پديد آورندگان :
پورمحمدي، سميه دانشگاه آزاد اسلامي واحد علوم و تحقيقات، تهران، ايران , باقري، فريبرز دانشگاه آزاد اسلامي واحد علوم و تحقيقات، تهران، ايران - دانشكده علوم انساني و اجتماعي - گروه روان شناسي , فرخي، نورعلي دانشگاه علامه طباطبايي تهران، تهران، ايران - دانشكده روان شناسي و علوم تربيتي - گروه سنجش و اندازه گيري
كليدواژه :
آموزش ذهن آگاهي كودكان , هيجان منفي , بي ثباتي هيجاني , تنظيم هيجان انطباقي
چكيده فارسي :
زمينه و هدف: از آنجا كه در مقايسهٔ بين كودكان خردسال و بزرگسالان با كودكان سنين پيش‌نوجواني (9تا12 سال)، شاهد شيوع بيشتري از مشكلات هيجاني هستيم؛ پژوهش حاضر با هدف تعيين اثربخشي آموزش ذهن‌آگاهي بر «هيجان منفي/بي‌ثباتي هيجاني» و «تنظيم هيجان انطباقي» دانش‌آموزان انجام شد.
روش بررسي: اين مطالعه در قالب طرح نيمه‌آزمايشي با پيش‌آزمون و پس‌آزمون با گروه گواه روي دانش‌آموزان مقطع پنجم دبستان منطقهٔ يازدهٔ آموزش‌وپرورش در سال تحصيلي 1398-1397 انجام پذيرفت. 24 نفر به‌شيوهٔ هدف‌مند براساس معيارهاي ورود انتخاب شده و به‌طور تصادفي در دو گروه (آزمايش دوازده نفر و گواه دوازده نفر) جاي‌گذاري شدند. پروتكل درماني به‌مدت دوازده هفته به گروه آزمايش ارائه شد؛ اما گروه گواه در فهرست انتظار قرار گرفت. متغيرهاي تنظيم هيجان انطباقي و هيجان منفي/بي‌ثباتي هيجاني، توسط چك‌ليست تنظيم هيجاني شيلدز و سيچتي (1997) ارزيابي شد. داده‌هاي حاصل با نرم‌افزار SPSS و به‌كمك شاخص‌هاي آمار توصيفي ميانگين، انحراف معيار، آزمون كولموگروف‌اسميرنوف و آزمون لوين و همچنين تحليل كوواريانس تجزيه‌وتحليل شدند.
يافته‌ها: نتايج حاصل از تحليل كوواريانس نشان داد كه اثربخشي درمان مبتني‌بر ذهن‌آگاهي كودكان، در پس‌آزمون بين گروه آزمايش و گروه گواه در متغيرهاي «هيجان منفي/بي‌ثباتي هيجاني» (0٫002=p) و «تنظيم هيجان انطباقي» (0٫003=p) معنادار است.
نتيجه‌گيري: براساس يافته‌هاي پژوهش حاضر، آموزش ذهن‌آگاهي كودكان مي‌تواند به‌عنوان مداخله‌اي اثربخش بر متغيرهاي «هيجان منفي/بي‌ثباتي هيجاني» و «تنظيم هيجان انطباقي» محسوب شود.
چكيده لاتين :
Background & Objectives: In the pre–pubertal period, socio–emotional development is increasingly essential for educational life; more emotional problems are observed in preadolescence, compared to childhood (9–12 years) and adulthood. Besides, neuroscience concerning the
process of growth, revealed that the white matter of the brain increases linearly during the developmental period. This is while the increase in the gray matter of the brain occurs in preadolescence. Therefore, children in this age group demonstrate higher emotional reactions and mood
swings, and need to receive more interventions to regulate their emotions, compared to other age groups. One of the newest and most effective
methods to improve emotion regulation in children is employing mindfulness therapies. This treatment method, in particular, leads to the
development of such capabilities in children. Understanding the mechanisms under the influence of mindfulness on preadolescent emotional
processing could help to understand the most critical age of mindfulness–based interventions. Therefore, the present study aimed to determine
the effects of mindfulness training on negative emotions/emotional instability and adaptive emotion regulation in students.
Methods: This was a quasi–experimental study with pretest–posttest and a control group design. This research was performed on fifth–grade
elementary school students of education district 11 in Tehran City, Iran, in the academic year of 2018–2019. In total, 24 subjects were selected
in a purposive manner based on the inclusion criteria of the study. Next, they were randomly assigned into two groups of experiment and control
(n=12/group). The treatment protocol was presented to the experimental group for 12 weeks and the control group remained on the waiting list.
The research variables were assessed by Shields and Cicchetti (1997) Emotion Regulation Checklist. The reliability of the Emotion Regulation
Checklist was assessed using Cronbach's alpha; i.e., for negative emotions/ emotional instability was brained as 0.96 and for adaptive emotion
regulation, it was calculated as 0.83. The construct validity of this test has also been approved by performing confirmatory and exploratory factor
analyses. The achieved data were analyzed by SPSS using statistics, such as mean, standard deviation, Kolmogorov–Smirnov test, Levene's test,
and Analysis of Covariance (ANCOVA).
Results: The present study findings suggested the effectiveness of children's mindfulness–based therapy, by modifying the pretest effect, for
negative emotions/emotional instability (p=0.002). The same effectiveness was detected for adaptive emotion regulation (p=0.003).
Conclusion: Children encounter limitations in the areas of the brain involved in cognitive control; thus, they are not always able to regulate their
emotions. Such actions involve using complex strategies for top–down brain processes, like cognitive reassessment. However, according to the
obtained data, mindfulness training program increased adaptive emotion regulation and decreased negative emotions in the investigated children.
Contrary to cognitive reassessment, mindfulness significantly affects the initial stages of the production of emotions. Therefore, mindfulness training could be considered as an effective intervention on negative emotions/emotional instability, and adaptive emotion regulation.
