Razi Journal of Medical Sciences

fa مقایسه اثربخشی آموزش مهارت‌های زندگی و درمان پذیرش و تعهد بر رفتارهای پر خطر دانش آموزان دختر دوره متوسطه اول شهر کرج Comparing the Effectiveness of Life Skills Training and Acceptance and Commitment Therapy on High-Risk Behaviors of Female Students of the First Secondary School in Karaj روانشناسی بالینی Clinical Psychiatry پژوهشي Research <div style="text-align: justify;">زمینه و هدف: عوامل زیادی در بروز رفتارهای پرخطر دانش آموزان نقش دارند، لذا پیش گیری از رفتارهای پرخطر نوجوانان با توجه به شرایط روانی، زیستی و اجتماعی آنان ضروری است. این پژوهش با هدف مقایسه اثربخشی دو روش آموزش مهارت‌های زندگی و رویکرد مبتنی برتعهد بر رفتارهای پر خطر دانش آموزان دختر دوره متوسطه اول انجام شد. روش کار: طرح تحقیق از نوع مطالعه نیمه آزمایشی و از نوع پیش- پس آزمون با گروه کنترل بود. جامعه آماری پژوهش کلیه دانش آموزان دختر دوره متوسطه اول شهرستان کرج بودند. تعداد 60 نفر از آن‌ها که نمرات بالایی در پرسشنامه خطرپذیری نوجوانان ایرانی داشتند، انتخاب و به روش تصادفی در دو گروه آزمایشی و یک گروه کنترل (هر کدام 20 نفر) جایگزین شدند. یکی از گروه‌های آزمایش در معرض ده جلسه 90 دقیقه ای، بسته آموزشی توانمندسازی روانی- اجتماعی دانش آموزان، محمدخانی (1394) و دومین گروه آزمایش در معرض 8 جلسه 90 دقیقه آموزش پذیرش و تعهد هیز (2011) قرار گرفتند. یک هفته پس از اتمام جلسات هر دو گروه مورد مطالعه، مجددا به آزمون‌های یاد شده پاسخ دادند. به منظور تجزیه و تحلیل داده‌ها از تحلیل کواریانس چندمتغیره و آزمون تعقیبی بونفرنی استفاده شد. یافته‌ها: نتایج نشان داد دو روش درمانی بررفتارهای پرخطر دانش آموزان دختر تاثیرگذارند. بین اثربخشی آموزش مهارت‌های زندگی با گروه پذیرش و تعهد بررفتارهای پرخطر دانش آموزان تفاوت معنادار است. همچنین آموزش مهارت‌های زندگی نسبت به پذیرش و تعهد در پیشگیری از رفتارهای پرخطر موثرتر بوده است. نتیجه‌گیری: <a name="_Hlk183180535">استفاده از برنامه</a>&lrm;های آموزشی تدوین شده، براساس مهارت&lrm;های زندگی و پذیرش و تعهد برکاهش نمرات رفتارهای پرخطر تاثیر دارد.</div> <div> <table align="left" hspace="0" vspace="0"> <tbody> <tr> <td style="padding: 0in 12px; text-align: justify;" valign="top">Background & Aims: Today, the prevalence of risky behaviors among young people has become one of the most important concerns of society, and despite the activities carried out in the past years, the risky behaviors of teenagers in the country have grown exponentially. Risky behaviors are one of the most important problems that threaten physical, psychological, and social health. High-risk behaviors include truancy, theft, rebellion, suicide, drug abuse, alcohol consumption, smoking, reckless and dangerous driving, violence, and premature sex. Involvement of teenagers in high-risk behaviors not only reduces their quality of life but also affects their quality of life in adulthood and old age. Also, these behaviors have many negative consequences not only for the individual but also for his family and society. Also, the statistics of the World Health Organization in 2013 indicate that sexually transmitted diseases, addiction, and risky behaviors are increasing among young people under the age of 25, and even half of the cases of AIDS were in this age group. Since most students spend a lot of time in school, the emergence of these behaviors and how to control them is one of the main and important concerns of education and schools. According to the conducted research, the incidence of high-risk behaviors is increasing. On the other hand, experts in the field of prevention emphasize that preventive programs should target children and adolescents at a younger age, because programs that target adolescents before high school put, they can be very successful in preventing a variety of risky behaviors including drug abuse in adulthood. One of these interventions in reducing high-risk behaviors of teenagers is life skills training. Teaching life skills to people who have high-risk behaviors makes them learn how to behave adaptively with other people, society, culture, and their environment maintain their mental health, and cope with the current challenges and problems in their lives. Therefore, researchers recommend skills training because it does not have negative effects and directly targets the problems of people at risk. The results of life skills training studies have made the type of attitude of students at risk towards drug use and the level of depression in them, as well as the problems of male students in the field of boldness and self-control, and the level of excitement significantly reduced. In this regard, the research results indicate