اثربخشی آموزش ذهن آگاهی کودک محور بر مدیریت هیجان و احساس تنهایی کودکان معلول جسمي خفیف

چکیده مقاله :

هدف پژوهش حاضر تعیین اثربخشی آموزش ذهن آگاهی کودک محور بر مدیریت هیجان و احساس تنهایی کودکان معلول جسمی خفیف مقطع ابتدایی بود. روش پژوهش نيمـه تجربی با طرح پیش‌آزمون- پس‌آزمون با گـروه کنترل و پیگیری یک ماه و نیم بود. جامعه آماري شامل کودکان معلول جسمي خفیف (12-9 ساله ) مقطع ابتدايي مدارس مخصوص کودکان با مشکلات جسمی شهر اصفهان در سال 1403-1402 بود. 30 نفر از کودکان معلول جسمی خفیف به روش نمونه‌گیری هدفمند انتخاب و به‌صورت تصادفی در دو گروه آزمایش و کنترل ( هرکدام 15 نفر) قرار گرفتند. ابزار مورد استفاده در این پژوهش فهرســت مدیریــت هیجــان ( شــیلدز و کیکتــی، 1998) و مقیاس احساس تنهایی ( آشر و همکاران، 1984) بودند.گروه آزمایش، آموزش ذهن آگاهی کودک محور را در طی10 جلسه به صورت هفتگی یک جلسه 60 دقیقه‌ی به مدت دو ماه و نیم دریافت نمودند و گروه کنترل در لیست انتظار برای دریافت آموزش قرار گرفتند.داده‌های پژوهش با استفاده از تحلیل واریانس با اندازه‌گیری مکرر در نرم‌افزار SPSS-26 مورد تحلیل قرار گرفت. نتایج حاکی ‌‌از ‌آن ‌بود که از نظر مدیریت هیجان و احساس تنهایی بین گروه‌های آزمایش و کنترل تفاوت معناداری وجود داشت (P <0/001). بنابراین منطبق با یافته‌های پژوهش می‌توان جهت بهبود مدیریت هیجان و کاهش احساس تنهایی کودکان معلول جسمی آموزش ذهن‌ آگاهی کودک محور را به عنوان روش کارآمد پیشنهاد داد.  

چکیده انگلیسی :

The aim of the present study was to determine the effectiveness of child-centered mindfulness training on emotion management and loneliness in primary school children with mild physical disabilities. The research method was semi-experimental with a pre-test-post-test design and a follow-up period of one and half month. The statistical population of children with mild physical disabilities (9-12 years old) Schools for children with physical problems of Isfahan city in 2023-2024. 30 children with mild physical disabilities were selected using Purposeful sampling and randomly assigned to two experimental and control groups (15 people each). The tools used included the Emotion Management Inventory (Shields and Kikti, 1998) and the Loneliness Scale (Asher et al., 1984). The experimental group received child-centered mindfulness training in ten sessions that each session was 60-minute session during 10 weeks (per week one session) while the control group was placed on a waiting list for the training. The collected data were analyzed using by repeated measure analysis of variance in   SPSS-26. The findings showed that there was a significant difference between the experimental and control groups in mean of emotion management and loneliness (P <0.001). Therefore, in accordance with the research findings, child-centered mindfulness training can be suggested as an efficient method to improve emotion management and reduce loneliness in children with physical disabilities.

منابع و مأخذ:

انجم شعاع، بهاره؛ قنبری، سعید؛ فلاح زاده، هاجر و خوش کنش، ابوالقاسم. (1395). ویژگی‌های روان‌سنجی نسخه فارسی مقیاس احساس تنهایی کودک در دختران دبستانی شهر کرمان. مجله روان‌پزشکی و روانشناسی بالینی ایران، 22(1)، 66-58.
بوردیک، دبرا .(2014). مهارت‌های ذهن‌آگاهی برای کودکان و نوجوانان. ترجمه: غلامرضا منشی؛ مسلم اصلی آزاد؛ لاله حسینی و پریناز طیبی (1396). اصفهان: انتشارات دانشگاه آزاد اسلامی واحد خوراسگان.
شفیعی تبار ، مهدیه؛ اکبری چرمهینی، صغری و مولایی یساولی، مهدی. (1399). ساختار عاملی و ویژگی‌های روان‌سنجی چک‌لیست تنظیم هیجانی– نسخه والدین. فصلنامه سلامت روان کودک، 7 (3)، 95-80. https://dor.isc.ac/dor/20.1001.1.24233552.1399.7.3.16.2.
