بررسی اثربخشی درمان راه‌حل‌مدار بر خودکارآمدی و اضطراب اجتماعی نوجوانان کم‌بینا

مقالات آماده انتشار

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری روان‌شناسی و آموزش افراد با نیازهای خاص، 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.2024.233748.1569

چکیده

هدف: پژوهش حاضر با هدف بررسی اثربخشی درمان راه‌حل‌مدار بر خودکارآمدی و اضطراب اجتماعی نوجوانان کم‌بینا انجام شد. این پژوهش، یک مطالعه شبه‌آزمایشی با طرح پیش‌آزمون، پس‌آزمون و پیگیری با گروه کنترل بود.
 
روش: جامعه آماری شامل همه نوجوانان کم‌بینا شهر یاسوج می‌شد که ۲0 نفر از آن‌ها به روش نمونه‌گیری در دسترس از مدرسه شقایق انتخاب شدند. آن‌ها با روش تصادفی به دو گروه ۱۰ نفری تقسیم و در یک گروه آزمایش و یک گروه کنترل جایگزین شدند. گروه آزمایش در 8 جلسه در درمان راه‌حل‌مدار شرکت کردند در حالی که گروه کنترل در این جلسات شرکت نکردند. آزمودنی‌ها با استفاده از مقیاس خودکارآمدی اجتماعی اسمیت و بتز و مقیاس اضطراب اجتماعی لیبویتز در مراحل پیش‌آزمون، پس‌آزمون و پیگیری مورد ارزیابی قرار گرفتند. داده‌ها با استفاده از آزمون تحلیل واریانس مختلط در نسخه 26 نرم‌افزار SPSS تحلیل شد.
 
یافته‌ها: نتایج نشان داد که خودکارآمدی و اضطراب اجتماعی گروه آزمایش در مراحل پس‌آزمون و پیگیری به‌طور معناداری به ترتیب بیشتر و کمتر از گروه کنترل بود (001/0P=)، در حالی که بین مراحل پس‌آزمون و پیگیری تفاوت معناداری وجود نداشت (05/0<P).
 
نتیجه‌گیری: با توجه به این که درمان راه‌حل‌مدار سبب بهبود خودکارآمدی و اضطراب اجتماعی نوجوانان کم‌بینا در مراحل پس‌آزمون و پیگیری شد. بنابراین، برنامه‌ریزی برای آموزش درمان راه‌حل‌مدار نقش مهمی در بهبود خودکارآمدی و اضطراب اجتماعی نوجوانان کم‌بینا دارد.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Investigating the effectiveness of solution-focused therapy on self-efficacy and social anxiety of adolescents with visual impairment

نویسندگان [English]

  • Farzaneh Behzadi 1
  • Mohammad Ashori 2
1 Ph. D. Student Psychology and Education of People with Special Needs, Department of Psychology and Education of People with Special Needs, 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 present study aimed to investigate the effectiveness of solution-focused therapy on self-efficacy and social anxiety of adolescents with low vision. This research was a quasi-experimental study with pre-test, post-test and follow-up design with control group.
 
Method: The statistical population included all adolescents with low vision in Yasouj city, 20 of them were selected from Shaghaygh school using convenience sampling method. They were randomly divided into two groups of 10 people and replaced in an experimental group and a control group. The experimental group participated in 8 sessions of solution-focused therapy, while the control group did not participate in these sessions. Participants were evaluated using Smith and Betz’s social self-efficacy scale and Leibowitz’s social anxiety scale in the pre-test, post-test and follow-up stages. The data was analyzed using mixed variance analysis in SPSS software version 26.
 
Results: The results showed that the self-efficacy and social anxiety of the experimental group in the post-test and follow-up phases were significantly higher and lower than the control group, respectively (P=0.001), While there was no significant difference between the post-test and follow-up stages (P>0.05).
 
Conclusion: Considering that the solution-focused therapy improved the self-efficacy and social anxiety of adolescents with low vision in the post-test and follow-up phase. Therefore, planning to train solution-focused therapy plays an important role in improving self-efficacy and social anxiety of adolescents with low vision.