that life skills training is effective in reducing the high-risk sexual behaviors of students. Many factors play a role in the occurrence of high-risk behaviors in students, therefore, prevention of high-risk behaviors in adolescents should be done according to their psychological, biological, and social conditions. It is necessary. This research was conducted to compare the effectiveness of two methods of teaching life skills and the commitment-based approach to high-risk behaviors of female students of the first secondary school. Methods: The research design was a semi-experimental study and a pre-post-test with a control group. The statistical population of the research was all female students of the first secondary school in Karaj city. The 60 people who had high scores on the risk-taking questionnaire of Iranian teenagers were selected and randomly replaced in two experimental groups and one control group (20 people each). One of the experimental groups was exposed to 10 90-minute sessions of the training package for psycho-social empowerment of students by Mohammad Khani (2014) and the second experimental group was exposed to 8 90-minute sessions of Hayes' (2011) acceptance and commitment training. One week after finishing the sessions, both study groups answered the mentioned tests again. To analyze the data, multivariate covariance analysis and Bonferroni post hoc test were used. Results: The results showed that two treatment methods are effective on high-risk behaviors of female students. There is a significant difference between the effectiveness of life skills training with the acceptance and commitment group of high-risk behaviors of students. Also, life skills training has been more effective in preventing risky behaviors than acceptance and commitment. Conclusion: The use of developed educational programs based on life skills and acceptance and commitment affects reducing the scores of high-risk behaviors. Comparing the effectiveness of the two treatment methods with each other also showed that there is a significant difference between the two treatment methods in reducing high-risk behaviors in high school girls, which indicated that life skills training is more effective than treatment based on acceptance and commitment. Due to the novelty of acceptance and commitment therapy, research that has directly compared the effectiveness of two life skills training approaches and acceptance and commitment-based therapy regarding the topic under discussion, no background has been provided to compare the alignment or non-alignment of the results. However, regarding the effectiveness of life skills training compared to treatment based on acceptance and commitment to reducing high-risk behaviors, it could be because life skills teach people that every experience is not instructive and they should not do it regardless of the consequences of every action. Because emotions are fleeting and unstable. On the other hand, by teaching life skills and reducing the excitement of teenagers at risk, the harmful effects of high-risk behaviors can be prevented.</td> </tr> </tbody> </table> </div> <div style="text-align: justify;"></div> آموزش مهارت‌های زندگی, پذیرش و تعهد, رفتارهای پرخطر Teaching Life Skills, Acceptance and Commitment, Risky Behaviors 539 549 http://rjms.iums.ac.ir/browse.php?a_code=A-10-7654-1&slc_lang=fa&sid=1 Farzaneh Golpira فرزانه گلپیرا 3900319475328460084452 3900319475328460084452 No Ph.D. student of General psychology, Department of Psychology, Borujerd Branch, Islamic Azad University, Borujerd, Iran دانشجوی دکتری روانشناسی عمومی، گروه روانشناسی، واحد بروجرد، دانشگاه آزاد اسلامی، بروجرد، ایران. Davod Kordestani داود کردستانی kordestani3000@gmail.com 3900319475328460084453 3900319475328460084453 Yes Associate Professor, Department of Psychology, Tehran Branch, Payam Noor University, Iran دانشیار گروه روانشناسی، واحد تهران، دانشگاه پیام نور، ایران Korosh Godarzi کورش گودرزی 3900319475328460084454 3900319475328460084454 No Assistant Professor, Department of Psychology, Borujerd Branch, Islamic Azad University, Borujerd, Iran استادیار گروه روانشناسی، واحد بروجرد، دانشگاه آزاد اسلامی، بروجرد، ایران Mohammad Asgari محمد عسگری 3900319475328460084455 3900319475328460084455 No Associate Professor, Assessment and Measurement Department, Faculty of Psychology and Educational Sciences, Allameh Tabatabai University, Tehran, Iran دانشیار گروه سنجش و اندازه گیری، دانشکده روانشناسی و علوم تربیتی، دانشگاه علامه طباطبایی، تهران، ایران.