دوره 9، شماره 4 - ( دوره نهم، شماره چهارم، زمستان 1400 )
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Bigham lalabady E, Mikaeili N, hajimoradi R. The effectiveness of Memory Specificity Training on depressive symptoms and sedentary behavior in adolescent girls with depressive disorder. CPJ 2022; 9 (4) : 93
URL: http://jcp.khu.ac.ir/article-1-3466-fa.html
URL: http://jcp.khu.ac.ir/article-1-3466-fa.html
بی غم لعل آبادی الهه، میکاییلی نیلوفر، حاجی مرادی راضیه. اثربخشی آموزش اختصاصی‌سازی خاطرات سرگذشتی بر علائم افسردگی و رفتار کم‌تحرک در نوجوانان دختر دارای اختلال افسردگی. فصلنامه روانشناسی شناختی. 1400; 9 (4) :88-105
دانشگاه محقق اردبیلی ، Elahebigham54@uma.ac.ir
چکیده: (4771 مشاهده)
کاهش خاص بودن حافظه به عنوان یکی‌از فرایند‌های شناختی اصلی در افسردگی مطرح شده است. هدف پژوهش‌حاضر کاهش علائم افسردگی و رفتار کم‌تحرک در نوجوانان دختر مبتلا به اختلال افسردگی از طریق آموزش اختصاصی سازی خاطرات می‌باشد. این پژوهش از نظر هدف کاربردی و از نظر روش شبه‌آزمایشی با طرح پیش آزمون، پس‌آزمون با گروه کنترل بود. جامعه آماری این پژوهش شامل تمام دانش‌آموزان4 مدرسه دولتی و غیر‌دولتی شهر کرمانشاه در سال1400 بود که به روش نمونه گیری تصادفی‌خوشه ای انتخاب شدند. سپس بر روی 350 دانش‌آموز این 4 مدرسه آزمون افسردگی(رایندولز، 1989) و رفتار کم‌تحرک (فیشر و همکاران،2012) اجرا شد. از بین 67 دانش‌آموزی که دارای افسردگی بالاتر از 60 و رفتار کم‌تحرک بالاتر از 11 ساعت و 40 دقیقه در هفته بودند، بر اساس ملاک های شمول و به صورت در دسترس 30 نفر انتخاب شدند و به روش تصادفی ساده در دو گروه‌آزمایش (15 نفر) وکنترل (15نفر) گمارده شدند. سپس‌گروه آزمایش تحت آموزش‌اختصاصی‌سازی خاطرات (رایز،2009) قرار گرفت، که این آموزش به صورت 6 جلسه‌گروهی 90 دقیقه‌ای‌در هر‌هفته‌انجام شد. نتایج این مطالعه نشان داد که آموزش اختصاص سازی خاطرات سرگذشتی می‌تواند باعث‌کاهش‌رفتار کم‌تحرک وعلائم‌افسردگی با معنی‌داری در سطح (P=0/001) در نوجوانان دختر دارای افسردگی شود. به طور کلی، می توان نتیجه گرفت‌که آموزش اختصاصی سازی حافظه سرگذشتی روش مؤثری برای کاهش افسردگی و رفتار کم تحرک است و با توجه به سهولت و تعداد کم جلسات این آموزش می‌توان از آن درکنار سایر درمان‌ها برای کاهش آسیب پذیری به افسردگی سود جست.
شماره‌ی مقاله: 93
نوع مطالعه: پژوهشي |
موضوع مقاله:
روانشناسی بالینی کودک و نوجوان
دریافت: 1400/5/16 | پذیرش: 1400/11/13 | انتشار: 1400/11/17
دریافت: 1400/5/16 | پذیرش: 1400/11/13 | انتشار: 1400/11/17
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