تاثير آموزش مهارتهاي فراشناختي بر علائم اضطراب اجتماعي و نشانگان افت روحيه در دختران با سطوح بالاي اضطراب كرونا

The Effect of Metacognitive Skills Training on Symptoms of Social Anxiety and Demoralization Symptoms In girls With High levels of Coronary Anxiety

ﻣﻘﺪﻣﻪ: داﻧﺸﺠﻮﯾﺎن داراي اﺿﻄﺮاب ﮐﺮوﻧﺎ در زﻧﺪﮔﯽ ﺗﺤﺼﯿﻠﯽ و اﺟﺘﻤﺎﻋﯽ ﺑﺎ ﭼﺎﻟﺶﻫﺎي زﯾـﺎدي در ﺗﻌﺎﻣﻼت اﺟﺘﻤﺎﻋﯽ و ﻋﻤﻞ رواﻧﯽ ﻣﻮاﺟﻪ ﻣﯽﺷﻮﻧﺪ ﮐﻪ ﺑﺮاي رﻓـﻊ آن ﻫـﺎ ﻧﯿـﺎز ﺑـﻪ ﻣﻬـﺎرت ﻫـﺎي ﻓﺮاﺷﻨﺎﺧﺘﯽ دارﻧﺪ. ﺑﻨﺎﺑﺮاﯾﻦ اﯾﻦ ﭘﮋوﻫﺶ ﺑﺎ ﻫﺪف ﺑﺮرﺳﯽ ﺗﺄﺛﯿﺮ آﻣﻮزش ﻣﻬـﺎرت ﻫـﺎي ﻓﺮاﺷـﻨﺎﺧﺘﯽ ﺑﺮ ﻋﻼﺋﻢ اﺿﻄﺮاب اﺟﺘﻤﺎﻋﯽ و ﻧﺸﺎﻧﮕﺎن اﻓﺖ روﺣﯿﻪ در دﺧﺘـﺮان داراي ﺳـﻄﻮح ﺑـﺎﻻي اﺿـﻄﺮاب ﮐﺮوﻧﺎ اﻧﺠﺎم ﺷﺪ. روش: ﭘﮋوﻫﺶ ﻧﯿﻤﻪآزﻣﺎﯾﺸﯽ ﺑﺎ ﻃﺮح ﭘﯿﺶآزﻣﻮن و ﭘﺲآزﻣﻮن ﺑﺎ ﮔﺮوه ﮐﻨﺘـ ﺮل و دورة ﭘﯿﮕﯿـﺮي دوﻣﺎﻫﻪ ﺑﻮد. ﺗﻤﺎﻣﯽ داﻧﺸﺠﻮﯾﺎن دﺧﺘﺮ داراي اﺿﻄﺮاب ﮐﺮوﻧﺎ در داﻧﺸـﮕﺎه آزاداﺳـﻼﻣﯽ ﮐﺮﻣﺎﻧﺸـﺎه ﺟﺎﻣﻌﮥ ﭘﮋوﻫﺶ را ﺗﺸﮑﯿﻞ دادﻧﺪ. از ﺑﯿﻦ آنﻫﺎ ﺑﺎ ﻧﻤﻮﻧﻪﮔﯿﺮي ﻫﺪﻓﻤﻨﺪ و ﮐﺴﺐ ﯾﮏ ﻧﻤﺮه ﺑـﺎﻻﺗﺮ از ﻣﯿﺎﻧﮕﯿﻦ در اﺑﺰارﻫﺎي ﺗﮑﻤﯿﻞ ﺷﺪه 30 ﻧﻔﺮ اﻧﺘﺨﺎب و در ﮔـﺮوه ﻫـﺎي 15 ﻧﻔـﺮي ﮔﻤـﺎر ش ﺷـﺪﻧﺪ. دادهﻫﺎ ﺑﺎ ﭘﺮﺳﺸﻨﺎﻣﻪﻫﺎي اﺿﻄﺮاب ﮐﺮوﻧﺎ )ﻋﻠﯽﭘـﻮر و ﻫﻤﮑـﺎران، 1398(، ﻧﺸـﺎﻧﮕﺎن اﻓـﺖ روﺣﯿـﻪ ﮐﯿﺴﺎن و ﻫﻤﮑﺎران، 2004( و اﺿﻄﺮاب اﺟﺘﻤـﺎﻋﯽ )ﮐـﺎﻧﺮ و ﻫﻤﮑـﺎران، 2000( ﮔـﺮدآوري ﺷـﺪ. ﺑﺮاي ﮔﺮوه آزﻣﺎﯾﺶ 10 ﺟﻠﺴﻪ ﺑﺮﻧﺎﻣﻪ ﻓﺮاﺷﻨﺎﺧﺘﯽ ﺑﻪﺻﻮرت ﺟﻠﺴﺎت ﻫﻔﺘﮕﯽ آﻧﻼﯾﻦ ﯾـﮏ ﺳـﺎﻋﺘﻪ اﺟﺮا ﺷﺪ، اﻣﺎ ﮔﺮوه ﮐﻨﺘﺮل ﺑﺮﻧﺎﻣﻪاي را درﯾﺎﻓﺖ ﻧﮑﺮد. دادهﻫﺎ ﺑﺎ اﺳﺘﻔﺎده از آزﻣﻮن ﺗﺤﻠﯿﻞ وارﯾـﺎﻧﺲ ﺑﺎ اﻧﺪازه ﮔﯿﺮي ﻣﮑﺮر ﺗﺠﺰﯾﻪ و ﺗﺤﻠﯿﻞ ﺷﺪ. ﯾﺎﻓﺘﻪﻫﺎ: ﮔﺮوهﻫﺎي آزﻣﺎﯾﺶ و ﮐﻨﺘﺮل در ﭘﯿﺶآزﻣﻮن از ﻧﻈﺮ ﻣﺘﻐﯿـﺮ ﻫـﺎي اﺿـﻄﺮاب اﺟﺘﻤـﺎﻋﯽ و ﻧﺸﺎﻧﮕﺎن اﻓﺖ روﺣﯿﻪ ﺗﻔﺎوت ﻣﻌﻨﺎداري ﻧﺪاﺷﺘﻨﺪ )0/05>P(، اﻣﺎ در ﻣﺮاﺣﻞ ﭘﺲآزﻣﻮن و ﭘﯿﮕﯿـﺮي از ﻧﻈﺮ ﻫﺮ دو ﻣﺘﻐﯿﺮ اﯾﻦ ﺗﻔـﺎوت ﻣﻌﻨـ ﺎدار ﺑـﻮد )0/05

