جلد 10 - شماره سال ۱۳۹۹
جلد (10): 243 |
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Khajehmirza V, Saffarian Toosi M R, Nejat H, Zendehdel A. The Effects of Behavioral Activation on the Perception of Classroom Structure in Female Students with Major Depressive Disorder. MEJDS 2020; 10 :243-243
URL: http://jdisabilstud.org/article-1-1918-fa.html
URL: http://jdisabilstud.org/article-1-1918-fa.html
خواجه میرزا وحیده، صفاریان طوسی محمدرضا، نجات حمید، زنده دل احمد. تعیین اثربخشی درمان فعال‌سازی رفتاری بر ادراک ساختار کلاس دانش‌آموزان دختر مبتلا به افسردگی اساسی. مجله مطالعات ناتوانی. 1399; 10 () :243-243
1- گروه روانشناسی، واحد نیشابور، دانشگاه آزاد اسلامی
2- گروه علوم تربیتی، واحد مشهد، دانشگاه آزاد اسلامی
3- گروه روانشناسی، واحد قوچان، دانشگاه آزاد اسلامی
4- گروه ریاضی، واحد نیشابور، دانشگاه آزاد اسلامی
2- گروه علوم تربیتی، واحد مشهد، دانشگاه آزاد اسلامی
3- گروه روانشناسی، واحد قوچان، دانشگاه آزاد اسلامی
4- گروه ریاضی، واحد نیشابور، دانشگاه آزاد اسلامی
چکیده: (1671 مشاهده)
زمینه و هدف: ادراک دانش‌آموزان از ساختار کلاس متغیری شناختی-محیطی است که تحت‌تأثیر عوامل مختلف و در موقعیت‌های متفاوت تغییر می‌کند؛ بنابراین پژوهش حاضر با هدف تعیین اثربخشی درمان فعال‌سازی رفتاری بر ادراک ساختار کلاس دانش‌آموزان دختر مبتلا به افسردگی اساسی انجام شد.
روش‌بررسی: پژوهش حاضر نیمه‌آزمایشی از نوع پیش‌آزمون و پس‌آزمون با گروه گواه بود. جامعهٔ آماری را تمامی دانش‌آموزان دختر مقطع دبیرستان مبتلا به افسردگی اساسی تشکیل دادند که در شش ماه دوم سال ۱۳۹۶ برای درمان به کلینیک‌های خدمات روان‌شناختی آموزش‌وپرورش شهر مشهد مراجعه کردند. از بین آن‌ها تعداد سی نفر داوطلب واجد شرایط به‌صورت تصادفی در دو گروه آزمایش و گواه جایگزین شدند. ابزار پژوهش شامل مصاحبهٔ بالینی ساختاریافتۀ تشخیصی برای DSM-IV (فرست و همکاران، ۱۹۹۶)، پرسشنامهٔ افسردگی بک-ویرایش دوم (بک و همکاران، ۱۹۹۶) و مقیاس ادراک ساختار کلاس (بلکبرن، ۱۹۹۸) بود. درمان فعال‌سازی رفتاری در طی چهار هفتهٔ دو جلسه‌ای هر جلسه به‌مدت شصت دقیقه براساس پروتکل درمانی دیمیجیان و همکاران (۲۰۱۱) ارائه شد؛ اما گروه گواه هیچ مداخله‌ای دریافت نکرد. برای تحلیل داده‌ها، از نرم‌افزار SPSS نسخهٔ ۲۲، آزمون خی‌دو و تحلیل کوواریانس تک‌متغیره در سطح معناداری ۰٫۰۵ استفاده شد.
یافته‌ها: تحلیل داده‌ها نشان داد، میانگین نمرات مؤلفه‌های وظایف انگیزشی، حمایت خودمختارانه، ارزشیابی تبحری و به‌طورکلی ادراک ساختار کلاس دانش‌آموزان دختر مبتلا به افسردگی اساسی در گروه آزمایش درمقایسه با گروه گواه افزایش یافته است (۰٫۰۰۱>p).
نتیجه‌گیری: براساس نتایج پژوهش می‌توان گفت، درمان فعال‌سازی رفتاری در بهبود ادراک ساختار کلاس دانش‌آموزان دختر مبتلا به افسردگی اساسی مؤثر است.
نوع مطالعه: مقاله پژوهشی اصیل |
موضوع مقاله:
روانشناسی
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