اثربخشی آموزش مبتنی بر ذهن آگاهی بر تنظیم هیجانی و طرحواره‏های ناسازگار اولیه در نوجوانان تحت حمایت بهزیستی

نوع مقاله: مقاله پژوهشی

نویسندگان

1 مربی گروه علوم تربیتی، دانشگاه پیام نور،تهران، ایران

2 مربی گروه علوم تربیتی، دانشگاه پیام نور، تهران، ایران

3 استادیار گروه ریاضی، دانشگاه پیام نور، تهران، ایران

4 مربی گروه مدیریت، دانشگاه پیام نور، تهران، ایران

چکیده

مقدمه: این پژوهش با هدف مقایسه اثربخشی ایماگوتراپی و زوج درمانی هیجان مدار بر بهزیستی روان شناختی زوجین ناسازگار و درگیرخیانت انجام شد.
روش کار: روش این پژوهش از لحاظ هدف کاربردی و از لحاظ شیوه اجراء، آزمایشی و در قالب طرح پیش آزمون-پس آزمون، با یک گروه کنترل و دو گروه آزمایش صورت گرفت. جامعه آماری این تحقیق شامل کلیه زوج های داوطلبی بود که به فراخوان اعلام شده از سوی مراکز پاسخ داده و ثبت نام نمودند. این زوج‎ها به دلیل مشکلات مربوط به خیانت به یکی از مراکز مشاوره ناحیه 2 شهر نوشهر در سال 1396 مراجعه کرده بودند. سپس 33 زوج واجد شرایط،‎ به صورت جایگزینی تصادفی در 3 گروه ایماگوتراپی (11 زوج)،‎ زوج درمانی هیجان مدار (11 زوج) و گروه کنترل (11 زوج) جایگزین شدند. روش نمونه گیری به صورت در دسترس انجام شد. اطلاعات با دو روش کتابخانه ای و میدانی جمع آوری شد. برای جمع آوری اطلاعات در بخش میدانی از پرسشنامه‎های بهزیستی روانشناختی ریف فرم کوتاه و ناسازگاری زناشویی اسپانیر (1976) استفاده شد. داده‎های پژوهش با نرم افزار آماری SPSS تجزیه و تحلیل شد.
نتایج: با توجه به بالاتر بودن میانگین نمرات گروه درمان ایماگوتراپی در پس آزمون، می‎توان نتیجه گرفت که نسبت به زوج درمانی هیجان مدار در افزایش بهزیستی روانشناختی زوجین ناسازگار و درگیر خیانت موثرتر بوده است.
نتیجه گیری: نتایج نشان دادند که ‎بین میزان اثربخشی ایماگوتراپی بر بهزیستی روان شناختی زوجین ناسازگار و درگیرخیانت تفاوت وجود دارد.

کلیدواژه‌ها


عنوان مقاله [English]

The effectiveness of mindfulness training on cognitive emotion regulation and early maladaptive schema in teenagers covered by kerman Well-being

نویسندگان [English]

  • akbar jadidi mohammadabadi 1
  • Zahra Ghanbari Zarandi 2
  • Akbar Rezaei 3
  • Mohammad Naji 4
1 Instructor of Educational Sciences, Payame Noor University, Tehran, Iran
2 Instructor of Educational Sciences, Payame Noor University, Tehran, Iran
3 Assistant Professor of Mathematics, Department of Mathematics, Payame Noor University, Tehran, Iran
4 Instructor of Management, Payame Noor University, Tehran, Iran
چکیده [English]

Introduction: The aim of this study was to the effectiveness of mindfulness training on cognitive emotion regulation and early maladaptive schema in teenagers covered by kerman Well-being.
Methods: For this purpose, among the statistical population of adolescent girls and boys who were the recipient of the kerman Well-being in 1396, which numbered 860 people, 100 people were selected by available sampling method. A short version of the Young Schema Questionnaire (YSQ-SF) and Cognitive Emotion Regulation Questionnaire (CERQ) was implemented on them. Then, 30 adolescents who had inadequate status in these two questionnaires were selected as subjects and randomly assigned to two experimental groups (with mindfulness therapy intervention) and control. Then"Mindfulness Therapy" protocol for experimental groups. That is, the experimental group was subjected to an intervention of "mindfulness therapy" in 8 sessions of group training, once a week, lasting about 2 hours,. The data were evaluated using one way multivariate analysis of covariance (MANCOVA).
Results: The results showed that Mindfulness-based education was effective in improving emotional regulation and reducing early maladaptive schemas.
Conclusion: According to the findings, it is concluded that mental-based therapies can be used as an effective intervention in emotional regulation and effect on early maladaptive schemas.

کلیدواژه‌ها [English]

  • Mindfulness training
  • cognitive emotion regulation
  • early maladaptive schema

1.             Hosseini SH, Mousavi SE, Rezazadeh H. Assessment of mental health in students of junior high schools in the city of Sari, Iran. J Fundam Mental Health 2004; 5:19-20.

2.             Ahmad A, Qahar J, Siddiq A, Majeed A, Rasheed J, Jabar F, et al. A 2year followup of orphans’ competence, socioemotional problems and posttraumatic stress symptoms in traditional foster care and orphanages in Iraqi Kurdistan. Child Care Health Dev 2005; 31:203-15.

3.             Gross JJ. Handbook of emotion regulation. New York: Guilford publications; 2007.

4.             Garnefski N, Koopman H, Kraaij V, Ten Cate R. Brief report: cognitive emotion regulation strategies and psychological adjustment in adolescents with a chronic disease. J Adolesc 2009; 32:449-54.

