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مقایسه اثربخشی برنامه آموزشی فراتفکر مبتنی بر شبیه سازی ذهنی-مغزی و هنردرمانی با گِل رُس بر تنظیم هیجان نوجوانان مبتلا به اختلال نقص توجه- بیش فعالی: یک کارآزمایی بالینی کنترل شده تصادفی | ||
| عصب روان شناسی | ||
| دوره 10، شماره 39، بهمن 1403 | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.30473/clpsy.2025.73558.1772 | ||
| نویسندگان | ||
| عابد مهدوی* 1؛ منیژه نوری2؛ لادن ولی زاده داودی3؛ هدی قرائیان1؛ زهرا رمضانپور سبحانی4؛ یاسر حیدری1؛ ابتسام فرج اله زاده5 | ||
| 1دکترای روانشناسی تربیتی، دانشگاه تهران، تهران، ایران. | ||
| 2کارشناس ارشد هنر اسلامی، دانشگاه علم و فرهنگ، تهران، ایران. | ||
| 3کارشناس صنایع دستی، دانشگاه هنر، تهران، ایران. | ||
| 4کارشناس ارشد روانشناسی عمومی، دانشگاه پیام نور، تهران، ایران. | ||
| 5کارشناس ارشد روانشناسی عمومی، دانشگاه آزاد اسلامی واحد علوم و تحقیقات، تهران، ایران. | ||
| چکیده | ||
| هدف: اختلال نقصتوجه-بیشفعالی(ADHD) یکی از شایعترین اختلالات عصبی-رشدی است که با علائم بیتوجهی، بیشفعالی و تکانشگری مشخص میشود. این پژوهش با هدف مقایسه اثربخشی برنامه آموزشی فراتفکر مبتنی بر شبیهسازی ذهنی-مغزی (MTMBS) و هنردرمانی با گِل رُس(CAT) بر بهبود تنظیم هیجان در نوجوانان مبتلا به ADHD انجام شد. روش: این مطالعه یک کارآزمایی بالینی کنترل شده تصادفی از نوع نیمهآزمایشی بود که در آن 45 نوجوان مبتلا به ADHD به طور تصادفی در سه گروه آزمایش و کنترل قرار گرفتند. برای جمع آوری دادهها از پرسشنامه دشواری تنظیم هیجان گراتز و رومر (2004) و پرسشنامه درجهبندی کانرز فرم والدین(1978) استفاده شد. مداخلات آموزشی به مدت 8 و 16جلسه 90 دقیقهای اجرا شدند. تحلیل دادهها با استفاده از تحلیل کوواریانس چندمتغیری و آزمون تعقیبی بنفرونی انجام شد. یافته ها: نتایج نشان داد که هر دو رویکرد درمانی در بهبود تنظیم هیجان نوجوانان مبتلا به ADHD اثربخش بودند. تجزیه و تحلیل کوواریانس چندمتغیری نشان داد که 80 تا 83 درصد از تغییرات در مؤلفه‌های تنظیم هیجان تحت تأثیر مداخلات درمانی قرار داشت(0.05>P). با این حال، تفاوت معناداری در اثربخشی دو روش درمانی مشاهده نشد(0.05<P). نتیجه‌گیری: براساس یافته‌های بدست آمده هر دو رویکرد درمانی به طور یکسان در بهبود تنظیم هیجان نوجوانان مبتلا به ADHD مؤثر هستند. این نتایج پیامدهای مهمی برای ارائه مداخلات درمانی مبتنی بر شواهد برای این گروه از بیماران دارد و می‌تواند به بهبود کیفیت زندگی و سلامت روان آنها کمک کند. | ||
| کلیدواژه‌ها | ||
| فراتفکر؛ شبیه سازی ذهنی- مغزی؛ گِل رُس؛ تنظیم هیجان؛ نقص توجه- بیش فعالی | ||
| عنوان مقاله [English] | ||
| Comparison of the Effectiveness of the Meta-thinking Training Program based on Mental-Brain Simulation and Clay Art Therapy on the emotion regulation of adolescents with Attention Deficit- Hyperactivity Disorder (ADHD): A Randomized Controlled Clinic | ||
| نویسندگان [English] | ||
| Abed Mahdavi1؛ Manijeh Noori2؛ Ladan Valizadeh Davoodabadi3؛ Hoda Ghoraeian1؛ Zahra Ramezanpour Sobhani4؛ Yaser Heidari1؛ Ebtesam Farajollahzadeh5 | ||
| 1PhD in Educational Psychology, University of Tehran, Tehran, Iran. | ||
| 2MA of Islamic Arts, University of Science and Culture, Tehran, Iran. | ||
| 3BA of Handicraft Art, Tehran University of Art, Tehran, Iran. | ||
| 4MA of General Psychology, Faculty of Psychology and Education Sciences, Payame Noor University, Tehran, Iran. | ||
| 5Department of Psychology, Islamic Azad University, Science and Research Branch, Tehran, Iran. | ||
| چکیده [English] | ||
| Purpose: Attention hyperactivity disorder (ADHD) is one of the most common neurodevelopmental disorders characterized by symptoms of inattention, hyperactivity, and impulsivity. The study compared the effectiveness of the Meta-thinking Training Program based on Mental-Brain Simulation (MTMBS) and Clay Art Therapy (CAT) in improving emotion regulation in adolescents with ADHD. Method: This study was a randomized controlled clinical trial of the semi-experimental type in which 45 adolescents with ADHD were randomly placed in three Test and control groups. The emotion regulation difficulty questionnaire of Graz and Romer (2004) and the Connors parenting form grading questionnaire (1978) were used to collect data. The training intervention of both methods was implemented for eight and sixteen sessions of 90 minutes. The data analysis was performed using multivariate covariance analysis and a Bonferroni test. Findings: The results indicated that both therapeutic approaches significantly improved emotion regulation in adolescents with ADHD. A multivariate covariance analysis revealed that the therapeutic interventions accounted for 80 to 83 percent of the changes in various components of emotion regulation. However, Statistical evaluation indicated no significant variance in effectiveness between the treatments. Conclusion: Based on the findings, both therapeutic approaches are equally effective in improving the emotion regulation of adolescents with ADHD. These results have important implications for providing evidence-based therapeutic interventions for this group of patients and can help improve their quality of life and mental health. | ||
| کلیدواژه‌ها [English] | ||
| Meta-thinking, Mental-Brain Simulation, Clay, Emotion Regulation, ADHD | ||
| مراجع | ||
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