Document Type : Research Paper

Authors

1 Ph.D. Student in Counseling, Science and Research Branch, Islamic Azad University, Tehran, Iran.

2 Assistant Professor, Department of Psychology, University of Kashan, Kashan, Iran.

3 Associate Professor, Department of Counseling, Abhar Branch, Islamic Azad University, Abhar, Iran.

Abstract

The present study aimed to compare the effectiveness of self-compassion training and emotion-focused therapy in decreasing psychophysical vulnerability in mothers of children with a learning disability. The method was quasi-experimental and with a pre-test, post-test design, and two-month follow-up. The control group was the population that included mothers of children with a learning disability who were referred to the Payvand counseling clinic in 2020-2021 in Melard city. Through purposeful sampling, 45 participants were selected and randomly assigned to one group of EFT, one group of SCT, and one group of control, n1=n2=n2=15. Derogatis & et al’s (1974) SCL-25 questionnaire was administered on three groups and Gilbert’s (2014) SCT on one group and Goldman and Greenberg, s (2015) EFT on one group, and data were analyzed using repeated measurement analysis. Results showed that SCT and EFT had significantly decreased psychophysical vulnerability (P<0.01). EFT had more effect and these effects remained at follow-up. Since SCT and EFT likely lead to modification, experience, and acceptance of emotions, psychophysical vulnerability decreased. Hence, these can be used as efficient packages for improving the health of mothers of children with learning disabilities.

