اثربخشی درمان ذهن‌‌آگاهی بر میزان اضطراب‌ اجتماعی و عزت‌‌نفس دانش‌آموزان دارای اختلال یادگیری شهر شادگان

زمینه و هدف: از اختلال های بسیار رایج در کودکان سنین مدرسه، اختلال یادگیری است. این کودکان به طور معمول در زمینه های مختلفی نظیر تحصیلی و شناختی و هیجانی با مشکل روبه رو هستند. پژوهش حاضر با هدف تعیین اثربخشی درمان ذهن آگاهی بر میزان اضطراب اجتماعی و عزت نفس دانش آموزان پایهٔ چهارم تا ششم ابتدایی دارای اختلال یادگیری صورت گرفت.روش بررسی: این پژوهش از نوع نیمه آزمایشی با طرح پیش آزمون و پس آزمون با گروه گواه بود. جامعهٔ آماری را تمامی دانش آموزان پسر دارای اختلال یادگیری در سال تحصیلی 98-1397، در مقطع ابتدایی پایهٔ چهارم تا ششم شهر شادگان تشکیل دادند. از میان آن ها با روش نمونه گیری خوشه ای چندمرحله ای، 30 نفر انتخاب شده و به طور تصادفی در دو گروه 15نفرهٔ آزمایش و گواه قرار گرفتند. در گروه آزمایش روش مداخله به صورت برنامهٔ مداخلهٔ ذهن آگاهی کاباتزین بود. جهت جمع آوری داده ها، دو پرسشنامهٔ اضطراب اجتماعی لیبوویتز (lsas) (1987) و پرسشنامهٔ عزت نفس کوپراسمیت (1996) به کار رفت. داده ها توسط آزمون آماری تحلیل کوواریانس چندمتغیری و با نرم افزار آماری spss نسخهٔ 18 در سطح معناداری 0٫05=α تجزیه وتحلیل شدند.یافته ها: باتوجه به نمرات کل متغیرها، میانگین و انحراف معیار نمرهٔ کل اضطراب اجتماعی در پیش آزمون و پس آزمون در گروه آزمایش به ترتیب 12٫07±54٫46 و 7٫54±42٫6 و در گروه گواه به ترتیب 8٫39±50 و 7٫99±52٫46 به دست آمد. همچنین میانگین و انحراف معیار نمرهٔ کل عزت نفس در پیش آزمون و پس آزمون در گروه آزمایش به ترتیب 5٫35±22٫2و 4٫59±36٫47 و در گروه گواه به ترتیب 3٫43±21٫8 و 3٫85±23٫33 مشاهده شد. تحلیل کوواریانس چندمتغیری نشان داد برنامهٔ مداخلهٔ آموزش ذهن آگاهی بر کاهش اضطراب اجتماعی و افزایش عزت نفس دانش آموزان دارای ناتوانی یادگیری تاثیرگذار است (0٫001>p).نتیجه گیری: براساس یافته های این پژوهش می توان نتیجه گرفت آموزش ذهن آگاهی به دانش آموزان دارای اختلال یادگیری، اضطراب اجتماعی و عزت نفس آن ها را بهبود می بخشد.

Mindfulness Therapy on the Level of Social Anxiety and SelfEsteem of Elementary School Students with Learning Disorder

Background & Objective: In mental health research, mindfulness is considered as a selfawareness that promote selfesteem. Social anxiety disorder is the most common type of anxiety disorder that affects the person’s social performance. One of the most common causes of childhood disability is learning disabilities. These children are typically faced with problems such as academic, cognitive and emotional backgrounds. In addition, social anxiety disorder is a common disorder and causes to the isolation of the patient and loss of its efficacy. In the formation of social anxiety disorder, various factors are involved. Identification of these factors can contribute to effective treatment and coping with this disorder. Social anxiety is a chronic disorder that is known as an overlooked disorder, which is a major disorder in work and social domains and is a risk factor for the development of depression. The failure of students to do their tasks is a major issue that influence from school and the family. These discomforts about the failure of learning and its topics are one of the most common learning problems. Cognitive therapy based on mindfulness is a new approach in explaining the cognitivebehavioral therapy approach. Mindfulness means that a person focuses his consciousness from past and future to present. Mentally education requires metacognitive learning and new behavioral strategies to focus on attention, prevent rumors of thought and tend to be disturbing responses, and develop new thoughts and reduce unpleasant excitement. The purpose of this study was to determine the effectiveness of mindfulness therapy on the level of social anxiety and selfesteem of elementary students (from 4th to 6th grade) with learning disorder.Methods: This study was a semiexperimental design with pretest and posttest design with control group. The statistical population of this study included all students with learning disabilities, in the elementary school of the fourth to sixth grade of Shadegan city (Khuzestan province Southwest of Iran) in 20182019. In this study, among the educational districts, two boys’ elementary schools of district 1 were randomly selected. Sampling method was multistage cluster. First step was selection of a region (region 1) from Shadegan’s education areas, after that selection of two elementary schools from primary schools in district 1. The third step was to select 30 of 90 elementary students who performed social anxiety and selfesteem tests on them and their social anxiety score was higher than the third quartile (above 50) in this test. At the same time students had to learning disorders based on clinical interview and physical problems. A total of 90 students with learning disabilities filled out questionnaires and then 30 people with the highest score were entered randomly to two groups of experiment (mindfulness intervention program) and control. The experimental group received a program of mindfulness intervention in 8 sessions of 90 minutes, but control group was without intervention. After the intervention period, a posttest was conducted for both groups. Data were collected from two questionnaires of the social anxiety scale (LSAS) (1987) and CooperSmith’s selfesteem questionnaire (1996). Data were analyzed by multivariate analysis of covariance and SPSS 18 software at a significant level of =α0.05.Results: According to the scores of all variables, the mean standard deviation (SD) of total social anxiety score in pre and posttest in the experimental group was 54.46±12.07, 42.6±7.54, respectively. Mean SD the pre and posttest scores of total social anxiety in the control group was 50±8.39, 52.46±7.99, respectively. The mean SD of total selfesteem score in pre and posttest in the experimental group was 22.2±5.35, 36.47±4.59, respectively. Also, the mean (pretest) pre and posttest score of total selfesteem in the control group, it was 21.8±3.43, 23.33±3.85, respectively. Multivariate covariance analysis indicated that the intervention program of mindfulness education was effective in reducing social anxiety and increasing selfesteem of students with learning disabilities (p<0.001).Conclusion: Based on the findings of this study, it could be concluded that the education of mindfulness improved students with social anxiety learning disorder and their selfesteem. Therefore, it provides the groundwork for using this method in a psychological center for students with social anxiety.