پديد آورندگان :
ابراهيم پورقوي، مهسا دانشگاه علامه طباطبايي، تهران، ايران , شريفي درآمدي، پرويز دانشگاه علامه طباطبايي، تهران، ايران - گروه روان شناسي و آموزش كودكان استثنايي , پزشك، شهلا دانشگاه علامه طباطبايي، تهران، ايران - گروه روان شناسي و آموزش كودكان استثنايي
چكيده فارسي :
زمينه و هدف: سرطان كودكان حادثهٔ استرس‌‌آوري است كه ممكن است منجربه واكنش‌‌هاي روان‌شناختي حاد يا مزمن شود. شايع‌‌ترين واكنش كودكان به تشخيص و بروز سرطان، اضطراب است. اين پژوهش با هدف بررسي اثربخشي آموزش تنظيم هيجان بر اضطراب كودكان مبتلا به سرطان طراحي و اجرا شد.
روش بررسي: روش پژوهش شبه‌‌آزمايشي يك‌‌گروهه با پيش‌‌آزمون و پس‌‌آزمون بود. جامعهٔ آماري تمامي كودكان 8تا12ساله‌‌اي بودند كه در بيمارستان‌‌هاي شهر تهران در سال 1394 بستري شدند. نمونۀ آماري ده نفر از كودكان مبتلا به سرطان بستري‌شده در بيمارستان طبي كودكان و بيمارستان كودكان بهرامي شهر تهران بودند كه به‌شيوهٔ نمونه‌‌گيري دردسترس انتخاب شدند و در پژوهش شركت كردند. برنامهٔ مداخله شامل آموزش مهارت‌‌هاي تنظيم هيجان بود كه براساس مؤلفه‌‌هاي پرسشنامۀ تنظيم شناختي هيجان گارنفسكي و كرايج (2006) توسط پژوهشگر تنظيم شد. مداخله در نُه جلسهٔ 30دقيقه‌‌اي به‌صورت انفرادي اجرا شد. داده‌ها با استفاده از سؤالات مربوط به سنجش اختلال اضطراب از پرسشنامهٔ سياههٔ رفتاري كودك (آخنباخ و رسكورلا، 2001)، دو فرم والدپاسخ و معلم‌پاسخ جمع‌‌آوري شد. تجزيه‌وتحليل داده‌‌هاي پژوهش با استفاده از آزمون آماري تي‌زوجي در نرم‌‌افزار آماري SPSS و در سطح معناداري 0٫001 صورت گرفت.
يافته‌‌ها: نتايج تحليل تي‌زوجي نشان داد كه در ميانگين متغير اضطراب در پيش‌‌آزمون و پس‌‌آزمون تفاوت معنادار است. نمرات متغير اضطراب از ميانگين 18٫60 (با انحراف معيار 2٫34) در پيش‌‌آزمون به ميانگين 11 (با انحراف معيار 3٫11) در پس‌‌آزمون تقليل يافته است (0٫001>p).
نتيجه‌‌گيري: براساس يافته‌‌هاي اين پژوهش آموزش تنظيم هيجان مي‌‌تواند باعث كاهش اضطراب در كودكان مبتلا به سرطان شود؛ بنابراين انجام مداخلات برمبناي اين رويكرد مي‌‌تواند در ارتقاي سلامت روان كودكان مبتلا به سرطان مفيد باشد.
چكيده لاتين :
Background & Objectives: Childhood cancer is a stressful disease that disturbs the affected children and their family's personal and social functioning. As a main cause of death, cancer is a particular source of anxiety. Between the ages of 8 and 12 years, children with cancer experience
depression and anxiety, and decreased self–esteem, compared to their healthy peers. The extent to which children with cancer could understand their emotional experiences may be related to how their feelings and emotions are correlated with the complications and biopsychological
demands of cancer. Patients need to be in situations where they could discuss their doubts, fears, and experiences with hospi talization, and
express their ideas about their illness. Accordingly, the present study aimed to investigate the effects of Emotion Regulation (ER) skills training
on the anxiety of children with cancer.
Methods: This was a quasi–experimental study with a single–group pretest–posttest design. The study population consisted of all children with
cancer who were hospitalized in Tehran City, Iran. Using convenience sampling technique, the study samples were selected among children with
carcinoma in two children's hospitals and Bahrami Children's Hospital. In total, 15 children were selected as the study samples; 5 of them were
excluded from the intervention due to physical deterioration and early hospital discharge. Moreover, 10 children remained in the training group
until the end of the research program. To measure the anxiety variables, the Achanbach System of Empirically Based Assessment (ASEBA)
(Achenbach & Rescorla, 2001) was used. This questionnaire consists of three forms of a child's behavioral alert, a parental report for ages 6–18
years, a teacher's report for ages 6–18 years, as well as a self–assessment questionnaire for individuals aged ≤18 years. In this research, the
parents and the teachers forms were used. The parent's response form was completed by the children’s parents (caregiver). Furthermore, the
teacher's response form was completed by the explored children’s nurses. The curriculum was set up by the researcher based on the components
of the Cognitive Emotion Regulation Questionnaire (CERQ; Garnefski and Kraaij 2007). According to this theory, ER strategies could be
classified into negative and positive ones. Negative ER strategies include the following: self–indulgence, rumination, disaster, and blaming
others. Positive ER strategies also include the following: acceptance, re–focus on planning, positive re–evaluation, decreased reliance, and
positive re–focus. Intervention, as well as the pretest and posttest, were performed in 9 sessions of 30 minutes by the researcher; these sessions
were conducted individually using the puppets method, and holding conversations between the child and the doll as the patient. After the
intervention, the anxiety variables were re–evaluated by responding to the children’s behavioral disorders questionnaire. The collected data were
analyzed by Paired Samples t–test in SPSS.
Results: According to the present research results, the mean±SD score of children's anxiety in the pretest was obtained as 18.60±2.349, which
decreased to 11±3.112 in the posttest phase; there was a significant difference in the mean anxiety scores between the pretest and posttest phases
in the study participants (t=14.905, p=0.001).
Conclusion: Based on the current study results, ER Skills training significantly impacted the anxiety of children with cancer. Therefore, ER skills training could be used to improve mental health and reduce anxiety symptoms among children with cancer.
