اثربخشی مداخله مبتنی بر ذهن آگاهی بر مؤلفه‌های مشکل در تنظیم هیجانی دانش‌آموزان پسر دارای اختلال سلوک

محورهای موضوعی : روانشناسی تربیتی

نسرین محدث ¹ , زینب خانجانی ² , علی‌نقی اقدسی ³

1 - دانشجوی دکتری روانشناسی تربیتی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران
2 - استاد گروه روانشناسی، دانشگاه تبریز، تبریز، ایران
3 - استادیار گروه مشاوره، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران

تاریخ دریافت : 1398/08/11 تاریخ پذیرش : 1398/12/05 تاریخ انتشار : 1398/12/01

کلید واژه: اختلال سلوک, مشکل در تنظیم هیجانی, مداخله مبتنی بر ذهن آگاهی,

چکیده مقاله :

پژوهش حاضر با هدف تعیین اثربخشی مداخله مبتنی بر ذهن آگاهی بر مؤلفه‌های مشکل در تنظیم هیجانی دانش‌آموزان پسر دارای اختلال سلوک دوره متوسطه اول انجام شد. این پژوهش از نوع مطالعات نیمه آزمایشی با طرح پیش‌آزمون - پس‌آزمون همراه با گروه کنترل بود. جامعه آماری شامل کلیه دانش‌آموزان پسر مقاطع اول تا سوم دوره متوسطه اول شهر تبریز در سال تحصیلی 98-1397 بود. از این جامعه، نمونه‌ای به حجم 40 نفر با استفاده از پرسشنامه علایم مرضی کودک (CSI-4) و مصاحبه تشخیصی و بالینی ساختار یافته از طریق روش‌های نمونه‌گیری خوشه‌ای چند مرحله‌ای و مبتنی بر هدف انتخاب و به تصادف در دو گروه آزمایش و کنترل جایگزین شدند. ابزار جمع‌آوری اطلاعات در مراحل پیش‌آزمون و پس‌آزمون پرسشنامه مشکل در نظم بخشی هیجانی (DERS) بود. تجزیه و تحلیل داده‌ها با استفاده از تحلیل کوواریانس در برنامه SPSS نسخه 25 انجام شد. تحلیل داده‌ها نشان داد که مداخله مبتنی بر ذهن آگاهی منجر به تفاوت معنی‌دار بین گروه‌ها در مشکل در تنظیم هیجانی به میزان %76 و مؤلفه‌های آن شامل عدم پذیرش پاسخ های هیجانی 16%، مشکل در کنترل تکانه 38%، فقدان آگاهی هیجانی 44%، و دسترسی محدود به راهبردها 62% شده است (05/0p<). با توجه به یافته‌ها، می‌توان مطرح کرد مداخله مبتنی بر ذهن اگاهی موجب کاهش مشکل در تنظیم هیجانی و مؤلفه‌های آن در دانش‌آموزان دارای اختلال سلوک می‌شود.

چکیده انگلیسی:

The purpose of this study was to determine the effectiveness of mindfulness-based intervention on emotion regulation difficulties in the middle school students with conduct disorder. The present study is a semi-experimental study with pretest-posttest and control group design. The statistical population consisted of all male students from first to third grade of the first secondary school in Tabriz city in the academic years of 2018-2019. From this population, were selected a sample size of 40 people using children symptom inventory (CSI-4) and structured diagnostic and clinical interview by multi-stage cluster sampling and purposeful sampling method and were randomly assigned to the experimental and control groups. Data were collected during pre-test and post-test stage of the difficulties in emotion regulation scale (DERS). Data analysis was performed using covariance analysis in spss version 25. Data analysis showed that mindfulness-based intervention resulted in a significant difference between groups in difficulty in emotion regulation 76% And its components included non-acceptance of emotional responses 16%, impulse control difficulties 38%, lack of emotional awareness 44%, limited access to emotion regulation strategies 62% (p<0.05). According to the findings, it can be suggested that mindfulness-based intervention reduces the problem of emotional regulation and its components in students with conduct disorder.

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Deplus, S., Billieux, J., Scharff, C., & Philippot, P. (2016). A Mindfulness-Based Group Intervention for Enhancing Self-Regulation of Emotion in Late Childhood and Adolescence: A Pilot Study. International Journal of Mental Health and Addiction, 14(5), 775-790. doi:10.1007/s11469-015-9627-1

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Folk, J. B., Zeman, J. L., Poon, J. A., & Dallaire, D. H. (2014). A longitudinal examination of emotion regulation: Pathways to anxiety and depressive symptoms in urban minority youth. Child and Adolescent Mental Health, 19(4), 243–250.

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Garofalo, C., Neumann, C. S., & Velotti, P. (2018). Difficulties in emotion regulation and psychopathic traits in violent offenders. Journal of Criminal Justice, 57(4), 116-125.

Garofalo, C., Velotti, P., & Zavattini. (2018). Emotion regulation and aggression: the incremental contribution of alexithymia, impulsivity, and emotion dysregulation facets. Psychology of Violence, 8(4), 470–483.

Gratz, K. L. & Roemer, L. (2004). Multidimensional assessment of emotion regulation and dysregulation: Development, factor structure, and validation of the Difficulties with Emotion Regulation Scale. Journal of Psychopathology and Behavioral Assessment, 26, 41–54.

Hasenkamp, W., Wilson-Mendenhall, C. D., Duncan, E., & Barsalou, L. W., 2012. Mind wandering and attention during focused meditation: a fine-grained temporal analysis of fluctuating cognitive states. Neuroimage, 59(1), 750–760.

Hillgaar, S. D. (2011). Mindfulness and Self-Regulated Learning. Master's Thesis in Social and Community Psychology. Trondheim.

Huang, Q., Zhang, Q., An, Y., & Xu, W. (2019). The relationship between dispositional mindfulness and PTSD/PTG among firefighters: The mediating role of emotion regulation. Personality and Individual Differences, 151(16), 1-6. doi:https://doi.org/10.1016/j.paid.2019.07.002

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