Armaghane Danesh
ارمغان دانش
armaghanj
Medical Sciences
http://armaghanj.yums.ac.ir
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1728-6506
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10.61882/armaghanj
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1403
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gregorian
2024
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اثربخشی درمان شناختی رفتاری متمرکز بر حل مسئله بر تنهایی
The Effectiveness of Cognitive Behavioral Therapy Focused on Problem Solving on Loneliness
روانشناسی
Psychology
كاربردي
Applicable
<span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="line-height:normal"><span style="page-break-after:avoid"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:"Calibri","sans-serif""><b><span lang="AR-SA" style="font-size:10.0pt"><span style="font-family:Yagut"><span style="color:black">زمینه و هدف</span></span></span></b><span lang="AR-SA" style="font-size:10.0pt"><span style="font-family:Yagut"><span style="color:black">: احساس تنهایی یک مشکل فردی و اجتماعی جدی است که بر نگرشهای انسان در مورد خود و معنای زندگی خود تأثیر می گذارد و تهدیدی برای سلامت روان، بهکامی و کارکرد روانی ـ اجتماعی فرد به شمار میآید. لذا هدف از این پژوهش تعیین و بررسی اثربخشی درمان شناختی رفتاری متمرکز بر حل مسئله بر تنهایی، در دانشآموزان با رفتارهای پرخاشگرانه بود.</span></span></span></span></span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:"Calibri","sans-serif""><b><span lang="AR-SA" style="font-size:10.0pt"><span style="font-family:Yagut"><span style="color:black"></span></span></span></b></span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:"Calibri","sans-serif""><b><span lang="AR-SA" style="font-size:10.0pt"><span style="font-family:Yagut"><span style="color:black">روش بررسی: </span></span></span></b><span lang="AR-SA" style="font-size:10.0pt"><span style="font-family:Yagut"><span style="color:black">در این مطالعه نیمه تجربی که در سال تحصیلی 1403ـ1402 به صورت پیشآزمون و پسآزمون با گروه آزمایش، کنترل و دوره پیگیری دوماهه انجام شد، جامعه آماری شامل دانشآموزان مدارس دوره متوسطه اول در دامنه سنی </span></span></span><span lang="FA" style="font-size:10.0pt"><span style="font-family:Yagut"><span style="color:black">۱۳</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="font-family:Yagut"><span style="color:black"> تا </span></span></span><span lang="FA" style="font-size:10.0pt"><span style="font-family:Yagut"><span style="color:black">۱۵</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="font-family:Yagut"><span style="color:black"> سال شهر نیشابور بود. برای نمونه گیری دو مدرسه به روش در دسترس مشخص و پس از اجرای پرسشنامه پرخاشگری باس و پری، </span></span></span><span lang="FA" style="font-size:10.0pt"><span style="font-family:Yagut"><span style="color:black">۳۰</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="font-family:Yagut"><span style="color:black"> نفر از دانشآموزان که در این مقیاس نمره 75 به بالا کسب کردند، به صورت همتاسازی در دو گروه آزمایش و کنترل قرار گرفتند. اعضای هر دو گروه در دو مرحله پیشآزمون و پسآزمون(پس از 8 جلسه درمان) و پیگیری به پرسشنامه تنهایی</span></span></span><span lang="AR-SA" style="font-size:8.0pt"><span style="font-family:Yagut"><span style="color:black">(</span></span></span><span dir="LTR" style="font-size:8.0pt"><span style="font-family:"Arial","sans-serif""><span style="color:black">UCLA</span></span></span><span lang="AR-SA" style="font-size:8.0pt"><span style="font-family:Yagut"><span style="color:black">) </span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="font-family:Yagut"><span style="color:black">پاسخ دادند. دادههای جمعآوری شده </span></span></span><span lang="FA" style="font-size:10.0pt"><span style="font-family:Yagut"><span style="color:black">با استفاده از </span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="font-family:Yagut"><span style="color:black">آزمونهای آماری تحلیل واریانس با اندازهگیری مکرر دوراهه</span></span></span><span lang="FA" style="font-size:10.0pt"><span style="font-family:Yagut"><span style="color:black">، لوین، کالموگروف- اسمیرنوف، کرویت ماچلی و تعقیبی بونفرنی</span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span style="font-family:Yagut"><span style="color:black">تجزیه و تحلیل شدند.