مقایسه اثربخشی آموزش مهارت‌های مثبت اندیشی با درمان مبتنی بر پذیرش و تعهد بر خود ناتوان‌سازی دانش آموزان دختر کمرو

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری، گروه روانشناسی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران.

2 استادیار، گروه روانشناسی، واحد سراب، دانشگاه آزاد اسلامی، سراب، ایران.

3 استادیار، گروه روانشناسی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران.

چکیده

مقدمه: دانش‍آموزان کمرو ﺑﺮای ﺣﻔﻆ ﻳـﺎ ﺗﻘﻮﻳـﺖ ﻧﺘﻴﺠـﻪ ﺧﻮدارزﻳـﺎﺑﻲ در ﻣﻮاﺟﻬـﻪ ﺑـﺎ ﺗﻬﺪﻳﺪ در موقعیت‌هایی که ممکن است مورد ارزیابی واقع شوند، از راهبرد ﺧﻮد ناتوان‌سازی استفاده می‌کنند که این امر لزوم ارائه مداخلات روان‌شناختی به این دسته از افراد را ضروری می‌نماید. این پژوهش با هدف مقایسه اثربخشی آموزش مهارت‌های مثبت­اندیشی با درمان مبتنی بر پذیرش و تعهد بر خود ناتوان‌سازی دانش‍آموزان دختر کمرو انجام شد.
مواد و روش‌ها: جامعه آماری این پژوهش نیمه­آزمایشی دربرگیرنده کلیه دانش‍آموزان دختر دوره دوم متوسطه شهر تبریز در سال تحصیلی 1399-1398 بود که تعداد 45 دانش‌آموز کمرو به وسیله نمونه‌گیری تصادفی خوشه‌ای چندمرحله‍ای و هدفمند انتخاب و به صورت تصادفی در دو گروه آزمایش و یک گروه گواه (15 نفر در هر گروه) جایگزین شدند. گروه‍ها پرسشنامه خود ناتوان‍سازیJones  و Rudwalt (1982) را به عنوان پیش­آزمون و پس‍آزمون تکمیل کردند. آموزش مهارت‌های مثبت­اندیشی و درمان مبتنی بر پذیرش و تعهد (هر کدام هشت جلسه، هفته‌ای دو جلسه) در گروه‌های آزمایش اجرا شد. داده‌ها با استفاده از تحلیل کواریانس چندمتغیره و تک‍متغیره تحلیل شدند.
یافته‌ها: هر دو آموزش مهارت‌های مثبت­اندیشی و درمان مبتنی بر پذیرش و تعهد بر خود ناتوان‌سازی تأثیر معنی­داری داشتند (001/0p <)، درمان مبتنی بر پذیرش و تعهد نسبت به مهارت‌های مثبت­اندیشی بر کاهش خود ناتوان‌سازی تأثیر بیشتری داشت (001/0p <).
نتیجه‌گیری: با توجه به برتری کارآیی درمان مبتنی بر پذیرش و تعهد در کاهش خود ناتوان‌سازی دانش‍آموزان دختر کمرو استفاده از ‌این روش درمانی توصیه می‌شود.

کلیدواژه‌ها


عنوان مقاله [English]

Comparison of the Effectiveness of Positive Thinking Skills Training and Acceptance / Commitment Therapy on Self- Disability of Shy Female Students

نویسندگان [English]

  • F Karimi Azar 1
  • R Saken azari 2
  • P Abdoltajedini 2
  • M Azmoudeh 3
1 PhD student, Dept of Psychology, Tabriz Branch, Islamic Azad University, Tabriz, Iran.
2 Assistant Prof, Dept of Psychology, Sarab Branch, Islamic Azad University, Sarab, Iran.
3 Assistant Prof, Dept of psychology, Tabriz Branch, Islamic Azad University, Tabriz, Iran.
چکیده [English]

Introduction: The aim of this study was to compare the effectiveness of positive thinking skills training and acceptance / commitment therapy on self- disability of shy girl students.
Materials and Methods: The statistical population of this quasi-experimental research included all the female high school students in Tabriz in the academic year 2020-2021; as many as 45 shy students were randomly selected by using a multistage cluster purposive sampling technique, and the samples were then randomly assigned into two groups i.e. experimental and control (15 people in each group). Groups completed the Jones & Rudwalt (1982) Self-Disability Questionnaire as the pre-test and post-test. Positive Thinking and acceptance / commitment therapy skills training (eight sessions, two sessions per week for 4 weeks) was conducted in the experimental groups. The results were analyzed using multivariate and univariate analysis of covariance.
Results: Both positive thinking skills training and acceptance and commitment therapy had significant effects on the self- disability (p < 0.001); in comparison to to positive thinking skills, acceptance / commitment therapy had a greater effect on reducing self- disability (p < 0.001).
Conclusion:  Given the superiority of the effectiveness of acceptance / commitment therapy to reducing self- disability of shy female students, it is recommended the use this  technique.

کلیدواژه‌ها [English]

  • Education
  • positive thinking
  • Acceptance and Commitment Therapy
  • Self- disability
  • shyness
  • Female Students
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