اثربخشی آموزش برنامهٔ نظم‌جویی شناختی هیجان بر انعطاف‌پذیری شناختی و ناگویی هیجانی دانش‌آموزان ناشنوا

زمینه و هدف: ناشنوایی نوعی آسیب حسی‌عصبی رایج است که به کاهش کیفیت زندگی، گوشه‌گیری، کاهش فعالیت‌های اجتماعی و احساس طردشدن منجر می‌شود. کودکان و نوجوانان ناشنوا در انعطاف‌پذیری شناختی و واکنش‌های هیجانی با چالش‌های زیادی مواجه هستند. متاسفانه، واکنش‌های هیجانی نامناسب در این کودکان و نوجوانان به بروز مشکلات شناختی و ناگویی هیجانی منجر می‌شود؛ بنابراین، پژوهش حاضر به‌‌منظور بررسی اثربخشی آموزش برنامهٔ نظم‌جویی شناختی هیجان بر انعطاف‌پذیری شناختی و ناگویی هیجانی دانش‌آموزان ناشنوا انجام شد.روش‌بررسی: پژوهش حاضر، مطالعه‌ای نیمه‌آزمایشی با طرح پیش‌آزمون-پس‌آزمون و گروه گواه بود. دانش‌آموزان ناشنوای شهر یاسوج جامعهٔ آماری این پژوهش را تشکیل دادند. در این پژوهش 24 دانش‌آموز ناشنوا شرکت کردند که به‌ روش نمونه‌گیری دردسترس از مدرسهٔ ناشنوایان شقایق انتخاب شدند. شرکت‌کنندگان در دو گروه 12نفری آزمایش و گواه قرار گرفتند. گروه آزمایش در هشت جلسه آموزش برنامهٔ نظم‌جویی شناختی هیجان شرکت کرد؛ درحالی‌که گروه گواه در این جلسه‌های آموزشی شرکت داده نشدند. ابزارهای این پژوهش مقیاس انعطاف‌پذیری شناختی و مقیاس ناگویی هیجانی بود. داده‌ها با استفاده از تحلیل کوواریانس چندمتغیری در سطح معناداری 0٫05 تحلیل شد.یافته‌ها: نتایج تحلیل کوواریانس چندمتغیری نشان داد که گروه آزمایش و گواه در انعطاف‌پذیری شناختی و ناگویی هیجانی در مرحلهٔ پس‌آزمون تفاوت معناداری داشتند. آموزش برنامهٔ نظم‌جویی شناختی هیجان بر انعطاف‌پذیری شناختی و ناگویی هیجانی دانش‌آموزان ناشنوا اثر معناداری داشت (0٫001>p). درواقع، آموزش این برنامه سبب بهبود انعطاف‌پذیری شناختی و ناگویی هیجانی دانش‌آموزان ناشنوا شده است. نتیجه‌گیری: براساس یافته‌های پژوهش، استفاده از برنامهٔ نظم‌جویی شناختی هیجان با نتایج مثبت و موثری همراه بود؛ بنابراین، برنامه‌ریزی برای آموزش برنامهٔ نظم‌جویی شناختی هیجان نقش مهمی در انعطاف‌پذیری شناختی و ناگویی هیجانی دانش‌آموزان ناشنوا دارد.

Cognitive Emotion Regulation Training on Cognitive Flexibility and Alexithymia in Hearing-Impaired Students

Background & Objectives: Deafness is a common sensorineural impairment, leading to decreased life quality, withdrawal, reduced social activities, and feelings of rejection. These problems may consequently decrease the rate of cognitive flexibility and emotion regulation in hearing–impaired children and adolescents. It might even sometimes generate alexithymia in them. Planning appropriate training programs to improve cognitive flexibility and emotion regulation in hearing–impaired children and adolescents is of importance. The cognitive emotion regulation training program is one of these approaches. This program significantly addresses cognitive flexibility and emotion regulation. In addition, the cognitive emotion regulation training programs could increase cognitive flexibility and decrease alexithymia in students with hearing impairments. Hearing–impaired children and adolescents face many challenges with cognitive flexibility and emotional reactions. Inappropriate emotional reactions lead to cognitive problems and alexithymia in hearing–impaired children and adolescents. Therefore, the present study aimed to determine the effectiveness of cognitive emotion regulation training program on cognitive flexibility and alexithymia in hearing–impaired students.Methods: This was a quasi–experimental study with a pretest–posttest and a control group design. The study participants were 24 hearing–impaired students aged 15–19 years. They were selected by the convenience sampling method from the hearing–impaired school of Shaghaygh in Yasoj City, Iran, in the 2017–2018 academic year. They were from a middle socioeconomic class. The study participants were randomly divided into the experimental and control groups, each group consisting of 12 students. The experimental group participated in an 8–session cognitive emotion regulation training program (two 50–minute sessions weekly); however, the control group received no intervention and remained in the relevant waiting list. Denis and Vendoral Cognitive Flexibility Scale (CFS) (2010) and the Toronto Alexithymia Scale (TAS) (Bagby, Parker, & Taylor, 1994) were used for assessing the study participants. The CFS and TAS were completed by hearing–impaired students at pretest and posttest phases (i.e., before and after the training sessions). The obtained data were analyzed using Multivariate Analysis of Covariance (MANCOVA) in SPSS at α=0.05.Results: Initially, the normality of variables and contingency of variance and covariance assumptions were tested. The Kolmogorov–Smirnov test results suggested that all variables were normally distributed. Besides, Box’s M test confirmed the contingency of variance–covariance assumption. Thus, the assumptions of MANCOVA were confirmed, and this test could be used for data analysis. The MANCOVA results indicated that the experimental and control groups significantly differed in cognitive flexibility and alexithymia variables at the posttest stage (p<0.001). The MANCOVA data also suggested that the cognitive emotion regulation training program significantly affected cognitive flexibility and alexithymia in hearing–impaired students (p<0.001). In other words, the cognitive emotion regulation training program increased cognitive flexibility and decreased alexithymia scores in hearing–impaired students. According to Eta squared measures, 54% and 61% of the variations of the cognitive flexibility and alexithymia variables could be respectively explained by the study subjects’ participation in the cognitive emotion regulation training program. Furthermore, the cognitive emotion regulation training program significantly affected all subscales of alexithymia (difficulty in identifying feelings, difficulty in describing emotions, & objective thinking) in these students (p<0.001). According to Eta squared values, 56%, 62%, and 55% of variations in difficulty in identifying feelings, difficulty in describing emotions, and objective thinking be respectively explained by the study subjects’ participation in cognitive emotion regulation training program. Conclusion: The cognitive emotion regulation training program improved the cognitive flexibility and alexithymia and its subscales (difficulty in identifying feelings, difficulty in describing emotions, & objective thinking) among the hearing–impaired students. In other words, applying this training program has been associated with effective and positive outcomes. Cognitive flexibility and alexithymia of the control group that did not participate in the cognitive emotion regulation training program did not improve significantly. Therefore, paying attention to the cognitive emotion regulation training program is essential. Accordingly, planning for providing training this program to hearing–impaired children and students is of particular importance.