محمد امین‌زاده، دانا؛ عباسی، امیر؛ اسماری بردازارد، یوسف؛ کاظمیان، سمیه و یونسی، سید جلال. (1398). مقایسه راهبردهای تنظیم هیجان و سازگاری بین دانش‌آموزان ناتوان جسمی و دانش‌آموزان سالم. تمرین در روانشناسی بالینی، 7 (4)، 253-245. http://dx.doi.org/10.32598/jpcp.7.4.245.
Alhumaid, M.M., & Said, MA. (2023). Increased physical activity, higher educational attainment, and the use of mobility aid are associated with self-esteem in people with physical disabilities. Frontiers in Psychology, 14, 1072709. https://doi.org/10.3389/fpsyg.2023.1072709.
Asher, S.R., Hymel, S. & Renshaw, P.D. (1984). Loneliness in Children. Child Development, 55, 1456-1464. http://dx.doi.org/10.2307/1130015.
Banks, J., Karjalainen, H., & Waters, T. (2024). Inequalities in disability. Oxford Open Economics, 3, i529–i548. http://dx.doi.org/10.1093/ooec/odad091.
Belmonte-Darraz, S., Montoro, C., Andrade, N.C., Montoya, P., & Riquelme, I. (2021). Alteration of Emotion Knowledge and Its Relationship with Emotion Regulation and Psychopathological Behavior in Children with Cerebral Palsy. Journal of Autism and Developmental Disorders Article, 51, 1238-1248. https://doi.org/10.1007/s10803-020-04605-1.
. Besse, R., Whitaker, W.K., & Brannon, L A. (2022). Reducing Loneliness: The Impact of Mindfulness, Social Cognitions, and Coping. Psychological Reports, 125 (3), 1289–1304.https://doi.org/10.1177/0033294121997779.
Best, T., Herring, L., Clarke, C., Kirby, J., & Gilbert, P. (2021). The experience of loneliness: The role of fears of compassion and social safeness. Personality and Individual Differences, 183–111161. https://psycnet.apa.org/doi/10.1016/j.paid.2021.111161
Bishop, G.M., Llewellyn, G., Kavanagh, A.M., Badland, H., Bailie, J., & et al. (2024). Disability-related inequalities in the prevalence of loneliness across the lifespan: trends from Australia, 2003 to 2020. BMC Public Health, 24, 1-14. https://doi.org/10.1186/s12889-024-17936-w
. Bockmann, J.O., & Yu, S.Y. (2023). Using mindfulness-based interventions to support self-regulation in young children: A review of the literature. Early childhood education journal, 51 (4), 693-703. https://doi.org/10.1007/s10643-022-01333-2
. Denche-Zamorano, A., García-Gil, M.A., Mendoza-Muñoz, M., Barrios-Fernandez, S.(2023). Sadnessand Loneliness in Adolescents with Physical, Sensory or Health Problems in Low/Middle-Income Countries. Children. 10, 996. https://doi.org/10.3390/children10060996
. Deng, X., Yang, M., & An, S. (2021). Differences in frontal EEG asymmetry during emotion regulation between high and low mindfulness adolescents. Biological Psychology, 158, 10799. https://doi.org/10.1016/j.biopsycho.2020.107990
. Deng, X., Zhang, J., Hu, L., & Zeng, H. (2019). Neurophysiological evidences of the transient effects of mindfulness induction on emotional processing in children: An ERP study. International Journal of Psychophysiology, 143, 36-43. https://doi.org/10.1016/j.ijpsycho.2019.06.014
. Devoy, R., & Maguire, R. (2024). Effects of mindfulness and movement on affect and vitality. Journal of Work, 78 (4), 1213-1223. https://doi.org/10.3233/wor-230650
. Erdemir, N., Karanfil, F., & Şengül, R. (2024). Enhancing academic resilience through mindfulness‐based practices in the schools: A study on vocational high school students. Psychology in the Schools, 1 (1), 1-17. http://dx.doi.org/10.1002/pits.23168
. Eldesouky, L., Goldenberg, A., & Ellis, K. (2024). Loneliness and emotion regulation in daily life. Personality and Indiviual Differences, 221, 112566. https://doi.org/10.1016/j.paid.2024.112566
. Emerson, F., Stancliffe, R., Fortune, N., & Llewellyn, G. (2021). Disability, Loneliness and Health in the UK. The European Journal of Public Health, 31 (3), 533–538. https://doi.org/10.1093/eurpub/ckab018
. Fierloos, I.N., Tan, S., Williams, G., Alhambra-Borrás, T., Koppelaar, E., & et al. (2021). Socio-demographic characteristics associated with emotional and social loneliness among older adults. BMC Geriatrics, 21 (1),114. https://doi.org/10.1186
/s12877-021-02058-4
