مقایسه اثربخشی درمان پذیرش ذهن‌آگاهانه خود و روان‌درمانی مثبت‌نگر بر سرمایه روان‌شناختی دانش‌آموزان دختر دارای افسردگی

نوع مقاله: مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری، گروه روانشناسی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه آزاد اسلامی، واحد اصفهان (خوراسگان)، اصفهان، ایران.

2 دانشیار، گروه روانشناسی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه آزاد اسلامی، واحد اصفهان (خوراسگان)، اصفهان، ایران.

10.22123/chj.2020.222503.1456

چکیده

مقدمه: افسردگی از جمله اختلالاتی است که می­تواند نوجوانان دختر را با مشکلات جدی مواجه کند. پژوهش حاضر با هدف مقایسه اثربخشی درمان پذیرش ذهن­آگاهانه خود با روان‌درمانی مثبت­نگر بر سرمایه روان‌شناختی دانش‌آموزان دختر دارای افسردگی انجام شد.
مواد و روش‌ها: این پژوهش از نوع نیمه­تجربی با طرح پیش‌آزمون- پس‌آزمون با گروه کنترل است. نمونه مطالعه، 54 دانش‌آموز دختر دارای افسردگی در مقطع متوسطه دوم شهر اصفهان در سال 1398 بودند که با انتساب تصادفی در سه گروه درمان پذیرش ذهن­آگاهانه خود، روان‌درمانی مثبت­نگر و گروه کنترل گمارده شدند. ابزار سنجش، پرسشنامه سرمایه روان‌شناختی Nguyen و همکاران بود. گروه­های آزمایش به مدت ده جلسه تحت درمان پذیرش ذهن­آگاهانه خود و روان‌درمانی مثبت­نگر قرار گرفتند. گروه کنترل هیچ درمانی دریافت نکرد. داده‌ها توسط آزمون تحلیل کواریانس تک متغیری و چند متغیری تحلیل شدند.
یافته‌ها: تفاوت معنی­داری بین درمان پذیرش ذهن­آگاهانه خود و روان‌درمانی مثبت­نگر با گروه کنترل در سرمایه روان‌شناختی (049/25=F، 001/0>p) و مؤلفه­های امید (012/5=F، 001/0>p) و تاب‌آوری (867/4=F، 001/0>p) وجود داشت، اما بین تأثیر دو درمان بر سرمایه روان‌شناختی و مؤلفه‌های آن تفاوت معنی­دار نبود.
نتیجه‌گیری: درمان­های پذیرش ذهن­آگاهانه خود و روان‌درمانی مثبت­نگر، در افزایش سرمایه روان‌شناختی دانش‌آموزان دختر دارای افسردگی مؤثر هستند. بنابراین، با آموزش آن‌ها می‌توان توانمندی‌های مثبت افراد جهت مقابله با افسردگی را ارتقا بخشید.

کلیدواژه‌ها


عنوان مقاله [English]

A Comparison of the Effectiveness of Mindful Self-Acceptance Therapy and Positive Psychotherapy on Psychological Capital of Female Students with Depression

نویسندگان [English]

  • A Kazemi 1
  • M Golparvar 2
  • S H Atashpour 2
1 Ph.D. Student, Dept of Psychology, Faculty of Psychology and Educational Sciences, Islamic Azad University, Isfahan (Khorasgan) Branch, Isfahan, Iran.
2 Associate Prof, Dept of Psychology, Faculty of Psychology and Educational Sciences, Islamic Azad University, Isfahan (Khorasgan) Branch, Isfahan, Iran.
چکیده [English]

Introduction: Depression is one of the disorders that can cause serious problems for teenage girls. This study aims to determine the effectiveness of mindful self-acceptance therapy and positive psychotherapy on the psychological capital of female students with depression.
Materials and Methods: This study was semi-experimental with a pretest-posttest control design. The research sample was 54 female students with depression at high school (second-grade) in Esfahan in 2019. They were randomly assigned to three groups of mindful self-acceptance therapy, positive psychotherapy, and control group. The measurement instrument was the psychological Capital Questionnaire of Nguyen & colleagues. The experimental groups received 10 sessions of mindful self-acceptance therapy and positive psychotherapy. The data were analyzed by univariate and multivariate covariance.
Results: The results showed a significant difference between mindful self-acceptance therapy and positive psychotherapy with the control group in psychological capital (F=25.049, p<0.001) and two components, hope (F=5/012, p<0.001) and resiliency (F= 4.867, p<0.001). Also, a significant difference was between mindful self-acceptance therapy and positive psychotherapy in psychological capital and their components (p<0.001).
Conclusion: Mindful self-acceptance therapy and positive psychotherapy effectively increase psychological capital in female students with depression. Thus, training them can promote positive strengths to cope with depression.

کلیدواژه‌ها [English]

  • Mindful self-acceptance therapy
  • Positive psychotherapy
  • psychological capital
  • depression
  • female
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