دوره 21، شماره 1 - ( مجله علمی پژوهان، زمستان 1401 )                   جلد 21 شماره 1 صفحات 31-22 | برگشت به فهرست نسخه ها

Ethics code: IR.IAU.FALA.REC.1400.053


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1- گروه روان‌شناسی، واحد نجف‌آباد، دانشگاه آزاد اسلامی، نجف‌آباد، ایران
2- گروه روان‌شناسی، واحد نجف‌آباد، دانشگاه آزاد اسلامی، نجف‌آباد، ایران ، ddehghani55@yahoo.com
3- گروه روان‌شناسی و آموزش کودکان با نیازهای خاص، دانشگاه اصفهان، اصفهان، ایران
4- گروه مشاوره، دانشگاه اصفهان، اصفهان، ایران
چکیده:   (728 مشاهده)
سابقه و هدف: پژوهش حاضر با هدف بررسی مقایسه‌ی تأثیر درمان مبتنی بر ذهنی‌سازی و فیلیال‌تراپی بر تعاملات دانش‌آموزان با اختلال نقص توجه- بیش‌فعالی انجام گرفت.
مواد و روش‌‌ها: روش پژوهش نیمه‌تجربی با طرح پیش‌آزمون، پس‌آزمون و پیگیری با گروه شاهد بود. جامعه‌ی آماری در این پژوهش دانش‌آموزان ۷ تا ۹ ساله دارای اختلال نقص توجه بیش‌فعالی شاغل به تحصیل در مدارس عادی مناطق شش‌گانه‌ی شهر اصفهان بودند. برای انتخاب نمونه، از بین دانش‌آموزانی که معیارهای ورود به پژوهش را داشتند، ۴۲ نفر انتخاب و به ‌صورت تصادفی بین گروه‌های درمان مبتنی بر ذهنی‌سازی (۱۴ نفر)، فیلیال‌تراپی (۱۴ نفر) و شاهد (۱۴ نفر) تقسیم شدند.
یافته‌ها: نتایج نشان داد که تعامل والد- کودک و معلم- دانش‌آموز در گروه‌های آزمایش نسبت به گروه شاهد به‌ طور معنی‌داری افزایش یافته است (۰/۰۱ P). همچنین مقایسه‌ی میانگین نمرات نشان داد که در متغیر ارتباط والد- کودک؛ تفاوت معنی‌داری بین گروه درمان مبتنی بر ذهنی‌سازی و گروه فیلیال‌تراپی وجود نداشت (۰/۰۱ P) اما در متغیر ارتباط معلم- دانش‌آموز؛ این تفاوت معنی‌دار بود (۰/۰۱ P).
نتیجه‌گیری: با توجه به اثربخشی بر تعاملات والد- کودک و تعاملات معلم- دانش‌آموز کودکان با اختلال بیش‌فعالی- نقص توجه می‌توان از این رویکرد به عنوان یک روش درمانی مؤثر در ایران بهره برد.
متن کامل [PDF 652 kb]   (832 دریافت)    
نوع مطالعه: مقاله پژوهشي | موضوع مقاله: روانشناسی و روانپزشکی
دریافت: 1401/3/20 | پذیرش: 1401/5/23 | انتشار: 1401/12/29

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