کلیدواژه‌ها [English]

  • Solution-Focused Therapy
  • Self-Efficacy
  • Social Anxiety
  • Low Vision

مراجع

Andriopoulou, P., & Parry, S. (2019). The handbook of brief therapies: A practical guide. (1st Ed.). SAGE Publications Ltd. [Link]‏
Andrius Budrionis, D. P. (2022). Smartphone-based computer vision travelling aids for blind and visually impaired individuals: A systematic review. Assistive Technology, 34(2), 178-194.]Link[
Arjmandnia, A. A., Azimi Garosi, S, Vatani, S., & Kazemi Rezai, A. (2017). Investigating social anxiety, self-image, and body image among students with visual impairment. Quarterly Journal of Child Mental Health, 4(1), 99-108. [Link]
Ashori, M. (2023). Psychology, Education & Rehabilitation of Blind and Low Vision People. Isfahan: University Jahad-e Publications. [Link]
Atrifard, M., & Shoaeri, M. (2012). Examination of efficacy of cognitive behavioral therapy based on Hofmann’s model for decreasing symptoms of social anxiety disorder. Counseling Culture and Psycotherapy, 3(9), 23-51. [Link]
Ayar, D., & Sabancioğullari, S. (2022). The effect of a solution-oriented therapy on the depression levels and the perceived social support of depressive patients. Archives of Psychiatric Nursing, 36(1), 62-69.‏]Link[
Baker, S. L., Heinrichs, N., Kim, H. J., & Hofmann, S. G. (2002). The Liebowitz social anxiety scale as a self-report instrument: a preliminary psychometric analysis. Behaviour Research and Therapy, 40(6), 701-715.‏]Link[
Bandura, A. (2006). Adolescent development from an agentic perspective. In F. Pajares & T. Urdan (Eds.). Self-efficacy beliefs of adolescents (pp. 1-43). Greenwich, CT: IAP - Information Age Publishing. ]Link[
Bannink, F. P. (2007). Solution-focused brief therapy. Journal of Contemporary Psychotherapy, 37(2), 87-94.‏]Link[
Beard, C., Rodriguez, B. F., Moitra, E., Sibrava, N. J., Bjornsson, A., Weisberg, R. B., & Keller, M. B. (2011). Psychometric properties of the Liebowitz Social Anxiety Scale (LSAS) in a longitudinal study of African Americans with anxiety disorders. Journal of Anxiety Disorders, 25(5), 722-726.‏]Link[
Bekmez, S., Eris, D., & Perente, I. (2020). Anxiety in children with low vision secondary to refractive errors. Beyoglu Eye Journal, 5(3), 194-198. ‏]Link[
Bhuvaneswari, M., Selvaraj, C. I., Selvaraj, B., & Srinivasan, T. (2016). Assessment of psychological and psycho-physiological problems among visually impaired adolescents. Iranian Journal of Psychiatry and Behavioral Sciences, 10(1), e3895. ‏]Link[
Brunes, A., & Heir, T. (2020). Visual impairment and depression: Age-specific prevalence, associations with vision loss, and relation to life satisfaction. World Journal of Psychiatry, 10(6), 139-146. [Link]
Burwell, R., & Chen, C. P. (2006). Applying the principles and techniques of solution-focused therapy to career counselling. Counselling Psychology Quarterly, 19(2), 189-203.‏ [Link]  
Carlos, E., Branquinho, R., Martins, R., Kiazadeh, A., & Fortunato, E. (2021). Recent progress in solution‐based metal oxide resistive switching devices. Advanced Materials, 33(7), 2004328. [Link]
Chiu, S. I. (2014). The relationship between life stress and smartphone addiction on Taiwanese university student: A mediation model of learning self-efficacy and social self-efficacy. Computers in Human Behavior, 34(1), 49-57.‏ [Link]  
Crawford, J. R., & Henry, J. D. (2003). The Depression Anxiety Stress Scales (DASS): Normative data and latent structure in a large non‐clinical sample. British Journal of Clinical Psychology, 42(2), 111-131.‏ [Link]  
