بررسی تاثیر آموزش خوددلسوزی شناختی بر بهزیستی ذهنی و کفایت اجتماعی دانش‌آموزان مبتلا به افسردگی

هدف پژوهش حاضر بررسی تاثیر آموزش خود دلسوزی شناختی بر بهزیستی ذهنی و کفایت اجتماعی دانش آموزان مبتلا به افسردگی بود. پژوهش حاضر نیمه آزمایشی با طرح پیش آزمون- پس آزمون و پیگیری با گروه کنترل بود. جامعه آماری این پژوهش شامل کلیه دانش آموزان دختر افسرده مراجعه کننده به هسته مشاوره آموزش و پرورش شهر پلدختر در سال1399 -1398 تشکیل می دادند. با استفاده از روش نمونه‌گیری در دسترس تعداد 30 نفر از آن ها (15 نفر گروه آزمایش و 15 نفر گروه گواه) پس از تشخیص اختلال افسردگی و سپس مصاحبه بالینی، به عنوان نمونه انتخاب شدند. ابزار اندازه گیری در این پژوهش، پرسشنامه های افسردگی بک- ویرایش دوم، بهزیستی ذهنی تانت و همکاران و کفایت اجتماعی فلنر و همکاران  بود. گروه آزمایش طی 8 جلسه یک ساعته، هفته ای یک جلسه تحت آموزش خوددلسوزی شناختی قرار گرفت. بعد از اتمام جلسات آموزشی، از هر دو گروه آزمایش و کنترل پس آزمون و مجدداً دو ماه بعد، از هر دو دو گروه پیگیری به عمل آمد. داده ها با استفاده از آزمون های آماری تحلیل کوواریانس چند متغیره تجزیه و تحلیل شدند. در گروه آزمایش افزایش معنی داری در بهزیستی ذهنی و کفایت اجتماعی بعد از دریافت آموزش مشاهده شد، این نتایج در مرحله پیگیری نیز حفظ شد. باتوجه به نتایج حاصله، آموزش خوددلسوزی شناختی برای افزایش میزان بهزیستی ذهنی و کفایت اجتماعی در دانش آموزان مبتلا به اختلال  افسردگی توصیه می شود.

the study of the effect of cognitive self-compassion on mental well-being and social competence of students with depression

the purpose of this study was to investigate the relationship between help seeking and teacher-student relationship with the mediating role of achievement goals and achievement motivation. the statistical population of this study were students of tehran province who studied in the seventh and ninth grades in the academic year of 1398-99. the sample of this study was 317 boys and girls students and was chosen by multi-stage cluster sampling and all of them completed the ryan and pintrich (1997) questionnaires, murray and zurich’s (2010) teacher-student relationship questionnaires, herman’s (1997) achievement motivation questionnaires and eliot and mcgregor (2001) achievement goals. data were analyzed by pearson correlation and path analysis. the findings showed that the direct effect of the teacher-student relationship on achievement motivation and the direct effect of the mastery approach on achievement motivation were positive and significant. the direct effect of performance-avoidance on help-seeking was negative and significant. the indirect effect of the teacher-student relationship on the help seeking by mediating of mastery approach and performance avoiding was positive and significant, and also the indirect effect of the teacher-student relationship on the help seeking by mediating achievement motivation was positive and significant. the results of this study will be useful for education and higher education centers, especially for teachers, to increase the help seeking and teacher-student relationship and also motivation among students.keywords: help seeking, teacher-student relationship, achievement goals, and achievement motivation.extended abstractintroductionone of the most prevalent and debilitating problems of adults and young adults is depression, and it is so widespread that it is referred to as a mental “cold” among mental disorders (madmali et al., 2016). the prevalence of this disorder is reported to be 14% among boys and 28% among girls (zebrig et al., 2017). psychological well-being is among the factors affected by depression disorder (smith et al., 2017). the feeling of mental well-being or having life satisfaction is a field of positive psychology that tries to evaluate the cognitive judgment of people’s satisfaction/dissatisfaction and emotions (positive and negative values) from their lives in various situations, such as school, work, and daily life (desi ryan, 2008). another skill that may be affected by depressed students is social competence. social competence is the ability to express emotions, understand others, take personal responsibility, and establish appropriate social relationships with others (lindsey berks, 2019). grisham (1981) showed that success in social interactions requires social competence and students with poor social skills face problems such as peer rejection, behavioral problems, and low academic success when they enter school. one of the methods of psychological empowerment is self-compassion training, which can affect the mental well-being and social adequacy of depressed students. self-compassion is defined as acceptance of vulnerability, care, and kindness towards oneself, understanding and having a non-evaluative attitude towards one’s failures and inadequacy, and recognition of the everyday experiences of a person (neff, 2016). various studies have shown the positive result of this treatment in reducing mood disorders and increasing mental health (macbeth gamble, 2012; zesin et al., 2015). therefore, this study aimed to investigate the effectiveness of cognitive self-compassion training on the mental well-being and social competence of depressed students.research questiondoes self-compassion affect the mental well-being and social competence of students with depression?review of literatureevidence shows that people who have higher self-compassion experience less depression and anxiety in challenging social situations and are more satisfied with their lives (marsh et al., 2018). also, self-compassionate people have more courage in dealing with negative events. they use lower emotional and negative self-evaluation when asked to recall their failure experience (ross, 2010). strong relationships between self-compassion and many indicators of positive mental health, including lower levels of depressive symptoms and higher life satisfaction, have been observed in previous research (zesin et al., 2015; phillips, 2018). according to allen and lori (2010), self-compassion also includes appropriate coping strategies that help people deal with negative events in their lives in a positive way.methodologythe current research has a semi-experimental pretest-posttest follow-up design with a control group. the statistical population of this research was all the female students studying in the first and second years of high school referred to the educational counseling organization of poldakhtar city in the academic year of 2018-2019. for this purpose, among 100 volunteer students, 39 students were diagnosed with depression based on the beck depression inventory (bdi). then, according to the inclusion and exclusion criteria of the study, 30 female students were selected and randomly assigned to two experimental and control groups. the collected data were analyzed using descriptive statistics tests (mean and standard deviation) and inferential multivariate covariance analysis using spss software version 22.resultsaccording to the statistical results, it can be stated that the effectiveness of cognitive self-compassion training intervention is effective in the mental well-being and social competence of students suffering from depression (p < 0.05).table 1.