تاثير آموزش خانواده به شيوه شناختي - رفتاري بر افزايش سازگاري فردي - اجتماعي مادران داراي كودكان بيش فعالي - نقص توجه

Effect of Teaching Families Using a Cognitive-Behavioral Method on Increasing Social-Individual Adaptability in Mothers with Children Who Have Hyperactivity and Attention Deficit Disorder

ﻫﺪف ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺗﺎﺛﯿﺮ آﻣﻮزش ﺧﺎﻧﻮاده ﺑﻪ ﺷﯿﻮه ﺷﻨﺎﺧﺘﯽ-رﻓﺘﺎري ﺑﺮ اﻓﺰاﯾﺶ ﺳﺎزﮔﺎري ﻓﺮدي-اﺟﺘﻤﺎﻋﯽ ﻣﺎدران داراي ﮐﻮدﮐﺎن ﺑﯿﺶ ﻓﻌﺎﻟﯽ-ﻧﻘﺺ ﺗﻮﺟﻪ ﺷﻬﺮ ﺗﻬﺮان در ﺳﺎل 1396 اﺳﺖ. ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﯾﮏ ﻣﻄﺎﻟﻌﻪ ﻧﯿﻤﻪ آزﻣﺎﯾﺸﯽ ﺑﺎ ﻃﺮح ﭘﯿﺶ آزﻣﻮن-ﭘﺲ آزﻣﻮن ﺑﺎ ﮔﺮوه ﮔﻮاه اﺳﺖ. ﺟﺎﻣﻌﻪي آﻣﺎري ﭘﮋوﻫﺶ ﺷﺎﻣﻞ ﮐﻠﯿﻪ ﻣﺎدران داراي ﮐﻮدﮐﺎن ﺑﯿﺶ ﻓﻌﺎل 3 ﺗﺎ 7 ﺳﺎﻟﻪ ﺷﻬﺮ ﺗﻬﺮان ﺑﻮدﻧﺪ ﻧﻤﻮﻧﻪ ﻣﻮرد ﻣﻄﺎﻟﻌﻪ ﺑﺎ روش ﻧﻤﻮﻧﻪﮔﯿﺮي در دﺳﺘﺮس در دو ﮔﺮوه آزﻣﺎﯾﺶ (15 ﻧﻔﺮ) و ﮔﻮاه (15 ﻧﻔﺮ) اﻧﺘﺨﺎب ﺷﺪﻧﺪ. ﮔﺮوه آزﻣﺎﯾﺶ 10 ﺟﻠﺴﻪ ﺗﺤﺖ آﻣﻮزش ﺧﺎﻧﻮاده ﺑﻪ ﺷﯿﻮه ﺷﻨﺎﺧﺘﯽ رﻓﺘﺎري ﻗﺮار ﮔﺮﻓﺘﻨﺪ و ﮔﺮوه ﮔﻮاه در ﻃﻮل اﯾﻦ ﻣﺪت در اﻧﺘﻈﺎر درﻣﺎن ﻣﺎﻧﺪﻧﺪ. روش ﺟﻤﻊآوري دادهﻫﺎ ﺑﺮ اﺳﺎس ﭘﺮﺳﺸﻨﺎﻣﻪ اﺳﺘﺎﻧﺪارد ﺳﺎزﮔﺎري ﻓﺮدي-اﺟﺘﻤﺎﻋﯽ ﮐﺎﻟﯿﻔﺮﻧﯿﺎ از ﮐﻼرك و ﻫﻤﮑﺎران، (1953) اﻧﺠﺎم ﮔﺮﻓﺖ. ﺗﺠﺰﯾﻪ و ﺗﺤﻠﯿﻞ اﻃﻼﻋﺎت ﺑﻪدﺳﺖ آﻣﺪه از اﺟﺮاي ﭘﺮﺳﺸﻨﺎﻣﻪ از ﻃﺮﯾﻖ ﻧﺮم اﻓﺰار SPSS19 در دو ﺑﺨﺶ ﺗﻮﺻﯿﻔﯽ و اﺳﺘﻨﺒﺎﻃﯽ (آزﻣﻮن t ﮔﺮوه ﻣﺴﺘﻘﻞ، ﺗﺤﻠﯿﻞ وارﯾﺎﻧﺲ ﭼﻨﺪ ﻣﺘﻐﯿﺮي) اﻧﺠﺎم ﭘﺬﯾﺮﻓﺖ. ﻧﺘﺎﯾﺞ ﺗﺤﻘﯿﻖ ﻧﺸﺎن داد ﮐﻪ ﻣﯿﺎﻧﮕﯿﻦ ﺳﺎزﮔﺎري ﻓﺮدي و اﺟﺘﻤﺎﻋﯽ ﻣﺎدراﻧﯽ ﮐﻪ داراي ﮐﻮدك ﺑﯿﺶ ﻓﻌﺎﻟﯽ-ﻧﻘﺺ ﺗﻮﺟﻪ ﺑﻮدﻧﺪ و ﺗﺤﺖ" آﻣﻮزش ﺧﺎﻧﻮاده ﺑﻪ ﺷﯿﻮه ﺷﻨﺎﺧﺘﯽ رﻓﺘﺎري" ﻗﺮار ﮔﺮﻓﺘﻪ اﻧﺪ، ﺑﻪ ﻃﻮر ﻣﻌﻨﯽداري اﻓﺰاﯾﺶ داﺷﺘﻪ اﺳﺖ، ﺑﻨﺎﺑﺮاﯾﻦ ﻣﯽ ﺗﻮان ﻧﺘﯿﺠﻪ ﮔﺮﻓﺖ ﮐﻪ آﻣﻮزش ﺧﺎﻧﻮاده ﺑﻪ ﺷﯿﻮه ﺷﻨﺎﺧﺘﯽ رﻓﺘﺎري ﺑﺮ ﺳﺎزﮔﺎري اﺟﺘﻤﺎﻋﯽ ﻓﺮدي و اﺟﺘﻤﺎﻋﯽ ﻣﺎدران داراي ﮐﻮدﮐﺎن ﺑﯿﺶ ﻓﻌﺎﻟﯽ-ﻧﻘﺺ ﺗﻮﺟﻪ ﻣﻮﺛﺮ اﺳﺖ.

The present research was aimed to examine the effect of teaching families using a cognitive-behavioral method on increasing social-individual adaptability in mothers (Tehran, 2017) with children who have hyperactivity and attention deficit disorder. The present research was a semi-experimental study with a pre-test post-test design and a control group. The statistical population consisted of all mothers with hyperactive children between the ages of 3 and 7 in Tehran. Research sample was selected using a convenience sampling method, and it was divided into two groups: 1) experiment (15 individuals) and control (15 individuals). The experiment group received 10 sessions of family training, using a cognitive-behavioral method; and the control group remained on a wait list. Data collection was done based on Clark's et al (1953) (California) standard social-individual questionnaire. Analysis of the data obtained from implementing the questionnaire was done using SPSS19 software in two sections: descriptive and inferential (independent group "t" test, multivariate variance analysis). Research results showed that the average of social-individual adaptability in mothers with children who have hyperactivity and attention deficit disorder, and mothers who received lessons in a cognitive-behavioral way, significantly increased. Therefore, it can be inferred that teaching families using a cognitive-behavioral method affects social-individual adaptability in mothers with children who have hyperactivity and attention deficit disorder.