Middle Eastern Journal of Disability Studies

fa اثربخشی درمان متمرکز بر شفقت در تحمل پریشانی و استرس والدینی مادران کودکان دارای اختلال یادگیری شهر بهارستان Effects of Compassion-Focused Therapy on Parental Distress Tolerance in the Mothers of Children With Learning Disorders روانشناسی Psychology مقاله پژوهشی اصیل Original Research Article زمینه و هدف: حضور کودک مبتلا به هر نوع ناتوانی، استرس و تنیدگی فزاینده‌ای را به اعضای خانواده تحمیل می‌کند؛ لذا هدف‌ پژوهش حاضر، تعیین اثربخشی درمان متمرکز بر شفقت در تحمل پریشانی و استرس والدینی مادران کودکان دارای اختلال یادگیری شهر بهارستان بود. روش‌بررسی: روش پژوهش نیمه‌آزمایشی از نوع پیش‌آزمون-پس‌آزمون با گروه گواه بود. جامعهٔ آماری را تمامی مادران کودکان دارای اختلال یادگیری شهر بهارستان در سال تحصیلی ۹۸-۱۳۹۷ تشکیل دادند که سی نفر واجد شرایط به‌روش نمونه‌گیری دردسترس انتخاب شدند. سپس به‌صورت تصادفی در دو گروه گواه و آزمایش (هر گروه پانزده نفر) قرار گرفتند. ابزار پژوهش شامل مقیاس تحمل پریشانی (سیمونز و گاهر، ۲۰۰۵) و فرم کوتاه شاخص استرس والدینی (آبیدین، ۱۹۹۵) بود. ابتدا از هر دو گروه پیش‌آزمون گرفته شد. سپس برای افراد گروه آزمایش توسط محقق، هشت جلسهٔ آموزشی شفقت‌درمانی به‌مدت هشت هفته و هر هفته یک‌جلسهٔ شصت‌دقیقه‌ای ارائه شد؛ اما گروه گواه هیچ مداخله‌ای دریافت نکرد. پس از پایان جلسات آموزش، از هر دو گروه پس‌آزمون گرفته شد. جهت تجزیه‌و‌تحلیل داده‌ها، آزمون تی‌مستقل، خی‌دو و تحلیل کوواریانس تک‌متغیره در سطح معنا‌داری ۰٫۰۵=α به‌کار رفت. یافته‌ها: تحلیل داده‌ها نشان داد، میانگین نمرهٔ تحمل پریشانی به‌طور معنا‌داری افزایش یافته است؛ اما میانگین نمرات استرس والدینی به‌طور معنا‌داری دارای کاهش بوده است (۰٫۰۰۱≥p). نتیجه‌گیری: براساس یافته‌های این مطالعه می‌توان گفت، درمان متمرکز بر شفقت مؤثر بوده و موجب افزایش تحمل پریشانی و کاهش استرس ‌والدین مادران کودکان دارای اختلال یادگیری شده است. <div style="text-align: justify;">Background & Objectives: Learning disorder is a neurological condition that affects one or more of the most basic psychological processes in learning, speaking, or writing. The main characteristic of children with learning disabilities is the child's overall intellectual ability. Learning disorders present severe effects on the parents of these children, such as high levels of anxiety, stress, isolation, and decreased quality of life. Parental stress experience suggests that most mothers encounter parental stress; accordingly, when parents experience stress, they affect their child's reading and writing, and the child may have difficulty learning such skills. Furthermore, the affected child is not expected to have a positive trend of school achievements. Due to inability to learn and other factors, such as inability to writing, memorizing tasks, and understanding, the educational progress of these children is delayed or interrupted. Parental stress affects the degree of distress tolerance. A strategy that seems to be effective in reducing adverse outcomes is employing research–supported therapeutic approaches. Among the approaches that have been the focus of therapists in recent years is the Compassion–Focused Therapy (CFT) developed by Gilbert. In CFT, individuals learn not to avoid and suppress their painful emotions, but to feel them. This treatment recognizes the flow of compassion in 3 ways, as follows: the compassion we can feel toward others, the compassion we can feel from others, and the compassion we can guide ourselves. The present study aimed to determine the effects of CFT in coping with distress and parental stress in the mothers of children with learning disabilities. Methods: This was a quasi–experimental study with a pretest–posttest and a control group design. The statistical population consisted of all mothers of children with learning disabilities in Baharestan City, Iran in the academic year of 2018–2019. Thirty eligible individuals were selected by the convenience sampling method. They were randomly divided into two groups of control and experimental (n=15/group). Research tools included the Distress Tolerance Scale (Simmons & Gahr, 2005) and the Parenting Stress Index–Short Form (Abidin, 1). The experimental group received eight 60–minute weekly sessions of CFT; however, the controls received no intervention. At the end of the training sessions, a posttest was performed in both study groups. Univariate Analysis of Covariance (ANCOVA) was used to analyze the collected data (α=0.05). Results: The obtained data revealed that by eliminating the effect of pretest scores, there was a significant difference between the adjusted mean scores of distress tolerance and parental stress of the mothers of children with learning disorders by group membership (test & control) (p≤0.001). The mean score of distress tolerance significantly increased; however, the mean parental stress scores decreased significantly (p≤0.001). Therefore, the effect of CFT in distress tolerance was equal to 0.352, and concerning marital adjustment, it was measured as 0.370. Conclusion: According to the timing of this study, it can be concluded that there was a significant difference in the distress tolerance and parental stress of the mothers of children with learning disorders between the experimental and control groups. Increased distress tolerance and reduced parental stress were observed in the study participants.</div> درمان متمرکز بر شفقت, تحمل پریشانی, استرس والدینی, اختلال یادگیری. Compassion–Focused therapy, Distress tolerance, Parental stress, Learning disorder. 153 153 http://jdisabilstud.org/browse.php?a_code=A-10-1787-1&slc_lang=fa&sid=1 Liah Aqa Akbari لیاه آقا اکبری liahaqaaliakbari@gmail.com 100319475328460052554 100319475328460052554 Yes Islamic Azad University, Islamshahr Branch دانشگاه آزاد اسلامی واحد اسلامشهر Seyed Mahmoud Mirzamani سید محمود میرزمانی liahaqaaliakbari@gmail.com 100319475328460052555 100319475328460052555 No Department of Clinical Psychology, Yazd University of Science and Art گروه روان‌شناسی بالینی، دانشگاه علم و هنر یزد Hadi Hashemi Razini هادی هاشمی رزینی liahaqaaliakbari@gmail.com 100319475328460052556 100319475328460052556 No Department of Psychology, Kharazmi University گروه روان‌شناسی، دانشگاه خوارزمی