مطالعات روان‌شناسی بالینی

شماره جاری

بر اساس شماره‌های نشریه

بر اساس نویسندگان

بر اساس موضوعات

نمایه نویسندگان

نمایه کلیدواژه ها

درباره نشریه

اهداف و چشم انداز

اصول اخلاقی انتشار مقاله

بانک ها و نمایه نامه ها

پیوندهای مفید

پرسش‌های متداول

فرایند پذیرش مقالات

اطلاعات آماری نشریه

اخبار و اعلانات

داوران 1399

داوران 1400

اثربخشی برنامه ترکیبی والدگری ذهن‌آگاهانه و آموزش مدیریت والدین بر بهزیستی روانشناختی و شادکامی کودکان

نویسندگان

1 کارشناس ارشد خانواده‌درمانی، دانشگاه شهیدبهشتی، تهران، ایران

2 دانشگاه شهیدبهشتی، تهران، ایران

3 ریاست دانشکده روان شناسی و علوم تربیتی دانشگاه شهید بهشتی

چکیده

والدگری ذهن­آگاهانه، کاربردی جدید از ذهن­آگاهی است که هدف آن بهبود بخشیدن به والدگری از طریق ارتقای کیفیت توجه والدینی و افزایش آگاهی هیجانی است. آموزش مدیریت والدین نیز بر افزایش کیفیت روابط بین والدین و فرزندان تأکید دارد و مستلزم یادگیری مهارت­های جدید جهت اصلاح رفتار کودکان است. پژوهش حاضر با هدف بررسی مقایسه اثربخشی برنامه­ی ترکیبی والدگری ذهن­آگاهانه و آموزش مدیریت والدین و آموزش مدیریت والدین به تنهایی بر بهزیستی روان­شناختی و شادکامی کودکانصورت گرفت. روش پژوهش از نوع آزمایشی در قالب طرح پیش­آزمون- پس­آزمون دوگروهی بود. جامعه­ی پژوهش حاضر را کلیه­ی کودکان پایه چهارم تا ششم دبستان­های واقع در منطقه 8 شهر قم در سال تحصیلی 96-95 به همراه مادرانشان، تشکیل می­دادند. نمونه­ی این پژوهش شامل 41 تن از کودکان پایه­های چهارم تا ششم دبستان به همراه مادرانشان بود که به شیوه­ی در دسترس از بین دبستان­های منطقه 8 انتخاب شده و به طریق تصادفی در دو گروه جای داده شدند. ابزارهای پژوهش در جمعیت مادران شامل برنامه­ی ترکیبی والدگری ذهن­آگاهانه و آموزش مدیریت والدین، پرسشنامه­ی چهار سوالی شادی و مقیاس ذهن­آگاهی بین­فردی در والدگری بود. مقیاس دایره­ای خلق و مقیاس بهزیستی روان­شناختی نیز ابزارهایی بودند که در گروه کودکان اجرا شدند. شرکت­کنندگان در سه مرحله پیش­آزمون، پس­آزمون و پیگیری به ابزارهای پژوهش پاسخ دادند. یکی از گروه­ها، برنامه­ی ترکیبی والدگری ذهن­آگاهانه و آموزش مدیریت والدین، و گروه دیگر فقط برنامه­ی آموزش مدیریت والدین را در 8 جلسه­ی 2 ساعته و به صورت یک جلسه در هر هفته دریافت کردند. نتایج تحلیل واریانس آمیخته نشان داد که برنامه­ی ترکیبی نسبت به برنامه آموزش مدیریت والدین در افزایش نمره­ی بهزیستی روانشناختی کودکان (01/0/P<57/7F=) مؤثرتر بوده است و این تغییرات در مرحله پیگیری نیز ثابت مانده­ است. اما در میزان شادکامی کودکان، بین دو گروه تفاوت معناداری به دست نیامد. اثربخشی بالاتر برنامه­ی ترکیبی نسبت به آموزش مدیریت والدین بر بهزیستی روان­شناختی را می­توان وابسته به کاربرد اصول والدگری ذهن­آگاهانه دانست. به نظر می­رسد والدگری ذهن­آگاهانه از طریق سازوکارهایی چون گوش­دادن با توجه کامل، پذیرش بدون قضاوت، شفقت­مندی، خودتنظیمی و آگاهی هیجانی منجر به ارتقای رابطه والد- کودک و به تبع آن افزایش بهزیستی روان­شناختی در کودکان می­گردد.

