اثربخشی آموزش مهارت‌های ذهن‌آگاهی بر کارکردهای عصب‌شناختی در دانش‌آموزان بیش‌فعال مقطع متوسطه اول شهر اردبیل

محورهای موضوعی : تربیتی

احسان گلستانی ¹ (دانشجوی دکتری روان‌شناسی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه محقق اردبیلی، اردبیل، ایران.)
اکبر عطادخت ² (استاد روا‌ن‌شناسی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه محقق اردبیلی، اردبیل، ایران.)

تاریخ دریافت : 1398/11/18 تاریخ پذیرش : 1399/04/28 تاریخ انتشار : 1401/09/01

کلید واژه: ذهن‌آگاهی, بیش‌فعالی, مقطع متوسطه اول, کارکردهای عصب‌شناختی,

چکیده مقاله :

این پژوهش با هدف بررسی اثربخشی آموزش مهارت های ذهن آگاهی بر کارکردهای عصب شناختی در دانش آموزان بیش فعال انجام شد. روش این مطالعه از نوع آزمایشی بود و از طرح پیش آزمون-پس آزمون با گروه کنترل استفاده شد. جامعه آماری شامل کلیه دانش آموزان مقطع متوسطه اول شهر اردبیل در سال تحصیلی 1397-1398 بودند. در ابتدا با روش نمونه گیری خوشه ای از میان مناطق پنج گانه آموزش و پرورش شهر اردبیل، منطقه یک آن انتخاب و از میان 8 مدرسه متوسطه اول 2 مدرسه و سپس با روش نمونه گیری هدفمند تعداد 36 دانش آموز با نشانه های بیش فعالی انتخاب و در دو گروه 18 نفری آزمایش و کنترل گمارش شدند. برای جمع آوری داده ها از مقیاس درجه بندی SNAP-IV (Swanson, Nolan and Pelham, 2001) و نرم افزار آزمون استروپ کلاسیک (Khodadadi, Mashhadi & Amani, 2014) به صورت پیش آزمون و پس آزمون استفاده شد. تجزیه و تحلیل داده ها با آزمون های لوین، کولموگروف اسمیرنوف و تحلیل کوواریانس انجام گرفت. نتایج نشان داد که تفاوت تداخل نمره و تداخل زمان در پس آزمون بین گروه آزمایش و کنترل در سطح آلفای 05/0 معنی داری می باشد و نشان می دهد که آموزش مهارت های ذهن آگاهی در کاهش تداخل نمره و تداخل زمان در آزمون استروپ کلاسیک تاثیر دارد.

چکیده انگلیسی:

This study aimed to investigate the effect of teaching mindfulness skills on neurological functions in hyperactive students. The method of this study was experimental and pre-test and post-test design with control group. The statistical population of this study was all students of the first high school of Ardebil in the academic year 1397-1398. At first, from of five educational area in Ardabil city, the first area and from of 8 high school on that area, 2 high school were selected by cluster sampling method, and then 36 students with hyperactive symptoms were selected by purposeful sampling method and were assigned to two experimental and control groups each 18 subjects. For collecting data, The SNAP-IV scale (Swanson, Nolan & Pelham, 2001) and The Classic Stroop test software (Khodadadi, Mashhadi & Amani, 2014) were used in the form of pre-test and post-test. Data were analyzed by Levin, Kolmogorov-Smirnov and covariance analysis tests. The results showed that the difference between the score interference and time interference in the post test between the experimental and control groups was significant at the alpha level of 0.05, indicating that the training of mindfulness skills have affects in reducing the interference of the score and the interference of time in the classic Stroop test.

منابع و مأخذ:

Baer, R. A. (2003). Mindfulness training as a clinical intervention: A conceptual and empirical review. Clinical psychology: Science and practice, 10(2), 125-143.‏

Beheshte, N., Ganji, K., & Sotoodrh, M. (2011). Prevalence of attention deficit hyperactivity disorder in gifted students of Kohgiluyeh and Boyerahmad Province in 2010-2011. Quarterly psychology of exceptional people, 2(6), 61-94. [Persian].

