بررسی اثربخشی درمان مبتنی بر ذهن آگاهی بر مهارت های تنظیم هیجان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری، گروه روان شناسی، واحد تهران مرکزی، دانشگاه آزاد اسلامی، تهران، ایران

2 استادیار، گروه روان شناسی، واحد تهران مرکزی، دانشگاه آزاد اسلامی، تهران، ایران(نویسنده مسول)

3 استادیار، گروه روان شناسی، دانشگاه پیام نور، مرکز تهران، ایران

چکیده

مقدمه: تحقیقات نشان داده است که درمان ذهن آگاهی می تواند ابعاد جدیدی از رابطه ذهن و بدن را مشخص سازد. بنابراین؛ پژوهش حاضر با هدف بررسی اثربخشی  درمان مبتنی بر ذهن آگاهی بر مهارت های تنظیم هیجان نوجوانان انجام شد.
روش کار:  پژوهش حاضر ازنوع مطالعات شبه آزمایشی با طرح پیش آزمون - پس آزمون با گروه کنترل و دوره پیگیری سه ماهه است. جامعه آماری پژوهش حاضر عبارتست از کلیه دانش آموزان پسر دوره اول مدارس دبیرستان در منطقه ۱۳ شهر تهران در سال 1397؛ از این میان به شکل نمونه گیری هدفمند و بر اساس معیارهای ورود به پژوهش تعداد 40  نفر از  دانش آموزان انتخاب شدند و به صورت تصادفی به 2 گروه 20 نفره گروه کنترل و تجربی تقسیم شدند. ابزار تحقیق شامل پرسشنامه­ی تنظیم شناختی هیجان گارنفسکی، کرایچ و اسپینهاوم  (2001) بود. جهت تجزیه و تحلیل داده ها از آزمون­های تحلیل کوواریانس و تحلیل واریانس اندازه گیری مکرر با استفاده از نرم­افزار spss نسخه 25 استفاده شد.
نتایج: نتایح نشان داد که  درمان ذهن آگاهی بر تنظیم هیجان اثرگذار بود و از نظر آماری معنی دار بوده است (001/0≥P).  همچنین اثر درمان در مرحله پیگیری ثابت باقی مانده است (001/0≥P).
نتیجه گیری: به نظر می رسد که مداخله ذهن آگاهی می تواند بر متغیر هیجان اثرگذار باشد.

کلیدواژه‌ها

عنوان مقاله [English]

Evaluation of the effectiveness of mindfulness-based therapy on emotion regulation skills

نویسندگان [English]

  • Saed Hedayatizafarghandi 1
  • Susan Emamipour 2
  • Amin Rafiepoor 3
1 Assistant Professor, Department of Psychology, Payame Noor University, Tehran, Iran
2 Assistant Professor, Department of Psychology, Central Tehran Branch, Islamic Azad University, Tehran, Iran.
3 Assistant Professor, Department of Psychology, Payame Noor University, Tehran, Iran.
چکیده [English]

Introduction: Research has shown that the treatment of self-awareness can reveal new dimensions of the relationship between mind and body. Therefore; The aim of this study was to evaluate the effectiveness of mindfulness-based therapy on adolescents' emotion regulation skills.
Methods: The present study is a quasi-experimental study with a pre-test-post-test design with a control group and a three-month follow-up period. The statistical population of the present study is all male students in the first year of high school in the 13th district of Tehran in 1397; Among them, 40 students were selected by purposive sampling based on inclusion criteria and were randomly divided into 2 groups of 20 in the control and experimental groups. The research instruments included the Cognitive Emotion Regulation Questionnaire by Garnewski, Kreich and Spinhaum (2001). Analysis of covariance and repeated measures analysis of variance using SPSS software version 25 were used to analyze the data.
Results:  The results showed that mindfulness treatment was effective on emotion regulation and was statistically significant (P≥0.001). Also, the effect of treatment in the follow-up stage remained constant (P 000.001).
Conclusion: It seems that mindfulness intervention can affect the emotion variable.

کلیدواژه‌ها [English]

