LinkedIn

 آمار

تعداد نشریات20
تعداد شماره‌ها1,149
تعداد مقالات10,518
تعداد مشاهده مقاله45,415,563
تعداد دریافت فایل اصل مقاله11,291,382
صلاحی اصفهانی, نوشین, ایزدی, راضیه. (1402). مقایسه‌ی اثربخشی درمان ذهن‌آگاهی نوجوان‌محور و آموزش راهبردهای تنظیم هیجان بر رفتارهای پرخطر، سرگردانی ذهنی و افسردگی نوجوانان. سامانه مدیریت نشریات علمی, 12(1), 25-40. doi: 10.30476/smsj.2024.96095.1356
نوشین صلاحی اصفهانی; راضیه ایزدی. "مقایسه‌ی اثربخشی درمان ذهن‌آگاهی نوجوان‌محور و آموزش راهبردهای تنظیم هیجان بر رفتارهای پرخطر، سرگردانی ذهنی و افسردگی نوجوانان". سامانه مدیریت نشریات علمی, 12, 1, 1402, 25-40. doi: 10.30476/smsj.2024.96095.1356
صلاحی اصفهانی, نوشین, ایزدی, راضیه. (1402). 'مقایسه‌ی اثربخشی درمان ذهن‌آگاهی نوجوان‌محور و آموزش راهبردهای تنظیم هیجان بر رفتارهای پرخطر، سرگردانی ذهنی و افسردگی نوجوانان', سامانه مدیریت نشریات علمی, 12(1), pp. 25-40. doi: 10.30476/smsj.2024.96095.1356
صلاحی اصفهانی, نوشین, ایزدی, راضیه. مقایسه‌ی اثربخشی درمان ذهن‌آگاهی نوجوان‌محور و آموزش راهبردهای تنظیم هیجان بر رفتارهای پرخطر، سرگردانی ذهنی و افسردگی نوجوانان. سامانه مدیریت نشریات علمی, 1402; 12(1): 25-40. doi: 10.30476/smsj.2024.96095.1356

مقایسه‌ی اثربخشی درمان ذهن‌آگاهی نوجوان‌محور و آموزش راهبردهای تنظیم هیجان بر رفتارهای پرخطر، سرگردانی ذهنی و افسردگی نوجوانان

مجله علوم پزشکی صدرا
دوره 12، شماره 1، دی 1402، صفحه 25-40    اصل مقاله (735 K)
نوع مقاله: مقاله پژوهشی
شناسه دیجیتال (DOI): 10.30476/smsj.2024.96095.1356
نویسندگان
نوشین صلاحی اصفهانی* 1؛ راضیه ایزدی2
1کارشناس ارشد مشاوره خانواده، گروه مشاوره، مؤسسه آموزش عالی غیرانتفایی صفاهان، اصفهان، ایران
2استادیار، گروه مشاوره، مؤسسه آموزش عالی غیرانتفایی صفاهان، اصفهان، ایران
چکیده
مقدمه: افسردگی اختلالی شایع در نوجوانی است که پیامدهای وسیعی به‌دنبال دارد. یکی از پیامدها، سرگردانی ‌ذهنی است که با تشدید افکار ناکارآمد، احتمال بروز رفتارهای پرخطر را به‌طور نگران‌کننده‌ای افزایش می‌دهد. به‌این‌ترتیب لازم است مداخلات روان‌شناختی در این زمینه ارائه گردد. بنابراین پژوهش حاضر با هدف مقایسه‌ی اثربخشی درمان ذهن‌آگاهی نوجوان‌محور و آموزش راهبردهای تنظیم‌ هیجان بر رفتارهای پرخطر، سرگردانی‌ ذهنی و افسردگی نوجوانان انجام شد. 
مواد و روش‌ها: روش پژوهش نیمه‌آزمایشی بود که روی نوجوانان دختر افسرده‌ی شهر اصفهان، در سال 1400 انجام گرفت. بدین‌منظور، 45 نوجوان افسرده، به‌ روش در‌دسترس انتخاب شده و در دو گروه آزمایش و یک گروه گواه، گمارش شدند. گروه آزمایش اول، درمان ذهن‌آگاهی و گروه آزمایش دوم، آموزش تنظیم ‌هیجان را به‌مدت هشت جلسه‌ی شست‌دقیقه‌ای دریافت نمودند و گروه ‌گواه، مداخله‌ای دریافت نکردند. شرکت‌کنندگان، پرسش‌نامه‌ی رفتارهای پرخطر (۱۳۹۰)، مقیاس سرگردانی ‌ذهنی و پرسش‌نامه‌ی افسردگی را در مراحل پیش‌آزمون، پس‌آزمون و پیگیری تکمیل کردند. داده‌ها با روش تحلیل ‌واریانس با اندازه‌گیری ‌‌مکرر و با استفاده از نرم‌افزار SPSS بررسی شدند.