کلیدواژه‌ها

عنوان مقاله [English]

Efficacy of Mindful Parenting and Parent Management Training Integrative Program on Psychological Wellbeing and Happiness of Children

نویسندگان [English]

  • Mahboubeh Bagheri 1
  • karineh tahmassian 2
  • Mohammad Ali Mazaheri 3

2 shahid beheshti university, tehran, iran

چکیده [English]

Mindful Parenting is a new application of mindfulness which aims to improve parenting through promoting the quality of parental attention and emotional awareness. Parent Management Training also focuses on the quality of parent-child relationship and involves learning new skills in order to modify children's behavior. This study aimed to compare the efficacy of mindful parenting and parent management training integrative program and parent management training program on psychological wellbeing and happiness of children. The research method was experimental including pretest-posttest with a control group design. The study population included all children in fourth to sixth grade in District 8 of Qom city in 96-95 school year, accompanied by their mothers. The sample included 41 children from fourth to sixth grade accompanied by their mothers that were selected by convenient sampling and assigned in experimental and control groups by random sampling. Research tools used on mothers included the mindful parenting and parent management training integrative program, 4-item happiness questionnaire and interpersonal mindfulness in parenting. Circular Mood and psychological wellbeing scale were the tools that were used on children. Participants completed the research tools in three phases of pretest, posttest and follow up. One group received mindful parenting and parent management training integrative program, while another group received only parent management training in 8 sessions, each 2 hours per week at a meeting. Mixed analysis of variance showed that the integrative program was more effective than parent management training in psychological wellbeing (F=7/57/ P<0/01) and these changes remained constant in follow up phase.  There were no any differences between the two groups in happiness. Higher efficacy of integrative program in psychological wellbeing can be dependent upon application of mindful parenting principals. It seems that mindful parenting causes enrichment in parent- child relationship and consequently increases psychological well-being in children through mechanisms such as listening with full attention, accepting without judgment, compassion, self-regulation and emotional consciousness.

کلیدواژه‌ها [English]

