اثربخشی درمان مبتنی بر پذیرش و تعهد برافسردگی، نشخوار فکری و خودکارآمدی دانش‌آموزان دختر افسرده دورۀ متوسطۀ دوم
محورهای موضوعی : روانشناسیمرضیه ابوترابیان 1 , ایلناز سجادیان 2
1 - کارشناسی ارشد روان شناسی، دانشکدۀ روانشناسی و علوم تربیتی، دانشگاه آزاد اسلامی، واحد اصفهان (خوراسگان)، اصفهان، ایران
2 - دانشیار گروه روانشناسی بالینی، مرکز تحقیقات سلامت جامعه، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران
کلید واژه: نشخوارهای فکری, دانش‌آموزان دختر مقطع دبیرستان, خودکارآمدی, درمان مبتنی بر پذیرش و تعهد, افسردگی,
چکیده مقاله :
این مطالعه با هدف بررسی اثربخشی درمان مبتنی بر پذیرش و تعهد بر نشخوار فکری، افسردگی و خودکارآمدی نوجوانان دختر متوسطۀ شهر اصفهان انجام شد. روش پژوهش نیمه تجربی از نوع پیش‌آزمون-پس‌آزمون با گروه کنترل بود. 30 دانش‌آموز دختر به شیوۀ تصادفی خوشه‌ای از‌میان دانش‌آموزان دختر دبیرستان‌های شهرستان خمینی‌شهر با روش غربالگری انتخاب و به شیوۀ تصادفی در دو گروه آزمایش و کنترل جایگزین شدند (هرگروه 15 نفر). آزمودنی‌ها در هرگروه، قبل، بعد و سه ماه پس از مداخله به پرسشنامه‌های افسردگی نوجوانان (Kutcher, 2002)، پاسخ‌های نشخواری (Yousefi, 2009) و خودکارآمدی (Sherrer, 2002) پاسخ دادند.گروه آزمایش10 جلسه، درمان مبتنی بر پذیرش و تعهد را براساس بستۀ درمانی Hayes & Strosahl, 2010) ( دریافت نمودند اما بر گروه کنترل هیچ مداخله‌ای انجام نگرفت. نتایج تحلیل کواریانس چند متغیره نشان داد که‌میانگین نمرات افسردگی و نشخوار فکری دانش‌آموزان بعد از درمان، در مرحلۀ پس‌آزمون و پیگیری کاهش یافته و خودکارآمدی آنان افزایش یافته است. بنا بر نتایج این پژوهش، درمان مبتنی بر پذیرش و تعهد، نشخوار فکری و افسردگی را در شرکت‌کنندگان گروه آزمایش در مقایسه با گروه کنترل به طور معناداری کاهش داده (P<0/001)و باعث افزایش خودکارآمدی گروه آزمایش در مقایسه با گروه کنترل شده است(P<0/001).
The aim of this study was to evaluate the effectiveness of acceptance and commitment based therapy on rumination, depression and self-efficacy of high school girls in Isfahan. The research method was quasi-experimental pre-test-post-test with control group. Thirty female students were randomly selected from a group of female high school students in Khomeini Shahr by screening method and were randomly assigned to experimental and control groups (15 in each group). Subjects in each group answered adolescent depression questionnaires (Kutcher, 2002), rumination answers (Yousefi, 2009) and self-efficacy (Sherrer, 2002) before, after and three months after the intervention. Experimental group 10 sessions, treatment based on acceptance and commitment (Hayes & Strosahl, 2010) but no intervention was performed in the control group. The results of multivariate analysis of covariance showed that the mean scores of depression and rumination of students after treatment decreased in the post-test and follow-up phase and their self-efficacy increased. According to the results of this study, acceptance and commitment-based therapy significantly reduced rumination and depression in the experimental group compared to the control group (P<0.001) and increased the self-efficacy of the experimental group compeared to the control group (P<0.001).
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