نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری تخصصی روان‌شناسی، دانشگاه آزاد اسلامی، واحد اصفهان(خوراسگان)، اصفهان، ایران

2 دانشیار، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه آزاد اسلامی،واحد اصفهان (خوراسگان)،اصفهان، ایران

3 دانشیار،دانشکده روانشناسی وعلوم تربیتی ، دانشگاه آزاد اسلامی، واحد اصفهان (خوراسگان)، اصفهان ، ایران

چکیده

هدف از پژوهش حاضر مقایسه اثربخشی آموزش ذهن آگاهی نوجوان محور با آموزش تنظیم هیجان بر پرخاشگری و اضطراب نوجوانان دختر مبتلا به اختلال دوقطبی نوع II بود .روش پژوهش از نوع نیمه آزمایشی بود و در اجرای آن از طرح پیش آزمون- پس آزمون با گروه گواه و پیگیری استفاده شد جهت دستیابی به اهداف پژوهش، 45 دختر با اختلال دو قطبی نوع II با استفاده از روش نمونه‌گیری داوطلبانه و بر اساس ملاک‌های ورود و خروج انتخاب شدند و به تصادف در دو گروه آزمایش (15 نفر) و یک گروه گواه (15 نفر) قرار گرفتند. دختران مبتلا به اختلال دوقطبی نوع II گروه‌های آزمایش در 8 جلسه 60 دقیقه‌ای در برنامه‌های مداخله‌ای درمان ذهن آگاهی نوجوان محور بوردیک و آموزش تنظیم هیجان گراس و گروه گواه هیچ مداخله‌ای دریافت نکردند. پرسشنامه‌های پرخاشگری آیزنگ، گلین ویلسون و اضطراب بک قبل و بعد از مداخله برای شرکت کنندگان اجرا گردید. نتایج. داده‌ها با استفاده از تحلیل کوواریانس چند متغییری مورد تجزیه و تحلیل قرار گرفت. نتایج نشان داد مداخله‌های آموزش ذهن آگاهی نوجوان محور و آموزش تنظیم هیجان در کاهش پرخاشگری و اضطراب در نوجوانان دختر مبتلا به اختلال دوقطبی نوع II مؤثراست، و آموزش ذهن آگاهی نوجوان محور اثربخش‌تر از آموزش تنظیم هیجان بر اضطراب و پرخاشگری است.

کلیدواژه‌ها

عنوان مقاله [English]

Comparing the effects of teen-centric mindfulness and emotion regulation trining on aggression and anxiety in type II with bipolar disorder female adolescent

نویسندگان [English]

  • Bahar Shayegh Borojeni 1
  • Gholamreza Manshaee 2
  • ilnaz sajjadian 3

1 Student of PhD psychological Department of psychology, Isfahan (Khorasgan)Branch,Islamic Azad University, Isfahan, Iran.

2 Associate Professor, Department of psychology, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran

3 Associate proffessor ,Department of psychology, Isfahan(Khorasgan) Branch, Islamic Azad University, Isfahan, Iran

چکیده [English]

The present study aimed to compare the effectiveness of teen-centric mindfulness education with emotion regulation education on aggression and anxiety in adolescent girls with type II bipolar disorder. The study employed a pre-test, post-test and follow-up quasi-experimental research design. The participants consisted of all adolescent girls with type II bipolar disorder who referred to Al-Zahra hospital of Isfahan. A total of 45 girls with type II bipolar disorder were selected using voluntary sampling method and based on inclusion and exclusion criteria. They were randomly divided into two experimental and one control group (each group was 15 participants). The participants responded to Eysenck and Glenn Wilson's Aggression Questionnaire and Beck Anxiety Inventory (BAI) before and after the intervention and 45 days later in the follow-up phase. One of the experimental groups was treated with Bordic-Package Teen-Centric Mindfulness, and the other underwent Grass Emotion regulation teaching. The results indicated that teen-centric mindfulness training and emotion regulation education were effective on decreasing aggression and anxiety in adolescent girls with type II bipolar disorder in post-test and follow up stages. Teen-centric mindfulness education was more effective than emotion regulation education (P<0.001). Therefore, the results can be used to reduce aggression and anxiety in adolescent girls with type II bipolar disorder.

کلیدواژه‌ها [English]

  • "Aggression"
  • "Anxiety"
  • "Bipolar disorder II"
  • "Teen-centric mindfulness education"
  • "Emotion regulation education"
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