جلد 12 - شماره سال ۱۴۰۱
جلد (12): 106 |
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Nabizadeh H, Mirzamani S M. Determining the Effectiveness of Acceptance and Commitment Therapy on Cognitive Inhibition and Distress Tolerance of Depressed Female Senior High School Students. MEJDS 2022; 12 :106-106
URL: http://jdisabilstud.org/article-1-2039-fa.html
URL: http://jdisabilstud.org/article-1-2039-fa.html
نبی زاده هدی، میرزمانی سید محمود. تعیین اثربخشی درمان مبتنی‌بر پذیرش و تعهد در بازداری شناختی و تحمل پریشانی دانش‌آموزان افسردهٔ دختر مقطع متوسطهٔ دوم. مجله مطالعات ناتوانی. 1401; 12 () :106-106
1- دانشگاه آزاد اسلامی، واحد تهران مرکز
2- گروه روانشناسی بالینی، دانشگاه علم و هنر
2- گروه روانشناسی بالینی، دانشگاه علم و هنر
چکیده: (1476 مشاهده)
زمینه و هدف: اختلال افسردگی از اختلالات شایع و مخرب روانی در جامعه و به‌ویژه دانش‌آموزان محسوب می‌شود؛ ازاین‌رو هدف پژوهش حاضر تعیین اثربخشی درمان مبتنی‌بر پذیرش و تعهد در بازداری شناختی و تحمل پریشانی دانش‌آموزان افسردهٔ دختر مقطع متوسطهٔ دوم بود.
روش‌بررسی: روش مطالعهٔ حاضر نیمه‌آزمایشی با طرح پیش‌آزمون و پس‌آزمون با گروه گواه بود. جامعهٔ آماری را تمامی دانش‌آموزان دختر مقطع متوسطهٔ دوم مبتلا به افسردگی در شش ماه نخست سال ۱۳۹۸ تشکیل دادند که برای درمان به کلینیک خدمات روان‌شناختی منطقهٔ چهار تهران (راه برتر) مراجعه کردند. نمونهٔ آماری شامل سی نفر بود که افراد واجد شرایط داوطلب به‌صورت تصادفی در گروه آزمایش و گروه گواه (هر گروه پانزده نفر) قرار گرفتند. گروه آزمایش به‌مدت هشت جلسهٔ نوددقیقه‌ای درمان مبتنی‌بر پذیرش و تعهد هیز و همکاران (۲۰۱۲) را دریافت کرد؛ اما برای گروه گواه هیچ نوع مداخله‌ای ارائه نشد. به‌منظور جمع‌آوری داده‌ها از مصاحبهٔ بالینی ساختاریافته (لوبستال و همکاران، ۲۰۱۱)، پرسش‌نامهٔ افسردگی بک-ویرایش دوم (بک و همکاران، ۱۹۹۶)، مقیاس تحمل پریشانی (سیمون و گاهر، ۲۰۰۵) و پرسش‌نامهٔ بازداری خرس سفید (وگنر و زناکوز، ۱۹۹۴) استفاده شد. تحلیل داده‌ها با استفاده از آزمون خی‌دو، تحلیل کوواریانس چندمتغیری و تک‌متغیری در نرم‌افزار SSPS نسخهٔ ۲۴ در سطح معناداری ۰٫۰۵=α صورت گرفت.
یافته‌ها: نتایج نشان داد، درمان مبتنی‌بر پذیرش و تعهد به‌طور معناداری موجب کاهش بازداری شناختی (۰٫۰۰۱>p) و افزایش مؤلفه‌های متغیر تحمل پریشانی شامل تحمل، جذب، ارزیابی و تنظیم (۰٫۰۰۱>p) در دانش‌آموزان افسرده در گروه آزمایش درمقایسه با گروه گواه شد. همچنین اندازهٔ اثر نشان‌دهنده‌ٔ میزان تأثیر درمان مبتنی‌بر پذیرش و تعهد بر کاهش متغیر بازداری شناختی (۰٫۴۲۸) و افزایش مؤلفه‌های متغیر تحمل پریشانی دانش‌آموزان دبیرستانی مبتلا به افسردگی شامل تحمل (۰٫۳۹۶)، جذب (۰٫۳۲۶)، ارزیابی (۰٫۲۶۷) و تنظیم (۰٫۲۲۹) بود.
نتیجه‌گیری: براساس یافته‌ها نتیجه‌گیری می‌شود، تمرین‌های درمان مبتنی‌بر پذیرش و تعهد موجب ارتقای وضعیت روان‌شناختی دانش‌آموزان افسرده می‌شود.
نوع مطالعه: مقاله پژوهشی اصیل |
موضوع مقاله:
روانشناسی
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