Razi Journal of Medical Sciences
مجله علوم پزشکی رازی
RJMS
Medical Sciences
http://rjms.iums.ac.ir
39
journal39
2228-7043
2228-7051
en
jalali
1401
2
1
gregorian
2022
5
1
29
3
online
1
fulltext
fa
ارائه راهکارهای درمانی مبتنی بر سازوکارهای روانی- فردی مؤثر بر توانمندی روانشناختی و خلاقیت فردی
Provide Treatment Strategies Based on Psycho-Individual Mechanisms Affecting Psychological Competence and Individual Creativity
روانشناسی بالینی
Clinical Psychiatry
پژوهشي
Research
<span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="tab-stops:10.5pt"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="line-height:115%"><span style="font-family:Calibri,sans-serif"><b><span lang="FA" style="font-size:9.0pt"><span style="line-height:115%"><span style="font-family:"B Mitra""><span style="color:#0070c0">زمینه و هدف: </span></span></span></span></b><span lang="AR-SA" style="font-size:9.0pt"><span style="line-height:115%"><span style="font-family:"B Mitra""><span style="color:black">توانمندی روانشناختی و خلاقیت فردی از جمله عوامل مهم در بهبود عملکرد شغلی محسوب می شود و راهکارهای بهبود و ارتقاء آن بسیار حائز اهمیت و شایان توجه است و لذا هدف از پژوهش حاضر ارائه راهکارهای درمانی مبتنی بر سازوکارهای روانی- فردی مؤثر بر توانمندی روانشناختی و خلاقیت فردی بود. </span></span></span></span></span></span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="tab-stops:10.5pt"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="line-height:115%"><span style="font-family:Calibri,sans-serif"><b><span lang="FA" style="font-size:9.0pt"><span style="line-height:115%"><span style="font-family:"B Mitra""><span style="color:#0070c0">روش­ کار:</span></span></span></span></b><span lang="AR-SA" style="font-size:9.0pt"><span style="line-height:115%"><span style="font-family:"B Mitra""><span style="color:black"> این تحقیق به لحاظ هدف، کاربردی و از نظر رویکرد آمیخته(کیفی- کمی) می­باشد. در بخش کیفی از روش پدیدارشناسی و در بخش کمی، توصیفی از نوع همبستگی (معادلات ساختاری) است. جامعه­ی آماری در بخش کیفی شامل نخبگان حوزه روان­شناسی سازمانی و مدیران منتخب ادارات ورزش و جوانان می­باشد</span></span></span></span><span lang="FA" style="font-size:9.0pt"><span style="line-height:115%"><span style="font-family:"B Mitra""><span style="color:black">(نمونه گیری هدفمند)</span></span></span></span><span lang="AR-SA" style="font-size:9.0pt"><span style="line-height:115%"><span style="font-family:"B Mitra""><span style="color:black"> که مصاحبه تا رسیدن به اشباع نظری ادامه یافت (10 نفر). جامعه آماری در بخش کمی شامل</span></span></span></span><b> </b><span lang="AR-SA" style="font-size:9.0pt"><span style="line-height:115%"><span style="font-family:"B Mitra""><span style="color:black">کلیۀ</span></span></span></span><b> </b><span lang="AR-SA" style="font-size:9.0pt"><span style="line-height:115%"><span style="font-family:"B Mitra""><span style="color:black">کارکنان وزارت ورزش و جوانان البته به جز کارکنان خدماتی در سال 1399است. جامعه آماری برابر با 890 نفر و تعداد نمونه برابر 500 نفر که از این تعداد 485 پرسشنامه بهصورت صحیح عودت داده شد. در این پژوهش از پرسشنامه راهکارهای درمانی مبتنی بر سازوکارهای روانی- فردی، محقق ساخته و برگرفته از مبانی نظری و مصاحبه با خبرگان، پرسشنامه</span></span></span></span><b> </b><span lang="AR-SA" style="font-size:9.0pt"><span style="line-height:115%"><span style="font-family:"B Mitra""><span style="color:black">توانمندسازی روانشناختی</span></span></span></span><b> </b><span lang="AR-SA" style="font-size:9.0pt"><span style="line-height:115%"><span style="font-family:"B Mitra""><span style="color:black">اسپریتزر (1995) و پرسشنامه خلاقیت رندسیپ (1979) استفاده شد.</span></span></span></span></span></span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="tab-stops:10.5pt"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="line-height:115%"><span style="font-family:Calibri,sans-serif"><b><span lang="FA" style="font-size:9.0pt"><span style="line-height:115%"><span style="font-family:"B Mitra""><span style="color:#0070c0">یافتهها:</span></span></span></span></b><span lang="FA" style="font-size:9.0pt"><span style="line-height:115%"><span style="font-family:"B Mitra""><span style="color:black"> مقدارتی هر دو رابطه موجود در مدل پژوهش بیشتر از 58/2 می­باشند بنابراین در سطح 99/0، </span></span></span></span><span lang="AR-SA" style="font-size:9.0pt"><span style="line-height:115%"><span style="font-family:"B Mitra""><span style="color:black">راهکارهای درمانی مبتنی بر سازوکارهای روانی- فردی بر خلاقیت فردی و توانمندسازی روانشناختی </span></span></span></span><span lang="FA" style="font-size:9.0pt"><span style="line-height:115%"><span style="font-family:"B Mitra""><span style="color:black">تأثیرگذار است.</span></span></span></span></span></span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="tab-stops:10.5pt"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="line-height:115%"><span style="font-family:Calibri,sans-serif"><b><span lang="FA" style="font-size:9.0pt"><span style="line-height:115%"><span style="font-family:"B Mitra""><span style="color:#0070c0">نتیجهگیری:</span></span></span></span></b> <span lang="FA" style="font-size:9.0pt"><span style="line-height:115%"><span style="font-family:"B Mitra""><span style="color:black">پیشنهاد می­گردد از راهکارهای درمانی مبتنی بر سازوکارهای روانی- فردی بهمنظور توانمندسازی و خلاقیت فردی کارکنان ادارات ورزش و جوانان استفاده نمایند.</span></span></span></span></span></span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="tab-stops:10.5pt"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="line-height:115%"><span style="font-family:Calibri,sans-serif"><span lang="AR-SA" style="font-size:9.0pt"><span style="line-height:115%"><span style="font-family:"B Mitra""><span style="color:black"></span></span></span></span></span></span></span></span></span></span></span></span>