Dahl, A. (2017). Ecological commitments: Why developmental science needs naturalistic methods. Child Development Perspectives, 11(2), 79-84. [Link]  
de Fátima Goulão, M. (2014). The relationship between self-efficacy and academic achievement in adults' learners. Athens Journal of Education, 1(3), 237-246.‏ [Link]  
De Shazer, S., Dolan, Y., Korman, H., Trepper, T., McCollum, E., & Berg, I. K. (2021). More than miracles: The state of the art of solution-focused brief therapy. Routledge.‏ [Link]  
Demmin, D. L., & Silverstein, S. M. (2020). Visual impairment and mental health: unmet needs and treatment options. Clinical Ophthalmology, 14(1), 4229-4251. [Link]  
Elliott, C. H., Smith, L. L., & Gentry, W. D. (2015). Anger management for dummies. John Wiley & Sons.‏ [Link]  
Eshel, N., & Roiser, J. P. (2010). Reward and punishment processing in depression. Biological Psychiatry, 68(2), 118-124.‏ [Link]  
Fakhri, Z., Rezaei, A., Pakdaman, Sh., & Ebrahimi, S. (2013). Mediating role of academic self-efficacy beliefs in predicting achievement goals based on positive and negative emotions in adolescents. Applied Psychology, 7(2), 55-68. [Link]
Fajrie, N., Purbasari, I., & Sholikhan, M. (2023). Correlation Studies between Self-Efficacy and Art Creation on Visual Impairment Group: A Meta-Analysis. AL-ISHLAH: Jurnal Pendidikan, 15(2), 1653-1663. [Link]  
Freire, C., Ferradás, M. D. M., Regueiro, B., Rodríguez, S., Valle, A., & Núñez, J. C. (2020). Coping strategies and self-efficacy in university students: A person-centered approach. Frontiers in Psychology, 11, 841.‏ [Link]  
Gartika, N., Mustopa, A., & Hidayat, Y. (2021). The relationship of self-efficacy with adherence in restricting fluid intake in middle adult hemodialysis patients. In Journal of Physics: Conference Series (Vol. 1764, No. 1, p. 012006). IOP Publishing.‏ [Link]  
Ghafari, S., Ahmadi, F., Nabavi, M., & Memarian, R. (2008). Effects of applying progressive muscle relaxation technique on depression, anxiety and stress of multiple sclerosis patients in Iran national society. Research in Medicine, 32(1), 45-53. [Link]
Gingerich, W. J., & Peterson, L. T. (2013). Effectiveness of solution-focused brief therapy: A systematic qualitative review of controlled outcome studies. Research on Social Work Practice, 23(3), 266-283.‏ [Link]  
Habibi, M. (2015). Solution-oriented therapy for depression: A theoretical orientation and introduction to therapeutic approach. Journal of Research in Behavioural Sciences, 13(2), 166-175 [Link]
Hallahan, D. P., Pullen, P. C., & Kauffman, J. M. (2022). Exceptional learners: An introduction to special education (15th Ed.). Pearson Education, Inc. [Link]
Heydari, H., & Samadi, Z. (2022). The effect of short term circuit therapy on stress of teachers’ women in Kashmar. Medical Journal of Mashhad University of Medical Sciences, 65(3), 1433-1441. [Link]
Hussain, D. S. (2023). The roles of music in the entire development of teens with visual impairments' personalities. Resmilitaris, 13(1), 1941-1952. [Link]  
Kamali, N., & Ashori, M. (2023). The effectiveness of orientation and mobility training on the quality of life for students who are blind in Iran. British Journal of Visual Impairment, 41(1), 108-120. [Link]
Karababa, A. (2023). A Meta-Analysis of Solution-Focused Brief Therapy for School-Related Problems in Adolescents. Research on Social Work Practice, 34(2), 169-181.‏ [Link]    
Karakaya, D., & Özgür, G. (2019). Effect of a solution-focused approach on self-efficacy and self-esteem in Turkish adolescents with attention-deficit/hyperactivity disorder. Journal of Psychosocial Nursing and Mental Health Services, 57(11), 45-55.‏ [Link]  
