اثربخشی آموزش شناخت اجتماعی و تعامل (SCIT) مبتنی بر نقاشی، بر همدلی کودکان دارای مشکلات هیجانی- رفتاری

نوع مقاله : پژوهشی

نویسندگان

1 دانشیار، گروه روان‌شناسی، دانشگاه پیام نور، تهران، ایران.

2 کارشناس ارشد روان‌شناسی، دانشگاه پیام نور، تهران، ایران.

چکیده

کودکان دارای مشکلات هیجانی- رفتاری دارای نواقصی در توانایی‏های شناخت اجتماعی از جمله همدلی هستند. آموزش تعامل و شناخت اجتماعی یکی از مداخلات موثر در زمینه مشکلات شناخت اجتماعی است. هدف این پژوهش اثربخشی این مداخله با کمک نقاشی، بر همدلی کودکان دارای مشکلات هیجانی- رفتاری بوده است. طرح پژوهش حاضر کاربردی از نوع نیمه آزمایشی است. جامعه آماری شامل کودکان دارای مشکلات هیجانی- رفتاری مراجعه کننده به مراکز درمانی بوده است. با استفاده از روش نمونه‏گیری در دسترس، تعداد 40 دانش‏آموز پسر 10 تا 12 سال انتخاب شده و در دو گروه آزمایش و گواه به شکل تصادفی قرار گرفتند. داده‏ها با استفاده از پرسش‏نامه نقاط قوت و مشکلات SDQ و پرسش‏نامه همدلی کودکان و نوجوانان EmQue-CA در دو مرحله پیش‏آزمون و پس‏آزمون جمع‏آوری شد. گروه آزمایش به مدت 12 جلسه آموزش تعامل و شناخت اجتماعی مبتنی بر نقاشی دریافت کردند. داده‏ها با کمک نرم‏افزار SPSS- 24 و روش تحلیل کوواریانس چندمتغیری بررسی شد. نتایج نشان داد که آموزش تعامل و شناخت اجتماعی به شکل معناداری همدلی شناختی و عاطفی و رفتارهای جامعه‏پسند را افزایش داده و همچنین مشکلات هیجانی، مشکلات ارتباط با همسالان و مشکلات کلی گروه آزمایش را کاهش داده است. یافته‏های این پژوهش موید نقش مهارت‏های شناخت اجتماعی در بروز مشکلات هیجانی-رفتاری کودکان است. چنانچه، با آموزش تعامل و شناخت اجتماعی مبتنی بر نقاشی، شاهد افزایش همدلی از یک سو و کاهش مشکلات هیجانی و مشکلات کلی این کودکان از سوی دیگر خواهیم بود

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

The Effectiveness of Painting-Based Social Cognition and Interaction Training (SCIT) on the Empathy of Children with Emotional-Behavioral Problems

نویسندگان [English]

  • Susan Alizadehfard 1
  • Shive Derakhshani 2
1 Associate Professor, Department of Psychology, Payame Noor University, Teheran, Iran.
2 MSc, Department of Psychology, Payame Noor University, Teheran, Iran
چکیده [English]

Children with emotional-behavioral problems have deficiencies in social cognition abilities, including empathy. Social cognition and interaction training (SCIT) is one of the effective interventions for social cognition problems. This research aimed to investigate the effectiveness of this intervention with painting based on the empathy of children with emotional-behavioral problems. The present research is applied and semi-experimental design. The statistical population included children with emotional-behavioral problems referring to treatment. By using the available sampling method, 40 male students aged 10 to 12 years selected and randomly divided into two experimental and control groups. Data collected using the Strengths and Difficulties Questionnaire (SDQ), and Empathy Questionnaire for Children and Adolescents (EmQue-CA) in two stages pre-test and post-test. The experimental group received painting-based interaction and social cognition training for 12 sessions. The data analyzed using SPSS-24 software and a multivariate covariance analysis method. The results showed that painting-based SCIT significantly increased cognitive and emotional empathy and prosocial behaviors. Also, this intervention reduced emotional problems, communication problems with peers, and general problems in the experimental group. The findings of this research confirm the role of social cognition skills in children with emotional-behavioral problems; That’s why the painting-based SCIT can increase empathy on the one hand and reduces emotional and communicational problems on the other side

کلیدواژه‌ها [English]

  • Social Cognition and Interaction Training
  • Painting
  • Empathy
  • Emotional-Behavioral Problems

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