تأثیر آموزش تنظیم هیجان بر مشکلات برو‌‌ن‌سازی‏شده / درو‌‌ن‌سازی‏شده دانش‏آموزان دارای اختلال انفجاری متناوب

پژوهش های روان شناسی بالینی و مشاوره

مقاله 2، دوره 11، شماره 1 - شماره پیاپی 21، شهریور 1400، صفحه 21-40   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.22067/tpccp.2021.67942.1010

نویسندگان

صدف شیخی گراکویی^{* 1}؛ عباس ابوالقاسمی²؛ مهناز خسروجاوید³

¹دانشجوی کارشناسی ارشد / دانشگاه گیلان، رشت، ایران

²استاد / دانشگاه گیلان، رشت، ایران.

³دانشیار / دانشگاه گیلان، رشت، ایران.

چکیده

هدف: با توجه به دشواری در تنظیم هیجان و مشکلات رفتاری نوجوانان دارای اختلال انفجاری متناوب، پژوهش حاضر با هدف تعیین اثربخشی آموزش تنظیم هیجان بر مشکلات برو‌‌ن‌سازی‏شده / درو‌‌ن‌سازی‏شده در دانش‏آموزان دختر دارای اختلال انفجاری متناوب انجام شد.
روش: پژوهش حاضر یک مطالعه نیمه آزمایشی از نوع پیش‌آزمون – پس‌آزمون با گروه کنترل بود.  نمونه پژوهش 30 دانش‌آموز دختر دارای اختلال انفجاری متناوب بود که از میان 655 دانش‌آموز مقطع متوسطه شناسایی و سپس به شکل تصادفی به دو گروه آزمایشی و کنترل تقسیم شدند. گروه آزمایش آموزش تنظیم هیجان مدل گراس را در هشت جلسه دریافت نمودند در حالی که گروه کنترل در طول هشت جلسه به تماشای فیلم آموزشی نامرتبط با تنظیم هیجان  پرداختند. در این پژوهش از پرسشنامه اختلال انفجاری متناوب کوکارو، برمن و مک کلوسکی (2017) و پرسشنامه مشکلات رفتاری هیجانی آخنباخ و رسکورلا (2003) در دو مرحله پیش‏آزمون و پس‏آزمون استفاده شد. داده‏های پژوهش با تحلیل کوواریانس یک و چند متغیری تجزیه‌وتحلیل شدند.
یافته‌ها: نتایج این پژوهش شان داد که آموزش تنظیم هیجان موجب کاهش مشکلات برو‌‌ن‌سازی شده و مشکلات درو‌‌ن‌سازی شده در دختران  دارای اختلال انفجاری متناوب اشده است. این یافته‌ها حاکی است که می‏توان از آموزش تنظیم هیجان در جهت مدیریت رفتارها و هیجانات دانش آموزان دارای این اختلال استفاده کرد.

کلیدواژه‌ها

اختلال انفجاری متناوب؛ تنظیم هیجان؛ مشکلات برو‌‌ن‌سازی شده؛ مشکلات درو‌‌ن‌سازی شده

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