اثربخشی درمان روان نمایشگری بر نظم جویی هیجانی و پرخاشگری نوجوانان
محورهای موضوعی : روان درمانگریاحسان طاهرزاده 1 , مهدی پوررضائیان 2
1 - دانشکده روان‌شناسی بالینی، دانشگاه شاهد تهران، ایران
2 - گروه هنر، دانشگاه شاهد تهران، ایران
کلید واژه: پرخاشگری, روان‌نمایشگری, نظم‌جویی هیجانی,
چکیده مقاله :
ایـن پژوهـش بـا هـدف تعییـن اثربخشـی درمـان روان‌نمایشـگری بـر بهبـود نظم‌جویـی هیجانـی و کاهـش پرخاشـگری نوجوانـان پسـر انجـام شـد. روش پژوهـش شـبه‌تجربی بـا گـروه آزمایـش و گـواه همـراه بـا پیش‌آزمون-پس‌آزمـون و پیگیـری و جامعـۀ پژوهـش دانش‌آمـوزان پسـر دورۀ متوسـطه دوم سـال تحصیلـی ۹۶-۹۵ بـود. ۲۵ آزمودنـی بـا اسـتفادۀ از پرسشـنامۀ پرخاشـگری و مصاحبـۀ بالینـی غربـال و انتخـاب شـدند و ۱۳ نفـر در گـروه آزمایـش و ۱۲ نفـر در گـروه گـواه قـرار گرفتنـد. گـروه آزمایـش بـه مـدت ۱۰ جلسـه درمـان روان‌نمایشـگری را دریافـت کـرد و مرحلـۀ پیگیـری نیـز به‌فاصلـۀ یـک مـاه پـس از مداخلـۀ درمانـی انجـام شـد. آزمودنی‌هـا قبـل از شـروع، پـس از اتمـام مداخلـه و در مرحلـۀ پیگیـری، بـه پرسشـنامۀ پرخاشـگری (بـاس و پـری، ۱۹۹۲) و مقیـاس دشـواری در نظم‌جویـی هیجانـی (گرتـز و رومـر، ۲۰۰۴) پاسـخ دادنـد. نتایـج تحلیـل واریانـس مکـرر نشـان داد کـه درمـان روان‌نمایشـگری بـر بهبـود نظم‌جویـی هیجانـی و کاهـش پرخاشـگری نوجوانـان تأثیـر معنـادار دارد و ایـن اثـر در مرحلـۀ پیگیـری نیـز ثابـت باقـی مانـده اسـت. بـر اسـاس یافته‌هـای ایـن پژوهـش می‌تـوان نتیجـه گرفـت کـه از درمـان روان‌نمایشـگری بـا اسـتفادۀ از فنونـی ماننـد مواجهه‌سـازی، ابـراز احساسـات، پالایـش هیجانـی و ایفـای نقـش به‌عنـوان یـک روش کارآمـد جهـت بهبـود نظم‌جویـی هیجانـی و کاهـش خشـم و پرخاشـگری نوجوانـان بهـره بـرد.
The aim of this study was to determine Effectiveness of Psychodrama Therapy on Emotion Regulation and the Level of Aggression amongAdolescents. The method was quasi-experimental with experimental and control groups with pre-test-post-test and follow-up. The study population wasall male students in Mohr city, employed in secondary school in the academic year of 95-96. 25 subjects were screened and selected using the Aggression Questionnaire and clinical interview and 13 subjects were located in the experimental group and 12 subjects were located in control group. The experimental group received 10 sessions of Psychodrama therapy and the follow-up stage was performed one month after the treatment intervention. Subjects responded to the Aggression Questionnaire (Buss & Perry, 1992) and Difficulty in Emotion Regulation Scale (Gratz & Roemer, 2004) before and after treatment and in the follow-up stage. Using repeated measures analysis of variance, Findings showed that psychodrama therapy has a significant effect on improving emotional regulation and reducing adolescent aggression and this effect has remained steady in the follow-up phase. According to the findings of the present study it can be concluded that psychodrama therapy can be used as an efficient method to improving emotion regulation and increase anger and aggression in the adolescents through employing techniques such as confrontation, showingfeelings, emotional refinement and role playing.
Akbari, A. (2013). Adolescence and youth problems. Tehran: Growth and Development Publishing. [In Persian].
Anderson, C. A., & Carnagey, N. L. (2004). Violent evil and the general aggression model. In A. G. Miller (Ed.),The social psychology of good and evil(pp. 168–192). New York: The Guilford Press.
Aranda, D., Salguero, J. M., & Fernández-Berrocal, P. (2010). Emotional regulation and acute pain percep- tion in women. The Journal of Pain, 11(6), 564-569.
