اثربخشی آموزش فرزندپروری ذهن آگاهانه بر مشکلات رفتاری کودک و استرس والدگری مادران دارای فرزند مبتلا به اختلال نقص توجه ـ بیش‌فعالی
محورهای موضوعی : تربیتینرجس فضلی 1 , ایلناز سجادیان 2
1 - کارشناسی ارشد روان‌شناسی، دانشگاه آزاد اسلامی واحد اصفهان (خوراسگان)، اصفهان، ایران
2 - استادیار گروه روان‌شناسی بالینی، دانشگاه آزاد اسلامی واحد اصفهان (خوراسگان)، اصفهان، ایران
کلید واژه: مشکلات رفتاری کودکان, فرزندپروری ذهن‌آگاهانه, استرس والدگری, اختلال نقص توجه ـ بیش‌فعالی,
چکیده مقاله :
بودند که از بین آنها 20 مادر به روش نمونه‌گیری در دسترس انتخاب و به‌طور تصادفی در دو گروه آزمایش و گواه جایگزین شدند (هر گروه 10 نفر). ابزارهای پژوهش شامل سیاهه رفتاری کودکان (آخنباخ، 1991)، پرسشنامه‌های استرس والدگری (آبیدین و سولیس، 1991) بود. آموزش فرزندپروری ذهن‌آگاهانه به شیوۀ گروهی در 8 جلسۀ 90 دقیقه‌ای، هفته‌ای یک بار بر گروه آزمایش اجرا شد. گروه گواه در طی این مدت هیچ آموزشی دریافت نکرد. نتایج تحلیل کوواریانس چندمتغیره، حاکی از کاهش میانگین نمرات مشکلات درونی، بیرونی کودک و استرس والدگری در قلمرو والد و کودک در مرحلۀ پس‌آزمون و پایداری این اثر در مرحلۀ پیگیری بود (05/0P<<span lang="FA" style="line-height: 107%; font-family:;" dir="RTL" new="" b="" roman";"="" "times="" roman";="" fa;="" en-us;="" minor-latin;="" calibri;="" 12pt;="" zar";="">). یافته‌های این پژوهش از کاربرد روش آموزشی فرزندپروری ذهن‌آگاهانه در کنار درمان‌های دارویی به‌منظور کاهش مشکلات رفتاری کودکان مبتلا به اختلال نقص توجه ـ بیش‌فعالی و استرس والدگری مادران آنها حمایت می‌کند.
The purpose of this study was to investigate the effectiveness of mindful parenting education on child’s behaviour problems and parenting stress among mothers with attention-deficit hyperactivity disorder (ADHD) children whose age ranged from 6 to 13 in Isfahan. The population included all ADHD 6 – 13 year olds’ mothers who referred to clinical and counselling centers of Isfahan in summer and autumn in 2015. The design of the study was quasi-experimental or more specifically pre-test, post-test control group design. Thus, 20 mothers of ADHD children were selected through available sampling technique and were randomly divided in two groups of experimental and control (10 for each). Participants completed two questionnaires including Child Behavior Checklist (Aachen Bach, 1991) and Parenting Stress (Aybydyn and Solis, 1991). The treatment, namely mindful parenting education was administered to the experimental group in 8 sessions over 8 weeks. The results of the multivariate covariance analysis of data indicated that, in post-test, mindful parenting education was effective in reducing behavioral disorders of children and in reducing parenting stress within child and parent domain. This was also persistent significantly in one month follow up stage (P<0.05).The findings of the study support the view that mindful parenting education and drug therapy can help reduce behavioral problems in children with attention-deficit / hyperactivity disorder and parenting stress of their mothers.
Abidin, R.R. (1990). Introduction to the special issue: The stress of parenting. Journal of clinical psychology, 298-301.
American Psychiatric Association. (2000). Diagnostic & statistical Manual of Mental Disorders (DSM-IV-TR). Washington DC: American Psychiatric Association.
Barkley, R.A. (2006). Attention-deficit/hyperactivity disorder: A handbook for diagnosis and treatment, third edition, New York. Guilford Press.
Barkley, R.A., Edwards, G., Laneri, M., Fletcher, K., & Metevia, L. (2004). The efficacy of problem- solving communication training alone, behavior management training alone, and their combination for parent-adolescent conflict in teenagers with ADHD and ODD. Journal of Consulting and Clinical Psychology, 69, 924–941.
Beck, S.J., Young, G.H., Tarnowski, K.G. (1990). Maternal characteristics and perceotions of pervasive and situational hyper actives and normal control. Journal of Academy of Child & Adolescent Psychiatry: 88:150.
Befera, M.S., Barkley, R.A. (2002). Hyperactive and normal girls and boys: Mother child interaction, parent psychiatric status, and child psychopathology. Journal of child psychol psychiatry; 26:439-452.
Bergsma, E., Formsma, A., De Bruin, E., Bögels, S. )2012(. The Effectiveness of Mindfulness Training on Behavioral Problems and Attentional Functioning in Adolescents with ADHD, Journal of Child and Family Studies, 21(5): 775–787.
