fa اثربخشی آموزش ذهنی‌سازی بر تنظیم هیجان و انعطاف پذیری روان‌شناختی در نوجوانان با دلبستگی ناایمن روان شناسی Psychology پژوهشي Research <div style="border-bottom:solid windowtext 1.0pt; padding:0in 0in 5.0pt 0in"></div><span style="font-size:12pt"><span style="tab-stops:right 9.0pt"><span style="direction:rtl"><span style="unicode-bidi:embed"><span new="" roman="" style="font-family:" times=""><b><span b="" style="font-family:" zar=""><span style="color:#0d0d0d">مقدمه</span></span></b><span b="" style="font-family:" zar=""><span style="color:#0d0d0d">: </span></span><span b="" style="font-family:" zar="">نوجوانی یکی از مهم ترین و پرچالش ترین مراحل شناختی است که در این دوران تنظیم هیجانی و انعطاف پذیری روانشناختی از اهمیت ویژه‌ای برخوردار می‌باشد. هدف پژوهش حاضر بررسی اثربخشی آموزش ذهنی‌سازی بر تنظیم هیجان </span><span b="" style="font-family:" zar="">و </span><span b="" style="font-family:" zar="">انعطاف‌پذیری روان‌شناختی در نوجوانان با دلبستگی ناایمن در شهر اصفهان بود.</span><span b="" style="font-family:" zar=""><span style="color:#0d0d0d"></span></span></span></span></span></span></span><br> <span style="font-size:12pt"><span style="direction:rtl"><span style="unicode-bidi:embed"><span new="" roman="" style="font-family:" times=""><b><span b="" style="font-family:" zar=""><span style="color:#0d0d0d">روش بررسی</span></span></b><span b="" style="font-family:" zar=""><span style="color:#0d0d0d">: </span></span><span b="" style="font-family:" zar="">در این مطالعه نیمه‌تجربی، با طرح پیش‌آزمون- پس‌آزمون و گروه گواه، از بین نوجوانان دختر دارای دلبستگی ناایمن شهر اصفهان، 30 نفر با دامنه سنی 14 تا 17سال انتخاب و به 2گروه(آزمایش و گواه) تقسیم شدند</span><span b="" style="font-family:" zar="">.</span><span b="" style="font-family:" zar=""> برنامه آموزش ذهنی‌سازی طی دوازده جلسه 90 دقیقه‌ای برای گروه آزمایش اجرا شد. ابزارهای جمع آوری داده‌ها شامل؛ پپرسش‌نامه دلبستگی بزرگسالان نسخه نوجوان </span><span b="" style="font-family:" zar="">(2000)</span><span b="" style="font-family:" zar="">، </span><span b="" style="font-family:" zar="">پرسش‌نامه </span><span b="" style="font-family:" zar="">دشواری در تنظیم هیجان (2004) و مقیاس انعطاف‌پذیری روان‌شناختی(2011) بود. برای تحلیل داده‌ها از آزمون تحلیل کوواریانس چند متغیری در سطح (05/0 </span><span b="" style="font-family:" zar="">></span><span dir="LTR" style="font-size:11.0pt">P</span><span b="" style="font-family:" zar="">) </span><span b="" style="font-family:" zar="">استفاده شد.</span><span b="" style="font-family:" zar=""><span style="color:#0d0d0d"></span></span></span></span></span></span><br> <span style="font-size:12pt"><span style="direction:rtl"><span style="unicode-bidi:embed"><span new="" roman="" style="font-family:" times=""><b><span b="" style="font-family:" zar=""><span style="color:#0d0d0d">یافته‌ها</span></span></b><span b="" style="font-family:" zar=""><span style="color:#0d0d0d">: </span></span><span b="" style="font-family:" zar="">یافته‌ها نشان داد که آموزش ذهنی‌سازی موجب بهبود معنادار تنظیم هیجان</span><span lang="AR-SA" style="font-size:13.0pt"><span b="" style="font-family:" zar="">(</span></span><span lang="AR-SA" style="font-size:11.0pt"><span b="" style="font-family:" zar="">05/</span></span><span lang="FA" style="font-size:11.0pt"><span b="" style="font-family:" zar="">818</span></span><span lang="AR-SA" style="font-size:11.0pt"><span cambria="" math="" style="font-family:">=</span></span><span dir="LTR" style="font-size:11.0pt">F</span><span