fa اثربخشی آمورش شناختی رفتاری مبتنی‌بر ذهن‌آگاهی به مادران بر خودکارآمدی فرزندان با ناتوانی‌های یادگیری خاص روانشناسی Psychology مقاله پژوهشی اصیل Original Research Article <div style="text-align: justify;"><strong>هدف</strong>: پژوهش حاضر باهدف تعیین اثربخشی آموزش شناختی رفتاری مبتنی‌بر ذهن‌آگاهی به مادران بر خودکارآمدی فرزندان ناتوانی یادگیری خاص آن‌ها در شهر تهران انجام شد.<br> <strong>روش‌بررسی</strong>: روش پژوهش نیمه‌آزمایشی و از نوع طرح‌های پیش‌آزمون-پس‌آزمون و پیگیری با گروه گواه بود. جامعهٔ آماری این پژوهش را تمام مادران و دانش آموران ۸ تا ۱۲ سالهٔ دارای ناتوانی یادگیری خاص در شهر تهران تشکیل می‌دادند که از بین آن‌ها ۵۶ نفر (۲۸ مادر و ۲۸ کودک) به‌شیوهٔ نمونه‌گیری مبتنی‌بر هدف انتخاب شدند و به‌شیوهٔ تصادفی در دو گروه آزمایش و گواه قرار گرفتند. ابزار گردآوری اطلاعات، پرسشنامهٔ خودکارآمدی دانش‌آموز مورگان-جینکز (۱۹۹۹) بود که قبل و بعد از مداخله و در مرحلهٔ پیگیری سه‌ماهه برروی هر دو گروه گواه و آزمایش اجرا شد. آزمودنی‌های گروه آزمایش در ۸ جلسهٔ دوساعته تحت درمان شناختی رفتاری مبتنی بر ذهن‌آگاهی قرار گرفتند. گروه گواه هیچ‌گونه آموزش درمانی ویژه‌ای دریافت نکرد. تجزیه‌وتحلیل داده‌ها در سطح توصیفی با استفاده از میانگین و انحراف‌معیار و در سطح استنباطی با استفاده از آزمون تحلیل واریانس با اندازه‌گیری مکرر انجام شد.<br> <strong>یافته‌ها</strong>: نتایج نشان داد که درمان شناختی رفتاری مبتنی‌بر ذهن‌آگاهی به مادران بر خودکارآمدی فرزندان آن‌ها در گروه آزمایش تأثیر معناداری نداشت.<br> <strong>نتیجه‌گیری</strong>: آموزش شناختی رفتاری مبتنی بر ذهن‌آگاهی به مادران به‌عنوان بخشی از درمان کودکان با ناتوانی یادگیری خاص باید بااحتیاط به‌ کار رود.</div> <div style="text-align: justify;"><strong>Background & Objective</strong>: Specific learning disabilities involve disorders of learning and cognition that are intrinsic to the individual. Specific learning disabilities are specific in the sense that these disorders each significantly affect a relatively narrow range of academic and performance outcomes. Specific learning disabilities may occur in combination with other disabling conditions, but they are not due primarily to other conditions, such as intellectual disability, behavioral disturbance, lack of opportunities to learn, or primary sensory deficits. Children with specific learning abilities have a poor sense of self-efficacy. Research has demonstrated a relationship between child self-efficacy and mother-child interaction. Mother created an environment that may influence child self-efficacy in a numerous way. There continues to be a need for effective interventions that can be utilized within the home setting to assist the student with specific learning abilities. One of these interventions is Mindfulness-Based Cognitive Behavioral training. Mindfulness is a process of openly attending, with awareness, to one&rsquo;s present moment experience. Despite numerous studies available on Mindfulness-Based Cognitive Behavioral training, only a few have examined the effectiveness of this therapy on a student with specific learning disabilities and their mothers, Therefore the present study aimed to investigate the effects of mothers&rsquo; Mindfulness-Based Cognitive Behavioral training on Self-Efficacy in their children with specific learning disabilities.<br> <strong>Methods</strong>: In a quasi-experimental design, a pretest-posttest and follow-up with the control group paradigm applied. The statistical participants of this study consist of all mothers and students aged 8-12 years with specific learning disabilities in Tehran city in the academic year of 2017-2018. A sample of, 56 (28 mothers and 28 children) were selected through purposive sampling method and randomly divided into experimental (14 students with their mothers) and control groups (14 students with their mothers). The Inclusion Criteria for mothers were being 25 years old or above, holding a diploma degree or above. Also, the exclusion criteria were suffering from psychotic disorders. Inclusion and exclusion criteria were evaluated based on interviews and self-reports of participants. Data collection tools were the Morgan Jinks Children&#39;s Self-Efficacy scale which was performed before and after the intervention and in the follow-up period of 3 months on both control and experimental groups. Morgan-Jinks self-efficacy scale has thirty items and three subscales: talent, effort and context. This instrument was validated through field testing and item analysis. The resulted in the 30-item scale with an overall reliability coefficient of 0.82; the subscale alphas were 0.78 for talent; 0.70 for context, and 0.66 for effort. The experimental group received cognitive-behavioural of Mindfulness-Based Cognitive Behavioral training in 8 sessions of 2 hours. The control group did not receive any specialized training. The groups tested before and immediately after the intervention and at the follow-up period of 3 months. Repeated measures of variance analyzed the collected data. All analyses were done in SPSS.<br> <strong>Results</strong>: Data analysis showed that Mindfulness-Based Cognitive Behavioral training for mothers has no significant effect on the Self-Efficacy of their children with specific learning disabilities in the experimental group. Also, there was no significant difference among, pretest, posttest and follow up scores of Self-efficacy subscales (talent, context and effort) in the control group and the experimental group.<br> <strong>Conclusion</strong>: As a part of the treatment for students with specific learning Disabilities, mindfulness should be used with caution.</div> ناتوانی یادگیری خاص, خودکارآمدی, ذهن‌آگاهی. Mindfulness, Learning Disability, Self-Efficacy. 13 13 http://jdisabilstud.org/browse.php?a_code=A-10-1330-1&slc_lang=fa&sid=1 Maryam Bashour Lashgari مریم باشعور لشگری pbl2005@yahoo.com 100319475328460038284 100319475328460038284 No Islamic Azad University, Central Tehran Branch دانشگاه آزاد اسلامی واحد تهران مرکزی Parisa Tajalli پریسا تجلی P_tajalli@yahoo.com 100319475328460038285 100319475328460038285 Yes Islamic Azad University, Central Tehran Branch دانشگاه آزاد اسلامی واحد تهران مرکزی Mojtaba Amirimajd محتبی امیری مجد amirimajd@yahoo.com 100319475328460038286 100319475328460038286 No Islamic Azad University Abhar Branch دانشگاه آزاد اسلامی واحد ابهر