پديد آورندگان :
طهماسب زاده، محمود دانشگاه آزاد اسلامي واحد ساري , ميرزاييان، بهرام دانشگاه آزاد اسلامي واحد ساري - گروه روانشناسي , حسن زاده، رمضان دانشگاه آزاد اسلامي واحد ساري - گروه روانشناسي
كليدواژه :
اضطراب اجتماعي , ناتواني يادگيري خاص , درمان شناختي رفتاري , واقعيت درماني
چكيده فارسي :
زمينه و هدف
از انواع اختلال هاي اضطرابي، مي توان به اختلال اضطراب اجتماعي اشاره كرد كه دربرگيرنده ترس از موقعيت هاي اجتماعي و مشتمل بر وضعيت هايي است كه در آن ها نوعي موشكافي يا ارتباط با غريبه ها وجود دارد. پژوهش حاضر با هدف بررسي تفاوت بين اثربخشي گروه درماني شناختي رفتاري و واقعيت درماني بر كاهش اضطراب اجتماعي در مادران دانش آموزان با اختلال ويژه يادگيري انجام شد.
روش بررسي
اين پژوهش نيمه آزمايشي با طرح پيش آزمون و پس آزمون و گروه كنترل بود. جامعه آماري را مادران دانش آموزان مبتلا به اختلال يادگيري مراجعه كننده به مراكز درمان اختلال هاي يادگيري شهر بابل، در سال تحصيلي 97- 1396 تشكيل دادند كه از اين تعداد 45 نفر به صورت نمونه گيري دردسترس انتخاب شده و به طور تصادفي و حجم مساوي در سه گروه شامل دو گروه آزمايش و يك گروه كنترل قرار گرفتند. تعداد نمونه ها در فرايند مطالعه، در اثر افت به 40 نفر كاهش يافت. ابزار پژوهش شامل پرسشنامه اضطراب اجتماعي (كانور و همكاران، 2000) بود. همچنين از روش تحليل كوواريانس چندمتغيري و تك متغيري براي آزمون فرضيه ها و از آزمون تعقيبي شفه براي بررسي و مقايسه دوبه دو گروه ها استفاده شد.
يافته ها
نتايج پژوهش حاكي از آن بود كه درمان گروهي شناختي رفتاري و واقعيت درماني بر كاهش اضطراب اجتماعي تاثير معناداري دارد (0٫011=p)؛ اما بين اثربخشي اين دو روش تفاوت معناداري وجود نداشت.
نتيجه گيري
باتوجه به يافته هاي پژوهش مي توان از درمان هاي شناختي رفتاري و واقعيت درماني براي كاهش نشانه هاي اضطراب اجتماعي، در مادران دانش آموزان با اختلال ويژه يادگيري استفاده كرد.
چكيده لاتين :
Background & Objective: Special learning disorder is one of the most popular psychiatric disorders in children. In fifth diagnostic guide and
statistical classification of mental disorder, the prevalence of this disorder in educational fields (reading, writing and mathematics) was reported
5–15% in elementary schools in different languages and cultures. The prevalence value in adults is unknown, but it seems that it is approximately
4%. Birth and presence of child with disability in each family can be an undesirable and challenged event, which causes tension, disillusion and
disappointment. This situation irrespective of the culture type and society provides the conditions to reduce the psychological health, life quality,
life satisfaction and to increase the challenges and problems in the family. Under such a situation, although all members of the family will
damage but mothers influence more due to having the traditional role of caregiver, feel more responsibilities towards their children. Particularly,
when there is a problem about her child, mother feels more discomfort and this problem affects their mental health and compatibility. As a result,
they will face with more psychological problems and pressures. Researches have shown the amount of anxiety–based disorders in mothers of
children with learning disability is more than that of mothers of normal children. Regarding the importance of psychological health of mothers
and expansion of influential area of social anxiety disorder and its correlations, treatment of the disorder and its associated characteristics will
have dual importance. One of the most applied approaches in treatment of anxiety–based disorders is cognitive–behavioral therapy. The essential
principle of cognitive–behavioral approaches is that the cognition affects the feeling and behavior. These approaches emphasizes on decreasing
the effect of incompatible or inefficient feedbacks or beliefs. On the other hand, specialists believe that reality therapy is a type of therapy, which
its application is possible for all people with problems. lack of correction of reality, taking responsibility and accordingly, planning to achieve
the goals are the most fundamental requirements of human–being in the life process which have been considered important in this therapeutic
approach. Reality therapy is established based on the selection theory. In this theory, it is believed that all actions, which we perform, is behavior
and almost all our behaviors are selected. The present study was performed to examine the difference between the efficacy of cognitive–
behavioral group therapy and reality therapy on reducing social anxiety in mothers of students with special learning disorder.
Methods: Research method was semi–experimental with pretest and posttest design with control group. In this study 45 mothers of children
with special learning disorder were selected as available sampling from learning disorders therapy centers from Babol city (Mazandaran province
North of Iran) during 2017–2018 academic year (in the research process due to the test decline, it reduced to 40 persons). They were included
randomly and in equal volume in three groups including two experimental groups and one control group. An intervention was performed during
8 sessions in two empirical groups. Connor (2000) social anxiety questionnaire was used before and after teaching. For analysis, covariance test
was calculated using SPSS–22 software.
Results: Koalas analyses showed that cognitive–behavioral group therapy (F=8.88, p=0.007) and reality therapy group (F=12.89, p=0.001)
significantly affected on reducing social anxiety of mothers of students with special learning disorders. However, Toki's following test showed
that there was no significant difference between the efficacy of these two methods.
Conclusion: Regarding the results of this research, it is recommended to therapists who are working with parents of students with special
learning disorder to use cognitive–behavioral group therapy and reality therapy to reduce the symptoms of social anxiety of mothers of these
students.