Keshavarz Afshar, H., Safarifard, R., & Navai, G. (2022). The effect of solution-focused brief therapy on social anxiety in adolescents. Journal of School Psychology, 11(1), 80-91. [Link]
Kim, J. S., & Franklin, C. (2009). Solution-focused brief therapy in schools: A review of the outcome literature. Children and Youth Services Review, 31(4), 464-470.‏ [Link]  
Knekt, P., Laaksonen, M. A., Raitasalo, R., Haaramo, P., & Lindfors, O. (2010). Changes in lifestyle for psychiatric patients three years after the start of short-and long-term psychodynamic psychotherapy and solution-focused therapy. European Psychiatry, 25(1), 1-7.‏ [Link]  
Koban, L., Andrews-Hanna, J. R., Ives, L., Wager, T. D., & Arch, J. J. (2023). Brain mediators of biased social learning of self-perception in social anxiety disorder. Translational Psychiatry, 13(1), 292.‏ [Link]  
Koob, J. J., & Love, S. M. (2010). The implementation of solution-focused therapy to increase foster care placement stability. Children and Youth Services Review, 32(10), 1346-1350.‏ [Link]  
Larner, G. (2009). Integrative family therapy with childhood chronic illness: An ethics of practice. Australian and New Zealand Journal of Family Therapy, 30(1), 51-65.‏ [Link]  
Lau, N., Zhou, A. M., Yuan, A., Parigoris, R., Rosenberg, A. R., & Weisz, J. R. (2022). Social skills deficits and self-appraisal biases in children with social anxiety disorder. Journal of Child and Family Studies, 32(9), 2889-2900.‏ [Link]   
Leichsenring, F., & Leweke, F. (2017). Social anxiety disorder. New England Journal of Medicine, 376(23), 2255-2264.‏ [Link]  
Lovibond, P. F., & Lovibond, S. H. (1995). The structure of negative emotional states: Comparison of the depression anxiety stress scales (DASS) with the Beck depression and anxiety inventories. Behaviour Research and Therapy, 33(3), 335-343.‏ [Link]  
Makadi, E., & Koszycki, D. (2020). Exploring connections between self-compassion, mindfulness, and social anxiety. Mindfulness, 11(1), 480-492.‏ [Link]   
Morrison, A. S., Mateen, M. A., Brozovich, F. A., Zaki, J., Goldin, P. R., Heimberg, R. G., & Gross, J. J. (2016). Empathy for positive and negative emotions in social anxiety disorder. Behaviour Research and Therapy, 87(1), 232-242.‏ [Link]  
Nazari, L., Bakhtiarpour, S., Naderi, F., & Heidari, A. (2020). Investigating the Mediatory Role of Self-Efficacy Beliefs in the Relationship between Self-Perception, Peer Support, and Subjective Well-Being in Visually Impaired Teenagers. International Journal of Health Studies, 6(4), 16-22.‏ [Link]
Nurmi, J. E., Salmela-Aro, K., & Haavisto, T. (1995). The strategy and attribution questionnaire: Psychometric properties. European Journal of Psychological Assessment, 11(2), 108-121.‏ [Link]  
O'Connell, B. (2005). Solution-focused therapy (2nd Ed) Sage Publications Ltd.‏ [Link]
Orben, A., Tomova, L., & Blakemore, S. J. (2020). The effects of social deprivation on adolescent development and mental health. The Lancet Child & Adolescent Health, 4(8), 634-640. [Link]   
Pichot, T., & Dolan, Y. M. (2014). Solution-focused brief therapy: Its effective use in agency settings. Routledge.‏ [Link]  
Putri, I. D., Razzaq, A., & Rasmanah, M. (2023). Efektivitas Konseling Solution Focused Brief Therapy Dalam Meningkatkan Self Efficacy Pada Penyandang Disabilitas Fisik. Jurnal Pendidikan Indonesia, 4(04), 377-382.‏ [Link]  
Rhodes, P. (2008). Amplifying deviations in family interactions: Guidelines for trainees in post‐Milan family therapy. Australian and New Zealand Journal of Family Therapy, 29(1), 34-39.‏ [Link]    