. Herczyk, JM., Zullig, KJ., Davis, SM., Mallow, J., Hobbs, GR., & et al. (2023). Association of Loneliness and Mindfulness in Substance Use Treatment Retention. International Journal of Environmental Research and Public Health, 20(16):6571. doi: 10.3390/ijerph20166571
. Klee, D., Colgan, DD., Hanes, D., & Oken B. (2020). The effects of an internet-based mindfulness meditation intervention on electrophysiological markers of attention. International Journal of Psychophysiology. 158, 103-113. https://doi.org/10.1016/j.ijpsycho.2020.10.002
. Lindsay,E. K., Young, S., Brown, K. W., & Creswell, D. (2019). Mindfulness training reduces loneliness and increases social contact in a randomized controlled trial. Proceedings of the National Academy of Sciences, 116 (9), 3488-3493. http://dx.doi.org/10.1073/pnas.1813588116
. Luo, S., Liu, Y., & Zhang, D. (2020). Psychological maltreatment and loneliness in Chinese children: The role of perceived social support and self-esteem. Children and Youth Services Review, 108 (3), 104573. http://dx.doi.org/10.1016/j.childyouth.2019.104573
. Mathur, S., Sharma, M. P., Balachander, S., Kandavel, T., & Reddy, J. (2021). A randomized controlled trial of mindfulness-based cognitive therapy vs stress management training for obsessive-compulsive disorder. Journal of Affective Disorders, 282, 58-68. https://doi.org/10.1016/j.jad.2020.12.082
. Matthews, T ., L. Fisher, H ., Bryan, B.T., Danese, A ., Moffitt, T. E ., Qualter, P ., Verity, L ., & Arseneault, L. (2021). This is what loneliness looks like: A mixed-methods study of loneliness in adolescence and young adulthood. International Journal of Behavioral Development, 46 (1), 18-27. https://doi.org/10.1177/0165025420979357
. Matthaeus, H., Godara, M., Silveira, S., Hecht, M., Voelkle, M., & et al. (2024). Reducing Loneliness through the Power of Practicing Together: A Randomized Controlled Trial of Online Dyadic Socio-Emotional vs. Mindfulness-Based Training. International Journal of Environmental Research and Public Health, 21,570. https://doi.org/10.3390/ijerph21050570
. McClelland, H., J.Evans, J., Nowland, E., ferguson, E., & C.O Connor, R. (2020). Loneliness as a predictor of suicidal ideation and behaviour: a systematic review and meta-analysis of prospective studies. Journal of Affective Disorders, 274, 880-896. https://doi.org/10.1016/j.jad.2020.05.004
. Perry-Parrish, C., Copeland-Linder, N., Webb, L., & Sibinga, E. M. (2016). Mindfulness-Based Approaches for Children and Youth. Current Problems in Pediatricand Adolescent Health Care. 46 (6), 172-178. https://doi.org/10.1016/j.cppeds.2015.12.006
. Piskur, B., Beurskens, A. J., Ketelaar, M., Jongmans, M. J., Casparie, B. M., & Smeets, R. J. (2017). Daily actions, challenges, and needs among Dutch parents while supporting the participation of their child with a physical disability at home, at school, and in the community: a qualitative diary study. BMC Pediatrics, 17(1), 12. https://doi.org/10.1186/s12887-016-0768-6
. Preisig, D., & Neuenschwander, R. (2024). Mindfulness Training in Swiss Elementary Schools: Effectiveness and Role of Implementation Quality in a Cluster Randomized Trial. Child & Youth Care Forum, 54 (1), 149-185. http://dx.doi.org/10.1007/s10566-024-09810-y
. Portele, Ch., & Jansen, P. (2023). The Effects of a Mindfulness Based Training in an Elementary School in Germany. Mindfulness, 14,830–840. https://doi.org/10.1007/s12671-023-02084-w
. Quadt, L., Esposito, G., Critchiey, H., & Garfinkel, S. (2020). Brain-body interactions underlying the association of loneliness with mental and physical health. Neuroscience & Biobehavioral Reviews, 116, 283-300. https://doi.org/10.1016/j.neubiorev.2020.06.015
. Rash, JA., Kavanagh, VA., & Garland, SN.(2022). A MetaAnalysis of Mindfulness-Based Therapies for Insomnia and Sleep Disturbance Moving Toward Processes of Change. Sleep Medicine Clinics, 14 (2), 209-233. https://doi.org/10.1016/j.jsmc.2019.01.004
. Rowland, G., Emily Hindman, E., & Hassmen, P. (2023). Do Group Mindfulness-Based Interventions Improve Emotion Regulation in Children? A Systematic Review. Journal of Child and Family Studies, 32, 1294–1303. http://dx.doi.org/10.1007/s10826-023-02544-w
