Middle Eastern Journal of Disability Studies

fa طراحی و اعتبارسنجی بستهٔ آموزش ذهنی‌سازی مبتنی‌بر تجارب زیستهٔ مادران دارای فرزند اختلال یادگیری Designing and Validating a Mentalization Training Package Based on the Mothers' Lived Experiences with Their Children with Learning Disabilities روانشناسی Psychology مقاله پژوهشی اصیل Original Research Article چکیده زمینه و هدف: کودکان اختلال یادگیری بر زندگی فردی مادران به‌عنوان مراقبت‌کنندهٔ اصلی تأثیرات درخورتوجهی دارند. ازطرفی مشکلات مادر باعث اثر منفی در روابط مادر-کودک و کاهش بهزیستی روان‌شناختی آنان می‌شود. پژوهش حاضر باهدف طراحی و اعتبارسنجی بستهٔ آموزشی ذهنی‌سازی مبتنی‌بر تجارب زیستهٔ مادران دارای فرزند با اختلال یادگیری انجام شد. روش‌بررسی: پژوهش حاضر از نوع طرح آمیخته با روش پدیدارشناسی (کیفی) و روش توصیفی‌تحلیلی (کمی) بود. جامعهٔ آماری را تمامی مادران دارای فرزند با اختلال یادگیری در مقطع ابتدایی، در سال تحصیلی ۱۴۰۱-۱۴۰۰ شهر یزد تشکیل دادند که تعداد پانزده نفر براساس سطح اشباع نظری به‌طور هدفمند و دردسترس وارد مطالعه شدند. جمع‌آوری داده‌ها به‌صورت مصاحبهٔ نیمه‌ساختاریافته و کدگذاری اطلاعات مصاحبه و طبقه‌بندی مفاهیم بود. تحلیل داده‌های کیفی بااستفاده از روش کلایزی (۱۹۷۸) انجام گرفت. به‌منظور اعتبارسنجی یافته‌ها، داده‌ها توسط متخصصان و درمانگران حوزهٔ اختلال یادگیری با دو شاخص کمی نسبت روایی (CVR) و شاخص روایی محتوا (CVI) بازنگری و تأیید شد. یافته‌ها: حداقل مقدار پذیرفتنی برای تأیید اعتبار، برای شاخص کمی نسبت روایی ۰٫۶۲ و شاخص روایی محتوا ۰٫۷۵ بود. یافته‌های پژوهش مبتنی‌بر تجارب زیستهٔ مادران به‌صورت مقوله‌های اصلی آموزش جنبه‌های ذهنی‌سازی، آموزش تنظیم هیجان، آموزش راهبردهای دلبستگی، آگاه‌سازی علائم اختلال یادگیری، آموزش ارتباط با فرزند، آموزش کاهش اضطراب/افسردگی/وسواس، مدیریت کمال گرایی به‌دست آمد که در قالب پانزده جلسه قابل‌آموزش و دارای اعتبار بود. نتیجه‌گیری: براساس یافته‌های پژوهش، محتوا و اهداف جلسات بستهٔ آموزشی ذهنی‌سازی مبتنی‌بر تجارب زیستهٔ مادران دارای فرزند با اختلال یادگیری به‌منظور آموزش والدین این کودکان، مناسب و مفید است. Abstract Background & Objectives: Learning disabilities encompass a wide range of educational problems, and to fully understand them, it seems essential to pay attention to the child's social, family, emotional, and behavioral situations. Children with learning disabilities have a significant effect on the lives of mothers as the main caregivers. On the other hand, mothers' problems have a negative impact on mother-child relationships and reduce their psychological well-being. The type of reaction that mothers show when faced with the disorder and behaviors of their children depends on their capacity for mentalization. Mothers' lived experiences play an important role in managing learning disabilities; however, no research in Iran has directly addressed mentalization training based on mothers' lived experiences with children with learning disabilities. Also, mothers are considered the main pillar of balance, peace, and excellence in the family and society system, and their involvement in managing learning disabilities can play a special role. This research aimed to design and validate a mentalization educational package based on the lived experiences of mothers with children with learning disabilities. Methods: The current research employed a mixed design with phenomenological (qualitative) and descriptive-analytical (quantitative) methods. The main goal of the phenomenology method is to understand the main structure of human experienced phenomena and to achieve the conceptual depth of lived experiences. What is important in this method is the experience of people and their interpretation of those experiences. In phenomenological research, the analyzed experiences of different people are compared to identify the essence of that phenomenon (17). The statistical population includes all mothers with children with learning disabilities in elementary school, in the academic year of 2021-2022, in Yazd City, Iran. Of these, 15 people were selected and included in the study based on the level of theoretical saturation. Data collection was done in the form of