كليدواژه :
ذهن آگاهي , عزت نفس , تنظيم هيجان , اختلال يادگيري
چكيده فارسي :
زمينه و هدف: از آنجا كه بين كودك و مادر ارتباط خاصي برقرار است، مسائل شناختي و جسماني كودك مي‌تواند بر مادر تأثير منفي بگذارد. هدف اين پژوهش تعيين اثربخشي آموزش ذهن‌آگاهي بر عزت‌نفس و تنظيم هيجان مادران داراي فرزند مبتلا به اختلال يادگيري بود.
روش‌بررسي: در اين پژوهش از روش نيمه‌آزمايشي و طرح پيش‌آزمون و پس‌آزمون با گروه گواه استفاده شد. جامعهٔ آماري پژوهش را تمامي مادران داراي فرزند مبتلا به اختلال يادگيري منطقهٔ يك شهرستان تهران تشكيل دادند. از اين جامعه، چهل نفر به‌شيوهٔ دردسترس انتخاب شده و به‌صورت تصادفي در دو گروه (بيست‌تايي) آزمايشي و گواه جايگزين شدند. پرسشنامه‌هاي عزت‌نفس كوپر اسميت (1967) و تنظيم هيجان گرانفسكي و همكاران (2001) و برنامهٔ آموزش ذهن‌آگاهي كابات‌زين (2003) ابزار پژوهش بودند. يافته‌هاي پژوهش با آزمون آناليز كوواريانس در سطح 0٫05 تحليل شدند.
يافته‌ها: يافته‌ها نشان داد كه ميانگين نمرات عزت‌نفس و راهبردهاي مثبت تنظيم هيجاني گروه آزمايش، افزايش داشته و راهبردهاي منفي تنظيم هيجاني كاهش يافته است. نتيجهٔ تحليل كوواريانس مشخص كرد كه پس از حذف اثر پيش‌آزمون، ميانگين نمرات پس‌آزمون دو گروه در همهٔ متغيرهاي مذكور اختلاف آماري معناداري دارند (0٫001>p).
نتيجه‌گيري: ذهن‌آگاهي بر مادران داراي فرزند مبتلا به اختلال يادگيري تأثير مثبت دارد و مي‌تواند جهت بهبود عزت‌نفس و تنظيم هيجاني مادران استفاده شود.
چكيده لاتين :
Background & Objectives: Learning is the most crucial process for a child's bio–cognitive development that empowers the child as a whole.
Serious learning and environmental challenges in the learning process are recognized as learning disabilities in children. Learning disorders are
neuro–biological conditions that affect one or more of the main psychological processes in learning, speaking, or writing. Research has suggested
that the mothers of children with special needs (e.g., learning disabilities) experience shame and deprivation, as well as more stress and
depression, compared to the mothers of healthy children. Due to the special mother–child relationship, mothers are highly sensitive to children's
issues; accordingly, children's issues are a critical source of maternal mental health challenges or inadequacy. There is a special bond between
the child and the mother; thus, the child's bio–cognitive problems could adversely impact the mother. Furthermore, the mothers of children with
learning disabilities experience problems with self–esteem and emotion regulation. Therefore, the present study aimed to determine the effects
of mindfulness training on self–esteem and emotion regulation in the mothers of children with learning disorders.
Methods: This was a quasi–experimental study with a pretest–posttest and a control group design. The statistical population of this study included
all the mothers of children with learning disorders in district 1 of Tehran City, Iran. In total, 56 mothers were recruited through outreach in
psychology clinics and special schools in the area using convenience sampling technique. To calculate the sample size, several criteria must be
considered. In the quasi–experimental studies, 15 individuals are sufficient per group (23); thus, 20 individuals were included in this study to
observe the probability of sample dropouts. First, we performed the self–esteem and emotion regulation test on these 56 subjects. Then, 16
individuals were excluded and 40 individuals who met the inclusion criteria were randomly divided into the control and experimental groups.
Mothers' inclusion criteria included having a child with learning disabilities and consent to participate in 10 training sessions. The research
exclusion criteria were absence from sessions and consuming psychiatric medications. Initially, the pretest was administered for both study
groups. Next, eight 90–minute sessions of mindfulness training were provided to the experimental group. Eventually, the posttest was conducted.
The required data were collected and we observed the confidentiality of the research sample data. Cooper Smith's (1967) Self–Esteem Inventory,
Granfsky et al.'s (2001) Emotion Regulation Questionnaire, and Kabat Zain's Mindfulness–Based Stress Reduction program (2003) were the
research instruments. The required data were collected. Finally, the obtained results were analyzed by SPSS using Analysis of Covariance
(ANCOVA). The significance level was set at the p<0.05.
Results: In the present study, 40 mothers of children with learning disabilities were divided into the experimental (n=20) and control (n=20)
groups. The mean (SD) age of the experimental and control groups were 43.23(5.34) and 44.53(6.06) years, respectively. Due to the necessity
of controlling the initial differences, ANCOVA was used to analyze the collected data. The related results indicated that the mean scores of self–
esteem and positive emotion regulation strategies increased and negative emotion regulation strategies values decreased in the experimental
group. ANCOVA findings suggested that after eliminating the pretest effect, the mean posttest scores were statistically significant in both study
groups (p<0.001).
Conclusion: The current research results revealed the effectiveness of mindfulness education intervention program on self–esteem and emotion
regulation in the mothers of children with learning disorders. Therefore, this program could be considered as a strategy for family therapists
when managing special children with learning disabilities. The obtained data are also beneficial for future research directions. The study
limitations were implementing convenience sampling method, limiting the research samples to the mothers only, insufficient time and
cooperation required to track and evaluate the sustainability of treatment outcomes. Therefore, it is recommended to use convenience sampling
method in future research studies to further generalize this research on children with learning disabilities. Moreover, it is suggested to perform
follow–up tests to evaluate the sustainability of treatment outcomes. Furthermore, the effectiveness of mindfulness training on other variables,
such as happiness and adjustment of mothers of children with learning disorders is recommended to be assessed in future investigations.
