مقایسه اثربخشی آموزش مثبت نگری و شناخت درمانگری مبتنی بر ذهن آگاهی بر بلوغ عاطفی (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
نوجوانی همراه با تغییرات جسمی، شناختی و عاطفی است که با افزایش توانایی تفکر، تغییر در روابط با خانواده و همسالان و تلاش درجهت کسب نقش های عاطفی و اجتماعی جدید همراه است؛ ازاین رو، پژوهش حاضر با هدف مقایسه اثربخشی مداخله مثبت نگر و مداخله شناخت درمانگری مبتنی بر ذهن آگاهی بر بلوغ عاطفی در دانش آموزان بود. نمونه پژوهش 45 نفر از دانش آموزان دختر مقطع متوسطه دوم دبیرستان های دولتی و نمونه دولتی شهر زاهدان بود که ازطریق روش نمونه گیری خوشه ای چندمرحله ای تصادفی انتخاب شدند و در دو گروه آزمایش (30 نفر) و کنترل (15 نفر) جایگزین شدند. برای جمع آوری داده ها از مقیاس اندازه گیری بلوغ عاطفی استفاده شد. گروه آزمایش مداخله مثبت نگر و مداخله شناخت درمانگری در طی 8 هفته متوالی در دو ماه دریافت کردند و داده ها توسط آزمون اندازه گیری مکرر تجزیه وتحلیل شدند. نتایج تحلیل واریانس اندازه گیری های مکرر نشان داد روان درمانی مثبت نگر و مداخله شناخت درمانگری مبتنی بر ذهن آگاهی بر بلوغ عاطفی تأثیر معنی داری داشته اند؛ اما براساس نتایج آزمون تحلیل واریانس چندمتغیره، میانگین ثبات عاطفی، بازگشت عاطفی، ناسازگاری اجتماعی، فروپاشی شخصیت و فقدان استقلال گروه مداخله مثبت نگر در مرحله پس آزمون و پیگیری نسبت به گروه آزمایشی شناخت درمانگری مبتنی بر ذهن آگاهی و گروه کنترل کاهش معناداری نشان داد و اثربخشی مداخله مثبت نگر بر بلوغ عاطفی بیشتر از شناخت درمانگری مبتنی بر ذهن آگاهی بود (01/0>p)؛ بنابراین، می توان نتیجه گرفت که برخلاف اثربخشی هر دو مداخله، مداخله مثبت نگر در مقایسه با مداخله شناخت درمانگری مبتنی بر ذهن آگاهی در رشد هیجانی و بلوغ عاطفی نوجوانان دختر کارآمدی بیشتری داشت.Comparing the Impact of Positive Intervention and Mindfulness-Based Cognitive Therapy Intervention on the Emotional Maturity
Adolescences encountered physical, cognitive, and emotional changes; they try to increase their ability of thinking and change relationships with family and peers for new emotional and social roles. Therefore, this study aimed to compare the effectiveness of positive intervention and mindfulness-based cognitive therapy intervention on emotional maturity in girl students. The research sample was 45 girl students in public and exemplary high schools in Zahedan who have selected through a multi-stage random cluster sampling method and were divided into two experimental (n=30) control (n=15) groups. The emotional maturity scale was used to collect data. The experimental group received the positive intervention and cognitive-therapeutic intervention for 8 weeks in two months. The data were analyzed by a repeated-measures test. Results of repeated measures analysis showed that positive psychotherapy and mindfulness-based cognitive therapy intervention had a significant effect on emotional maturity, but based on the results of multivariate analysis, the average emotional stability, Emotional regression, social maladjustment, personality disintegration, and lack of independence in the positive intervention group in the post-test and follow-up showed a significant decrease compared to the experimental group of mindfulness-based cognitive therapy with the control group and the effectiveness of the positivist intervention on emotional maturity was more than mindfulness-based cognitive therapy (p <0.01). Therefore, it can be concluded that despite the effectiveness of both interventions, the positive intervention was more effective in emotional development and emotional maturity than the mindfulness-based cognitive-therapy in adolescent girls. Introduction * Adolescence is a period of physical, cognitive, and social-emotional changes, which is characterized by increasing the ability to think, changing relationships with family and peers, family roles, and responsibilities, trying to acquire new emotional and social roles, managing life tasks, and achieving independence (Shajari and Hijazi, 2018). Some psychologists describe the period of adolescence, which is mixed with the concept of maturity, as the period of "storm and tension"; Because it is a period of life in which emotional tension is one of its characteristics and the all-round physical, cognitive, and emotional changes of teenagers provide opportunities for transformation and innumerable improvements that affect the adoption of lifestyle and mental health of teenagers (Jobson et al., 2020). If the implementation of some interventions can help to increase emotional maturity in teenagers, and one of these interventions is positivity education, Seligman and Csikszentmihalyi were pioneers of this intervention in 2000, and they believe that the goal of positive psychology is happiness (Jobson et al., 2020). Chakhssi et al., (2018) believe that in general, positive psychology is a relatively new field that is focused on improving well-being and optimal performance instead of improving symptoms, one of the interventions whose effectiveness in much research, in solving problems and the problems of adolescence have been confirmed, the intervention of cognitive therapy is based on mindfulness. Therefore, the present study aimed to compare the effectiveness of positive intervention and mindfulness-based cognitive therapy on emotional maturity in students. Method The current research design was a semi-experimental type of pre-test, post-test, and follow-up with a control group. The statistical population under study included all female students of the second secondary level of public high schools in Zahedan city, who were studying in the academic year of 2018-2019. The sample of the present study was 45 teenage girls who met the criteria for entering the study. Using the random multi-stage