اثربخشي درمان متمركز بر شفقت بر سبك هاي مقابله با استرس، خودانتقادي و تنظيم هيجان معلمان دانش آموزان با نيازهاي ويژه در زمان همه گيري كرونا

The effectiveness of compassion-focused therapy on stress coping styles, self-criticism and emotion regulation of teachers of students with special needs during the Corona epidemic

ﻫﺪف ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺑﺮرﺳﯽ اﺛﺮﺑﺨﺸﯽ درﻣﺎن ﻣﺘﻤﺮﮐﺰ ﺑﺮ ﺷﻔﻘﺖ ﺑﺮ ﺳﺒﮏ ﻫﺎي ﻣﻘﺎﺑﻠﻪ ﺑﺎ اﺳﺘﺮس ﺧﻮداﻧﺘﻘﺎدي و ﺗﻨﻈﯿﻢ ﻫﯿﺠﺎن ﻣﻌﻠﻤﺎن داﻧﺶ آﻣﻮزان ﺑﺎ ﻧﯿﺎزﻫﺎي وﯾﮋه در زﻣﺎن ﻫﻤﻪ ﮔﯿﺮي ﮐﺮوﻧﺎ ﺑﻮد. ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ازﻧﻈﺮ ﻫﺪف ﮐﺎرﺑﺮدي و ازﻧﻈﺮ روش، ﺟﺰ ﺗﺤﻘﯿﻘﺎت ﺗﺠﺮﺑﯽ ﺑﺎ ﻃﺮح ﺗﮏ آزﻣﻮدﻧﯽ ﺑﻮد. ﺟﺎﻣﻌﻪ آﻣﺎري ﭘﮋوﻫﺶ ﺣﺎﺿﺮ را ﮐﻠﯿﻪ ﻣﻌﻠﻤﺎن ﮐﻮدﮐﺎن ﺑﺎ ﻧﯿﺎزﻫﺎي وﯾﮋه ﺷﻬﺮﺳﺘﺎن ﺑﺎﻓﻖ در ﺳﺎل 1400ﺳﺎل ﺑﻪ ﺗﻌﺪاد 14ﻧﻔﺮ ﺗﺸﮑﯿﻞ داد ﮐﻪ از ﺑﯿﻦ آنﻫﺎ ﺑﻪ روش ﻧﻤﻮﻧﻪ ﮔﯿﺮي در دﺳﺘﺮس ﺗﻌﺪاد 4 ﻧﻔﺮ اﻧﺘﺨﺎب ﺷﺪ ﮐﻪ در دو ﮔﺮوه آزﻣﺎﯾﺶ ) 2ﻧﻔﺮ( و ﮐﻨﺘﺮل ) 2ﻧﻔﺮ( ﻗﺮار ﮔﺮﻓﺘﻨﺪ، اﻓﺮاد ﮔﺮوه آزﻣﺎﯾﺶ ﺑﻪ ﺻﻮرت ﻣﺠﺎزي )ﺑﺎ اﺳﺘﻔﺎده از ﺑﺮﻧﺎﻣﻪ وات ﺳﺎپ( 8ﺟﻠﺴﻪ 90دﻗﯿﻘﻪاي درﻣﺎن ﻣﺘﻤﺮﮐﺰ ﺑﺮ ﺷﻔﻘﺖ را درﯾﺎﻓﺖ ﮐﺮدﻧﺪ. ﻫﻤﻪ اﯾﻦ ﭼﻬﺎر ﻧﻔﺮ در زﻣﺎن ﺧﻂ ﭘﺎﯾﻪ، ﺟﻠﺴﻪ ﺳﻮم، ﺷﺸﻢ و ﻫﺸﺘﻢ )ﺟﻠﺴﻪ آﺧﺮ ﻣﺪاﺧﻠﻪ( ﭘﺮﺳﺸﻨﺎﻣﻪ ﺳﺒﮏ ﻫﺎي ﻣﻘﺎﺑﻠﻪ ﺑﺎ ﻣﻮﻗﻌﯿﺖﻫﺎي اﺳﺘﺮس زا اﻧﺪﻟﺮ و ﭘﺎرﮐﺮ )1991(، ﭘﺮﺳﺸﻨﺎﻣﻪ راﻫﺒﺮدﻫﺎي ﺗﻨﻈﯿﻢ ﻫﯿﺠﺎن ﮔﺮوس و ﺟﺎن )2003( و ﭘﺮﺳﺸﻨﺎﻣﻪ ﺧﻮداﻧﺘﻘﺎدي ﮔﯿﻠﺒﺮت و ﻫﻤﮑﺎران )2004( را ﺗﮑﻤﯿﻞ ﮐﺮدﻧﺪ. ﺗﺠﺰﯾﻪوﺗﺤﻠﯿﻞ داده ﻫﺎ ﺑﺎ اﺳﺘﻔﺎده از ﺷﺎﺧﺺ درﺻﺪ ﺑﻬﺒﻮدي و ﺑﺎزﺑﯿﻨﯽ ﮔﺮاﻓﯿﮑﯽ ﺷﮑﻞ ﻫﺎ اﻧﺠﺎم ﺷﺪ. ﻧﺘﺎﯾﺞ ﻧﺸﺎن داد ﮐﻪ آزﻣﻮدﻧﯽ ﻫﺎي ﮔﺮوه آزﻣﺎﯾﺶ از ﻣﺮﺣﻠﻪ ﺧﻂ ﭘﺎﯾﻪ ﺗﺎ آﺧﺮ درﻣﺎن درﺻﺪ ﺑﻬﺒﻮد ﺑﺎﻻي 50و اﻓﺰاﯾﺶ ﻧﻤﺮه ﻣﻌﻨﯽ داري در ﺳﺒﮏ ﻣﺴﺎﻟﻪ ﻣﺪار و ارزﯾﺎﺑﯽ ﻣﺠﺪد ﺷﻨﺎﺧﺘﯽ ﺗﺠﺮﺑﻪ ﮐﺮدﻧﺪ. ﻫﻤﭽﻨﯿﻦ اﻓﺮاد ﮔﺮوه آزﻣﺎﯾﺶ درﺻﺪ ﺑﻬﺒﻮد ﺑﺎﻻي 50و ﮐﺎﻫﺶ ﻧﻤﺮه ﻣﻌﻨﯽ داري در ﺳﺒﮏ ﻫﯿﺠﺎن ﻣﺪار، ﺳﺒﮏ اﺟﺘﻨﺎﺑﯽ، ﺧﻮد اﻧﺘﻘﺎدي و ﻓﺮوﻧﺸﻨﺎﺳﯽ ﺗﺠﺮﺑﻪ ﮐﺮدﻧﺪ. در ﺣﺎﻟﯽ ﮐﻪ آزﻣﻮدﻧﯽ ﻫﺎي ﮔﺮوه ﮐﻨﺘﺮل ﻃﯽ اﯾﻦ ﻣﺪت اﻓﺰاﯾﺶ ﯾﺎ ﮐﺎﻫﺶ ﻧﻤﺮه ﻗﺎﺑﻞ ﻣﻼﺣﻈﻄﻪ اي ﻧﺪاﺷﺘﻨﺪ. ﺑﺮ ﻣﺒﻨﺎي ﻧﺘﺎﯾﺞ ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﻣﯽ ﺗﻮان درﯾﺎﻓﺖ ﮐﻪ درﻣﺎن ﻣﺘﻤﺮﮐﺰ ﺑﺮ ﺷﻔﻘﺖ ﺑﺮ ﺳﺒﮏ ﻫﺎي ﻣﻘﺎﺑﻠﻪ ﺑﺎ اﺳﺘﺮس، ﺧﻮداﻧﺘﻘﺎدي و ﺗﻨﻈﯿﻢ ﻫﯿﺠﺎن ﻣﻌﻠﻤﺎن داﻧﺶ آﻣﻮزان ﺑﺎ ﻧﯿﺎزﻫﺎي وﯾﮋه در زﻣﺎن ﻫﻤﻪ ﮔﯿﺮي ﮐﺮوﻧﺎ ﻣﻮﺛﺮ ﻣﯽ ﺑﺎﺷﺪ و ﺑﺎﯾﺪ در ﺑﺮﻧﺎﻣﻪ ﻫﺎي ﺑﺎزﺗﻮاﻧﯽ ﻣﻮرد ﺗﻮﺟﻪ ﻣﺸﺎوران و رواﻧﺸﻨﺎﺳﺎن ﻗﺮار ﮔﯿﺮد.

