پیوندهای مفید
آمار
| تعداد نشریات | 21 |
| تعداد شماره‌ها | 610 |
| تعداد مقالات | 9,028 |
| تعداد مشاهده مقاله | 67,082,901 |
| تعداد دریافت فایل اصل مقاله | 7,656,366 |
اثربخشی آموزش والددرمانگری بر مشکلات رفتاری دانش آموزان دخترِ دارای اختلال نافرمانی مقابله ای | ||
| روان شناسی بالینی | ||
| مقاله 8، دوره 10، شماره 3 - شماره پیاپی 39، آذر 1397، صفحه 91-100 اصل مقاله (632.25 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22075/jcp.2019.14646.1423 | ||
| نویسندگان | ||
| حسین داوودی1؛ اکرم کلهر* 2؛ الهام علی بابایی نوغان سفلی3 | ||
| 1استادیار، گروه مشاوره و راهنمایی دانشگاه آزاد اسلامی خمین، خمین، ایران | ||
| 2دانشجوی دکتری مشاوره و راهنمایی دانشگاه آزاد اسلامی اراک، اراک، ایران | ||
| 3کارشناس ارشد روانشناسی بالینی دانشگاه آزاد اسلامی خمین، خمین، ایران | ||
| تاریخ دریافت: 25 اردیبهشت 1397، تاریخ پذیرش: 09 بهمن 1397 | ||
| چکیده | ||
| مقدمه: هدف پژوهش حاضر تعیین اثربخشی آموزش والددرمانگری بر مشکلات رفتاری (اضطراب/ افسردگی، پرخاشگری، عملکرد اجتماعی) دانشآموزان دختر با اختلال نافرمانی مقابلهای بود. روش: روش پژوهش از نوع نیمه آزمایشی با پیشآزمون، پس آزمون و گروه کنترل بود. جامعه آماری شامل کلیه دانشآموزان دختر مدارس ابتدایی و متوسطه شهر الیگودرز بود. بر اساس روش نمونهگیری هدفمند تعداد 43 دانشآموز مشکوک به نافرمانی مقابله ای انتخاب و سپس از طریق مقیاس درجه بندی نافرمانی مقابلهای کودکان(ODDRS) تعداد 30 نفر از آنان بعنوان نمونه انتخاب گردیدند و به روش جایگزینی تصادفی مادرانشان در دو گروه (15n=) آزمایش و کنترل قرار گرفتند. گروه آزمایش بسته آموزشی والد درمانگری ایبرگ (1997) را در طی 10 جلسه دریافت کردند. درحالیکه گروه کنترل مداخلهای دریافت نکرد. سه زیر مقیاس (اضطراب/ افسردگی، پرخاشگری و مشکلات اجتماعی) از 8 زیرمقیاس پرسشنامه مشکلات رفتاری آخنباخ در مراحل پیشآزمون و پسآزمون اجرا گردید و داده‌های جمعآوری شده با استفاده از روش آماری تحلیل کوواریانس چند متغیری تحلیل شدند. یافته‌ها: نتایج این پژوهش نشان داد که آموزش والددرمانگری بطور معنادار سبب کاهش میانگین نمرات اضطراب/ افسردگی دانشآموزان دچار نافرمانی مقابلهای گروه آزمایش نسبت به کنترل می شود، اما بر روی میانگین نمرات رفتار پرخاشگرانه و مشکلات اجتماعی آنان تأثیر معناداری نداشت. نتیجه‌گیری: میتوان نتیجه گرفت که آموزش والددرمانگری موجب بهبود حالات افسردگی و اضطراب دانشآموزان دچار نافرمانی مقابلهای میشو د و در مدیریت اضطراب و افسردگی دانشآموزان دختر مبتلا به اختلال نافرمانی مقابلهای کار برد. | ||
| کلیدواژه‌ها | ||
| والددرمانگری؛ مشکلات رفتاری؛ اختلال نافرمانی مقابله ای | ||
| عنوان مقاله [English] | ||
| Effectiveness of Parenting Therapy on Behavioral Problems of Girl Students with Oppositional Defiant Disorder | ||
| نویسندگان [English] | ||
| H Davudi,1؛ A kalhor,2؛ E. Alibabaei-Noqane-Sofla,3 | ||
| 2Department of Psychology, Arak branch, Islamic Azad University, Arak, Iran | ||
| چکیده [English] | ||
| Introduction: The purpose of this study was to determine the effectiveness of the Parenting Therapy on the behavioral problems (anxiety/depression, aggression, and social functioning) in girls with oppositional defiant disorder. Method: A semi-experimental design with pre and post-test and a control group was applied. The study population was all female school students of the Aligudarz city. By a purposeful sampling method 43 school students with likely oppsitional defiant disorder were selected and 30 with higher scores in the Achenbach’s Oppsitional Defiant Disorder Rating Scale )ODDRS) were selected and their mothers classified into two (n=15) groups randomly (experimental and control groups). The experimental group received 10 sessions of Eyberg (1997) Parenting Training Package during 10 sessions, while no intervention made on the control group. Three subscales of (anxiety/depression, aggression, and social functioning) from 8 Akhenbakh subscales were performed in the pre-test and post-test stages and the