چکیده:
ﻣﻘﺪﻣﻪ: ﻫﺪف ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﻣﻘﺎﯾﺴﻪ ﻃﺮﺣﻮارهﻫﺎی ﻧﺎﺳﺎزﮔﺎر اوﻟﯿﻪ، راﻫﺒﺮدﻫﺎی ﺗﻨﻈﯿﻢ ﺷﻨﺎﺧﺘﯽ ﻫﯿﺠﺎن، در ﺑﯿﻤﺎران دﭼﺎر اﻧﺴﺪاد ﻋﺮوق ﮐﺮوﻧﺮ و اﻓﺮاد ﺳﺎﻟﻢ ﺑﻮد.
روش: ﺑﺮای اﯾﻦ ﻣﻨﻈﻮر، آزﻣﻮدﻧﯽﻫﺎی ﭘﮋوﻫﺶ (30 ﺑﯿﻤﺎر ﻣﺒﺘﻼ ﺑﻪ اﻧﺴﺪاد ﻋﺮوق ﮐﺮوﻧﺮ و 30 ﻓﺮد ﺳﺎﻟﻢ( ﮐﻪ در ﺷﻬﺮ ﻗﻢ ﺑﻪ ﺑﯿﻤﺎرﺳﺘﺎن ﺷﻬﯿﺪ ﺑﻬﺸﺘﯽ و ﭘﺰﺷﮑﯽ ﻫﺴﺘﻪای ﻣﺮاﺟﻌﻪ ﻧﻤﻮدﻧﺪ ﺑﻪ ﺷﯿﻮة ﻧﻤﻮﻧﻪﮔﯿﺮی در دﺳﺘﺮس اﻧﺘﺨﺎب ﺷﺪﻧﺪ. ﺳﭙﺲ ﻫﺮ دو ﮔﺮوه ﭘﺮﺳﺸﻨﺎﻣﻪﻫﺎی، ﻃﺮﺣﻮارهﻫﺎی ﻧﺎﺳﺎزﮔﺎر ﯾﺎﻧﮓ، ﺗﻨﻈﯿﻢ ﺷﻨﺎﺧﺘﯽ ﻫﯿﺠﺎن و ﺳﻼﻣﺖ ﻋﻤﻮﻣﯽ ﮔﻠﺒﺮگ را ﺗﮑﻤﯿﻞ ﮐﺮدﻧﺪ. ﺑﺮای ﺗﺤﻠﯿﻞ دادهﻫﺎ از روشﻫﺎی ﺗﺤﻠﯿﻞ وارﯾﺎﻧﺲANOVA و MANOVA اﺳﺘﻔﺎده ﺷﺪ.
ﯾﺎﻓﺘﻪﻫﺎ: ﻧﻤﺮهﻫﺎی ﺑﯿﻤﺎران در ﻣﺆﻟﻔﻪﻫﺎی ﻃﺮﺣﻮارهﻫﺎی ﻧﺎﺳﺎزﮔﺎر اوﻟﯿﻪ )ﻣﺤﺮوﻣﯿﺖ ﻫﯿﺠﺎﻧﯽ، رﻫﺎﺷﺪﮔﯽ/ﺑﯽﺛﺒﺎﺗﯽ، ﺑﯽاﻋﺘﻤﺎدی/ﺑﺪرﻓﺘﺎری، آﺳﯿﺐﭘﺬﯾﺮی ﺑﻪ ﺑﯿﻤﺎری، ﺧﻮد ﺗﺤﻮل ﻧﯿﺎﻓﺘﻪ/ﮔﺮﻓﺘﺎر، اﯾﺜﺎر، ﺑﺎزداری ﻫﯿﺠﺎﻧﯽ، ﻣﻌﯿﺎرﺳﺮﺳﺨﺘﺎﻧﻪ/ﻋﯿﺐﺟﻮﯾﯽ اﻓﺮاﻃﯽ و ﺧﻮﯾﺸﺘﻦداری/ﺧﻮد اﻧﻀﺒﺎﻃﯽ ﻧﺎﮐﺎﻓﯽ( و راﻫﺒﺮدﻫﺎی ﺗﻨﻈﯿﻢ ﺷﻨﺎﺧﺘﯽ ﻫﯿﺠﺎن (ﺧﻮدﺳﺮزﻧﺸﮕﺮی، ﭘﺬﯾﺮش، ﺗﻤﺮﮐﺰ ﻣﺠﺪد ﺑﺮ ﺑﺮﻧﺎﻣﻪرﯾﺰی، ارزﯾﺎﺑﯽ ﻣﺠﺪد ﻣﺜﺒﺖ و ﮐﻢ اﻫﻤﯿﺖ ﺷﻤﺎری) در ﻣﻘﺎﯾﺴﻪ ﺑﺎ اﻓﺮاد ﺳﺎﻟﻢ ﺑﺎﻻﺗﺮ ﺑﻮد.
ﻧﺘﯿﺠﻪﮔﯿﺮی: ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﻧﺘﺎﯾﺞ ﻣﻄﺎﻟﻌﻪ ﺣﺎﺿﺮ ، ﺟﻬﺖ ﺑﻬﺒﻮد ﺑﯿﻤﺎران ﻣﯽﺗﻮان از ﻃﺮﺣﻮاره درﻣﺎﻧﯽ و دورهﻫﺎی آﻣﻮزش ﺳﺎزﮔﺎراﻧﻪ راﻫﺒﺮدﻫﺎی ﺗﻨﻈﯿﻢ ﺷﻨﺎﺧﺘﯽ ﻫﯿﺠﺎن، در ﺑﻬﺒﻮد اﻟﮕﻮﻫﺎی ﻫﯿﺠﺎﻧﯽ و ﺷﻨﺎﺧﺘﯽ اﯾﻦ ﺑﯿﻤﺎران اﺳﺘﻔﺎده ﮐﺮد.
Introduction: Students with learning disability have difficulties in reading, writing or computing that confront them with poor social skills and deficient interpersonal relations. Such difficulties also lower the students’ physical and psychological wellbeing and challenge them with emotion-regulation deficiency plus personal maladjustment. The aim of this study was to evaluate the effectiveness of training social-cognitive problem solving on the quality of interpersonal relationships and empathy of the students with learning disabilities. Method: This is an empirical study in pre-test and post-test design which was accompanied by a control group. The population consisted of all students with learning disabilities from Gonabad who were 12 to 16 years old in the academic year of 2012. The subjects were 40 male students selected from students with learning disabilities. Next, they were randomly assigned to experimental and control groups. Interpersonal relationships and empathy scale for data collection were used. Results: Findings of Multivariate Analysis of Variance (MANOVA) showed that training of social-cognitive problem solving skills proved useful for improvement of social relations and personal empathy in students with learning disabilities (P<0/001).
Conclusions: Because students with learning disabilities feel less empathy than normal students and experience depression and loneliness in addition to academic problems, training interventions can improve interpersonal relationships of theirs.