اثربخشی آموزش ذهن آگاهی بر بهزیستی روانشناختی و مؤلفه های سرمایه روانشناختی در مادران دارای کودکان کم توان ذهنی آموزش پذیر
محورهای موضوعی : فصلنامه تعالی مشاوره و روان درمانیالهه مهدی 1 , اصغر میرمحرابی 2 , ابوطالب سعادتی شامیر 3
1 - دانشجوی کارشناسی ارشد، گروه روانشناسی، واحد علوم و تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران.
2 - دانشجوی کارشناسی ارشد، گروه روانشناسی، واحد علوم و تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران.
3 - استادیار، گروه روانشناسی تربیتی، واحد علوم و تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران.
کلید واژه: کودکان کم توان ذهنی, بهزیستی روانشناختی, سرمایه روانشناختی, آموزش ذهن آگاهی,
چکیده مقاله :
هدف: مطالعات متعددی به بررسی اثربخشی آموزش ذهن آگاهی بر ظرفیت های مثبت روانشناختی پرداخته اند اما پژوهشی که به اثربخشی آموزش ذهن آگاهی بر بهزیستی روانشناختی و سرمایه روانشناختی در مادران دارای کودکان کم توان ذهنی پرداخته باشد، مغفول مانده است. هدف پژوهش حاضر تعیین اثربخشی آموزش ذهن آگاهی بر بهزیستی روانشناختی و مؤلفه های سرمایه روانشناختی در مادران دارای کودکان کم توان ذهنی آموزش-پذیر بود.روش: پژوهش حاضر از نوع نیمه آزمایشی با طرح پیش آزمون، پس آزمون و پیگیری سه ماهه و گروه گواه بود. جامعه آماری را مادران دارای کودکان کم توان ذهنی آموزش پذیر 10-5 ساله شهر تهران تشکیل می دادند که در سال 1399 به مرکز مشاوره ذهن آرا مراجعه کرده بودند. حجم نمونه پژوهش حاضر شامل 40 نفر از مادران دارای کودکان کم توان ذهنی آموزش پذیر (20 نفر گروه آزمایش و 20 نفر گروه گواه) بود و نمونه گیری به روش در دسترس انجام شد. ابزار مورد استفاده برنامه کاهش استرس مبتنی بر ذهن آگاهی کابات زین (1990)، مقیاس بهزیستی روانشناختی ریف (1989) و مقیاس سرمایه روانشناختی لوتاز (2007) بود. داده ها به روش تحلیل واریانس با اندازه گیری مکرر و آزمون تعقیبی بنفرونی تحلیل شد.یافته ها: آموزش ذهن آگاهی بر بهزیستی روانشناختی و مؤلفه های سرمایه روانشناختی مادران دارای کودکان کم توان ذهنی آموزش پذیر تأثیر معنادار داشت که این اثربخشی در طول زمان پایدار بود (05/0>P).نتیجه گیری: مادران دارای کودکان کم توان ذهنی آموزش پذیری که در جلسات آموزشی ذهن آگاهی شرکت کرده بودند، بهزیستی روانشناختی، تاب آوری، خودکارآمدی، امیدواری و خوش بینی بیشتری داشتند.
Purpose: Numerous studies have examined the effectiveness of mindfulness training on positive psychological capacities but research that examines the effectiveness of mindfulness training on the psychological well-being and components of psychological capital in mothers of children with educatable intellectual disability has been overlooked. To determine the effectiveness of mindfulness training on the psychological well-being and components of psychological capital in mothers of children with educatable intellectual disability. Methodology: The research was semi-experimental with pre-test, post-test and control group design with trimester follow-up. The statistical population in this study consisted of all mothers of children with educatable intellectual disability aged between 5 and 10 in the city of Tehran who had referred to Zehn Ara Counseling Center in 2020. The sample size of the present study included 40 mothers of children with educatable intellectual disability, 20 of whom were in the experimental group and 20 in the control group with the available sampling method. The tool used was Kabat-Zin's (1990) treatment plan, Ryff's well-being Scale (1989), and Lutanz's psychological capital Scale (2007). Data were analyzed by variance analysis with repeated measures approach and Bonferroni post hoc test.Findings: mindfulness training had a significant effect on the psychological well-being and components of psychological capital in mothers of children with educatable intellectual disability (p<0.05).Conclusions: Mothers of children with educatable intellectual disability who participated in mindfulness training sessions were more well-being, resilience, Self-efficacy, hopeful and optimism
Abedin A, Molaie A. (2010). The effectiveness of group movie therapu (GMT) on parental stress reduction in mothers of children with mild mental retardation in Tehran. Procedia social and behavioral sciences. 5: 988-993. [Link]
Aghajani SA, Afroz GA, Narimani M & et al. (2014). The effectiveness of the educational method of stress reduction based on mindfulness in improving mother-child interaction in mothers of intellectually disabled students. Exceptional children. 15(1), 84-75. [Link]
Baer RA, Smith GT, Hopkins J & et al. (2006). Using self-report Assessment methods to Explore Facetsof mindfulness. Assessment. 13 (1): 27-45. [Link]