collected data were analyzed applying a Multivariate Analysis of Covariance. Results: The study results showed that parenting training could significantly reduce the average scores of the student’s anxiety/depression average scores in the experimental group than control. No significant effects were found for aggression and social functions. Conclusion: It could be concluded that the Parenting Therapy improves the anxiety/depression symptoms in these children and is recommended in management of anxiety/depression in the oppositional defiant disorder girl students. | ||
| کلیدواژه‌ها [English] | ||
| Parenting therapy, behavioral problems, oppositional defiant disorder | ||
| مراجع | ||
|
1- Chubdari A, Kazemi F, Pezeshk S. Effectivness of reality therapy on reducing signs of boy students with oppositional defiant disorder. Psychol. of Exceptional Indivituals. 2015; 20: 7. 2- Martín V, Granero R, Ezpeleta L. Comorbidity of oppositional defi ant disorder and anxiety disorders in preschoolers. Psicothema. 2014; 26(1): 27-32. 3- Jiang W, Li Y, Du Y, Fan J. Emotional Regulation and Executive Function Deficits in Unmedicated Chines Children with Oppositional Defiant Disorder.J Korean Neoropsychiatric Association. 2016; 13(3): 277-87. 4- Imren S.G, Arman A.R, gumustas F. Familly Function in Attention Deficit Hyperactivity Disorder with or wihout Oppositional Defiant Disorder/Conduct Disorder Comorbidity. Cukurova Medical J. 2013; 38(1): 22-30. 5- Noordermeer SDS, Luman M, Oosterlaan J. A Systematic Review and Meta-analysis of Neuroimaging in Oppositional Defiant Disorderand Conduct Dis order(CD) Taking Attention-Deficit Hyperactivity Disorder (ADHD) Into Account. Neuropsychol. Rev. 2016; 26(1): 44-72. 6- Lochman JE, Barry TDS, Salekin-Pediatrics KL. Aggressive/Oppositional Behaviors Oppositional Defiant and Conduct Disorders, Handbook of Mental Health Care: Disruptive and Acting-OutBehaviors. 2010. 7- Lavigne JV, Gouze KR, Bryant FB, Hopkins J. Dimensions of Oppositional Defiant Disorder in Young Children: Heterotypic Continuity with Anxiety and Depression. J. of Abnorm Child Psychol. 2014; 42(6): 937–951. 8- Ganji M. Psychological astronomy DSM-5. 2015. Savalane Publishing Company. Tehran. Iran. 9- Déry M, Lapalme M, Jagiellowicz J, Poirier M, Temcheff C, Toupin J. Predicting Depression and Anxiety from Oppositional Defiant Disorder Symptoms in Elementary School-Age Girls and Boys with Conduct Problems. Child Psychiat. and Human Develop. 2017; 48(1): 53-62. 10- Schoorl J, Van Rijn S, Wied MD, Van Goozen SHM, Swaab H. Variability in emotional/behavioral problems in boys with oppositional defiant disorder or conduct disorder: the role of arousal. Eur. Child and Adolesc. Psychiat. 2015; 25(8): 821-830. 11- Sharifidaramadi P, Bagiankulehmarz MJ, Padarvand H, Geravand F. The Effect of Impulse Control Training on Impulsiveness and Reduce the Symptoms of Students with Oppositional Deficit Disorder. J. of Clinic Psychol.2014; 5(4): 29-41. 12- Leadbeater BJ, Ames ME. The Longitudinal Effects of Oppositional Defiant Disorder Symptoms on Academic and Occupational Functioning in the Transition to Young Adulthood. J. of Abnorm Child Psychol. 2017; 45(4): 749-763. 13- Faghirpour M. Psychology and Family education. 1st ed. 2009. Iliafarhang Publishing Company. Rasht. Iran. 14- Berg R. Group Consultation. Translate by Zahrakar K. 2013. Arasbaran Publishing Company. Tehran. Iran. 15- Azizi A, Karimipour B, Rahmani S, Vasi F. Comparing the Efficacy of Child-Parent Relationship Therapy (CPRT) and Family-Focused Therapy (FFT) on Function of Families with Children with Oppositional Defiant Disorder (ODD). J. of Child Mental Health. 2016; 3(2): 9-20. 