نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشجوی دکترا روانشناسی، دانشکده علوم انسانی و اجتماعی، دانشگاه اردکان، اردکان، ایران .
2 استادیار گروه روانشناسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه آزاد اسلامی واحد خوراسگان، اصفهان، ایران.
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسندگان [English]
Introduction: The sexual abuse of children and adolescents is a significant public health issue that leads to a variety of detrimental social, cultural, and familial consequences. The aim of the present study was to compare the effectiveness of self-determination skills training and agoraphobia treatment on emotional regulation and psychological resilience in adolescent girls who have experienced sexual abuse.
Method: This study employed a quasi-experimental design featuring a pretest-posttest approach, including a control group and a two-month follow-up period. The statistical population comprised all adolescent girls who experienced sexual abuse in Isfahan in 2023. 45 participants were selected using convenience sampling and subsequently randomly assigned to three groups. The data collection tools used in this study were the Mittmannsgruber Hyperemotion Questionnaire (2009) and the Kloof et al. Psychological Resilience Questionnaire (2002). The first experimental group underwent ten sessions of self-determination skills training based on the Field and Hoffman protocol (1994), while the second experimental group participated in eight sessions of agoraphobia treatment following the McCullough protocol (2003). The control group was also placed on a waiting list. The data were analyzed using SPSS version 23, employing a mixed analysis of variance with repeated measures statistical method.
Results: The results indicated that the mean ages of the participants in the self-determination skills training group, the agoraphobia group, and the control group were 15.2, 16.5, and 15.7 years, respectively. Furthermore, the members of all three groups were comparable and homogeneous. The findings indicated that both self-determination skills training and agoraphobia treatment interventions were effective in enhancing positive meta-emotion and psychological resilience among adolescent girls with a history of sexual abuse during the post-test and follow-up stages (p < 0.05). However, only the agoraphobia treatment was effective in improving negative meta-emotion. There was a significant difference between the two experimental groups regarding the effectiveness of treatment on hyperemotion and psychological resilience. The treatment for agoraphobia proved to be more effective than the training in self-determination skills.
Discussion and Conclusion: The findings indicate that both treatment methods—agoraphobia therapy and self-determination skills training—are effective in enhancing the psychological well-being of adolescent girls who have experienced sexual abuse. Notably, agoraphobia therapy demonstrates a greater effectiveness in improving hyper-emotionality and psychological resilience among these individuals. Consequently, these treatments can serve as complementary approaches to alleviate the psychological challenges faced by girls who have undergone sexual abuse.
کلیدواژهها [English]
1. Mathews B, Collin-Vézina D. Child sexual abuse: Toward a conceptual model and definition. Trauma, Violence, & Abuse. 2019 Apr; 20(2): 131-48. https://doi.org/10.1177/1524838017738726
2. Noll JG. Child sexual abuse as a unique risk factor for the development of psychopathology: the compounded convergence of mechanisms. Annual review of clinical psychology. 2021 May 7; 17: 439-64. https://doi.org/10.1146/annurev-clinpsy-081219-112621
3. آزادی ا، سنجرانی س، بخشایش ع ر. تجربه زیسته دختران از سوء استفاده جنسی در دوران کودکی: مطالعه کیفی، فصلنامه روانشناسی بالینی و شخصیت. 1402؛ 21(2): 49-58. https://doi.org/10.22070/cpap.2023.15789.1197
4. Angelakis I, Austin JL, Gooding P. Association of childhood maltreatment with suicide behaviors among young people: a systematic review and meta-analysis. JAMA network open. 2020 Aug 3; 3(8): e2012563. https://doi.org/10.1001/jamanetworkopen.2020.12563
5. Kletenik I, Sillau SH, Isfahani SA, LaFaver K, Hallett M, Berman BD. Gender as a risk factor for functional movement disorders: the role of sexual abuse. Movement disorders clinical practice. 2020 Feb; 7(2): 177-81. https://doi.org/10.1002/mdc3.12863
6. Hébert M, Langevin R, Oussaïd E. Cumulative childhood trauma, emotion regulation, dissociation, and behavior problems in school-aged sexual abuse victims. Journal of affective disorders. 2018; 225: 306-12. https://doi.org/10.1016/j.jad.2017.08.044
7. Sadock BJ, & Sadock V, Ruiz P. Kaplan and Sadock's synopsis of psychiatry: Behavioral sciences/clinical psychiatry. 11th ,editor: Lippincott Williams & Wilkins. 2015.
8. قاضیزاده، س، مشهدی ع، طیبی ز، سلطانیفر، ع. اثربخشی درمان شناختی رفتاری متمرکز بر تروما بر نشانگان اختلال تنیدگی پس از سانحه در کودکان با تجربه سوءاستفاده جنسی. مجله روانشناسی بالینی. 1399؛ 12(4): 77-89. https://doi.org/10.22075/jcp.2021.19370.1788
9. Bartsch A. Meta-emotion: How films and music videos communicate emotions about emotions. Projections. 2019; 2(1): 45-59.