lang="AR-SA" style="font-size:13.0pt"><span b="" style="font-family:" zar="">) </span></span><span b="" style="font-family:" zar="">و مولفه‌های آن شامل؛ عدم پذیرش پاسخ‌های هیجـانی</span><a name="_Hlk236488781"><span lang="AR-SA" style="font-size:13.0pt"><span b="" style="font-family:" zar="">(</span></span></a><span lang="AR-SA" style="font-size:11.0pt"><span b="" style="font-family:" zar="">14/</span></span><span lang="FA" style="font-size:11.0pt"><span b="" style="font-family:" zar="">242</span></span><span lang="AR-SA" style="font-size:11.0pt"><span cambria="" math="" style="font-family:">=</span></span><span dir="LTR" style="font-size:11.0pt">F</span><span lang="AR-SA" style="font-size:13.0pt"><span b="" style="font-family:" zar="">)،</span></span><span lang="AR-SA" style="font-size:13.0pt"><span b="" style="font-family:" zar=""> دشواری در انجام رفتار هدفمند(</span></span><span lang="AR-SA" style="font-size:11.0pt"><span b="" style="font-family:" zar="">37/</span></span><span lang="FA" style="font-size:11.0pt"><span b="" style="font-family:" zar="">419</span></span><span lang="AR-SA" style="font-size:11.0pt"><span cambria="" math="" style="font-family:">=</span></span><span dir="LTR" style="font-size:11.0pt">F</span><span lang="AR-SA" style="font-size:13.0pt"><span b="" style="font-family:" zar="">)،</span></span> <span lang="AR-SA" style="font-size:13.0pt"><span b="" style="font-family:" zar="">دشواری در کنترل تکانه (</span></span><span lang="AR-SA" style="font-size:11.0pt"><span b="" style="font-family:" zar="">15/</span></span><span lang="FA" style="font-size:11.0pt"><span b="" style="font-family:" zar="">398</span></span><span lang="AR-SA" style="font-size:11.0pt"><span cambria="" math="" style="font-family:">=</span></span><span dir="LTR" style="font-size:11.0pt">F</span><span lang="AR-SA" style="font-size:13.0pt"><span b="" style="font-family:" zar="">)، فقدان آگاهی هیجانی(</span></span><span lang="AR-SA" style="font-size:11.0pt"><span b="" style="font-family:" zar="">24/</span></span><span lang="FA" style="font-size:11.0pt"><span b="" style="font-family:" zar="">13</span></span><span lang="AR-SA" style="font-size:11.0pt"><span cambria="" math="" style="font-family:">=</span></span><span dir="LTR" style="font-size:11.0pt">F</span><span lang="AR-SA" style="font-size:13.0pt"><span b="" style="font-family:" zar="">)،</span></span> <span lang="AR-SA" style="font-size:13.0pt"><span b="" style="font-family:" zar="">دسترسی محدود به راهبردهای تنظیم هیجانی<a name="_Hlk236488984">(</a></span></span><span lang="AR-SA" style="font-size:11.0pt"><span b="" style="font-family:" zar="">31/</span></span><span lang="FA" style="font-size:11.0pt"><span b="" style="font-family:" zar="">458</span></span><span lang="AR-SA" style="font-size:11.0pt"><span cambria="" math="" style="font-family:">=</span></span><span dir="LTR" style="font-size:10.0pt">F</span><span lang="AR-SA" style="font-size:13.0pt"><span b="" style="font-family:" zar="">) </span></span><span lang="FA" style="font-size:13.0pt"><span b="" style="font-family:" zar="">و </span></span><span lang="AR-SA" style="font-size:13.0pt"><span b="" style="font-family:" zar="">عدم وضوح هیجانی<a name="_Hlk236489146">(</a></span></span><span lang="AR-SA" style="font-size:11.0pt"><span b="" style="font-family:" zar="">78/</span></span><span lang="FA" style="font-size:11.0pt"><span b="" style="font-family:" zar="">207</span></span><span