</span></span></span></span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:"Calibri","sans-serif""><b><span lang="AR-SA" style="font-size:10.0pt"><span style="font-family:Yagut"><span style="color:black"></span></span></span></b></span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:"Calibri","sans-serif""><b><span lang="AR-SA" style="font-size:10.0pt"><span style="font-family:Yagut"><span style="color:black">یافتهها</span></span></span></b><span lang="AR-SA" style="font-size:10.0pt"><span style="font-family:Yagut"><span style="color:black">: تجزیه و تحلیل آماری دادهها مشخص کرد درمان شناختی رفتاری متمرکز بر حل مسئله بر تنهایی در دانشآموزان با رفتارهای پرخاشگرانه تأثیر معنیدار (01/0</span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="font-family:"Times New Roman","serif""><span style="color:black">p</span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="font-family:"Arial","sans-serif""><span style="color:black"><</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="font-family:Yagut"><span style="color:black">)</span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span style="font-family:Yagut"><span style="color:black">دارد و میزان احساس تنهایی در گروه مداخله نسبت به گروه کنترل کاهش یافت و این نتیجه در پیگیری دو ماهه نیز تکرار گردید. </span></span></span><span lang="FA" style="font-size:10.0pt"><span style="font-family:Yagut"><span style="color:black"></span></span></span></span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:"Calibri","sans-serif""> <span lang="AR-SA" style="font-size:10.0pt"><span style="font-family:Yagut"><span style="color:black"></span></span></span></span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:"Calibri","sans-serif""><b><span lang="AR-SA" style="font-size:10.0pt"><span style="font-family:Yagut"><span style="color:black">نتیجهگیری</span></span></span></b><span lang="AR-SA" style="font-size:10.0pt"><span style="font-family:Yagut"><span style="color:black">: نتایج این مطالعه نشان داد </span></span></span><span lang="FA" style="font-size:10.0pt"><span style="font-family:Yagut"><span style="color:black">درمان شناختی رفتاری متمرکز بر حل مساله </span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span style="font-family:Yagut"><span style="color:black">با آموزش تغییر نگرش، تشویق خودگویی مثبت و تأکید بر به کارگیری راهبردهای جدید میتواند تأثیر مهمی در کاهش مؤلفه تنهایی دانشآموزان با رفتارهای پرخاشگرانه داشته باشد و</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="font-family:Yagut"><span style="color:black"> در ارتقای مهارتهای اجتماعی و مدیریت رفتارهای پرخاشگرانه به ایشان کمک نموده و زمینه بهبود رفتار دانش آموزان را فراهم سازد. </span></span></span><span lang="FA" style="font-size:10.0pt"><span style="font-family:Yagut"><span style="color:black"></span></span></span></span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:"Calibri","sans-serif""><b><span lang="AR-SA" style="font-size:10.0pt"><span style="font-family:Yagut"><span style="color:black"></span></span></span></b></span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="line-height:normal"><span style="font-family:"Calibri","sans-serif""><b><span style="font-size:10.0pt"><span style="font-family:"Arial","sans-serif""><span style="color:black">Background & aim:</span></span></span></b><span style="font-size:10.0pt"><span style="font-family:"Arial","sans-serif""><span style="color:black"> Loneliness is a serious personal and social problem that affects people's attitudes about themselves and the meaning of their lives, and is a threat to mental health, well-being, and psychosocial functioning. Hence, the aim of the present study was to determine and investigate the effectiveness of problem-solving-focused cognitive behavioral therapy on loneliness in students with aggressive behaviors.