اثربخشی گروه‌درمانی مبتنی بر پذیرش و تعهد بر انعطاف‌پذیری شناختی و خودتنظیمی هیجانی دانش‌آموزان

نوع مقاله : مقاله پژوهشی

نویسنده

استادیار، گروه آموزشی روان شناسی تربیتی، واحد تهران جنوب، دانشگاه آزاد اسلامی، تهران، ایران

چکیده

هدف: نظر به اهمیت سلامت روان دانش‌آموزان به‌عنوان منابع انسانی باارزش در جامعه و نقشی که هرکدام از متغیرهای انعطاف­پذیری روان‌شناختی و خودتنظیمی هیجانی در تأمین سلامت روان دانش‌آموزان دارند، این پژوهش با هدف بررسی اثربخشی گروه­درمانی مبتنی بر پذیرش و تعهد بر انعطاف‌پذیری شناختی و خودتنظیمی هیجانی دانش‌آموزان انجام شد.
روش: روش پژوهش به‌صورت نیمه آزمایشی بوده و در آن از طرح پیش‌آزمون - پس‌آزمون با گروه کنترل استفاده شد. جامعه آماری پژوهش شامل تمامی دانش‌آموزان پسر پایه دهم شهر تهران در سال تحصیلی 99-1398 بودند که 30 نفر از آن‌ها به روش نمونه­گیری تصادفی خوشه‌­ای انتخاب و در دو گروه آزمایش (و گروه کنترل به‌صورت تصادفی جایگزین شدند. از پرسشنامه‌های انعطاف­پذیری شناختی دنیس و وندروال (2010) و خودتنظیمی هیجانی هافمن و کاشدان (2010) برای گردآوری داده‌ها در مرحله پیش‌آزمون و پس‌آزمون استفاده شد. گروه­درمانی مبتنی بر پذیرش و تعهد طی 8 جلسه 90 دقیقه‌ای در گروه آزمایش اجرا شد اما گروه کنترل تحت مداخله قرار نگرفت. داده‌های جمع‌آوری‌شده از طریق نسخه 22 نرم‌افزار spss و آزمون تحلیل کوواریانس تجزیه‌وتحلیل شدند.
یافته‌­ها: یافته‌ها نشان داد که بین نمره‌های پس‌آزمون گروه آزمایش و کنترل تفاوت معنی‌داری وجود دارد، به‌نحوی‌که گروه­درمانی مبتنی بر پذیرش و تعهد موجب افزایش انعطاف­پذیری شناختی و خودتنظیمی هیجانی گروه آزمایش شد (05/0P<).
نتیجه‌گیری: استفاده از گروه‌درمانی مبتنی بر پذیرش و تعهد به‌منظور افزایش انعطاف­پذیری شناختی و خودتنظیمی هیجانی دانش­آموزان مفید و مؤثر است.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

The Effectiveness of Acceptance and Commitment Group Therapy on Students' Cognitive Flexibility and Emotional Self-Regulation

نویسنده [English]

  • Afsaneh Lotfi Azimi
Assistant Professor, Department of Educational Psychology, South Tehran Branch, Islamic Azad University, Tehran, Iran
چکیده [English]

Objectives: Considering the importance of students' mental health as valuable human resources in the society and the role that psychological flexibility and emotional self-regulation variables play in improving students' mental health, this research aimed to investigate the effectiveness of acceptance and commitment based group therapy on cognitive flexibility and emotional self-regulation of students.
Methods: This research adopted a quasi-experimental design with pre-test, post-test and a control group. The statistical population included all high school10th grade male students in Tehran in the academic year of 2018-2019, thirty of whom were selected by random cluster sampling and then randomly assigned to the experimental and control groups. Dennis and Vander Wal’s (2010) Cognitive Flexibility Inventory and Hoffmann and Kashdan's (2010) Emotional Self-Regulatory Questionnaire were used to collect data in the pre-test and post-test stages. Acceptance and commitment based group therapy was implemented in 8 sessions of 90 minutes in the experimental group, but the control group did not experience the treatment. The collected data were analyzed using the analysis of covariance through SPSS software version 22.
Results: The findings showed that there is a significant difference between the post-test scores of the experimental and the control groups indicating that the therapy group based on acceptance and commitment increased the cognitive flexibility and emotional self-regulation of the experimental group (P<0.05).
Conclusion: Implementation of acceptance and commitment based group therapy can be effective in enhancing students’ cognitive flexibility and emotional self-regulation.

کلیدواژه‌ها [English]

  • acceptance and commitment therapy
  • cognitive flexibility
  • emotional self-regulation
  • Students
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