تأثیر آموزش حافظه کاری هیجانی برکنش‌های اجرایی نوجوانان مبتلا به اختلال تنیدگی پس‎ضربه‌ای

نوع مقاله: علمی پژوهشی

نویسندگان

1 دانشجو دکترا

2 دانشیار

3 کارشناس ارشد

چکیده

هدف این پژوهش تعیین میزان تأثیر آموزش حافظه کاری هیجانی در کنش‌های اجرایی نوجوانان مبتلا به اختلال تنیدگی پس‎ ضربه‎‎ای بود. بدین منظور، در چهارچوب طرح تجربی تک‎آزمودنی خطوط پایه چندگانه با ورود پلکانی، 3 نوجوان (2 دختر و 1 پسر) از مراکز آموزش کودکان کار شهر کرج با استفاده از ابزارهای تشخیصی (مصاحبه بالینی ساختاریافته و مقیاس تأثیر رویداد) به‌صورت نمونه‌برداری دردسترس انتخاب شدند. افراد انتخاب‌شده به‌صورت تکی، طی 20 جلسه تحت آموزش حافظه کاری هیجانی قرار گرفتند و همه افراد در سه مرحله (قبل از آموزش، مراحل آموزش و دو ماه پیگیری) به‌وسیله ‌پاره تست فراخنای ارقام وکسلر(مستقیم و معکوس) و آزمون برو/نرو ارزیابی شدند. به‌منظور تحلیل داده‌ها از شاخص‌های تغییر روند، شیب، بازبینی نمودارها و برای تعیین معناداری بالینی از شاخص کوهن، درصد بهبودی و اندازه اثر استفاده شد. نتایج نشان داد آموزش حافظه کاری هیجانی به افزایش توانایی شرکت‌کنندگان در توانایی حافظه کاری و بازداری از مرحله پیش‎از‎آموزش تا پیگیری منجر شده است. با توجه به نتایج پژوهش، می‌توان گفت آموزش حافظه کاری هیجانی، گزینه مناسبی برای افزایش توانایی کنش‌های اجرایی نوجوانان مبتلابه اختلال تنیدگی پس‎‎ضربه‌ای است.

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