  • Mindful Parenting
  • Parent Management Training
  • Psychological Wellbeing
  • Happiness
مراجع
عابد، نازنین، پاکدامن،  مظاهری، حیدری، محمود و طهماسیان، کارینه. (1396). تعیین اثربخشی بسته آموزشی گوش دادن احترام آمیز به کودکان بر بهزیستی روان شناختی آنان. مطالعات روان شناسی بالینی،  7(26)، 25-42.‎
خدابخش پیرکلانی، روشنک و رحیم جارونی، هانیه. (1392). اثر بخشی درمان ترکیبی شناختی-رفتاری و کاهش استرس مبتنی بر ذهن آگاهی در درمان یک مورد مبتلا به اختلال اضطراب فراگیر. مطالعات روان شناسی بالینی، 4(13)، 121-147.‎
Abbasian, M., Baneshi, A., Shirazi Fard, M. (2015). The Role of Basic Beliefs and Life-Management Strategies in Students' Subjective Well-Being. Applied Psychological Research Quarterly, 6(3), 87-100. 
Abed, N., Pakdaman, S., Heidari, M., & Tahmassian, K. (2016). Developing Psychological Well-Being Scale for Preschool Children. Global journal of health science, 8(11), 104.
Aghababaei, N., Tabik, M., & Hatami, J. (2014). Relationship of Patience to Personality, Mental Health and life Satisfaction. Applied Psychological Research Quarterly, 5(2), 17-28.
Argyle, M. (2001). The psychology of happiness, 2nd. East Sussex: Routledge.
Argyle, M., Martin, M., & Lu, L. (1995). Testing for stress and happiness: The role of social and cognitive factors. Stress and emotion, 15, 173-187
Baer, R. A. (2003). Mindfulness training as a clinical intervention: A conceptual and empirical review. Clinical psychology: Science and practice, 10(2), 125-143
Baer, R. A., Lykins, E. L., & Peters, J. R. (2012). Mindfulness and self-compassion as predictors of psychological wellbeing in long-term meditators and matched nonmeditators. The Journal of Positive Psychology, 7(3), 230-238
Beer, M., Ward, L., & Moar, K. (2013). The relationship between mindful parenting and distress in parents of children with an autism spectrum disorder. Mindfulness, 4(2), 102-112.
Bögels, S. M., Lehtonen, A., & Restifo, K. (2010). Mindful parenting in mental health care. Mindfulness, 1(2), 107-120
Bögels, S., & Restifo, K. (2014). Mindful parenting. A guide for mental health practitioners.
Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: mindfulness and its role in psychological well-being. Journal of personality and social psychology, 84(4), 822
David, S., David, S. A., Ayers, A. C., & Boniwell, I. (Eds.). (2014). Oxford handbook of happiness. Oxford University Press.   
de Bruin, E. I., Zijlstra, B. J., Geurtzen, N., van Zundert, R. M., van de Weijer-Bergsma, E., Hartman, E. E., ... & Bögels, S. M. (2014). Mindful parenting assessed further: Psychometric properties of the Dutch version of the Interpersonal Mindfulness in Parenting Scale (IM-P). Mindfulness, 5(2), 200-212.
Diener, E., & Biswas-Diener, R. (2011). Happiness: Unlocking the mysteries of psychological wealth. John Wiley & Sons.
Dozois, D. J., Westra, H. A., Collins, K. A., Fung, T. S., & Garry, J. K. (2004). Stages of change in anxiety: Psychometric properties of the University of Rhode Island Change Assessment (URICA) scale. Behaviour research and therapy, 42(6), 711-729
Dumas, J. E. (2005). Mindfulness-based parent training: Strategies to lessen the grip of automaticity in families with disruptive children. Journal of Clinical Child and Adolescent Psychology, 34(4), 779-791.
Duncan, L. G., Coatsworth, J. D., & Greenberg, M. T. (2009). A model of mindful parenting: Implications for parent–child relationships and prevention research. Clinical child and family psychology review, 12(3), 255-270
Duncan, L. G., Coatsworth, J. D., Gayles, J. G., Geier, M. H., & Greenberg, M. T. (2015). Can mindful parenting be observed? Relations between observational ratings of mother–youth interactions and mothers’ self-report of mindful parenting. Journal of Family Psychology, 29(2), 276.
Esmaeili, S., Tabatabaie, S., Afrooz, Gh., Emami, M. (2015). Effectiveness of mindfulness-based cognitive-behavioral therapy on cognitive - emotion regulation and attentional control among addicted individuals. Applied Psychological Research Quarterly, 6(3), 133-143.
Fang, C. Y., Reibel, D. K., Longacre, M. L., Rosenzweig, S., Campbell, D. E., & Douglas, S. D. (2010). Enhanced psychosocial well-being following participation in a mindfulness-based stress reduction program is associated with increased natural killer cell activity. The Journal of Alternative and Complementary Medicine, 16(5), 531-538.
Fartash,S. (2014). Structural Model of Relation between Parenting Styles with Identity Styles and Identity Commitment Adolescents. Applied Psychological Research Quarterly, 5(2), 81-99.
Feicht, T., Wittmann, M., Jose, G., Mock, A., von Hirschhausen, E., & Esch, T. (2013). Evaluation of a seven-week web-based happiness training to improve psychological well-being, reduce stress, and enhance mindfulness and flourishing: A randomized controlled occupational health study. Evidence-Based Complementary and Alternative Medicine, 2013.
Forgatch, M. S., & Patterson, G. R. (2010). Parent Management Training—Oregon Model: An intervention for antisocial behavior in children and adolescents. Evidence-based psychotherapies for children and adolescents, 2, 159-178.
Frewen, P. A., Evans, E. M., Maraj, N., Dozois, D. J., & Partridge, K. (2008). Letting go: Mindfulness and negative automatic thinking. Cognitive therapy and research, 32(6), 758-774.
Gomez, V., Krings, F., Bangerter, A., & Grob, A. (2009). The influence of personality and life events on subjective well-being from a life span perspective. Journal of Research in Personality, 43(3), 345-354.
Gouveia, M. J., Carona, C., Canavarro, M. C., & Moreira, H. (2016). Self-compassion and dispositional mindfulness are associated with parenting styles and parenting stress: The mediating role of mindful parenting. Mindfulness, 7(3), 700-712.
Howells, A., Ivtzan, I., & Eiroa-Orosa, F. J. (2016). Putting the ‘app’in happiness: a randomised controlled trial of a smartphone-based mindfulness intervention to enhance wellbeing. Journal of Happiness Studies, 17(1), 163-185.
