نوع مقاله : مقاله پژوهشی
نویسنده
دانشگاه رازی
چکیده
مقدمه: با توجه به پیامدهای وخیم رفتارهای آسیب به خود و دیگران و اهمیت شناسایی عوامل مؤثر بر آنها، پژوهش حاضر با هدف تحلیل طبقه نهفته رفتارهای آسیب به خود و پرخاشگری و ارتباط آن با تجربیات ناگوار دوران کودکی و مشکلات تنظیم هیجان انجام شد. روش: در یک پژوهش مقطعی 288 نفر از جمعیت بزرگسال کشور فرم کوتاه پرسشنامه ترومای دوران کودکی، پرسشنامه رفتار پرخطر، تکانشی و خود مخرب و فرم کوتاه پرسشنامه دشواری در تنظیم هیجان را به صورت آنلاین پر کردند. دادهها با روش تحلیل طبقه نهفته و متعاقباً تحلیل رگرسیون به ترتیب با استفاده از نرم افزارهای Mplus-8 و SPSS-26 مورد تحلیل قرار گرفت. یافتهها: نتایج تحلیل طبقه نهفته نشان داد که 2/12 درصد افراد جامعه مستعد رفتارهای آسیب به خود، 7/16 درصد مستعد پرخاشگری و 1/3 درصد مستعد آسیب دوگانه هستند. متعاقباً، نتایج تحلیلهای رگرسیون نشان داد در حالی که هم تجربیات ناگوار دوران کودکی و هم مشکلات تنظیم هیجانی در رفتارهای آسیب به خود نقش دارند، پرخاشگری و آسیب دوگانه تحت تأثیر الگوهایی از تجربیات ناگوار دوران کودکی قرار دارد. نتیجه گیری: نتایج نشان داد که مسیرهای علی منتهی به رفتارهای آسیب به خود، پرخاشگری و آسیب دوگانه متفاوت است و هنگام طراحی مداخلاتی برای هدف قرار دادن آنها، این تفاوتها باید در نظر گرفته شود.
کلیدواژهها
موضوعات
عنوان مقاله [English]
Latent Class Analysis of Harm to Self and Others Behaviors (dual-Harm) and its Relationship with Adverse Childhood Experiences and Emotion Dysregulation
نویسنده [English]
- Hashem Jebraeili
Razi university
چکیده [English]
Introduction
Self-injury refers to intentional acts of self-harm, regardless of suicidal or non-suicidal intent. Aggression is behavior that is done with the intention of harming others. The simultaneous occurrence of self-harm and aggression during a person's life is known as duale-harm. Despite the severe consequences of duale-harm, its dimensions and causes are not yet fully understood. Prevalence reports of dual-harm vary considerably with respect to the definitions used for the two overlapping behaviors of self-injury and aggression, and it is unclear exactly which harmful behaviors should be subsumed under these broad terms. Studies tend to measure dual-harm by cross-tabulating responses to separate self-injury and aggression questionnaires. This method has led to problems in comparisons in the literature by creating inconsistencies in the measurements and conceptualizations of dual-harm. Therefore, in the present study, a model-based strategy (latent class analysis) was used to identify people involved in dual-harm. Then, the results of the latent class analysis were used in subsequent analyzes to determine how much dual-harm is influenced by adverse childhood experiences and emotion dysregulation compared to self-injury and aggression alone.
Method
In the present research, latent class analysis was first used, which belongs to mixed designs. In the following, the scores extracted from this method were used in regression analysis, which belongs to correlation designs. The research population was adults living in the community. According to the considerations related to determining the sample size in regression analysis and latent class analysis, as well as practical limitations, 288 people participated in the research. The sampling method was voluntary and the online link of the questionnaires in social networks was provided only to those who wanted to fill them and there was no compulsion to fill the questionnaires. The collected data were analyzed using latent class analysis and then regression analysis using Mplus software version 8 and SPSS software version 26, respectively.
Results
Latent class analysis was used to classify people based on answers to nine questions related to engaging in self-harm and and harm to others behaviors. Based on the fit indices, a model with 4 classes was selected as the best model. The first class consisted of people who were high in self-harm behaviors compared to harming others. The second class consisted of people who were high in harming others than self-harm behaviors. The third class consisted of individuals who had high scores in both self-harm behaviors and harm to others behaviors (dual-harm class). Finally, the fourth class consisted of people who scored low in both self-harm behaviors and harm to others behaviors. The results of regression analysis showed that emotional abuse (β=0.34, P<0.01), sexual abuse (β=0.24, P<0.01) and emotional neglect ((β=-0.23, P<0.01) have a significant role in predicting the probability of belonging to the dual-harm class. Twenty-eight percent of the total variance of the probability of belonging to the dual-harm class was explained by these variables.
Discussion
The results showed that the causal path to self-harm and aggression behaviors is not the same. In the same way, despite the similarity to self-harm and aggression behaviors, dual-harm can be a unique disorder with different causal factors. In fact, on the one hand, the results showed that, unlike self-harm, emotion regulation problems do not had a significant role in predicting dual-harm, and dual-harm is a different disorder from self-harm. On the other hand, compared to aggression, a different pattern of adverse childhood experiences influenced dual-harm. While the combination of high emotional neglect and low sexual abuse leads to aggression. Dual-harm is caused by the combination of low emotional neglect and high sexual abuse alongside with high emotional abuse. Therefore, it can be said that dual-harm is a unique problem and due to the serious consequences it can have compared to self-harm and aggression alone, it requires more accuracy in identification and intervention.
کلیدواژهها [English]
- Aggression
- childhood trauma
- emotion regulation
- dual-harm
- self-harm