semi-structured interviews and classification of extracted concepts. To comply with research ethics, all participants were assured that their information would remain confidential. In the qualitative part, seven-step Colaizzi's method (1978) was used to analyze the data. To validate the qualitative findings, the data were collected by specialists and therapists in the field of learning disorders with a minimum of 10 years experience, who were selected based on theoretical saturation in the number of 10 people, with the Lawshe method (to convert qualitative content into quantity), including two quantitative indicators of validity ratio (CVR) and content validity index (CVI) were revised and approved. After extracting the information from experts' opinions and after analysis, the final package of mentalization-based training was compiled. Results: The interview results revealed that issues related to children, parents, and school are the three primary areas of concern regarding learning disorders. Categories of academic resilience; child's negative emotions, ; academic and learning problems, ; behavioral problems, ; cognitive problems, lack of interest and motivation; interaction with the teacher and school; conflict and disagreement of couples regarding child's learning; mother's lack of knowledge; comparing; future social concern; parent-child guilt; negative interaction with children; children's negative emotions; mothers' perfectionism; and non-acceptance of individual differences and the involvement of others are the most important categories related to the main areas of learning disorder problems. The findings showed that according to Lawshe's method, with the minimum acceptable value of 0.62 for CVR and 0.75 for CVI, all the content, objectives, and description of the sessions of the mentalization training package in the form of 15 sessions are valid. Conclusion: Based on the research findings, the content and goals of the mentalization training package sessions based on the lived experiences of mothers of children with learning disability are appropriate and useful for educating parents of these children. آموزش ذهنی‌سازی, اختلال یادگیری, مادران Training mentalization, Learning disability, Mothers 42 42 http://jdisabilstud.org/browse.php?a_code=A-12-3772-1&slc_lang=fa&sid=1 Abolfazl Fallah Tafti ابوالفضل فلاح تفتی ab.Counselor@gmail.com 100319475328460066577 100319475328460066577 No PhD Student in Counseling, Faculty of Literature and Humanities, Yazd Branch, Islamic Azad University, Yazd, Iran دانشجو دکتری مشاوره، دانشکدهٔ ادبیات و علوم انسانی، واحد یزد، دانشگاه آزاد اسلامی، یزد، ایران Mariyeh Dehghan Menshadi ماریه دهقان منشادی Marieh.dehghan@gmail.com 100319475328460066578 100319475328460066578 Yes Assistant Professor, Department of Psychology and Counselling, Faculty of Literature and Humanities, Yazd Branch, Islamic Azad University, Yazd, Iran استادیار، گروه روان‌شناسی و مشاوره، دانشکدهٔ ادبیات و علوم انسانی، واحد یزد، دانشگاه آزاد اسلامی، یزد، ایران Mohamad Hossein Fallah محمد حسین فلاح fallahyazd@iauyazd.ac.ir 100319475328460066579 100319475328460066579 No Associate Professor, Department of Psychology and Counselling, Faculty of Literature and Humanities, Yazd Branch, Islamic Azad University, Yazd, Iran دانشیار، گروه روان‌شناسی و مشاوره، دانشکدهٔ ادبیات و علوم انسانی، واحد یزد، دانشگاه آزاد اسلامی، یزد، ایران Najmeh Sedrposhan نجمه سدرپوشان sedrppoushan@iaukhsh.ac.ar 100319475328460066580 100319475328460066580 No Assistant Professor, Department of Psychology and Counselling, Faculty of Literature and Humanities, Yazd Branch, Islamic Azad University, Yazd, Iran استادیار، گروه روان‌شناسی و مشاوره، دانشکدهٔ ادبیات و علوم انسانی، واحد یزد، دانشگاه آزاد اسلامی، یزد، ایران Mohsen Azizi محسن عزیزی Mohsenazizi1986@gmail.com 100319475328460066581 100319475328460066581 No Assistant Professor, Department of Psychology, Ashkezar Branch, Islamic Azad University, Ashkezar, Iran استادیار، گروه روان‌شناسی، واحد اشکذر، دانشگاه آزاد اسلامی، اشکذر، ایران