مقایسۀ اثربخشی رفتار درمانی دیالکتیکی و تنظیم هیجانی بر علائم کمبود توجه/ بیش‌فعالی و اضطراب در نوجوانان دختر مبتلا به اختلال نارسایی توجه/ بیش فعالی
محورهای موضوعی : تربیتی
پریسا ابوترابی کاشانی
1
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فرح نادری
2
,
سحر صفرزاده
3
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فریبا حافظی
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زهرا افتخار صعادی
5
1 - دانشجوی دکترای روان‌شناسی، گروه روان‌شناسی، واحد اهواز، دانشگاه آزاد اسلامی، اهواز، ایران.
2 - دانشیار گروه روان‌شناسی، واحد اهواز، دانشگاه آزاد اسلامی، اهواز، ایران.
3 - استادیار گروه روان‌شناسی، واحد اهواز، دانشگاه آزاد اسلامی، اهواز، ایران.
4 - استادیار گروه روان‌شناسی، واحد اهواز، دانشگاه آزاد اسلامی، اهواز، ایران.
5 - استادیار گروه روان‌شناسی، واحد اهواز، دانشگاه آزاد اسلامی، اهواز، ایران.
کلید واژه: تنظیم هیجانی, اضطراب, علائم کمبود توجه/ بیش‌فعالی, رفتار درمانی دیالکتیکی, نوجوانان دختر,
چکیده مقاله :
هدف این پژوهش، مقایسۀ تأثیر رفتار درمانی دیالکتیکی و تنظیم هیجانی بر علائم کمبود توجه/بیش‌فعالی و اضطراب در نوجوانان مبتلا به اختلال نارسایی توجه/بیش‌فعالی بود. جامعۀ آماری پژوهش شامل کلیۀ دانش‌آموزان دختر مقطع متوسطۀ شهر تهران در سال تحصیلی 99-1398 بودند که 45 نفر از آنان با استفاده از روش نمونه‌گیری هدفمند انتخاب و به صورت تصادفی در دو گروه آزمایشی و یک گروه کنترل (هر گروه 15 نفر) قرار گرفتند. برای گردآوری اطلاعات از پرسشنامۀ علائم کمبود توجه/ بیش‌فعالی (Conner Erhardt & Sparrow, 1999) و اضطراب کودکان (Bimaher, 1997) استفاده شد. طرح پژوهش نیمه‌آزمایشی از نوع پیش‌آزمون، پس‌آزمون با گروه کنترل و مرحلۀ پیگیری بود. گروه‌های آزمایش تحت رفتار درمانی دیالکتیکی (12جلسه 60 دقیقه‌ای) و تنظیم هیجانی (8جلسه 45 دقیقه‌ای) قرار گرفتند و پس از یک ماه مرحلۀ پیگیری انجام شد. داده‌ها با استفاده از آزمون آماری تحلیل کوواریانس مورد تجزیه و تحلیل قرار گرفت. نتایج پژوهش نشان داد که هر دو رفتار درمانی دیالکتیکی و تنظیم هیجانی برکاهش علائم کمبود توجه/ بیش‌فعالی و اضطراب دانش‌آموزان اثربخشند (0.01p<)، همچنین نتایج تحلیل بنفرونی نشان داد، رفتار درمانی دیالکتیکی نسبت به تنظیم هیجانی، دارای تأثیر بیشتری برکاهش علائم کمبود توجه/بیش‌فعالی و بهبود اضطراب دانش‌آموزان است (0.05p<).
This study aimed to compare the effect of dialectical behavior therapy and emotional regulation on the symptoms of attention-deficit / hyperactivity disorder and anxiety in adolescents with attention-deficit / hyperactivity disorder. The statistical population of the study included all-female high school students in Tehran in the academic year 2019-2020. Using a purposive sampling method, 45 of them were selected and randomly divided into two experimental groups and one control group (15 students in each group). To collect data , the Connors, Erhardt & Sparrow (1999) Attention-Deficit / Hyperactivity Disorder Symptoms Questionnaire and Anxiety Questionnaire of Bimaher (1997) were used. The research method was semi experimental with pre-test, post-test design, and follow-up with the control group. The experimental groups underwent dialectical behavior therapy (12 sessions of 60 minutes) and emotional regulation (8 sessions of 45 minutes). The follow-up was inducted after a month period. Data were analyzed using analysis of covariance. The results showed that both dialectical behavior therapy and emotional regulation were effective in reducing the symptoms of attention-deficit / hyperactivity disorder and students' anxiety (p<0.01). Also, the results of the analysis of covariance indicated that dialectical behavior therapy had a greater effect on reducing symptoms than emotional regulation. Attention-Deficit / Hyperactivity Disorder and Student Anxiety Improvement (p<0.05).
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