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شیخ الاسلامی, علی, سیداسماعیلی قمی, نسترن, سلمانی, علی, شارعی, آیسان. (1403). اثربخشی آموزش مبتنی بر تاب‌آوری بر افکار خودجرحی و تعارضات بین‌فردی دانش‌آموزان فرزند طلاق. هنرهای کاربردی, 16(4), 1-16. doi: 10.22075/jcp.2024.34462.2916
علی شیخ الاسلامی; نسترن سیداسماعیلی قمی; علی سلمانی; آیسان شارعی. "اثربخشی آموزش مبتنی بر تاب‌آوری بر افکار خودجرحی و تعارضات بین‌فردی دانش‌آموزان فرزند طلاق". هنرهای کاربردی, 16, 4, 1403, 1-16. doi: 10.22075/jcp.2024.34462.2916
شیخ الاسلامی, علی, سیداسماعیلی قمی, نسترن, سلمانی, علی, شارعی, آیسان. (1403). 'اثربخشی آموزش مبتنی بر تاب‌آوری بر افکار خودجرحی و تعارضات بین‌فردی دانش‌آموزان فرزند طلاق', هنرهای کاربردی, 16(4), pp. 1-16. doi: 10.22075/jcp.2024.34462.2916
شیخ الاسلامی, علی, سیداسماعیلی قمی, نسترن, سلمانی, علی, شارعی, آیسان. اثربخشی آموزش مبتنی بر تاب‌آوری بر افکار خودجرحی و تعارضات بین‌فردی دانش‌آموزان فرزند طلاق. هنرهای کاربردی, 1403; 16(4): 1-16. doi: 10.22075/jcp.2024.34462.2916

اثربخشی آموزش مبتنی بر تاب‌آوری بر افکار خودجرحی و تعارضات بین‌فردی دانش‌آموزان فرزند طلاق

روان‌شناسی بالینی: نوآوری‌ها در پژوهش و عمل
مقاله 1، دوره 16، شماره 4 - شماره پیاپی 64، دی 1403، صفحه 1-16    اصل مقاله (1.6 M)
نوع مقاله: مقاله پژوهشی
شناسه دیجیتال (DOI): 10.22075/jcp.2024.34462.2916
نویسندگان
علی شیخ الاسلامی* 1؛ نسترن سیداسماعیلی قمی2؛ علی سلمانی3؛ آیسان شارعی4
1استاد، گروه مشاوره، دانشکده علوم تربیتی ور وانشناسی، دانشگاه محقق اردبیلی، اردبیل، ایران
2استادیار روانشناسی و آموزش کودکان استثنائی، گروه روانشناسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه محقق اردبیلی، اردبیل ایران
3دانشجوی دکتری تخصصی روانشناسی، گروه روانشناسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه محقق اردبیلی، اردبیل، ایران
4دانشجوی دکتری تخصصی مشاوره، گروه مشاوره، دانشکده علوم تربیتی و روانشناسی، دانشگاه خوارزمی، تهران، ایران
تاریخ دریافت: 27 خرداد 1403،  تاریخ بازنگری: 17 شهریور 1403،  تاریخ پذیرش: 28 شهریور 1403 
چکیده
زمینه: نوجوانانی که والدین آن‌ها جدا شده و تجربه بدرفتاری در دوران کودکی داشته‌اند، شیوع خودجرحی در آن‌ها از جمعیت عادی بیش‌تر است. پژوهش حاضر با هدف بررسی اثربخشی آموزش مبتنی بر تاب‌آوری بر افکار خودجرحی و تعارضات بین­ فردی دانش‌آموزان فرزند طلاق انجام گرفت.
روش: روش پژوهش آزمایشی از نوع پیش‌آزمون-پس‌آزمون با گروه کنترل بود. جامعه‌ی آماری پژوهش شامل تمامی دانش‌آموزان فرزند طلاق دوره‌ی متوسطه‌ی دوّم شهر اردبیل در سال‌تحصیلی 1403-1402 بود که از میان آن‌ها بر حسب ملاک‌های ورود به پژوهش و به روش نمونه‌گیری در دسترس 40 دانش‌آموز فرزند طلاق انتخاب و به‌صورت تصادفی در گروه آزمایش (20 نفر) و گروه کنترل (20 نفر) جایگزین شدند. گروه آزمایش 12 جلسه‌ی 75 دقیقه‌ای برنامه‌ی آموزش مبتنی بر تاب‌آوری را دریافت کردند و گروه کنترل به روال عادی خود ادامه دادند. برای جمع‌آوری داده‌ها از مقیاس خودجرحی بدون قصد خودکشی زلکوویچ و کول (2017) و پرسشنامه‌ی مشکلات بین‌فردی بارخام و همکاران (1996) استفاده شد. داده‌ها با استفاده از تحلیل کواریانس چندمتغیری مورد تجزیه و تحلیل قرار گرفتند.