یافته‌ها: بین دو گروه آزمایش با گروه گواه در متغیرهای پژوهش، در مرحله‌ی پس‌آزمون و پیگیری نسبت‌به مرحله‌ی پیش‌آزمون، تفاوت معناداری وجود دارد که باتوجه‌به ضرایب تأثیر، می‌توان گفت 14/3درصد از تفاوت در رفتارهای پرخطر، 18/3درصد از تفاوت در سرگردانی ذهنی و 28/3درصد از تفاوت در افسردگی، ناشی از درمان ذهن‌آگاهی نوجوان‌محور و آموزش تنظیم ‌هیجان بوده است (0/01>P). بین دو گروه آزمایش تفاوت معناداری مشاهده نشده است. 
نتیجه‌گیری: درمان ذهن‌آگاهی نوجوان‌محور و آموزش راهبردهای تنظیم ‌هیجان می‌توانند نقش مهمی در بهبود رفتارهای پرخطر، سرگردانی ذهنی و علائم نوجوانان افسرده، ایفا کنند. 

تازه های تحقیق

Nooshin Salahi Esfahani (Google Scholar)

کلیدواژه‌ها
افسردگی؛ تنظیم هیجان؛ ذهن‌آگاهی؛ رفتارهای پرخطر؛ سرگردانی؛ نوجوان
مراجع
  1. Leyhr D, Kelava A, Raabe J, Honer O. Longitudinal motor performance development in early adolescence and its relationship to adult success: An 8-year prospective study of highly talented soccer players. PLoS One. 2018;13(5):e0196324.
  2. Ciranka S, van den Bos W. Social Influence in Adolescent Decision-Making: A Formal Framework. Front Psychol. 2019;10:1915.
  3. Copeland WE, Angold A, Shanahan L, Costello EJ. Longitudinal patterns of anxiety from childhood to adulthood: the Great Smoky Mountains Study. J Am Acad Child Adolesc Psychiatry. 2014;53(1):21-33.
  4. Association AP, Physicians AAoF. Diagnostic and statistical manual of mental disorders. 5th. ed. Washington: APA; 2013.
  5. Mojs E, Bartkowska W, Kaczmarek L, Ziarko M, Bujacz A, Warchol-Biedermann K. [Psychometric properties of the Polish version of the brief version of Kutcher Adolescent Depression Scale - assessment of depression among students]. Psychiatr Pol. 2015;49(1):135-44.
  6. Madmoli Y, Madmoli M, Qashqaei Nezhad N, Bosak S. Prevalence of depression and associated factors in adolescents of masjed-soleyman. Iranian Journal of Pediatric Nursing. 2016;2(4):22-7.
  7. Gore FM, Bloem PJ, Patton GC, Ferguson J, Joseph V, Coffey C, et al. Global burden of disease in young people aged 10-24 years: a systematic analysis. Lancet. 2011;377(9783):2093-102.
  8. Shensa A, Escobar-Viera CG, Sidani JE, Bowman ND, Marshal MP, Primack BA. Problematic social media use and depressive symptoms among U.S. young adults: A nationally-representative study. Soc Sci Med. 2017;182:150-7.
  9. Yamaoka A, Yukawa S. Mind wandering in creative problem-solving: Relationships with divergent thinking and mental health. PLoS One. 2020;15(4):e0231946.
  10. Seli P, Beaty RE, Marty-Dugas J, Smilek D. Depression, anxiety, and stress and the distinction between intentional and unintentional mind wandering. Psychology of Consciousness: Theory, Research, and Practice. 2019;6(2):163.
  11. Ghannad Z, Student SP, Allipour S, Hajiyakhchali A. The Causal relationship of mindfulness and mind wandering with mediating strategical engagement regulation, anxiety, depression and working memory. Journal of Cognitive Psychology. 2017;5(3).
  12. Kane MJ, Brown LH, McVay JC, Silvia PJ, Myin-Germeys I, Kwapil TR. For whom the mind wanders, and when: an experience-sampling study of working memory and executive control in daily life. Psychol Sci. 2007;18(7):614-21.
