اثربخشی درمان پذیرش و تعهد بر تعلل ورزی تحصیلی، تاب آوری و افسردگی دانش آموزان پسر دوره متوسطه مبتلا به اختلال نقص توجه/بیش‌فعالی (ADHD)

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکترای روانشناسی تربیتی، دانشکده علوم انسانی و تربیتی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران

2 استاد گروه روانشناسی تربیتی، دانشکده علوم انسانی و تربیتی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران

3 استادیار گروه روانشناسی تربیتی، دانشکده علوم انسانی و تربیتی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران

چکیده

مقدمه و اهداف
امروزه درمان پذیرش و تعهد یکی از درمان­های رفتاری نسل سوم در زمینه درمان اختلالات دوران کودکی و نوجوانی است که بسیار مورد توجه قرار گرفته است. با این حال اثربخشی آن، به­ویژه در بین نوجوانان مبتلا به اختلال نقص توجه/بیش ­فعالی با مشکلاتی چون تعلل­ورزی، تاب­آوری و افسردگی چندان مورد توجه قرار نگرفته است. پژوهش حاضر با هدف بررسی اثربخشی درمان پذیرش و تعهد بر تعلل­ورزی تحصیلی، تاب­آوری و افسردگی دانش ­آموزان پسر دوره متوسطه مبتلا به اختلال نقص توجه/بیش فعالی (ADHD) صورت گرفته است.
مواد و روش­ ها
در پژوهش حاضر طرح نیمه ­آزمایشی پیش­ آزمون-پس ­آزمون با گروه کنترل، 28 دانش­آموز مبتلا به اختلال نقص توجه/بیش ­فعالی از بین دانش ­آموزان مدارس دوره متوسطه شهر تبریز و با توجه به معیارهای ورود انتخاب شدند و به­ صورت تصادفی در گروه­های آزمایش یا کنترل جایگزین شدند (گروه  ACT13 نفر و گروه کنترل 15 نفر). پرسشنامه افسردگی بک و آزمون تعلل ­ورزی تحصیلی سولومون، راث بلوم و آزمون تاب­ آوری کانر، دیویسون بر روی هر دو گروه اجرا شد و سپس دانش ­آموزان گروه آزمایش در 10 جلسه هفتگی انفرادی درمان پذیرش و تعهد شرکت کردند، در حالی که گروه کنترل در این مدت هیچ مداخله ای دریافت نکرد و سپس ابزارهای پژوهش مجددا بر روی همه نفرات اجرا شد.
یافته­ ها
یافته ها نشان داد اثربخشی درمان پذیرش و تعهد بر تعلل­ورزی حاکی از کاهش تعلل ­ورزی در مرحله پس از درمان بود. در متغیر تاب آوری، دانش ­آموزانی که تحت روان درمانی مبتنی بر پذیرش و تعهد قرار گرفته بودند نسبت به دانش آموزان گروه کنترل افزایش معناداری نشان دادند. همچنین روان درمانی مبتنی بر پذیرش و تعهد در کاهش میزان افسردگی دانش ­آموزان موثر بوده است.
نتیجه­ گیری
به نظر می­رسد اثربخشی پذیرش و تعهد بر تاب ­آوری، افسردگی و تعلل ­ورزی بوده و نویدبخش است.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Effectiveness of Acceptance and Commitment Therapy on Academic Procrastination, Resilience, and Depression in Students with Attention Deficit Hyperactivity Disorder (ADHD)

نویسندگان [English]

  • Somayeh Piri 1
  • Davod Hoseininasab 2
  • Sholeh Livarjani 3
1 PhD. student of Psychology of Education, Faculty of Humanities and Education,Tabriz Branch, Islamic Azad University, Tabriz, Iran
2 Professor of Educational Psychology, Faculty of Humanities and Education, Tabriz Branch, Islamic Azad University, Tabriz, Iran
3 Assistant Professor, Department of Educational Psychology, Faculty of Humanities and Education, Tabriz Branch, Islamic Azad University, Tabriz, Iran
چکیده [English]

Background and Aims: Acceptance and Commitment Therapy is one of the third generation behavioral therapies in the treatment of childhood and adolescent disorders that has recently received much attention. However, its effectiveness, especially among adolescents with Attention Deficit Hyperactivity Disorder (ADHD), with problems such as procrastination, swings and depression, has not been much noticed. The aim of present study was to investigate effectiveness of acceptance and commitment therapy on academic procrastination, resilience, and depression in students withADHD.
Materials and Methods: To this aim, in a pretest-posttest with control group quasi-experimental study, 28 students were selected purposively and randomly divided into experiment or control groups (13 in ACT group and 15 in control group). Conners rating scale, Beck Depression Inventory (BDI-II, Beck, 1996), Solomon students and academic procrastination version Roth Bloom (1984 ), and Conner- Davidson Resilience scale (CD-RISC, Beck,1996) were completed before interventions by all participants and then participants of experiment group individually received a 10-session ACT intervention, while control group received no intervention. After completing the intervention, once more, the instruments were administered.
Results: The results of Covaraince analysis showed that in the three variables of academic procrastination, resilience, and depression, after controlling the covariate variable (pre-test scores) there were significant differences among the two groups (depression: f=14/81; p < 0/001; resilience: f=9/84; p < 0/001; academic procrastination: f=15/15; p < 0/001).
Conclusion: According to the results, ACT is an effective and promising intervention on academic procrastination, resilience, and depression in students with Attention Deficit Hyperactivity Disorder(ADHD)

کلیدواژه‌ها [English]

  • Acceptance and Commitment
  • Resilience
  • depression
  • academic procrastination
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