Razi Journal of Medical Sciences

fa تدوین بسته آموزشی تسهیل و ارتقا تحول اجتماعی کودک در خانواده‌های تک‌فرزندی بر اساس نظریه اریکسون Design of an Educational Package to Facilitate and Promote the Social Development of Children in Single-Child Families based on Erikson's Theory روانشناسی بالینی Clinical Psychiatry پژوهشي Research <div style="text-align: justify;">زمینه و هدف: پژوهش حاضر باهدف تدوین بسته آموزشی تسهیل و ارتقا تحول اجتماعی کودک در خانوادههای تک‌فرزندی بر اساس نظریه اریکسون انجام شد. روش کار: این پژوهش به‌صورت کیفی و از نوع تحلیل مضمون بود. جامعه آماری شامل منابع مکتوب ازجمله کتاب‌های علمی نظریه‌های رشد به‌ویژه نظریه اریکسون، پایگاه‌های علمی معتبر خارجی و داخلی و سایر منابع مکتوب بود که طی 15 سال اخیر به بحث نظریه رشد اریکسون پرداختهاند. برای انتخاب نمونه از روش نمونه‌گیری هدفمند استفاده شد. پس از جمع‌آوری منابع مرتبط، بلافاصله محتوای آن منابع به روش براون و کلارک (2006) تحلیل شد به‌منظور دستیابی به فهم محتواها، از رویکرد قیاسی (کل به جزء) و استقرائی (جزء به کل) به‌طور هم‌زمان استفاده‌شده است مضامینی که می‌توانستندد معرف بخش‌هایی از متن (معمولاً یک یا چند جمله) باشند، تعیین و ثبت شدند، به‌این‌ترتیب، عمل لیست کردن و خوشه‌بندی مقولهها (تم‌های اصلی و فرعی) صورت گرفت؛ به‌طوری‌که برای هریک از متون یک جدول خلاصه‌سازی شده، تشکیل‌شد. یافته ها:  دادهها با استفاده از روش براون و کلارک (2006) تحلیل شدند. محتوای بستهی آموزشی شامل پرورش امید، اراده و هدف به‌منظور «تسهیل و ارتقا تحول اجتماعی کودکان»  در قالب 8 جلسه آموزشی تدوین شد. جلسات آموزشی به مدت 8 جلسه (جلسه اول تا سوم: راهنمای عملی پرورش امید در کودکان پیش‌دبستانی، جلسه چهارم تا ششم: راهنمای عملی پرورش اراده در کودکان پیش‌دبستانی، جلسه هفتم و هشتم: راهنمای عملی پرورش هدف در کودکان پیش‌دبستانی)، هفته‌ای یک‌بار و هر جلسه دو ساعت، ویژه مادران باهدف «تسهیل و ارتقا تحول اجتماعی کودکان» ارائه شد تا کودکان به نیرومندهای بنیادی امید، اراده، هدفمندی و در نهایت شایستگی که همراه با رشد اجتماعی است، برسند. نتیجه گیری: میتوان گفت که والدین به‌عنوان اولین عامل اجتماعی کردن کودکان خود نقش مهمی در رشد و تحول روان‌شناختی و اجتماعی آنان ایفا میکنند و شیوه رفتار آن‌ها به‌طور عمده‌ای می‌تواند بر ارضاء یا بازداری نیازهای روان‌شناختی مؤثر باشد. کودکان نیاز به مسئولیت دارند و بایستی کارهای مختلف به آن‌ها واگذار شود تا از سقوط آن‌ها به درماندگی آموخته‌شده جلوگیری شود کودکان به انسجام و هماهنگی والدین نیاز دارند کودکان نیاز به تعلیم و تربیت دارند و این فقط مدرسه و جامعه نیست که در این مهم نقش بازی میکند بلکه والدین هم باید فعالانه در آموزش کودک مشارکت کنند. کودکان نیاز دارند که والدین تشویقشان کنند، نیاز به ارتباط با دیگران و همچنین نیاز به داشتن فرصت‌هایی برای رشد همه‌جانبه دارند؛ و رشد بهنجار اجتماعی و شناختی و نیز شکوفایی شخصیت بهنجار کودک تحت تأثیر شرایط و زمینه‌ای است که در آن پرورش می‌یابد.</div> <div style="text-align: justify;">Background & Aims: The number of single-child families has increased significantly in recent years. Postmodern thoughts, changes in the way of life, the mechanization of societies, women's desire for activities outside the home, including employment, sports and other fun activities, depression and boredom of mothers, spending time and time for children, economic problems and financial burden, and Other problems that families face in raising their children are the increase in the number of single-child families, followed by the parents' concern about the child's growth and the experts in the field of psychology, educational sciences, and social sciences about the consequences of collective developments. Some researchers believe that the most important consequence of being an only child is the damage to the individual's social growth, and from their point of view, the low level of interaction and social relations in small-population families causes the decline of the social growth of only children. Therefore, the problems faced by children in single-child families are an alarm for teachers, sociologists and psychologists, and it is necessary to think of measures to reduce the harms and dangers of this emerging phenomenon. One of the resources that we have and by using which we can use it to grow and facilitate the social transformation of children are the theories that exist in this field. Considering the unfortunate consequences that the lack of social development and consequently anti-social behaviors have for people, educational and psychological interventions play a significant role in facilitating social development. Therefore, the current research was conducted with the aim of developing an educational