fa اثربخشی والدگری ذهن آگاهانه بر راهبردهای نظم جویی شناختی هیجان مادران و مشکلات درون سازی شده و برون سازی شده کودکان پیش‌دبستانی با علائم اضطرابی شهر تهران روانشناسی خانواده Family Psychology كاربردي Applicable <span style="font-size:11pt"><span style="text-justify:inter-ideograph"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:Calibri,sans-serif"><span lang="AR-SA" style="font-size:10.0pt"><span style="background:white"><span b="" nazanin="" style="font-family:"><span style="color:black">هدف از این</span></span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span style="background:white"><span b="" nazanin="" style="font-family:"><span style="color:black">پژوهش تعیین </span></span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">اثربخشی آموزش والدگری ذهن آگاهانه بر تنظیم شناختی هیجان مادران و </span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">مشکلات </span></span></span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">د</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">رون ‌سازی شده و برون سازی</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black"> شده</span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">کودکان پیش‌دبستانی دارای علائم اضطرابی شهر تهران بود</span></span></span><span dir="LTR" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:black">.</span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">روش پژوهش نیمه آزمایشی با طرح پیش‌آزمون-پس‌آزمون و گروه کنترل با دوره پیگیری یک ماهه بود. جامعه آماری شامل کلیه مادران</span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">کودکان</span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">پنج ‌تا</span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">شش‌ساله</span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">دارای</span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">علائم</span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">اضطرابی</span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">مهدکودک‌های</span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">شهر</span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">تهران، در سال تحصیلی 98-1397 بود که با استفاده از روش نمونه‌گیری هدفمند 40 نفر انتخاب و به‌صورت تصادفی در دو گروه 20 نفری جایگذاری شدند. در این پژوهش گروه آزمایش هفته</span></span></span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">&lrm;</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">ای یکبار در 8 جلسۀ 90 دقیقه‌ای برنامۀ </span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">آموزش والدگری ذهن آگاهانه </span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">را دریافت کردند. همچنین شرکت‌کنندگان در سه مرحله پیش‌آزمون، پس‌آزمون و پیگیری پرسش‌نامه‌های</span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">نظم‌ جویی شناختی هیجان (</span></span></span><span dir="LTR" style="font-size:9.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:black">CERQ</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">، گارنفسکی و همکاران،2002</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">) و </span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">سیاهه مشکلات رفتاری کودکان(</span></span></span><span dir="LTR" style="font-size:9.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:black">CBCL</span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">،آخنباخ و همکاران،1991) را تکمیل نمودند. نتایج تحلیل</span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">واریانس مختلط</span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">با اندازه‌گیری مکرر</span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">نشان داد که آموزش والدگری ذهن آگاهانه بر کاهش راهبردهای نظم جویی شناختی هیجان ناسازگار (05/0</span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="color:black">p<</span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black"> ،906/10</span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="color:black">=</span></span> <span dir="LTR" style="font-size:10.0pt"><span style="color:black">F</span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">)</span></span></span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">،</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black"> مشکلات برونی‌سازی شده (05/0</span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="color:black">p<</span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black"> ،002/0</span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="color:black">=</span></span> <span dir="LTR" style="font-size:10.0pt"><span style="color:black">F</span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">) و مشکلات درون سازی شده کودکان (05/0</span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="color:black">p<</span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black"> ،</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">342 /0</span></span> <span dir="LTR" style="font-size:10.0pt"><span style="color:black">=</span></span> <span dir="LTR" style="font-size:10.0pt"><span style="color:black">F</span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">)&nbsp; اثر داشته و این تأثیر در دوره پیگیری پایدار مانده است. با توجه به یافته‌های پژوهش حاضر به نظر می‌رسد که باید به نقش دوره‌های والدگری ذهن آگاهانه</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black"> در پیشگیری و کاهش مشکلات </span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">روان‌شناختی</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black"> کودکان پیش‌دبستان توجه کرد.