چکیده:
ﻣﻘﺪﻣﻪ: ﻫﺪف ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺗﻌﯿﯿﻦ اﺛﺮﺑﺨﺸﯽ آﻣﻮزش ﮔﺮوﻫﯽ ﻣﻬﺎرت ﺣﻞ ﻣﺴﺎﻟﻪ ﺑﺮ اﻓﺰاﯾﺶ ﺗﺤﻤﻞ اﺑﻬﺎم ﻧﻮﺟﻮاﻧﺎن دﺧﺘﺮ ﻣﻘﻄﻊ راﻫﻨﻤﺎﯾﯽ ﺷﻬﺮﮐﺮج ﺑﻮد
روش: روش ﭘﮋوﻫﺶ آزﻣﺎﯾﺸﯽ، ﺑﺎ ﭘﯿﺶ آزﻣﻮن - ﭘﺲ آزﻣﻮن- ﭘﯿﮕﯿﺮی و ﮔﺮوه ﮔﻮاه و ﺟﺎﻣﻌﻪ آﻣﺎری ﺷﺎﻣﻞ داﻧﺶ آﻣﻮزان دﺧﺘﺮ ﻣﺪارس راﻫﻨﻤﺎﯾﯽ ﺷﻬﺮ ﮐﺮج ﺑﻮدﻧﺪ ﮐﻪ از ﻣﯿﺎن آنﻫﺎ ﺑﻪ ﺷﯿﻮه ﻧﻤﻮﻧﻪﮔﯿﺮی ﺗﺼﺎدﻓﯽ ﺧﻮﺷﻪای ﭼﻨﺪ ﻣﺮﺣﻠﻪای، 30 ﻧﻔﺮ اﻧﺘﺨﺎب ﺷﺪه و ﺳﭙﺲ ﺑﻪ ﻃﻮر ﺗﺼﺎدﻓﯽ در دو ﮔﺮوه آزﻣﺎﯾﺶ(15 ﻧﻔﺮ) و ﮔﻮاه (15 ﻧﻔﺮ) ﺟﺎﯾﮕﺰﯾﻦ ﺷﺪﻧﺪ. اﺑﺰار ﭘﮋوﻫﺶ ﭘﺮﺳﺸﻨﺎﻣﻪ ﺗﺤﻤﻞ اﺑﻬﺎم اﺣﻤﺪﭘﻮر ﻣﺒﺎرﮐﻪ ﺑﻮد. در ﻣﺮﺣﻠﻪی ﭘﯿﺶ آزﻣﻮن، ﻫﻤﻪی داﻧﺶ آﻣﻮزان اﯾﻦ ﭘﺮﺳﺸﻨﺎﻣﻪ را ﺗﮑﻤﯿﻞ ﮐﺮدﻧﺪ. ﺳﭙﺲ ﮔﺮوه آزﻣﺎﯾﺶ در 10 ﺟﻠﺴﻪی 1 ﺳﺎﻋﺘﻪ، در ﺑﺮﻧﺎﻣﻪ آﻣﻮزش ﻣﻬﺎرت ﺣﻞ ﻣﺴﺎﻟﻪ ﺷﺮﮐﺖ ﮐﺮدﻧﺪ، در ﺣﺎﻟﯽ ﮐﻪ ﮔﺮوه ﮔﻮاه ﻫﯿﭻ آﻣﻮزﺷﯽ درﯾﺎﻓﺖ ﻧﮑﺮد. در ﻣﺮﺣﻠﻪی ﭘﺲآزﻣﻮن، دوﺑﺎره ﻫﺮ دو ﮔﺮوه ﺑﻪ ﻣﻘﯿﺎس ﺗﺤﻤﻞ اﺑﻬﺎم ﭘﺎﺳﺦ دادﻧﺪ و دادهﻫﺎ ﺑﺎ اﺳﺘﻔﺎده از ﺗﺤﻠﯿﻞ ﮐﻮوارﯾﺎﻧﺲ ﯾﮏ راﻫﻪ و ﺗﺤﻠﯿﻞ وارﯾﺎﻧﺲ ﺑﺎ اﻧﺪازهﮔﯿﺮیﻫﺎی ﻣﮑﺮر ﺗﺤﻠﯿﻞ ﺷﺪ
ﯾﺎﻓﺘﻪﻫﺎ: ﻧﺘﺎﯾﺞ ﻧﺸﺎن داد ﮐﻪ آﻣﻮزش ﻣﻬﺎرت ﺣﻞ ﻣﺴﺎﻟﻪ ﺗﺤﻤﻞ اﺑﻬﺎم را در آزﻣﻮدﻧﯽﻫﺎی ﮔﺮوه آزﻣﺎﯾﺶ در ﻣﻘﺎﯾﺴﻪ ﺑﺎ ﮔﺮوه ﮐﻨﺘﺮل اﻓﺰاﯾﺶ داده و اﯾﻦ اﺛﺮ در ﭘﯿﮕﯿﺮی دو ﻣﺎﻫﻪ ﻧﯿﺰ ﺗﺪاوم داﺷﺘﻪ اﺳﺖ.
ﻧﺘﯿﺠﻪﮔﯿﺮی: ﺗﺤﻤﻞ اﺑﻬﺎم ﯾﮑﯽ از ﻣﻬﻢﺗﺮﯾﻦ زﯾﺮ ﺑﻨﺎﻫﺎی ﺷﺨﺼﯿﺘﯽ اﺳﺖ ﮐﻪ ﺑﺎ آﻣﻮزش ﻣﻬﺎرت ﺣﻞ ﻣﺴﺎﻟﻪ، ﻓﺮد ﺗﻮاﻧﻤﻨﺪ ﻣﯽﺷﻮد ﮐﻪ ﺑﺘﻮاﻧﺪ در ﺷﺮاﯾﻂ ﻣﺒﻬﻢ و ﭘﯿﺶﺑﯿﻨﯽ ﻧﺸﺪه از ﻋﻬﺪه ی ﻣﺴﺎﺋﻞ و ﻣﺸﮑﻼت ﺑﺮآﯾﺪ.
Introduction: Trichotillomania is partly a secret and unknown disorder. Recovering from TTM is not simple. The purpose of this study was to investigate the effect of metacognitivecognitive- behavioral intervention on severity of the symptoms of hair pulling disorder. Methods: Patients were selected on the basis of DSM-IV-TR and DSM-5 diagnostic criteria for hair pulling disorder and the instruments (MGH-HPS) were administered on them. According to single case method they received 12 sessions of 45-60 minutes per week of metacognitive -cognitive-behavioral individual intervention. A Chart was also drawn using the data of this study at the second stage.
Results: The results of chart drawing showed that metacognitive-cognitive-behavioral intervention significantly reduced the symptoms of the hair pulling disorder. The results of this study supported a metacognitive-cognitive-behavioral model for hair pulling disorder. Conclusion: The model presented in this study illustrates a multidimensional approach focusing on the metacognitive-cognitive-behavioral dimensions. The intervention presented in this study is a new explanatory model. The model may promotes future research into hair pulling disorder and facilitate clinical treatment and case formulation.