  • Mindfulness
  • Excitement

مراجع

1. Gratz KL, Roemer L. Multidimensional assessment of emotion regulation and dysregulation: Development,
factor structure, and initial validation of the difficulties in emotion regulation scale. Journal of psychopathology and
behavioral assessment. 2004;26(1):41-54.
2. Garnefski N, Kraaij V. The cognitive emotion regulation questionnaire. European journal of psychological
assessment. 2007;23(3):141-9.
3. Mennin DS, Fresco DM. Advancing emotion regulation perspectives on psychopathology: The challenge of
distress disorders. Psychological Inquiry. 2015;26(1):80-92.
4. McLaughlin KA, Hatzenbuehler ML, Mennin DS, Nolen-Hoeksema S. Emotion dysregulation and adolescent
psychopathology: A prospective study. Behaviour research and therapy. 2011;49(9):544-54.
5. Abolghasemi A, Baigi P. Evaluation of the effectiveness of two methods of cognitive behavioral education and
emotion regulation skills on self-efficacy and academic adjustment of students with test anxiety. Quarterly Journal of
Educational Psychology. 2012;7(22):21-42.
6. Shapiro SL, Carlson LE, John A. Astin, and Benedict Freedman. 2006.“. Mechanisms of Mindfulness” Journal
of Clinical Psychology. 2006;62(3):373-86.
7. Janowski K, Łucjan P. P-133-Worry and mindfulness: the role in anxiety and depressive symptoms. European
Psychiatry. 2012;27(S1):1-.
8. Potek R. Mindfulness as a school-based prevention program and its effect on adolescent stress, anxiety and
emotion regulation: New York University; 2012.
9. Michalak J, Burg J, Heidenreich T. Don't forget your body: Mindfulness, embodiment, and the treatment of
depression. Mindfulness. 2012;3(3):190-9.
10. Segal W. Mindfulness-Based Cognitive Therapy: Theoretical Rationale and Empirical Status. Guilford
Press.2004.
11. Galla BM, Kaiser-Greenland S, Black DS. Mindfulness training to promote self-regulation in youth: Effects of
the Inner Kids program. Handbook of mindfulness in education: Springer; 2016. p. 295-311.
12. Kabat-Zinn J. Coming to our senses: Healing ourselves and the world through mindfulness: Hachette UK;
2005.
13. Hofmann SG, Sawyer AT, Witt AA, Oh D. The effect of mindfulness-based therapy on anxiety and
depression: A meta-analytic review. Journal of consulting and clinical psychology. 2010;78(2):169.
14. Hale L, Strauss C, Taylor BL. The effectiveness and acceptability of mindfulness-based therapy for obsessive
compulsive disorder: a review of the literature. Mindfulness. 2013;4(4):375-82.
15. Garnefski N, Kraaij V, Spinhoven P. Negative life events, cognitive emotion regulation and emotional
problems. Personality and Individual differences. 2001;30(8):1311-27.
16. Kabat-Zinn J. Letting everything become your teacher: 100 lessons in mindfulness: Delta; 2010.
17. Shahidi S, Akbari H, Zargar F. Effectiveness of mindfulness-based stress reduction on emotion regulation and
test anxiety in female high school students. Journal of education and health promotion. 2017;6.
18. Taathadi MS. Application of solution-focused brief therapy (SFBT) to enhance high school students selfesteem: an embedded experimental design. International Journal of Psychological Studies. 2014;6(3):96-105.
19. Eberth J, Sedlmeier P. The effects of mindfulness meditation: a meta-analysis. Mindfulness. 2012;3(3):174-89.
20. Goldin P, Gross J. Effects of mindfulness-based stress reduction (MBSR) on emotion regulation in social
anxiety disorder. Emotion. 2010.
21. Yasfard G, Abaspour Azar Z, Hosseini Almadani SA. Comparing the Effectiveness of group Dialectical
Behavior Therapy and Solution-Focused Brief Therapy on Self-Esteem, Cognitive-Emotional Regulation and NonSuicidal Self-Injury in daughters. Iranian Journal of Health Education and Health Promotion. 2019;7(4):343-58.
22. Pichot T, Dolan YM. Solution-focused brief therapy: Its effective use in agency settings: Routledge; 2014.
23. Chiodelli R, Mello LT, Jesus SN. Effects of a brief mindfulness-based intervention on emotional regulation
and levels of mindfulness in senior students. Psicologia: Reflexão e Crítica. 2018;31.
24. Baer RA, Smith GT, Lykins E, Button D, Krietemeyer J, Sauer S, et al. Construct validity of the five facet
mindfulness questionnaire in meditating and nonmeditating samples. Assessment. 2008;15(3):329-42.
25. Guendelman S, Medeiros S, Rampes H. Mindfulness and emotion regulation: Insights from neurobiological,
psychological, and clinical studies. Frontiers in psychology. 2017;8:220.
26. Segal ZV, Teasdale JD, Williams JM, Gemar MC. The mindfulness‐based cognitive therapy adherence scale:
Inter‐rater reliability, adherence to protocol and treatment distinctiveness. Clinical Psychology & Psychotherapy.
2002;9(2):131-8.

مجله دانشکده پزشکی دانشگاه علوم پزشکی مشهد
دوره 64، شماره 1
فروردین و اردیبهشت 1400
صفحه 2374-2380

فایل ها

اشتراک گذاری

ارجاع به این مقاله

آمار