اثربخشی آمورش شناختی رفتاری مبتنی‌بر ذهن‌آگاهی به مادران بر خودکارآمدی فرزندان با ناتوانی‌های یادگیری خاص

هدف: پژوهش حاضر باهدف تعیین اثربخشی آموزش شناختی رفتاری مبتنی بر ذهن آگاهی به مادران بر خودکارآمدی فرزندان ناتوانی یادگیری خاص آن ها در شهر تهران انجام شد.روش بررسی: روش پژوهش نیمه آزمایشی و از نوع طرح های پیش آزمون-پس آزمون و پیگیری با گروه گواه بود. جامعهٔ آماری این پژوهش را تمام مادران و دانش آموران 8 تا 12 سالهٔ دارای ناتوانی یادگیری خاص در شهر تهران تشکیل می دادند که از بین آن ها 56 نفر (28 مادر و 28 کودک) به شیوهٔ نمونه گیری مبتنی بر هدف انتخاب شدند و به شیوهٔ تصادفی در دو گروه آزمایش و گواه قرار گرفتند. ابزار گردآوری اطلاعات، پرسشنامهٔ خودکارآمدی دانش آموز مورگانجینکز (1999) بود که قبل و بعد از مداخله و در مرحلهٔ پیگیری سه ماهه برروی هر دو گروه گواه و آزمایش اجرا شد. آزمودنی های گروه آزمایش در 8 جلسهٔ دوساعته تحت درمان شناختی رفتاری مبتنی بر ذهن آگاهی قرار گرفتند. گروه گواه هیچ گونه آموزش درمانی ویژه ای دریافت نکرد. تجزیه وتحلیل داده ها در سطح توصیفی با استفاده از میانگین و انحراف معیار و در سطح استنباطی با استفاده از آزمون تحلیل واریانس با اندازه گیری مکرر انجام شد.یافته ها: نتایج نشان داد که درمان شناختی رفتاری مبتنی بر ذهن آگاهی به مادران بر خودکارآمدی فرزندان آن ها در گروه آزمایش تاثیر معناداری نداشت.نتیجه گیری: آموزش شناختی رفتاری مبتنی بر ذهن آگاهی به مادران به عنوان بخشی از درمان کودکان با ناتوانی یادگیری خاص باید بااحتیاط به کار رود.

Mindfulness Based Cognitive Behavioral Training for Mothers on the SelfEfficacy of Children with Specific Learning Disabilities

Background & Objective: Specific learning disabilities involve disorders of learning and cognition that are intrinsic to the individual. Specific learning disabilities are specific in the sense that these disorders each significantly affect a relatively narrow range of academic and performance outcomes. Specific learning disabilities may occur in combination with other disabling conditions, but they are not due primarily to other conditions, such as intellectual disability, behavioral disturbance, lack of opportunities to learn, or primary sensory deficits. Children with specific learning abilities have a poor sense of selfefficacy. Research has demonstrated a relationship between child selfefficacy and motherchild interaction. Mother created an environment that may influence child selfefficacy in a numerous way. There continues to be a need for effective interventions that can be utilized within the home setting to assist the student with specific learning abilities. One of these interventions is MindfulnessBased Cognitive Behavioral training. Mindfulness is a process of openly attending, with awareness, to one’s present moment experience. Despite numerous studies available on MindfulnessBased Cognitive Behavioral training, only a few have examined the effectiveness of this therapy on a student with specific learning disabilities and their mothers, Therefore the present study aimed to investigate the effects of mothers’ MindfulnessBased Cognitive Behavioral training on SelfEfficacy in their children with specific learning disabilities.Methods: In a quasiexperimental design, a pretestposttest and followup with the control group paradigm applied. The statistical participants of this study consist of all mothers and students aged 812 years with specific learning disabilities in Tehran city in the academic year of 20172018. A sample of, 56 (28 mothers and 28 children) were selected through purposive sampling method and randomly divided into experimental (14 students with their mothers) and control groups (14 students with their mothers). The Inclusion Criteria for mothers were being 25 years old or above, holding a diploma degree or above. Also, the exclusion criteria were suffering from psychotic disorders. Inclusion and exclusion criteria were evaluated based on interviews and selfreports of participants. Data collection tools were the Morgan Jinks Children’s SelfEfficacy scale which was performed before and after the intervention and in the followup period of 3 months on both control and experimental groups. MorganJinks selfefficacy scale has thirty items and three subscales: talent, effort and context. This instrument was validated through field testing and item analysis. The resulted in the 30item scale with an overall reliability coefficient of 0.82; the subscale alphas were 0.78 for talent; 0.70 for context, and 0.66 for effort. The experimental group received cognitivebehavioural of MindfulnessBased Cognitive Behavioral training in 8 sessions of 2 hours. The control group did not receive any specialized training. The groups tested before and immediately after the intervention and at the followup period of 3 months. Repeated measures of variance analyzed the collected data. All analyses were done in SPSS.Results: Data analysis showed that MindfulnessBased Cognitive Behavioral training for mothers has no significant effect on the SelfEfficacy of their children with specific learning disabilities in the experimental group. Also, there was no significant difference among, pretest, posttest and follow up scores of Selfefficacy subscales (talent, context and effort) in the control group and the experimental group.Conclusion: As a part of the treatment for students with specific learning Disabilities, mindfulness should be used with caution.