پديد آورندگان :
عاشوري، راضيه دانشگاه آزاد اسلامي واحد شاهرود، شاهرود، ايران , آقايي، حكيمه دانشگاه آزاد اسلامي واحد شاهرود، شاهرود، ايران - گروه روان شناسي , نوحي، شهناز دانشگاه آزاد اسلامي واحد شاهرود، شاهرود، ايران - گروه روان شناسي
چكيده فارسي :
هدف: با توجه به شيوع فراوان اختلالات اضطرابي و نقش حساسيت اضطرابي در شكل‌گيري اين اختلالات، پژوهش حاضر با هدف بررسي اثربخشي آموزش مبتني‌بر طرحواره بر حساسيت اضطرابي زنان متأهل انجام شد.
روش‌بررسي: پژوهش حاضر، نيمه‌تجربي با طرح پيش‌آزمون و پس‌آزمون و گروه گواه بود. جامعهٔ آماري مراجعان زن متأهل مركز مشاورهٔ منطقهٔ پنج تهران بودند. حجم نمونه با نرم‌افزار G*power سي نفر محاسبه شد. داوطلبان به‌شيوهٔ دردسترس با درنظرگرفتن معيارهاي ورود و به‌صورت تصادفي در دو گروه آزمايش و گواه قرار گرفتند. حساسيت اضطرابي دو گروه با پرسشنامهٔ تيلور و كاكس (1998) سنجيده شد. گروه آزمايش سيزده جلسه آموزش مبتني‌بر طرحواره، دريافت كرد. شركت‌كنندگان پس از آموزش و يك‌ماه بعد پرسشنامه را تكميل نمودند. جهت تحليل داده‌ها از نرم‌افزار SPSS نسخهٔ 24، تحليل واريانس اندازه‌هاي مكرر، آزمون تعقيبي بونفروني و سطح معناداري برابر با 0٫05 استفاده شد.
يافته‌ها: ميانگين حساسيت اضطرابي در گروه آزمايش پيش و پس از آموزش 0٫8±4٫6 و 0٫7±3٫3 و در گروه گواه 1٫4±4٫1 و 1٫5±4٫3 به‌دست آمد كه بيانگر تغيير حساسيت اضطرابي در گروه آزمايش درمقايسه با گروه گواه است (0٫001>p). نتايج پيگيري يك‌ماه بعد در گروه آزمايش 0٫6 ± 3٫2و در گروه گواه 0٫8±4٫01 بود كه نشان‌دهندهٔ پايداري نتايج بود (0٫001>p).
نتيجه‌گيري: براساس يافته‌هاي اين پژوهش مي‌توان نتيجه گرفت كه آموزش مبتني‌بر طرحواره به بهبود حساسيت اضطرابي مي‌انجامد.
چكيده لاتين :
Background & Objectives: Anxiety disorders are highly prevalent. Anxiety sensitivity, recognized as fear from anxiety symptoms, such as increased heart rate, sweating, and dizziness is a risk factor for anxiety disorders. Patients with anxiety disorders obtain higher scores in anxiety
sensitivity, compared to the healthy population. Anxiety sensitivity is defined as the fear of emotions associated with anxiety symptoms and signifies that these symptoms have potential biopsychosocial consequences. A person with high anxiety sensitivity is considered not only
stressful, but also relatively catastrophic in ordinary events; however, a healthy individuals with low anxiety sensitivity regards these events as
uncomfortable but not catastrophizing. Cognitive theories suggest that individuals with high anxiety sensitivity are biased toward information
processing which plays an essential role in the development and persistence of anxiety. Researches have indicated that high anxiety sensitivity
levels are predictors of the onset of other mental conditions, such as major depressive disorder, generalized anxiety disorder, and social anxiety
disorder. In addition, anxiety sensitivity has a multidimensional nature, consisting of the fear of physical symptoms, fear of cognitive dyscontrol,
and fear of publically observable symptoms. The anxiety sensitivity model indicates that the fear of physical concerns is predictive of panic
disorder; the fear of publically observable symptoms is predictive of social anxiety disorder, and the fear of cognitive dyscontrol is predictive of
generalized anxiety disorder and depression. Furthermore, the schema is an old construction in cognitive sciences. Jeffrey E. Young created a
valuable therapeutic model by integrating cognitive behavior, Gestalt, attachment, object relationships, and psychoanalysis approaches. This
therapeutic technique could help to change the early maladaptive schemas. Thus, the present research aimed to study the effects of group schema–
based education on anxiety sensitivity in married women.
Methods: This was a quasi–experimental study with a pretest–posttest and a control group design. The statistical society was family counseling
centers’ clients in the fifth district of Tehran City, Iran. The sample size was estimated using G*power software. Accordingly, 30 married women
were selected through convenience sampling technique as per the study inclusion criteria. They were randomly assigned into the experimental
and control groups. For evaluating anxiety sensitivity, the study groups completed The Anxiety Sensitivity Index (ASI) by Taylor and Cox
(1998) with Cronbach’s alpha coefficient of 0.86. The experimental group received 13 educational sessions based on schema therapy; however,
the control group remained on the waiting list and received the educational sessions after the survey completion. Besides, after the training and
one month later, all of the study participants re–completed the ASI. The obtained data were analyzed through repeated–measures Analysis of
Variance (ANOVA) and Bonferroni post–hoc test.
Results: The mean±SD scores of anxiety sensitivity at pretest and posttest in experimental group were 4.6±0.7 and 3.3±0.8, respectively; in the
same values for the control group were 4.1±1.4 and 4.3±1.5, respectively. with the data obtained from the repeated–measures ANOVA and
Bonferroni post–hoc test suggested the significant improvement of anxiety sensitivity in the experimental group, compared control group
(p<0.001). One month later, the mean±SD scores of the study variable were 3.2±0.6 and 4.01±0.8 in the test and control groups, respectively; it
highlighted the persistence of study outcomes (p<0.001).
Conclusion: The current research results revealed that the anxiety sensitivity level declined after providing the schema–based education.
Moreover, the effect of education persisted until the one–month follow–up phase. Thus, we recommend the application of this educational method to improve mental health in the general population.
