مقایسه اثربخشی آموزش تنظیم هیجان و شناخت‌درمانی مبتنی بر ذهن‌آگاهی بر شفقت به خود، عواطف مثبت و منفی و بهزیستی روان‌شناختی نوجوانان تک‌والد

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی کارشناسی ارشد، رشته روانشناسی عمومی، واحد همدان، دانشگاه آزاد اسلامی، همدان، ایران

2 استادیار گروه روانشناسی و علوم تربیتی، واحد همدان، دانشگاه آزاد اسلامی، همدان، ایران

چکیده

هدف: مقایسه اثربخشی آموزش تنظیم هیجان و شناخت‌درمانی مبتنی بر ذهن‌آگاهی بر شفقت به خود، عواطف مثبت و منفی و بهزیستی روان‌شناختی نوجوانان تک‌والد بود.
روش: نیمه‌آزمایشی با طرح گروه کنترل نابرابر و دوره پیگیری انجام شد. جامعه آماری شامل همه نوجوانان تک‌والد مشغول به تحصیل در مقطع متوسطه اول و دوم شهر همدان در نیمسال دوم سال تحصیلی ۱۴۰۳–۱۴۰۲ بود که از میان آن‌ها ۴۵ نفر به‌صورت در دسترس انتخاب شدند. ابزارهای گردآوری داده‌ها شامل پرسش‌نامه‌های شفقت به خود نف (2003)، عواطف مثبت و منفی واتسون و همکاران (1988) و بهزیستی روان‌شناختی ریف (2002) بود. آموزش‌ها بر اساس پروتکل تنظیم هیجان گراس (2002) و شناخت‌درمانی مبتنی بر ذهن‌آگاهی بوئن و همکاران (2011) اجرا شد.
یافته‌ها: داده‌ها با روش تحلیل واریانس مختلط تحلیل گردید. نتایج نشان داد هر دو روش آموزشی بر افزایش شفقت به خود، عاطفه مثبت و بهزیستی روان‌شناختی و کاهش عاطفه منفی تأثیر معناداری داشتند (0.05>p)، اما تفاوت معناداری بین اثربخشی دو روش مشاهده نشد (0.05<p). همچنین، پایداری نتایج در دوره پیگیری، نشان‌دهنده تداوم اثر مداخلات، به‌ویژه در شفقت به خود و عواطف مثبت و منفی بود.
نتیجه‌گیری: بر این اساس، می‌توان نتیجه گرفت که هر دو روش می‌توانند به‌عنوان مداخلات کارآمد برای ارتقای سلامت روانی و هیجانی نوجوانان تک‌والد مورد استفاده قرار گیرند و پیشنهاد می‌شود متخصصان، بهره‌گیری از این روش‌ها را در حمایت‌های روانی و آموزشی این گروه از نوجوانان مدنظر قرار دهند.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Comparing the Effectiveness of Emotion Regulation Training and Mindfulness-Based Cognitive Therapy on Self-Compassion, Positive and Negative Affect, and Psychological Well-Being in Single-Parent Adolescents

نویسندگان [English]

  • Alireza Hojati 1
  • Nafiseh Yari moghadam 2
1 . Master's student, Department of General Psychology, Hamedan Branch, Islamic Azad University, Hamedan, Iran
2 Assistant Professor, Department of Psychology and Educational Sciences, Hamedan Branch, Islamic Azad University, Hamedan, Iran
چکیده [English]

Objective: The present study aimed to compare the effectiveness of emotion regulation training and mindfulness-based cognitive therapy (MBCT) on self-compassion, positive and negative affect, and psychological well-being among single-parent adolescents.
Methods: The research employed a quasi-experimental design with a nonequivalent control group and follow-up phase. The statistical population included all single-parent adolescents enrolled in junior and senior high schools in Hamadan during the second semester of the 2023–2024 academic year, from which a convenience sample of 45 participants was selected. Data were collected using the Self-Compassion Scale (Neff, 2003), the Positive and Negative Affect Schedule (Watson et al., 1988), and the Psychological Well-Being Scale (Ryff, 2002). The interventions were conducted based on Gross’s (2002) Emotion Regulation Training protocol and Bowen et al.’s (2011) MBCT protocol.
Results: Data were analyzed using mixed ANOVA. The results indicated that both interventions significantly improved self-compassion, positive affect, and psychological well-being and reduced negative affect (p<0.05). However, no significant difference was found between the effectiveness of the two interventions (p>0.05). Moreover, the follow-up results confirmed the stability of these effects, particularly on self-compassion and affect variables.
Conclusions: Overall, both approaches can be considered effective interventions for enhancing the emotional and psychological well-being of single-parent adolescents. It is recommended that mental health professionals incorporate these methods into psychological and educational support programs designed for this group of adolescents.

کلیدواژه‌ها [English]

  • Emotion Regulation Training
  • Mindfulness-based Cognitive Therapy
  • Self-Compassion
  • Positive and Negative Affect
  • Psychological Well-Being

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راهبردهای شناختی در یادگیری
دوره 13، شماره 25 - شماره پیاپی 25
پاییز و زمستان 1404
دی 1404
صفحه 145-165

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