سلامت جامعه

سلامت جامعه

تأثیر بسته آموزش گروهی مبتنی بر اصلاح شناختی رفتاری بر اضطراب کودکان مبتلا به اختلال بیش فعالی/ نقص توجه

نوع مقاله : مقاله پژوهشی

نویسندگان
صفوره میرمحمودی 1
باقر غباری بناب 2
حسن اسدزاده 3
1 دانشجوی دکتری روانشناسی تربیتی، گروه روان‌شناسی، واحد علوم و تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران
2 استاد، گروه روانشناسی و آموزش کودکان استثنایی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران
3 استاد، گروه روان‌شناسی تربیتی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه علامه طباطبائی، تهران، ایران
10.22123/chj.2026.541906.2216
چکیده
مقدمه: اضطراب از شایع‌ترین اختلالات روانی است که احساس ناخوشایندی نسبت به خطری نامعلوم در فرد تداعی می‌کند. پژوهش حاضر با هدف تعیین تأثیر بسته آموزش گروهی مبتنی بر اصلاح شناختی رفتاری بر اضطراب کودکان مبتلا به اختلال بیش فعالی/ نقص توجه انجام شد.
مواد و روش‌ها: روش پژوهش نیمه­آزمایشی با طرح پیش‌آزمون-پس‌آزمون با گروه کنترل و پیگیری یک ماهه بود. جامعه آماری شامل تمامی کودکان 10 تا 12 سال مبتلا به اختلال بیش فعالی/ نقص توجه مراجعه‌کننده به مراکز مشاوره منطقه 22 تهران (800=N) در سال 1403 بود که تعداد 30 نفر به شیوه در دسترس انتخاب و با قرعه­کشی در گروه­های آزمایش و کنترل (هر گروه 15 نفر) جایگزین شدند. ابزار اندازه‌گیری، پرسش‌نامه اضطراب کودکان Spence (1998) بود. گروه آزمایش 12 جلسه 60 دقیقه‌ای (هفته‌ای 3 جلسه) آموزش اصلاح شناختی رفتاری را دریافت کردند. تجزیه و تحلیل داده‌ها توسط روش آنالیز واریانس دوطرفه با اندازه‌گیری‌های مکرر انجام شد.
یافته‌ها: میانگین و انحراف معیار نمره اضطراب گروه آزمایش در پیش­آزمون 05/3± 93/37 و پس­آزمون 07/5 ± 80/21 تفاوت معنی­دار داشت (001/0P<). اثر بسته آموزشی اصلاح شناختی رفتاری بر اضطراب کودکان مبتلا به اختلال بیش فعالی/ نقص توجه معنی­دار بود (897/22=F، 450/0=η، 001/0p<) و این تأثیرات مثبت در دوره پیگیری پایدار ماند (001/0P<).
نتیجه‌گیری: با توجه به اثربخشی بسته آموزش اصلاح شناختی رفتاری بر اضطراب کودکان توصیه می‌شود مشاوران و درمانگران از این روش در کنار سایر روش‌های مؤثر جهت بهبود اضطراب کودکان مبتلا به اختلال بیش فعالی/ نقص توجه استفاده کنند.
کلیدواژه‌ها
اصلاح شناختی رفتاری
اضطراب
کودکان
اختلال بیش فعالی/ نقص توجه

عنوان مقاله English

The Effect of a Group Training Package Based on Cognitive Behavioral Modification on Anxiety in Children with Attention-Deficit/Hyperactivity Disorder

نویسندگان English

safore mirmahmoudi 1
bagher ghobari bonab 2
hassan asadzadeh 3
1 PhD student in Educational Psychology, Department of Psychology, Science and Research Branch, Islamic Azad University, Tehran, Iran.
2 Professor, Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Education, University of Tehran, Tehran, Iran
3 Professor, Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Allameh Tabataba&#039;i University, Tehran, Iran.
چکیده English

Introduction: Anxiety is one of the most common mental disorders that evokes an unpleasant feeling of unknown danger in the individual. The present study aimed to investigate the effect of a group training package based on cognitive behavioral modification on anxiety in children with attention-deficit/hyperactivity disorder.
Materials and Methods: The present study was a semi-experimental study with a pretest-posttest design with a control group and a one-month follow-up. The statistical population consisted of all children aged 10 to 12 years with attention-deficit/hyperactivity disorder who were referred to counseling centers in Tehran’s 22nd district in 2024 (n=800). Out of which, 30 people were selected as the research sample based on the inclusion and exclusion criteria and by convenience method and were randomly assigned to experimental and control groups (15 people in either group). The measurement tool in this study was the Spence (1998) Children’s Anxiety Questionnaire. The experimental group underwent 12 sessions (3 sessions per week) of 60 minutes under a training package based on family communication patterns, and the control group did not receive any intervention. Statistical data analysis was performed using two-way repeated measures ANOVA.
Results: The mean and standard deviation of the experimental group’s anxiety scores were 37.93±3.05 in the pre-test and 21.80±5.07 in the post-test, indicating a significant reduction (p<0.001). The results of data analysis showed that after the intervention, the effect of the cognitive behavioral modification training package on children’s anxiety with attention-deficit/hyperactivity disorder was significant (F=22.897, η=0.450, p<0.001) and these positive effects remained stable during the follow-up period (p<0.001).
Conclusion: Considering the effectiveness of the cognitive behavioral modification training package on children's anxiety, it is recommended that counselors and therapists use this method along with other effective methods to improve anxiety in children with attention-deficit/hyperactivity disorder.

کلیدواژه‌ها English

Cognitive behavioral modification
Anxiety
Children
Attention-Deficit/Hyperactivity Disorder
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سلامت جامعه
دوره 19، شماره 4
زمستان 1404
صفحه 1-13