اثر بخشی آموزش یوگا بر پرخاشگری دانش‌آموزان مبتلا به اختلال کاستی توجه/فزون کنشی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 گروه روان‌شناسی، واحد زاهدان، دانشگاه آزاد اسلامی، زاهدان، ایران.

2 دانشیار، گروه روان‌شناسی،دانشگاه سیستان و بلوچستان، زاهدان، ایران.

3 استادیار، گروه روان‌شناسی، واحد زاهدان، دانشگاه آزاد اسلامی، زاهدان، ایران.

چکیده

هدف: هدف پژوهش تعیین اثـربخشی آموزش یوگا بر پرخاشگری دانش‌آموزان مبتلا به اختلال کاستی توجه/ فزون‌کنشی بود.
 
روش: روش پژوهش از نوع نیمه تجربی، پیش‌آزمون-پس‌آزمون و پیگیری دو ماهه با گروه کنترل بود. جامعه آماری 60 دانش‌آموز پسر 7 الی 12 سال شهر زاهدان که در سال تحصیلی ۹۸-۹۷ به مراکز مشاوره ارجاع داده شده بودند و با استفاده از پرسشنامه علائم مرضی کودکان گادو و اسپرافکین، 1994؛ غربالگری شدند. 40 دانش‌آموز دارای اختلال کاستی توجه/ فزون‌کنشی که هم‌زمان نمره پرخاشگری بالایی داشتند پس از بررسی معیارهای ورود به مطالعه شناسایی شدند و با روش نمونه‌گیری هدفمند انتخاب و به‌صورت تصادفی در دو گروه آزمایش (20 دانش‌آموز) و گروه کنترل (20 دانش‌آموز) جایگزین شدند. ابزار پژوهش پرسشنامه پرخاشگری باس و پری (1992) و نیز برنامه آموزش یوگا به مدت 16 جلسه 45 دقیقه‌ای در 8 هفته به گروه آزمایش آموزش داده شد. داده‌ها با استفاده از تحلیل واریانس مختلط با اندازه‌گیری مکرر تحلیل شدند.
 
یافته‌ها: نتایج حاکی از تأثیر آموزش یوگا بر پرخاشگری کلی (74/21F=، 001/0P=)، پرخاشگری بدنی (70/13F=، 001/0P=)، پرخاشگری کلامی (41/10F=، 001/0P=)، خشم (86/7F=، 008/0P=) و خصومت (43/5F=، 026/0P=) در مرحله پس‌آزمون و پایداری این تأثیر در مرحلة پیگیری بود.
 
نتیجه‌گیری: نتایج حاکی از تأثیر آموزش یوگا بر کاهش پرخاشگری در مبتلایان به اختلال کاستی توجه/فزون‌­کنشی بود. در نتیجه؛ برنامه‌­ریزی برای استفاده از آموزش یوگا در کودکان ضروری و درمانگران می‌توانند از آموزش یوگا جهت کاهش پرخاشگری در کودکان استفاده کنند.
 

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

The Effectiveness of Yoga Education on the Aggression of Students with Attention Deficit / Hyperactivity Disorder

نویسندگان [English]

  • Zahra Khayati 1
  • Mahmoud Shirazi 2
  • Gholamreza Sanagouye Moharer 3
1 Department of Psychology, Zahedan Branch, Islamic Azad University, Zahedan, Iran.
2 Associate Professor, Department of Psychology, University of Sistan and Baluchestan, Zahedan, Iran
3 Department of Psychology, Zahedan Branch, Islamic Azad University, Zahedan, Iran
چکیده [English]

Aim: This study aimed to determine the effectiveness of Yoga training on the aggression of students with attention deficit/hyperactivity disorder (ADHD).
 
Method: The research method employed a semi-experimental design with a pre-test/post-test and a two-month follow-up for the control groups. The statistical population included 60 male students aged 7-12 years in Zahedan, who were referred to Counseling Centers during the 2018-2019 academic years. The participants were screened using the Children Symptom Inventory questionnaire by Gado and Sprafkin (1994). Forty students with ADHD and high levels of aggression were selected through purposive sampling and randomly assigned to two experimental groups (20 students) and a control group (20 students). The Bass & Perry Aggression Questionnaire (1992) was utilized, and the experimental group received a Yoga Training Program for 16 sessions of 45 minutes over 8 weeks. Data were analyzed using mixed variance analysis with repeated measurements.
 
Results: The results indicated that Yoga training had a significant effect on reducing general aggression, physical aggression, verbal aggression, anger, and hostility at the posttest stage (all with p < 0.05). Furthermore, this reduction in aggression was sustained at the two-month follow-up.
 
Conclusion: The findings suggest that Yoga education is effective in reducing aggression in students with attention deficit/hyperactivity disorder. Therefore, implementing Yoga programs for children with ADHD may be essential, and therapists could consider incorporating Yoga as an intervention to help reduce aggression in this population.

کلیدواژه‌ها [English]

  • Aggression
  • Attention Deficit
  • Hyperactivity
  • Yoga

مراجع

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