lang="AR-SA" style="font-size:11.0pt"><span cambria="" math="" style="font-family:">=</span></span><span dir="LTR" style="font-size:11.0pt">F</span><span lang="AR-SA" style="font-size:13.0pt"><span b="" style="font-family:" zar="">)</span></span> <span b="" style="font-family:" zar="">در نوجوانان با دلبستگی ناایمن گردی<a name="_Hlk222771026">د(05/0</a></span><span b="" style="font-family:" zar="">></span><span dir="LTR" style="font-size:11.0pt">P</span><span b="" style="font-family:" zar="">)</span><span b="" style="font-family:" zar="">.</span><span b="" style="font-family:" zar=""> <a name="_Hlk223284585">به ‌علاوه، پس از اجرای مداخله بهبود معناداری در انعطاف ‌پذیری روان ‌شناختی </a></span><span lang="AR-SA" style="font-size:13.0pt"><span b="" style="font-family:" zar="">(</span></span><span lang="AR-SA" style="font-size:11.0pt"><span b="" style="font-family:" zar="">05/</span></span><span lang="FA" style="font-size:11.0pt"><span b="" style="font-family:" zar="">441</span></span><span lang="AR-SA" style="font-size:11.0pt"><span cambria="" math="" style="font-family:">=</span></span><span dir="LTR" style="font-size:10.0pt">F</span><span lang="AR-SA" style="font-size:13.0pt"><span b="" style="font-family:" zar="">) </span></span><span b="" style="font-family:" zar="">مشاهده شد</span><span b="" style="font-family:" zar="">(05/0</span><span b="" style="font-family:" zar="">></span><span dir="LTR" style="font-size:11.0pt">P</span><span b="" style="font-family:" zar="">).</span><span b="" style="font-family:" zar=""><span style="color:#0d0d0d"></span></span></span></span></span></span><br> <span style="font-size:12pt"><span style="tab-stops:right 9.0pt"><span style="direction:rtl"><span style="unicode-bidi:embed"><span new="" roman="" style="font-family:" times=""><b><span b="" style="font-family:" zar=""><span style="color:#0d0d0d">نتیجه‌گیری</span></span></b><span b="" style="font-family:" zar=""><span style="color:#0d0d0d">: </span></span><span b="" style="font-family:" zar="">با توجه به اثربخشی معنادار آموزش ذهن‌سازی بر بهبود تنظیم هیجان و انعطاف‌پذیری روانشناختی در نوجوانان دارای دلبستگی ناایمن، پیشنهاد می‌شود این مداخله به عنوان رویکردی پیشگیری‌کننده، درمانی و قابل اجرا در نظام آموزشی و بهداشت، مورد استفاده قرار گیرد.</span><span b="" style="font-family:" zar=""><span style="color:#0d0d0d"></span></span></span></span></span></span></span><br> <br> <div aria-label="شکستن صفحه" class="cke_pagebreak" data-cke-display-name="pagebreak" data-cke-pagebreak="1" style="page-break-after:always" title="شکستن صفحه" contenteditable="false"></div><br> <span style="font-size:12pt"><span style="direction:rtl"><span style="unicode-bidi:embed"><span new="" roman="" style="font-family:" times=""><span style="font-family:"B Zar"" lang="FA"></span></span></span></span></span><br> &nbsp; <span style="font-size:12pt"><span new="" roman="" style="font-family:" times=""><span style="color:black"><b><span style="font-size:11.0pt">Introduction:</span></b> <span style="font-size:11.0pt">Adolescence is one of the most challenging and most important cognitive stages, in which emotional regulation and psychological flexibility are of utmost importance.</span> <span style="font-size:11.0pt">This study was conducted with the aim of the effectiveness of mentalization-based training on emotion regulation and psychological flexibility in adolescents with insecure attachment.