoms of Children of Families with Diabetic Children. Scientific Journal of School of Public Health and Institute of Public Health Research, 15(3), 196-208. (In Persian).


• Biederman, J., Monuteaux, M.C., Doyle, A.E., Seidman, L.J., Wilens, T.E., Ferrero, F., Morgan, C.L. & Faraone, S.V. (2004). Impact of executive function deficits and attention-deficit/hyperactivity disorder (ADHD) on academic outcomes in children. Journal of Consult Cline Psychol, 72(5), 757-766.


• Bongaardt, M. H. van den. (2015). The Effects of BOOK Training on Social-Emotional Learning: a Research in 6th Grade Children from Low Socioeconomic Status Families. Retrieved from: dare.uva.nl/cgi/arno/show.


• CASEL. (2015). What is social and emotional learning?. Retrieved from: http://www.casel.org/social-andemotional-learning.


• Cartwright, S., McNally, D., White, C. & Verduyn, C. (2005). Parenting skills training: an effective intervention for internalizing symptoms in younger children?. Journal of Child Adolesc Psychiatr Nurs, 18 (2), 45-52.


• Desjardins, K. A. (2015). A Fine Balance: Social Emotional Learning and Academic Rigour in Schools. A Paper Presented to the Gordon Albright School of Education In Partial Fulfillment of the requirements For the Degree of Master of Education.


• Durlak, J., Weisberg. R., Dymnicki, A., Taylor, R. & Schellinger, K. (2011). The impact of enhancing students' social and emotional learning: a meta-analysis of school-based universal interventions. Journal of Child Development, 82(1), 405-420.


• Fairchild, G., van Goozen, S.H., Stollery, S.J., Aitken, M.R., Savage, J., Moore, S.C. & Goodyer, I.M. (2009). Decision making and executive function in male adolescents with early-onset or adolescence-onset conduct disorder and control subjects. Journal Bio Psychiatry, 66(2), 162-180.


• Faramarzi, S., Abedi, A. & Ghanbari, A. (2012). Mother communication patterns and oppositional defiant disorder of children. Journal of Tabriz Univercity of Medical Scince, 34 (2), 90-96. (In Persian).


• Frisch, M.B. (2006). Quality of life therapy: applying a life satisfaction approach to positive psychology and cognitive therapy. Hoboken: Wiley.


• Gilmore, D. M. J. (2015). Dimensions of Impact: Implications of Social-Emotional Learning (SEL) In Elementary Education. Master of Education in Educational Leadership, Vancouver Island University.


• Greenberg, M. T., Domitrovich, C., & Bumbarger, B. (2000). Preventing Mental Disorders in School-Age Children: A Review of the Effectiveness of Prevention Programs, Prevention Research Center for the Promotion of Human Development. College of Health and Human Development Pennsylvania State University, Retrieved from: scripts.cac.psu.edu/dept/prevention/CMHS.PD.


• Hagood, D. (2015). Research in Brief: Social and Emotional Learning in Preschool and Beyond, Center for Applied Policy, In Education – UC Davis School Of Education.


• Jamali paghaleh, S., Abedi, A., Nazari badi, M. & Mirzaeirad, R. (2013). A Comparison of the Effectiveness of Social-Emotional Learning Program and Social Problem-Solving Training on the Rate of Oppositional Defiant Disorder: An Assessment of Parents. Journal of Clinical Psychology Studies, 3(12), 21-40. (In Persian).


• Kazdin, A.E. (1995).Conduct Disorders in Childhood and Adolescence. Second edition. Thousand Oaks, CA: Sage Publications.


• Kimber, B., Sandell, R. & Bremberg, S. (2008). Social emotional training in Swedish classrooms for the promotion of mental health: result from an effectiveness study in Sweden. Journal 0f Health promotion International, 23 (2), 134-142.


• Krieger, F. V., Polanczyk, G. V., & Goodman, R. (2013). Dimensions of Oppositionality in a Brazilian Community Sample: Testing the DSM-5 Proposal and Etiological Links. Journal Academic Child Adolescent Psychiatry, 52(4), 389–400.


• Mash, E.J. & Wolfe, D. A. (2010). Abnormal Child Psychology. Wadsworth, Cengage Learning.


• Mohamadesmaiel, E. & Alipour, A. (2002). A Preliminary Study on the Reliability, Validity and Cut off Points of the Disorders of Children Symptom Inventory-4 (CSI-4). Journal of Research on Exceptional Children, 2 (3), 239-254. (In Persian).


• Najafi. M., foolad Chang, M., Alizadeh, H. & Mohammadi Fard, M.A. (2009).Prevalence of attention-deficit hyperactivity disorder, conduct disorder and disobedience in front of the elementary school students. Journal of Research on Exceptional Children, 9(3).239-54. (In Persian).


