نوع مقاله : مقاله پژوهشی

نویسندگان

• مریم سلمانی مبارکه ¹
• مریم کدخدائی ²

¹ دانشجوی کارشناسی ارشد روان شناسی تربیتی، گروه روان شناسی، واحد مبارکه، دانشگاه آزاد اسلامی، اصفهان، ایران

² استادیار، گروه روان شناسی، واحد مبارکه، دانشگاه آزاد اسلامی، اصفهان، ایران

چکیده

هدف پژوهش حاضر، بررسی اثربخشی درمان فراتشخیصی یکپارچه بر سلامت روان، فراشناخت ها و فراهیجان های مثبت معلمان مقطع ابتدایی بوده است. پژوهش حاضر، نیمه ‌آزمایشی با پیش‌آزمون-پس‌آزمون و دوره پیگیری 2 ماهه بود. جامعه آماری کلیه معلمان مقطع ابتدایی شهرستان مبارکه مشغول به تدریس، در سال تحصیلی 1403-1402 و ساکن مبارکه بودند. ابزار جمع‌آوری داده ها، پرسش نامه سلامت روان Veit & Ware در سال 1983و پرسشنامه فراشناخت ها و فراهیجان های مثبت Beer در سال 2011 بود. نمونه گیری به روش نمونه گیری تصادفی ساده انجام شد. 40 نفر از معلمان که واجد شرایط ورود به پژوهش بودند، انتخاب شده و به طور تصادفی به دو گروه آزمایش و کنترل تقسیم شدند؛ سپس درمان فراتشخیصی یکپارچه بر روی گروه آزمایش اجرا و در پایان، پس آزمون و پیگیری 2 ماه برای هر دو گروه، اجرا شد. یافته ها با استفاده از نسخه 27 نرم افزار اس. پی. اس. اس و به روش تحلیل واریانس با اندازه گیری مکرر تحلیل شد. نتایج نشان داد درمان فراتشخیصی یکپارچه باعث افزایش بهزیستی روان شناختی (0/05>P)، کاهش درماندگی روان شناختی (0/05>P) و بهبود فراشناخت ها و فراهیجان های مثبت (0/05>P) در معلمان شده است. با توجه به یافته های حاصل، به نظر می رسد درمان فراتشخیصی یکپارچه بر سلامت روان، فراشناخت ها و فراهیجان های مثبت معلمان مقطع ابتدایی اثربخش بوده و پیشنهاد می شود مشاوران و روان شناسان برای ارتقای سلامت روان، فراشناخت ها و فراهیجان های مثبت معلمان و سایر افراد از این روش استفاده کنند.

کلیدواژه‌ها

• درمان فراتشخیصی یکپارچه
• سلامت روان
• فراشناخت ها و فراهیجان های مثبت
• معلمان

موضوعات

• روان‌شناسی تربیتی

عنوان مقاله [English]

The effectiveness of unified transdiagnostic therapy on mental health, positive metacognitions and meta-emotions of elementary school teachers

نویسندگان [English]

• Maryam Salmani Mobarakeh ¹
• Maryam Kadkhodaee ²

¹ M.A. Student of Educational Psychology, Department of Psychology, Mobarakeh Branch, Islamic Azad University, Isfahan, Iran

² Assistant Professor, Department of Psychology, Mobarakeh Branch, Islamic Azad University, Isfahan, Iran

چکیده [English]

Introduction
One of the important elements for every person is his Mental Health. In particular, the keys to the progress and improvement of the education system lie in the Mental Health of teachers. The success of organizations, particularly in education, heavily depends on employees’ willingness to engage in behaviors beyond their formal duties. Education is a critical institution that requires capable and specialized human resources, as the effectiveness of educational programs hinges on the quality of teachers. Thus, understanding the factors affecting teacher performance is crucial. Research indicates that teaching is a highly stressful profession, and teachers experience more mental health issues than workers in other fields. The World Health Organization defines mental health as the ability to realize one’s potential, cope with life’s stresses, and contribute to society, making it essential for individual and communal well-being. In Iran, studies show significant psychological stress and disorders among teachers, which can lead to psychosomatic illnesses and conditions like depression. Multiple factors influence teachers’ mental health, but focusing on metacognitive strategies and positive emotions can enhance behavioral performance and psychological well-being. Metacognition refers to awareness and regulation of one’s cognitive processes, while positive emotions foster psychological acceptance and mindfulness, contributing to health improvement. Transdiagnostic protocols target cognitive and behavioral processes involved in various psychological disorders. The integrated transdiagnostic treatment protocol developed by Barlow et al. (2010) addresses common emotional problems and emphasizes changing maladaptive responses to emotional experiences. This cognitive-behavioral approach integrates advancements in emotional science, demonstrating effectiveness in treating anxiety, rumination, and overall mental health. Research supports the use of positive metacognition as a beneficial psychological factor for understanding adaptive and positive aspects of human growth. Positive emotions facilitate cognitive performance, while their absence is linked to psychiatric disorders. The integrated protocol aims to help individuals cope with inappropriate emotions and respond adaptively, thereby enhancing emotional regulation and overall functioning. Given the crucial role teachers play in shaping future generations, their mental health directly impacts society’s future. Healthy teachers not only meet their own needs but also effectively fulfill their educational responsibilities, contributing to the broader community health. Thus, enhancing teacher mental health should be a priority in educational reforms. This study aims to assess the effectiveness of an integrated transdiagnostic treatment program on the mental health and metacognitive abilities of elementary school teachers in Iran. Given the lack of practical application of such treatments in this context, this research is vital for improving teacher well-being and, consequently, the health of future generations.

Method
This study was a semi-experimental study with a pretest-posttest and a 2-month follow-up period. The statistical population was all teachers of elementary school in Mobarakeh city, who were studying in the academic year of 2023-2024 and living in Mobarakeh. The data collection tool was Mental Health Inventory (MHI-28) and Positive Metacognitions and Meta-Emotions Questionnaire (PMCEQ). From the mentioned society, 40 teachers who were eligible to enter the research were selected using simple random sampling method and randomly replaced in two experimental (20 people) and control (20 people) groups. Then, Unified Transdiagnostic Therapy was implemented on the experimental group, and after the treatment, post-test and follow up after two months was performed. To analyze the data, analysis of variance with repeated measure was performed using SPSS 27 software.

Results
The results showed that Unified Transdiagnostic Therapy increased the average score of psychological well-being (Eta=0.613, P<0.05, F=60.164), reduced the average score of psychological distress (Eta=0.794, P<0.05, F=146.417) and increased the average score of Positive Metacognitions and Meta-Emotions (Eta=0.372, P<0.05, F=7.097) in teachers. In addition, the Unified Transdiagnostic Therapy was followed up after the post-test execution and these results were also stable in the follow-up period.

Discussion
According to the findings, it seems that Unified Transdiagnostic Therapy is effective in improving Mental Health, positive Metacognitions and Meta-emotions of elementary school teachers, and it is suggested that counselors and psychologists use this method to improve the Mental Health and Positive Metacognitions and Meta-emotions of teachers and other people.

کلیدواژه‌ها [English]

• unified transdiagnostic therapy
• mental health
• positive metacognitions and meta-emotions
• teachers