接受与承诺训练及情绪调节训练对计算障碍学生高危行为的有效性
The effectiveness of training acceptance / commitment and training emotion regulation on high-risk behaviors of students with dyscalculia.
作者信息
Narimani Mohammad, Abbasi Moslem, Abolghasemi Abbas, Ahadi Batoul
机构信息
Department of Psychology, University of Mohaghegh Ardabili, Ardabil, IR Iran.
出版信息
Int J High Risk Behav Addict. 2013 Sep;2(2):51-8. doi: 10.5812/ijhrba.10791. Epub 2013 Sep 20.
BACKGROUND
Now a days the utilization of Acceptance / Commitment and Emotion Regulation Strategy as a comprehensive treatment plan has been discussed in both the prevention and the control of destructive and risky behaviors. Treatment based on Acceptance/Commitment and Emotion Regulation was effective in both the improvement and the control of high-risk behaviors of students with dyscalculia.
OBJECTIVES
The purpose of this study was to investigate the effectiveness of Acceptance and Commitment, and Emotional Regulation training in high-risk behaviors of students with dyscalculia.
MATERIALS AND METHODS
This research was experimental, with pre-test, post-test and a control group. The statistical universe of this study included all sixth-grade male students in Ardabil city in the academic year of 2012-2013 (A.H.). The subjects of this study involved 800 sixth-grade elementary students in Ardabil province, selected using a multi-stage cluster sampling. From among them, 60 students with dyscalculia were selected using random sampling method after the initial diagnosis by structured clinical interview and the Keymath Mathematic test. Twenty pupil were selected for either the experimental or the control group. To collect data, the questionnaires of "Keymath Mathematic test" and High-risk Behavior" were used.
RESULTS
The results of Multivariate Analysis of Variance (MANOVA) showed that "Acceptance / Commitment and Emotion Regulation" treatment trainings were effective in reducing high-risk behaviors, in a manner that they led to a reduction in negative emotions, self-destructive and impulsive behaviors of students with math disorder (dyscalculia).
CONCLUSIONS
It can be concluded that teaching these skills to the students has been influential in enhancing awareness level and change or positive attitude creation in the subjects. Therefore, it is essential to design and implement interventions based on "prevention caused by the peer group, in collaboration with the parents either at the school or at home among the family members".
背景
如今，接纳与承诺及情绪调节策略作为一种综合治疗方案，已在破坏性行为和危险行为的预防与控制中得到讨论。基于接纳/承诺和情绪调节的治疗在改善和控制计算障碍学生的高危行为方面均有成效。
目的
本研究旨在探讨接纳与承诺及情绪调节训练对计算障碍学生高危行为的有效性。
材料与方法
本研究为实验性研究，采用前测、后测及对照组设计。本研究的统计总体包括2012 - 2013学年（公元纪年）阿尔达比勒市所有六年级男生。本研究的对象为阿尔达比勒省800名六年级小学生，采用多阶段整群抽样法选取。其中，经结构化临床访谈和基麦斯数学测试初步诊断后，采用随机抽样法从他们中选取60名计算障碍学生。每组选取20名学生作为实验组或对照组。为收集数据，使用了“基麦斯数学测试”问卷和“高危行为”问卷。
结果
多变量方差分析（MANOVA）结果表明，“接纳/承诺和情绪调节”治疗训练在降低高危行为方面有效，其方式是减少了数学障碍（计算障碍）学生的负面情绪、自我毁灭和冲动行为。
结论
可以得出结论，向学生传授这些技能对提高他们的意识水平以及在受试者中产生改变或积极态度具有影响力。因此，至关重要的是在学校或家庭中与家长合作，设计并实施基于“同伴群体预防”的干预措施。
Zotero 插件