چكيده فارسي :
هدف: اختلال اضطراب اجتماعي براساس ترس شديد و پايدار از عملكرد يا موقعيت‌هاي اجتماعي تشخيص داده مي‌شود (انجمن روان‌پزشكي آمريكا، 2013). تحقيقات نشان داده است اين اختلال شايع، پيچيده و ناتوان‌كننده بوده و درصورت درمان‌نشدن تداوم مي‌يابد. نوجوانان بااختلال اضطراب اجتماعي در عملكرد تحصيلي و سلامت روان آسيب مي‌بينند. پيامدهاي منفي اين اختلال در نوجوانان درمقايسه با كودكان و بزرگسالان بيشتر و شايع‌تر است؛ به‌طوري‌كه تعداد زيادي از روان‌درماني‌ها براي درك و درمان اين اختلال باتوجه به شيوع و آسيب مربوط به آن و اختلال‌هاي رواني شديد ديگر، به‌وجود آمده است. درمان مبتني‌بر پذيرش و تعهد از درمان‌هاي موج سوم شناختي‌رفتاري و بر بافت و عملكرد روان‌شناختي پديده‌ها مبتني‌بر كارهاي تجربي درزمينهٔ تأثير زبان بر رفتار است كه قسمتي از نظريهٔ چهارچوب ارتباطي را تشكيل مي‌دهد. هدف از پژوهش حاضر بررسي اثربخشي درمان مبتني‌بر پذيرش و تعهد بر اضطراب اجتماعي دانش‌آموزان دختر مقطع دبيرستان شهرستان كاشان است.
روش‌بررسي: اين پژوهش از نوع شبه‌آزمايشي با طرح پيش‌آزمون‌پس‌آزمون بود. جامعهٔ آماري را دانش‌آموزاني تشكيل دادند كه به‌علت اختلال اضطراب اجتماعي در مدارس شهر كاشان به مراكز مشاور مدرسه مراجعه كردند. از بين آن‌ها تعداد 30 دانش‌آموز مبتلا به اختلال اضطراب اجتماعي به‌صورت نمونه‌گيري هدفمند انتخاب و به‌طور تصادفي در گروه‌هاي آزمايش و كنترل تقسيم شدند. آزمودني‌ها در هر گروه قبل از مداخله و در پايان مداخله با پرسشنامهٔ اضطراب اجتماعي جرابك تحت آزمون قرار گرفتند. هشت جلسه درمان به‌صورت گروهي بر گروه آزمايش انجام شد.
يافته‌ها: نتايج تحليل كواريانس در مرحلهٔ پس‌آزمون، بهبودي معناداري را در نمرات اضطراب اجتماعي گروه آزمايش نشان داد (0/001>P).
نتيجه‌گيري: باتوجه به يافته‌هاي اين پژوهش، درمان مبتني‌بر پذيرش و تعهد براي كاهش اضطراب اجتماعي دانش‌آموزان دختر بااختلال اضطراب اجتماعي مقطع دبيرستان پيشنهاد مي‌شود.
چكيده لاتين :
Background & Objective: Social or performance situations where the individual is exposed to possible scrutiny from others (American
Psychiatric Association, 2013). It is recognized as a prevalent, complex, and disabling disorder that, if left untreated, is unremitting. Adolescents
with SAD show impairments in academic performance and general mental health. These difficulties are often compounded by a high degree of
comorbidity with other mental disorders. Negative outcomes of this disorder are higher and more pervasive in adolescents than in children and
adults. Given the high prevalence and impairment associated with this disorder, a number of psychotherapies have been attempted to improve
the understanding and treatment of SAD. ACT is part of the third wave of cognitive behavioral therapy (CBT), and focuses on the context and
function of the psychological phenomena which has evolved from experimental work regarding the influence of language on behavior and is, in
part, informed by Relational Frame Theory. ACT is a trans-diagnostic therapeutic approach that conceptualizes psychological suffering as
primarily a function of attempts to avoid unwanted private experiences (experiential avoidance) and /or contingent reduction in personallymeaningful
pursuits. ACT aims to reduce experiential avoidance (in the service of increasing values-consistent behavior) by fostering
psychological flexibility – “the ability to contact the present moment more fully as a conscious human being, and to change or persist in behavior
when doing so serves valued ends”. Within ACT, psychological flexibility is conceptualized as a product of six distinct but interrelated subprocesses:
acceptance; diffusion; self as context; present moment awareness; values, committed action. Consistent with ACT theory,
psychological flexibility has been found to mediate important therapeutic outcomes, with higher levels of psychological flexibility being
associated with lower levels of psychological distress and improved quality of life. Several studies had found that individuals with social anxiety
disorder had lower level of flexibility and more experimental avoidance. It seems that interventions for increasing psychological flexibility may
resulted in reducing social avoidance and improve in social anxiety signs. Thus, the purpose of this study was to investigate the effect of
Acceptance and Commitment Therapy (ACT) on social anxiety of female high school students in Kashan city.
Methods: This quasi-experimental research was conducted with pre-posttest design with control groups. The population consisted of all female
students with a diagnosis of social anxiety who received counseling from the psychological services centers in schools, Convenience sampling
was used to recruit 30 students with social anxiety Disorder. The participants were randomly divided to an experimental and control group. All
patients were assessed by Jerabek social anxiety scale at pre and posttest. The experimental group received 8 sessions of Acceptance and
Commitment Therapy (ACT).
Results: Analysis of covariance at posttest stage, showed a significant improvement in the variable in the experimental group (p<0.05).
Conclusion: According to the findings Acceptance and Commitment Therapy (ACT) is an effective method for reducing signs os social anxiety
in female high school students with social anxiety disorder.
