نوع مقاله : مقاله پژوهشی (آمیخته)
نویسندگان
1 دانشجوی دکتری، گروه مشاوره، واحد یزد، دانشگاه آزاد اسلامی، یزد، ایران.
2 دانشیار، گروه مشاوره، دانشکده علوم انسانی و اجتماعی، دانشگاه اردکان، یزد، ایران.
3 استاد، گروه طراحی، دانشکده هنر و معماری، واحد یزد، دانشگاه آزاد اسلامی، یزد، ایران.
چکیده
هدف: هدف از این پژوهش بررسی اثربخشی بسته آموزشی مبتنی بر تجربه زیسته مادران دارای فرزند چند معلولیتی با ناگویی هیجانی بر بهبود افسردگی بود.
روش شناسی: روش این پژوهش نیمه آزمایشی با طرح پیش آزمون-پس آزمون با گروه کنترل بود. جامعه آماری پژوهش شامل کلیه مادران دارای فرزندان چندمعلولیتی که فرزندشان مشغول به تحصیل در مدرسه استثنایی گل‌های شیراز در سال 1400-1401 بودند. از بین مادران، 30 مادر به صورت در دسترس انتخاب شدند و به صورت تصادفی در یک گروه آزمایش (15 نفر) و کنترل (15 نفر) قرار گرفتند. سپس پیش آزمون متغیرهای پژوهش به عمل آمد و مادران گروه آزمایش به مدت 12 جلسه تحت آموزش بسته تدوین شده ناگویی هیجانی قرار گرفتند. بعد از اتمام آموزش دوباره یک پس آزمون از گروه‌های آزمایش و کنترل به عمل آمد. داده‌های پژوهش از طریق پرسشنامه‌های ناگویی هیجانی (تورنتو، 1994) و افسردگی (بک، 1961) گردآوری شد. داده‌ها با روش تحلیل کوواریانس چند گانه درون گروهی-بین گروهی مورد بررسی قرار گرفتند.
یافته ها: نتایج نشان داد که برنامه آموزش ناگویی هیجانی باعث بهبود افسردگی در مادران کودکان چند معلولیتی شد.
بحث و نتیجه گیری: براساس یافته ها از آنجایی که برنامه تدوین شده در این پژوهش بر اساس تجربه‌های واقعی مادران کودکان چند معلولیتی بود و به طور اختصاصی برای این مادران تدوین شده است و ویژگی‌های روانسنجی برنامه توسط متخصصان این زمینه تایید شده و به نحوی هم به مسائل و مشکلات روانی مادران و هم مشکلات رفتاری کودکان پرداخته است، از اثربخشی بیشتری برخوردار بوده است.
کلیدواژه‌ها
موضوعات
عنوان مقاله [English]
The effectiveness of the Educational Package based on the Lived Experience of Mothers with Multi-Disabled Children with Ataxia on Improving Depression
نویسندگان [English]
- Zeinab Mahmoodiasl 1
- Yaser Rezapour Mirsaleh 2
- Ali Nazari 3
1 PhD Student, Department of Counseling, Yazd Branch, Islamic Azad University, Yazd, Iran.
2 Associate Professor, Department of Counseling, Faculty of Humanities and Social Sciences, Ardakan University, Yazd, Iran.
3 Professor, Department of Design, Faculty of Art and Architecture, Yazd Branch, Islamic Azad University, Yazd, Iran.
چکیده [English]
Purpose: The purpose of this research was to investigate the effectiveness of the educational package based on the lived experience of mothers with multi-disabled children with emotional dyslexia on the improvement of depression.
Methodology: The method of this research was semi-experimental with a pre-test-post-test design with a control group. The statistical population of the research includes all mothers with multi-disabled children whose children were studying in Golhai Shiraz exceptional school in 1400-1401. Among the mothers, 30 mothers were selected as available and were randomly assigned to an experimental group (15 people) and a control group (15 people). Then, the pre-test of the research variables was carried out and the mothers of the experimental group were trained for 12 sessions on alexithymia. After the completion of the training, a post-test of the experimental and control groups was conducted. Research data were collected through alexithymia (Toronto, 1994) and depression (Beck, 1961) questionnaires. The data were analyzed by intragroup-intergroup multiple covariance analysis.
Findings: The results showed that the alexithymia training program improved depression in mothers of children with multiple disabilities.
Conclusion: Based on the findings, since the program developed in this research was based on the real experiences of mothers of children with multiple disabilities, and it was developed specifically for these mothers, and the psychometric features of the program were confirmed by experts in this field, and in a way, it was related to the issues and it has addressed the psychological problems of mothers and the behavioral problems of children, it has been more effective.
کلیدواژه‌ها [English]
- Lived Experience
- Depression
- Alexithymia
- Children with Multiple Disabilities
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