اثربخشی درمان فراشناختی بر ذهن خوانی، حافظه سرگذشتی و تنظیم شناختی هیجان در دانش آموزان مبتلا به اختلال اضطراب اجتماعی | ||
| فصلنامه روانشناسی کاربردی | ||
| دوره 18، شماره 4 - شماره پیاپی 72، 1403، صفحه 219-243 اصل مقاله (736.2 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48308/apsy.2024.236968.1707 | ||
| نویسندگان | ||
| برزان سلیمانی1؛ انور دست باز* 2؛ حسن غریبی3 | ||
| 1کارشناس ارشد روانشناسی، گروه روانشناسی، دانشکده علوم اجتماعی، دانشگاه رازی، کرمانشاه، ایران | ||
| 2استادیار گروه مشاوره، دانشکده علوم انسانی و اجتماعی، دانشگاه کردستان، ایران | ||
| 3استادیار گروه روانشناسی، دانشکده علوم انسانی و اجتماعی، دانشگاه کردستان، سنندج، ایران | ||
| چکیده | ||
| هدف: پژوهش حاضر با هدف اثربخشی درمان فراشناختی بر ذهنخوانی، حافظه سرگذشتی و تنظیم شناختی هیجان در دانشآموزان مبتلا به اختلال اضطراب اجتماعی انجام شد. روش: طرح پژوهش حاضر نیمه آزمایشی از نوع پیشآزمون، پسآزمون و پیگیری همراه با گروه گواه بود. جامعه آماری این پژوهش، دانشآموزان دختر مقطع متوسطه دوم مبتلا به اختلال اضطراب اجتماعی مراجعهکننده به مراکز مشاوره آموزش و پرورش سنندج در سال تحصیلی 1402-1401 بودند که 30 نفر از آنها بهصورت هدفمند انتخاب و بهصورت تصادفی در دو گروه گواه و آزمایش قرار داده شدند. گروه آزمایش 8 جلسه 90 دقیقهای درمان فراشناختی دریافت کرد، اما گروه گواه هیچ درمانی دریافت نکرد. تمامی شرکتکنندگان در سه مرحله پیشآزمون، پسآزمون و پیگیری (چهار ماه بعد از پسآزمون) به پرسشنامههای اضطراب اجتماعی، آزمون حافظه سرگذشتی، پرسشنامه تنظیم شناختی هیجان و آزمون ذهنخوانی از طریق چشم پاسخ دادند. جهت تجزیهوتحلیل دادهها از آزمون آماری تحلیل واریانس با اندازهگیری مکرر استفاده شد. یافتهها: نتایج تحلیل دادهها نشان داد که درمان فراشناختی تأثیر معناداری در کاهش میزان اضطراب اجتماعی گروه آزمایش داشته است (01/0> p) و موجب افزایش معنادار حافظه سرگذشتی، ذهنخوانی و تنظیم شناختی هیجان در دانشآموزان مبتلا به اضطراب اجتماعی شده است (01/0> p)، همچنین این اثر با گذشت زمان نیز حفظ شده است. نتیجهگیری: بر اساس این یافتهها، پیشنهاد میشود که درمان فراشناختی بهعنوان یک روش کارآمد در مدارس و مراکز مشاوره برای دانشآموزان مبتلا به اضطراب اجتماعی بهکار گرفته شود. | ||
| کلیدواژهها | ||
| درمان فراشناختی؛ حافظه سرگذشتی؛ ذهن خوانی؛ تنظیم شناختی هیجان؛ اختلال اضطراب اجتماعی | ||
| عنوان مقاله [English] | ||
| The Effectiveness of Metacognitive Therapy on Mind Reading, Autobiographical Memory, and Cognitive Emotion Regulation in Students with Social Anxiety Disorder | ||
| نویسندگان [English] | ||
| Barzan Soleimani1؛ Anvar Dastbaz2؛ Hassan Gharibi3 | ||
| 1Master of Psychology, Department of Psychology, Faculty of Social Sciences, Razi University, Kermanshah, Iran | ||
| 2Assistant Professor, Department of Counseling, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran | ||
| 3Assistant Professor, Department of Psychology, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran | ||
| چکیده [English] | ||
| Aim: This study aimed to examine the effectiveness of metacognitive therapy in improving mind reading, autobiographical memory, and cognitive emotion regulation in students with social anxiety disorder. Method: The research employed a quasi-experimental pre-test, post-test, and follow-up design with a comparison group. The statistical population consisted of female high school students diagnosed with social anxiety disorder who were referred to educational counseling centers in Sanandaj during the 2022–2023 academic year. A total of 30 students were selected using purposive sampling and randomly assigned to either the experimental or comparison group. The experimental group received eight 90-minute sessions of metacognitive therapy, while the comparison group received no treatment. Participants completed assessments including a social anxiety questionnaire, an autobiographical memory test, the Cognitive Emotion Regulation Questionnaire, and the Reading the Mind in the Eyes Test at three time points: pre-test, post-test, and follow-up (four months after the post-test). Data were analyzed using repeated measures ANOVA. Results: The findings indicated that metacognitive therapy significantly reduced social anxiety (p < 0.01) and led to significant improvements in autobiographical memory, mind reading, and cognitive emotion regulation (p < 0.01) in the experimental group. These effects were sustained over time. Conclusion: The results suggest that metacognitive therapy is an effective intervention for students with social anxiety disorder. It is recommended for implementation in schools and counseling centers to enhance cognitive and emotional functioning in affected students. | ||
| کلیدواژهها [English] | ||
| Meta-Cognitive Therapy, Autobiographical Memory, Mind Reading, Emotional Cognitive Regulation, Social Anxiety Disorder | ||
| مراجع | ||
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