تدوين برنامه ي آموزشي افزايش علاقه ي اجتماعي (والد-كودك) و بررسي اثربخشي آن در افزايش ميزان علاقه ي اجتماعي دانش آموزان با اختلال نافرماني مقابله اي

Developing a Social Interest Fostering Program (Parent-Child) and Examining Its Impact on Social Interest of Students with Oppositional Defiant Disorder

پژوهش حاضر با هدف تدوين برنامه ي افزايش علاقه ي اجتماعي و بررسي اثربخشي آن بر ميزان علاقه ي اجتماعي دانش آموزان با اختلال نافرماني مقابله اي انجام شد. روش تحقيق حاضر آزمايشي است و براي جمع آوري داده ها از طرح آزمايشي پيش آزمون-پس آزمون با گروه كنترل استفاده شده است. از ميان دانش آموزان 9 تا 12 سال ارجاع شده به مراكز درماني 32 نفر از افرادي كه در مصاحبه ي تشخيصي و نيز آزمون CBCL داراي اختلال نافرماني مقابله اي تشخيص داده شدند، به همراه والدين آن ها به صورت تصادفي به عنوان نمونه ي پژوهش انتخاب گرديدند و در دو گروه 16 نفره به صورت تصادفي جايگزين شدند. ابزارهاي مورد استفاده در پژوهش حاضر شامل سياهه ي رفتاري كودكان (CBCL) جهت تشخيص اختلال نافرماني مقابله اي و مقياس علاقه ي اجتماعي براي كودكان ايراني (SISIC) جهت اندازه گيري ميزان علاقه ي اجتماعي دانش آموزان بودند كه در دو مرحله ي پيش آزمون و پس آزمون مورد استفاده قرار گرفتند. داده ها با استفاده از آزمون تحليل كوواريانس و تحليل كوواريانس چند متغيره مورد تجزيه وتحليل قرار گرفتند. يافته ها نشان مي دهد كه در متغير علاقه ي اجتماعي و همه ي زير مقياس هاي آن شامل مسووليت پذيري-انجام تكاليف، ارتباط با مردم- همدلي، جرات-اطمينان و برابري در مقابل كهتري-برتري؛ نمره ي گروه آزمايش نسبت به گروه كنترل بعد از آموزش برنامه ي علاقه ي اجتماعي افزايش معناداري دارد. بنابراين نتايج پژوهش حاضر گواه اين مساله است كه برنامه ي آموزشي افزايش علاقه ي اجتماعي تدوين شده در پژوهش حاضر ميزان علاقه ي اجتماعي و تمامي زير مقياس هاي علاقه ي اجتماعي را در كودكان با اختلال نافرماني مقابله اي افزايش مي دهد. درنتيجه از اين برنامه ي آموزشي مي توان براي پرورش علاقه ي اجتماعي كودكان و نيز ارتقاي ويژگي هاي مثبت همبسته با علاقه ي اجتماعي كه در مطالعات متعددي مورد تاييد قرار گرفته اند، بهره برد.

Introduction Among psychological theories, Adlerian individual approach pays more attention to the importance of individual’s relation with social environment in the way that social interest is one of the most important concepts of this theory. Greater participation with people and community memebers will lead to more social interest. Adler believed that having interest to peers and positive attitudes toward cooperation with others in childhood leads to mental health in adulthood. In fact, the growth of social interest is underlying mental health in both childhood and adulthood from Adler’s viewpoint. This is specially true for children with emotional/behavioral disorders who face significant challenges for social adjustment. Children with Oppositional Defiant Disorder suffering greatly from the lack of social interest according to researches are also in this group. They have interpersonal problems and usually do not have friends and are not usually satisfied with human relationships. They have difficulty in interacting with peers in the classroom and possibly have been ignored by others. Despite the importance of social interest in developing psychological health factors and decrease of psychological problems, experts do not offer a special program for training, however, they believe in that social interest is an inborn and congenital character and needs to be trained in family and social setting. Research Questions Present research was conducted to develop a social interest fostering program for children and parents and testing its validity by examining its impact on social interest increase of students with Oppositional Defiant Disorder (ODD). The research questions were: 1. Does the training program for parents and children to foster social interest, increase responsibility and commitment of students with oppositional defiant disorder? 2. Does the training program for parents and children to foster social interest, increase communication and empathy for students with oppositional defiant disorder? 3. Does the training program for parents and children to foster social interest, increase assertiveness-confidence of students with oppositional defiant disorder? 4. Does the training program for parents and children to foster social interest, increase the sense of equality versus inferiority/superiority for students with oppositional defiant disorder? 5. Does the training program for parents and children to foster social interest, increase social interest of students with oppositional defiant disorder? Method This study was an experimental research benefitting from pretest-posttest control group design. At first, researchers developped a social interest fostering program retrieved from Adler-Dreikurs theory. Reviewing the conducted studies on social interest suggests that there has not been a training program for fostering this concept. So primarily a framework was designed for training program based on Adler-Dreikurs theory, then experts were asked to verify the program before performance. Reviewing the literature, sources that affect social interest were determined: eight individual and social factors that impact social interest were children-parents interactions’ quality in family context and their interactions quality with others out of this context, social desires and social empathy, avoidance of parents form using permissive parenting style, avoidance from parents over compassion, entrusting social and individual responsibilities to child, father-mother relation quality in family context, avoidance from developing competition in parenting context in family and the most importantly, encouraging the child (assertiveness-confidence). Accordingly, the training program to foster social interest was designed in two levels of training parents and training for children. Totally 20 sessions of training (10 sessions for parents and 10 sessions for children each lasted for an hour) were held. Thirty four students aged between 9 to 12 who were referred to health centers with their parents were recruited and assigned for the experimental and the control group randomly. Child Behavior Checklist (CBCL) and Social Interest Scale for Iranian Children (SISIC) were utilized to evaluate their social interests and their components. Results Data were analyzed using Covariance analysis and MANCOVA. Results revealed that the developed training social interest program could increase social interest (p<.001) and its components: responsibility-task doing (p<.001), relationship with people-empathy (p<.001), confident assertiveness (p<.001), equality versus inferiority/superiority (p<.001) of students with Oppositional Defiant Disorder. Results explained the impact of designed program on parents' social interest and improvement of parent-child interaction. Therefore the social interest program can be used to foster children's social interest and also promote their positive attributes associated with social interest.