یافته­ ها: یافته‌ها نشان داد که بین میانگین افکار خودجرحی (0/01 >P؛ 4/88=F  و 0/12 =ηp2) و تعارضات بین‌فردی (001 /0>P؛  F=31/57 و /0/46 =ηp2) گروه آزمایش و کنترل در پس‌آزمون تفاوت معناداری وجود دارد. بدین­ صورت که بعد از اجرای برنامه‌ی آموزشی مبتنی بر تاب‌آوری میانگین نمرات دانش‌آموزان فرزند طلاق در گروه آزمایش نسبت به گروه کنترل به‌طور معناداری کاهش یافته است.
نتیجه­ گیری: بنابراین، با آموزش و ارتقای تاب‌آوری روانی در دانش‌آموزان می‌توان میزان افکار خودجرحی و تعارضات بین‌فردی را در آنان کاهش داد. دانش‌آموزان به کمک راهبردهای تاب‌آورانه می‌توانند شکست‌های متعدد خود را دوباره مورد بررسی و بازبینی قرار دهند و در نهایت انعطاف‌پذیری در دانش‌آموزان بهبود می‌یابد.
کلیدواژه‌ها
آموزش تاب‌آوری؛ افکار خودجرحی؛ تعارضات بین‌فردی و فرزند طلاق
عنوان مقاله [English]
The Effectiveness of Education Based on Resilience on Self-Injury Thoughts and Interpersonal Conflicts of Students with Children of Divorce
نویسندگان [English]
Ali Sheykholeslami1؛ Nastaran Seyedesmaili Ghomi2؛ Ali Salmani3؛ Aysan Sharei4
1Professor, Department of Counseling, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran
2Assistant Professor of Psychology and Education of Exceptional Children, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran
3Ph.D. Student of Psychology, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran
4Ph.D. Student of Counseling, Department of Counseling, Faculty of Educational Sciences and Psychology, University of Kharazmi, Tehran, Iran
چکیده [English]
Background: Adolescents whose parents are separated and experienced abuse in childhood, the prevalence of self-injury in them is higher than the general population. The present study was conducted with the aim of investigating the effectiveness of education based on resilience on self-injury thoughts and interpersonal conflicts of students who are children of divorce.
Method: The research method was a pre-test-post-test experiment with a control group. The statistical population of the research included all the students who were children of divorce in the second high school of Ardabil city in the academic year of 2023-2024, and among them, according to the criteria for entering the research and using the available sampling method, 40 students who were children of divorce were randomly selected in the experimental group (20 people). and the control group (20 people) were replaced. The experimental group received 12 sessions of 75 minutes of resilience-based training program, and the control group continued their normal routine. To collect data, the social exposure to non-suicidal self-injury scale was used by Zelkowitz and Cole (2017) and the questionnaire of interpersonal problems by Barkham et al. (1996). Data was analyzed using multivariate analysis of covariance.
Results: The results showed that between the mean self- injury thoughts
(P< 0.01; F= 4.88 and ηp2= 0.12) and interpersonal conflicts (P< 0.001; F= 31.57 and ηp2= 0.46) of the experimental and control groups in there is a significant difference in the post-test. In this way, after the implementation of the training program based on resilience, the average scores of the children of divorce students in the experimental group have decreased significantly compared to the control group.
Conclusion: Therefore, by training and promoting mental resilience in students, the amount of self-injury thoughts and interpersonal conflicts can be reduced in them. With the help of resilience strategies, students can re-examine and revise their multiple failures, and finally flexibility improves in students.
کلیدواژه‌ها [English]
Resilience training, self-injury thoughts, interpersonal conflicts and divorce children
مراجع
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