Du H, Bernardo A, Yeung SS. (2015). Locus-of-hope and life satisfaction: The mediating roles of personal self-esteem and relational self-esteem. Pers Individ Dif. 83:228-233. [Link]
Feldman DB, Kubota M. (2015). Hope, self-efficacy, optimism, and academic achievement: Distinguishing constructs and levels of specificity in predicting college grade-point average. Learn Individ Dif. 37:210-216. [Link]
Friedman M, Woods J, Salisbury C. (2012). Caregiver Coaching Strategies for Early Intervention Providers. Infants Young Child. 25(1): 62-82. [Link]
Gordon A, Young-Jones A, Hayden S. (2020). Dispositional mindfulness, perceived social support, and academic motivation: Exploring differences between Dutch and American students. New Ideas in Psychology. 56: 100744. [Link]
Hemmati Haji Pirlo Sh & Nikkhoo GH. (2016). A Comparison of Psychological Capital, Social Capital, Mental Health and Health Literacy among the Mothers of Intellectually Disabled Children with the Mothers of Normal Children. International Journal of Pharmaceutical Research & Allied Sciences. (SI):133-143. [Link]
Imani M, Karimi J, Behbahani M & et al. (2016). Examining the role of mindfulness, psychological flexibility and coherent self-knowledge on students' psychological well-being. grace ; 21 (2), 178-171. [Link]
Kabat-Zinn J. (2005). The clinical use of mindfulness meditation for the self-regulation of chronic pain. Journal of Behavioral Medicine. 8(2): 163-190. [Link]
Keenan-Mount R, Albrecht NJ & Waters L. (2016). Mindfulness-based approaches for Young People with Autism Spectrum Disorder and their Caregivers: Do these Approaches Hold Benefits for Teachers? Australian Journal of Teacher Education, 41(6): 68-86. [Link]
Khanjani M, Shahidi Sh, Fathabadi J & et al. (2013). Factorial structure and psychometric properties of the short form of RIF psychological well-being scale in male and female students. Thoughts and behavior; 8(32), 36-27. [Link]
Lilly J, Tungol JR. (2015). Effectiveness of mindfulness based psycho-educational program on parental stress of selected mothers of children with autism. Indian Journal of Positive Psychology. 6(1): 52-56. [Link]
Lomas T, Medina JC, Ivtzan I & et al. (2017). The impact of mindfulness on the wellbeing and performance of educators: A systematic review of the empirical literature. Teaching and Teacher Education. 61: 132–141. [Link]
Luthans F, Avolio BJ, Avey JB & et al. (2007). Positive psychological capital: Measurement and relationship with performance and satisfaction. Personnel psychology. 60(3): 541-572. [Link]
Mcconkey R, Truesdele-kinnedy M, Chang M & et al. (2008). The impact on mothers of binging up a child with intellectual disabilities: A cruss. Cultural study. International journal of nursing studies. 45: 65-74. [Link]
Neece CL. (2014). Mindfulness-based stress reduction for parents of young children with developmental delays: applications for parental mental health and child behavior. Journal of Applied Research in Intellectual Disability. 27: 174–186. [Link]
Ogston PL, Mackintosh VH & Myers BJ. (2011). Hope and worry in mothers of children with an autism spectrum disorder or Down syndrome. Res Autism Spectr Disord. 5(4): 1378-84. [Link]
Seligman MEP, Raivich K, Cogs L & et al. (1996). Optimist Child. Translated by Foruyandeh Davarpanah.Teheran: Roshd Press. [Link]
Solberg Nes L. Segerstrom SC. (2006). Dispositional optimism and coping: A meta-analytical review. Personality Social Psychol Rev. 10: 235-51. [Link]
Temanaifar MR, Qiyasi A. (2017). Comparison of psychological well-being of mothers with intellectually disabled children and mothers with normal children. New developments in psychology, educational sciences and education. 1(1), 18-25. [Link]
Weiland BJ, Nigg JT, Welsh RC & et al. (2012). Resiliency in adolescents at high risk for substance abuse: flexible adaptation via subthalamic nucleus and linkage to drinking and drug use in early adulthood. Alcohol Clin Exp Res. 36(8): 1355-64. [Link]
Wu Y, Sang Z, Zhang X & et al. (2020). The Relationship between Resilience and Mental Health in Chinese College Students: A Longitudinal Cross-Lagged Analysis. Front. Psychol.1: 108. [Link]
Zollars I, Poirier TI, Pailden J. (2019). Effects of mindfulness meditation on mindfulness, mental well-being, and perceived stress. Currents in Pharmacy Teaching and Learning. [Link]
_||_