اثربخشی آموزش گروهی مثبت نگر بر تحمل پریشانی و راهبردهای مقابله ای در دختران نوجوان بی سرپرست (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
پژوهش حاضر با هدف بررسی اثربخشی آموزش گروهی مثبت نگر بر تحمل پریشانی و راهبردهای مقابله ای در دختران نوجوان بی سرپرست شهر تهران انجام شد. این مطالعه از نوع نیمه آزمایشی با طرح پیش آزمون و پس آزمون همراه با گروه گواه و پیگیری بود. از میان 85 نفر از دختران در مرکز نگهداری، تعداد 30 دختر بین 17-12 سال به روش دردسترس انتخاب شدند و به صورت تصادفی در دو گروهآزمایش و گواه قرار گرفتند (هر گروه 15 نفر). در این پژوهش از مقیاس تحمل پریشانی، پرسشنامه راهبردهای مقابله ای و بسته آموزش مثبت نگر استفاده شد. در ابتدا از کل افراد نمونه، پیش آزمون گرفته شد و سپس افراد گروه آزمایش در طی 8 جلسه 2 ساعته، آموزش گروهی مثبت نگر را آغاز کردند؛ اما بر گروه کنترل هیچ گونه مداخله ای انجام نشد. پس از پایان مداخله هر دو گروه به وسیله پس آزمون مقایسه شدند. همچنین، به منظور پیگیری، هر دو گروه پس از 2 ماه به پرسشنامه های مذکور پاسخ دادند. برای تجزیه وتحلیل داده های آماری از روش تحلیل کواریانس چندمتغیری با اندازه گیری مکرر استفاده شد. نتایج حاکی از تأثیر معنا دار آموزش مثبت نگر بر افزایش تحمل پریشانی و راهبردهای مقابله ای در مقایسه با گروه کنترل در نوجوانان دختر بی سرپرست بود. همچنین، در مرحله پیگیری بین دو گروه نتایج پایداری مشاهده شد.Adolescent girls, coping strategy, distress tolerance, positive group training
This study aimed to investigate the effectiveness of positive group training on distress tolerance and coping strategies in adolescent girls in foster care in Tehran, Iran. This study was quasi-experimental with a pre-test and post-test design with a control and follow-up group. Among 85 girls in the foster care center, 30 girls between the ages of 12-17 were selected by convenience sampling and were randomly assigned to experimental and control groups (15 in each group). The instruments used in this study included Distress Tolerance Scale, Coping Strategies Questionnaire, and Positive Training Protocol. First, all subjects were pre-tested, and then the experimental group started a positive group training during eight two-hour sessions, but no intervention was performed on the control group. At the end of the intervention, both groups were compared by post-test. Also, to follow up, both groups answered the mentioned questionnaires after two months. Multivariate analysis of covariance with repeated measures was used to analyze the statistical data. The multivariate analysis of covariance results with repeated measures showed a significant effect of positive attitude training on increasing anxiety tolerance and coping strategies compared with the control group in nodules of homeless adolescent girls. There was also a significant difference between the two groups in the follow-up stage using a multivariate analysis of covariance. Also, the results showed stability in the follow-up phase between the two groups. Introduction * Adolescence is particularly important in human life because identity crisis, excitement, and puberty occur in this period. Thus, adolescence is also called the period of stress and storms. One of the risk factors during adolescence is living in foster care. Unaccompanied adolescents may suffer from deprivation, failure, and trauma. These people also suffer from many problems due to living in welfare centers. These problems include internal and environmental distress and stress. Therefore, these adolescents should be helped to strengthen their capacity to cope with stress and learn appropriate coping strategies to deal with stress. As such, this study aimed to investigate the effectiveness of positive group training on distress tolerance and coping strategies in foster care adolescent girls in Tehran. The basis of this treatment is positive psychology, which focuses on improving mental health by emphasizing the positive aspects of human experiences, strengths, and positive resources. Positive education is the most comprehensive therapeutic application of the principles of positive psychology. This treatment is derived from Seligman's concepts, including the feeling of interaction, finding meaning in life, success, and generally positive emotions (Schrank et al., 2016). Tehran province is known as one of the largest provinces in Iran. As a result, due to particular economic, cultural, and social conditions, families in Tehran are prone to harm. About 3500 children and adolescents in this province are under the auspices of the Welfare Organization. More than 1500 people live-in foster care centers (Statistical Yearbook of the Welfare Organization, 2019). Adolescent girls who live in foster care centers are at risk of more mental problems and have less capacity to tolerate distress. Considering the sensitivity of the puberty period, the current study aimed to investigate whether positive group training could influence the use of coping strategies and whether positive group training could affect distress tolerance. Method The present study sought to examine the effectiveness of the positive training package in distress tolerance and coping strategies using a quasi-experimental pretest-posttest design with a control group and follow-up. The statistical population of the research included all adolescent girls who lived in foster care in Tehran in 2019. After obtaining permission and a code of ethics from the university, a center was selected for sampling. Out of 85 individuals, 30 adolescent girls aged 12-17 years, who were eligible and volunteered to participate in the study, were selected and randomly assigned to two groups (n=15 each) of experimental and control following the matched group design in terms of age. Age, willingness to participate, living in the center for at least one year, and the ability to read and write formed the inclusion criteria, while unwillingness to participate in the study, absence for more than two sessions, taking psychiatric medications, and suffering from acute mental and physical illnesses were the exclusion criteria. Measurement Tools: Distress Tolerance Scale (DTS): The items of this scale, which was designed by Simons and Gaher (2005), measured the subjective and emotional aspects of distress tolerance, attention to negative emotional states at the time of distress, and effective measures to improve distress, taking into account individual capabilities. This scale included 15 statements and 4 subscales named tolerance, absorption, evaluation and adjustment. In order to score this scale, a five-point Likert scale was used from completely agree (1) to completely disagree (5), and statement number 6 was reverse scored. A