پديد آورندگان :
اميرفريار، معصومه دانشگاه آزاد اسلامي تهران شمال، تهران، ايران , باصري، احمد دانشگاه آزاد اسلامي تهران شمال، تهران، ايران - گروه روان شناسي و مشاوره , آروند، ژينوس دانشگاه آزاد اسلامي تهران شمال، تهران، ايران - گروه روان شناسي و مشاوره
كليدواژه :
آموزش مهارت هاي زندگي , سلامت روان , مادران , اختلال رواني فرزندان
چكيده فارسي :
زمينه و هدف: وجود معلوليت يا اختلال در يكي از اعضاي خانواده معمولاً تأثير عميقي بر سيستم و سلامت روان خانواده دارد؛ بنابراين پژوهش حاضر با هدف تأثير آموزش مهارت‌هاي زندگي بر سلامت روان مادران داراي فرزند با اختلال رواني انجام شد.
روش‌بررسي: روش اين پژوهش نيمه‌آزمايشي از نوع پيش‌آزمون-پس‌آزمون با گروه كنترل بود. جامعهٔ آماري را تمامي مادران داراي فرزند با اختلالات رواني (اختلال اتيسم و عقب‌ماندهٔ ذهني) مراجعه‌كننده به مركز توان‌بخشي آهنگ تشكيل دادند. حجم نمونهٔ اين پژوهش 30 نفر از مادران داراي فرزند با اختلالات رواني بود كه ازطريق شيوهٔ نمونه‌گيري دردسترس از بين زنان مراجعه‌كننده به مركز توان‌بخشي آهنگ انتخاب شدند و به‌طور تصادفي در دو گروه آزمايش و كنترل قرار گرفتند. گروه كنترل از لحاظ سن و مدت ازدواج با گروه آزمايش همتا بود. گروه آزمايش از مداخلات مهارت‌هاي زندگي بهره‌مند شد؛ اما گروه كنترل هيچ‌مداخله‌اي دريافت نكرد. براي جمع‌آوري داده‌ها پرسش‌نامهٔ سلامت روان SCL-90 به‌كار رفت. همچنين داده‌هاي اين پژوهش با استفاده از آمار توصيفي، ميانگين و انحراف معيار و آمار استنباطي آزمون تحليل كوواريانس چندمتغيري تجزيه‌وتحليل شد.
يافته‌ها: نتايج پژوهش نشان داد كه پس از مداخلات انجام‌شده روي گروه آزمايش، اين گروه از لحاظ سلامت روان در مؤلفه‌هاي شكايت جسماني، وسواس، اضطراب، روان‌پريشي، پرخاشگري و حساسيت در روابط بين‌فردي، درمقايسه با گروه كنترل كاهش داشته و تفاوت معناداري ملاحظه شده است (0٫05>p). در مؤلفه‌هاي افسردگي و ترس مرضي و تصورات پارانوئيدي در پس‌آزمون بين دو گروه تفاوت معناداري مشاهده نشد.
نتيجه‌گيري: نتايج پژوهش نشان مي‌دهد كه آموزش مهارت‌هاي زندگي بر بهبود سلامت روان مادران با فرزندان داراي اختلال رواني تأثير دارد.
چكيده لاتين :
Background & Objectives: Family is an integrated and systematic unity, and any problem of one member engages the other family members.
A disability or disorder in a family member usually has a profound impact on the family's system, as well as the quality of life and mental health of family members. Moreover, mothers are more involved with their children than fathers and play the role of parenting more than them; they
are more exposed to psychological problems. In other words, caring for a physically or psychologically disordered member disrupts family life and devests the vitality and welfare of family members. Such an effect is even more significant in mothers, and accordingly influences the
family’s mental health status. To improve relationships, and in general, the mental health of the parents of children with mental disorders,
providing training and psychological interventions could be effective on the quality of life of these individuals and their families. One of the
programs that can be useful in this area is life skills training. Life skills are defined as abilities for adaptation, as well as positive attitudes and
feedbacks that enable individuals to face the challenges and requirements of everyday life effectively. Therefore, the present research aimed to
investigate the effects of life skills training on the mental health of mothers of children with mental disorders.
Methods: This study was a quasi–experimental with a pretest–posttest and a control group design. The statistical population of this study
consisted of mothers of children with mental disorders (autism and intellectual disabilities), referring to the Ahang Rehabilitation Center. In
total, 30 mothers of children with mental disorders selected through the convenience sampling method. They randomly assigned to two
experimental and control groups. The experimental group received life skills training, but the control group received no intervention. The study
groups were matched in terms of age and the duration of the marriage. The Symptom Checklist–90 (SCL–90) used to collect the required data.
The validity and reliability of this test were confirmed in Iran by Bagheri Yazdi. In Bagheri Yazdi's study, the test’s validity, one week after
running the test, was calculated as 0.97 by the test–retest method. The test’s reliability is reported to be 0.94. In this test, three indicators,
including the general index of symptoms, the number of positive symptoms, and the level of positive symptoms’ discomfort, were calculated.
The obtained data were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics of Multivariate Analysis of
Covariance (MANCOVA) in SPSS.
Results: The obtained data suggested a significant difference between the experimental and control groups in terms of mental health in the
components of physical complaints, obsession, anxiety, psychosis, aggression, and interpersonal sensitivity (p<0.05). However, there was no
significant difference in the components of depression, phobias, and paranoid between the study groups.
Conclusion: The study findings indicated that with the assumption of pretest control, life skills training was effective on all mental health
components of psychological symptoms except for depression, phobias, and paranoia. In other words, life skills training has a significant effect
on anxiety, sensitivity in interpersonal relationships, psychosocial disorders, physical complaints, obsession, and aggression in the experimental group, compared to the controls.
