اثربخشی آموزش تنظیم هیجان بر خودتفسیری و تنظیم هیجان بینفردی در دختران دچار اختلال بدریخت انگاری‌بدن
محورهای موضوعی : زن و خانواده
سید مجتبی عقیلی
1
,
فرشته احمدی طباطبایی
2
,
آرزو اصغری
3
1 - استادیار گروه روانشناسی، دانشگاه پیام نور، تهران، ایران (نویسنده مسئول).
2 - دانش آموخته کارشناسی ارشد گروه روانشناسی، دانشگاه پیام نور، گرگان، ایران.
3 - استادیار گروه روانشناسی، دانشکده علوم انسانی، دانشگاه کوثر بجنورد، بجنورد، ایران.
کلید واژه: تنظیم هیجان, خودتفسیری, تنظیم هیجانی, بدریخت انگاری بدن,
چکیده مقاله :
هدف از انجام پژوهش حاضر تعیین تاثیر آموزش تنظیم هیجان بر خودتفسیری و تنظیم هیجان بینفردی در دختران دچار اختلال بدریخت انگاری بدن بود. این پژوهش نیمه آزمایشی با طرح پیشآزمون و پسآزمون به همراه گروه آزمایش و گواه بود. جامعه آماری پژوهش حاضر را تمامی دختران دچار اختلال بدریخت انگاری بدن در کلینیک پویش فهیم شهر تهران در سال 1400 تشکیل دادند، که از بین آنان تعداد 30 نفر به روش نمونهگیری در دسترس انتخاب و به صورت تصادفی در دو گروه آزمایش (15 نفر) و گروه گواه (15 نفر) جایگزین شدند. ابزارهای پژوهش مقیاس اصلاح‌شده ییل_براون برای اختلال بدشکلی بدن، پرسشنامه خودتفسیری هاردین و پرسشنامه تنظیم هیجان بین فردي هافمن بودند. گروه آزمایش مهارت تنظیم هیجان مبتنی بر مدل گراس در طی 8 جلسه 60 دقیقهای دریافت نمودند. نتایج نشان داد که آموزش تنظیم هیجان بر خودتفسیری و تنظیم هیجان بینفردی در دختران دچار اختلال بدریخت انگاری بدن تاثیر معنادار داشته است (0/05>P). بر اساس یافته های پژوهش می توان گفت که آموزش تنظیم هیجان منجر به کاهش خودتفسیری مستقل، افزایش تنظیم هیجانی بینفردی دختران دچار اختلال بدریخت انگاری بدن شده است.
The purpose of this research was to determine the effect of emotion regulation training on self-interpretation and impersonal emotion regulation in girls with body dysmorphic disorder. This was a semi-experimental study with a pre-test and post-test design along with the experimental and control group. The statistical population of the present study was made up of all the girls suffering from body dysmorphia in Powish Fahim Clinic in Tehran in 2021, from whom 30 people were randomly selected by convenience sampling and divided into two experimental groups (15 people). and the control group (15 people) were replaced. The research tools were modified Yale-Brown scale for body deformity disorder, Hardin's self-interpretation questionnaire and Hoffman's interpersonal emotion regulation questionnaire. The group received the emotion regulation skill test based on the Gross model during 8 sessions of 60 minutes. The results showed that emotion regulation training had a significant effect on self-interpretation and interpersonal emotion regulation in girls with body dysmorphic disorder (P<0.05). Based on the research findings, it can be said that emotional regulation training has led to a decrease in independent self-interpretation and an increase in interpersonal emotional regulation in girls with body dysmorphic disorder.
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