اثربخشی برنامۀ پیشگیری از خودزنی در مدارس بر خطرپذیری و فراهیجان‌های دختران نوجوان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دکتری روان‌شناسی تربیتی، دانشکدۀ روان‌شناسی و علوم تربیتی، دانشگاه علامه طباطبایی، تهران، ایران

2 استاد، گروه روانشناسی تربیتی، دانشکدۀ روانشناسی و علوم تربیتی، دانشگاه علامه طباطبایی، تهران، ایران.

3 استاد، گروه روان‌شناسی تربیتی، دانشکدۀ روان‌شناسی و علوم تربیتی، دانشگاه علامه طباطبایی، تهران، ایران.

4 استادیار، گروه روان‌شناسی تربیتی، دانشکدۀ روان‌شناسی و علوم تربیتی، دانشگاه علامه طباطبایی، تهران، ایران.

5 دانشیار، گروه روان‌شناسی عمومی، دانشکدۀ روان‌شناسی و علوم تربیتی دانشگاه گیلان، رشت، ایران

چکیده

هدف پژوهش حاضر، تعیین اثربخشی برنامۀ پیشگیری از خودزنی در مدارس بر خطرپذیری و فراهیجان‌های نوجوانان دختر بود. پژوهش حاضر به‌لحاظ هدف، کاربردی و روش آن نیمه‌آزمایشی با گروه آزمایش و گواه و مرحلۀ پیگیری بود. جامعۀ آماری شامل تمام دختران نوجوانی بود که در سال تحصیلی 1399-1398 در مقطع متوسطۀ اول مدارس رشت مشغول به تحصیل بودند و حداقل یک بار اقدام به خودزنی داشتند. نمونۀ پژوهش شامل 34 نوجوان خودزنی‌کننده بود که از طریق نمونه‌گیری دردسترس انتخاب شدند و به‌صورت تصادفی در دو گروه آزمایش و گواه قرار گرفتند. برای جمع‌آوری اطلاعات، از دو مقیاس خطرپذیری نوجوانان ایرانی (IARS) و فراهیجان (MS) استفاده شد. گروه آزمایش در معرض 16 جلسه برنامۀ آموزشی پیشگیری از خودزنی (دو بار در هفته) قرار گرفتند و گروه گواه آموزشی دریافت نکرد. نتایج با استفاده از نرم‌افزار SPSS و با روش تحلیل واریانس با اندازه‌گیری مکرر تجزیه و تحلیل قرار گرفت. یافته‌ها حاکی از اثرگذاری معنی‌دار بستۀ آموزشی بر کاهش خطرپذیری، کاهش فراهیجان منفی و افزایش فراهیجان مثبت در سطح 001/0>P بود. در مرحلۀ پیگیری، اثرگذاری بسته بر مؤلفه‌های گرایش به الکل، گرایش به رابطه و رفتار جنسی و گرایش به رابطه با جنس مخالف از متغیر خطرپذیری و زیرمولفۀ علاقه از فراهیجان مثبت معنی‌دار نبود. بستۀ آموزشی از طریق آموزش تنظیم هیجان‌ها و بازسازی شناختی بر کاهش خطرپذیری، کاهش فراهیجان‌های منفی و افزایش فراهیجان‌های مثبت دختران نوجوان مؤثر است و به‌عنوان مداخله‌ای برای پیشگیری از خودزنی در مدارس پیشنهاد می‌شود.

کلیدواژه‌ها


عنوان مقاله [English]

The Impact of a School-based Self-injury Prevention Program on Adolescent Girls' Risk-Taking and Metaemotions

نویسندگان [English]

  • Neda Nezhadhamdy 1
  • Fariborz Dortaj 2
  • Esmaeil Sadipour 3
  • Kamran Sheivandi Cholicheh 4
  • Sajjad Rezaei 5
1 Department of Educational Psychology, Faculty of Psychology and Educational Science, University of Allameh-Tabatabai, Tehran, Iran.
2 Department of Educational Psychology, Faculty of Psychology and Educational Science, University of Allameh-Tabatabai, Tehran, Iran.
3 Department of Educational Psychology, Faculty of Psychology and Educational Science, University of Allameh-Tabatabai, Tehran, Iran.
4 Department of Educational Psychology, Faculty of Psychology and Educational Science, University of Allameh-Tabatabai, Tehran, Iran
5 Department of General Psychology, Faculty of psychology and Educational Science, University of Gilan, Rasht, Iran.
چکیده [English]

The aim of this study was to ascertain the impact of a school-based self-injury prevention program on adolescents’ risk taking and metaemotions. The study has an applied objective and a quasi-experimental design, with experimental and control groups and follow-up. In 2019-2020, the statistical population comprised all adolescent females attending Rasht schools who had self-inflicted at least once. The sample consisted of 34 adolescents who had self-inflicted injuries and had been randomly assigned to experimental and control groups. Data was collected using two scales: “Iranian adolescents’ risk” (IARS) and meta-emotion (MS). The experimental group received 16 sessions of self-injury prevention training (twice per week), while the control group received no training. Data were analyzed using repeated measures ANOVA and SPSS-25 software. P <0.001 indicated a significant effect of the training program on decreasing risk taking, negative emotion, and increasing positive emotion. During the follow-up phase, the risk-taking variable and the subcomponent of interest in metaemotion were not positively affected by the components of alcohol orientation, relationship to sexual orientation and behavior, and orientation to the opposite sex. Effectiveness of an educational package consisting of emotion regulation training, cognitive reconstruction, and… in reducing risk, reducing negative metaemotions, and increasing positive metaemotions in adolescent females. According to the results, interventions can be recommended to prevent self-injury in schools.

کلیدواژه‌ها [English]

  • Meta-Emotion
  • School
  • Self-Injury
  • Risk-Taking
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دوره 14، شماره 2
1402
صفحه 19-38
  • تاریخ دریافت: 13 تیر 1400
  • تاریخ بازنگری: 28 مهر 1400
  • تاریخ پذیرش: 08 آبان 1400
  • تاریخ اولین انتشار: 17 تیر 1402
  • تاریخ انتشار: 01 مرداد 1402