اثربخشی درمان شناختی- رفتاری بر سخت‌رویی و سازگاری دانشجویان دانشگاه علوم پزشکی دزفول

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری گروه روانشناسی تربیتی، واحد اهواز، دانشگاه آزاد اسلامی، اهواز، ایران

2 دانشیار گروه روانشناسی، واحد اهواز، دانشگاه آزاد اسلامی، اهواز، ایران

3 استادیار گروه روانشناسی، واحد اهواز، دانشگاه آزاد اسلامی، اهواز، ایران

چکیده

زمینه و هدف: وضعیت اجتماعی جامعه به سمتی پیش رفته است که میزان تنش‌های ورود به محیط‌های آموزشی به‌ویژه دانشگاه بیشتر شده است. در حوزه روان‌شناختی درمان شناختی- رفتاری در کنترل استرس و تعارضات در افراد از مداخلات مهم می‌باشد. مطالعه حاضر با هدف تأثیر درمان شناختی- رفتاری بر سخت‌رویی و سازگاری فردی- اجتماعی در دانشجویان دانشگاه علوم پزشکی دزفول انجام شده است.
مواد و روش‌ها: مطالعه حاضر از نوع نیمه‌تجربی با طرح پیش‌آزمون- پس‌آزمون و پیگیری با گروه‌های آزمایش و کنترل می‌باشد. دانشجویان (200 دانشجو) با روش نمونه‌گیری تصادفی به دو گروه آزمایش و کنترل (100 نفر گروه آزمایش و 100 نفر کنترل) تقسیم شدند. گردآوری داده‌ها با استفاده از پرسش‌نامه‌های استاندارد سخت‌رویی کوباسا و سازگاری دانشجویان انجام گردید. داده‌ها با نرم‌افزار SPSS نسخه 27 و به‌کارگیری آمار توصیفی شامل میانگین، انحراف معیار و آزمون تحلیل واریانس با اندازه‌گیری مکرر تحلیل شدند.
یافته‌ها: در مرحله پس از آموزش درمان شناختی- رفتاری بین میانگین نمره کل سخت‌رویی، سازگاری و ابعاد آنها در دو گروه از نظر آماری تفاوت معنی‌داری وجود داشت (0/05>P). این تفاوت‌ها در مرحله پیگیری بعد از 4 ماه از مداخله نیز برقرار بود (0/05>P).
نتیجه‌گیری: درمان شناختی- رفتاری بر میزان سخت‌رویی و سازگاری دانشجویان تأثیر مثبت دارد و می‌توان از این شیوه درمانی برای ارتقای سلامت و بهداشت روانی دانشجویان استفاده کرد. پیشنهاد می‌شود این رویکرد آموزشی- درمانی در مراکز مشاوره و خدمات روان‌شناختی دانشجویی استفاده شود. 

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Evaluating the effectiveness of cognitive-behavioral therapy on hardiness and adjustment in the students of Dezful University of Medical Sciences

نویسندگان [English]

  • Mohammad Ali Toosang 1
  • Reza Pasha* 2
  • Sahar Safarzadeh 3
1 Ph.D Student, Department of Educational Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran
2 Associate Professor, Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran
3 Assistant Professor, Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran
چکیده [English]

Introduction: The social situation of the society has progressed in a direction that the levels of tensions entering the educational environment has increased. Cognitive-behavioral therapy (CBT) training can be important in controlling stress and conflict in students. The aim of this study was to investigate the effect of cognitive-behavioral therapy training on the hardness and individual-social adjustment the in students of Dezful University of Medical Sciences.
Materials and Methods: A quasi-experimental study with pre-test-post-test design was performed on 200 students of Dezful University of Medical Sciences (100 in experimental group and 100 in control group) by random sampling method in 2020. Data were collected using standard questionnaires including hardiness (Kobasa) and adjustment. Data were analyzed by SPSS software version 16 using descriptive statistics including mean, standard deviation and repeated measures ANOVA.
Results: In the post-training period of cognitive-behavioral therapy, there was a statistically significant difference between the mean total score of hardiness, adaptation and their dimensions in the two groups (P< 0.05). These differences were also observed in the follow-up phase after 4 months of intervention (P< 0.05).
Conclusion: The Cognitive-behavioral therapy has a positive effect on the level of hardness and adjustment of the students and also, this method of treatment can be used to promote students' health and mental health. It is suggested that this educational-therapeutic approach be used in the counseling centers and student psychological services.