Blatner, A. (2007). Morenean approaches: Recognizing psychodrama’s many facets. Journal of Group Psycho- therapy, Psychodrama & Sociometry, 59(4), 159-170.
Bond, F. W., Hayes, S. C., Baer, R. A., Carpenter, K. M., Guenole, N., Orcutt, H. K., ... & Zettle, R. D. (2011). Preliminary psychometric properties of the Accept- ance and Action Questionnaire–II: A revised measure of psychological inflexibility and experiential avoid- ance.Behavior Therapy,42(4), 676-688.
Hoeksema, S., Fredrickson, B. L., Loftus, G. R., & Wage- naar, W. A. (2009). Atkinson & Hilgard’s introduction to psychology. United Kingdom: Cengage Learning EMEA.
Jamshidinazar, F., ZareBahramabadi, M., Delavar, A., & RajabiGilan, N. (2014). Efficacy of psychodrama tech- niques in internalizing symptoms (anxiety, depression and somatization) among adolescent girls’ victims of bullying in Kermanshah. Journal of Mazandaran Uni- versity Medical Science, 24(115), 141-147. [In Persian].
John, O. P., & Gross, J. J. (2004). Healthy and unhealthy emotion regulation: Personality processes, individu- al differences, and life span development. Journal of Personality,72(6), 1301-1334.
Karastz, Z., & Gokcakan, Z. (2009). The effect of group- based psychodrama on decreasing the level of aggres- sion in adolescents. Turk Journal of Psychiatry, 20, .366 -357
Karatas, Z. (2011). Investigating the effects of group prac- tice performed using psychodrama techniques on ado- lescents’ conflict resolution skills. Educational Scienc- es: Theory and Practice, 11(2), 609-614.
Kenny, M. E., & Rice, K. G. (1995). Attachment to parents and adjustment in late adolescent college students: Current status, applications, and future considera- tions.The Counseling Psychologist,23(3), 433-456.
Khobani, M., Mohammadi, A., & Jarareh, J. (2014). The effectiveness of psychodrama training on communica- tion skills and aggression of aggressive girls. Quarter- ly of Applied Psychology, 7(4), 27-44. [In Persian].
Kianinezhad, A., Zare, M., & Bagheri, F. (2011). Effec- tiveness of psychodrama in emotional self-regulation and mental health of female students of junior high schools in area 1 of Karaj. Journal of Family Research, 7(7.1), 211-227. [In Persian].
Kim, Y. H. (2003). Correlation of mental health problems with psychological constructs in adolescence: Final results from a 2-year study. International Journal of Nursing Studies, 40(2), 115-124.
Kooraki, M., Yazdkhasti, F., Ebrahimi, A., & Oreizi, H. (2012). Effectiveness of psychodrama in improving social skills and reducing internet addiction in female students. Iranian Journal of Psychiatry and Clinical Psychology, 17(4), 279-288. [In Persian].
Buss, A. H., & Perry, M. (1992). The Aggression Ques- tionnaire. Journal of Personality and Social Psychol- ogy, 63(3), 452-459.
Cisler, J. M., Olatunji, B. O., Feldner, M. T., & Forsyth, J. P. (2010). Emotion regulation and the anxiety disor- ders: An integrative review. Journal of Psychopathol- ogy and Behavioral Assessment, 32(1), 68-82.
Cohn, A. M., Jakupcak, M., Seibert, L. A., Hildebrandt, T. B., & Zeichner, A. (2010). The role of emotion dys- regulation in the association between men’s restrictive emotionality and use of physical aggression. Psychol- ogy of Men & Masculinity, 11(1), 53-64.
Dogan, T. (2010). The effects of psychodrama on young adults’ attachment styles. The Arts in Psychotherapy, .112-119 ,)2(37
Felsman, P., Seifert, C. M., & Himle, J. A. (2019). The use of improvisational theater training to reduce social anxiety in adolescents. The Arts in Psychotherapy, 63, .111-117
Gatta, M., Andrea, S., Paolo, T. C., Giovanni, C., Rosaria, S., Carolina, B., & PierAntonio, B. (2010). Analytical psychodrama with adolescents suffering from psy- cho-behavioral disorder: Short-term effects on psy- chiatric symptoms. The Arts in Psychotherapy, 37(3), .240-247
Gorji, Z., Zademohammadi, A., Mansour, L., & Kho- shkonesh, A. (2011). The effect of psychodrama on self-esteem and forgiveness of female adolescents with divorced parents. Journal of Family Research, 7(7.1), 195-209. [In Persian].