10. Ebadi M, Basharpoor S, and Narimani M. Fitting the Causal Model Based on the Couple Relationship Distress According to Negative Meta-Emotion: The Mediating Role of Rejection Sensitivity in Married People. Journal of Family Psychology. 2021; 7(2): 61-74. https://doi.org/10.22034/ijfp.2021.245575 [In Persian]
11. Bailen N, Thompson J. Meta-emotions in daily life: Associations with emotional awareness and depression. Journal of Emotion. 2019; 19(5): 776-787. https://doi.org/10.1037/emo0000488
12. Srinivasan P, Pushpam M. Exploring the influence of metacognition and metaemotion strategies on the outcome of students of IX Std. American Journal of Educational Research. 2016; 4(9): 663- 68. http://dx.doi.org/10.12691/education-4-9-3
13. Pina JA, Passos AM, Maynard MT, Sinval J. Self-efficacy, mental models and team adaptation: A first approach on football and futsal refereeing. Psychology of Sport and Exercise. 2021; 1(15): 101787. https://doi.org/10.1016/j.psychsport.2020.101787
14. Hengen K, Alpers G. Stress makes the difference: social stress and social anxiety in decision-making under uncertainty. Front. Psychol. 2021; 12: 578293. https://doi.org/10.3389/fpsyg.2021.578293
15. McCarrick D, Wolfson S, Neave N. Personality characteristics of UK Association Football referees. Journal of Sport Behavior. 2019; 42(4): 493-508. https://www.researchgate.net/publication/337798177_Personality_Characteristics_of_UK_soccer_referees
16. Clough P, Earle K, Sewell D. Mental toughness: The concept and its measurement. Solutions in sport psychology. 2002; 1: 32-45.
17. Lemieux S, Tourigny M, Joly J, Baril K, Séguin M. Characteristics associated with depression and post-traumatic stress disorder among childhood sexual abuse women. Revue d'epidemiologie et de sante publique. 2019 Jul 25; 67(5): 285-94. https://doi.org/10.1016/j.respe.2019.05.012
رضایی، م، قدم پور، عا، کاظمی ر. نقش میانجی اعتبارزدایی هیجانی در رابطة بین سوءاستفاده جنسی- هیجانی و نشانههای افسردگی در دانشجویان دختر. دستآوردهای روانشناختی. 1397؛ 25(1): 75-99. https://doi.org/10.22055/psy.2018.23678.1908
35. Ferankl M, Wennberg P, Berggraf L, Philips B. Affect Phobia Therapy for Mild to Moderate Alcohol Use Disorder:The Cases of “Carey,” “Michelle,” and “Mary”. Pragmatic Case Studies in Psychotherapy. 2018; (1): 214-257.
36. Ferankl M, Philips B, Berggraf L, Ulvenes P, Johansson R, & Wennberg P. Psychometric properties of the Affect Phobia Test. Scandinavian Journal of Psychology. 2016; 57: 482–488. https://doi.org/10.1111/sjop.12308
37. Kalleklev J, Karterud S. coparative study of a mentalization – based versus a psychodynamic group therapy session. Group Analysis. 2018; 51(1): 44-60. http://dx.doi.org/10.1177/0533316417750987
38. Mitmansgruber H, Beck T, Hofer S, et al. When you donot like what you feel: Experiental avoidance, mindfulness and Meta emotion in emotion regulation. Personality and Individual Differences. 2009; 46(4): 4. https://awspntest.apa.org/record/2009-01111-014
39. Ahadi B, Mehrinejad A, Moradi M. Cognitive failure in the elderly: the role of mindfulness and meta-emotion. Journal aging Psychology. 2017; 3(2): 115-125. https://jap.razi.ac.ir/article_749_en.html [In Persian]
40. افسانه پورک سع، واعظ موسوی سم. روایی و پایایی نسخه فارسی پرسشنامه استحکام روانی 48 سوالی، پژوهشنامه مدیریت ورزشی و رفتار حرکتی. 1393؛ 10(19): 39-54. https://doi.org/10.22080/jsmb.2014.831
41. Field S, Hoffman A. Fostering self-determination through building productive relationships in the classroom. Intervention in school and clinic. 1994; 48(1): 6-14. https://doi.org/10.1177/1053451212443150
شاهسیاه ن، رضاپورمرصالح ی، صافی م ه. روابط ساختاری ذهنآگاهی، خودتعیینگری، شفقت به خود و ناگویی هیجانی در دانشآموزان دختر دارای سابقه سوء استفاده و خودزنی. فصلنامه پژوهشهای نوین روانشناختی. 1399؛ 15(60): 149-170. https://dorl.net/dor/20.1001.1.27173852.1399.15.60.12.6