پديد آورندگان :
باشعور لشگري، مريم دانشگاه آزاد اسلامي واحد تهران مركزي , تجلي، پريسا دانشگاه آزاد اسلامي واحد تهران مركزي , اميري مجد، مجتبي دانشگاه آزاد اسلامي واحد ابهر - گروه روانشناسي
چكيده فارسي :
هدف
پژوهش حاضر باهدف تعيين اثربخشي آموزش شناختي رفتاري مبتني بر ذهن آگاهي به مادران بر خودكارآمدي فرزندان ناتواني يادگيري خاص آن ها در شهر تهران انجام شد.
روش بررسي
روش پژوهش نيمه آزمايشي و از نوع طرح هاي پيش آزمون-پس آزمون و پيگيري با گروه گواه بود. جامعه آماري اين پژوهش را تمام مادران و دانش آموران 8 تا 12 ساله داراي ناتواني يادگيري خاص در شهر تهران تشكيل مي دادند كه از بين آن ها 56 نفر (28 مادر و 28 كودك) به شيوه نمونه گيري مبتني بر هدف انتخاب شدند و به شيوه تصادفي در دو گروه آزمايش و گواه قرار گرفتند. ابزار گردآوري اطلاعات، پرسشنامه خودكارآمدي دانش آموز مورگان-جينكز (1999) بود كه قبل و بعد از مداخله و در مرحله پيگيري سه ماهه برروي هر دو گروه گواه و آزمايش اجرا شد. آزمودني هاي گروه آزمايش در 8 جلسه دوساعته تحت درمان شناختي رفتاري مبتني بر ذهن آگاهي قرار گرفتند. گروه گواه هيچ گونه آموزش درماني ويژه اي دريافت نكرد. تجزيه وتحليل داده ها در سطح توصيفي با استفاده از ميانگين و انحراف معيار و در سطح استنباطي با استفاده از آزمون تحليل واريانس با اندازه گيري مكرر انجام شد.
يافته ها
نتايج نشان داد كه درمان شناختي رفتاري مبتني بر ذهن آگاهي به مادران بر خودكارآمدي فرزندان آن ها در گروه آزمايش تاثير معناداري نداشت.
نتيجه گيري
آموزش شناختي رفتاري مبتني بر ذهن آگاهي به مادران به عنوان بخشي از درمان كودكان با ناتواني يادگيري خاص بايد بااحتياط به كار رود.
چكيده لاتين :
Background & Objective: Specific learning disabilities involve disorders of learning and cognition that are intrinsic to the individual. Specific
learning disabilities are specific in the sense that these disorders each significantly affect a relatively narrow range of academic and performance
outcomes. Specific learning disabilities may occur in combination with other disabling conditions, but they are not due primarily to other
conditions, such as intellectual disability, behavioral disturbance, lack of opportunities to learn, or primary sensory deficits. Children with specific
learning abilities have a poor sense of self-efficacy. Research has demonstrated a relationship between child self-efficacy and mother-child
interaction. Mother created an environment that may influence child self-efficacy in a numerous way. There continues to be a need for effective
interventions that can be utilized within the home setting to assist the student with specific learning abilities. One of these interventions is
Mindfulness-Based Cognitive Behavioral training. Mindfulness is a process of openly attending, with awareness, to one’s present moment
experience. Despite numerous studies available on Mindfulness-Based Cognitive Behavioral training, only a few have examined the effectiveness
of this therapy on a student with specific learning disabilities and their mothers, Therefore the present study aimed to investigate the effects of
mothers’ Mindfulness-Based Cognitive Behavioral training on Self-Efficacy in their children with specific learning disabilities.
Methods: In a quasi-experimental design, a pretest-posttest and follow-up with the control group paradigm applied. The statistical participants
of this study consist of all mothers and students aged 8-12 years with specific learning disabilities in Tehran city in the academic year of 2017-
2018. A sample of, 56 (28 mothers and 28 children) were selected through purposive sampling method and randomly divided into experimental
(14 students with their mothers) and control groups (14 students with their mothers). The Inclusion Criteria for mothers were being 25 years old
or above, holding a diploma degree or above. Also, the exclusion criteria were suffering from psychotic disorders. Inclusion and exclusion
criteria were evaluated based on interviews and self-reports of participants. Data collection tools were the Morgan Jinks Children's Self-Efficacy
scale which was performed before and after the intervention and in the follow-up period of 3 months on both control and experimental groups.
Morgan-Jinks self-efficacy scale has thirty items and three subscales: talent, effort and context. This instrument was validated through field
testing and item analysis. The resulted in the 30-item scale with an overall reliability coefficient of 0.82; the subscale alphas were 0.78 for talent;
0.70 for context, and 0.66 for effort. The experimental group received cognitive-behavioural of Mindfulness-Based Cognitive Behavioral training
in 8 sessions of 2 hours. The control group did not receive any specialized training. The groups tested before and immediately after the
intervention and at the follow-up period of 3 months. Repeated measures of variance analyzed the collected data. All analyses were done in
SPSS.
Results: Data analysis showed that Mindfulness-Based Cognitive Behavioral training for mothers has no significant effect on the Self-Efficacy
of their children with specific learning disabilities in the experimental group. Also, there was no significant difference among, pretest, posttest
and follow up scores of Self-efficacy subscales (talent, context and effort) in the control group and the experimental group.
Conclusion: As a part of the treatment for students with specific learning Disabilities, mindfulness should be used with caution.
