اثربخشی آموزش ذهن‌آگاهی متمرکز بر شفقت بر کاهش نشخوار‌فکری و استرس ادراک‌شده دختران نوجوان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 کارشناسی ارشد مشاوره خانواده، گروه مشاوره، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شهید چمران اهواز، اهواز، ایران

2 استادیار گروه مشاوره، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شهید چمران اهواز، اهواز، ایران

3 دانشیار گروه مشاوره، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شهید چمران اهواز، اهواز، ایران

چکیده

هدف: هدف پژوهش حاضر تعیین اثربخشی آموزش ذهن‌آگاهی متمرکز بر شفقت بر کاهش نشخوار‌فکری و استرس ادراک‌شده دختران نوجوان بود. روش: روش پژوهش آزمایشی با طرح پیش‌آزمون، پس‌آزمون‌، پیگیری 6 ماهه و گروه گواه و جامعه آماری کلیه دانش‌آموزان دختر متوسطه دوم ناحیه 2 آموزش و پرورش شهر اهواز در سال تحصیلی 98-97 بود. به شیوه نمونه‌گیری در دسترس 100 نوجوان دختر که به پرسشنامه‌های سبک پاسخ‌دهی نشخوار‌فکری نولن هوکسما و مارو (1991) و استرس ‌ادراک‌شده کوهن و همکاران (1983) پاسخ دادند؛ 40 نفر که در پرسش‌نامه سبک پاسخ‌دهی نشخوار‌فکری نمره بالای 50  و در پرسش‌نامه استرس ‌ادراک‌شده نمره بالای 36 را کسب کردند، انتخاب و به‌طور تصادفی در دو گروه 20 نفری آزمایش و گواه جایگزین شدند. آموزش ذهن‌آگاهی متمرکز بر شفقت نف و جرمر (2018) به شیوه گروهی در 8 جلسه 150 دقیقه‌ای در هفته یکبار در مورد گروه آزمایش اجرا و داده‌ها با استفاده از تحلیل واریانس مختلط تحلیل شد. یافته‌ها: نتایج نشان داد که آموزش ذهن‌آگاهی متمرکز بر شفقت در سطح 99 درصد اطمینان توانسته است نشخوار‌فکری (35/63 = F‌) و استرس ادراک‌شده (76/60 = F‌) دختران نوجوان را کاهش دهد و این تأثیر در مرحله پیگیری پایدار مانده است. نتیجه‌گیری: از آنجایی که که آموزش ذهن‌آگاهی متمرکز بر شفقت منجر به کاهش است نشخوار‌فکری و استرس ادراک‌شده دختران نوجوان شده است‌، می‌توان از آن برای افزایش سلامت روان دختران نوجوان استفاده کرد.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Effectiveness of Mindful Self-Compassion training on reducing rumination and perceived stress in adolescent girls

نویسندگان [English]

  • Masoume Khedri 1
  • Khadije Shiralinia 2
  • Khaled Aslani 3
1 1- M.A. of Family Counseling, Department of Counseling, Faculty of Education and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran.
2 Assistant Professor, Department of Counseling, Faculty of Education and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran.
3 3- Associate Professor, Department of Counseling, Faculty of Education and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran.
چکیده [English]

Aim: The purpose of this study was to determine the effectiveness of mindful self-compassion on reducing rumination and perceived stress in adolescent girls. Method: The research method was quasi-experimental with pre-test and post-test design and 6-month follow-up and the control group. The statistical population were all female high school students in District 2 of Ahvaz in the 98-97 academic year. Using convenience sampling among 100 female adolescents who answered the questionnaires of Nolen-Hoeksema and Maro (1991) rumination response style and Cohen et al. (1983) perceived stress questionnaires; Forty subjects who scored above 50 in the rumination response style questionnaire and above 36 in the perceived stress questionnaire were selected and randomly assigned into two groups of 20 experimental and control groups after matching. mindful self-compassion training (2018) was performed in a group manner in 8 sessions of 150 minutes once a week for the experimental group and the data were analyzed using mixed analysis of variance with repeated measures. Results: The results showed that mindful self-compassion training at 99% confidence could reduce rumination (F = 63.35) and perceived stress (F = 60.76) in adolescent girls and this effect remained stable after the follow-up stage. Conclusion: Since mindful self-compassion training has reduced adolescent girls 'rumination and perceived stress, it can be used to increase adolescent girls' mental health.

کلیدواژه‌ها [English]

  • mindful self-compassion training
  • rumination
  • perceived stress

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