Middle Eastern Journal of Disability Studies

fa مقایسه اثر بخشی درمان راه حل محور و رفتار درمانی دیالکتیکی بر اضطراب مدرسه و اهمال کاری نوجوانان Compare the effectiveness of solution-focused therapy and dialectical behavior therapy on School adolescent's anxiety and Procrastination روانشناسی Psychology مقاله پژوهشی اصیل Original Research Article زمینه و هدف: اضطراب مدرسه و اهمال کاری از جمله مشکلات بسیار رایج نوجوانان در مدرسه است. هدف از پژوهش حاضر مقایسه اثر بخشی  درمان راه حل محور و رفتار درمانی دیالکتیکی بر اضطراب مدرسه و اهمال کاری نوجوانان بود روش بررسی: پژوهش حاضر نیمه آزمایشی، با پیش آزمون و پس آزمون همراه با گروه گواه  بود. جامعه پژوهش حاضر را کلیه دانش آموزان دبیرستانی شهر یزد در سال 1394 تشکیل داده بودند. از بین این دانش آموزان 200 نفر به صورت در دسترس به پرسشنامه اهمال کاری تحصیلی سولومون و راث بلوم (سولومون،1984) و پرسشنامه اضطراب مدرسه فیلیپس (فیلیپس،1987) پاسخ دادند و سپس به صورت هدفمند از بین این افراد 30  نفر داوطلب واجد شرایط از کسانی که نمره بالاتر از 120در   اضطراب مدرسه و نمره بالاتر 90 در اهمال کاری گرفتند، وارد مطالعه شدند و به صورت تصادفی 10 نفر در گروه آزمایش رفتار درمانی دیالکتیکی، 10 نفر در گروه آزمایش راه حل محور و 10 نفر در گروه گواه  قرار گرفتند. داده ها با استفاده از روش آنالیز کواریانس در سطح معناداری  α=0/05 تجزیه  و تحلیل شد. یافته ها: نتایج آنالیز کواریانس نشان داد که بعد از حذف اثر پیش آزمون بین دو گروه آزمایش و گواه  (سه گروه) پس از مداخله تفاوت معنادار وجود داشت(p<0/001)، هر دو درمان راه حل محور و رفتار درمانی دیالکتیکی در کاهش اضطراب مدرسه و کاهش اهمال کاری تحصیلی نوجوانان موثر بودند و بین این دو درمان در کاهش اضطراب مدرسه و اهمال کاری تحصیلی تفاوت معنی داری وجود نداشت. نتیجه گیری: با توجه به نتایج پژوهش حاضر می توان گفت بین اثر بخشی دو درمان راه حل محور و رفتار درمانی دیالکتیکی بر  اضطراب مدرسه و اهمال کاری تحصیلی تفاوتی وجود ندارد.     Background and Objectives: Today, education is highly dependent on the academic progress of teenagers and the identification of the factors involved in it , which factors have not only failed to fulfill educational expectations, including learning, but the lack of academic progress has caused problems such as product-oriented, degree-oriented, cheating, School anxiety, perfectionism and procrastination have become common in teenagers . School anxiety and procrastination are among the most important of these issues.. The aim of this study was to compare the effectiveness of solution-focused therapy and dialectical behavior therapy on School adolescents' anxiety and Procrastination. Methods: This study was conducted with a semi-experimental method (pre-test and post-test) with a control group. The statistical population includes all high school students in Yazd city in 1400, among whom 200 people were randomly selected according to Solomon and Roth Bloom's academic procrastination questionnaire (Solomon, 1984) and Phillips school anxiety questionnaire (Phillips, 1987).) replied. Then, among these people, 30 people who had a higher score in school anxiety and work procrastination were selected and randomly 10 people were in the dialectical behavior therapy test group, 10 people were in the solution-oriented test group, and 10 people were in They were placed in the control group. Informed and ethical consent was obtained from adolescents and their parents, and they were given an obligation to keep the research information confidential. The two experimental groups were trained for 8 sessions once a week and the control group did not receive any therapeutic intervention. Dialectical behavior therapy training included the protocol and theoretical foundations of Dr. Linehan's techniques. This protocol includes 8 sessions of 60 minutes, the content of which was approved by psychological experts. The solution-oriented therapy sessions were conducted based on Shazer's protocol and theoretical foundations, in which 8 sessions of 90 minutes were performed in a group format.Two weeks after the completion of the treatment sessions, all 30 participants in the research were again given the mentioned questionnaires; finally, by SPSS 22 software, The data were analyzed using the covariance method at a significance level of p<0.05. Results: In this study, the average age and standard deviation of the behavioral therapy group was 14.84±7.26 years, the solution-oriented group was 15.84±6.26 years, and the control group was 14.94±5.26 years. The results showed that after removing the effect of the pre-test, the results of the covariance analysis showed that the average anxiety difference between the three groups in the post-test was significant (P<0.05). Eta square also showed that both interventions explain 84% of the changes in the school anxiety variable. The results of Shefe's post hoc test showed that there is a significant difference in the variable of school anxiety between the two groups of solution-oriented treatment and dialectical behavior therapy with the control group, but there is no significant difference between the two groups of solution-oriented treatment and dialectical behavior therapy (p<0/ 05). Also, the results showed that after removing the effect of the pre-test, the results of the covariance analysis showed that the difference in the average procrastination between the three groups in the post-test was significant (P<0.05). Eta square also showed that both interventions explain 50% of the changes in the procrastination variable. The results of Shefe's post hoc test showed that there is a significant difference in the variable of work procrastination between the two groups of solution-oriented therapy and dialectical behavior therapy with the control group, but there is no significant difference between the two groups of solution-oriented therapy and dialectical behavior therapy (p<0/ 05). Conclusion: According to the results of the present study, it can be said that there is no difference between the effectiveness of two solution-oriented treatments and dialectical behavior therapy on school anxiety and academic procrastination, and it can be said that both solution-oriented treatments and dialectical behavior therapy in the treatment of school anxiety and He used academic procrastination درمان راه حل محور, رفتار درمانی دیالکتیکی, اضطراب مدرسه, اهمال کاری Solution-focused therapy, Dialectical behavior therapy, Anxiety, procrastination 0 0 http://jdisabilstud.org/browse.php?a_code=A-12-3713-1&slc_lang=fa&sid=1 Reza Hatampour رضا حاتم پور Psychology.shahidsadooghi@gmail.com 100319475328460065054 100319475328460065054 No in Clinical Psychology, Faculty of Psychology, University of Esfehan, Esfehan, Iran; 1- کارشناس ارشد روانشناسی بالینی، دانشکدە روانشناسی، دانشگاه اصفهان، اصفهان، ایران؛ SHokooh Shahsavar شکوه شهسوار sh.shahsavar70@gmail.com 100319475328460065055 100319475328460065055 No MA in Clinical Psychology, Faculty of Psychology, Islamic Azad University, Yazd, Iran; 2- کارشناس ارشد روانشناسی بالینی، دانشکدە روانشناسی، دانشگاه آزاد واحد یزد، یزد، ایران؛ Reza Karimi رضا کریمی rkarimi@farabi.tums.ac.ac.ir 100319475328460065056 100319475328460065056 Yes Professor of Psychology Department, Tehran University of Medical Sciences, Tehran, گروه رواشناسی، دانشگاه علوم پزشکی تهران، تهران، ایران.