پديد آورندگان :
مختاري مصيبي، مريم دانشگاه آزاد اسلامي، بندرعباس، ايران - گروه روان شناسي , درتاج، فريبرز دانشگاه علامه طباطبايي، تهران، ايران - گروه روان شناسي , دلاور، علي دانشگاه علامه طباطبايي، تهران، ايران - گروه روان شناسي , حاجي عليزاده، كبري دانشگاه آزاد اسلامي، بندرعباس، ايران - گروه روان شناسي
كليدواژه :
درمان مبتني بر تعامل والد - كودك , اضطراب مدرسه , مدرسه هراسي , دانش آموزان دختر
چكيده فارسي :
زمينه و هدف: تعامل والدين با كودكان خود مي‌تواند بر عوامل روان‌شناختي متعددي همچون اضطراب مدرسه و مدرسه‌هراسي كودكان تأثير داشته باشد. پژوهش حاضر با هدف اثربخشي درمان مبتني‌بر تعامل والد-كودك بر اضطراب مدرسه و مدرسه‌هراسي دختران پايهٔ پنجم ابتدايي انجام شد.
روش‌بررسي: پژوهش حاضر از نوع نيمه‌آزمايشي با طرح پيش‌آزمون-پس‌آزمون و پيگيري با گروه گواه بود. جامعهٔ آماري اين پژوهش تمامي دختران مشغول به تحصيل در پايهٔ پنجم ابتدايي در سال تحصيلي 97-1396 در شهر سيرجان بودند. تعداد سي آزمودني به‌صورت هدف‌مند به‌عنوان نمونه انتخاب شده و به‌طور تصادفي در دو گروه مداخله (پانزده نفر) و گواه (پانزده نفر) گمارده شدند. از پرسشنامه‌هاي اضطراب مدرسه لينهام و همكاران (2008) و آزمون اختلالات مرتبط با اضطراب كودكان بيرماهر (1999) استفاده شد. طرح درمان مبتني‌بر تعامل والد-كودك استفاده‌شده در اين پژوهش برداشتي برگرفته از مطالعاتي مختلف در اين زمينه بود. برنامهٔ درمان در چهارده جلسهٔ 60دقيقه‌اي برگزار شد. تجزيه‌وتحليل داده‌ها با استفاده از آزمون آماري آناليز واريانس با اندازه‌گيري مكرر در سطح معنا‌داري 0٫05 صورت گرفت.
يافته‌ها: نتايج آزمون آناليز واريانس با اندازه‌گيري مكرر نشان داد، يك‌دوره برنامهٔ درماني تعامل والد-فرزند موجب كاهش اضطراب مدرسه در كودكان داراي اضطراب شديد در گروه آزمايش شده است (0٫001>p و 352٫02=F)؛ همچنين يك‌دوره برنامهٔ درماني تعامل والد-فرزند سبب كاهش نمرات مدرسه‌هراسي در كودكان داراي اضطراب شديد در گروه آزمايش شده است (0٫001>p و 329٫00=F).
نتيجه‌گيري: به‌طوركلي مي‌توان بيان كرد نزديك‌كردن والدين به كودكان ازطريق بازي و فرآيند كار گروهي حاكم در اين برنامه و حمايت والدين بر آموزش به يكديگر ازجمله فوايد اساسي اين نوع درمان در كاهش اضطراب مدرسه و مدرسه‌هراسي در كودكان بوده است.
چكيده لاتين :
Background & Objectives: Family is a network of relationships where parents and children interact in a mutual communication. The mother's reactions greatly influence their child; the behaviors and moods of children could also significantly affect the behavior of parents towards children. An essential component in children–focused treatment is to improve parents–children relationship. For this purpose, conflicts between parents and children are reduced, their interaction process is facilitated, and problem–solving skills are thought to them. The parents’ interaction with their children could affect several psychological factors, such as school anxiety and school phobia in children. Anxiety disorders are the
most prevalent mental disorders in children; parents could majorly influence the aggravation or improvement of these disorders in children.
School phobia is also a type of anxiety disorders in children, i.e., characterized by severe fear of going to school. Children with this disorder
have a vague fear and concern about the possibility of an accident or disaster and often complain of physical illnesses, such as headaches,
abdominal pains, and nausea. Anxiety disorders critically impact students, their educational performance, and quality of life. Thus, the current
study aimed to develop a treatment package based on parent–child interaction and explore its effectiveness on school anxiety and school phobia
among female students in fifth grade of primary school.
Methods: This was a quasi–experimental study with a pretest–posttest and a control group design. The statistical population of this study
consisted of all female students studying in the fifth grade of primary school in the academic year of 2017–2018 in Sirjan City, Iran (N=2750
girls). The study samples were selected among the clients referring to the counseling centers and clinics, who were diagnosed with anxiety. Of
them, 30 individuals were selected by purposive sampling method as the study samples and were randomly assigned into the intervention (n=15)
and control (n=15) groups. To collect the required data, the School Anxiety Inventory of Lyneham et al. (2008) and Child Anxiety Related
Disorders of Birmaher (2008) were employed. The basis of the treatment based on parent–child interaction used in this research was derived
from the framework of the therapeutic principles of the parent–child interaction presented by various relevant studies. The treatment program
was held for fourteen 60–minute sessions (one session per week). To analyze the research findings, repeated–measures Analysis of Variance
(ANOVA) at the significance level of 0.05.
Results: The repeated–measures ANOVA results concerning school anxiety suggested that the effect of independent variable in the experimental
group was significant (F=352.02, p<0.001). Additionally, the repeated–measures ANOVA data regarding school phobia revealed that the
independent variable effect in the experimental group was significant (F=329.00, p<0.001).
Conclusion: In general, the advantages of this treatment in reducing school anxiety and school phobia in children were as follows: providing
more intimacy between the studied parents and their children through playing games; the process of teamwork governing the program and
parental support on mutual teaching; encouraging the therapist to establish a strong relationship between parent and child; the reflection of their feeling and emotions, and providing feedback by performing homework assignments at home.
