اثربخشی برنامه درمانی شناختی رفتاری وی‍‍‍‍‍‍ژه نوجوانان مبتلا به اختلال کاستی توجه/بیش فعالی بر تعامل آن ها با معلمان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری، روانشناسی و آموزش کودکان استثنایی، دانشگاه ازاد اسلامی، واحد علوم تحقیقات تهران، تهران، ایران. Yasna_amo@yahoo.com,

2 نویسنده مسئول، دانشیار گروه روانشناسی و علوم تربیتی ، دانشگاه تهران، تهران، ایران shasanz@ut.ac.ir ,

3 دانشیار گروه روانشناسی و علوم تربیتی،دانشگاه تهران، تهران، ایران. arjmandnia@ut.ac.ir,

چکیده

مقدمه: تحقیقات نشان داده است که رفتار مبتلایان به  اختلال کم‌توجهی و بیش‌فعالی بر عملکرد آنان در خانواده، مدرسه و اجتماع اثر سوء می‌گذارد و واکنش منفی اطرافیان را برمی‌انگیزد، بنابراین، هدف از پژوهش حاضر بررسی اثربخشی برنامه درمانی شناختی رفتاری ویژه نوجوانان مبتلا به اختلال کاستی توجه/بیش فعالی بر تعامل آن ها با معلمان بود.
روش پژوهش: روش پژوهش نیمه‌تجربی و طرح پژوهش پیش‌آزمون و پس‌آزمون، پیگیری با گروه گواه و تجربی بود. جامعه آماری شامل کلیه نوجوانان 12-18 ساله بود که در سال 98 تشخیص اختلال کم‌توجهی و بیش‌فعالی گرفته بودند و به کلینیک تنفس دوباره ارجاع داده شده بودند. به‌منظور غربالگری آزمون (CBCL) برروی افراد ارجاع داده شده انجام شد و 30 نفر از کسانی که نمره بالاتر از برش در آزمون را گرفته بودند انتخاب شدند. ابزارهای پژوهش شامل سیاهه رفتاری کودک، پرسش‌نامه کیفیت روابط معلم - دانش‌آموز IT-SR بود. یافته‌های پژوهش با استفاده از نرم‌افزار SPSS نسخه ۲4 و تحلیل کوواریانس در سطح معناداری 05/0 تحلیل شدند.
یافته‌ها: یافته‌های پژوهش نشان داد که برنامه درمانی شناختی رفتاری ویژه نوجوانان مبتلا به اختلال کم‌توجهی و بیش‌فعالی بر تعامل آن‌ها با معلمان اثر معنی‌داری داشت.
نتیجه‌گیری: باتوجه ‌به یافته‌های تحقیق می‌توان گفت که برنامه شناختی رفتاری ویژه نوجوانان اثر مفیدی بر تعامل آن‌ها با معلمان دارد

کلیدواژه‌ها


عنوان مقاله [English]

The effectiveness of cognitive-behavioral therapy program especially for adolescents with attention deficit / hyperactivity disorder with them with teachers

نویسندگان [English]

  • Goharyasna Anzani 1
  • Saied Hasanzadeh 2
  • AliAkbar Arjomandnia 3
1 PhD Student, Exceptional Child Psychology and Education, Islamic Azad University, Tehran Research Sciences Branch, Tehran, Iran. Yasna_amo@yahoo.com
2 Corresponding Author, Associate Professor, Department of Psychology and Educational Sciences, University of Tehran, Tehran, Iran, shasanz@ut.ac.ir
3 Associate Professor, Department of Psychology and Educational Sciences, University of Tehran, Tehran, Iran. arjmandnia@ut.ac.ir,
چکیده [English]

Introduction: Research has shown that the behavior of people with ADHD affects their performance in the family، school and community and provokes a negative reaction from those around them. Therefore، the aim of this study was to evaluate the effectiveness of cognitive-behavioral therapy program for adolescents with attention deficit disorder. The hype was about their interaction with teachers.
Method: The method of quasi-experimental research and pre-test and post-test research design was follow-up with control and experimental groups. The statistical population included all adolescents aged 18-12 years who were diagnosed with ADHD in 1998 and were referred to the Resuscitation Clinic. For screening test (CBCL) was performed on the referred individuals and 30 people who scored higher than the cut in the test were selected. The research instruments included a child behavior checklist and a teacher-student relationship quality questionnaire IT-SR.
Results: The research findings were analyzed using SPSS software version 24 and analysis of covariance at a significance level of 0.05. Results: The findings showed that the cognitive-behavioral therapy program for adolescents with ADHD had a significant effect on their interaction with teachers.
Conclusion: According to the research findings، it can be said that the cognitive-behavioral program for adolescents has a beneficial effect on their interaction with teachers.

کلیدواژه‌ها [English]

  • Adolescents" Cognitive Behavioral Therapy" Hyperactivity" Interaction" Teachers
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