اثربخشی مداخلة مبتنی بر ذهن‌آگاهی بر نشانه‌های نارسایی توجه/ فزون‌کنشی زیر آستانة تشخیص و مشکلات برونی‌سازی نوجوانان

الموضوعات :

اشکان ناصح ¹ , لیلا حیدری نسب ² , محمدرضا شعیری ³

1 - دانشجوی دکتری روان‌شناسی بالینی دانشگاه شاهد
2 - استادیار دانشگاه شاهد
3 - دانشیار دانشگاه شاهد

تاريخ الإرسال : 21 السبت , رجب, 1439 تاريخ التأكيد : 21 السبت , رجب, 1439 تاريخ الإصدار : 04 الجمعة , ربيع الثاني, 1439

الکلمات المفتاحية: مشکلات برونی‌سازی‌, نوجوانان, مداخلة مبتنی بر ذهن‌آگاهی, نشانه‌های نارسایی توجه/ فزون‌کنشی زیر آستانة تشخیص,

ملخص المقالة :

این پژوهش اثربخشی مداخلة مبتنی بر ذهن‌آگاهی را بر کاهش نشانه‌های نارسایی توجه/ فزون‌کنشی زیر آستانة تشخیص و مشکلات برونی‌سازی‌ نوجوانان بررسی کرد. فهرست رفتاری کودک و فرم خودگزارش‌دهی نوجوانان نظام سنجش مبتنی بر تجربة آشنباخ در نمونة 253 نفری از نوجوانان و مادران آن‌ها اجرا شد. 24 نفر از نوجوانانی که بنابر نتایج فهرست رفتاری کودکان، نمره‌های مرزی در زیرمقیاس مشکلات توجه و نمره‌های بالا در مشکلات برونی‌سازی‌ داشتند و نشانه‌های آن‌ها در فرم خودگزارش‌دهی نوجوانان نیز تأیید شده بود، به‌تصادف در دو گروه آزمایش (12 نفر) و کنترل (12 نفر) قرار گرفتند. گروه آزمایش 8 جلسة مداخلة مبتنی بر ذهن‌آگاهی در مدت 8 هفته دریافت کرد. گروه کنترل در این بازه زمانی هیچ مداخله‌ای دریافت نکرد. داده‌های کمّی با استفاده از آزمون تحلیل واریانس چندمتغیری تحلیل شد و یافته‌ها نشان داد که پس از مداخله نشانه‌های نارسایی توجه/ فزون‌کنشی و مشکلات برونی‌سازی‌ در نوجوانان گروه آزمایش در مقایسه با نوجوانان گروه کنترل کاهش معنادار داشته است. یافته‌های این پژوهش کاربرد بالینی در پیشگیری و درمانگری نشانه‌های نارسایی توجه/ فزون‌کنشی و مشکلات برونی‌سازی نوجوانان در فضاهای بالینی و مدارس دارد.

المصادر:

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مینایی، ا. (1384). کتابچه راهنمای فرم‌های سن مدرسه نظام سنجش مبتنی بر تجربة آشنباخ. تهران: پژوهشگاه مطالعات آموزش و پرورش.

نریمانی، م.، بگیان‌کوله‌مرز، م.، احدی، ب. و ابوالقاسمی، ع. (1393). اثربخشی آموزش رفتاردرمانی دیالکتیکی گروهی بر کاهش نشانه‌های اختلال نقص توجه/ بیش‌فعالی و بهبود کیفیت زندگی دانش‌آموزان. مجلة روان‌شناسی بالینی، 1(21)، 39-51.

 

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