مقایسه اثربخشی آموزش شناختی رفتاری و آموزش مبتنی بر پذیرش و تعهد بر تحمل پریشانی در نوجوانان خود آسیب رسان

گرائیلی مشک آبادی, الهه; حیدری, شعبان; فخری, محمدکاظم

doi:10.22034/aftj.2022.333513.1467

مقایسه اثربخشی آموزش شناختی رفتاری و آموزش مبتنی بر پذیرش و تعهد بر تحمل پریشانی در نوجوانان خود آسیب رسان

نوع مقاله : مقاله پژوهشی

نویسندگان

¹ دانشجوی دکتری، گروه روانشناسی، واحد ساری، دانشگاه آزاد اسلامی، ساری، ایران

² استادیار، گروه روانشناسی، واحد ساری، دانشگاه آزاد اسلامی، ساری، ایران

10.22034/aftj.2022.333513.1467

چکیده

هدف: در این تحقیق به مقایسه اثربخشی آموزش شناختی رفتاری و آموزش مبتنی بر پذیرش و تعهد بر تحمل پریشانی در دانش آموزان خود آسیب رسان دوره دوم متوسطه پرداخته شد. روش: طرح پژوهش نیمه آزمایشی از نوع پیش‌ آزمون-پس‌آزمون و پیگیری با گروه گواه بود. جامعه آماری این پژوهش نوجوانان پسر خود آسیب رسان (دانش‌آموزان مقطع متوسطه دوم مدارس ناحیه یک) شهر ساری بودند که در سال تحصیلی 01-1400 مشغول به تحصیل بودند که از بین آن‌ها، تعداد ۴۵ نفر به روش نمونه گیری هدفمند به عنوان نمونه انتخاب شدند و به صورت تصادفی در دو گروه ازمایش و یک گروه گواه قرار گرفتند (هر گروه 15 نفر). گروه آزمایش اول، طی 8 جلسه 90 دقیقه‌ای به صورت هفتگی و براساس بسته آموزش شناختی رفتاری (بک، 1976) و گروه آزمایش دوم، نیز طی 8 جلسه 90 دقیقه‌ای به صورت هفتگی و براساس بسته آموزش مبتنی بر پذیرش و تعهد (هیز و همکاران، 2013) قرار گرفتند. ابزار جمع آوری داده‌ها شامل پرسشنامه تحمل پریشانی سیمونز و گاهر (2005) و پرسشنامه خود آسیب رسانی کلونسکی و گلن (2011) بود. داده ها، با استفاده از نرم افزار SPSS-21 و آزمون های آماری تحلیل واریانس با اندازه گیری مکرر و تحلیل واریانس دو عاملی تحلیل شد. یافته‌ها: یافته‌ها نشان داد آموزش شناختی رفتاری و آموزش مبتنی بر پذیرش و تعهد بر تحمل پریشانی (57/6=F، 002/0=P) دانش آموزان خود آسیب رسان تاثیر داشت و میزان اثربخشی آموزش شناختی رفتاری و آموزش مبتنی بر پذیرش و تعهد بر متغیرهای مورد مطالعه یکسان بود. نتیجه گیری: می‌توان نتیجه گرفت که آموزش شناختی رفتاری و آموزش مبتنی بر پذیرش و تعهد بر تحمل پریشانی دانش آموزان خود آسیب رسان تاثیر داشت و می‌توان از هر دو آموزش در جهت بهبود مشکلات نوجوانان دارای مشکل خودآسیب‌رسانی بهره برد.

کلیدواژه‌ها

عنوان مقاله [English]

Comparison of the effectiveness of cognitive-behavioral education and acceptance and commitment-based education on distress tolerance in self-harming adolescents

نویسندگان [English]

Elahe Geraily Moshkabadi ¹
shaban haydari ²
Mohammadkazem Fakhri ²

¹ PhD Student, Department of Psychology, Sari Branch, Islamic Azad University, Sari, Iran

² 2- Assistant Professor, Department of Psychology, Sari Branch, Islamic Azad University, Sari, Iran

چکیده [English]

Aim: In this study, the effectiveness of cognitive-behavioral education and education based on acceptance and commitment on tolerating distress in self-harming high school students was studied. Method: The quasi-experimental research design was test-post-test and follow-up with a control group. The statistical population of this study was self-injurious adolescents (second grade high school students in district one) in Sari who were studying in the academic year of 1400-100, of which 45 were targeted by sampling. The sample was selected and randomly divided into two experimental groups and one control group (15 people in each group). The first experimental group, during 8 sessions of 90 minutes per week and based on the behavioral cognitive training package (Beck, 1976) and the second experimental group, during 8 sessions of 90 minutes per week and based on the training package based on acceptance and commitment (Hayes et al., 2013). Data collection tools included Simmons and Gaher (2005) Distress Tolerance Questionnaire and Klonsky & Glenn (2011) Self-Injury Questionnaire. Data were analyzed using SPSS-21 software and statistical tests of repeated measures analysis of variance and two-factor analysis of variance. Results: The results showed that cognitive-behavioral education and education based on acceptance and commitment had an effect on distress tolerance (F = 6.57, P = 0.002) of self-harming students and the effectiveness of cognitive-behavioral education and training. Acceptance and commitment based on the studied variables were the same. Conclusion: It can be concluded that cognitive-behavioral education and education based on acceptance and commitment had an effect on the tolerance of self-harming students and both educations can be used to improve the problems of adolescents with self-harm.

کلیدواژه‌ها [English]

Cognitive-behavioral therapy
Acceptance and commitment therapy
Anxiety tolerance
Adolescents

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