package to facilitate and promote the social development of children in single-child families based on Erikson's theory. Methods: This research was qualitative and thematic analysis. The statistical population included written sources, including scientific books on growth theories, especially Erikson's theory, reliable foreign and domestic scientific databases, and other written sources that have discussed Erikson's growth theory in the last 15 years. Purposive sampling method was used to select the sample. After collecting related sources, the content of those sources was immediately analyzed according to the method of Brown and Clark (2006) in order to gain an understanding of the contents, the analogical (whole to part) and inductive (part to whole) approaches were used simultaneously. The themes that could represent parts from the text (usually one or more sentences), were determined and recorded, in this order, the act of listing and clustering the categories (main and sub-themes) was done; So that a summarized table was formed for each of the texts. Results: The content of the educational package, including the development of hope, will, and purpose, was presented to "facilitate and promote the social transformation of children" so that children can reach the fundamental strengths of hope, will, purposefulness, and ultimately competence, which is associated with social development. As far as the researcher investigated, no research was found that could compare this educational package with it, and it can be said that this research is new and presents a new dimension to the researchers. The data were analyzed using the method of Brown and Clark (2006). The content of the educational package, including the cultivation of hope, will and purpose, was compiled in the form of 8 educational sessions in order to "facilitate and promote the social transformation of children". Educational sessions for 8 sessions (1st to 3rd sessions: practical guide for developing hope in preschool children, 4th to 6th sessions: practical guide for developing will in preschool children, 7th and 8th sessions: practical guide for developing goals in preschool children), once a week and Each two-hour session, especially for mothers, was presented with the aim of "facilitating and promoting children's social transformation" so that children can achieve the fundamental strengths of hope, will, purposefulness, and ultimately competence, which is associated with social development. Conclusion: It can be said that parents, as the first factor of socialization of their children, play an important role in their psychological and social growth and development, and their behavior can mainly be effective in satisfying or inhibiting psychological needs. Children need responsibility and different tasks should be assigned to them in order to prevent them from falling into learned helplessness. Children need the coherence and coordination of parents. Children need education and it is not only the school and society that play a role in this matter. But also parents should actively participate in the child's education. Children need their parents to encourage them, they need to connect with others, and they also need to have opportunities for all-round development; and the normal social and cognitive development as well as normal personality development of the child is influenced by the conditions and context in which it is raised.</div> تدوین بسته آموزشی, خانواده‌های تک‌فرزندی, نظریه اریکسون Developing Educational Pckage, Single-Child Families, Erikson's Theory 1 10 http://rjms.iums.ac.ir/browse.php?a_code=A-10-7727-2&slc_lang=fa&sid=1 Fereshte Arbabi فرشته اربابی 3900319475328460089981 0009-0004-3691-0433 No PhD Student, Educational Psychology Department, Qom Branch, Islamic Azad University, Qom, Iran دانشجوی دکتری، گروه روانشناسی تربیتی، واحد قم، دانشگاه آزاد اسلامی، قم، ایران Majid Zargham Hajebi مجید ضرغام حاجبی Zarghamhajebi@gmail.com 3900319475328460089982 3900319475328460089982 Yes Associate Professor, Educational Psychology Department, Qom Branch, Islamic Azad University, Qom, Iran دانشیار، گروه روانشناسی تربیتی، واحد قم، دانشگاه آزاد اسلامی، قم، ایران Ramin Tabaraei رامین تبرائی Ramintabaraei@gmail.com 3900319475328460089983 3900319475328460089983 No Professor, Qom Branch, Department of Psychology, Islamic Azad University, Qom, Iran استاد، گروه روانشناسی، واحد قم، دانشگاه آزاد اسلامی، قم، ایران