</span></span></span></span></span></span></span></span></span> <span style="font-size:11pt"><span style="line-height:normal"><span style="unicode-bidi:embed"><span style="font-family:Calibri,sans-serif"><span style="font-size:9.0pt"><span new="" roman="" style="font-family:" times="">T</span></span><span lang="EN" style="font-size:9.0pt"><span new="" roman="" style="font-family:" times="">he aim of this study was to determine the effectiveness of mindful parenting on cognitive emotion regulation of mothers and</span></span> <span lang="EN" style="font-size:9.0pt"><span new="" roman="" style="font-family:" times="">Internalized and externalized problems of preschool children with </span></span><span style="font-size:9.0pt"><span new="" roman="" style="font-family:" times="">anxiety symptoms in Tehran. The research method was quasi-experimental with a pretest-posttest design and a one-month follow-up period with </span></span><span lang="EN" style="font-size:9.0pt"><span new="" roman="" style="font-family:" times="">the</span></span><span style="font-size:9.0pt"><span new="" roman="" style="font-family:" times=""> control group. The statistical population included all mothers of children aged </span></span><span lang="EN" style="font-size:9.0pt"><span new="" roman="" style="font-family:" times="">5 to 6 </span></span><span style="font-size:9.0pt"><span new="" roman="" style="font-family:" times="">years with anxiety symptoms in kindergartens in Tehran, in the academic year 1397-98, 40 people were selected using the purposive sampling method and randomly placed in two groups of 20 people. In this study, the experimental group received a mindfulness parenting education program once a week in 8 sessions of 90 minutes.&nbsp;</span></span><span lang="EN" style="font-size:9.0pt"><span new="" roman="" style="font-family:" times="">Participants also completed the cognitive emotion regulation </span></span><span lang="EN" style="font-size:9.0pt"><span new="" roman="" style="font-family:" times="">Questionnaires </span></span><span lang="EN" style="font-size:9.0pt"><span new="" roman="" style="font-family:" times="">&nbsp;(CERQ, </span></span><span style="font-size:9.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:black">Garnefski</span></span></span><span lang="EN" style="font-size:9.0pt"><span new="" roman="" style="font-family:" times=""> et al., 2002) and the Children&#39;s Behavioral Problems List (CBCL, </span></span><span style="font-size:9.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:black">Achenbach</span></span></span><span lang="EN" style="font-size:9.0pt"><span new="" roman="" style="font-family:" times=""> et al., 1991) in three stages pre-test, post-test and follow-up.</span></span> <span lang="EN" style="font-size:9.0pt"><span new="" roman="" style="font-family:" times="">The results of mixed analysis of variance with repeated measures showed that </span></span><span style="font-size:9.0pt"><span new="" roman="" style="font-family:" times="">mindfulness</span></span><span lang="EN" style="font-size:9.0pt"><span new="" roman="" style="font-family:" times=""> parenting education reduces cognitive emotion regulation strategies of maladaptive emotion (p <0.05, F = 10.906), and externalized problems (p <0.05, F =&nbsp; 0.002).</span></span> <span lang="EN" style="font-size:9.0pt"><span new="" roman="" style="font-family:" times="">and<i> </i>Internalized problems of children (p <0.05, F =0. </span></span><span style="font-size:9.0pt"><span new="" roman="" style="font-family:" times="">342</span></span><span lang="EN" style="font-size:9.0pt"><span new="" roman="" style="font-family:" times="">) &nbsp;ha</span></span><span style="font-size:9.0pt"><span new="" roman="" style="font-family:" times="">d</span></span><span lang="EN" style="font-size:9.0pt"><span new="" roman="" style="font-family:" times=""> an effect and this effect remained stable during the follow-up period</span></span><span style="font-size:9.0pt"><span new="" roman="" style="font-family:" times="">. </span></span><span lang="EN" style="font-size:9.0pt"><span new="" roman="" style="font-family:" times="">According to the findings of the present study, it seems that the role of mindful parenting courses in preventing and reducing psychological problems in preschool children should be considered.</span></span></span></span></span></span> راهبردهای نظم جویی شناختی هیجان, مشکلات درون سازی شده, مشکلات برون سازی شده, والدگری ذهن آگاهانه. cognitive emotion regulation strategies, Internalized problems, externalized problems, Mindful parenting. 11 20 http://frooyesh.ir/browse.php?a_code=A-10-6737-2&slc_lang=fa&sid=1 Maede Aliakbari مائده علی اکبری maedealiakbari69@gmail.com 0011908671 100319475328460044804 Yes Master of clinical Psychology, Shahid Beheshti University of Medical Sciences Tehran, Iran. کارشناسی ارشد روانشناسی بالینی، دانشگاه علوم پزشکی شهید بهشتی، تهران، ایران. Maryam Aslezaker lighvan مریم اصل ذاکرلیقوان M.aslzaker@sbmu.ac.ir 234 100319475328460044805 No Assistant professor Of clinical Psychology, Shahid Beheshti University of Medical Sciences, Tehran, Iran. استادیار گروه روانشناسی بالینی، دانشگاه علوم پزشکی شهید بهشتی، تهران، ایران.