اثربخشي درمان فراشناختي مبتني برآموزش هاي كاركردهاي اجرايي مغز بر سندرم شناختي - توجهي دانش آموزان مبتلا به اضطراب اجتماعي

The Effectiveness of Metacognitive Therapy Brain-Based Executive Functioning Training on Cognitive-Attention Syndrome in Students with Social Anxiety

مقدمه: پژوهش حاضر با هدف بررسي اثربخشي تكنيك ­هاي مبتني بر كاركردهاي اجرايي مغز بر سندرم شناختي- توجهي دانش ­آموزان مبتلا به اضطراب اجتماعي انجام شد. روش ها: جامعه آماري كليه دانش ­آموزان پسر دبيرستاني استعداد درخشان در شهر مراغه بود كه در سال تحصيلي 96-97 مشغول به تحصيل بودند. نمونه شامل 20 دانش آموز داراي اضطراب اجتماعي بود كه با استفاده از روش نمونه­ گيري هدفمند انتخاب شدند. ابزارهاي پژوهش شامل پرسشنامه اضطراب اجتماعيSPIN، مقياس سندرم شناختي- توجهيCAS, 2009)) و پرسشنامه 30 سوالي فراشناخت براي نوجوانان(MCQ-A,2004) بود. مداخله فراشناختي با تاكيد بر كاركردهاي اجرايي مغز طي هفت جلسه 45 تا 60 دقيقه ­اي و تكليف منزل از طريق نرم افزار بهسازي حافظه فعال- روان تجهيز(1389) براي گروه آزمايش انجام شد. داده ­ها از طريق تحليل كواريانس چند متغيري صورت گرفت. نتايج: نتايج بدست آمده نشان داد كه بين نمرات پيش آزمون و پس آزمون تفاوت معناداري (0/05< p) وجود دارد. اين نتيجه نشان مي ­دهد كه مداخله فراشناختي بر اضطراب اجتماعي دانش آموزان تاثير معناداري داشته و اضطراب اجتماعي افراد را بهبود بخشيده است. نتيجه گيري: نتايج نشان داد درمان فراشناختي با تاكيد بر كاركردهاي اجرايي مغز، سندرم شناختي- توجهي را در دانش ­آموزان مبتلا به اضطراب اجتماعي كاهش مي دهد.

Introduction: Social anxiety can have devastating effects on the daily activities of individuals, especially students, on their ability to work, pay attention, and their academic performance in assessment situations. As a result, the present study aimed to determine the effectiveness of metacognitive therapy based on executive brain training on cognitive-attention syndrome in students with social anxiety. Methods: This was a quasi-experimental study with a pretest and posttest design with a control group. The statistical population of the study was 174 male students of the second secondary school of talented schools in Maragheh in the academic year of 2018. The sample consisted of 40 students with social anxiety who were selected using purposive sampling method and randomly assigned to experimental (n=20) and control (n=20) groups. The experimental group received 7 sessions of 45-60 minutes with metacognitive therapy method with emphasis on executive functions of the brain and homework through active memory-psycho-equipment improvement software (2010) and the control group did not receive treatment. Social Anxiety Questionnaire (SPIN), Cognitive-Attention Syndrome Scale (CAS-1) and Metacognition Questionnaire for Adolescents (MCQ-A) were used to collect data. For data analysis using SPSS software version 22 in the descriptive statistics section, the mean and standard deviation and in the inferential statistics section, multivariate analysis of covariance was used. Results: The results showed that there was a significant difference (p <0.01) between the experimental and control groups in the variables of social anxiety, cognitive-attention syndrome and metacognitive beliefs. In other words, metacognitive intervention had a significant effect on students'social anxiety and led to a decrease in students' social anxiety. Conclusion: The results showed the effectiveness of metacognitive therapy with emphasis on executive functions of the brain in improving cognitive-attention syndrome and social anxiety in students. Therefore, counselors and education specialists are recommended to use metacognitive therapy to improve cognitiveattention syndrome and reduce students' social anxiety.