اثربخشی آموزش ذهن‌آگاهی بر نشانه‌های افسردگی و کارکردهای توجه در کودکان ۷ تا ۱۲ سال

نویسندگان
زهرا اخوان
مجتبی رهنمازاده
چکیده
افسردگی و اختلال در کارکردهای توجه از جمله مشکلات شایع دوران کودکی هستند که می‌توانند سلامت روان و عملکرد تحصیلی کودکان را تحت تأثیر قرار دهند. پژوهش حاضر با هدف تعیین اثربخشی آموزش ذهن‌آگاهی بر نشانه‌های افسردگی و کارکردهای توجه در کودکان ۷ تا ۱۲ سال انجام شد. این پژوهش از نوع نیمه‌آزمایشی با طرح پیش‌آزمون، پس‌آزمون و پیگیری سه‌ماهه همراه با گروه کنترل بود. جامعه آماری شامل تمامی کودکان ۷ تا ۱۲ سال مراجعه‌کننده به مرکز مشاوره و روان‌شناسی رهیاب شهر آمل در سال ۱۴۰۴ بود که از میان آنان، ۳۰ کودک به روش نمونه‌گیری هدفمند انتخاب و به‌صورت تصادفی در دو گروه آزمایش و کنترل (هر گروه ۱۵ نفر) گمارده شدند. گروه آزمایش طی هشت جلسه هفتگی آموزش ذهن‌آگاهی را دریافت کرد، در حالی که گروه کنترل در طول دوره پژوهش هیچ‌گونه مداخله‌ای دریافت نکرد. داده‌ها با استفاده از پرسشنامه افسردگی کودکان (CDI) و پرسشنامه کانرز (فرم معلم) گردآوری و با استفاده از تحلیل واریانس با اندازه‌گیری مکرر تحلیل شدند. یافته‌ها نشان داد آموزش ذهن‌آگاهی موجب کاهش معنادار نشانه‌های افسردگی و بهبود کارکردهای توجه در کودکان گروه آزمایش در مقایسه با گروه کنترل شد (05/0>P). همچنین، نتایج مرحله پیگیری سه‌ماهه نشان داد اثرات مداخله در هر دو متغیر پژوهش تداوم داشته است. بر اساس یافته‌های پژوهش، آموزش ذهن‌آگاهی می‌تواند به‌عنوان یک مداخله مکمل مؤثر در مراکز مشاوره و محیط‌های آموزشی، به‌منظور کاهش نشانه‌های افسردگی و بهبود کارکردهای توجه کودکان مورد استفاده قرار گیرد.
کلیدواژه‌ها
استرس ادراک شده
تاب آوری
کنش های اجرایی
دانشجویان

عنوان مقاله English

The Effectiveness of Mindfulness Training on Depressive Symptoms and Attentional Functioning in Children Aged 7–12 Years

نویسندگان English

Zahra akhavan
mojtaba rahnemazadeh
چکیده English

Depression and attention deficit disorders are common childhood problems that can affect children's mental health and academic performance. The present study aimed to determine the effectiveness of mindfulness training on symptoms of depression and attention deficit disorders in children aged 7 to 12 years. This study was a quasi-experimental study with a pre-test, post-test, and three-month follow-up design with a control group. The statistical population included all children aged 7 to 12 years who referred to Rahyab Counseling and Psychology Center in Amol in 1404. Among them, 30 children were selected through purposive sampling and randomly assigned to two experimental and control groups (15 people in each group). The experimental group received mindfulness training during eight weekly sessions, while the control group did not receive any intervention during the study period. Data were collected using the Children's Depression Inventory (CDI) and the Connors Questionnaire (Teacher Form) and analyzed using repeated measures analysis of variance. The findings showed that mindfulness training significantly reduced depressive symptoms and improved attention functions in children in the experimental group compared to the control group (P<0.05). Also, the results of the three-month follow-up phase showed that the effects of the intervention continued in both research variables. Based on the research findings, mindfulness training can be used as an effective complementary intervention in counseling centers and educational environments to reduce depressive symptoms and improve children's attention functions.

کلیدواژه‌ها English

mindfulness training
Depressive Symptoms
Attentional Functioning
children
mental health
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