The purpose of the present study was to investigate the effectiveness of compassion-focused therapy on stress coping styles, self-criticism and emotion regulation of teachers of students with special needs during the Corona epidemic. The current research was experimental research with a single-subject design in terms of its practical purpose and method. The statistical population of the present study was made up of all the teachers of children with special needs in Bafaq city in the year 1400 in the number of 14 people, out of which 4 people were selected by available sampling method, who were divided into two experimental groups (2 people) and control ( 2 people), the people of the experimental group received 8 sessions of 90-minute compassion-focused therapy virtually (using WhatsApp). All of these individuals, during baseline, sessions 3, 6, and 8 (final session of the intervention), completed Coping Inventory for Stressful Situation of Andler and Parker (1991) Gross and John Emotion Strategies Questionnaire (2003), and self-critical questionnaire of Gilbert et al. (2004). Data analysis was done using percentage recovery index and graphical review of figures. The results showed that the subjects of the experimental group experienced an improvement of over 50% and a significant increase in the problem-oriented style and cognitive re-evaluation from the baseline stage to the end of the treatment. Also, the people of the experimental group experienced an improvement percentage of over 50 and a significant decrease in the emotion-oriented style, avoidance style, self-criticism and neuroscience. While the subjects of the control group did not have a significant increase or decrease in score during this period. Based on the results of the current research, it can be seen that the treatment focused on compassion is effective on the styles of coping with stress, self-criticism and emotion regulation of teachers of students with special needs during the corona epidemic and should be considered by counselors and psychologists in rehabilitation programs.