Katz, L. F., Wilson, B., & Gottman, J. M. (1999). Meta-emotion philosophy and family adjustment: Making an emotional connection. Conflict and cohesion in families: Causes and consequences, 131-165.
Kazdin, A. E. (1997). Parent management training: Evidence, outcomes, and issues. Journal of the American Academy of Child & Adolescent Psychiatry, 36(10), 1349-1356.
Keng, S. L., Smoski, M. J., & Robins, C. J. (2011). Effects of mindfulness on psychological health: A review of empirical studies. Clinical psychology review, 31(6), 1041-1056.
Lavac, A. M., McMay, E., Merka, P., & Reddon-D'Arcy, M. L. (2008). Exploring parent participation in parent training program for children aggression. Journal of child Adolescent psychiatric nursing, 21(2), 78-88.
Madani, Y., Hojati, S. (2015). The effect of mindfulness-based cognitive therapy on marital satisfaction and quality of life in couples. Applied Psychological Research Quarterly, 6(2), 39-60.
Mash, E. J., & Barkley, R. A. (Eds.). (2006). Treatment of childhood disorders. Guilford press.
McAuley, C., & Rose, W. (2010). Child well-being: Understanding children's lives. Jessica Kingsley Publishers.
Medeiros, C., Gouveia, M. J., Canavarro, M. C., & Moreira, H. (2016). The indirect effect of the mindful parenting of mothers and fathers on the child’s perceived well-being through the child’s attachment to parents. Mindfulness, 7(4), 916-927.
Michelson, D., Davenport, C., Dretzke, J., Barlow, J., & Day, C. (2013). Do evidence-based interventions work when tested in the “real world?” A systematic review and meta-analysis of parent management training for the treatment of child disruptive behavior. Clinical child and family psychology review, 16(1), 18-34.
Myers, D. G. (2000). The funds, friends, and faith of happy people. American psychologist, 55(1), 56
Nath Dwivedi, K., & Harper, P. B. (2004). Promoting Emotional Well Being of Children and Adolescents and Preventing their Mental Ill Health.
Nock, M. K., & Kazdin, A. E. (2005). Randomized controlled trial of a brief intervention for increasing participation in parent management training. Journal of consulting and clinical psychology, 73(5), 872.
O'Leary, K., & Dockray, S. (2015). The effects of two novel gratitude and mindfulness interventions on well-being. The Journal of Alternative and Complementary Medicine, 21(4), 243-245.
Parent, J., McKee, L. G., Rough, J. N., & Forehand, R. (2016). The association of parent mindfulness with parenting and youth psychopathology across three developmental stages. Journal of abnormal child psychology, 44(1), 191-202.
Patterson, G. R., Reid, J. B., & Eddy, J. M. (2002). A brief history of the Oregon model. Antisocial behavior in children and adolescents: A developmental analysis and model for intervention, 3-21.
Pelechano, V., González-Leandro, P., García, L., & Morán, C. (2013). Is it possible to be too happy? Happiness, personality, and psychopathology. International Journal of Clinical and Health Psychology, 13(1), 18-24.
Piquero, A. R., Jennings, W. G., Diamond, B., Farrington, D. P., Tremblay, R. E., Welsh, B. C., & Gonzalez, J. M. R. (2016). A meta-analysis update on the effects of early family/parent training programs on antisocial behavior and delinquency. Journal of Experimental Criminology, 1-20.
Rahiminezhad, A., Rahimijafari, M., Salamati, P. (2016). The Relationship of Identity Styles and Psychological, Social and Emotional Well-beings: the Mediating role of Commitment and Accepting Religious Identity. Applied Psychological Research Quarterly, 6(4), 95-112.
Ravens-Sieberer, U., Herdman, M., Devine, J., Otto, C., Bullinger, M., Rose, M., & Klasen, F. (2014). The European KIDSCREEN approach to measure quality of life and well-being in children: development, current application, and future advances. Quality of life research, 23(3), 791-803.
Romo-González, T., Ehrenzweig, Y., Sánchez-Gracida, O. D., Enríquez-Hernández, C. B., López-Mora, G., Martínez, A. J., & Larralde, C. (2014). Promotion of individual happiness and wellbeing of students by a positive education intervention. Journal of Behavior, Health & Social Issues, 5(2), 79-102.
Ryan, R. M., & Deci, E. L. (2001). On happiness and human potentials: A review of research on hedonic and eudaimonic well-being. Annual review of psychology, 52(1), 141-166.
Sanders, M. R., Bor, W., & Morawska, A. (2007). Maintenance of treatment gains: a comparison of enhanced, standard, and self-directed Triple P-Positive Parenting Program. Journal of abnormal child psychology, 35(6), 983-998
Sanders, M. R., Kirby, J. N., Tellegen, C. L., & Day, J. J. (2014). The Triple P-Positive Parenting Program: A systematic review and meta-analysis of a multi-level system of parenting support. Clinical psychology review, 34(4), 337-357.
Segal, Z. V., Teasdale, J. D., Williams, J. M., & Gemar, M. C. (2002). The mindfulness‐based cognitive therapy adherence scale: Inter‐rater reliability, adherence to protocol and treatment distinctiveness. Clinical Psychology & Psychotherapy, 9(2), 131-138.
Seligman, M. E. (2002). Positive psychology, positive prevention, and positive therapy. Handbook of positive psychology, 2, 3-12.
Seligman, M. E., Steen, T. A., Park, N., & Peterson, C. (2005). Positive psychology progress. American psychologist, 60(5), 410-421.
Van der Oord, S., Bögels, S. M., & Peijnenburg, D. (2012). The effectiveness of mindfulness training for children with ADHD and mindful parenting for their parents. Journal of child and family studies, 21(1), 139-147.
Williams, K. L., & Wahler, R. G. (2010). Are mindful parents more authoritative and less authoritarian? An analysis of clinic-referred mothers. Journal of Child and Family Studies, 19(2), 230-235.
مطالعات روان‌شناسی بالینی
دوره 9، شماره 30
فروردین 1397
صفحه 1-26
فایل ها
هم رسانی
ارجاع به این مقاله
آمار