اثربخشی بسته آموزشی فرزندپروری شناختی بر مدیریت رفتار کودکان دارای اختلال نقص توجه– بیش‌فعالی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 استادیار گروه روانشناسی، دانشکده علوم انسانی و علوم ورزشی، دانشگاه گنبد کاووس، گنبد کاووس، ایران.

2 استادیار گروه آموزشی روانشناسی و مشاوره، دانشگاه فرهنگیان، تهران، ایران

3 دانشجوی دکترا روانشناسی، دانشگاه خلیج فارس، بوشهر، ایران

چکیده

هدف: هدف این پژوهش، بررسی اثربخشی بسته آموزشی فرزندپروری شناختی بر بهبود مدیریت رفتار کودکان دارای اختلال نقص توجه–بیش‌فعالی بود.
روش: پژوهش حاضر نیمه آزمایشی با طرح پیش‌آزمون–پس‌آزمون با گروه کنترل و پیگیری پنج‌ماهه بود. جامعه آماری شامل والدین کودکان مبتلا به ADHD مراجعه‌کننده به مراکز مشاوره آموزش و پرورش شهر تهران بودند. ۳۰ والد به‌صورت هدفمند انتخاب و به‌طور تصادفی در دو گروه آزمایش و کنترل (هر گروه ۱۵ نفر) گمارده شدند. گروه آزمایش در دوازده جلسه ۴۵ تا ۶۰ دقیقه‌ای تحت آموزش بسته فرزندپروری شناختی قرار گرفت و گروه کنترل هیچ مداخله‌ای دریافت نکرد. داده‌ها در سه مرحله پیش‌آزمون، پس‌آزمون و پیگیری گردآوری و با استفاده از تحلیل واریانس با اندازه‌گیری‌های مکرر در نرم‌افزار SPSS-۲۷ تحلیل شدند.
یافته‌ها: نتایج نشان داد میانگین نمرات مدیریت رفتار والدین در گروه آزمایش از پیش‌آزمون تا پس‌آزمون افزایش معناداری داشت (F (۲، ۵۴)=۵۸/۹۳، p<. ۰۰۱، η²=۰/۸۱) و این بهبود تا مرحله پیگیری حفظ شد. اثر تعامل زمان و گروه نیز معنادار بود (F (۲، ۵۴)=۴۲/۶۵، p<. ۰۰۱)، که بیانگر تأثیر مداخله آموزشی بر بهبود توانایی والدین در مدیریت رفتار کودک است. آزمون تعقیبی بونفرونی تفاوت معناداری بین پیش‌آزمون و پس‌آزمون (p<. ۰۰۱) و بین پیش‌آزمون و پیگیری (p<. ۰۰۱) را تأیید کرد.
نتیجه‌گیری: یافته‌ها نشان داد آموزشی فرزندپروری شناختی موجب افزایش مهارت‌های شناختی و هیجانی والدین و بهبود پایدار در مدیریت رفتار کودکان مبتلا به ADHD می‌شود. این مداخله می‌تواند به‌عنوان برنامه‌ای مؤثر و فرهنگی‌سازگار در توانمندسازی خانواده‌ها به کار رود.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

The Effectiveness of a Cognitive Parenting Educational Package on Behavioural Management of Children with Attention-Deficit/Hyperactivity Disorder

نویسندگان [English]

  • Mehdi Ghezelsefloo 1
  • Ali Aghaziarati 2
  • Sepideh Mahmoodzadeh 3
1 Assistant Professor, Department of Psychology, Faculty of Humanities & Physical Education, Gonbad Kavous University, Gonbad Kavous, Iran.
2 Assistant Professor, Department of Psychology and Counseling, Farhangian University, Tehran, Iran
3 Ph.D. Candidate in Psychology, Persian Gulf University, Bushehr, Iran.
چکیده [English]

Aim: This study investigated the effectiveness of a cognitive parenting educational package on improving behavioral management among parents of children with Attention-Deficit/Hyperactivity Disorder (ADHD).
 
Method: A quasi-experimental pretest–posttest–follow-up design with a control group was used. The statistical population consisted of parents of children diagnosed with ADHD who referred to educational counseling centers in Tehran. Thirty parents were selected purposively and randomly assigned to experimental and control groups (15 each). The experimental group received twelve 45–60-minute sessions of the cognitive parenting program, while the control group received no intervention. Data were collected at pretest, posttest, and five-month follow-up and analyzed using repeated-measures ANOVA in SPSS-27.
 
Results: Behavioral management scores significantly improved in the experimental group from pretest to posttest (F(2,54) = 58.93, p < .001, η² = 0.81), and these improvements remained stable at follow-up. The interaction effect between time and group was significant (F(2,54) = 42.65, p < .001), confirming that observed changes resulted from the intervention. Bonferroni post hoc comparisons showed significant differences between pretest and posttest and between pretest and follow-up (p < .001).
 
Conclusion: The cognitive parenting educational package effectively enhanced parents’ emotional and cognitive regulation skills and improved behavioral management of children with ADHD. This culturally adaptable intervention may strengthen family functioning and parental competence.

کلیدواژه‌ها [English]

  • Parent Education
  • Attention-Deficit/Hyperactivity Disorder
  • Cognitive Parenting
  • Behavioural Management

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فصلنامه روان‌شناسی کاربردی
دوره 20، شماره 1 - شماره پیاپی 77
فروردین 1405
صفحه 122-140

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