Blasco-Fontecilla, H., Gonzalez-Perez, M., Garcia-Lopez, R., Poza-Cano, B., Perez-Moreno, M. R., de Leon-Martinez, V., & Otero-Perez, J. (2016). Efficacy of chess training for the treatment of ADHD: A prospective, open label study. Revista de Psiquiatría y Salud Mental (English Edition), 9(1), 13-21.‏

Bussing, R., Mason, D. M., Bell, L., Porter, P., & Garvan, C. (2010). Adolescent outcomes of childhood attention-deficit/hyperactivity disorder in a diverse community sample. Journal of the American Academy of Child & Adolescent Psychiatry, 49(6), 595-605.‏

Chou, I. C., Lin, C. C., Sung, F. C., & Kao, C. H. (2014). Attention-deficit hyperactivity disorder increases the risk of deliberate self-poisoning: A population-based cohort. European psychiatry, 29(8), 523-527.‏

Emami, R., talepasand, S., & Rezaie, A. (2015). Effect of Instructing Self-regulated Strategy on Writing essay of Children with Attention Deficit/ Hyperactivity Disorder. Journal of Disability Studies, 5(11), 208-219. [Persian].

Ganji, K., Asgari, M., & Tork, F. (2011). Prevalence of attention deficit hyperactivity disorder in students of Islamic Azad University of Markazi Province. Quarterly psychology of exceptional people, 3(1), 109-138. [Persian].

Geronimi, E. M., Arellano, B., & Woodruff-Borden, J. (2019). Relating mindfulness and executive function in children. Clinical child psychology and psychiatry, 1359104519833737.‏

 

Hölzel, B. K., Lazar, S. W., Gard, T., Schuman-Olivier, Z., Vago, D. R., & Ott, U. (2011). How does mindfulness meditation work? Proposing mechanisms of action from a conceptual and neural perspective. Perspectives on psychological science, 6(6), 537-559.‏

Hwang, S., Meffert, H., Parsley, I., Tyler, P. M., Erway, A. K., Botkin, M. L., ... & Blair, R. J. R. (2019). Segregating sustained attention from response inhibition in ADHD: An fMRI study. NeuroImage: Clinical, 21, 101677.‏

Kabat-Zinn, J., & Zinn, J. K. (2013). Mindfulness meditation in everyday life. BettterListen! LLC.‏

Kaplan, H., & Kaplan, S. B. (2014). Sadock's synopsis of psychiatry: behavioral sciences/clinical psychiatry. Trans, Rezaai F. Tehran: Arjmand pub, 43-447.‏

Khodadadi, M., Mashhadi, A., & Amani, H. (2014). Tehran: Sina Cognitive Behavioral Sciences Research Institute. [Persian].

Kim, S. H., Lee, J. S., Lim, B. C., Kim, K. J., Hwang, Y. S., Park, J. D., ... & Chae, J. H. (2014). A female carrier of ornithine carbamoyltransferase deficiency masquerading as attention deficit-hyperactivity disorder. Brain and Development, 36(8), 734-737.‏

Kirby, J. R., & Das, J. P. (1977). Reading achievement, IQ, and simultaneous-successive processing. Journal of Educational Psychology,  69(5), 564.‏

Kiani, B., Hadianfard, H. (2016). The impact of mindfulness meditation training on Emotional Irregularities in Non-Clinical ADHD Adolescents. Journal of School Psychology, 5(1), 118-138. [Persian].

Kiani, B., Hadianfard, H. (2015). The impact of mindfulness meditation training on Executive function & Emotional Irregularities in Non-Clinical ADHD Adolescents. Teses for mb. [Persian].

Maleki, G.H., Mazaheri, M.A., Zabi Zadeh, A., Azadi, E., & Malekzadeh, L. (2014). The role of the five personality factors in the mindfulness. Journal of Cognitive and Behavioral Sciences, 3(1), 103-114. [Persian].

Marchand, W. R. (2012). Mindfulness-based stress reduction, mindfulness-based cognitive therapy, and Zen meditation for depression, anxiety, pain, and psychological distress. Journal of Psychiatric Practice®, 18(4), 233-252.‏

Miller, M., & Hinshaw, S. P. (2010). Does childhood executive function predict adolescent functional outcomes in girls with ADHD?. Journal of abnormal child psychology, 38(3), 315-326.‏

Mitchell, J. T., McIntyre, E. M., English, J. S., Dennis, M. F., Beckham, J. C., & Kollins, S. H. (2017). A pilot trial of mindfulness meditation training for ADHD in adulthood: impact on core symptoms, executive functioning, and emotion dysregulation. Journal of attention disorders,  21(13), 1105-1120.‏

