تأثیر آموزش راهبردهای پردازش هیجان‌مدار بر استرس ادراک شده و پرخاشگری دانش-آموزان پسر دارای اختلال سلوک

نوع مقاله : مقاله پژوهشی

نویسندگان

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

2 دانشیار، گروه روانشناسی، دانشگاه سیستان و بلوچستان، سیستان و بلوچستان، ایران.

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

10.22123/chj.2022.235056.1523

چکیده

مقدمه: عوامل روان‌شناختی می­توانند در بروز برخی مشکلات دوران کودکی همچون اختلالات سلوک نقش داشـته باشـند. این پژوهش با هدف تعیین تأثیر آموزش راهبردهای پردازش هیجان­مدار بر استرس ادراک­شده و پرخاشگری دانش­آموزان پسر دارای اختلال سلوک شهر زاهدان در سال تحصیلی 98-1397 انجام شد.
مواد و روش­ ها: روش پژوهش نیمه­آزمایشی با طرح پیش‌آزمون و پس‌آزمون با گروه کنترل بود. آزمودنی­ها، 30 نفر از کودکان پسر 7 تا 8 ساله دارای اختلال سلوک در کانون اصلاح و تربیت زاهدان بودند که به طور تصادفی در گروه­های آزمون و کنترل (15 نفر در هر گروه) قرار گرفتند. ابزار جمع‌آوری اطلاعات مقیاس استرس ادارک­شده Cohen و همکاران (1983) و پرسشنامه پرخاشگری Buss و Perry (1992) بود. ابتدا برای هر دو گروه، آزمون استرس ادراک­شده و پرخاشگری انجام شد. سپس 8 جلسه (هفته­ای یک جلسه دو ساعته) آموزش پردازش هیجان­مدار برای گروه آزمون برگزار شد. گروه کنترل آموزشی دریافت نکردند. جهت تحلیل داده­ها از تحلیل کوواریانس استفاده شد.
یافته ­ها: میانگین و انحراف معیار متغیر استرس ادراک­شده گروه آزمون در پیش­آزمون 91/5+13/33، در پس­آزمون 36/6+73/19 و در گروه کنترل در پیش­آزمون 33/9+29/20 و در پس­آزمون 32/8+13/29 بود. میانگین و انحراف معیار متغیر پرخاشگری گروه آزمون در پیش­آزمون 06/11+86/99، در پس­آزمون 67/12+20/66 و در گروه کنترل در پیش­آزمون 86/11+13/99 و در پس­آزمون 54/11+73/97 بود. آموزش راهبردهای پردازش هیجان­مدار موجب کاهش استرس ادراک­شده و پرخاشگری شد (01/0>p).
نتیجه­ گیری: با توجه به این­که آموزش راهبردهای پردازش هیجان­مدار، استرس ادراک­شده و پرخاشگری پسران را کاهش داده است، این مداخله به منظور کاهش اختلال سلوک کودکان توصیه می­شود.   

کلیدواژه‌ها

عنوان مقاله [English]

The Effect of Emotion-Focused Processing Strategies Training on Perceived Stress and Aggression of Male Students with Conduct Disorder

نویسندگان [English]

  • H Karampor Mohammadabadi 1
  • M Shirazi 2
  • Gh Sanagouye Moharer 3
1 PhD student, Dept of Educational psychology, Islamic Azad University, Zahedan branch, Zahedan, Iran.
2 Associate Prof, Dept of psychology, University of Sistan and Baluchestan, Sistan and Baluchestan, Iran.
3 Assistant Prof, Dept of psychology, Islamic Azad University, Zahedan branch, Zahedan, Iran.
چکیده [English]

Introduction: In childhood, psychological factors contribute to the development of some problems such as behavioral disorders. This study aimed to determine the effect of teaching emotion-based processing strategies on perceived stress and aggression of male students with conduct disorder in Zahedan in 2019.
Materials and Methods: The present study was a quasi-experimental study with pre-test and post-test design with a control group. The statistical population of this study included all children aged 7 to 8 years with behavioral disorders at Zahedan Correctional Center in 2018. The research sample included 30 people who were selected by simple random sampling method and were randomly divided into an experimental group (15 people) and a control groups (15 people). Questionnaires for collecting data from the sample group included Cohen's perceived stress scale (1983) scale, Comark and Marmelstein (1983), and Bass and Perry's aggression questionnaire (1992). Both groups underwent perceived stress test and aggression test. Then 8 sessions of emotion processing training (one session per week for two hours) were held for the experimental group. The control group did not receive any training. For statistical analysis of the data, covariance analysis was conducted using SPSS-23 software.
Results: Mean and standard deviation of perceived stress variable in the experimental group was 33.13 + 5.91 in the pre-test and 19.73 + 6.36 in the post-test, and in the control group it was 20.29 + 9.33 in the pre-test and 29.13 + 8.32 in the post-test. The mean and standard deviation of the aggression variable of the experimental group was 99.86 + 11.06 in the pre-test and 66.20 + 12.67 in the post-test, and in the control group, it was 99.13 + 11.86 in the pre-test and 97.73 + 11.54 in the post-test. The results also showed that teaching emotion-based processing strategies reduced cognitive stress and aggression (p<0.01).
Conclusion: Since the training of emotion processing strategies has reduced perceived stress and aggression in boys, this intervention is recommended to reduce children behavior disorders.

کلیدواژه‌ها [English]

  • Conduct disorder
  • Perceived stress
  • Aggression
  • Emotion-Focused Processing Strategies
  • Students

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