کلیدواژه‌ها [English]

  • Adjustment
  • Cognitive-Behavioral Therapy
  • student
  1. Eisenberg D, Hunt J, Speer N. Mental health in American colleges and universities: variation across student subgroups and across campuses. J Nerv Ment Dis 2013; 201:60-7.
  2. Auerbach RP, Mortier P, Bruffaerts R, Alonso J, Benjet C. WHO World Mental Health Surveys International College Student Project: Prevalence and distribution of mental disorders. J Abnorm Psychol 2018; 127:623-29.
  3. Tagharrobi Z, Fakharian E, Mirhoseini F, Rasoulinejad SA, Akbari HO, Ameli HO. Survey of educational drop-out Indexes and its related factors in alumni of paramedical faculty of Kashan Medical University. Jou Babol Uni Med Sci 2010; 12:76-89.
  4. Rahmati B, Adibrad N, Tahmasian K. The effectiveness of life skill training on social adjustment in children. Pro Soc Beh Sci 2010; 5:870-4.
  5. Olivier E, Archambault I, Dupéré V. Boys' and girls' latent profiles of behavior and social adjustment in school: Longitudinal links with later student behavioral engagement and academic achievement? J Sch Psy 2018; 69:28-44.
  6. Arslan G. Loneliness, college belongingness, subjective vitality, and psychological adjustment during coronavirus pandemic: Development of the College Belongingness Questionnaire. Journal of Positive School Psychology. 2021;5(1):17-31.
  7. Kalantar J, Khedri L, Nikbakht A, Motvalian M. Effect of psychological hardiness training on mental health of students. In J Aca Res Soc Sci. 2013; 3:68-72.
  8. Samadzadeh M, Abbasi M, Shahbazzadegan B. Survey of relationship between psychological hardiness, thinking styles and social skills with high school student’s academic progress in Arak city. Pro Soc Beh Sci. 2011;28:286-92.
  9. Saxena S. Relationship between psychological hardiness and mental health among college students. Indian J H & Well. 20151;6.54-62.
  10. Fernandez E, Salem D, Swift JK, Ramtahal N. Meta-analysis of dropout from cognitive behavioral therapy: Magnitude, timing, and moderators. J Con Clin Psy. 2015; 6:110-18.
  11. Akbari B, Moghtader L, Khakbiz K. Comparison of the Effectiveness of Communication Skills Training and Cognitive-Behavioral Therapy in Improving Marital Satisfaction and Happiness of Couples with Sexual desire disorder. J Sab Uni Med Sci. 2020;27(4):606-12.
  12. Dana A, Ranjbari S, Salehian MH, Shayan Matin P. Effects of Cognitive-Behavioral Therapy on Mental Health of High-School Students during COVID-19 Pandemic. International Journal of School Health. 2021 Sep 20.
  13. Al Harthy AA. A Comparative Study of the Psychological Hardness of Excellent and Normal Students in the Secondary Stage in Saudi Arabia in Light of Specialization and Gender. Psychology and Education Journal. 2021;58(2):3275-92.
  14. Janjani Z. The relationship between hardiness and lifestyle with the cognitive adjustment of the excitement and happiness of women in Kermanshah. IJPCP. 2013; 13:29-37
  15. Farahbakhsh K. Construction and standardization university students’ adjustment test (ASD). Edu Measure Qua.2016; 2:1-28.
  16. Ganji H, Mami Sh, Amirian K, Niazi E. The effectiveness of toughness training (Kubasa and Madi model) on test anxiety and students' academic achievement. Educ Eva. 2014; 8: 61-73.
