مقایسه اثربخشی رفتاردرمانی دیالکتیک و فراشناخت درمانی بر راهبردهای نظم جویی شناختی هیجانی در نوجوانان

محورهای موضوعی : سلامت نوجوانان

لاله یاری ¹ , ناهید زینی حسنوند ^{2 *} , مهدی یوسف وند ³

1 - PhD student, Department of Psychology, Borujard Branch, Islamic Azad University, Borujard, Iran, [e-mail]
2 - (نویسنده مسئول): استادیار و عضو هیئت علمی دانشکده علوم انسانی، دانشگاه آیت اله بروجردی(ره). بروجرد، ایران [e-mail] , tell: 02123224567
3 - گروه آموزش علوم تربیتی، دانشگاه فرهنگیان، صندوق پستی 888-56441 تهران، ایران [e-mail]

تاریخ دریافت : 1402/06/13 تاریخ پذیرش : 1402/08/30 تاریخ انتشار : 1402/06/30

کلید واژه: رفتاردرمانی دیالکتیک, فراشناخت درمانی, راهبردهای شناختی, نظم جویی هیجانی, نوجوانان,

چکیده مقاله :

چکیده مقدمه: ورود به نوجوانی، یکی از مهمترین دوران‌هاي گذار در زندگی است. در این مرحله، نوجوان با ترك محیط ایمن و آشناي خانه و رویارویی با چالش‌هاي تحصیلی با تنیدگی‌هاي قابل توجهی روبه رو می‌شود که از جمله مهمترین چالش‌های در زمینه هیجان و نظم جویی هیجانی است، لذا این پژوهش با هدف، مقایسه اثربخشی رفتاردرمانی دیالکتیک و فراشناخت درمانی بر راهبردهای شناختی نظم جویی هیجانی در نوجوانان انجام شد. روش پژوهش: روش پژوهش نیمه آزمایشی با طرح پیش آزمون- پس آزمون و پیگیری با گروه کنترل بود. جامعه پژوهش کلیه نوجوانان دختر 13 تا 16 ساله ناحیه ۱ شهرستان بهارستان که در سال¬ تحصیلی 1402-1401 در کلاس‌های هفتم تا دهم تحصیل می‌کردند، بودند که در سال 1401 به مرکز مشاوره آموزش و پرورش ارجاع داده شدند و از این تعداد، 3 گروه 20 نفری به روش نمونه گیری در دسترس به طور تصادفی در دو گروه آزمایشی و یک گروه کنترل تقسیم شدند (که در فرآیند پژوهش به رفتاردرمانی دیالکتیک (17 نفر)، فراشناخت درمانی (18 نفر) و گروه کنترل (20 نفر) تقلیل شدند) و به پرسشنامه راهبردهای نظم جویی شناختی هیجان، گارنفسکی، کرایچ و اسپینهاون در سه زمان پیش‌آزمون - پس‌آزمون و پیگیری پاسخ دادند. آزمودنی‌های گروه آزمایش تحت آموزش درمان رفتاردرمانی دیالکتیک و فراشناخت درمانی به‌صورت گروهی (در قالب آموزش و مهارت)، به مدت 2 ماه هفته‌ای 1 جلسه 90 دقیقه‌ای قرار گرفتند، اما در این مدت به گروه کنترل هیچ آموزشی داده نشد. داده ها با نرم افزار SPSS و با استفاده از آزمون تحلیل واریانس با اندازه‌گیری‌های مکرر مورد تجزیه و تحلیل آماری قرار گرفت. یافته‌ها: نتایج نشان داد که تأثیر فراشناخت درمانی بر راهبردهای شناختی نظم جویی هیجانی (019/0=P) معنادار است. به طوری که فراشناخت درمانی در مقایسه با رفتاردرمانی دیالکتیک به میزان قابل توجهی راهبردهای شناختی را در نوجوانان افزایش داده است. نتیجه‌گیری: با توجه به نتایج این تحقیق می‌توان گفت که هدف از رفتاردرمانی دیالکتیک و فراشناخت درمانی افزایش رفتارهایی است که احتمالاً منجر به نظم جویی هیجانی در نوجوانان می‌شود که همان پاداش است.

چکیده انگلیسی:

Abstract Introduction: Entering adolescence is one of the most important periods of transition in life. At this stage, leaving the safe and familiar environment of the home and facing academic challenges, the teenager faces significant tensions, which is one of the most important challenges in the field of emotion and emotional discipline, so this research aims to compare the effectiveness of dialectical behavior therapy and metacognition. Treatment was performed on cognitive strategies of emotional regulation in teenagers. Research Method: The research method was semi-experimental with a pre-test-post-test design and follow-up with a control group. The research population included all adolescent girls aged 13 to 16 years in district 1 of Baharestan city who studied in the seventh to tenth grades in the academic year of 1402-1401, who were referred to the education counseling center in 1401, and out of these, 3 The group of 20 people was randomly divided into two experimental groups and a control group (which in the research process were reduced to dialectical behavior therapy (17 people), metacognitive therapy (18 people) and control group (20 people) by random sampling method. ) and responded to the questionnaire of cognitive regulation strategies of emotion, Garnevsky, Kraich and Spinhaven in three times: pre-test, post-test and follow-up. The subjects of the experimental group were trained in dialectical behavior therapy and metacognitive therapy in a group (in the form of training and skills), for 2 months, 1 session of 90 minutes per week, but during this time, no training was given to the control group. The data was statistically analyzed with SPSS software and using the analysis of variance test with repeated measurements and a significance level of p < 0.05. Results: The results showed that the effect of metacognitive therapy on the cognitive strategies of emotional regulation is significant (P=0.019). So that metacognitive therapy has significantly increased cognitive strategies in adolescents compared to dialectical behavior therapy. Conclusion: According to the results of this research, it can be said that the goal of dialectical behavior therapy and metacognitive therapy is to increase behaviors that probably lead to emotional regulation in adolescents, which is the reward.

منابع و مأخذ:

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