Romm, K. L., Rossberg, J. I., Berg, A. O., Hansen, C. F., Andreassen, O. A., & Melle, I. (2011). Assessment of social anxiety in first episode psychosis using the Liebowitz Social Anxiety scale as a self-report measure. European Psychiatry, 26(2), 115-121.‏ [Link]  
Sadeghy, M., Akbari Chermahini, S., Bahrami, A., & Seyed mousavi, P. S. (2022). Effectiveness of attachment-based theraplay on parental self-efficacy, emotion regulatoin and social adjustment in children with separation anxiety: A case report. Applied Psychology, 16(2), 132-107. [Link]
Sandahl, C. (2018). Disability art and culture: A model for imaginative ways to integrate the community. Alter, 12(2), 79-93. [Link]  
Schneider, S., & In-Albon, T. (2010). Anxiety disorders and phobias in childhood and adolescence: Evidence-based diagnostics and treatment. Psychotherapeut, 55(1), 525-540.‏ [Link]  
Seyedi, M., Mohammadi Nejati, F., Dana, A., & Esmaeili, M. (2022). A Comparison Between Sports Motivation and Social Physique Anxiety between Blind and Visually Impaired Elite Athletes in Individual and Team Sports. International Journal of Motor Control and Learning (IJMCL), 4(2), 26-30. [Link]
She, R., han Mo, P. K., Li, J., Liu, X., Jiang, H., Chen, Y., & fai Lau, J. T. (2023). The double-edged sword effect of social networking use intensity on problematic social networking use among college students: The role of social skills and social anxiety. Computers in Human Behavior, 140, 107555.‏ [Link]  
Smith, H. M., & Betz, N. E. (2000). Development and validation of a scale of perceived social self-efficacy. Journal of Career Assessment, 8(3), 283-301.‏ [Link]
van Munster, E. P., van der Aa, H. P., Verstraten, P., Heymans, M. W., & van Nispen, R. M. (2022). Improved intention, self-efficacy and social influence in the workspace may help low vision service workers to discuss depression and anxiety with visually impaired and blind adults. BMC Health Services Research, 22(1), 1-11.‏ [Link]  
Vassilopoulos, S. P., Moberly, N. J., & Zisimatou, G. (2013). Experimentally modifying interpretations for positive and negative social scenarios in children: a preliminary investigation. Behavioural and Cognitive Psychotherapy, 41(1), 103-116.‏ [Link]  
Versland, T. M., & Erickson, J. L. (2017). Leading by example: A case study of the influence of principal self-efficacy on collective efficacy. Cogent Education, 4(1), 1286765.‏ [Link]
Williams, A. D., O’Moore, K., Blackwell, S. E., Smith, J., Holmes, E. A., & Andrews, G. (2015). Positive imagery cognitive bias modification (CBM) and internet-based cognitive behavioral therapy (iCBT): A randomized controlled trial. Journal of Affective Disorders, 178(1), 131-141.‏]Link[
Worth, N. (2013). Visual impairment in the city: Young people’s social strategies for independent mobility. Urban Studies, 50(3), 574-586.  [Link]
Xie, Z., Yuan, W., & Zhang, L. F. (2022). A cross-lagged study of psychosocial adaptation among students with visual impairments: Coping, self-esteem, and social integration. Research in Developmental Disabilities, 128, 104292. ]Link‏[
 Zare, M., Latifian, M., & Fouladchang, M. (2013). The causal model of attachment dimensions and emotion regulation strategies with the meditative role of social selfefficacy and self-disclosure. Social Psychology Research, 3(11), 13-32. [Link]
فصلنامه روان‌شناسی کاربردی

مقالات آماده انتشار، پذیرفته شده
انتشار آنلاین از تاریخ 21 بهمن 1402

فایل ها

هم رسانی

ارجاع به این مقاله

آمار