</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:12.0pt"><span style="font-family:"Times New Roman","serif""><span style="color:black"></span></span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="line-height:normal"><span style="font-family:"Calibri","sans-serif""><b><span style="font-size:10.0pt"><span style="font-family:"Arial","sans-serif""><span style="color:black"></span></span></span></b></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="line-height:normal"><span style="font-family:"Calibri","sans-serif""><b><span style="font-size:10.0pt"><span style="font-family:"Arial","sans-serif""><span style="color:black">Methods</span></span></span></b><b><span dir="RTL" lang="AR-SA" style="font-size:12.0pt"><span style="font-family:"Times New Roman","serif""><span style="color:black">:</span></span></span></b> <span style="font-size:10.0pt"><span style="font-family:"Arial","sans-serif""><span style="color:black">In the present semi-experimental study conducted in the academic year 2023, a pre-test and post-test with experimental and control groups and a two-month follow-up period was taken. The statistical population included junior high school students aged 13 to 15 in Neyshabur, Iran.</span></span></span> <span style="font-size:10.0pt"><span style="font-family:"Arial","sans-serif""><span style="color:black"> In order to sample two schools, a convenience sampling method was used, and after administering the Buss and Perry aggression questionnaire, 30 students scoring 75 or higher on this scale were randomly assigned to two experimental and control groups. Members of both groups answered the UCLA Loneliness Questionnaire at two stages: pre-test, post-test (after 8 treatment sessions) and follow-up. Statistical data were evaluated using SPSS26 software and two-way repeated measures analysis of variance.</span></span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="line-height:normal"><span style="font-family:"Calibri","sans-serif""><b><span style="font-size:10.0pt"><span style="font-family:"Arial","sans-serif""><span style="color:black"></span></span></span></b></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="line-height:normal"><span style="font-family:"Calibri","sans-serif""><b><span style="font-size:10.0pt"><span style="font-family:"Arial","sans-serif""><span style="color:black">Results: </span></span></span></b><span style="font-size:10.0pt"><span style="font-family:"Arial","sans-serif""><span style="color:black">The statistical analysis of the data indicated that Cognitive behavioral therapy focused on problem solving had a significant effect (p<0.01) on loneliness in students with aggressive behaviors. And the level of loneliness in the intervention group decreased compared to the control group, and this result was repeated at the two-month follow-up.</span></span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="line-height:normal"><span style="font-family:"Calibri","sans-serif""><b><span style="font-size:10.0pt"><span style="font-family:"Arial","sans-serif""><span style="color:black"></span></span></span></b></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="line-height:normal"><span style="font-family:"Calibri","sans-serif""><b><span style="font-size:10.0pt"><span style="font-family:"Arial","sans-serif""><span style="color:black">Conclusion:</span></span></span></b><span style="font-size:10.0pt"><span style="font-family:"Arial","sans-serif""><span style="color:black"> The results of the present study revealed that cognitive behavioral therapy focused on problem solving by teaching attitude change, encouraging positive self-talk, and emphasizing the use of new strategies could have a significant impact on reducing the loneliness component of students with aggressive behaviors, helping them improve social skills and manage aggressive behaviors, and providing a basis for improving the behavior of these students</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:12.0pt"><span style="font-family:"Times New Roman","serif""><span style="color:black">.</span></span></span></span></span></span></span></span><br>
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درمان متمرکز برحل مسئله, تنهایی, پرخاشگری, دانش آموز
Problem-solving focused therapy, L oneliness, Aggression, Student
808
822
http://armaghanj.yums.ac.ir/browse.php?a_code=A-10-2826-1&slc_lang=fa&sid=1
MR
Khodabakhsh
محمدرضا
خدابخش
khodabakhsh@ut.ac.ir
100319475328460031226
100319475328460031226
Yes
Department of Psychology, Neyshabur Branch, Islamic Azad University, Neyshabur, Iran.
گروه روانشناسی، دانشگاه آزاد اسلامی، واحد نیشابور، نیشابور، ایران