اثربخشی آموزش انضباط مثبت با رویکرد آدلر- درایکورس بر استرس والدگری مادران دانش‌آموزان با ناتوانی‌های خاص یادگیری

دانش و پژوهش در روان شناسی کاربردی

مقاله 15، دوره 23، شماره 2 - شماره پیاپی 88، شهریور 1401، صفحه 180-194   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.30486/jsrp.2020.1874445.1964

نویسندگان

سید امیر قاسم تبار^{* 1}؛ بدرالسادات دانشمند²؛ فاطمه السادات حسینی³؛ علی نجارپوریان⁴

¹استادیار گروه علوم تربیتی دانشگاه فرهنگیان، تهران، ایران

²استادیار دانشگاه شهید باهنر کرمان. دانشکده ادبیات، بخش علوم تربیتیکرمان، ایران

³کارشناس ارشد روانشناسی، دانشگاه آزاد اسلامی، واحد یزد، ایران.

⁴استادیار دانشگاه فرهنگیان، پردیس شهیدرجایی، شیراز، ایران

چکیده

این پژوهش با شناخت اثربخشی آموزش انضباط مثبت با رویکرد آدلر- درایکورس بر استرس والدگری مادران دانش­آموزان با ناتوانی­های خاص یادگیری انجام شد. این مطالعه از نوع آزمایشی با طرح پیش­آزمون/ پس­آزمون / پیگیری با گروه کنترل بود. جامعه­آماری تمامی مادران دانش­آموزان پایه سوم تا ششم ابتدایی مبتلا به ناتوانی­یادگیری منطقه سه شهر تهران در سال­تحصیلی 97-1396 بودند که از بین آنها با استفاده از روش نمونه­گیری­تصادفی، 32 نفر انتخاب شد و به­طور تصادفی در دو گروه آزمایش و کنترل جایگزین شدند. گروه آزمایش طی هشت هفته (یک جلسه دو ساعته در هر هفته) تحت آموزش انضباط مثبت قرار گرفت. در گروه کنترل مداخله­ای صورت نگرفت. ابزارهای پژوهش شامل مقیاس تجدیدنظر شده هوشی وکسلر کودکان (Wechsler, 1990)، پرسشنامه مشکلات یادگیری کلورادو (Willcutt, 2011)، و پرسشنامه 36 سوالی استرس والدینی- فرم کوتاه (Abidin, 1995) بود. نتایج تحلیل­ واریانس آمیخته کاهش معناداری را در نمره­های استرس والدگری مادران گروه آزمایش در پس­آزمون و پیگیری نشان داد (001/0P<). در رویکرد آدلر-درایکورس دلگرمی دادن والدین به کودکان باعث می­شود آنها بخاطر هر آنچه هستند و هرکه هستند، احساس ارزشمند بودن نمایند، احساس تعلق به خانواده کنند، اهل همکاری شده و در جهت بهبود رابطه تلاش می­کنند و بدین شکل استرس والدگری در والدین آنها نیز کاهش می­یابد.

کلیدواژه‌ها

انضباط مثبت؛ رویکرد آدلر- درایکورس؛ استرس والدگری؛ ناتوانی‌های خاص یادگیری

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