تدوین برنامه آموزشی مبتنی بر نقاط قوت و بررسی اثربخشی آن بر رابطه والد–فرزندی، طرد همسالان و علائم اختلال نقص‌توجه-بیش‌فعالی

وکیلی زاده, ناهید; نوروزی, قاسم; عاشوری, محمد

doi:10.48308/apsy.2026.245193.2045

تدوین برنامه آموزشی مبتنی بر نقاط قوت و بررسی اثربخشی آن بر رابطه والد–فرزندی، طرد همسالان و علائم اختلال نقص‌توجه-بیش‌فعالی

مقالات آماده انتشار

نوع مقاله : مقاله پژوهشی

نویسندگان

ناهید وکیلی زاده ¹

قاسم نوروزی ²

محمد عاشوری ²

¹ دانشجوی دکتری روانشناسی و آموزش کودکان استثنایی، دانشکده علوم تربیتی و روانشناسی، دانشگاه اصفهان، اصفهان، ایران

² دانشیار گروه روان‌شناسی و آموزش افراد با نیازهای خاص، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه اصفهان، اصفهان، ایران.

10.48308/apsy.2026.245193.2045

چکیده

هدف: پژوهش حاضر با هدف تدوین برنامه آموزشی مبتنی بر نقاط قوت و بررسی اثربخشی آن بر رابطه والد–فرزندی، طرد همسالان و علائم اختلال نقص‌توجه-بیش‌فعالی در کودکان انجام شد.

روش: پژوهش با طرح آمیخته اکتشافی متوالی انجام شد. در فاز نخست، با بهره‌گیری از مرور نظام‌مند مطالعات، مصاحبه‌های نیمه‌ساختاریافته با 21 مادر دارای کودک مبتلا به اختلال نقص‌توجه-بیش‌فعالی و 18 معلم و ارزیابی روایی محتوایی توسط متخصصان، برنامه آموزشی مبتنی بر نقاط قوت تدوین شد. در فاز دوم، اثربخشی برنامه در قالب یک مطالعه نیمه‌آزمایشی با طرح پیش‌آزمون، پس‌آزمون، پیگیری سه‌ماهه و گروه کنترل بررسی شد. داده‌ها با استفاده از پرسشنامه رابطه والد–فرزندی (لانگ و همکاران، 2002)، مقیاس طرد همسالان (لو-ویزل و همکاران، 2013) و چهارمین ویرایش مقیاس سوانسون- نولان و پلهام-فرم والدین (سوانسون و همکاران، 2012) گردآوری و با تحلیل واریانس مختلط با اندازه‌گیری مکرر تحلیل شدند.

یافته‌ها: نتایج نشان داد اثر متقابل زمان و گروه برای رابطه والد–فرزندی، طرد همسالان و علائم اختلال نقص‌توجه-بیش‌فعالی معنادار (001/0>P) و در دورة پیگیری اثرات از پایداری برخوردار بوده است.

نتیجه‌گیری: یافته‌ها نشان می‌دهد برنامه آموزشی مبتنی بر نقاط قوت، با تغییر نگرش والدین از رویکرد نقص‌محور به توانمندی‌محور، می‌تواند به‌عنوان مداخله‌ای مکمل در بهبود روابط والد-فرزندی و کاهش طرد توسط همسالان و علائم اختلال نقص‌توجه-بیش‌فعالی مورد استفاده قرار گیرد.

کلیدواژه‌ها

نقاط قوت

رابطه والد–فرزندی

طرد همسالان

اختلال نقص‌توجه-بیش‌فعالی

موضوعات

اختلال‌های بالینی

عنوان مقاله English

Development of a Strengths-Based Program and Evaluation of Its Effectiveness on Parent–Child Relationship, Peer Rejection, and Attention-Deficit/Hyperactivity Disorder Symptoms

نویسندگان English

Nahid Vakilizadeh ¹

Ghasem Norouzi ²

Mohamad Ashori ²

¹ Ph.D. Student in Psychology and Education of Exceptional Children,, Faculty of Educational Sciences and Psychology, University of Isfahan, Isfahan, Iran.

² Associate Professor, Department of Psychology and Education of People with Special Needs, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran.

چکیده English

Aim: The aim of this study was to develop a strengths-based educational program and examine its effectiveness on parent–child relationships, peer rejection, and symptoms of attention-deficit/hyperactivity disorder (ADHD) in children.
Method: This study was conducted using a sequential exploratory mixed-methods design. In the first phase, a strengths-based educational program was developed through a systematic review of previous studies, semi-structured interviews with 21 mothers of children with ADHD and 18 teachers, and content validity evaluation by experts. In the second phase, the effectiveness of the program was examined through a quasi-experimental study with a pretest–posttest, three-month follow-up, and control group design. Data were collected using the Parent–Child Relationship Questionnaire (Lang et al., 2002), the Peer Rejection Scale (Loewenstein et al., 2013), and the fourth edition of the Swanson, Nolan, and Pelham Parent Rating Scale (SNAP-IV; Swanson et al., 2012). Data were analyzed using mixed analysis of variance with repeated measures.
Results: The findings showed that the interaction effect between time and group was significant for parent–child relationships, peer rejection, and ADHD symptoms (P < .001). Moreover, the effects of the intervention remained stable during the three-month follow-up period.
Conclusion: The findings indicate that a strengths-based educational program can shift parents’ perspectives from a deficit-focused approach to a strength-focused approach. This program can be used as a complementary intervention to improve parent–child relationships and reduce peer rejection and ADHD symptoms in children.

کلیدواژه‌ها English

Strengths-based approach, parent&ndash

child relationship, peer rejection, attention-deficit/hyperactivity disorder (ADHD)

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