اثربخشي آموزش مبتني بر ذهن آگاهي بر تنظيم شناختي هيجان و انعطاف پذيري شناختي مادران كودكان با ناتواني هاي يادگيري

Effectiveness of mindfulness-based training on cognitive emotion regulation and cognitive flexibility in mothers of children with Learning Disabilities

ﻫﺪف از ﭘﮋوﻫﺶ ﺣﺎﺿﺮ، اﺛﺮﺑﺨﺸﯽ آﻣﻮزش ﻣﺒﺘﻨﯽ ﺑﺮ ذﻫﻦآﮔﺎﻫﯽ ﺑﺮ ﺗﻨﻈﯿﻢ ﺷﻨﺎﺧﺘﯽ ﻫﯿﺠﺎن و اﻧﻌﻄﺎفﭘﺬﯾﺮي ﺷﻨﺎﺧﺘﯽ ﻣﺎدران ﮐﻮدﮐﺎن ﺑﺎ اﺧﺘﻼل ﯾﺎدﮔﯿﺮي وﯾﮋه ﺑﻮد. ﻃﺮح اﯾﻦ ﻣﻄﺎﻟﻌﻪ، از ﻧﻮع آزﻣﺎﯾﺸﯽ ﺑﺎ ﭘﯿﺶآزﻣﻮن- ﭘﺲآزﻣﻮن و ﮔﺮوه ﮐﻨﺘﺮل ﺑﻮد. ﺟﺎﻣﻌﻪ آﻣﺎري ﺷﺎﻣﻞ ﮐﻠﯿﻪ ﻣﺎدران 320 ﻣﺎدر( داﻧﺶآﻣﻮزان ﺳﻮم ﺗﺎ ﭘﻨﺠﻢ ﻣﺮاﺟﻌﻪﮐﻨﻨﺪه ﺑﻪ ﻣﺮاﮐﺰ ﻧﺎﺗﻮاﻧﯽﻫﺎي ﯾﺎدﮔﯿﺮي ﺷﻬﺮ اروﻣﯿﻪ در ﺳﺎل ﺗﺤﺼﯿﻠﯽ 1395-96 ﺑﻮد. از ﻣﯿﺎن آنﻫﺎ 30 ﻧﻔﺮ ﺑﺎ روش ﻧﻤﻮﻧﻪﮔﯿﺮي ﺗﺼﺎدﻓﯽ ﺳﺎده اﻧﺘﺨﺎب و در دو ﮔﺮوه آزﻣﺎﯾﺶ و ﮐﻨﺘﺮل ﻫﺮ ﮔﺮوه 15 ﻧﻔﺮ( ﺑﻪﺻﻮرت ﺗﺼﺎدﻓﯽ ﺟﺎﯾﮕﺰﯾﻦ ﺷﺪﻧﺪ. ﮔﺮوه آزﻣﺎﯾﺶ، ﺑﺮﻧﺎﻣﻪ درﻣﺎﻧﯽ ﻣﺒﺘﻨﯽ ﺑﺮ ذﻫﻦآﮔﺎﻫﯽ را در ﻃﯽ ﻫﺸﺖ ﺟﻠﺴﻪ ﯾﮏوﻧﯿﻢ ﺳﺎﻋﺘﻪ درﯾﺎﻓﺖ ﮐﺮدﻧﺪ. در اﯾﻦ ﭘﮋوﻫﺶ از ﭘﺮﺳﺸﻨﺎﻣﻪﻫﺎي ﺗﻨﻈﯿﻢ ﺷﻨﺎﺧﺘﯽ ﻫﯿﺠﺎن )CERQ( و اﻧﻌﻄﺎفﭘﺬﯾﺮي ﺷﻨﺎﺧﺘﯽ )CFI( اﺳﺘﻔﺎده ﺷﺪ ﮐﻪ ﺗﻮﺳﻂ ﭘﮋوﻫﺸﮕﺮ ﺑﻪﻋﻨﻮان ﭘﺲآزﻣﻮن در اﺧﺘﯿﺎر ﻣﺎدران ﻗﺮار ﮔﺮﻓﺖ و دادهﻫﺎي اﯾﻦ ﻣﻄﺎﻟﻌﻪ ﺑﺎ اﺳﺘﻔﺎده از روش ﺗﺤﻠﯿﻞ ﮐﻮوارﯾﺎﻧﺲ در ﻧﺮم اﻓﺰار 22-Spss ﺗﺤﻠﯿﻞ ﺷﺪ. ﻧﺘﺎﯾﺞ ﻧﺸﺎن داد ﮐﻪ ﻣﺪاﺧﻠﻪ ﻣﺒﺘﻨﯽ ﺑﺮ ذﻫﻦآﮔﺎﻫﯽ ﻣﻮﺟﺐ ﮐﺎﻫﺶ ﻫﯿﺠﺎﻧﺎت ﻣﻨﻔﯽ 0/05

The aim of this research is the study of effectiveness of mindfulness-based training on cognitive emotion regulation and cognitive flexibility in mothers of children with specific learning disorder. The study was experimental with pretest-posttest design and a control group. Statistical population included all mothers of students from third to fifth grade referred to learning disabilities centers in the Urmia City in the 2016-2017 academic year. Of these, 30 individuals were selected by simple random sampling method and were randomly assigned to experiment and control groups (each group consisting of 15 individuals). The experiment group received mindfulness-based therapy in eight one and a half hour session. The tools used in this study were Cognitive Emotion Regulation Questionnaire (2001), as well as Cognitive Flexibility Questionnaire (Dennis and Vander Wal, 2010) made as post-test questionnaires to the mothers were then collected data using SPSS 22 software and Covariance Analysis Method were analyzed. The results showed that mindfulness-based intervention reduces negative emotions (P<0/05) and increase positive emotions (P<0/05). The findings also showed that mindfulness-based programs increased cognitive flexibility (P<0/05) in mothers of children with specific learning disability and there is a significant difference between the experimental and control groups. According to the findings, it can be concluded that a program based on mind-awareness reduces psychological problems and increases mental health in mothers of children with special learning disabilities.