5.             Samani S, Sadeghi L. Psychometric properties of the cognitive emotion regulation questionnaire. Sci J Manag Syst 2010; 1:51-62.

6.             Eftekhari A, Zoellner LA, Vigil SA. Patterns of emotion regulation and psychopathology. Anxiety Stress Coping 2009; 22:571-86.

7.             Berking M, Wupperman P. Emotion regulation and mental health: recent findings, current challenges, and future directions. Curr Opin Psychiatry 2012; 25:128-34.

8.             Gross JJ. Emotion regulation: affective, cognitive, and social consequences. Psychophysiology 2002; 39:281-91.

9.             Abdi S, Babapoor J, Fathi H. Relationship between cognitive emotion regulation styles and general health among university students. Ann Mil Health Sci Res. 2011; 8:258-64.

10.          Garnefski N, Rieffe C, Jellesma F, Terwogt MM, Kraaij V. Cognitive emotion regulation strategies and emotional problems in 9–11-year-old children. Eur Child Adolesc Psychiatry 2007; 16:1.

11.          Wesman T, Owiel A. Cognitive approaches to posttraumatic stress disorder The evolution of multirepresentational theorising. Psychol Bulletin 2007; 130:228-60.

12.          Hamidpour H, Andouz Z. Schema therapy: A practical guide for clinicians. Tehran, Iran: Arjomand Publication. 2007.

13.          Nordahl HM, Nysæter TE. Schema therapy for patients with borderline personality disorder: a single case series. J Behav Ther Exper Psychiatry 2005; 36:254-64.

14.          Hoffart A, Sexton H. The role of optimism in the process of schema-focused cognitive therapy of personality problems. Behav Res Ther 2002; 40:611-23.

15.          Thimm JC. Personality and early maladaptive schemas: a five-factor model perspective. J Behav Ther Exper Psychiatry 2010; 41:373-80.

16.          Gehart DR. Mindfulness and acceptance in couple and family therapy. New York: Springer Science & Business Media; 2012.

17.          Ghasemi Jobaneh R, Mousavi SV, Zanipoor A, Hoseini Seddigh MA. The relationship between mindfulness and emotion regulation with academic Procrastination of Students. Bim Educ Strateg Med Sci 2016; 9:134-41.

18.          Barnhofer T, Crane C, Hargus E, Amarasinghe M, Winder R, Williams JM. Mindfulness-based cognitive therapy as a treatment for chronic depression: a preliminary study. Behav Res Ther 2009; 47:366-73.

19.          Hofmann SG, Sawyer AT, Witt AA, Oh D. The effect of mindfulness-based therapy on anxiety and depression: A meta-analytic review. J Consul Clin Psychol 2010; 78:169.

20.          Krishna R. Mindfulness: the untapped innate catalyst for healing, happiness and health. J Oklahoma State Med Assoc 2014; 107:649.

21.          Bowen S, Chawla N, Marlatt GA. Mindfulness-based relapse prevention for addictive behaviors: a clinician's guide. New York: Guilford Press; 2011.

22.          Garnefski N, Kraaij V, Spinhoven P. Negative life events, cognitive emotion regulation and emotional problems. Personal Individ Differ 2001; 30:1311-27.

23.          Schmidt R. Consciousness and foreign language learning: A tutorial on the role of attention and awareness in learning. Attent Awaren Foreign Lang Learn 1995; 9:1-63.

24.          Ahi G, Mohammadifar MA, Besharat MA. Reliability and validity of young's schema questionnaire-short form. J Psychol Educ 2007; 37:5-20.

25.          Roemer L, Lee JK, Salters-Pedneault K, Erisman SM, Orsillo SM, Mennin DS. Mindfulness and emotion regulation difficulties in generalized anxiety disorder: preliminary evidence for independent and overlapping contributions. Behav Ther 2009; 40:142-54.

26.          Goldin PR, Gross JJ. Effects of mindfulness-based stress reduction (MBSR) on emotion regulation in social anxiety disorder. Emotion 2010; 10:83.

27.          Asghari f, Ghasemi Jobaneh R, Hosseini M, Gameei M. Effectiveness of mindfulness training on emotion regulation and quality of life of addict’s wife. Counsel Cult Psycother 2016; 7:115-32.

28.          Ebrahimi Bakht H, Ramezani SM. The effectiveness of mindfulness training on coping styles of orphans and malevolent children. 4th International Conference on Psychology and Social Sciences, Tehran, Iran; 2015.

29.          Esmaily S, Tabatabaee SM, Gholamali A. Effectiveness of mindfulness-based cognitive-behavioral therapy on cognitive-emotion regulation and attentional control among addicted individuals. Quart Res Psychol 2015; 6:133-42.

30.          Beyrami M, Hashemi T, Bakhshipour A, Alipour M, Egbali A. Comparison of the effect of two methods of emotion regulation training and mindfulness-based cognitive therapy on psychological distress and cognitive emotion regulation strategies of mothers of mentally retarded children. J Modern Psychol Res 2015; 9:43-59.

31.          Dabbaghi P, Asgharnejad Farida A-a, Atef-Vahidb MK, Bolharic J. Effectiveness of group cognitive therapy based on mindfulness and spiritual schema activation in the prevention of opioid abuse relapse. Iran J Psychiatry Clin Psychol 2008; 13:366-75.

32.          Baer RA, Smith GT, Hopkins J, Krietemeyer J, Toney L. Using self-report assessment methods to explore facets of mindfulness. Assessment 2006; 13:27-45.

33.          Bishop SR, Lau M, Shapiro S, Carlson L, Anderson ND, Carmody J, et al. Mindfulness: A proposed operational definition. Clin Psychol 2004; 11:230-41.