پديد آورندگان :
فتاحي، سعيده دانشگاه آزاد اسلامي واحد علوم تحقيقات تهران , دلداده مقدم، مهرانگيز دانشگاه آزاد اسلامي واحد رودهن , تقوي، فرشته دانشگاه آزاد اسلامي واحد گرمسار
كليدواژه :
ذهن آگاهي , تاب آوري , شادكامي , اختلال يادگيري
چكيده فارسي :
زمينه و هدف
اختلال يادگيري معضلي است كه بنيان خانواده را تحت تاثير قرار داده و عملكرد روانشناختي مادران را دچار اختلال مي كند. دو مولفه روانشناختي مورد توجه در اين فرايند، تاب آوري و شادكامي مادران است. لذا پژوهش حاضر با هدف تعيين تاثير آموزش ذهن آگاهي بر تاب آوري و شادكامي مادران داراي كودك مبتلا به اختلال يادگيري انجام شد.
روش بررسي
از روش نيمه آزمايشي و طرح پيش آزمون و پس آزمون با گروه گواه استفاده شد. از بين تمامي مادران داراي فرزند مبتلا به اختلال يادگيري شهرستان تهران در سال 1397، سي نفر به صورت دردسترس انتخاب شدند و به صورت تصادفي در دوگروه آزمايشي و گواه جايگزين شدند. ابزارهاي پژوهش مقياس تاب آوري كانر و ديويدسون (2003) و پرسشنامه شادكامي آرگايل و همكاران (1989) بود. روش اجرا بدين ترتيب بود كه بعد از پيش آزمون، آموزش ذهن آگاهي براي گروه آزمايش اجرا گرديد در نهايت از هر دو گروه پس آزمون به عمل آمد. يافته هاي پژوهشبا استفاده از نرم افزار SPSSنسخه 20 و آناليز كواريانس تحليل شدند.
يافته ها
يافته ها نشان داد ميانگين تاب آوري گروه آزمايش از 7٫52±45٫14 به 9٫96±61٫41 و ميانگين شادكامي از 7٫52±35٫78 به 9٫34±52٫74 افزايش پيدا كرد. تحليل كواريانس نشان داد كه پس از حذف اثر پيش آزمون، ميانگين نمرات پس آزمون دو گروه اختلاف آماري معناداري داشتند (0٫001>p).
نتيجه گيري
اين مطالعه نشان مي دهد كه آموزش ذهن آگاهي براي مادران داراي فرزند مبتلا به اختلال يادگيري قابليت كاربرد داشته و بر افزايش تاب آوري و شادكامي مادران اثربخش است.
چكيده لاتين :
Background & Objective: Learning disabilities can have negative consequences for both the individual and the family, and in particular due to
the close relationship between mother and child for mothers. This disability can affect an individual's daily activities. Because the memory,
reasoning, and ability to solve the problem in these children are painful. This disorder can provide challenges for the child in the social, emotional,
and educational context. The history of research shows that the mothers of a child with a learning disorder have psychological stress and crisis
and threatens the existence of a disabled child, compromise, and physical and mental health. Learning disability is a problem that affects the
family and disturbs the mental function of mothers. The two components of psychological interest in this process are the maturity and happiness
of mothers. Considering the newness of this therapeutic approach, its effectiveness on mental problems of mothers with children with special
conditions seems to be necessary and can be transformed in psychotherapy of psychological issues. Also, due to the existence of psychological
stress and low level of joy and happiness among mothers with a child with learning disorder and the existence of a research vacuum in the field
of teaching the effectiveness of mindfulness on the purpose of this study was to determine the effect of mental education Knowledge about the
level of resilience and happiness in mothers of children with learning disorder.
Methods: The research method was semi-experimental with pretest-posttest design with two experimental and control groups. The statistical
population of this study included all mothers with children with a learning disorder in Tehran. Callings made in psychology and social networks
and 45 mothers were selected using available sampling. Following a resiliency and happiness test for these 45 people, 12 eliminated and 33 had
entry criteria. The criteria for entering mothers was to have a child with learning disabilities and no–divorce. Of the 33 patients, 30 patients
willing to receive eight treatment sessions were entered into the study and randomly divided into two groups of control and test. Exit criteria
were also a session absent during the course of treatment. The research tools were Conner and Davidson's Resilience Scale (2003) and Happiness
Argyle et al. (1989). For the experimental group, eight sessions of 90 minutes of mindfulness training performed. For both groups, pre-test and
post-test performed. To observe the ethical principles of research for the control group, after the research sessions, therapeutic sessions were also
provided, and the confidentiality of the data of the research samples was assured. Finally, by using SPSS software version 20, Independent Ttests
used to compare the age of the two groups and covariance test to measure the effectiveness at the level of 0.05 to analyze the findings.
Results: The results showed that the mean of the resilience of the experimental group was 45.14±7.15 in the pretest to 61.41±9.96 in the posttest
and the mean of happiness was 35.78±7.52 up to 52.74±9.34 increased. The result of covariance analysis showed that after eliminating the effect
of pre–test, the mean scores of post–test of two groups were statistically significant (p<0.001).
Conclusion: This study shows that mental education for mothers with children with learning disabilities is useful, and it is effective in increasing
the resilience and happiness of mothers. In other words, this study suggests that Mindfulness Education can be used for mothers with children
with learning disabilities and can be used as a psychological intervention along with other interventions. It can also be an excellent treatment to
increase the resilience and happiness of mothers with children with learning disabilities.