<span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="tab-stops:10.5pt"><span style="line-height:115%"><span style="font-family:Calibri,sans-serif"><b><span style="font-size:9.0pt"><span style="line-height:115%"><span style="font-family:"Times New Roman",serif"><span style="color:#0070c0">Background & Aims:</span></span></span></span></b> <span style="font-size:9.0pt"><span style="line-height:115%"><span style="font-family:"Times New Roman",serif"><span style="color:black">One of the most important challenges of today's managers in organizations is the insufficient use of intellectual resources, mental capacity and potential capacities of human resources; In most organizations, the capabilities of employees are not used optimally and managers are not able to use their potential. Certainly, an organization is more successful if it has a capable and committed workforce, because empowerment is one of the newest techniques to increase effectiveness and efficiency by increasing the commitment and organizational citizenship behavior of human resources. However, in general, psychological competence and individual creativity are among the important variables in people's working lives and can play an important role in individual and organizational growth. Researchers believe that these variables are more individual and can be developed through intervention strategies. In this regard, psycho-individual strategies can be one of the effective strategies on the development of psychological ability and creativity of the individual that can provide the field of mental well-being to the field of mastery of job processes. Psychological education generally refers to a set of complementary therapeutic interventions that operate with a systematic, structured and educational approach to the development of mental and psychological aspects. In fact, this method takes steps to create lasting behavioral changes in the target individuals by providing individual and social educational goals. However, in general, considering the job pressures and increasing burnout, as well as psychological problems of employees and reducing innovation and job creativity in organizations, recognizing appropriate strategies for psychological empowerment and individual creativity is noteworthy and important. Therefore, considering the positive effects of psycho-individual mechanisms on various physical and psychological dimensions and research gap in the field of its effects on psychological competence and individual creativity, the aim of this study is to provide therapeutic solutions based on psycho-individual mechanisms on psychological competence and individual creativity.</span></span></span></span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="tab-stops:10.5pt"><span style="line-height:115%"><span style="font-family:Calibri,sans-serif"><b><span style="font-size:9.0pt"><span style="line-height:115%"><span style="font-family:"Times New Roman",serif"><span style="color:#0070c0">Methods:</span></span></span></span></b> <span style="font-size:9.0pt"><span style="line-height:115%"><span style="font-family:"Times New Roman",serif"><span style="color:black">This research in terms of Purpose is applied and in terms of how to do it is Descriptive correlation type (regression). The statistical population of this research in the qualitative part includes the elites in the field of organizational psychology as well as some selected managers of sports and youth departments. The interview continued until reaching theoretical saturation (10 people). The sampling method was purposeful. The statistical population in a small part includes all the staff of the Ministry of Sports and Youth, of course, except for the service staff who are working in this organization in 1399. The statistical population was equal to 890 people and the number of samples was equal to 500 people, of which 485 questionnaires were returned correctly. In this study, three questionnaires have been used, including a questionnaire of treatment strategies based on psycho-individual mechanisms, researcher-made and based on theoretical foundations and interviews with experts (20 items and four components), Spritzer Psychological Empowerment Questionnaire (1995) (18 items and Five components) and the Creativity Questionnaire Randsip (1979) (30 items).