• Nematollahi, M. &Tahmasebi, S. (2014). The Effectiveness of Parents' Skills Training Program on Reducing Children's Behavior Problems. Journal of Family Research, 10(2), 159-174. (In Persian).


• Ogston, P.L., Mackintosh, V. H. & Myers B. J. (2011). Hope and worry in mothers of children with an autism spectrum disorder or Down syndrome. Research in Autism Spectrum Disorders, 5(4):1378-1384.


• Onedera, J. D. (2006). Functional family therapy: An interview with Dr. James Alexander. The Family Journal, 14 (3), 306-311.


• O’Reilly, D. (2005).Conduct disorder behavioral parent training: Research and practice.


• Payot, A., Keith, J. & Barrington, K. (2011). The Quality of Life of Young Children and Infants with Chronic Medical Problems: Review of the Literature. Current Problems in Pediatric and Adolescent Health Care, 41, 91-101.


• Payton, J., Weissberg, R. P., Durlak, J. A., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2008). The positive impact of social and emotional learning for kindergarten to eighth-grade students: Findings from three scientific reviews. Chicago: Collaborative for Academic, Social, and Emotional Learning.


• Prati, L. M. (2016). Emotional intelligence as a facilitator of the emotional labor process. Florida State University Libraries.


• Polan, J. C., Sieving, R. E. & McMorris, B. J. (2013). Are young adolescents’ social and emotional skills protective against involvement in violence and bullying behaviors? Health promotion practice, 14(4), 599-606.


• Quoidbach, J., Berry, E. V., Hansenne, M. & Mikolajczak, M. (2010). Positive Emotion Regulation and Well-being: Comparing the Impact of Eight Savoring and Dampening Strategies. Personality and Individual Differences, 49(5), 368-373.


• Rickwood, D. (2007). Conceptual framework for PPEI and applications in general practice: Overview of   the literature. Monograph in A. O’Hanlon, A. Patterson & J. Parham (Series Eds.), Promotion, prevention and early intervention for mental health in general practice. Adelaide: Australian Network for Promotion, Prevention and Early Intervention for Mental Health (Auseinet). Retrieved From: http://.


• Sadock B.J, & Sadock, V.A. (2011). Kaplan and Sadock's Synopsis of Psychiatry: Behavioral Sciences/Clinical Psychiatry: Published by Lippincott Williams and Wilkins and Wolter Kluwer Health, Philadelphia Indian Reprint.


• Santosh, P.J., Taylor, E., Swanson, J., Wigal, T., Chuang, S., Davis, M., Greenhill, L., Newcorn, J., Arnold, L.E., Jensen, P., Vitiello, B., Elliott, G., Hinshaw, S., Hechtman, L., Abikoff, H., Pelham, W., Hoza, B., Molina, B., Wells, K., Epstein, J., & Posner, M. (2005). Refining the diagnosis of inattention and over activity. Clinical Neuroscience Research, 5, 307-314.


• Schieve, L.A., Blumberg, S.J., Rice. C., Visser, S.N., & Boyle. C. (2007).The relationship between Autism and parenting stress. Journal of Pediatrics, 119(1), 114-121.


• Shan Leung, C. Y., & Li-Tsang, C. W. P. (2003). Quality of Life of Parents who have Children with Disabilities. Hing Kong journal of Occupational Therapy, 13(1), 19-24.


• Sharifi, S. & Iravani, M.R. (2018). Predict Behavioral Disorders on the Basis of the Quality of Life of Mother's and Internet Addiction in Elementary Girl's School Students. Studies of Psychology and Educational Sciences, 4(11), 194-204. (In Persian).


• Sohrabi, F., Khanjani, Z. & Zeinali, Sh. (2015). Efficacy of adolescent parent management training in conduct disorder symptoms and Improve parents' parenting styles. Journal of Gorgan university of Medical sciences, 17(2), 24-30. (In Persian).


• Vaughan, E.L., Feinn, R., Bernard, S., Brereton, M., & Kaufman, J. S. (2013). Relationships between Child Emotional and Behavioral Symptoms and Caregiver Strain and Parenting Stress. Journal of Family Issues, 34(4), 534–556.


• Vyskocilova, J., & Prasko, J. (2013). Social skills training in psychiatry. Activities Nervosa Superior Rediviva, 54,159-170.


• Wong, A., Li-Tsang, C., & Siu, A. (2014). Effect of a Social Emotional Learning Program for Primary School Students. Hong Kong Journal of Occupational Therapy, 24, 56-63.


• World Health Organization. (2002). the world health report 2002: reduce risks, promoting healthy life.


• Zaki, M.A. & Mirbahaedini, R. (2012).Quality of life and its role in the socialization of children. Journal of Woman & study of family, 7(20), 1-33. (In Persian).


• Zhai, F., Raver, C., & Jones, S. (2015). Social and Emotional Learning Services and Child Outcomes in Third Grade: Evidence from a Cohort of Head Start Participants. Children and Youth Services Review.1 (56), 42-51.