cluster sampling method, nine high schools were randomly selected from among 15 public high schools and girls' public high schools in Zahedan city. An emotional maturity measurement scale (Singh and Bhargava 1999) was developed to measure emotional maturity. This scale has 48 items that are scored on a five-point Likert scale. This questionnaire includes 5 subscales. Emotional stability is emotional regression, social incompatibility, personality collapse, and lack of independence. By obtaining the assistance form and presenting it to the schools, the necessary permission to conduct the research was received from the school administrators. By conducting the pre-test, 45 people with the highest score on the emotional maturity scale were selected and randomly assigned to three groups of 15 people (two experimental groups and one control group). The interventions were carried out in experimental groups, and finally, post-test and follow-ups were done for all groups. The entry criteria were: 1- being between 15 and 17 years old, 2- female students in the second secondary level, and 3- non-participation of students in workshops and interventions like the present research during the last two months. Results Findings of repeated measures analysis showed that positive psychotherapy and mindfulness-based cognitive therapy intervention had a significant effect on emotional maturity, but based on the results of multivariate analysis, the average emotional stability, Emotional regression, social maladjustment, personality disintegration, and lack of independence in the positive intervention group in the post-test and follow-up showed a significant decrease compared to the experimental group of mindfulness-based cognitive therapy with the control group. The effectiveness of the positivist intervention on emotional maturity was more than mindfulness-based cognitive therapy (p <0.01). Conclusion The purpose of this research was to compare the effectiveness of two positive interventions and mindfulness-based cognitive therapy on the emotional maturity of girl secondary school students in Zahedan City. The results showed that both interventions significantly reduced emotional immaturity, emotional regression, social maladjustment, personality disintegration, and lack of independence, and students showed better growth in emotional maturity. The results of the present research are consistent with the findings of the following research in the field of the effectiveness of positive psychology: increasing recognition of one's own and others' abilities, emotional regulation, and management of negative emotions (Joanmard et al., 2018), reducing emotional instability, and returning. Benoit and Gabola (2021) emphasized the importance of positive psychology interventions at younger ages to promote positive aspects of development such as gratitude, positive emotions, life satisfaction, success, positive relationships, and self-esteem. According to Gander et al. (2020) positive psychology considers the lack of meaning in life as one of the underlying factors in the occurrence of psychological problems such as anxiety, depression, hopelessness, and other psychological problems. Chakhssi et al. (2018) found that participation in positivity meetings helped students develop a more positive personal perception of themselves by recognizing their strengths and teaching positive thinking strategies to help them learn what they can change, accept, or deal with it. In general, the obtained results indicate the effectiveness of the intervention of mindfulness-based cognitive therapy in reducing emotional maturity scores, which indicates that the subjects who were trained in mindfulness-based cognitive therapy, compared to the control group, showed better growth in emotional maturity. The results obtained from the current research are consistent with the findings of research conducted inside the country, such as Fallahian et al. (2018), Sadeghi et al. (2019), and foreign research such as Dunning et al. (2019). For example, in the study of the effect of mindfulness-based cognitive therapy on students' behavioral problems, it was shown that the method of mindfulness-based cognitive therapy can significantly improve behavioral and emotional problems such as normative behavior disorder, signs of immaturity, reduced anxiety, and isolation in teenagers. Kalmar et al., (2022), in investigating the effectiveness of mindfulness-based cognitive therapy on anxiety and emotional problems in adolescents, showed that mindfulness-based cognitive therapy can effectively reduce anxiety and worry in relation to avoiding confrontation, reduce current and unpleasant inner experiences and feelings. In general, the positive intervention was more effective at improving the emotional maturity of female students than the mindfulness-based cognitive therapy. It can be said that this intervention, along with other methods, can be a useful and appropriate method to improve the psychological condition of female students. The current research has limitations, since this research was conducted on female adolescents who were 15 to 17 years old, it cannot be generalized to male adolescents and other age groups. In addition, the follow-up period was conducted after one month due to time constraints. It is suggested that boys and other age groups be investigated in future studies, and follow-up periods should be conducted for a period of two months or more to check the stability of the intervention effect. * Corresponding author
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