مقایسه اثربخشی طرحواره درمانی و درمان فراتشخیصی بر تنظیم شناختی هیجان پسران نوجوان مبتلا به اختلال وسواس فکری عملی

نویسندگان
الهام اسودی
افسانه خواجوند خوشلی
سمانه فرنیا
الناز پوراحمدی
10.22034/jcp.2026.11586
چکیده
هدف پژوهش حاضر، مقایسه اثربخشی طرحواره‌درمانی و درمان فراتشخیصی بر تنظیم شناختی هیجان پسران نوجوان مبتلا به اختلال وسواس فکری-عملی بود. پژوهش حاضر از نوع نیمه‌آزمایشی با طرح پیش‌آزمون، پس‌آزمون، گروه کنترل و پیگیری سه‌ماهه بود. جامعه آماری شامل پسران ۱۴ تا ۱۶ ساله مبتلا به اختلال وسواس فکری-عملی مراجعه‌کننده به مراکز و کلینیک‌های روان‌شناختی شهر ساری بود. ۴۵ نوجوان واجد شرایط به روش نمونه‌گیری هدفمند انتخاب و به‌صورت تصادفی در سه گروه ۱۵ نفری طرحواره‌درمانی، درمان فراتشخیصی و کنترل جایگزین شدند. ابزار گردآوری داده‌ها پرسشنامه تنظیم شناختی هیجان گارنفسکی و همکاران بود و داده‌ها با استفاده از تحلیل واریانس با اندازه‌گیری‌های مکرر و آزمون‌های تعقیبی تحلیل شدند. نتایج نشان داد بین سه گروه در تنظیم شناختی هیجان سازش‌یافته و سازش‌نایافته تفاوت معناداری وجود دارد. هر دو مداخله موجب افزایش معنادار راهبردهای سازش‌یافته و کاهش معنادار راهبردهای سازش‌نایافته تنظیم شناختی هیجان در مقایسه با گروه کنترل شدند. همچنین، میزان بهبود در گروه طرحواره‌درمانی در مقایسه با گروه درمان فراتشخیصی بیشتر بود. تفاوت معناداری بین نمرات پس‌آزمون و پیگیری سه‌ماهه مشاهده نشد که بیانگر تداوم اثرات درمان در دوره پیگیری است. بر اساس یافته‌ها، هر دو رویکرد طرحواره‌درمانی و درمان فراتشخیصی می‌توانند در بهبود تنظیم شناختی هیجان نوجوانان مبتلا به اختلال وسواس فکری-عملی مؤثر باشند؛ با این حال، طرحواره‌درمانی اثربخشی بیشتری نشان داد. به نظر می‌رسد تمرکز طرحواره‌درمانی بر طرحواره‌های ناسازگار اولیه، نیازهای هیجانی اساسی و اصلاح الگوهای عمیق شناختی-هیجانی، زمینه بهبود مؤثرتر تنظیم شناختی هیجان را فراهم می‌کند.
کلیدواژه‌ها
اختلال وسواس فکری-عملی
طرحواره‌درمانی
درمان فراتشخیصی
تنظیم شناختی هیجان
نوجوانان

عنوان مقاله English

Comparing the effectiveness of schema therapy and transdiagnostic therapy on cognitive emotion regulation in adolescent boys with obsessive-compulsive disorder

نویسندگان English

elham asvadi
afsaneh khajevand khoshli
samaneh farnia
elnaz poorahmadi
چکیده English

The aim of the present study was to compare the effectiveness of schema therapy and transdiagnostic therapy on cognitive emotion regulation in adolescent boys with obsessive-compulsive disorder. The present study was a quasi-experimental study with a pre-test, post-test, control group, and three-month follow-up design. The statistical population included 14- to 16-year-old boys with obsessive-compulsive disorder who were referred to psychological centers and clinics in Sari. 45 eligible adolescents were selected through purposive sampling and randomly assigned to three groups of 15: schema therapy, transdiagnostic therapy, and control. The data collection tool was the Garnevsky et al. Cognitive Emotion Regulation Questionnaire, and the data were analyzed using repeated measures analysis of variance and post hoc tests. The results showed that there was a significant difference between the three groups in adaptive and maladaptive cognitive emotion regulation. Both interventions significantly increased adaptive strategies and significantly decreased maladaptive strategies of cognitive emotion regulation compared to the control group. Also, the improvement rate in the schema therapy group was greater than that in the transdiagnostic treatment group. No significant difference was observed between the post-test and three-month follow-up scores, indicating that the effects of treatment persisted during the follow-up period. Based on the findings, both schema therapy and transdiagnostic treatment approaches can be effective in improving cognitive emotion regulation in adolescents with obsessive-compulsive disorder; however, schema therapy showed greater effectiveness. It seems that schema therapy's focus on primary maladaptive schemas, basic emotional needs, and modification of deep cognitive-emotional patterns provides the basis for more effective improvement in cognitive emotion regulation.

کلیدواژه‌ها English

Obsessive-compulsive disorder
schema therapy
transdiagnostic therapy
cognitive emotion regulation
adolescents
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