مقايسه اثربخشي آموزش مهارت هاي مثبت انديشي و درمان مبتني بر پذيرش و تعهد بر خودپنداره دانش آموزان دختر كمرو

Comparison of the Effectiveness of Positive Thinking Skills Training and Acceptance / Commitment Therapy on Self- Concept of Shy Female Students

مقدمــه: شــواهد نشــان داده انــد كــه افــراد كمــرو نســبت بــه افــراد بهنجــار از خودپنــداره ضعيــف تــري برخــوردار هســتند كــه ايــن امــر لــزوم ارائــه مداخــلات روان شــناختي را بــه ايــن دســته از افــراد ضــروري مــي ســازد. ايــن پژوهــش بــا هــدف مقايســه اثربخشــي آمــوزش مهارتهــاي مثبــت انديشــي و درمــان مبتنــي بــر پذيــرش و تعهــد بــر خودپنــداره دانــش آمــوزان دختــر كمــرو انجــام شــد. روش كار: جامعــه آمــاري ايــن پژوهــش آزمايشــي دربرگيرنــده كليــه دانــش آمــوزان دختــر دوره دوم متوســطه شــهر تبريــز در ســال تحصيلــي 1398-99 بــود كــه تعــداد 45 دانــش آمــوز مطابــق بــا نمــره بــرش در مقيــاس تجديدنظــر شــده كمرويــي، تشــخيص كمرويــي را دريافــت كــرده بودنــد، بــا اســتفاده از روش نمونــه گيــري خوشــه اي چندمرحلــه اي و هدفمنــد انتخــاب شــدند و بــه صــورت تصادفــي ســاده در دو گــروه آزمايــش و يــك گــروه گــواه (15 نفــر در هــر گــروه) جايگزيــن شــدند. هــر ســه گــروه پرسشــنامه خودپنــداره Beck و همــكاران (1990) را تكميــل كردنــد و پــس از اتمــام هشــت جلســه آمــوزش مهارتهــاي مثبــت انديشــي (هفتــه اي دو جلســه بــه مــدت 4 هفتــه) و هشــت جلســه درمــان مبتنــي بــر پذيــرش و تعهــد (هفتــه اي دو جلســه بــه مــدت 4 هفتــه) در گروههــاي آزمايــش، پرسشــنامه مذكــور توســط گــروه هــا تكميــل شــد. داده هــا بــا اســتفاده از تحليــل كواريانــس تــك متغيــره تحليــل شــدند. يافتــه هــا: هــر دو آمــوزش مهارتهــاي مثبــت انديشــي و درمــان مبتنــي بــر پذيــرش و تعهــد بــر خودپنــداره دانــش آمــوزان دختــر كمرو تاثيــر معنــاداري دارنــد (0/001

Evidence has shown that shy people have a weaker self-concept than normal people, which makes it necessary to provide psychological interventions to this group of people. This study aimed tocompare the effectiveness of positive thinking skills training and acceptance/commitment therapy on the acceptance/commitment of shy girl students. Methods: The statistical population of this experimental research included all female high school students in Tabriz in the academic year 2020-2021, that 45 students who received the diagnosis of shyness in accordance with the cutoff score in the Revised Cheek and Buss Shyness Scale were selected by multi-stage cluster and targeted sampling and they were randomly assigned to two experimental groups and one control group (15 people in each group). All three groups completed the Beck (1990) Self- concept Questionnaire and after completing eight sessions of positive thinking skills training (two sessions a week for 4 weeks) and eight sessions of acceptance/commitment therapy (two sessions a week for 4 weeks) in the experimental groups, the mentioned questionnaire was completed in the groups. The results were analyzed using univariate analysis of covariance. Results: Both positive thinking skills training and acceptance and commitment therapy have a significant effect on the self-concept of shy female students (p<0.001); while acceptance/commitment therapy to positive thinking skills has a greater effect on increasing self-concept of shy female students (p<0.001). Conclusions: Due to the superiority of the effectiveness of acceptance/commitment therapy to improving self-concept of shy female students, is recommended the use of this method and the importance of holding training courses on this approach should be informed to students' parents.