higher score means a higher tolerance. In Simmons and Gaher's (2005) research, Cronbach's alpha coefficient was calculated as 0.72, 0.82, 0.78, 0.70 for each of the subscales, and 0.82 for the whole scale. The Ways of Coping Questionnaire (WCQ): Folkman and Lazarus developed this scale in 1984. This questionnaire included eight coping strategies in the form of two general subscales called emotion-focused and problem-focused strategies. The former includes confronting, distancing, escape-avoidance, and self-controlling, while the latter consists of seeking social support, accepting responsibility, planful problem-solving, and positive reappraisal. This questionnaire has a four-point Likert scale and the range of scores in two general subscales was between 0 and 99. Obtaining a high score in each subscale indicated a high use of the aforementioned coping strategy. Lazarus has reported the validity between 0.79 and 0.66 for each of the coping strategies. Rezakhani (2011) explained the construct validity of this questionnaire for each of the two general subscales by reporting that 51% and 47% of the variance of the construct, respectively. Procedure: After sampling and obtaining the code of ethics, experimental and control groups completed the questionnaires as a pretest. In the next step, the experimental group received eight two-hour sessions of positive group training based on the model of Rashid and Seligman (2013). Then they completed questionnaires as a post-test and after two months as a follow-up. Finally, the results were analyzed using a multivariate analysis of covariance (MANCOVA) with repeated measures. Results The sample included girls aged 12-17 years. The mean and standard deviation of the age of participants were 14.56 and 1.61, respectively. Table 1 shows the descriptive statistics of variables related to distress tolerance and problem-focused coping strategies. Table 1: Descriptive statistics of the studied variables by groups and type of test Follow up Post test Pre-test SD M SD M SD M group Variables 7/08 60/11 6/18 63/20 4/79 29/53 experiment Distress tolerance 2/25 29/05 5/51 31/60 5/31 30/26 control 5/47 57/12 4/65 60/86 6/44 34/86 experiment Emotional oriented strategy 4/43 35/39 5/23 36/33 4/42 33/46 experiment 2/53 50/32 1/76 53/13 4/40 31/33 experiment Problem oriented strategy 8/16 32/52 9/90 29/73 6/04 30/46 control According to the results of MANCOVA with repeated measures, positive group training had significant effects on the combination of variables of distress tolerance, emotion-focused tactics, and problem-focused strategies in the neglected adolescent girls ( F <sub> (3,25)</sub> = 141.88 p = 0/000<0/05 ). Also, the relative eta coefficient values showed that 94% of the variance in the difference between the control and experimental groups was due to the mutual effects of the dependent variables. Accordingly, the interventions had significant effects on distress tolerance and coping strategies. The effect of group interaction in different stages of measurement on the combination of the aforementioned variables was also significant in the neglected girls ( F<sub>(6,22)</sub> =182.93 p= 0/0001<0/05). Table 2: Results of multivariate analysis of covariance with repeated measures to examine the significant differences between anxiety tolerance, emotion-oriented strategies and problem-oriented component source Sum of square df Mean square F sig Partial Eta squared Statistical power Distress tolerance time 481/99 2 240/99 32/22 0/001 0/54 1 group 205/88 2 102/94 13/76 0/001 0/34 1 Group*time 5970/04 2 2985/02 399/13 0/001 0/93 1 Emotional oriented strategy time 57/60 2 28/80 4/76 0/012 0/15 0/99 group 20/64 2 10/32 1/70 0/191 0/05 0/76 Group*time 2743/52 2 1371/76 226/68 0/001 0/89 1 problem oriented strategy time 11/51 2 5/75 0/40 0/669 0/01 0/19 group 43/18 2 21/59 1/51 0/228 0/05 0/76 Group*time 2019/53 2 1009/767 70/99 0/001 0/72 1 P<0/05 Table 2 indicates the dependent variables which were significantly different in the two groups. As shown, the difference between the scores of emotional distress and emotion-focused tactics was significant in the pre-test and follow-up ( p <0.05), and the test power was 0.8 in these two strategies. Therefore, it can be concluded that positive group training had significant effects on these components. There was also a significant difference between the mean scores of emotional distress in the experimental and control groups ( p <0.001). In addition, the interaction between research stages and group membership in three variables of emotional distress, emotion-focused tactics, and problem-focused strategies was significant ( p <0.001), indicating that the difference between the stages was not the same at the group level. Discussion The present study aimed to investigate the effectiveness of positive training on distress tolerance and coping strategies of adolescent girls in the centers of the welfare organization in Tehran, Iran. Accordingly, the first research hypothesis was confirmed, indicating that positive group training was effective in coping strategies. The second hypothesis of the research was also confirmed, indicating that positive group training was effective in distress tolerance. One of the limitations of this study was related to its focus only on the female gender. Also, considering the greater vulnerability of neglected girls to psychological problems and their need for more comprehensive attention, such interventions, including in-service training packages, can be provided for instructors and caregivers of welfare centers to inform them of its positive effects and encourage them to use the proposed techniques and assignments when required . Ethical Consideration Compliance with Ethical Guidelines: E.A. 00.09.28.06 Authors’ Contributions: All authors contributed to the study. The first author designed the study and wrote the initial draft of the article and contributed to analysis. The second author assisted in the preparation of the article and reviewed the article. Both of authors approved the final version and agreed to be accountable for all aspects of the work in ensuring that questions related to accuracy or integrity of any part of the work are appropriately investigated and resolved Conflict of Interest: The authors declare no conflict of interest for this study. Funding : This study was conducted with no financial support Acknowledgment: The authors would like to thank all individuals who participated in the present study *. Corresponding author
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