. Sawyer, K. B., Thoroughgood, C. N., Stillwell, E. E., Duffy, M. K., Scott, K. L., & Adair, E. A. (2022). Being present and thankful: A multistudy investigation of mindfulness, gratitude, and employee helping behavior. Journal of Applied Psychology, 107(2), 240-262. https://psycnet.apa.org/doi/10.1037/apl0000903
. Saporta, N., Scheele, D., Lieberz, J., Stuhr-Wulff, F., Hurlemann, R., & Shamay-Tsoory S.G. (2021). Opposing Association of Situational and Chronic Loneliness with Interpersonal Distance. . Brain Sciences, 11 (9), 1135. https://doi.org/10.3390/brainsci11091135
. Segundo-Marcos, F., Merchan ´ Carrillo, A., Fernandez, V L., Teresa Daza Gonzalez, M. (2022). Development of executive functions in late childhood and the mediating role of cooperative learning: A longitudinal study. Cognitive Development, 63 (1), 101219. https://doi.org/10.1016/j.cogdev.2022.101219
. Serhatoglu, S., Koydemir, S., & Schütz, A. (2022). When mindfulness becomes a mental health risk: The relevance of emotion regulation difficulties and need frustration. The Journal of Psychology, 156 (4), 310-329. https://doi.org/10.1080/00223980.2022.2048777
. Shields, A., & Cicchetti, D. (1997). Emotion regulation among school-age children: the development and validation of a new criterion Q-sort scale. Developmental Psychology, 33(6), 906–916. https://doi.org/10.1016/j.beth.2021.07.004
. Stavrova, O., Ren, D., & Pronk, T. (2021). Low Self-Control: A Hidden Cause of Loneliness? Personality and Social Psychology Bulletin, 48(3), 347-362. https://doi.org/10.1177/01461672211007228
Tariq, A., Beihai, T., Abbas, N., Ali, S., Yao, W., & Imran, M. (2020). Role of Perceived Social Support on the Association between Physical Disability and Symptoms of Depression in Senior Citizens of Pakistan. International Journal of Environmental Research and Public Health, 17 (5), 1485. https://doi.org/10.3390/ijerph17051485
. Teoh,S. L., Letchumanan, V., & Lee, L.H. (2021). Can Mindfulness help to alleviate loneliness? A systematic review and metaanalysis. Frontiers in Psychology, 41 (5), 290-301. https://doi.org/10.3389/fpsyg.2021.633319
Thümmler, R., Engel, E-M., & Bartz, J. (2022). Strengthening Emotional Development and Emotion Regulation in Childhood—As a Key Task in Early Childhood Education. International Journal of Environmental Research and Public Health, 19 (7), 3978.
https://doi.org/10.3390/ijerph19073978. Ugur, E., Kaya, C., & Ozçelik, B. (2019). Subjective vitality mediates the relationship between respect toward partner and subjective happiness on teachers. Universal Journal of Educational Research, 7(1), 126-132. http://dx.doi.org/10.13189/ujer.2019.070117
Unlu Kaynakçı, F. Z., & Yerin Güneri, O. (2022). Psychological distress among university students: the role of mindfulness, decentering, reappraisal and emotion regulation. Current Psychology, 42 (1), 1-11. http://dx.doi.org/10.1007/s12144-021-02682-8
. Yang, K., Petersen, K. J., & Qualter, P. (2020). Undesirable social relations as risk factors for loneliness among 14-year-olds in the UK: Findings from the Millennium Cohort Study. International Journal of Behavioral Development, 46(1), 3-9. https://doi.org/10.1177/0165025420965737
Yu, M., Zhou, H., Xu, H., & Zhou, H. (2021). Chinese adolescents’ mindfulness and internalizing symptoms: The mediating role of rumination and acceptance. Journal of Affective Disorders, 280, 97-104. https://doi.org/10.1016/j.jad.2020.11.021
. Vine, V., Bernstein, E. E., & Nolen-Hoeksema, S. (2019). Less is more? Effects of exhaustive vs. minimal emotion labelling on emotion regulation strategy planning. Cognition and Emotion, 33 (4), 855-862. https://doi.org/10.1080/02699931.2018.1486286
. Warach, B., & Josephs, L. (2021). The aftershocks of infidelity: A review of infidelity-based attachment trauma. Sexual and Relationship Therapy, 36 (1), 68-90. https://psycnet.apa.org/doi/10.1080/14681994.2019.1577961
. Wong, N. M.L., Sammi, T.S.T., Mabel-Kenzie, M., Lin, C., Huang, CH-M., & et al. (2022). Meta-analytic evidence for the cognitive control model of loneliness in emotion processing. Neuroscience and Biobehavioral Reviews, 138,104686. https://doi.org/10.1016/j.neubiorev.2022.104686
.