fa اثربخشی آموزش تنظیم هیجان مبتنی بر مدل فرآیندی گراس بر تکانشگری و خود مهارگری دانش‌آموزان دختر پرخاشگر بد سرپرست علوم پزشکی / روانپزشکي Medical Sciences / Psychiatry پژوهشي Research <div> <table align="left" hspace="0" vspace="0"> <tbody> <tr> <td style="padding: 0cm 12px; text-align: justify;" valign="top"><span style="font-size:10pt"><span style="text-justify:inter-ideograph"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span new="" roman="" style="font-family:" times=""><b><span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">مقدمه و هدف:</span></span></b><span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:"> رفتار پرخاشگرانه در دانش‌آموزان دختر بد سرپرست می‌تواند تأثیرات منفی زیادی بر رشد فردی، اجتماعی و هیجانی آنها داشته باشد. این پژوهش با هدف اثربخشی آموزش تنظیم هیجان مبتنی بر مدل فرآیندی گراس بر تکانشگری و خودمهارگری دانش‌آموزان دختر پرخاشگر سرپرست انجام شد.</span></span><span lang="FA" style="font-size:12.0pt"><span style="font-family:"B Mitra""></span></span></span></span></span></span></span></span><br> <span style="font-size:10pt"><span style="text-justify:inter-ideograph"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span new="" roman="" style="font-family:" times=""><b><span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">روش کار:</span></span></b> <span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">روش پژوهش از نوع نیمه ‌تجربی با طرح پیش‌آزمون-پس‌آزمون با گروه کنترل با مرحله پیگیری یک ‌ماهه</span></span> <span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">بود.</span></span> <span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">جامعه</span></span> <span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">آماری شامل</span></span> <span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">کلیه دانش‌آموزان دختر بد سرپرست شهر ماهشهر با مشکل پرخاشگری و سایر معیارهای ورود به پژوهش،</span></span> <span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">در</span></span> <span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">سال</span></span> <span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">۱۴۰3-۱۴۰2</span></span> <span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">بودند که در مجموع</span></span> <span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">۳۰</span></span> <span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">نفر</span></span> <span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">به</span></span> <span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">روش</span></span> <span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">نمونه‌گیری</span></span> <span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">در دسترس</span></span> <span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">انتخاب</span></span> <span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">شده</span></span> <span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">و</span></span> <span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">با</span></span> <span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">گمارش</span></span> <span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">تصادفی</span></span> <span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">در دو</span></span> <span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">گروه</span></span> <span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">۱۵</span></span> <span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">نفره آزمایش و کنترل</span></span> <span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">تقسیم</span></span> <span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">شدند. ابزار</span></span> <span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">پژوهش</span></span> <span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">شامل پرسشنامه‌های </span></span><span lang="FA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">تکانشگری و خودمهارگری بودند. گروه آزمایش بسته </span></span><span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">آموزش تنظیم هیجان مبتنی بر مدل فرآیندی گراس را </span></span>&nbsp;<span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">طی 10 جلسه‌ی 90 </span></span>&nbsp;<span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">دقیقه‌ای دریافت کردند و گروه</span></span> <span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">کنترل هیچگونه مداخله‌ای را دریافت نکردند داده‌ها به روش تحلیل</span></span> <span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">واریانس با</span></span> <span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">اندازه‌های مکرر و</span></span> <span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">آزمون</span></span> <span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">تعقیبی</span></span> <span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">بن‌فرونی</span></span> <span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">تحلیل</span></span> <span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">شدند.</span></span> <span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">محاسبات</span></span> <span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">آماری</span></span> <span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">به</span></span> <span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">کمک</span></span> <span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">نر</span></span><span lang="FA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">م‌</span></span><span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">افزار آماری</span></span>SPSS26 <span style="font-size:12.0pt"><span b="" mitra="" style="font-family:">&nbsp;انجام شد.