بررسی اثر بخشی آموزش راهبردهای فراشناختی بر کاهش نشانه‌های نقص توجه و تکانشگری نوجوانان

نوع مقاله : مقاله پژوهشی

نویسنده

استادیار و رئیس دانشکده پرستاری و مامایی دانشگاه آزاد اسلامی واحد چالوس، چالوس، ایران

چکیده

مقدمه: اختلال نقص توجه/ بیش‌فعالی ADHD یک اختلال روانی پایدار است. شیوع آن در سطح بین‌المللی 2 تا 29 درصد گزارش‌شده است. این مطالعه باهدف بررسی اثربخشی آموزش راهبردهای فراشناختی بر کاهش نشانه‌های نقص توجه و تکانشگری نوجوان در شهر بود.
روش کار: پژوهش حاضر از نوع نیمه تجربی است و جامعه آماری این پژوهش را نوجوان تحت پوشش سازمان بهزیستی شهرستان نوشهر تشکیل داده‌اند. پرسشنامه تکانشگری به‌صورت غربالگری در مورد تمامی نوجوانان تحت پوشش اداره بهزیستی به اجرا درآمد و بر اساس بیشترین نمره تکانشگری (کل) تعداد 40 نفر انتخاب خواهند شد، سپس از طریق تصادفی ساده در دو گروه آزمایشی و کنترل جایگزین شدند. ابزار سنجش شامل:1- پرسشنامه تکانشگری "باراتریا" 2- پرسشنامه تشخیصی کوتاه نقص توجه / بیش فعالی "کانرز" بود. گروه آزمایش در 10 جلسه تحت آموزش راهبردهای فراشناختی قرارگرفته و درشی این جلسات به گروه کنترل هیچ آموزشی داده نشد.
یافته‌ها: یافته‌های حاصل از تحلیل کوواریانس چند متغیری نشان داد که گروه آزمایش در مقایسه با گروه کنترل کاهش معنی‌داری در علائم نقص توجه و تکانشگری نوجوانان کسب کرده است. همچنین، آموزش راهبردهای فراشناختی از میان مؤلفه‌های نقص توجه بر کم‌توجهی / مشکل حافظه و بی‌قراری/ بیش فعالی و از میان مؤلفه‌های تکانشگری بر کاهش تکانشگری شناختی، تکانشگری حرکتی و بی‌برنامگی اثربخش است (P< 0.05).
نتیجه‌گیری: نتایج تحقیق نشان داد که آموزش راهبردهای فراشناختی می‌تواند علائم بیش فعالی و نقص توجه را کاهش دهد.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Effectiveness of teaching metacognitive strategies on reducing the symptoms of attention deficit hyperactivity disorder and adolescent impulsivity under the welfare organization of Nowshahr city

نویسنده [English]

  • Forouzan Rostami
Assistant Professor, Department of Nursing, Faculty of Nursing and Midwifery, Islamic Azad University, Chalous Branch, Chalous, Iran.
چکیده [English]

Introduction: Attention Deficit / Hyperactivity Disorder (ADHD) is a persistent mental disorder with an international prevalence of 2 to 29%. The aim of this study was to evaluate the effectiveness of metacognitive strategies training in reducing the symptoms of attention deficit and impulsivity in adolescents.

Method: The study is quasi-experimental. The statistical population of this research is teenager covered by the Welfare Organization of the city of Nowshahr.. The impulsivity questionnaire was screened for all adolescents covered by the Welfare Office and based on the highest score of impulsivity (total), 40 were selected and then replaced by simple random sampling in two experimental and control groups. Barratree's impulsivity questionnaire and Canaries's attention deficit / hyperactivity diagnostic questionnaire were used to measure the variables and multivariate analysis of covariance analysis was used to analyze the. The experimental group was trained in metacognitive strategies in 10 sessions and no training was given to the control group during these sessions.

Results: The results of analysis of covariance showed that compared to the control group, the mean scores of hyperactivity symptoms and deficit of attention and impulsivity in adolescents significantly decreased (P ≤ 0.05). Also, teaching metacognitive strategies is one of the components of attention deficit / attention deficit / memory problem and restlessness / hyperactivity and among the components of impulsivity is effective in reducing cognitive impulsivity, motor impulsivity and unplanned.

Conclusion: The results showed that training metacognitive strategies can significantly reduce the symptoms of hyperactivity and attention deficit.

کلیدواژه‌ها [English]

  • metacognitive strategies
  • attention deficit
  • impulsivity

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  • تاریخ دریافت: 22 بهمن 1400
  • تاریخ بازنگری: 03 فروردین 1401
  • تاریخ پذیرش: 01 خرداد 1401

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