اثر بخشی آموزش متمرکز بر هیجان بر راهبردهای تنظیم شناختی هیجان دانش آموزان آزاردیده عاطفی

نویسندگان

1 استادگروه روانشناسی عمومی دانشگاه محقق اردبیلی

2 دانشجویی کارشناسی ارشد روانشناسی بالینی دانشگاه آزاد اسلامی واحد اردبیل

چکیده

هدف این مطالعه بررسی اثربخشی آموزش متمرکز بر هیجان بر تنظیم هیجانی، دانش آموزان آزاردیده عاطفی بود. این پژوهش آزمایشی و از نوع پیش­آزمون وپس­آزمون با گروه کنترل است. جامعه پژوهش متشکل از دانش آموزان آزاردیده عاطفی پنج مدرسه راهنمایی شهر اردبیل بودند که از طریق مصاحبه بالینی شناسایی شدند. 40 نفر از دانش آموزان آزار دیده عاطفی به روش تصادفی از بین جامعه مورد نظر انتخاب و مجدداً به روش تصادفی در دو گروه آزمایش و کنترل گمارده شدند. گروه آزمایشی آموزش گروهی درمان متمرکز بر هیجان را در 8 جلسه یک و نیم ساعته دریافت کردند. جهت جمع آوری داده‌ها ازمصاحبه بالینی ساختار یافته، پرسشنامه کودک آزاری(CAQ) و مقیاس راهبردهای تنظیم شناختی هیجانی (CERSS) استفاده شد. نتایج تحلیل واریانس چند متغیری(MANOVA) نشان داد برنامه درمانی آموزش متمرکز بر هیجان بر تنظیم هیجانات دانش آموزان آزاردیده عاطفی مؤثر است و دانش آموزان آزاردیده عاطفی پس از دریافت آموزش متمرکز بر هیجان تفاوت قابل ملاحظه ای در میانگین نمرات پس آزمون نشان دادند که نشان از مؤثر بودن این درمان است. با توجه به تأثیر آموزش درمانی متمرکز بر هیجان به درمانگران و مشاوران پیشنهاد می­شود این روش درمانی را مورد استفاده قرار دهند.

کلیدواژه‌ها


عنوان مقاله [English]

The Effectiveness of Emotion-Focused Training for Cognitive Emotional Regulation Strategies of Emotionally Abused Students

نویسندگان [English]

  • Mohammad Narimani 1
  • Karim Alisari Nasirlou 2
  • Sevda Effat-Parvar 2
1
2
چکیده [English]

The purpose of this study was to investigate the effectiveness of emotion-focused training in emotional regulation of emotionally abused students. The statistical population of this study consisted of all male students of junior high schools in Ardebil in the academic year of 1390-1391. The subjects consisted of 100 emotionally abused students identified through clinical interviews. From among these, 40 were selected using a simple random sampling method. They were divided into two groups of control and experimental (20 each). The experimental  group received the emotion-focused group training during 8 ninety-minute sessions. For data collection the Structured Clinical Interview, the Child Abuse Questionnaire (CAQ), and the Cognitive Emotion Regulation Strategies Scale were used. The results of MANOVA showed that the treatment was effective in emotional regulation of students in the experimental group.
 

کلیدواژه‌ها [English]

  • emotion-focused training
  • emotional regulation
  • emotional abuse
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