اثربخشی آموزش شناختی‌رفتاری بر افزایش شادکامی افراد وابسته به مواد محرک

زمینه و هدف: امروزه افزایش مصرف مواد مخدر نگرانی روزافزونی را برای تمامی جوامع به دنبال دارد و مسئلهٔ وابستگی به مواد و سوء مصرف آن به معضلی اجتماعی درمانی تبدیل شده است. پژوهش حاضر، با هدف بررسی اثربخشی روش درمان شناختی رفتاری (cbt) بر افزایش شادکامی افراد وابسته به مواد محرک انجام شد.روش بررسی: این مطالعه به صورت نیمه آزمایشی بود که از افراد وابسته به مواد محرک، 30 نفر به روش نمونه گیری دردسترس انتخاب شدند. سپس به شکل تصادفی در دو گروه آزمایش (15 نفر) و کنترل (15 نفر) قرار گرفتند. ابزار به کاررفته در این پژوهش، پرسشنامهٔ شادکامی آکسفورد 1980 بود. مداخلهٔ درمان شناختی رفتاری، طی ده جلسه و هر جلسه 90 دقیقه برای گروه آزمایش صورت گرفت. داده های به دست آمده با استفاده از آزمون آماری تحلیل کواریانس و تحلیل واریانس با اندازه گیری مکرر تجزیه وتحلیل شدند.یافته ها: نتایج نشان داد تفاوت بین میانگین نمرات پیش آزمون و پس آزمون گروه آزمایش درمقایسه با گروه کنترل، پس از حذف اثر نمرات پیش آزمون، در افزایش میزان شادکامی تاثیر معنا داری داشت (0٫001>p). همچنین، اثرات این آموزش بعد از گذشت یک ماه پایدار بوده و تفاوت معناداری بین میانگین نمرات پس آزمون و پیگیری گروه آزمایش مشاهده نشد (0٫073=p).نتیجه گیری: با توجه به یافته ها، به نظر می رسد درمان شناختی رفتاری می تواند موجب افزایش شادکامی شود؛ بنابراین، توصیه می گردد آموزش درمان شناختی رفتاری توسط روان شناسان و روان درمانگران به عنوان روشی مداخله ای در جهت پیشگیری درزمینهٔ مصرف مواد به کار گرفته شود.

Cognitive Behavioral Therapy on People Happiness Increase Dependent on Stimulant Drugs

Background & Objectives: Increasing in use of drug (drug addiction and drug abuse) has become a concern of all communities as a health and social problem. Therefore, the purpose of this study was to investigate the effectiveness of cognitivebehavioral training on people happiness increase dependent on stimulant drugs.Methods: The research was quasiexperimental study with random assignment of subjects to experimental and control groups, with preposttest and followup. The statistical population of the present study was to identify the drug addicts who were referred to the welfare organization of Tehran (capital city of Iran) to reduce the dependence on addiction treatment centers. Samples in this study be included 30 patients’ dependent on stimulants for available sampling formed in the respective centers. The criteria for entry into the study included the use of stimulants, the length of drug addiction for more than one year, male subjects and lack of physical and mental illness. The subjects were randomly divided in two experimental (n=15) and control (n=15) groups. The ethical considerations of this study included obtaining written consent from subjects, confidentiality of the information of all subjects, not using the names and information of subjects in the process of data analysis, and group analysis of scores. Instruments used in this study were the Oxford happiness questionnaire. Cognitivebehavioral group therapy sessions a week for 10 sessions over 3 months for 1 session and every 90 minutes using cognitivebehavioral pattern derived from relevant research records prepared and held for trial. Data were analyzed using SPSS software using descriptive statistics (mean and standard deviation) and inferential statistics (covariance analysis and repeated measures variance analysis).Results: Descriptive findings showed that the average pretest experimental and control groups was not different, while the posttest differences between the experimental group (25.78) and control (18.33) has been observed. Covariance analysis was used to investigate the difference between groups in the posttest area or to remove the pretest effect. The results showed that there was a significant difference between the mean posttest scores of the experimental group and the control group after limitation of initial differences in the pretest was significance in happiness (p<0.001, F=12.84). In other words, cognitivebehavioral education had effective impact on increasing the happiness of addicted people to stimulants. The difference between the mean scores of the pretest and the posttest of the test group, after limitation of initial differences in the pretest, was significant in the happiness score (p<0.001), while there was not a significant difference between the scores before the test and posttest control group in happiness score (p=0.521). Therefore, cognitivebehavioral education had influential effects on people with substance dependence on their happiness in the experimental group. In addition, the effects of this training were stable after 1 month, and there was no significant difference between the mean posttest scores and the followup of the experimental group (p=0.730). Other findings of this study also showed that there was no significant difference between the mean posttest scores and the followup of the control group in the happiness score (p=0.460).Conclusion: According to the results, it seems that cognitivebehavioral training could enhance happiness. Therefore, cognitivebehavioral training, by psychologists and psychotherapists, in substance as a preventive intervention is recommended.