Bergsma, W., Bogels, S.M. (2011). Mindfulness Training for Adolescents With ADHD and their Parents. Masterscriptie Orthopedagogiek Pedagogische en Onderwijskundige Wetenschappen Universiteit van Amsterdam.
Bögels, S., Restifo, K. )2014(. Mindful Parenting (A Guide for Mental Health Practitioners). Springer New York Heidelberg Dordrecht London.
Bögels, S.M., Lehtonen A., & Restifo K. )2010(. Mindful Parenting in Mental Health Care. Mindfulness. 1(2): 107-120.
Breuk, R.E., Clauser, C.A.C., Stams, G.J.J.M., Slot, N.W., & Doreleijers, T.A.H. (2007). The validity of questionnaire self-reports of psychopathology and parent-child relationship. Journal of Adolescence, 30(5), 761-771.
Chronis, A.M., Chacko, A., Fabiano, G.A., Wymbs. B.T., & Pelham. W.E. (2004). Enhancements to the behavioral parent training paradigm for families of children with ADHD: review and future directions. Clinical Child and Family Psychology Review, 7, 1-27.
Chronis, A.M., Lahey, B.B., Pelham, W.E., Williams, S.H., Baumann, B.L., Kipp, H., et al. (2007). Maternal depression and early positive parenting predict future conduct problems in young children with attention - deficit / hyperactivity disorder. Developmental Psychology. 43: 70–82.
Danforth, J.S., Harvey, E., Ulaszeck, W.R., & Mckee, T.E. (2006). The outcome of group parent training for families of children with ADHD and defiant/ aggressive behavior. Journal of Behavior Therapy and Experimental Psychiatry, 37, 188-205.
Froehlich, T.E, Lanphear, BP., Epstein, JN., Barbaresi, WJ., Katusic, SK., Kahn, RS. (2007) Prevalence, recognition, and treatment of attention-deficit/ hyperactivity disorder in a national sample of US children. Arch Pediatr Adolesc Med, 161(9):857-864.
Gerdes, A.C., Haack, L.M , & Schneider, BW, (2012). Parental functioning in families of children with ADHD: evidence for behavioral parent training and importance of clinically meaningful change. Journal of Attention Disorders. 16(2): 147-156.
Hastings, R.P., Kovshoff, H., Ward, N.J., Espinosa, F.D., Brown, T., & Remington, B. (2005). System analysis of stress and positive perceptions in mothers and fathers of preintervention-school children with autism. Journal of Autism and Developmental Disorders, 35(5), 635–644.
Heeren, A., Philippot, P. (2011). Changes in ruminative thinking mediate the clinical benefit of mindfulness: Preliminary findings. Mindfulness, 2, 8–13.
Johnston, C., Hommersen P., Seipp C. (2008). Acceptability of behavioral and pharmacological treatments for attention-deficit/hyperactivity disorder: relations to child and parent characteristics. Journal of behavior therapy. 39(1):22-32.
Kabat-Zinn, M., Kabat-Zinn, J. (1997). Everyday blessings: The inner work of mindful parenting. New York: Hyperion.
Kilpatrick, L.A., Suyenobu, B.Y., Smith, S.R., Bueller, J.A. Goodman, T., Creswell, J.D., et al. (2011). Impact of mindfulness-based stress reduction training on intrinsic brain connectivity. NeuroImage, 56, 290–298.
Pelham, W.E., & Fabiano, G.A. (2008). Evidence-based psychosocial treatments for Attention-Deficit/ Hyperactivity Disorder. Journal of Clinical Child & Adolescent Psychology, 37, 184–214.Quay, H.C., & Peterson, D.R. (1987). Manual for the Revised Behavior Problem Checklist. http://proust.library.miami.edu/findingaids.
Pepler, D.J., King, G., Craig, W., Byrd. B., & Bream, L. (2005). The development and evaluation of multisystem social skills group training program for aggressive children. Journal of Child and Youth Care Forum. 24, 297-313.
Sadock, V., & Sadock, B. (2005). Comprehensive textbook of psychiatry. Philadelphia: William & Wilkins.
Shiels, K., Hawk, L.W. (2010) Self- regulation in ADHD: The role of Error processing. Clin psychol Rev; 300: 951-961.
Singh, N., Singh, A.N., Lancioni, G.E., Singh, J., Winton, A.S.W., & Adkins, A.D. (2010). Mindfulness training for parents and their children with ADHD increases the children’s compliance. Journal of Child and Family Studies, 19, 157–174.
Teasdale, J.D., Segal, Z.V., & Williams, J.M.G. (1995). How doescognitive therapy prevent depressive relapse and why shouldattentional control (mindfulness) training help?. Behavior Research and Therapy, 33, 25–39.
Van den Hoofdakker, B.J., Nauta, M.H., Van den Veen-Mulders, L.J., Sytema, S., Emmelkamp, P.M.G., Minderaa, R.B., et al. (2010). Behavioral parent training as an adjunct to routine carein children with Attention-Deficit /Hyperactivity Disorder: Moderatorsof treatment response. Journal of Pediatric Psychology,35, 317–326.
Zbikowski, S.M., & Cohen. R. (1998). Parent and peer evaluations of the social competence of children with mild asthma. Journal of Applied Developmental Psychology, 19, 249-265.