</span></span></span></span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="tab-stops:10.5pt"><span style="line-height:115%"><span style="font-family:Calibri,sans-serif"><b><span style="font-size:9.0pt"><span style="line-height:115%"><span style="font-family:"Times New Roman",serif"><span style="color:#0070c0">Results:</span></span></span></span></b><span style="font-size:9.0pt"><span style="line-height:115%"><span style="font-family:"Times New Roman",serif"><span style="color:black"> To evaluate the fit of the structural model of the research, several criteria are used, the first and most basic of which are the coefficients of significance t or t-values. If the value of these numbers exceeds 0.95, it indicates the correctness of the relationship between the variables and thus confirms the research hypotheses at the confidence level of 1.96. Of course, it should be noted that the numbers only show the correctness of the relationship and the intensity of the relationship between the variables can not be measured with it. The value of R2 is zero for exogenous or independent variables. In this section, the value of R2 is equal to a strong value for the two variables of the research model of individual creativity and psychological empowerment. Q2 value: This criterion for both dependent variables of the research model is more than 0.15, which indicates that the exogenous variables (independent) are moderate in predicting the dependent variable and the proper fit of the structural model of the research is somewhat burdensome. Another confirms. General Model Fit (GOF): The general model includes both the measurement and structural model parts, and by confirming its fit, the fit of the model is checked. Considering the three values of 0.01, 0.25 and 0.36, which are introduced as weak, medium and strong values for GOF, in both variables, a value greater than 0.36 was obtained, which indicates a strong overall fit of the model. According to the results of structural equation modeling, the T-value of both relationships in the research model is more than 2.58, so at the level of 0.99, therapeutic strategies based on psycho-individual mechanisms on individual creativity and empowerment it is psychologically influential. </span></span></span></span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="tab-stops:10.5pt"><span style="line-height:115%"><span style="font-family:Calibri,sans-serif"><b><span style="font-size:9.0pt"><span style="line-height:115%"><span style="font-family:"Times New Roman",serif"><span style="color:#0070c0">Conclusion:</span></span></span></span></b><span style="font-size:9.0pt"><span style="line-height:115%"><span style="font-family:"Times New Roman",serif"><span style="color:black"> Reason for the effectiveness of psychological interventions is that psychological training disrupts the processing of dysfunctional thoughts and negative biases due to metacognitive monitoring and the person deals with it more consciously, so this leads to changing defective patterns of thinking and training attention control skills. , Increases the preventive aspect of treatment. Psychological training involves maintaining awareness voluntarily and based on attention to specific topics such as bodily emotions from one moment to the next. HoweverWhen the mind is distracted by thoughts, feelings, sounds, and experiences in general, the content of those experiences is memorized and then attention is slowly but surely turned to specific protected goals. This process is repeated many times. In fact, by using psychological techniques such as conscious breathing practice, it can be used again to return to the present. As in the technique of pervasive observation, thoughts are seen only as an object, not necessarily reality itself, and these factors improve coping and regulation of one's emotions. . However, in general, improving the mental and physical condition of individuals through psycho-individual mechanisms by creating favorable physical and psychological conditions for the individual can lead them to focus on career advancement, personal empowerment and increase creativity and innovation. Psycho-individual mechanisms can improve the process of information processing in the mind and provide the conditions for improving cognitive processes such as attention and memory. However, it is suggested that managers and officials of organizations to benefit from the psychological-individual mechanisms of employees. However, some of the limitations of the present study include the corona virus epidemic and difficult access to the statistical population and limited research background.</span></span></span></span></span></span></span></span></span></span>
ادارات ورزش و جوانان, توانمندسازی, نوآوری, ایران
Sports and Youth Departments, Empowerment, Innovation, Iran
134
144
http://rjms.iums.ac.ir/browse.php?a_code=A-10-6218-1&slc_lang=fa&sid=1
Rahman
Sadeghi
رحمان
صادقی
3900319475328460065394
2154-2146-2569-1254
No
PhD Student in Sports Management, Department of Physical Education, Borujerd Branch, Islamic Azad University, Borujerd, Iran
دانشجوی دکترای مدیریت ورزشی، گروه تربیت بدنی، واحد بروجرد، دانشگاه آزاد اسلامی، بروجرد، ایران
Nazanin
Rasekh
نازنین
راسخ
n.rasekh6663@gmail.com
3900319475328460065395
2145-1254-3698-2145
Yes
Assistant Professor of Sport Management, Sport Science Research Institute, Tehran, Iran
استادیار مدیریت ورزشی، پژوهشگاه تربیت بدنی و علوم ورزشی، تهران، ایران
Mohammad
Nik Ravan
محمد
نیک روان
3900319475328460065396
7423-2136-2587-7413
No
Assistant Professor, Department of Physical Education, Borujerd Branch, Islamic Azad University, Borujerd, Iran
استادیار، گروه تربیت بدنی، واحد بروجرد، دانشگاه آزاد اسلامی، بروجرد، ایران
Gholamreza
Khakcar
غلامرضا
خاکسار
babaksportazad@gmail.com
3900319475328460065397
3214-2365-1478-4587
No
Assistant Professor, Department of Physical Education, Hamadan Branch, Islamic Azad University, Hamadan, Iran
استادیار، گروه تربیت بدنی، واحد همدان، دانشگاه آزاداسلامی، همدان، ایران