نشریه انجمن علمی روانشناسی ایران

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی کارشناسی ارشد روان‌شناسی و آموزش کودکان استثنایی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران.

2 استادیار گروه روان‌شناسی و آموزش کودکان استثنایی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران

3 دانشیار گروه روان‌شناسی و آموزش کودکان استثنایی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران.

چکیده

مدیریت هیجان یکی از چالش­های نوجوانان در جهان امروز است که می­تواند با شیوه­های فرزندپروری در خانواده مرتبط باشد. پژوهش حاضر با هدف بررسی اثربخشی آموزش خانواده مبتنی بر طرحواره بر مدیریت هیجان در نوجوانان ناسازگار انجام گرفته­است. پژوهش حاضر از نظر هدف، جزء پژوهش‎های کاربردی است و برحسب نحوۀ گردآوری داده‌ها، از نوع پژوهش‌های نیمه­آزمایشی با طرح دوگروهی و انتساب تصادفی با پیش‌آزمون، پس‌آزمون است. جامعه آماری این تحقیق شامل نوجوانان با مشکلات رفتاری دوره اول متوسطه شهر بجنورد می‌باشد. شرکت­کننده­ها، بالاترین نمره ناسازگاری را در پرسشنامه مبتنی بر تجربه آخنباخ فرم والدین (CBCL) کسب کرده و سپس در دو گروه کنترل و آزمایش با تعداد 15 نفر در هر گروه به صورت تصادفی قرار گرفتند.  شرکت­کنندگان دو گروه، قبل و بعد از اجرای برنامه مداخله،   پرسشنامه تنظیم شناختی هیجان (CERQ) و پرسشنامه تنظیم رفتاری هیجان (BERQ)  را به عنوان پیش­آزمون و پس­آزمون دریاقت و تکمیل کردند. افراد گروه آزمایش طی 13جلسه مورد آموزش خانواده مبتنی بر طرحواره قرار گرفتند و گروه کنترل در این مدت هیچ گونه مداخله­ای دریافت نکرد. نتایج تحقیق در رابطه با تنظیم رفتاری هیجان نشان می­دهد که برنامه آموزش خانواده مبتنی بر طرحواره به­طور معناداری در سطح 01/0p= بر مولفه­های «کناره گیری» و «جستجوی حمایت اجتماعی» موثر بوده و در سطح 05/0=p  بر مولفه­های «اقدام به کارهای دیگر»، «رویارویی فعال» و «نادیده گرفتن» تاثیری نداشته است. همچنین یافته­ها در رابطه مولفه­ها­ی تنظیم شناختی هیجان، یعنی «راهبردهای سازش­یافته» و «راهبردهای سازش­نایافته» در سطح 01/0=p  معنادار است. آموزش خانواده مبتنی بر طرحواره می­تواند در برخی موارد موجب بهبود و افزایش مولفه­های مدیریت هیجان در نوجوانان با مشکلات رفتاری شود و از پیشگیری تا توانبخشی تاثیرگذار باشد.

کلیدواژه‌ها

عنوان مقاله [English]

The Effectiveness of Schema-based Family Education Program on Emotion Management in Maladapted Adolescents

نویسندگان [English]

  • hosein karimimoghadam 1
  • sogand ghasemzadeh 2
  • Ali Akbar Arjmandnia 3

1 MSc. Student of Psychology and Education of Exceptional Children, Faculty of Psychology and Education, University of Tehran, Tehran, Iran.

2 Assistant Professor, Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Education, University of Tehran, Tehran, Iran.

3 Associate Professor, Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Education, University of Tehran, Tehran, Iran.

چکیده [English]

The present study aimed to investigate the effectiveness of schema-based family education programs in emotion management in maladapted adolescents. The present study is applied research regarding the purpose and quasi-experimental regarding the data collection method, with a randomly selected two-group design and pre-test and post-test. The statistical population of this study consisted of adolescents with behavioral problems of Bojnord city. Participants were the students who received the highest scores in the Achenbach system of empirically-based assessment (CBCL) among the students of three schools. They were then randomly divided into two groups of control and experiment, with 15 people in each group. The cohabitation of parents, general health of participating parents, and exclusion criteria, including acute or chronic physical illness or any other medical illness that precluded attendance in meetings, receiving other psychological interventions, undergoing a similar program, and receiving medication. Participants in both groups received CERQ and BERQ questionnaires as pre-test and post-tests to complete before and after the intervention program. The experimental group was trained in schema-based family education for 13 sessions. The control group did not receive any intervention during this period. The results of research on behavioral emotion regulation showed that schema-based family education program was significantly effective at p= 0.01 on the components of “withdrawal” and “seeking social support” and, at p= 0.05, did not affect the components of “seeking distraction,” “actively approaching,” and “ignoring.” Findings also showed a significant effect on the components of cognitive emotion regulation, “adapted strategies,” and “non-adapted strategies” at p= 0.01. Schema-based family education programs can sometimes enhance the components of emotion management in adolescents with behavioral problems and can be effective in prevention and rehabilitation. The results showed that the schema-based family education programs were effective in both components of cognitive emotion regulation and some components of behavioral emotion regulation (withdrawal and actively approaching).

کلیدواژه‌ها [English]

  • emotion management
  • . emotion regulation
  • schema-based family education
  • maladapted adolescents
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