</span></span><b><span lang="FA" style="font-size:12.0pt"><span style="font-family:"B Mitra""></span></span></b></span></span></span></span></span></span><br> <span style="font-size:10pt"><span style="text-justify:inter-ideograph"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span new="" roman="" style="font-family:" times=""><b><span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">یافته&shy; ها:</span></span></b> <span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">نتایج نشان داد که میانگین نمرات تکانشگری و خودمهارگری گروه آزمایش نسبت به گروه کنترل، در مرحله پس‌آزمون کاهش معناداری پیدا کرده و این کاهش در مرحله پیگیری نسبتاً ثابت مانده است (0/001</span></span><span b="" mitra="" style="font-family:">></span>p<span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">).</span></span><b><span lang="FA" style="font-size:12.0pt"><span style="font-family:"B Mitra""></span></span></b></span></span></span></span></span></span><br> <span style="font-size:10pt"><span style="text-justify:inter-ideograph"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span new="" roman="" style="font-family:" times=""><b><span lang="FA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">نتیجه‌گیری:</span></span></b> <span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">آموزش تنظیم هیجان مبتنی بر مدل فرآیندی گراس در کاهش تکانشگری و خودمهارگری دانش‌آموزان دختر پرخاشگر بد سرپرست تأثیر معناداری داشته و می‌تواند در بهبود عوامل روانشناختی در دانش‌آموزان دختر پرخاشگر بد سرپرست به کار گرفته شود.</span></span><span lang="FA" style="font-size:12.0pt"><span style="font-family:"B Mitra""></span></span></span></span></span></span></span></span></td> </tr> </tbody> </table> </div> <div style="text-align: justify;"></div> <div> <table align="center" hspace="0" vspace="0"> <tbody> <tr> <td align="left" style="padding-top:0cm; padding-right:12px; padding-bottom:0cm; padding-left:12px" valign="top"> <pre style="text-align: justify;"> <span style="font-size:10pt"><span style="background:white"><span style="text-justify:inter-ideograph"><span courier="" new="" style="font-family:"><b><span new="" roman="" style="font-family:" times="">Introduction</span></b><b><span new="" roman="" style="font-family:" times="">:</span></b> <span new="" roman="" style="font-family:" times="">Aggressive behavior in abused female students can have many negative effects on their personal, social, and emotional development. This research was conducted with the aim of investigating the effectiveness of emotion regulation training based on the Gross process model on reactive aggression, and alexithymia of aggressive female students with abusive parents.</span><span style="font-family:"Times New Roman","serif""></span></span></span></span></span></pre> <pre style="margin-top: 16px; text-align: justify;"> <span style="font-size:10pt"><span style="background:white"><span style="text-justify:inter-ideograph"><span courier="" new="" style="font-family:"><b><span new="" roman="" style="font-family:" times="">Materials </span></b><b><span new="" roman="" style="font-family:" times="">and Methods</span></b>: <span new="" roman="" style="font-family:" times="">The research method employed was a semi-experimental design with pre-test-post-test control group accompanied by a one-month follow-up. The statistical population included all female students in Mahshahr city with aggression problems and some other criteria for entering the research, in 1402-1403. A total of 30 people were selected by available sampling method and randomly assigned to two groups of 15 people, experimental and alternative control. The research tools included Bart&#39;s impulsivity and self-control (Tanji et al., 2004) questionnaires. The experimental group received the emotion regulation training package based on the Gross process model during 10 ninety-minute sessions, and the control group did not receive any intervention. Both groups were evaluated by research tools in three stages: pre-test, post-test and follow-up. The data were analyzed by the method of analysis of variance with repeated measures and Bonferroni&#39;s post hoc test. Statistical analyses were conducted with SPSS_V26 statistical software.</span><span style="font-family:"Times New Roman","serif""></span></span></span></span></span></pre> <div style="text-align: justify;"><span style="font-size:10pt"><span style="background:white"><span style="line-height:normal"><span new="" roman="" style="font-family:" times=""><b>Results:</b> The results showed that the average scores of impulsivity and self-control of the experimental group, compared to the control group, decreased significantly in the post-test phase and this decrease remained relatively constant in the follow-up phase (p<0.001).</span></span></span></span><br> <span style="font-size:10pt"><span style="background:white"><span style="text-justify:inter-ideograph"><span style="line-height:normal"><span new="" roman="" style="font-family:" times=""><b>Conclusion:</b> Emotion regulation training based on the Gross process model has a significant effect on reducing impulsivity, and self-control of aggressive female students with abusive parents and can be used to improve psychological factors in aggressive female students with&nbsp; abusive parents.</span></span></span></span></span></div> </td> </tr> </tbody> </table> </div> <div style="text-align: justify;"></div> هیجان, پرخاشگری, تکانشگری, خودمهارگری, دانش‌آموزان emotion regulation based on the Gross process model, aggression, impulsivity, self-control, students, abusive parents 1480 1488 http://journal.jmu.ac.ir/browse.php?a_code=A-10-900-1&slc_lang=fa&sid=1 Fatemeh Hashemian فاطمه هاشمیان 10031947532846008122 10031947532846008122 No PhD. Student in Counseling, Department of Counseling, Islamic Azad University, Ahvaz Branch, Iran دانشجوی دکتری مشاوره، گروه مشاوره، دانشگاه آزاد اسلامی، واحد اهواز، ایران Masoud Shahbazi مسعود شهبازی m.shabazi@iaumis.ac.ir 10031947532846008123 10031947532846008123 Yes Department of Counseling, Masjed Soleiman Branch, Islamic Azad University, Masjed Soleiman, Iran گروه مشاوره، واحد مسجد سلیمان، دانشگاه آزاد اسلامی، مسجد سلیمان، ایران Maryam Gholamzadeh Jofreh مریم غلام‌زاده جفره 10031947532846008124 10031947532846008124 No Assistant professor, Department of Counseling, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran استادیار، گروه مشاوره، واحد اهواز، دانشگاه آزاد اسلامی، اهواز، ایران