اثربخشی درمان مبتنی‌بر تعامل والد-کودک بر کاهش اضطراب مدرسهٔ دختران

زمینه و هدف: تعامل والدین با کودکان خود می‌تواند بر عوامل روان‌شناختی متعددی همچون اضطراب مدرسه و مدرسه‌هراسی کودکان تاثیر داشته باشد. پژوهش حاضر با هدف اثربخشی درمان مبتنی‌بر تعامل والد-کودک بر اضطراب مدرسه و مدرسه‌هراسی دختران پایهٔ پنجم ابتدایی انجام شد.روش‌بررسی: پژوهش حاضر از نوع نیمه‌آزمایشی با طرح پیش‌آزمون-پس‌آزمون و پیگیری با گروه گواه بود. جامعهٔ آماری این پژوهش تمامی دختران مشغول به تحصیل در پایهٔ پنجم ابتدایی در سال تحصیلی 97-1396 در شهر سیرجان بودند. تعداد سی آزمودنی به‌صورت هدف‌مند به‌عنوان نمونه انتخاب شده و به‌طور تصادفی در دو گروه مداخله (پانزده نفر) و گواه (پانزده نفر) گمارده شدند. از پرسشنامه‌های اضطراب مدرسه لینهام و همکاران (2008) و آزمون اختلالات مرتبط با اضطراب کودکان بیرماهر (1999) استفاده شد. طرح درمان مبتنی‌بر تعامل والد-کودک استفاده‌شده در این پژوهش برداشتی برگرفته از مطالعاتی مختلف در این زمینه بود. برنامهٔ درمان در چهارده جلسهٔ 60دقیقه‌ای برگزار شد. تجزیه‌وتحلیل داده‌ها با استفاده از آزمون آماری آنالیز واریانس با اندازه‌گیری مکرر در سطح معنا‌داری 0٫05 صورت گرفت. یافته‌ها: نتایج آزمون آنالیز واریانس با اندازه‌گیری مکرر نشان داد، یک‌دوره برنامهٔ درمانی تعامل والد-فرزند موجب کاهش اضطراب مدرسه در کودکان دارای اضطراب شدید در گروه آزمایش شده است (0٫001>p و 352٫02=f)؛ همچنین یک‌دوره برنامهٔ درمانی تعامل والد-فرزند سبب کاهش نمرات مدرسه‌هراسی در کودکان دارای اضطراب شدید در گروه آزمایش شده است (0٫001>p و 329٫00=f).نتیجه‌گیری: به‌طورکلی می‌توان بیان کرد نزدیک‌کردن والدین به کودکان ازطریق بازی و فرآیند کار گروهی حاکم در این برنامه و حمایت والدین بر آموزش به یکدیگر ازجمله فواید اساسی این نوع درمان در کاهش اضطراب مدرسه و مدرسه‌هراسی در کودکان بوده است.

Developing a Treatment Package based on Parent-Child Interaction and Evaluating its Effects on School Anxiety in Female Students

Background & Objectives: Family is a network of relationships where parents and children interact in a mutual communication. The mother’s reactions greatly influence their child; the behaviors and moods of children could also significantly affect the behavior of parents towards children. An essential component in children–focused treatment is to improve parents–children relationship. For this purpose, conflicts between parents and children are reduced, their interaction process is facilitated, and problem–solving skills are thought to them. The parents’ interaction with their children could affect several psychological factors, such as school anxiety and school phobia in children. Anxiety disorders are the most prevalent mental disorders in children; parents could majorly influence the aggravation or improvement of these disorders in children. School phobia is also a type of anxiety disorders in children, i.e., characterized by severe fear of going to school. Children with this disorder have a vague fear and concern about the possibility of an accident or disaster and often complain of physical illnesses, such as headaches, abdominal pains, and nausea. Anxiety disorders critically impact students, their educational performance, and quality of life. Thus, the current study aimed to develop a treatment package based on parent–child interaction and explore its effectiveness on school anxiety and school phobia among female students in fifth grade of primary school.Methods: This was a quasi–experimental study with a pretest–posttest and a control group design. The statistical population of this study consisted of all female students studying in the fifth grade of primary school in the academic year of 2017–2018 in Sirjan City, Iran (N=2750 girls). The study samples were selected among the clients referring to the counseling centers and clinics, who were diagnosed with anxiety. Of them, 30 individuals were selected by purposive sampling method as the study samples and were randomly assigned into the intervention (n=15) and control (n=15) groups. To collect the required data, the School Anxiety Inventory of Lyneham et al. (2008) and Child Anxiety Related Disorders of Birmaher (2008) were employed. The basis of the treatment based on parent–child interaction used in this research was derived from the framework of the therapeutic principles of the parent–child interaction presented by various relevant studies. The treatment program was held for fourteen 60–minute sessions (one session per week). To analyze the research findings, repeated–measures Analysis of Variance (ANOVA) at the significance level of 0.05.Results: The repeated–measures ANOVA results concerning school anxiety suggested that the effect of independent variable in the experimental group was significant (F=352.02, p<0.001). Additionally, the repeated–measures ANOVA data regarding school phobia revealed that the independent variable effect in the experimental group was significant (F=329.00, p<0.001).Conclusion: In general, the advantages of this treatment in reducing school anxiety and school phobia in children were as follows: providing more intimacy between the studied parents and their children through playing games; the process of teamwork governing the program and parental support on mutual teaching; encouraging the therapist to establish a strong relationship between parent and child; the reflection of their feeling and emotions, and providing feedback by performing homework assignments at home.