مقایسه اثربخشی آموزش فرزندپروری رفتاری به مادران با آموزش مهارت‌های اجتماعی به کودکان بر تنظیم هیجانی و علائم رفتاری اختلال نافرمانی مقابله‌ای در دانش آموزان پسر پایه چهارم دبستان
محورهای موضوعی : کودک
سعیده فرید
1
,
حسن میرزاحسینی
2
,
نادر منیرپور
3
1 - دانشجوی دکتری گروه روانشناسی، دانشگاه آزاد اسلامی واحد قم، قم، ایران.
2 - استادیار، روانشناسی بالینی ، دانشگاه آزاد اسلامی، واحد قم، قم، ایران
3 - دانشیار گروه روانشناسی، دانشگاه آزاد اسلامی واحد قم، قم، ایران.
کلید واژه: آموزش فرزندپروری رفتاری, آموزش مهارت‌های اجتماعی, تنظیم هیجانی, کودکان دارای اختلال نافرمانی مقابله‌ای, دانش آموزان پسر پایه چهارم دبستان,
چکیده مقاله :
این پژوهش با هدف مقایسه اثربخشی آموزش فرزندپروری رفتاری به مادران با آموزش مهارت‌های اجتماعی به کودکان بر تنظیم هیجانی و علائم رفتاری اختلال نافرمانی مقابله‌ای در کودکان صورت گرفت. روش این پژوهش نیمه آزمایشی و از جمله طرح‌های پیش آزمون-پس آزمون با دو گروه آزمایش و یک گروه کنترل بود. جامعه آماری پژوهش شامل دانش آموزان پسر پایه چهارم دبستان و مادران آنها بود که در بازه زمانی مرداد و شهریور ۱۳۹۹ به کلینیک‌های روانشناسی منطقه ۵ تهران مراجعه کرده بودند. از جامعه مذکور، تعداد ۵۰ نفر از کودکان دارای اختلال نافرمانی مقابله‌ای که معیارهای ورود به پژوهش را داشتند انتخاب و ۴۵ نفر از آنها بر اساس جدول مورگان به روش نمونه گیری هدفمند در سه گروه ۱۵ نفره گمارش شدند. جلسات گروه آزمایش ۱۲ جلسه ۹۰ دقیقه‌ای بود که در یکی از آنها، مهارت‌های اجتماعی به کودکان آموزش داده شد و در گروه دیگر، مادران کودکان تحت آموزش فرزندپروری رفتاری قرار گرفتند و گروه کنترل تا پایان این تحقیق، مداخله‌ای دریافت نکرد. به منظور سنجش شرکت کنندگان از معیارهای DSM 5 برای تشخیص اختلال نافرمانی مقابله‌ای و پرسشنامه‌های تنظیم هیجان (Shields & Cicchetti, 1997) و سیاهه رفتاری کودک (Achenbach, 1991) استفاده شد. به منظور تحلیل داده‌ها، از تحلیل کوواریانس و آزمون سیداک استفاده گردید. یافته‌ها نشان داد هر دو روش درمان برای تنظیم هیجانی و علائم رفتاری کودکان دارای اختلال نافرمانی مقابله‌ای اثربخش بوده است (۰۵/۰>P)، اما تفاوت معناداری بین این دو روش برای متغیرهای پژوهش و ابعاد آنها مشاهده نشد (۰۵/۰<P).
The aim of this study was to compare the effectiveness of behavioral parenting training to mothers with training social skills to children on emotional regulation and symptoms of oppositional defiant disorder in children. The method of this research was semi-experimental and including pre-test-post-test designs with two experimental groups and one control group. The statistical population of the study included fourth grade male students and their mothers who had referred to psychology clinics in Tehran District 5 between August and September 2020. From the mentioned community, 50 children with oppositional defiant disorder who met the inclusion criteria were selected and 45 of them were assigned to three groups of 15 according to Morgan table by purposive sampling method. The sessions of the experimental group consisted of 12 90-minute sessions in which children were taught social skills in one of the experimental groups. In the other experimental group, mothers of children received behavioral parenting training and the control group did not receive any intervention until the end of the study. In order to assess the participants, DSM 5 criteria were used to diagnose oppositional defiant disorder and the (Shields & Cicchetti, 1997) Emotion Regulation Checklist and (Achenbach's, 1991) Child Behavior Checklist. In order to analyze the data, descriptive statistics, analysis of covariance and pairwise comparison were used by Sidak test. The results showed that both methods were effective for emotional regulation and behavioral symptoms (P<0.05), but no significant difference was observed between the two methods for research variables and their dimensions (P>0.05).
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