Introduction: Students with coronary anxiety in academic and social life face many challenges in social interactions and psychological practice that require metacognitive skills to overcome them. Therefore, this study was conducted to investigate the effect of metacognitive skills training on symptoms of social anxiety and demoralization symptoms in girls with high levels of coronary anxiety. Method: The research was quasi-experimental with pre-test and post-test design with a control group and two-month follow-up period. All-female students with coronary heart disease at the Islamic Azad University of Kermanshah formed the research community. Among them, by purposive sampling and obtaining a score higher than the average in the completed instruments, 30 people were selected and assigned to groups of 15 people. Data were collected using Corona Anxiety Questionnaire (Alipour et al., 1398), Depression Syndrome (Kisan et al., 2004), and Social Anxiety (Connor et al., 2000). For the experimental group, 10 sessions of metacognitive program were performed as weekly one-hour online sessions, but the control group did not receive a program. Data analysis was performed by repeated-measures of variance. Results: The experimental and control groups in the pre-test were not significantly different in terms of social anxiety and demoralization symptoms (P>0.05), but in the post-test and follow-up steps this difference was significant in terms of both variables (P<0.05). Metacognitive skills training reduced the demoralization symptoms and social anxiety in the experimental group (P<0.05). Conclusion: Findings show that metacognitive skills training can be used as a method of choice in patients with coronary heart disease. Therefore, it may be helpful to consider this type of treatment as part of a treatment plan for patients with coronary anxiety disorder.