كليدواژه :
رفتاردرماني ديالكتيكي , ذهن آگاهي , مهارتهاي بين فردي , افسردگي
چكيده فارسي :
زمينه و هدف
افسردگي از بيماري هاي بسيار شايع اعصاب و روان است كه به زمان و مكان مشخصي اختصاص ندارد. دوره تحصيلي دانشگاهي به واسطه حضور عوامل متعدد، دوران فشارزايي بوده كه احتمال رخ دادن افسردگي زياد است. پژوهش حاضر با هدف بررسي اثربخشي رفتاردرماني ديالكتيكي به شيوه گروهي بر ذهن آگاهي و مهارت هاي بين فردي دانشجويان زن مبتلا به افسردگي انجام شد.
روش بررسي
اين پژوهش از نوع نيمه آزمايشي با پيش آزمون و پس آزمون با گروه گواه بود. جامعه آماري پژوهش را تمامي دانشجويان زن دانشگاه آزاد اسلامي نجف آباد تشكيل دادند كه در سال تحصيلي 97-1396 مشغول به تحصيل بودند. از اين ميان به شيوه نمونه گيري هدفمند 30 آزمودني به كمك پرسشنامه افسردگي بك انتخاب شده و در دو گروه آزمايش (15 نفر) و گواه (15 نفر) قرار گرفتند. براي گروه آزمايش به مدت هشت جلسه 90دقيقه اي، رفتاردرماني ديالكتيكي به روش گروهي اجرا شد. جهت جمع آوري داده ها از مقياس افسردگي بك (1961) و مقياس پنج عاملي ذهن آگاهي بائر و همكاران (2006) و مقياس مهارت هاي بين فردي جرابك (2004) استفاده گرديد كه در پيش آزمون و پس آزمون براي هر دو گروه به كار رفت. آماره هاي توصيفي مربوط به ميانگين و انحراف استاندارد متغيرهاي پژوهش به تفكيك دو گروه ارزيابي و پيش فرض هاي اصلي براي تحليل كواريانس، شامل نرمال بودن توزيع نمرات و همساني واريانس هاي نمرات و همگني شيب خط رگرسيون بررسي شد. تجزيه وتحليل داده ها با استفاده از تحليل كوواريانس در سطح معناداري 0٫05p< صورت گرفت.
يافته ها
نتايج نشان داد رفتاردرماني ديالكتيكي در ارتقاي ذهن آگاهي (0٫018=p) دانشجويان زن مبتلا به افسردگي موثر بود؛ اما در بهبود مهارت هاي بين فردي آن ها تاثيري نداشت.
نتيجه گيري
براساس يافته هاي اين پژوهش رفتاردرماني ديالكتيكي به شيوه گروهي موجب ارتقاي ذهن آگاهي دانشجويان زن مبتلا به افسردگي مي شود؛ اما در بهبود مهارت هاي بين فردي آن ها تاثيرگذار نيست؛ بنابراين، مداخله مذكور به عنوان درماني موثر مي تواند در بهبود نشانه هاي افسردگي كاربرد داشته باشد و مي توان با اجراي آن به بهترشدن وضعيت مبتلايان به افسردگي كمك كرد.
چكيده لاتين :
Background & Objective: Depression is one of the most common psychiatric disorders that does not belong to a specific time and place. In
this regard, studies have shown that the academic course is due to the presence of several factors of a period of pressures that is likely to occur
in the case of an officer. Researchers reported a high prevalence of depression among students (ranged from 10 to 64%). Considering that
depression as a disorder can cause personal, familial and social inappropriate complications among students. For examples depressed mood, lack
of pleasure, severe loss of interest, weight loss and appetite, sleep disturbances, restlessness or slowness, mental retardation, fatigue, energy loss,
guilty feelings, inefficiency, lack of concentration, doubtfulness, recurrence of thoughts about death or suicide, family conflicts, and occupational
dysfunctions. It is necessary to intervene in reducing these symptoms. Therefore, the present study aimed to investigate the effectiveness of
dialectical behavioral therapy in a group way on the mindfulness and interpersonal skills of female students with depression.
Methods: The study was a semi–experimental study with pre–test and post–test with control group. The statistical population of the study
consisted of all female students of Islamic Azad University of Najafabad city (Isfahan province, Iran) who studied in the academic year of 2017–
18. The target group was selected through a Beck depression inventory in a targeted sampling method and was replaced in two experimental
groups (n=15) and control (n=15). The experimental group was in dialectical behavioral therapy for 8 sessions of 90 minutes. The Beck
depression scale (1961) with a reliability coefficient of 0.86, the five–factor mindfulness scale, Baer et al. (2006) with a reliability coefficient of
0.92, and interpersonal skills scale (2004) with a reliability coefficient of 0.71, were used to collect the data. For both groups, pre–test and post–
test were used. Data were analyzed using covariance analysis at a significance level of p<0.05. In order to study the assumptions of covariance
analysis, Levine test was used to examine the equality of error of variance in two groups.
Results: Results of homogeneity of variances showed that Levin's test was significantly more than 0.05 in mindfulness scores, and interpersonal
skills. According to this assumption, the homogeneity of error variances in the studied groups realized. Regression line tilt homogeneity also
supports non–significant interaction of conditions and pre–test. Results showed that dialectical behavioral therapy was effective in improving
mindfulness (p=0.018) of female students with depression but did not affect their interpersonal skills improvement. In addition, dialectical
behavioral therapy was applied to all subscales of mindfulness including observation (p=0.027), alertness (p=0.008), description (p=0.006), and
non–reactivity (p=0.033) and Non–judgmental (p=0.04) and it was effective.
Conclusion: Based on findings of this study, dialectical behavioral therapy could be used to improve the mindfulness of female students with
depression, but they have not been effective in improving their interpersonal skills. Therefore, this intervention could be used as an effective
treatment for the improvement of depression symptoms and help improve the condition of people with depression.