Mrazek, M. D., Franklin, M. S., Phillips, D. T., Baird, B., & Schooler, J. W. (2013). Mindfulness training improves working memory capacity and GRE performance while reducing mind wandering. Psychological science, 24(5), 776-781.‏

Naglieri, J. A. (2003). CURRENT ADVANCES IN ASSESSMENT AND INTERVENTION FOR CHILDREN WITH LEARNING DISABILITIES', Advances in Learning and Behavioral Disabilities (Advances in Learning and Behavioral Disabilities, Volume 16).‏

Omidi, A., Mohammad Khani, P., Dolatshahi, B., & Pourshahbaz, A. (2008). The Effectiveness of Combined Presence Mindfulness-Based Cognitive Therapy and Cognitive-Behavioral Therapy on Reducing Over-Memory Generalization in Patients with Major Depression Disorder. Behavioral Sciences Research, 7(2), 107-117. [Persian].

Parent, J., McKee, L. G., Rough, J. N., & Forehand, R. (2016). The association of parent mindfulness with parenting and youth psychopathology across three developmental stages. Journal of abnormal child psychology, 44(1), 191-202.‏

Parsons, C. E., Crane, C., Parsons, L. J., Fjorback, L. O., & Kuyken, W. (2017). Home practice in Mindfulness-Based Cognitive Therapy and Mindfulness-Based Stress Reduction: A systematic review and meta-analysis of participants' mindfulness practice and its association with outcomes. Behaviour research and therapy, 95, 29-41.‏

Perry-Parrish, C., Copeland-Linder, N., Webb, L., & Sibinga, E. M. (2016). Mindfulness-based approaches for children and youth. Current problems in pediatric and adolescent health care, 46(6), 172-178.‏

Pourmohammadi, S., & Bagheri, F. (2014). The Effectiveness of Mindfulness Education on Problem Solving in Fifth Grade Elementary School Students, Journal of Psychology and Psychiatry knowledge, 1(1), 50-61. [Persian].

Re, A. M., & Cornoldi, C. (2015). Spelling errors in text copying by children with dyslexia and ADHD symptoms. Journal of learning disabilities, 48(1), 73-82.‏

Salehi, B., Moradi, S., Ebrahimi, S., & Rafiei, M. (2010). Comparison of Predictors of Boredom in Students of Arak University of Medical Sciences and Islamic Azad University. Journal Arak Univercity Medical Science, 19(4), 31-41. [Persian].

Sears, R., & Chard, K. (2019). mindfulness base cognitive Therapy for posttraumatic stress disorder. Translation, Basharpour, S., & Golestani, E. University of mohagheghe-Ardebili publication. [Persian].

Segal, Z. V., & Teasdale, J. (2018). Mindfulness-based cognitive therapy for depression. Guilford Publications.‏

Swallow, K. M., & Jiang, Y. V. (2013). Attentional load and attentional boost: A review of data and theory. Frontiers in Psychology, 4, 274.‏

Swanson, J. M., Schuck, S., Porter, M. M., Carlson, C., Hartman, C. A., Sergeant, J. A., ... & Wigal, T. (2012). Categorical and dimensional definitions and evaluations of symptoms of ADHD: history of the SNAP and the SWAN rating scales. The International journal of educational and psychological assessment, 10(1), 51.‏

Walsh, M., & Greaney, J. (2013). Mindfulness and creative performance: effects of brief and sham mindfulness meditation on insight problem solving. Unpublished Thesis). Dun Laoghaire Institute of Art, Design and Technology.‏

Wilens, T. E., Robertson, B., Sikirica, V., Harper, L., Young, J. L., Bloomfield, R., ... & Cutler, A. J. (2015). A randomized, placebo-controlled trial of guanfacine extended release in adolescents with attention-deficit/hyperactivity disorder. Journal of the American Academy of Child & Adolescent Psychiatry, 54(11), 916-925.‏

Zare Bahram Abadi, M., & Ganji, K. (2014). Prevalence of attention deficit hyperactivity disorder and its association with learning disabilities in primary school students. Journal of Learning Disabilities, 2(4), 25-43. [Persian].

Zylowska, L., Smalley, S. L., & Schwartz, J. M. (2009). Mindful awareness and ADHD. In Clinical handbook of mindfulness (pp. 319-338). Springer, New York, NY.‏