Gratz, K. L., & Roemer, L. (2004). Multidimensional assessment of emotion regulation and dysregulation: Development, factor structure, and initial validation of the difficulties in emotion regulation scale. Journal of Psychopathology and Behavioral Assessment, 26(1), .41-54
Gratz, K. L., Rosenthal, M. Z., Tull, M. T., Lejuez, C. W., & Gunderson, J. G. (2006). An experimental investiga- tion of emotion dysregulation in borderline personali- ty disorder. Journal of Abnormal Psychology, 115(4), .850-855
Greenberg, L. S., Elliott, R., & Pos, A. E. (2007). Emo- tion-focused therapy: An overview. European Psycho- therapy, 7(1), 19–39.
Roberton, T., Daffern, M., & Bucks, R. S. (2012). Emotion regulation and aggression. Aggression and Violent Be- havior, 17(1), 72-82.
Reyes, G. A., Vila, J., Pérez, N., Robles, H., & Ramos, M. M. (2002). The Aggression Questionnaire: A valida- tion study in student samples. The Spanish Journal of Psychology, 5(1), 45-53.
Röll, J., Koglin, U., & Petermann, F. (2012). Emotion regulation and childhood aggression: Longitudinal associations.Child Psychiatry & Human Develop- ment, 43,909-923.
Samani, S. (2008). Study of reliability and validity of the buss and Perry’s Aggression Questionnaire. Iranian Journal of Psychiatry and Clinical Psychology, 13(4), 359-365. [In Persian].
Sepehrmanesh, Z., Ahmadvand, A., Yavari, P., & Saei, R. (2008). Assessing the mental health of adolescents in Kashan. Iranian Journal of Epidemiology, 4(2), 43-49. [In Persian].
Sokoloff, M. (2007). The use of psychodrama in resolving multicultural parent-child conflict. United State: Pro- qust Information and Learning Company.
Short, N. A., Boffa, J. W., Clancy, K., & Schmidt, N. B. (2018). Effects of emotion regulation strategy use in response to stressors on PTSD symptoms: An ecolog- ical momentary assessment study. Journal of Affective Disorders, 230, 77-83.
Spinrad, T. L., Eisenberg, N., Cumberland, A., Fabes, R. A., Valiente, C., Shepard, S. A., & Guthrie, I. K. (2006). Relation of emotion-related regulation to chil- dren’s social competence: A longitudinal study. Emo- tion,6(3), 498-510.
Tager, D., Good, G. E., & Brammer, S. (2010). Walking me: An exploration of relations between emotion dysregulation, masculine norms, and intimate partner abuse in a clinical sample of men. Psychology of Men & Masculinity,11(3), 233-239.
Kraiss, J. T., Peter, M., Moskowitz, J. T., & Bohlmeijer, E. T. (2020). The relationship between emotion regulation and well-being in patients with mental disorders: A me- ta-analysis. Comprehensive Psychiatry, 102, 152189.
Kun, B., & Demetrovics, Z. (2010). Emotional intelli- gence and addictions: A systematic review. Substance Use & Misuse, 45(7-8), 1131-1160.
Leveton, E. (2001). A clinician’s guide to psychodrama. New York: Springer Publishing Company.
Mauss, I. B., Levenson, R. W., McCarter, L., Wilhelm, F. H., & Gross, J. J. (2005). The tie that binds co- herence among emotion experience, behavior, and physiology. Emotion, 5(2),175-90.
Ochsner, K. N., & Gross, J. J. (2008). Cognitive emotion regulation insights from social cognitive and affective neuroscience. Current Direction in Psychological Science, 17(2), 153-158.
Momeni, K., & Shalani, B. (2016). The effectiveness of group drawing on aggression reduction in hyperac- tive aggressive students. Journal of Developmental Psychology: Iranian Psychologist, 13(49), 71-77. [In Persian].
Oflaz, F., Meriç, M., Yuksel, C., & Ozcan, C. T. (2011). Psychodrama: An innovative way of improving self‐ awareness of nurses. Journal of Psychiatric and Men- tal Health Nursing, 18(7), 569-575.
Overton, G. K., Kelly, D., McCalister, P., Jones, J., & MacVicar, R. (2009). The practice-based small group learning approach: Making evidence-based practice come alive for learners. Nurse Education Today, 29(6), .671-675
Pourrezaian, M. (2016). The clinical evaluation of psycho- drama’seffectivenessintreatmentofsocial anxiety:A case study. Clinical Psychology Studies, 6(24), 29-46. [In Persian].
Purrezaian, M. (2016). View with Drama. Tehran: Art Canebrake Publishing. [In Persian].