مقایسه اثربخشی برنامه تقویت بنیان خانواده و آموزش شناختی مبتنی بر ذهن آگاهی بر کفایت اجتماعی نوجوانان 13 تا 14 سال

دوره‌ی نوجوانی از دوره‌های بحرانی و پیچیده از زندگی پس از کودکی است؛ که معمولاً از 11 تا 12 سالگی آغاز می‌شود و در 18 تا 21 سالگی خاتمه می‌یابد. پژوهش حاضر در نظر دارد به این موضوع بپردازد که آیا بین آموزش برنامه‌ی تقویت بنیان خانواده[1] و درمان‌شناختی مبتنی بر ذهن‌آگاهی بر کفایت اجتماعی هویت نوجوانان 13- 14 سال تفاوت معناداری وجود دارد؟  این تحقیق، بر مبنای هدف، کاربردی و، بر مبنای روش، از نوع نیمه‌آزمایشی با طرح پیش‌آزمون و پس‌آزمون با گروه کنترل است. جامعه‌ی آماری پژوهش حاضر شامل کلیه‌ی نوجوانان 13 تا 14 سال مدارس متوسطه دوره‌ی اول شهر بیرجند در سال 1403 می‌باشد که از میان آن‌ها 45 نفر به روش نمونه‌گیری هدفمند براساس معیارهای ورود و خروج انتخاب و با توجه به توان آزمون 80% و خطای 05/0 و اندازه‌ی اثر متوسط برای هر گروه 15 نفر در نظر گرفته شد. سپس افراد تصادفی در سه گروه آموزش‌شناختی مبتنی بر ذهن‌آگاهی (15 نفر)، آموزش برنامه‌ی تقویت بنیان خانواده (15 نفر) و کنترل (15 نفر) قرار گرفتند. پرسش‌نامه‌ی‌ کفایت اجتماعی توسط نوجوانان هر سه گروه تکمیل شد. یافته ها نشان داد آموزش‌شناختی مبتنی بر ذهن‌آگاهی تاثیر قابل ‌توجهی بر بهبود کفایت اجتماعی نوجوانان دارد. این نوع آموزش با افزایش خودآگاهی اجتماعی و هیجانی، کاهش تکانشگری و تقویت خودتنظیمی هیجانی و بهبود مهارت‌های حل مسئله‌ی اجتماعی به نوجوانان کمک می‌کند تا روابط اجتماعی موثرتر و سالم‌تری داشته باشند. در مجموع، ذهن‌آگاهی نوجوانان را قادر می‌سازد تا با تامل بیشتری به موقعیت‌های اجتماعی پاسخ دهند و تعاملات مثبت‌تری را تجربه کنند که این امر موجب ارتقای سلامت روانی و اجتماعی آنان می‌شود

a comparison of the effectiveness of a family-strengthening program and mindfulness-based cognitive training on the social competence of 13- to 14-year-old adolescents

introduction adolescence is a critical and complex period of life following childhood, typically beginning at 11 to 12 years of age and ending at 18 to 21 years. adolescent social competence refers to the combination of social skills and adaptive behaviors that enable adolescents to interact successfully with peers and adults. social competence involves an individual’s ability to exercise personal independence and social responsibility and serves as the foundation for developing desirable outcomes such as self-confidence, social well-being, friendship quality, and work-related competencies. given the sensitivity of adolescence, it is necessary to use various methods to address behavioral problems in this period. one such method is mindfulness-based cognitive intervention, a psychological approach rooted in eastern meditation techniques. it includes strategies such as paying purposeful, non-judgmental attention to the present moment and focuses primarily on general vulnerabilities rather than specific problems. some studies indicate that interventions aimed at improving family functioning can yield promising results in promoting adolescent health. therefore, the present study aims to examine whether there is a significant difference between the strengthening families program (sfp) and mindfulness-based cognitive therapy in improving the social competence of adolescents aged 10–14 years. research methods this research is applied in terms of its purpose and quasi-experimental in terms of its method, using a pre-test/post-test design with a control group. the statistical population consisted of all adolescents aged 13 to 14 years enrolled in first-year secondary schools in birjand in 1402. from this population, 45 adolescents were selected through purposive sampling based on inclusion and exclusion criteria, taking into account a test power of 80%, an error level of 0.05, and an average effect size, resulting in 15 participants for each group. the selected participants were then randomly assigned to three groups: (1) mindfulness-based cognitive training (15 individuals), (2) strengthening family foundation program training (15 individuals), and (3) control group (15 individuals). the social competence questionnaire (pscs) was administered to adolescents in all three groups. the first intervention group received mindfulness-based cognitive training delivered in 8 sessions, each lasting 120 minutes (one session per week). the second intervention group received the strengthening family foundation program, implemented in 8 weekly sessions of 2 hours each for both the adolescent and their family. adolescents in the control group did not receive any intervention. immediately after the completion of the training sessions, the questionnaire was administered again. a three-month follow-up assessment was also conducted for all three groups. findings the findings showed that the mean total scores across all three time periods increased significantly for the behavioral skills component in both the family foundation strengthening training group and the mindfulness-based cognitive training group compared to the control group. additionally, the mindfulness-based cognitive training group demonstrated a significant increase—relative to the control group—in the components of motivation and expectations, as well as emotional competence. for the cognitive skills component, a significant increase was observed only in the family foundation strengthening training group compared to the control group. however, no significant differences were found in the mean total scores across the three time periods for the overall social competence components between the family foundation strengthening training and mindfulness-based cognitive training groups. overall, the findings indicate that there is a significant difference between the effectiveness of sfp and mindfulness-based cognitive training on the social competence of adolescents aged 13 to 14.conclusionmindfulness-based cognitive training has a significant impact on enhancing the social competence of adolescents. this type of training supports adolescents in developing more effective and healthy social relationships by increasing social and emotional awareness, reducing impulsivity, strengthening emotional self-regulation, and improving social problem-solving skills. overall, mindfulness enables adolescents to respond more thoughtfully in social situations, fostering positive interactions and contributing to their mental and social well-being.