Keywords

منابع
اسمری‌برده زرد، یوسف؛ محمدامین‌زاده، دانا؛ و حسین‌ثابت، فریده. (1397). اثربخشی درمان متمرکز بر هیجان بر افسردگی و اضطراب زنان مبتلا به اختلال پرخوری مراجعه‌کننده به بیمارستان سینا. فصلنامه نوید نو، 21(65): 22-11.
افروز، غلامعلی. (1399). مقدمه‌ای بر روان‌شناسی و آموزش‌وپرورش کودکان استثنایی. تهران: انتشارات دانشگاه تهران.
انجمن روان‌پزشکی آمریکا. (1393). راهنمای تشخیصی و آماری اختلالات روانی، ویرایش پنجم. تهران: انتشارات ارجمند.
آزاد، حسین. (1398). آسیب‌شناسی روانی. تهران: انتشارات بعثت.
بهرامی، فاطمه و زاهدی، یونس. (1397). اثربخشی رفتار ردمانی دیالکتیکی گروهی بر افزایش امید به زندگی و تاب‌آوری مادران کودکان استثنایی. فصلنامه فرهنگ مشاوره و روان‌درمانی، 9(35)، 189-171.
تنهایی‌رشوانلو، فرهاد و سعادتی‌شامیر، ابوطالب. (1394). اعتبار و روایی فهرست 25 سؤالی نشانه‌های روان‌شناختی (SCL-25). اصول بهداشت روانی، 18(1)، 56-48.
حسینی‌قمی، طاهره و جهان‌بخشی، زهرا. (1400). اثربخشی آموزش تاب‌آوری بر استرس و سلامت‌روان مادران دارای فرزند کم‌توان ذهنی. فصلنامه فرهنگ مشاوره و روان‌درمانی، 12(46)، 228-205.
رستمی، مهدی؛ قزلسفلو، مهدی؛ محمدلو، هادی و قربانیان، الهام. (1394). پیش‌بینی سلامت‌روانی بر مبنای شفقت خود، هویت و خودشناسی دانشجویان. فصلنامه مشاوره و روان‌درمانی، 4(15)، 44-31.
رنجبرکهن، زهره. (1395). مبانی نظری و اصول درمانی شفقت محور. تهران: انتشارات نهر.
سعیدی، ضحی؛ قربانی، نیما؛ سرفراز، مهدی‌رضا و شریفیان، محمدحسین. (1391). رابطه شفقت به خود، ارزش خودتنظیم هیجان خودآگاه. پژوهش در سلامت روان‌شناختی، 6(3)، 1-9.
شیوندی، کامران؛ نعیمی، ابراهیم و فرشاد، محمدرضا. (1395). ارائه مدل ساختاری خوددلسوزی و بهزیستی روان‌شناختی با میانجی عزت‌نفس و تصویر بدنی در دانشحویان دختر دانشگاه شیراز. فصلنامه مطالعات روان‌شناختی بالینی، 6(24): 123-115.
صالح‌آبادی، اعظم؛ و ناعمی، علی محمد. (1399). تأثیر آموزش شفقت به خود بر امیدواری و باورهای غیرمنطقی مادران کودکان مبتلا به ناتوانی یادگیری. فصلنامه روان‌شناسی افراد استثنایی دانشگاه علامه طباطبائی، 10(39): 178-157.
ضمیری، عارفه و زمانی، ساناز. (1398). اثربخشی شناخت درمانی هیجان مدار بر کیفیت زندگی و سازگاری اجتماعی در مادران دارای کودکان کم‌توان ذهنی. فصلنامه سبک زندگی با محوریت سلامت، 3: 20-11.
ضیغمی، مریم؛ پوربهاءالدینی زرندی، نرجس. (1390). بررسی رابطۀ پیشرفت تحصیلی با سلامت عمومی و سبک‌های مقابله‌ای در دانشجویان پرستاری و مامایی و بهداشت دانشگاه آزاد اسلامی واحد کرمان. مجله مرکز مطالعات و توسعۀ آموزش پزشکی، 8(1)، 48-41.
عبدالکریمی، ماندانا؛ موسوی، سید ولی‌الله؛ کوشا، مریم و خسرو‌جاوید، مهناز. (1391). تأثیر آموزش شیوه‌های صحیح مدیریت رفتار بر میزان افسردگی و اضطراب مادران کودکان مبتلا به بیش فعالی- کمبود توجه. مجله روان‌شناسی بالینی و شخصیت، 19(6)، 57-45.
غزنوی خضرآبادی، فاطمه و نیکنام، ماندانا. (1398). بررسی اثربخشی زوج‌درمانی هیجان‌مدار بر سبک دلبستگی و رضایت‌مندی جنسی زوجین. مجله علمی دانشگاه علوم پزشکی بیرجند، 26(3): 225-213.
گلدمن، آر. ان؛ و گرینبرگ و آل. اس. (2015). فرمول‌بندی موردی در درمان هیجان‌مدار: همکاری در نقشه‌های درمانی برای تغییر. ترجمه محمدآرش رمضانی، شریف‌زاده، مسعود و سمیرا السادات رسولی (1399). تهران: انتشارات ویرایش.
گیلبرت، پل. (2014). درمان متمرکز بر شفقت. ترجمه مهرنوش اثباتی و علی فیضی (1397). تهران: انتشارات آب سینا.
نجاریان، بهمن و داودی، ایران. (1380). ساخت و اعتباریابی SCL-25 (فرم کوتاه SCL-90-R). مجله روان‌شناسی، 5(2)، 149-136.
Albertson, E. R., Neff, K. D., & Dill-Shackleford, K. E. (2015). Self-compassion and body dissatisfaction in women: A randomized controlled trial of a brief meditation intervention. Mindfulness, 6(3), 444-54.
Asano, K. (2019). Emotion Processing and the Role of Compassion in Psychotherapy from the Perspective of Multiple Selves and the Compassionate Self. Case Reports in Psychiatry, 6(1): 1-6, doi.org/10.1155/2019/7214752
Baker, D. A., Caswell, H. L., & Eccles, F. J. R. (2019). Self-compassion and depression, anxiety, and resilience in adults with epilepsy. Epilepsy & Behavior, 90(3), 154–161.
Basyouni, S. S. (2019). Psychological Stress, Self-Compassion and Self-Punishment among Tension-Type Headache and Healthy University Students (A Comparative Study). International Journal of Psychological Studies, 11(4): 53-72.
Bluth, K., & Blanton, P. W. (2015). The influence of self-compassion on emotional well-being among early and older adolescent males and females. Journal of Positive Psychology, 10(3):219-30.