16- Ghodratimirkoohi M, Sharifidaramadi P, Abdollahi Gh. The effect of parental management training base on cognitive- behaviour therapy on children oppositional defiant disorder. Psychol of Exceptional Individuals. 2015; 20: 6. 17. Abbassi M, Neshatdoost HT. Effectiveness of Parent- Child interaction Therapy on Reduction of Symptoms in Oppositional Defiant Disorder. J. of Clinic Psychol. 2013; 5(3): 59-67. 18- Maneshi Gh, Asliazad M, Tofighi Z, Farhadi T. The effectiveness of acceptance and commitment based treatment in adolescent with conflict disorder in Isfahan. 2015. The International Congress on Psychology. Tehran. Iran. 19- Khodabakhsh R, Jafari M. Exploring the efficacy of parental training with Adlerian approach on coping styles of mothers of children with oppositional defiant disorder & on reduction 0f ODD symptoms. J. of Psychological Studies. 2014; 10(1): 7-30. 20- Sohrabi F, Asadzadeh H, Arabzadeh Z. Effectiveness of Barkley’s parental education program in reducing the symptoms of oppositional defiant disorder on preschool children. J of School Psychology. 2014; 2(3): 82-103. 21- Taher M, Abulghasemi A, Nariman M. The efficacy of empathy and anger management training based on cognitive-behavioral approach on adjustment in children with oppositional defiant disorder. J of School Psychology. 2015; 1(5): 26- 47. 22- Jahanbakhsh M, Bahadori MH, Amiri SH, Jamshidi A. The Effect of Attachment- Based Therapy on Oppositional Deficit Symptoms in Girls with attachment Problems. Journal of Clinical Psychology. 2012; 3(4): 41-49. 23- Liu X, Lin X, Zhou Q, Zhou N, Li Y, Lin D. Family and Individual Risk and Protective Factors of Depretion Among Chinese Migrant with Oppositional Defiant Disorder Symptoms. Front. Psychol. 2017; 8. Article 508. 24- Déry M, Lapalme M, Jagiellowicz J, Poirier M, Temcheff C, Toupin J. Predicting Depression and Anxiety from Oppositional Defiant Disorder Symptoms in Elementary School-Age Girls and Boys with Conduct Problems. Child Psychiatry and Human Development. 2017; 48(1): 53-62. 25- Shanahan L, Copeland WC, Angold A, Bondy CL, Costello JE. Sleep Problems Predict and are predicted by Generalized Anxiety/Depression and Oppositional Defiant Disorder. J Am Acad Child and Adolesc Psychiatry. 2014; 53(5): 550–558. 26- Dunsmore JC, Booker JA, Ollendick TH. Parental Emotion Coaching and Child Emotion Regulation as Protective Factors for Children with Oppositional Defiant Disorder. J Soc Dev. 2013; 22(3): 444- 466. 27- Hommersen P, Murray C, Ohan J, Johnston C. Oppositional defiant disorder rating scale: Preliminary evidence of reliability and validity. J Emot Behav Disord. 2006; 14(2): 118-125. 28- Faramarzi S, Abedi A, Ghanbari A. Mother communication patterns on and oppositional defiant disorder of children. Medical J. of Tabriz Un. 2012; 2(34): 90-6. 29- Ashanbach T, Rescorla L. The manual of school age forms of the system of assessment based on experience of the Ashanbakh. Translate by Minaei A. 2005. Exceptional children’s Institute Publishing Company. Tehran. Iran. 30- Cooley ME, Veldorale-Griffin A, Petren RE, Mullis AK. Parent- child interaction therapy: A meta analysis of child behavior outcomes and parent stress. J of Family Soc Work. 2014; 17(3): 191-208 31- Eyberg SM, Funderburk BW, Hambree-Kigin TL, MC- Neil CB, Querido JG, Hood KK. Parent- child interaction therapy with behavior problem children: one and two year maintenance of treatment effects in the family. Child and Family Beh. Thera. 2001; 23: 1-20. 32- Coolican H. Research Methods and Statistics In psychology. 2009; 5th ed. London: Hodder Education. 33- Guerney L, Guerney B. Integrating child and family therapy. Psychotherapy.1987; 24: 609–14.
| ||
|
آمار تعداد مشاهده مقاله: 1,232 تعداد دریافت فایل اصل مقاله: 1,894 |
||