Middle Eastern Journal of Disability Studies
مجله مطالعات ناتوانی
MEJDS
Medical Sciences
http://jdisabilstud.org
1
admin
2322-2840
2322-2840
10.29252/mejds
14
8888
13
fa
jalali
1397
12
1
gregorian
2019
3
1
9
شماره سال ۱۳۹۸
online
1
fulltext
fa
اثربخشی خانوادهدرمانی کارکردی بر رفتارهای تکانشی و مهارت اجتماعی کودکان دارای اختلال نارسایی توجه/بیشفعالی
Functional Family Therapy on Impulsive Behavior and Social Skills in Children with Attention Deficit/ Hyperactivity Disorder
روانشناسی
Psychology
مقاله پژوهشی اصیل
Original Research Article
<div style="text-align: justify;"><br>
<strong>زمینه و هدف</strong>: اختلال نارسایی توجه/بیشفعالی ازاختلالهای عصبیرشدی بوده که از سالهای اولیهٔ رشد ظاهر میشود. رفتارهای تکانشی و ضعف در مهارت اجتماعی از ویژگیهای کودکان مبتلا به این اختلال است. پژوهش حاضر با هدف بررسی اثربخشی خانوادهدرمانی کارکردی بر رفتارهای تکانشی و مهارت اجتماعی کودکان دارای اختلال نارسایی توجه/بیشفعالی صورت گرفت. <br>
<strong>روشبررسی</strong>: طرح پژوهش حاضر نیمهآزمایشی از نوع پیشآزمونپسآزمون با گروه کنترل بود. جامعهٔ آماری را تمامی خانوادههای مراجعهکننده به مراکز مشاورهٔ شهر یزد، در سال ۱۳۹۶ تشکیل دادند که پس از انجام مصاحبهٔ تشخیصی، فرزندشان تشخیص اختلال نارسایی توجه/بیشفعالی را دریافت کرد. سپس از بین آنان ۳۰ خانواده بهروش نمونهگیری دردسترس انتخاب شده و بهطور تصادفی در گروه آزمایش و کنترل قرار گرفتند. برای گروه آزمایش بهمدت نُه جلسهٔ دوساعته، برنامهٔ خانوادهدرمانی کارکردی اجرا شد؛ اما در گروه کنترل هیچ مداخلهای صورت نگرفت. ابزارهای پژوهش شامل پرسشنامهٔ SNAP (سواسون، ۱۹۸۰) و پرسشنامهٔ مهارت اجتماعی (ماتسون، ۱۹۸۳) بود. دادهها در سطح توصیفی (میانگین و انحراف معیار) و استنباطی (تحلیل کوواریانس) با استفاده از نرمافزار SPSS نسخهٔ ۲۱ تحلیل شدند. <br>
<strong>یافتهها</strong>: نتایج حاصل از پژوهش نشان داد خانوادهدرمانی کارکردی باعث کاهش رفتارهای تکانشی (۰٫۰۰۱>p) و همچنین بهبود مهارت اجتماعی (۰٫۰۰۱><em>p</em>) میشود. <br>
<strong>نتیجهگیری</strong>: باتوجه به یافتههای پژوهش، استفاده از خانوادهدرمانی کارکردی بهمنظور کاهش رفتار تکانشی و افزایش مهارت اجتماعی کودکان دارای اختلال نارسایی توجه/بیشفعالی به متخصصان در این زمینه توصیه میشود. <br>
</div>
<div style="text-align: justify;"><strong>Background & Objective</strong>: Attention–deficit hyperactivity disorder (ADHD) is a developing behavioral disorder. Usually, the child cannot focus and focus on one subject action, and the learning process is slow in him them, and the child these children haves unusual and very high physical activity. This disorder is associated with lack of attention, excessive activity, impulsive behavior, or a combination of these. A doctor should carefully monitor any child with ADHD suspicion. Many of these children also have one or more behavioral disorders. They may also have a psychiatric problem, such as depression or bipolar disorder. ADHD is the most common behavioral disorder in childhood and puberty, and it affects about 3% to 5% of children before the age of seven. This complication occurs more early in the primary school era for children and at puberty, and as many patients become older as age grows. The cause of most people with hyperactivity disorder is still unclear, but it is thought to be a multifactorial disease with genetic origins and the environment. There is a definite cause for trauma and brain infections. The genetic factor of this disorder is greater in the fathers of children with hyperactivity, but environmental factors are also very effective in increasing the severity of this disorder. This disorder is more common two to four times in boys than girls are by two to four times. If the child has a mental or psychological problem during the first infancy (the first four weeks of birth), or if the mothers cigarettes or alcohol consumes cigarettes or alcohol during pregnancy. These children are more at increased risk of the disorder hyperactivity. Family therapy is a general term for several treatment approaches that, instead of separating individuals for individual treatment, participants in the treatment of this whole family as a whole. This term is neutral from the point of view. Therapeutic family it can be used in many different frameworks. Function ofal family therapy (Alexandr oupersonson Personson, 1982; Barton & and Alexander, 1981) is designed to make cognitive and behavioral changes in their family members. This approach is based on a clear set of principles and is strongly supported by research findings. The Functional functional family practice of Alexandro person (1982), attempts to create a non–rebellious communicative view and provide explanations for the behavior of all members in which the motivation of the members is not questioned. For functional family therapists, all behaviors are adaptive. Instead of behaving a person as "good" or "bad," they assume that the behavior always has one function. Because it is an attempt to create a particular result in interpersonal relationships. While privileges or interpersonal functions for family members can have different forms, they are ultimately trying to achieve one of the three following interpersonal situations: call/proximity (integration or unification), independence (Detachment detachment), or a mixture of both (immobilized). The purpose of this study was to investigate the effectiveness of functional family therapy on impulsive behavior and social skills on children with attention-deficit/ hyperactivity disorder.<br>
<strong>Methods</strong>: The method of this study was a quasi–experimental type with pre–test and post–test. A total of 30 families with ADHD children with ADHD are were selected randomly and are considered randomly and evenly in experimental and control groups. The experimental group received family therapy in 5 sessions, the questionnaires that used, are were SNAP (1980) and social skills questionnaire Matson. A grading scale for the diagnosis of attention–deficit / hyperactivity disorder ADHD, first developed in 1980 by Swanson, Nolan, and Pellham, et al., based on the behavioral descriptions of attention deficit disorder in the third edition of the diagnostic and statistical manual of mental disorders. The questionnaire has a scale of 18 questions that parents or teachers have ­ can respond to it. Neither the first question of behavioral symptoms are often neglected, nor the second question of behavioral symptoms are often measured by exaggeration/impulsivity, and ultimately all 18 items are designed to identify the hybridization. The cutoff point in the whole scale and each of the inferior subscales of attention and excitement has been reported at 2.08, 2.10, and 2.37, respectively. Matson et al developed the social skills measurement scale in 1983 to measure the social skills of people aged 4 to 18 years. The primary form of this scale was 62, which was reduced by Yousefi and Noor (2002), a factor analysis of 56 phrases that describe the social skills of individuals. To answer that, the subject must read each statement and then specify his answer based on a 5-point Likert type index with a range from 1 (never/never) to 5 (always). The main objective of the Matsun Matson social skills questionnaire is to measure social skills from different dimensions (appropriate social skills, non–social behaviors, aggression and impulsive behaviors, supremacy, high self–confidence, relationship with peers). The data was analyzed by spss21. <br>
<strong>Result</strong>: Functional family therapy could reduce impulsive behavior and increase social skills in children with ADHD (<em>p</em><0.001).<br>
<strong>Conclusion</strong>: Use of functional family therapy recommended to professionals in the treatment of children with ADHD.</div>
خانوادهدرمانی کارکردی, رفتارهای تکانشی, مهارت اجتماعی, نارسایی توجه/بیشفعالی.
Functional Family Therapy, Impulsive Behavior, Social Skills, Attention Deficit Hyperactivity Disorder.
25
25
http://jdisabilstud.org/browse.php?a_code=A-10-1071-1&slc_lang=fa&sid=1
Mohsen
Saeidmanesh
محسن
سعیدمنش
saeidmaeh @ sau.ac.ir
100319475328460038326
100319475328460038326
Yes
Science and Arts University
دانشگاه علم و هنر یزد
Farangis
Demehri
فرنگیس
دمهری
frenidemehri@gmail.com
100319475328460038327
100319475328460038327
No
Science and Arts University
دانشگاه علم و هنر یزد
Mohamadali
Jafari Nodushan
محمدعلی
جعفری ندوشن
yzd1511@gmail.com
100319475328460038328
100319475328460038328
No
Science and Arts University
دانشگاه علم و هنر یزد