</span></span></span></span><br> <span style="font-size:12pt"><span style="unicode-bidi:embed"><span new="" roman="" style="font-family:" times=""><b><span style="font-size:11.0pt">Methods:</span></b> <span style="font-size:11.0pt">In this quasi-experimental study with a pretest&ndash;posttest and controlled design, 30 adolescent girls with attachment issues aged 14-17 years in Isfahan were selected and randomly assigned to two groups: experimental and control. The educational protocol was implemented over 12 sessions, each lasting 90 minutes. Emotion regulation and psychological flexibility were assessed at both pre-test and post-test stages. The assessment tools included the Adolescent Version of the Experiences in Close Relationships-Revised (ECR-R) (2000), the Difficulties in Emotion Regulation Scale (DERS) (2004), and the Acceptance and Action Questionnaire-II (AAQ-II). Data analysis was performed using multivariate analysis of covariance (MANCOVA) with SPSS 26 at a significance level of 0/05.</span></span></span></span><br> <span style="font-size:12pt"><span style="unicode-bidi:embed"><span new="" roman="" style="font-family:" times=""><b><span style="font-size:11.0pt">Results:</span></b> <span style="font-size:11.0pt">The findings indicated that mentalization-based training significantly improved emotion regulation (F=818.05) and its dimensions among adolescents with insecure attachment, including non-acceptance of emotional responses (F=242/14), difficulties in engaging in goal-directed behavior (F=419/37), impulse control difficulties (F=398/15), lack of emotional awareness (F=13/24), limited access to emotion regulation strategies (F=458/31), and lack of emotional clarity (F=207/78) (p<0/05). Furthermore, a significant improvement in psychological flexibility (F=441/05) was observed following the intervention (p<0/05).</span><span dir="RTL" style="font-size:11.0pt" lang="AR-SA"></span></span></span></span><br> <span style="font-size:12pt"><span style="unicode-bidi:embed"><span new="" roman="" style="font-family:" times=""><b><span style="font-size:11.0pt">Conclusion:</span></b> <span style="font-size:11.0pt">Given the significant effectiveness of mentalization training in improving emotion regulation and psychological flexibility among adolescents with insecure attachment, it is recommended that this intervention be implemented as a preventive, therapeutic, and feasible approach within educational and healthcare systems.</span></span></span></span><br> <span style="font-size:12pt"><span style="unicode-bidi:embed"><span new="" roman="" style="font-family:" times="">&nbsp;</span></span></span><br> <span style="font-size:12pt"><span style="unicode-bidi:embed"><span new="" roman="" style="font-family:" times=""><span style="font-size:11.0pt"></span></span></span></span><br> <span style="font-size:12pt"><span style="unicode-bidi:embed"><span new="" roman="" style="font-family:" times=""><b>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </b><b><span style="color:black"></span></b></span></span></span><br> &nbsp; ذهنی‌سازی, تنظیم هیجان, انعطاف‌پذیری, نوجوان Mentalization, Emotion Regulation, Flexibility, Adolescent 98 112 http://tbj.ssu.ac.ir/browse.php?a_code=A-10-3448-1&slc_lang=fa&sid=1 Allahyar Arabmomeni الله یار عرب مومنی allahyar.arabmomeni@iau.ac.ir 0000-0003-3658-1006 Yes دانشگاه آزاد اسلامی،خمینی شهر Fateme Shirvani فاطمه شیروانی fatemeshirvani3094@gmail.com 0000-0001-0213-1867 No دانشگاه آزاد اسلامی، اصفهان