مقایسه اثربخشی آموزش تنظیم هیجان و آموزش ذهنآگاهی بر خودپنداشت و کمرویی کودکان 7 تا 9 سال با اختلال لکنت زبان
محورهای موضوعی : کودک
فاطمه مونسی تنیانی
1
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عباسعلی حسین خانزاده
2
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سید موسی کافی ماسوله
3
1 - کارشناسی ارشد روانشناسی و آموزش کودکان استثنایی، دانشکده ادبیات و علوم انسانی، دانشگاه گیلان، رشت، ایران
2 - استاد، گروه روانشناسی، دانشکده ادبیات و علوم انسانی، دانشگاه گیلان، رشت، ایران
3 - استاد، گروه روانشناسی، دانشکده ادبیات و علوم انسانی، دانشگاه گیلان، رشت، ایران
کلید واژه: آموزش تنظیم هیجان, آموزش ذهنآگاهی, خودپنداشت, کمرویی, کودکان با اختلال لکنت,
چکیده مقاله :
این پژوهش با هدف مقایسه اثربخشی آموزش تنظیم هیجان و آموزش ذهنآگاهی بر خودپنداشت و کمرویی کودکان با اختلال لکنت انجام گرفت. این مطالعه کاربردی و از نوع نیمهتجربی با طرح پیشآزمون-پسآزمون با گروه گواه بود. جامعه آماری شامل تمامی کودکان با اختلال لکنت مراجعهکننده به مراکز گفتاردرمانی شهرستان رشت در سال 1401- 1402 بودند. جهت نمونهگیری از روش دردسترس استفاده شد و 33 کودک بدین ترتیب انتخاب شدند و به صورت تصادفی در دو گروه آزمایش (آموزش تنظیم هیجان و آموزش ذهنآگاهی) و گواه جایدهی شدند (هرگروه 11نفر) و در یکی از این گروهها آموزش تنظیم هیجان و در گروه دیگر آموزش ذهنآگاهی داده شد و گروه گواه تا پایان مداخله آموزشی دریافت نکرد. برای جمع آوری اطلاعات از پرسشنامه خودپنداشت (Piers-Harris, 1969) وکمرویی چک و بریگز (Cheek & Briggs, 1990) استفاده شد و دادههای پژوهش با استفاده از آزمون تحلیل کوواریانس تک متغیری تحلیل شدند. یافتههای حاصل از پژوهش نشان داد که بین دو گروه آموزش تنظیم هیجان و ذهنآگاهی، در متغیرهای خودپنداشت و کمرویی در کودکان با اختلال لکنت تفاوت معناداری وجود نداشت (05/0<P). به عبارت دیگر هر دو مداخله (آموزش تنظیم هیجان و آموزش ذهنآگاهی)، به میزان یکسانی اثربخش بوده است (05/0>P).
This investigation aimed to determine the effects of emotion regulation training and mindfulness training on self-concept, shyness, and symptoms of children with stuttering disorder. This study applied was a semi-experimental study with a pre-test-post-test design with a control group. The research sample included 33 children (7 to 9 years old) with stuttering disorder visit speech therapy centers in Rasht city in the academic year of 2022-2023, who were selected by available samply and randomly assigned to three experimental (emotion regulation training and Mindfulness training) and control groups(11 people each). Research tools were used to collect information (PEIRS-Hrris,1969) self-concept questionnaire and (ChEEK and BRIGGS,1990) shyness. The research data were analysed using a unitivariate analysis of variance test. The findings of the study c showed that there was no significant difference between the two groups of emotion regulation and mindfulness training in variable Self-concept and Shyness, in children Stuttering Disorde. In other words, both interventions child- centered (Emotion Regulation Training and Mindfulness Training) are equaly effective
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