چکیده:
ﻣﻘﺪﻣﻪ: اﻏﻠﺐ داﻧﺶآﻣﻮزان ﺑﺎ ﮐﻢﺗﻮاﻧﯽ ﻫﻮﺷﯽ ﺗﺤﻮﻟﯽ رﻓﺘﺎرﻫﺎی ﺳﺎزﺷﯽ ﻣﻨﺎﺳﺐ ﻧﺪارﻧﺪ. رﻓﺘﺎرﻫﺎی ﺳﺎزشﻧﺎﯾﺎﻓﺘﻪ اﯾﻦ داﻧﺶآﻣﻮزان ﻣﻨﺠﺮ ﺑﻪ ﻣﺸﮑﻼت روانﺷﻨﺎﺧﺘﯽ در ﻫﻤﻪ اﺑﻌﺎد زﻧﺪﮔﯽ ﻣﯽﺷﻮد و ﺗﺄﺛﯿﺮ ﻧﺎﻣﻄﻠﻮب ﺑﺮ ﺗﻌﺎﻣﻞﻫﺎی آنﻫﺎ ﺑﺎﻗﯽ ﻣﯽﮔﺬارد. ﺑﻨﺎﺑﺮاﯾﻦ، ﺿﺮورت ﻣﺪاﺧﻼت آﻣﻮزﺷﯽ ﺑﻪ ﺧﻮﺑﯽ اﺣﺴﺎس ﻣﯽﺷﻮد. ﻫﺪف اﯾﻦ ﭘﮋوﻫﺶ ﻣﻘﺎﯾﺴﻪ اﺛﺮﺑﺨﺸﯽ آﻣﻮزش ﺷﻨﺎﺧﺘﯽ-رﻓﺘﺎری و ﮐﻔﺎﯾﺖ اﺟﺘﻤﺎﻋﯽ ﺑﺮ رﻓﺘﺎر ﺳﺎزﺷﯽ داﻧﺶآﻣﻮزان ﭘﺴﺮ ﺑﺎ ﮐﻢ ﺗﻮاﻧﯽ ﻫﻮﺷﯽ ﺗﺤﻮﻟﯽ در ﺷﻬﺮﺳﺘﺎنﻫﺎی ﺗﻬﺮان ﺑﻮد.
روش: در ﻣﻄﺎﻟﻌﻪ ﺗﺠﺮﺑﯽ ﺣﺎﺿﺮ ﺑﺎ ﻃﺮح ﭘﯿﺶ آزﻣﻮن-ﭘﺲ آزﻣﻮن ﺑﺎ ﮔﺮوه ﮐﻨﺘﺮل، ﺑﺎ اﺳﺘﻔﺎده از روش ﻧﻤﻮﻧﻪﮔﯿﺮی ﺗﺼﺎدﻓﯽ ﺧﻮﺷﻪای 60 داﻧﺶآﻣﻮز 12 ﺗﺎ 14 ﺳﺎﻟﻪ ﺑﺎ ﮐﻢﺗﻮاﻧﯽ ﻫﻮﺷﯽ ﺗﺤﻮﻟﯽ اﻧﺘﺨﺎب و ﺑﻪ ﻃﻮر ﺗﺼﺎدﻓﯽ و ﻣﺴﺎوی ﺑﻪ ﺳﻪ ﮔﺮوه )دو ﮔﺮوه آزﻣﺎﯾﺶ و ﯾﮏ ﮔﺮوه ﮐﻨﺘﺮل؛ ﻫﺮ ﮔﺮوه 20 ﻧﻔﺮ( واﮔﺬار ﺷﺪﻧﺪ. ﺑﻪ ﻫﺮ ﯾﮏ از ﮔﺮوهﻫﺎی آزﻣﺎﯾﺶ ﺑﻪ ﯾﮑﯽ از روشﻫﺎی ﺷﻨﺎﺧﺘﯽ-رﻓﺘﺎری ﯾﺎ ﮐﻔﺎﯾﺖ اﺟﺘﻤﺎﻋﯽ در 10 ﺟﻠﺴﻪ 50 دﻗﯿﻘﻪای(ﻫﻔﺘﻪای ﯾﮏ ﺟﻠﺴﻪ) آﻣﻮزش داده ﺷﺪ وﻟﯽ ﮔﺮوه ﮐﻨﺘﺮل، اﯾﻦ ﻧﻮع آﻣﻮزشﻫﺎ را درﯾﺎﻓﺖ ﻧﮑﺮد. ﻫﺮ 3 ﮔﺮوه ﻗﺒﻞ و ﺑﻌﺪ از ﺑﺮﮔﺰاری ﺟﻠﺴﺎت آﻣﻮزﺷﯽ ﺑﺎ اﺳﺘﻔﺎده از ﻣﻘﯿﺎس رﻓﺘﺎر ﺳﺎزﺷﯽ واﯾﻨﻠﻨﺪ ارزﯾﺎﺑﯽ ﺷﺪﻧﺪ. دادهﻫﺎ ﺑﺎ اﺳﺘﻔﺎده از ﺗﺤﻠﯿﻞ ﮐﻮوارﯾﺎﻧﺲ و آزﻣﻮن ﺗﻌﻘﯿﺒﯽ ﺗﻮﮐﯽ ﺗﺤﻠﯿﻞ ﺷﺪﻧﺪ.
