اثربخشی شناخت درمانی مبتنی بر ذهن آگاهی و بازی درمانی شناختی رفتاری بر توجه پایدار و حافظه فعال در کودکان با نقص توجه-بیش فعالی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکترای روانشناسی عمومی،گروه روانشناسی،واحد تهران مرکز،دانشگاه آزاد اسلامی،تهران، ایران

2 گروه روان شناسی،واحد تهران مرکز،دانشگاه آزاد اسلامی، تهران،ایران

چکیده

مقدمه
پژوهش حاضر با هدف مطالعه اثربخشی شناخت درمانی مبتنی بر ذهن آگاهی و بازی درمانی شناختی رفتاری بر توجه پایدار و حافظه ی فعال کودکان مبتلا به نقص توجه-بیش فعالی صورت گرفت.
روش کار
در این پژوهش جامعه آماری مشتمل بر کودکان دارای نقص توجه-بیش فعالی مراجعه کننده به کلینیک های شهر تهران، تعداد 59 نفر در سال 1398 به روش نمونه گیری غیرتصادفی در دسترس انتخاب و بصورت تصادفی در دو گروه آزمایشی قرار گرفتند.تمام آزمودنی ها قبل،بعد و دو ماه پس از اتمام درمان با آزمون عملکرد پیوسته(رزولد و همکاران،1956)، آزمون حافظه (وکسلر،2003) اندازه گیری شدند. گروه آزمایشی شناخت درمانی مبتنی بر ذهن آگاهی و گروه بازی درمانی شناختی رفتاری هر کدام، در طول دو ماه و هفته ای دو جلسه ی دو ساعته، تحت درمان قرار گرفتند.
یافته ها
داده های بدست آمده با روش آماری اندازه گیری مکرر تحلیل شدند. هر دو درمان شناخت درمانی مبتنی بر ذهن آگاهی و بازی درمانی شناختی رفتاری بر توجه پایدار،حافظه ی فعال و ادراک زمان اثری معنادار دارند. در مقایسه ی این دو درمان در اثربخشی بر روی توجه پایدار و حافظه ی فعال تفاوت معناداری ندارند .
نتیجه گیری
با توجه به تایج بدست آمده، شناخت درمانی مبتنی بر ذهن آگاهی و بازی درمانی شناختی رفتاری بر بهبود توجه پایدار و حافظه فعال در کودکان مبتلا به نقص توجه-بیش فعالی روش های موثری هستند.

کلیدواژه‌ها


عنوان مقاله [English]

Effectiveness of mindfulness-based cognitive therapy and cognitive-behavioral play therapy on sustained attention and working memory in children with Attention deficit-hyperactivity disorder

نویسندگان [English]

  • Nasim Kazemi 1
  • Shirin Kooshki 2
  • Soozan Emamipour 2
1 phD Student of General Psychology, Department of Psychology, Central Tehran Branch, Islamic Azad University, Tehran, Iran
2 Associate Professor, Department of Psychology, Central Tehran Branch, Islamic Azad University, Tehran, Iran
چکیده [English]

Introduction: The present research aimed to study the effect of mindfulness-based cognitive therapy for children and cognitive-behavioral play therapy on improving sustained attention and working memory in children with attention-deficit/hyperactivity disorder.
Methods: This was a quasi-experimental study with a pretest-posttest and two experimental group design. Fifty-nine children with attention-deficit disorder were selected based on sampling method available The study subjects were randomly divided into two experimental groups of mindfulness-based cognitive therapy for children and cognitive-behavioral play therapy (n=30 children/group). The employed inventories consisted of continues performance test (CPT) and Wechsler memory scale (W.M.S). The CPT test was presented in 1956 by Resold. It measures the sustained attention and impulsive control. Richio et al. (2017) expressed the reliability of this test 0.59 – 0.93. The Wechsler memory scale was published by Wechsler in 1945 and revised in 1987,1997, and in 2009. The Cronbach’s alpha coefficient were expressed 0.92 for Wechsler memory scale by shadkami et al. (2012). The obtained data were analyzed by Repeated Measured using SPSS. The significance level was considered to be 0.05.
Results: The present research results indicated that mindfulness-based cognitive therapy for children and cognitive-behavioral play significantly improved the sustained attention and working memory. There was no significant different between the effectiveness of provided intervention methods on sustained attention and working memory.
Conclusion: Based on the current research finding, mindfulness-based cognitive therapy for children and cognitive-behavioral play are effective methods to improve sustained attention and working memory in children with attention-deficit/hyperactivity disorder.

کلیدواژه‌ها [English]

  • mindfulness-based cognitive therapy for children
  • cognitive-behavioral play therapy
  • Attention deficit-hyperactivity disorder
  • sustained attention
  • working memory
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