  17. Rahmati-Najarkolae F, Dowran B. Comparison of the Effectiveness of Acceptance and Commitment Therapy (ACT) and Cognitive-Behavioral Therapy (CBT) on Psychological Hardiness, Caring Behavior and Coping Strategies in Patients with Type 2 Diabetes. J Mil Med. 2020; 22:1073-83.
  18. Faramarzi F, Askari K, Taghavi F. Effectiveness of cognitive-behavioral therapy on adjustment rate of high-school students with abnormal grief. J Res Beha Sci. 2013; 10:373-82.
  19. Butler RM, O’Day EB, Swee MB, Horenstein A, Heimberg RG. Cognitive behavioral therapy for social anxiety disorder: Predictors of treatment outcome in a quasi-naturalistic setting. Behavior Therapy. 2021;52(2):465-77.
  20. Cohen JA, Mannarino AP, Staron VR. A pilot study of modified cognitive-behavioral therapy for childhood traumatic grief (CBT-CTG).  J Am Acad Child Adolesc Psychiatry. 2006; 45:1465-73.
  21. Kaptein AA, van Dijk S, Broadbent E, Falzon L, Thong M, Dekker FW. Behavioural research in patients with end-stage renal disease: A review and research agenda. Patient Educ Couns. 2010; 81:23-9.
  22. Yousefy A, Nekouei ZK. Basis of Cognitive-Behavioral Trainings and its Applications in Recovery of Chronic Diseases. Iran J of Medl Edu. 2011;10.23-30.
  23. Bani Hashemi S, Hatami M, Hasani J, Sahebi A. Comparing Effectiveness of the Cognitive-behavioral Therapy, Reality Therapy, and Acceptance and Commitment Therapy on Quality of Life, General Health, and Coping Strategies of Chronic Patient’s Caregivers. J Clin Psychol. 2020 21; 12:63-76.
  24. Vakilian S. Effects of adding social skill training to cognitive behavioral group therapy on the treatment of social phobia in college students of Iran. J Fund Men Hea 2008; 10:87-97.
  25. Mazaheri A, Fatehizadeh M. The effect of group training on behavioral and cognitive behavioral methods on self-esteem of female students in dormitories of Isfahan University. Know Res App Psy. 2005; 8: 117-128.
  26. Zahrakar K. Evaluation of effectiveness (CT) in a group method in improving the level of adaptation of students of Islamic Azad University, Islamshahr Branch. Cons Res. 2010; 9: 49-62. (Persian)
  27. Ejei J, Manzari Tavakoli V, Hosseini S R, Hashemizadeh V. Analysis of the Effectiveness of Group Cognitive Behavioral Therapy, Group logo Therapy and their Combination in the Increase of Social Adjustment in Maladjustment Students. RPH. 2012; 6:30-39. (Persian)
  28. Bantjes J, Kazdin AE, Cuijpers P, Breet E, Dunn-Coetzee M, Davids C, Stein DJ, Kessler RC. A Web-Based Group Cognitive Behavioral Therapy Intervention for Symptoms of Anxiety and Depression Among University Students: Open-Label, Pragmatic Trial. JMIR mental health. 2021;8(5):e27400.
  29. He JA, Antshel KM. Cognitive behavioral therapy for attention-deficit/hyperactivity disorder in college students: A review of the literature. Cog Beh Prac 2017; 24:152-73.
  30. Chand SP, Chibnall JT, Slavin SJ. Cognitive behavioral therapy for maladaptive perfectionism in medical students: a preliminary investigation. Acad Psychiatry. 2018; 42:58-61.
  31. Gaesser AH, Karan OC. A randomized controlled comparison of Emotional Freedom Technique and Cognitive-Behavioral Therapy to reduce adolescent anxiety: A pilot study. J Altern Complement Med. 2017; 23:102-8.
دوره 29، شماره 4
مهر و آبان 1401
صفحه 461-474
  • تاریخ دریافت: 25 تیر 1400
  • تاریخ بازنگری: 22 مرداد 1400
  • تاریخ پذیرش: 22 آبان 1400
  • تاریخ اولین انتشار: 30 فروردین 1401