اثربخشي آموزش ذهن آگاهي بر سرسختي روانشناختي و نشخوار فكري در مادران داراي دانش آموزان با ناتواني هاي يادگيري

Effectiveness of mindfulness education on psychological hardiness and mental rumination in mothers of students with Learning Disabilities

ﻫﺪف از اﯾﻦ ﭘﮋوﻫﺶ، ﺑﺮرﺳﯽ اﺛﺮﺑﺨﺸﯽ آﻣﻮزش ذﻫﻦآﮔﺎﻫﯽ ﺑﺮ ﺳﺮﺳﺨﺘﯽ روانﺷﻨﺎﺧﺘﯽ و ﻧﺸﺨﻮار ﻓﮑﺮي در ﻣﺎدران داراي داﻧﺶآﻣﻮزان ﺑﺎ اﺧﺘﻼل ﯾﺎدﮔﯿﺮي ﺧﺎص ﺑﻮد. روش ﭘﮋوﻫﺶ، از ﻧﻮع ﺷﺒﻪآزﻣﺎﯾﺸﯽ ﺑﺎ ﻃﺮح ﭘﯿﺶآزﻣﻮن- ﭘﺲآزﻣﻮن و ﭘﯿﮕﯿﺮي ﺑﺎ ﮔﺮوه ﮐﻨﺘﺮل ﺑﻮد. ﺟﺎﻣﻌﻪ آﻣﺎري ﭘﮋوﻫﺶ ﺷﺎﻣﻞ 90 ﻧﻔﺮ از ﻣﺎدران داراي داﻧﺶآﻣﻮزان ﺑﺎ اﺧﺘﻼل ﯾﺎدﮔﯿﺮي ﺧﺎص ﺷﻬﺮﺳﺘﺎن ﻃﺎرم در ﺳﺎل ﺗﺤﺼﯿﻠﯽ 1397-98 ﺑﻮد. ﺗﻌﺪاد 20 ﻧﻔﺮ از ﻣﺎدران ﺑﻪﻋﻨﻮان ﻧﻤﻮﻧﻪ ﭘﮋوﻫﺶ از ﻃﺮﯾﻖ ﻧﻤﻮﻧﻪﮔﯿﺮي در دﺳﺘﺮس از ﻣﺮﮐﺰ اﺧﺘﻼل ﯾﺎدﮔﯿﺮي رﺷﺪ اﻧﺘﺨﺎب و ﺑﻪﺻﻮرت ﺗﺼﺎدﻓﯽ در دو ﮔﺮوه آزﻣﺎﯾﺶ ﺟﺎﯾﮕﺰﯾﻦ ﺷﺪﻧﺪ. ﮔﺮوه آزﻣﺎﯾﺶ در ﻫﺸﺖ ﺟﻠﺴﻪ آﻣﻮزش ﻫﻔﺘﻪاي ﯾﮏ ﺟﻠﺴﻪ، ﻫﺮ ﺟﻠﺴﻪ 120 دﻗﯿﻘﻪ( ﺷﺮﮐﺖ ﮐﺮدﻧﺪ؛ در ﺣﺎﻟﯽﮐﻪ ﮔﺮوه ﮐﻨﺘﺮل در اﯾﻦ ﺟﻠﺴﺎت ﺷﺮﮐﺖ ﻧﮑﺮد. ﺑﺮاي ﮔﺮدآوري اﻃﻼﻋﺎت از ﭘﺮﺳﺸﻨﺎﻣﻪ ﺳﺮﺳﺨﺘﯽ اﻫﻮاز )AHI( و ﻣﻘﯿﺎس ﺳﺒﮏ ﭘﺎﺳﺦﻫﺎي ﻧﺸﺨﻮاري )RRS( اﺳﺘﻔﺎده ﺷﺪ و ﺳﭙﺲ ﺑﺴﺘﻪ آﻣﻮزﺷﯽ ﻣﺒﺘﻨﯽ ﺑﺮ ذﻫﻦآﮔﺎﻫﯽ )MTCI( اﺟﺮا ﮔﺮدﯾﺪ. دادهﻫﺎ ﺑﺎ اﺳﺘﻔﺎده از ﺗﺤﻠﯿﻞ وارﯾﺎﻧﺲ ﻣﮑﺮر و ﻧﺮماﻓﺰار 25-Spss ﺗﺤﻠﯿﻞ ﮔﺮدﯾﺪ. ﻧﺘﺎﯾﺞ ﭘﮋوﻫﺶ ﻧﺸﺎن داد ﮐﻪ آﻣﻮزش ذﻫﻦآﮔﺎﻫﯽ ﺑﻪ اﻓﺰاﯾﺶ ﻣﻌﻨﺎدار ﺳﺮﺳﺨﺘﯽ روانﺷﻨﺎﺧﺘﯽ و ﻣﺆﻟﻔﻪﻫﺎي آن 0/05≤p( و ﮐﺎﻫﺶ ﻧﺸﺨﻮار ﻓﮑﺮي ﻣﺎدران داراي داﻧﺶآﻣﻮزان ﺑﺎ اﺧﺘﻼل ﯾﺎدﮔﯿﺮي وﯾﮋه ﻣﻨﺠﺮ ﺷﺪه اﺳﺖ 0/05≤p(. ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﯾﺎﻓﺘﻪﻫﺎي ﭘﮋوﻫﺶ، اﺳﺘﻔﺎده از آﻣﻮزش ذﻫﻦآﮔﺎﻫﯽ در ﺟﻬﺖ ارﺗﻘﺎء ﺳﺮﺳﺨﺘﯽ روانﺷﻨﺎﺧﺘﯽ و ﮐﺎﻫﺶ ﻧﺸﺨﻮار ﻓﮑﺮي ﻣﺎدران داراي داﻧﺶآﻣﻮزان ﺑﺎ اﺧﺘﻼل ﯾﺎدﮔﯿﺮي ﺧﺎص ﺑﺎ ﻫﺪف اﯾﻤﻦﺳﺎزي رواﻧﯽ آنﻫﺎ ﭘﯿﺸﻨﻬﺎد ﻣﯽﺷﻮد.

The aim of this study was to investigate the effectiveness of mindfulness education on psychological hardiness and rumination in mothers of students with specific learning disabilities. The research method was quasi-experimental with pre-test-posttest and follow-up design and control group. The statistical population of the study consisted of all mothers of students with specific learning disabilities of Tarom City in the academic year 2018-19. A sample of 20 mothers were selected through available sampling and randomly assigned to experiment (10) and control (10) groups. The experiment group participated in 8 sessions (once a week, 120 minutes each session) of mindfullness education while the control group did not attend these sessions. For data collection, Ahwaz Hardiness Questionnaire (AHI) and Nolen-Hoeksema & Morrow's The Ruminative Response Scale (RRS) were used. Data were analyzed using repeated analysis of variance and software SPSS25. The results of this study showed that mindfulness education led to a significant increase in psychological hardiness and its components (p≥0.05) and decreased mental rumination among mothers of students with specific learning disabilities (p≥0.05). According to the findings of this study, the use of mindfulness education to promote psychological hardiness and reduce the mental rumination of mothers of children with specific learning disabilities with the aim of their psychosomatic immunization is suggested.