تعیین ویژگیهای فردی و تعاملی کودکان پیشدبستانی دارای اختلالات اضطرابی بر اساس مدل تحولی-تفاوتهای فردی مبتنی بر ارتباط (DIR) | ||
| فصلنامه روانشناسی کاربردی | ||
| دوره 17، شماره 3 - شماره پیاپی 67، 1402، صفحه 191-219 اصل مقاله (1.45 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48308/apsy.2022.227769.1349 | ||
| نویسندگان | ||
| مژگان معمارباشی اول1؛ سید امیر امین یزدی* 2؛ حسین کارشکی3؛ شهربانو عالی4 | ||
| 1دانشجوی دکتری روانشناسی، گروه روانشناسی، دانشگاه فردوسی مشهد، مشهد، ایران. | ||
| 2استاد گروه روانشناسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه فردوسی مشهد، مشهد، ایران. | ||
| 3دانشیار گروه روانشناسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه فردوسی مشهد، مشهد، ایران. | ||
| 4استادیار گروه روانشناسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه فردوسی مشهد، مشهد، ایران. | ||
| چکیده | ||
| هدف: پژوهش حاضر با هدف تعیین ویژگی های فردی و تعاملی کودکان پیش دبستانی دارای اختلالات اضطرابی بر اساس مدل تحولی-تفاوت های فردی مبتنی بر ارتباط انجام شد. روش: روش پژوهش، ترکیبی از نوع همزمان-لانه گزینی بود. جامعه آماری پژوهش شامل تمام کودکان 4 تا 6 ساله دارای اختلالات اضطرابی شهرستان کاشمر است که در سال 1400-1399 بر اساس طرح غربالگری اضطراب تشخیص اختلالات اضطرابی دریافت کرده اند و از میان آنها 19 کودک به روش نمونه گیری هدفمند انتخاب شدند. داده های کیفی از طریق مصاحبه با کودک و والد و داده های کمی از طریق پرسشنامه های کیفیت مراقبت مادرانه قنبری (1390)، عملکرد تأملی مادر لیتن (2013) وضعیت حسی دان (1999) و تحول هیجانی-کارکردی گرینسپن (2001) جمع آوری، اطلاعات کمی توسط نقطه برش و اطلاعات کیفی توسط روش تحلیل محتوا تحلیل شدند. یافته ها: نتایج نشان داد که سه تفاوت بین دادههای کمی و کیفی وجود دارد: اطلاعات کمی 26 درصد از افراد نمونه که حاکی از ضعف ثبت حسی در کودکان مضطرب بود با نتایج کیفی بیش واکنشی حسی در این کودکان، متناقض است و همچنین در عملکرد تأملی مادر و خرده مقیاس ابهام پرسشنامه کیفیت مراقبت مادرانه اکثریت افراد نمونه اختلالی وجود نداشت که با اطلاعات کیفی در تناقض است. نتیجه گیری: تفاوت های به دست آمده دلیل بر برتری روش کمی و یا کیفی نیست و با رویکرد DIR همسو است و نتایج به دست آمده مکمل یکدیگرند و جزئیات بیشتری از ویژگی های فردی و تعاملی کودکان مضطرب را نشان می دهند. | ||
| کلیدواژهها | ||
| اختلالات اضطرابی؛ مدل تحولی تفاوتهای فردی مبتنی بر ارتباط؛ ویژگیهای فردی و تعاملی | ||
| عنوان مقاله [English] | ||
| Determining Interactive and Individual Characteristics of Preschool Children with Anxiety Disorders Based on Developmental, Individual Differences, Relationship Based Model (DIR) | ||
| نویسندگان [English] | ||
| Mozhgan Meamarbashi Aval1؛ Seyed Amir Amin Yazdi2؛ Hossein Kareshki3؛ Shahrbanoo Aali4 | ||
| 1Ph.D. Student in Psychology, Department of Psychology, Ferdowsi University of Mashhad, Mashhad, Iran. | ||
| 2Professor, Department of Education and Counseling Psychology, Faculty of Educational Sciences and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran. | ||
| 3Associate Professor, Department of Education and Counseling Psychology, Faculty of Educational Sciences and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran. | ||
| 4Assistant Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran. | ||
| چکیده [English] | ||
| Aim: The aim of this study was to determine the interactive and individual characteristics of preschool children with anxiety disorders based on developmental, individual differences, relationship-based model. Method: The research method was concurrent-nested mixed. The statistical population of the study was all 4 to 6 years old children who were diagnosed with anxiety disorders based on the anxiety screening plan in 1399-1400 in Kashan city. Among them, 19 children were selected by purposeful sampling. Qualitative data were collected through interviews with children and parents, and quantitative data were collected through Ghanbari maternal caregiving quality (1390), Luyten parental reflection function (2013), Dunn sensory profile (1999), and Greenspan functional-emotional developmental questionnaire (2001). Quantitative information was analyzed using a cutoff point, and qualitative information was analyzed through content analysis. Results: The results showed that there are three differences between quantitative and qualitative data: Quantitative information of 26% of the sample, which indicated poor sensory registration in anxious children, contradicts with qualitative results of sensory hyperresponsiveness in these children, and also in Maternal reflection Performance and the subscale of ambiguity of the Maternal Care Quality Questionnaire, most of the samples showed no disorder, which is in contrast with qualitative data. Conclusion: The differences obtained do not indicate the superiority of the quantitative or qualitative method. In line with the DIR approach, the results are complementary and provide more details about the individual and interactive characteristics of anxious children. | ||
| کلیدواژهها [English] | ||
| Anxiety Disorders, Developmental, Individual Differences, Relationship Based Model, Interactive and Individual Characteristics | ||
| مراجع | ||
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