  13. Grandchamp R, Braboszcz C, Hupé J, Delorme A. Pupil dilation and blink rate increase during mind-wandering. Perception. 2011;40:144.
  14. Killingsworth MA, Gilbert DT. A wandering mind is an unhappy mind. Science. 2010;330(6006):932.
  15. Poerio GL, Totterdell P, Miles E. Mind-wandering and negative mood: does one thing really lead to another? Conscious Cogn. 2013;22(4):1412-21.
  16. Blakemore SJ, Mills KL. Is adolescence a sensitive period for sociocultural processing? Annu Rev Psychol. 2014;65:187-207.
  17. Somerville LH, Hare T, Casey BJ. Frontostriatal maturation predicts cognitive control failure to appetitive cues in adolescents. J Cogn Neurosci. 2011;23(9):2123-34.
  18. Shaffer DR, Kipp K. Developmental psychology: Childhood and adolescence: Cengage Learning; 2013:582-600
  19. Stone AL, Becker LG, Huber AM, Catalano RF. Review of risk and protective factors of substance use and problem use in emerging adulthood. Addict Behav. 2012;37(7):747-75.
  20. Coppersmith DDL, Nada-Raja S, Beautrais AL. Non-suicidal self-injury and suicide attempts in a New Zealand birth cohort. J Affect Disord. 2017;221:89-96.
  21. Kouhbanani Nejad SM, Sanatkhah A. Investigating the rate of high-risk behaviors and measuring the family and educational factors affecting it in female students of Kerman. Women’s Studies Sociological and Psychological. 2019;17(4):37-70.
  22. Kecojevic A, Basch CH, Kernan WD, Montalvo Y, Lankenau SE. Perceived social support, problematic drug use behaviors, and depression among prescription drugs-misusing young men who have sex with men. J Drug Issues. 2019;49(2):324-37.
  23. Piche J, Kaylegian J, Smith D, Hunter SJ. The Relationship between Self-Reported Executive Functioning and Risk-Taking Behavior in Urban Homeless Youth. Behav Sci (Basel). 2018;8(1).
  24. Bouvette-Turcot AA, Fleming AS, Unternaehrer E, Gonzalez A, Atkinson L, Gaudreau H, et al. Maternal symptoms of depression and sensitivity mediate the relation between maternal history of early adversity and her child temperament: The inheritance of circumstance. Dev Psychopathol. 2020;32(2):605-13.
  25. Tariq N, Gupta V. High Risk Behaviors. StatPearls. 2021.
  26. Shamsipur M. Korani Bahador R, Mohammadpour Asl A, Mansoori A. Smoking status and factors affecting the tendency to quit in dormitory students of Tabriz University of Medical Sciences. Journal of Qom University of Medical Sciences 2012;5:81.
  27. Platt R, Williams SR, Ginsburg GS. Stressful Life Events and Child Anxiety: Examining Parent and Child Mediators. Child Psychiatry Hum Dev. 2016;47(1):23-34.
  28. Lima-Serrano M, Lemos I, Nunes C. Adolescent quality of life and health behaviors: A comparative study between adolescents from the south of Portugal and Spain. Texto & Contexto-Enfermagem. 2013;22:893-900.
  29. Esmaielzadeh H, Asadi M, Miri N, Keramatkar M. Prevalence of High Risk Behaviors Among High School Students of Qazvin in 2012. Iranian Journal of Epidemiology. 2014;10(3):75-82.
  30. Sarason A, Sarason B. Pathological psychology: the problem of maladaptive behavior. Tehran: Roshd; 2014. [In Persian].
  31. Habibi M, Zamani N, Noroozi Dashtaki M. Effectiveness of Group Cognitive Therapy Based on Michael Free in Reducing Depression in Mothers of Children with Mental Disorders. Studies in Medical Sciences. 2017;28(2):91-100. [In Persian].
  32. Vajdian M, Arefi M, Manshei, G. The effect of adolescent mindfulness training on depression and anxiety in girls with emotional failure. Sixth International Conference on Psychology, Educational Sciences and Lifestyle; 2021. [In Persian].
  33. Sharifpour S, Manshaee Q, Sajjadian I. The Effect of adolescent-centered mindfulness training on Depression, Anxiety and Stress among adolescents with cancer at the chemotherapy stage. Jundishapur Scientific Medical Journal. 2019;17(5):545-57.
  34. Shabani M. The effectiveness of Treatment mindfulness-based stress reduction to reduce high-risk behaviors and impulsivity in adolescents. Rooyesh-e-Ravanshenasi Journal (RRJ). 2018;7(8):17-30.