ﯾﺎﻓﺘﻪﻫﺎ: ﻧﺘﺎﯾﺞ ﻧﺸﺎن داد ﮐﻪ ﺑﯿﻦ رﻓﺘﺎر ﺳﺎزﺷﯽ ﮔﺮوهﻫﺎی آزﻣﺎﯾﺶ و ﮐﻨﺘﺮل ﺗﻔﺎوت ﻣﻌﻨﺎدار وﺟﻮد دارد. اﺧﺘﻼف ﻣﯿﺎﻧﮕﯿﻦ ﻧﻤﺮات ﭘﺲ آزﻣﻮن ﮔﺮوه آﻣﻮزش ﺷﻨﺎﺧﺘﯽ-رﻓﺘﺎری ﺑﯿﺶﺗﺮ از ﮔﺮوه آﻣﻮزش ﮐﻔﺎﯾﺖ اﺟﺘﻤﺎﻋﯽ و ﮐﻨﺘﺮل ﺑﻮد. ﻫﻤﭽﻨﯿﻦ، اﺧﺘﻼف ﻣﯿﺎﻧﮕﯿﻦ ﻧﻤﺮات ﮔﺮوه آﻣﻮزش ﮐﻔﺎﯾﺖ اﺟﺘﻤﺎﻋﯽ ﺑﻪ ﻃﻮر ﻣﻌﻨﺎداری ﺑﯿﺶﺗﺮ از ﮔﺮوه ﮐﻨﺘﺮل ﺑﻮد.
ﻧﺘﯿﺠﻪﮔﯿﺮی: ﺑﺮﻧﺎﻣﻪ آﻣﻮزﺷﯽ ﺷﻨﺎﺧﺘﯽ-رﻓﺘﺎری و ﮐﻔﺎﯾﺖ اﺟﺘﻤﺎﻋﯽ ﺑﺎﻋﺚ ﺑﻬﺒﻮد رﻓﺘﺎر ﺳﺎزﺷﯽ داﻧﺶآﻣﻮزان ﺑﺎ ﮐﻢﺗﻮاﻧﯽ ﻫﻮﺷﯽ ﺗﺤﻮﻟﯽ ﻣﯽﺷﻮد. ﺑﻨﺎﺑﺮاﯾﻦ، ﺑﺮﻧﺎﻣﻪرﯾﺰی ﺑﺮای اراﺋﻪ ﭼﻨﯿﻦ آﻣﻮزشﻫﺎﯾﯽ ﺑﻪ داﻧﺶآﻣﻮزان ﺑﺎ ﮐﻢﺗﻮاﻧﯽ ﻫﻮﺷﯽ ﺗﺤﻮﻟﯽ از اﻫﻤﯿﺖ وﯾﮋهای ﺑﺮﺧﻮردار اﺳﺖ.
Introduction: The aim of this study was to compare the effectiveness of cognitive - behavioral therapy (CBT) and interpersonal therapy (IPT) for reducing symptoms of social anxiety. Methods: The design of study is pre-test - post-test in which 40 students suffering from social anxiety disorder were selected and randomly assigned to either groups of CBT and IPT. Tools used in this study included the Social Phobia Inventory (SPIN), Social Interaction Anxiety Scale (SIAS), and the Brief Fear of Negative Evaluation Scale, revised version (BFNE-II), and the Structured Clinical Interview for DSM-IV (SCID). Data was statistically analyzed
using multivariate covariance analysis (MANCOVA). Results: Data analysis suggested that there is significant difference between the effectiveness of cognitive-behavioral therapy and interpersonal therapy for reducing symptoms of social phobia and social interaction anxiety; In fact, IPT significantly decreased social phobic symptoms and social interaction anxiety in comparison to CBT (respectively p= 0.002, p=0.008). The results also showed that There was no difference between the two psychotherapies in improvement to the fear of negative evaluation (P= 0.71) Conclusions: Interpersonal therapy was significantly more effective than IPT in engendering
improvement in patients suffering from social anxiety disorder. This suggests that IPT should be considered the preferred psychotherapeutic treatment for social anxiety disorder.