Bluth, K., Roberson, P. N., Gaylord, S. A., Faurot, K. R., Grewen, K. M., Arzon, S., & Girdler, S. S. (2016). Does Self-Compassion Protect Adolescents from Stress? Journal of Child and Family Studies, 25(4), 1098-1109.
Bonifacci, P. Storti, M. Tobia, V. & Suardi, A. (2015). Specific Learning Disorders a Look inside Children’s and Parents’ Psychological Well-Being. Journal of learning disabilities, 49(5), 532-545.
Chilling, E., Baucon, D., Burnet, C. K., Ragland, D. (2013). Altering the course of marriage. The effect of PREP communication skills acquisition on couples’ risk of becoming martially distressed. Journal of family psychology, 17 (5), 41-53.
Cowles, M, Randle-Phillips, C, & Medley, A. (2019). Compassion- focused therapy for trauma in people with intellectual disabilities and self-criticism: A conceptual review. Journal of Intellectual Disabilities, 17 (44): 62- 79.
Derogatis, L. R., Lipman, R. S., Rickels, K., Uhlenhuth, E. H. & Covi, L. (1974). The Hopkins Symptom Checklist (HSCL): A self‐report symptom inventory. Behavioral Science, 19(1), 1-15.
Dincer, B., Ayaz, E.Y., & Oguz, A. (2021). Changes in Sexual Functions and Alexithymia Levels of Patients with Type 2 Diabetes during COVID-19 Pandemic. Sexuality and Disability, 39 (3): 461-478.
Dyson, L. (2010). Unanticipated effects of children with learning disabilities on their families. Learning Disability Quarterly, 33(1):43–55.
Eisenhower, AS. Baker, BL. & Blacher, J. (2015). Preschool children with intellectual disability syndrome specificity, behavior problems, and maternal well-being. Journal intellectual Disable; 49(9), 657-671.
Feagans, L. V., Merriwether, A. M., & Haldane, D. (1991). Goodness of Fit in the Home Its Relationship to School Behavior and Achievement in children with learning disabilities. Learning Disability, 24(7):413–20.
Finlay-Jones, A. L., Rees, S. C., & Kane, T. R. (2015). Self-Compassion, Emotion Regulation and Stress among Australian Psychologists: Testing an Emotion Regulation Model of Self-Compassion Using Structural Equation Modeling. PLOS ONE, 10(7), e0133481.
Frostadottir, A. D., & Dorjee, D. (2019). Effects of mindfulness based cognitive therapy (MBCT) and compassion focused therapy (CFT) on symptom change, mindfulness, self-compassion, and rumination in clients with depression, anxiety, and stress. Frontiers in Psychology10, 1099.
Garmezy, N. (2019). Stressors of childhood. In N. Garmezy & M. Rutter (Eds.), Stress, coping, and development in children. New York: McGraw-Hill.
Greenbeg, L. S., & Geller, S. M. (2019). Therapeutic presence: A mindful approach to effective therapy. Washington: APA.
Greenberg, l., & Watson, J. (2020). Emotion focused therapy for depression, Washington: American psychological Association.
Hogan, D. P., Shandra, C. L., & Msall, M. E. (2007). Family developmental risk factors among adolescents with disabilities and children of parents with disabilities. Journal of Adolescence, 30(6):1001– 1019.
Homan, K. (2016). Self-compassion and psychological well-being in older adults. Journal of Adult Development, 23 (2),111– 119.
Hori, H., & Kim, Y. (2019). Inflammation and post-traumatic stress disorder. Psychiatry Clinical Neuroscience, 73(4): 143-53. Doi. org/10.1111/pcn.12820
Hsiao, Y. J. (2018). Parental stress in families of children with disabilities. Intervention in School and Clinic, 53(4), 201-205.
Johnson, S. M. (2019). Attachment theory in practice: Emotionally focused therapy (EFT) with individuals, couples, and families. Guilford Publications.
Judd, M. W. (2016). The moderating effects of positive and negative automatic thoughts on the relationship between positive emotions and resilience. Electronic Theses and Dissertations.
Karande, S., Kumbhare, N., Kulkarni, M., & Shah, N. (2009). Anxiety levels in mothers of children with specific learning disability. Journal Postgrad Medicine, 55(3):165-170.
Koechlin, H., Coakley, R., Schechter, N., Werner, C., & Kossowsky, J. (2018). The role of emotion regulation in chronic pain: A systematic literature review. Journal of Psychosomatic Research, 107: 38 – 45. Doi: 10.1016/j.jpsychores.2018.02.002