  35. Iraqi Khiavi P. The effectiveness of mindfulness-based group therapy on emotional dysregulation and tendency to high-risk behaviors in adolescents. Sixth International Conference on School Psychology, Tehran 2020. [In Persian].
  36. Leahy R.L, Tirch D, Napolitano LA. Emotion regulation in psychotherapy. Mansouri Rad A. Tehran: Arjmand; 2022. [In Persian].
  37. Kessler RC, Berglund P, Demler O, Jin R, Merikangas KR, Walters EE. Lifetime prevalence and age-of-onset distributions of DSM-IV disorders in the National Comorbidity Survey Replication. Arch Gen Psychiatry. 2005;62(6):593-602.
  38. Bordik D. Therapy of Mindfulness for Children and Adolescents. Translated by Manshei G, Asli Azad M, Hosseini L, Taybi P. Isfahan: Islamic Azad University of Isfahan (Khorasgan); 2018. [In Persian].
  39. Vajdian M, Aref M, Manshaei G. The Effect of Adolescent-Based Mindfulness Training on the Resilience and Emotional Regulation of the Girls with Affective Failure. Journal of Analitical-Cognitive Psycholoy. 2022;11(43):55-68.
  40. Dorgaraei P, Khusrupur F, Tehrani MH. The effectiveness of adolescent-centered mindfulness training on improving the executive functions of school students in the second district of Tehran. Journal of Psychology New Ideas. 2020;6(10):1-13. [In Persian].
  41. Taheri A, Manshaee G, Abedi A. Comparison of the Effect of Adolescent-centered Mindfulness training with Positive Psychology Interventions on Bereavement Symptoms and Aggression in bereaved adolescent. Knowledge & Research in Applied Psychology. 2022;22(4):76-89. [In Persian].
  42. Taheri A, Manshaei GR, Abedi A. Comparison of the Effectiveness of Adolescent-Centered Mindfulness (MBCT) and Emotionally Focused Therapy (EFT) on Self-Esteem and Sleep Disorder of Bereaved Adolescents. QJCR. 2020;75(19):33-63. [In Persian].
  43. Saeid Manesh M, Parsaee M. Mindfulness -Based Therapy on Cognitive Distortions and Self -Control in Teens Receiving Substance Dependence Treatment. MEJDS. 2020;10(65):1-6. [In Persian].
  44. Saarinen A, Hintsanen M, Vahlberg T, Hankonen N, Volanen SM. School-based mindfulness intervention for depressive symptoms in adolescence: For whom is it most effective? J Adolesc. 2022;94(2):118-32.
  45. Saelid GA, Czajkowski NO, Aaro LE, Andersen JR, Idsoe T, Helleseter MD, et al. Effects of a school-based intervention on levels of anxiety and depression: a cluster-randomized controlled trial of the MindPower program in ten high schools in Norway. BMC Psychol. 2022;10(1):14.
  46. Reangsing C, Punsuwun S, Schneider JK. Effects of mindfulness interventions on depressive symptoms in adolescents: A meta-analysis. Int J Nurs Stud. 2021;115:103848.
  47. Mrazek MD, Smallwood J, Schooler JW. Mindfulness and mind-wandering: finding convergence through opposing constructs. Emotion. 2012;12(3):442-8.
  48. Sanger KL, Dorjee D. Mindfulness training with adolescents enhances metacognition and the inhibition of irrelevant stimuli: Evidence from event-related brain potentials. Trends in Neuroscience and Education. 2016;5(1):1-11.
  49. Borjali A, Aazami Y, Chopan H, Arab Quhistani D. Effectiveness of emotion regulation strategies for aggression control based on gross model in substance abusers. Iranian Journal of Rehabilitation Research in Nursing. 2015;2(1):53-65. [In Persian].
  50. Molakarimi A. Investigating emotion regulation strategies on high-risk behaviors in adolescence. International Conference on Educational Sciences, Psychology. Counseling, Education and Research, Tehran. 2019. [In Persian].
  51. Sadri Damirchi E, Honarmand Ghojebegloo P, Amir SMB, Gholizade B. Predicting risk-taking behaviors based on the role of perceived social support components, emotional expression and brain-behavioral systems in addicts. Internal Medicine Today. 2019;25(4):282-97.
  52. Noei Iran L, Rezaei A, Aghdasi A. The Effect of Dialectical Behavioral Therapy on Emotional Processing and Mind Wandering in Female High School Students with Test Anxiety. Community Health Journal. 2019;13(2):1-10.
