مقايسه اثربخشي آموزش خانواده با رويكرد واقعيت درماني گلسر و رويكرد عقلاني- عاطفي- رفتاري اليس بر سازگاري اجتماعي دانش آموزان دوره ابتدايي به واسطه ارتقاي عملكرد خانواده

Comparison of the Effectiveness of Family Education with Glasser's Reality Therapy Approach and Ellis's Rational-Emotional-Behavioral Approach on Social Adjustment in Elementary Students by promoting Family Performance

هدف پژوهش مقايسه اثربخشي آموزش خانواده با رويكرد واقعيت درماني گلسر و رويكرد عقلاني- عاطفي- رفتاري اليس بر سازگاري اجتماعي دانش آموزان دوره ابتدايي به واسطه ارتقاي عملكرد خانواده بود. جامعه آماري شامل دانش­آموزان مقطع ابتدايي پايه پنجم و ششم نواحي سه­گانه شهر كرمانشاه بودند كه از بين آن­ها به شيوه نمونه­ گيري تصادفي مرحله­اي 75 دانش­ آموز همراه با اولياء آن­ها انتخاب و به صورت تصادفي در سه گروه جايگزين گرديدند. گروه اول با روش مبتني بر واقعيت درماني گلسر و گروه دوم با روش مبتني بر رويكرد عقلاني- عاطفي- رفتاري اليس به مدت دو ماه و نيم، آموزش­هاي لازم را دريافت نموده و گروه سوم (گروه گواه) در اين مدت مداخله­اي دريافت ننمودند. داده­ها با استفاده از روش­هاي آماري تحليل كوواريانس يك و چند متغيري و آزمون تعقيبي LSD مورد تحليل قرار گرفت. نتايج نشان داد مداخلات بر عملكرد خانواده و سازگاري اجتماعي كودكان مؤثرند. اما، ميانگين تفاوت نمره عملكرد خانواده و سازگاري اجتماعي كودكان بين گروه­هاي اول و دوم معنادار نيست.

The aim of this study was to Comparison of the Effectiveness of Family Education with Glasserchr('39')s Reality Therapy Approach and Ellischr('39')s Rational-Emotional-Behavioral Approach on Social Adjustment in Elementary Students by promoting Family Performance . The statistical population consisted of all parents and students of the fifth and sixth grades of the three regions of Kermanshah, which among them, 75 students with their parents were selected, based on multistage random sampling method and they were randomly assigned to three groups. The first group based on Glasserchr('39')s reality therapy, and the second group based on Ellischr('39')s rational-emotional-behavioral approach were received the necessary training for two and a half months, and the control group was received no intervention during this period. The data were analyzed according to one-variable and multi-variable Covariance analysis and LSD post hoc test. The results showed that family education based on reality therapy approach and rational-emotional-behavioral approach on family function (P<0.01) and social adjustment of children (P<0.01, F=30.14) are effective. However, the mean difference in the family function scores between the first and second groups was not significant (M=0.04, P>0.05). Also, the mean difference in the scores of social adjustment of children between the first and second groups was not significant (M=1. 56, P>0.05). As a result, it can be concluded that family education with Glasserchr('39')s reality therapy approach and Ellischr('39')s rational-emotional-behavioral approach on social adjustment of children by promoting family performance are effective but there is no significant difference between the effectiveness of them.