مقايسه اﺛﺮﺑﺨﺸﯽ دوروش ﻣﺪاﺧﻠﻪ آﻣﻮزش ﮐﯿﻔﯿﺖ زﻧﺪﮔﯽ واﻟﺪﯾﻦ وآﻣﻮزش ﯾﺎد ﮔﯿﺮي اﺟﺘﻤﺎﻋﯽ - ﻫﯿﺠﺎﻧﯽ داﻧﺶ آﻣﻮزان ﺑﺮﮐﺎﻫﺶ ﻋﻼﯾﻢ اﺧﺘﻼل ﺳﻠﻮك

Comparing the effectiveness of two methods of teaching quality of life in parents and teaching social emotional learning of students to reduce the symptoms of conduct disorder in students

ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺑﻪ ﻣﻨﻈﻮر ﻣﻘﺎﯾﺴﻪ اﺛﺮﺑﺨﺸﯽ دو روش ﻣﺪاﺧﻠﻪ آﻣﻮزش ﮐﯿﻔﯿﺖ زﻧﺪﮔﯽ واﻟﺪﯾﻦ و آﻣﻮزش ﯾﺎدﮔﯿﺮي اﺟﺘﻤﺎﻋﯽ ﻫﯿﺠﺎﻧﯽ داﻧﺶ آﻣﻮزان ﺑﺮ ﮐﺎﻫﺶ ﻋﻼﯾﻢ اﺧﺘﻼل ﺳﻠﻮك داﻧﺶآﻣﻮزان اﻧﺠﺎم ﺷﺪ. اﯾﻦ ﭘﮋوﻫﺶ ﺑﻪ روش ﻧﯿﻤﻪﺗﺠﺮﺑﯽ ﺑﺎ ﻃﺮح ﭘﯿﺶآزﻣﻮن، ﭘﺲآزﻣﻮن ﺑﺎ ﮔﺮوه ﮐﻨﺘﺮل اﻧﺠﺎم ﺷﺪ. ﺟﺎﻣﻌﻪ آﻣﺎري اﯾﻦ ﭘﮋوﻫﺶ، داﻧﺶ آﻣﻮزان ﭘﺴﺮ ﭘﺎﯾﻪ ﻫﺎي ﭼﻬﺎرم، ﭘﻨﺠﻢ و ﺷﺸﻢ اﺑﺘﺪاﯾﯽ ﻣﺒﺘﻼ ﺑﻪ اﺧﺘﻼل ﺳﻠﻮك، ﺷﻬﺮ ﺷﯿﺮاز، درﺳﺎل ﺗﺤﺼﯿﻠﯽ 96-97 ﺑﻮدﻧﺪ. ﻧﻤﻮﻧﻪ ﭘﮋوﻫﺶ ﺷﺎﻣﻞ؛ 45 ﻧﻔﺮ از اﯾﻦ داﻧﺶ آﻣﻮزان ﺑﻮد ﮐﻪ ﺑﺎ روش ﻧﻤﻮﻧﻪ ﮔﯿﺮي ﺗﺼﺎدﻓﯽ ﺧﻮﺷﻪ اي اﻧﺘﺨﺎب و ﺑﻪ ﺻﻮرت ﺗﺼﺎدﻓﯽ در ﺳﻪ ﮔﺮوه ﻗﺮار ﮔﺮﻓﺘﻨﺪ. ﮔﺮ آزﻣﺎﯾﺸﯽ اول؛ واﻟﺪﯾﻦ 15 ﻧﻔﺮ از اﯾﻦ داﻧﺶ آﻣﻮزان داراي، ﮐﻪ ﺑﺮﻧﺎﻣﻪ آﻣﻮزﺷﯽ ﻣﺒﺘﻨﯽ ﺑﺮﮐﯿﻔﯿﺖ زﻧﺪﮔﯽ درﻣﺎﻧﯽ را ﻃﯽ 8 ﺟﻠﺴﻪ 2 ﺳﺎﻋﺘﯽ، درﯾﺎﻓﺖ ﻧﻤﻮدﻧﺪ. ﮔﺮوه آزﻣﺎﯾﺸﯽ دوم 15 ﻧﻔﺮ از داﻧﺶ آﻣﻮزان داراي اﺧﺘﻼل ﺳﻠﻮك ﮐﻪ ﺑﺮﻧﺎﻣﻪ آﻣﻮزﺷﯽ ﯾﺎدﮔﯿﺮي اﺟﺘﻤﺎﻋﯽ ﻫﯿﺠﺎﻧﯽ را ، ﻃﯽ8 ﺟﻠﺴﻪ 1 ﺳﺎﻋﺘﯽ، درﯾﺎﻓﺖ ﻧﻤ دﻧﺪ و ﮔﺮوه ﺳﻮم؛ ﮔﺮوه ﮐﻨﺘﺮل ﮐﻪ داﻧﺶ آﻣﻮزان و واﻟﺪﯾﻦ آن ﻫﺎ ﻫﯿﭻ ﮔﻮﻧﻪ آﻣﻮزﺷﯽ درﯾﺎﻓﺖ ﻧﮑﺮدﻧﺪ. ﭘﺲ از اﻧﺠﺎم ﻣﺪاﺧﻼت آﻣﻮزﺷﯽ، ﭘﺮﺳﺸﻨﺎﻣﻪ ﻋﻼﯾﻢ ﻣﺮﺿﯽ ﮐﻮدﮐﺎن، ﺑﻪ ﻋﻨﻮان ﭘﺲ آزﻣﻮن ﺗﻮﺳﻂ واﻟﺪﯾﻦ، ﺗﮑﻤﯿﻞ ﮔﺮدﯾﺪ. در ﺗﺤﻠﯿﻞ داده ﻫﺎ از روش ﺗﺤﻠﯿﻞ ﮐﻮارﯾﺎﻧﺲ اﺳﺘﻔﺎده ﺷﺪ. ﺑﺮاﺳﺎس ﻧﺘﺎﯾﺞ ﺑﻪ دﺳﺖ آﻣﺪ در ﮔﺮوه ﻫﺎي آزﻣﺎﯾﺶ، ﻧﺴﺒﺖ ﺑﻪ ﮔﺮوه ﮔﻮاه، در ﻣﺮﺣﻠﻪ ﭘﺲآزﻣﻮن، ﮐﺎﻫﺶ ﻣﻌﻨﺎدار ﻋﻼﯾﻢ اﺧﺘﻼل ﺳﻠﻮك ﻣﺸﺎﻫﺪه ﺷﺪ 0/001 P ﻫﺮ دو ﻣﺪاﺧﻠﻪ ﺑﺮ ﺑﻬﺒﻮد ﻋﻼﯾﻢ اﺧﺘﻼل ﺳﻠﻮك ﺗﺎﺛﯿﺮ ﻣﺜﺒﺖ داﺷﺘﻪ اﺳﺖ. اﻣﺎ ﻣﺪاﺧﻠﻪ ﺑﻪ روش ﯾﺎدﮔﯿﺮي اﺟﺘﻤﺎﻋﯽ- ﻫﯿﺠﺎﻧﯽ داﻧﺶ آﻣﻮزان، ﻧﺴﺒﺖ ﺑﻪ آﻣﻮزش ﮐﯿﻔﯿﺖ زﻧﺪﮔﯽ در مادران ، اﺛﺮﺑﺨﺸﯽ ﺑﯿﺸﺘﺮي داﺷﺘﻪ اﺳﺖ.

The purpose of this study was to compare the effectiveness of two methods of teaching quality of life in parents and teaching social emotional learning of students on reducing the symptoms of conduct disorder in students. This research was semi-experimental design with pretest-post test design with control group. The statistical population of this study was all male students of fourth, fifth and sixth grade students with conduct disorder in Shiraz in academic year of 96_97. The research sample consisted of 45 students who were selected by cluster random sampling and randomly divided into three groups. The first experimental group was the parents of 15 students who received the quality of life therapy program in 8 sessions of 2 hours. The second experimental group received 15 conduct disorder students who received the social emotional training program in 8 sessions per hour. an‎d the third group of control that students and their parents did not receive any training. After performing educational interventions, the CSI-4 questionnaire was completed as a post-test by parents. In data analysis, co variance analysis was used. Based on the results, in the experimental groups, there was a significant decrease in the symptoms of conduct disorder in comparison with the control group in the post-test. Both interventions have had a positive effect on the improvement of symptoms of conduct disorder. But intervention by students' social-emotional learning method was more effective than education in quality of life in mothers.