  53. Gross JJ. Emotion regulation: affective, cognitive, and social consequences. Psychophysiology. 2002;39(3):281-91.
  54. Berking M, Orth U, Wupperman P, Meier LL, Caspar F. Prospective effects of emotion-regulation skills on emotional adjustment. J Couns Psychol. 2008;55(4):485-94.
  55. Gross JJ. Handbook of emotion regulation. New York: Guilford Press; 2014.
  56. Ramezanzadeh F, Moradi A, Mohammadkhani S. Effectiveness training emotion regulation skills in executive function and emotion regulation strategies of adolescents at risk. Jornal of Cognitive Psychology. 2014;2(2):37-45. [In Persian].
  57. Holmqvist Larsson K, Andersson G, Stern H, Zetterqvist M. Emotion regulation group skills training for adolescents and parents: A pilot study of an add-on treatment in a clinical setting. Clin Child Psychol Psychiatry. 2020;25(1):141-55.
  58. Volkaert B, Wante L, Van Beveren M-L, Vervoort L, Braet C. Training adaptive emotion regulation skills in early adolescents: The effects of distraction, acceptance, cognitive reappraisal, and problem solving. Cognitive Therapy and Research. 2020;44:678-96.
  59. Alihossien Maslak L, Kiani G. The Effect of Teaching Cognitive Emotion Regulation Strategy on the Tendency to Addiction and Impulsivity in the Children of Addicts in Zanjan: A Randomized Educational Trial Study. Journal of Rafsanjan University of Medical Sciences. 2021;20(7):783-800. [In Persian].
  60. Asgari M, Matini A. The effectiveness of emotion regulation training based on gross model in reducing impulsivity in smokers. Counseling Culture and Psycotherapy. 2020;11(42):205-30. [In Persian].
  61. Azami Y, Sohrabi F, Borjali A, Chupan H. The effectiveness of emotion regulation training based on Gross model on reducing impulsivity in drug addicts. Addiction Research. 2014;8(30):127-41. [In Persian].
  62. Te Brinke LW, Schuiringa HD, Menting ATA, Dekovic M, de Castro BO. A cognitive versus behavioral approach to emotion regulation training for externalizing behavior problems in adolescence: Study protocol of a randomized controlled trial. BMC Psychol. 2018;6(1):49.
  63. Rahmani F, Hashemniyan K. The effectiveness of cognitive emotion regulation on reduction of depression and anxiety symptoms of adolescences. Journal of Psychological Studies. 2016;12(3):47-62. [In Persian].
  64. Delavar A. Research Methods in Psychology and Educational Sciences. Tehran: Editing; 2021. [In Persian].
  65. Qasemi H. Investigating the role of early maladaptive schemas in predicting students’ high-risk behaviors. Master Thesis. Islamic Azad University, Torbat Jam Branch; 2013. [In Persian].
  66. Beck A.T, Steer R.A, Brown G.K. Manual for the Beck Depression Inventory-II. San Antonio: Psychological; 1996.
  67. Fata L, Birshak B, Atef Vahid M, Dobson K. Semantic Structures / Schemas, Emotional Modes, and Cognitive Processing of Emotional Information: A Comparison of Two Conceptual Frameworks. Thought and Behavior. 2004;3(1):312-26. [In Persian].
  68. Carriere JSA, Seli P, Smilek D. Wandering in both mind and body: individual differences in mind wandering and inattention predict fidgeting. Can J Exp Psychol. 2013;67(1):19-31.
  69. Habibi R, Hossein Sabet F, Rafidi Z. Predictors of depression in students: mental confusion (intentional and spontaneous) and mindfulness. Achievements of Clinical Psychology. 2017;3(3):247-64. [In Persian].
  70. Manshaee GR, Hoseini L. The Effectiveness of Child-Centered Mindfulness Training on Social Adjustment and Depression Symptoms in Depressed Children. Psychology of Exceptional Individuals. 2018;8(29):179-200.
  71. Asli Azad M, Ghomrani A, Manshaei GH. The effect of mindfulness therapy on tolerance of ambiguity and integration of thought and action in patients with obsessive-compulsive disorder. Child Health Quarterly. 2019;6(1):87-77. [In Persian].
  72. Grass J. Emotion regulation strategies. Translated by Mohammad Mehdi Majedi. Tehran: Bartar Andisheh Memory; 2022. [In Persian].
آمار
تعداد مشاهده مقاله: 46,061
تعداد دریافت فایل اصل مقاله: 1,059


سامانه مدیریت نشریات علمی. قدرت گرفته از سیناوب