Lardieri, L. A, Blacher, J., & Swanson, H. L. (2000). Sibling relationships and parent stress in families of children with and without learning disabilities. Learning Disability Quarterly, 23(2),105–16.
Lee, M., Park, S., & Lee, K. S. (2020). Relationship between Morbidity and Health Behavior in Chronic Diseases. Journal of Clinical Medicine, 9(1), 121-130.
Neff, K. D. (2009). The role of self- Compassion in development: a healthier way to relate top one sel. Human development, 52(4), 211-214. doi: 10.1159/000215071
Neff, K. D. (2012). The science of self-compassion. In: Germer C, Siegel R, editors. Compassion and Wisdom in Psychotherapy. New York: Guilford Press; p. 79-92.
Neff, K. D., & Faso, D. J. (2014). Self-Compassion and Well-Being in Parents of Children with Autism. Mindfulness, 1-10.
Neff, K., & Tirch, D. (2013). Self-compassion and ACT. In: Kashdan TB, Ciarrochi J, editors. Mindfulness, acceptance, and positive psychology: The seven foundations of well-being. Oakland, CA US: Context Press/New Harbinger Publications; p. 78-106.
Nunes, S. A. (2021). Developing Emotional Skills and the Therapeutic Alliance in Clients with Alexithymia: Intervention Guidelines. Psychopathology, 54, 282-290. doi.org/10.1159/000519786
Pascual-Leone, J., & Johnson, J. (2018). Affect, self- motivation and cognitive development: A dialectical constructivist view. In Y. D. Dai & R. J Sternberg (Eds.), motivation, emotion, and cognition: Integrative perspectives on intellectual functioning and development (PP. 197- 236). Mahwah, NJ: Eelbaum.
Roach, M. A. Ormond, G. I., & Barratt, M. S. (2012). Mothers and fathers of children with Down syndrome: Parental Stress and involvement in children. American Journal of Mental Retardation, 104(3), 422–436.
Singer, G. H. (2016). Meta-analysis of comparative studies of depression in mothers of children with and without developmental disabilities. Am J Ment Retard, 111(3),155-169.
Soysa CK, Wilcomb CJ. Mindfulness, self-compassion, self-efficacy, and gender as predictors of depression, anxiety, stress, and well-being. Mindfulness. 2015;6(2):217-26.
Sunbula, Z. A., & Guneri, O. Y. (2019). The relationship between mindfulness and resilience: The mediating role of selfcompassion and emotion regulation in a sample of underprivileged Turkish adolescents. Personality and Individual Differences, 139, 337–342.
Suveg, C., Jones, A., Davis, M., Jacob, M. L., Morelen, D., Thomassin, K., et al. (2018). Emotion-Focused Cognitive-Behavioral Therapy for Youth with Anxiety Disorders: A Randomized Trial. Journal of Abnormal Child Psychology, 46(3), 569-80.
Svendsen, J. L., Kvernenes, Katrine V., Wiker, A. S. & Dundas, I. (2016). Mechanisms of mindfulness: Rumination and self- Compassion. Journal of Nordic Psychology, 69 (2), 71-82.
Timulak, L., Keogh, D., Chigwedere, C., Wilson, C., Ward, F., Hevey, D., & Irwin, B. (2018). A comparison of emotion focus therapy and cognitive-behavioral therapy in the treatment of generalized anxiety: study protocol for a randomized controlled trial. Trials, 19(1), 1-11.
Valentine, D. P. McDermott, S. & Anderson, D. (2010). Mothers of adults with mental retardation: Is race a factor in Perceptions of burdens and gratification? Families in Society, 79(3), 577– 584.
Vinayak, S. Sekhon, P. (2012). Parenting of children with learning disabilities and their siblings. Journal of the Indian academy of applied psychology, 38 (1), 84-92.
Westmacott, R., & Edmondstone, C. (2020). Working with transgender and gender diverse clients in emotion-focused therapy: targeting minority stress. Person-Centered & Experiential Psychotherapies, 34(2),1-19.
Yang, Y., Zhang, M., & Kou, Y. (2016). Self-compassion and life satisfaction: The mediating role of hope. Journal of Personality and Individual Differences, 98 (5), 91–95.
Zessin, U., Dickhauser, O., & Garbade, S. (2015). The relationship between self-compassion and well-being: A meta-analysis. Appl Psychol Health Well Being, 7(3), 340-64.