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اثربخشی آموزش شکوفایی بر کاهش پریشانی روان شناختی دانش آموزان دبیرستانی | ||
| روان شناسی بالینی | ||
| مقاله 4، دوره 9، شماره 1 - شماره پیاپی 33، خرداد 1396، صفحه 39-50 اصل مقاله (532.66 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22075/jcp.2017.9541. | ||
| نویسندگان | ||
| ژاله رسا1؛ علی‌محمد رضایی* 2؛ ایمان الله بیگدلی3 | ||
| 1کارشناس ارشد روانشناسی بالینی دانشگاه سمنان، سمنان، ایران | ||
| 2استادیار، گروه روانشناسی تربیتی دانشگاه سمنان، سمنان، ایران | ||
| 3دانشیار، گروه روانشناسی دانشگاه فردوسی مشهد، مشهد، ایران | ||
| تاریخ دریافت: 04 بهمن 1393، تاریخ بازنگری: 23 خرداد 1396، تاریخ پذیرش: 23 خرداد 1396 | ||
| چکیده | ||
| مقدمه: با توجه به مطرح شدن روان شناسی مثبت گرا در سال های اخیر، هدف از پژوهش حاضر بررسی اثربخشی مبتنی بر روان شناسی مثبت گرا و به طور ویژه آموزش شکوفایی بر کاهش پریشانی روان شناختی بود. روش: به منظور نیل به هدف پژوهش از طرح پیش آزمون و پس آزمون با گروه کنترل استفاده شد. جامعه آماری پژوهش شامل ۴۰۰ نفر از دانش آموزان دختر دبیرستان رضوی منطقه ۱۲ شهر تهران بود. ابتدا از تمامی دانش آموزان، مقیاسDASS به عمل آمد و تعداد ۴۰ نفر که بیشترین نمره را در مقیاس DASS کسب کرده بودند انتخاب و به طور تصادفی در دو گروه آزمایش و کنترل قرار گرفتند. برای گروه آزمایش، آموزش شکوفایی در ۸ جلسه دو ساعته (هفته ای دو جلسه) اجراء شد، اما گروه کنترل هیچ نوع درمانی دریافت نکرد. داده ها با آزمون تحلیل چند متغیره و تک متغیره مورد تجزیه وتحلیل قرار گرفت. یافته ها: نتایج آزمون کواریانس چند متغیره و تک متغیره نشان داد که آموزش شکوفایی موجب کاهش افسردگی، اضطراب و استرس دانش آموزان گروه آزمایش، در مقایسه با گروه کنترل شده است. نتیجه گیری: استفاده از روان شناسی مثبت گرا و به طور ویژه آموزش شکوفایی می تواند در کاهش افسردگی، اضطراب و استرس دانش آموزان دبیرستانی مؤثر واقع شود. لذا استفاده از این روش راهی مؤثر در کاهش پریشانی روان شناختی دانش آموزان است. | ||
| کلیدواژه‌ها | ||
| روان شناسی مثبت گرا؛ آموزش شکوفایی؛ پریشانی روان شناختی؛ افسردگی؛ اضطراب؛ استرس | ||
| عنوان مقاله [English] | ||
| Effectiveness of Flourish Training on Reducing of Psychological Distress in High School Students | ||
| نویسندگان [English] | ||
| Zhaleh Rassa1؛ A.M Rezaei,2؛ I Bigdeli,3 | ||
| 1کارشناس ارشد روانشناسی بالینی دانشگاه سمنان، سمنان، ایران | ||
| 2استادیار، گروه روانشناسی تربیتی دانشگاه سمنان، سمنان، ایران | ||
| 3دانشیار، گروه روانشناسی دانشگاه فردوسی مشهد، مشهد، ایران | ||
| چکیده [English] | ||
| Introduction:According to the introduction of positive psychology in recent years, this study examined the effectiveness based on positive psychology and in particular self-actualization training in reducing of psychological distress. Method: In order to achieve this goal, pretest and posttest with control group design was used. The study population consisted of 400 girl students of Razavi high school in 12th district of Tehran. First, all of students performed DASS scale and then 40 students with the highest score of the DASS were chosen and were randomly assigned into experimental group and control group. For the experimental group, self-actualization training was carried out in 8 sessions (twice a week), but the control group did not receive any treatment. Multivariate and univariate analysis were uses to analyze the data. Results:Univariate and multivariate analysis of covariance showed that self-actualization training reduces depression, anxiety and stress students in the experimental group compared with the control group. Conclusion: The use of positive psychology in particular self-actualization training can be effective in reducing depression, anxiety and stress of high school students. The use of this method is an effective method to reduce students' psychological distress. | ||
| کلیدواژه‌ها [English] | ||
| positive psychology, self-actualization training, psychological distress, depression, Anxiety, Stress | ||
| مراجع | ||
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