اثر آموزش گروهی تکنیک آموزش توجه بر اضطراب، توجه معطوف به خود و فرانگرانی های نوجوانان دارای اضطراب اجتماعی

نویسندگان
ریحانه شیخان
شهرام محمدخانی
حمیدرضا حسن‌آبادی
دانشگاه خوارزمی
چکیده
مطالعه­ی حاضر با هدف بررسی اثر تکنیک آموزش توجه بر اضطراب، توجه معطوف به خود و فراشناخت­ها در نوجوانان دارای اضطراب اجتماعی انجام شد. از بین 200 شرکت کننده، 34 شرکت­کننده با توجه به نمره­ای که در پرسشنامه­ی اضطراب اجتماعی، افسردگی بک و مصاحبه­ی ساختار­یافته بر اساس DSM-IV-TR کسب کردند، غربال شده و در نهایت 16 شرکت کننده با نمره­ی بالا در مقیاس توجه معطوف به خود، پرسشنامه­ی فراشناخت و پس از ارائه­ی مطلبی در مقابل دو بزرگسال (غربال دوم)، انتخاب شدند. شرکت­کننده­ها به طور تصادفی در دو گروه آزمایش و کنترل گمارده شدند. گروه آزمایش 8 جلسه تکنیک آموزش توجه دریافت کرد. بعد از جلسه­ی چهارم، جلسه­ی هشتم و 1 ماه بعد از آموزش هر دو گروه به مقیاس توجه معطوف به خود، پرسشنامه­ی فراشناخت، مقیاس سندرم شناختی- توجهی و پرسشنامه­ی اضطراب اجتماعی پاسخ دادند. طبق نتایج حاصل از تحلیل واریانس با اندازه­گیری مکرر، گروه آزمایش کاهش معناداری در توجه معطوف به خود، باورهای فراشناختی مثبت و منفی، نظارت شناختی، سندرم شناختی- توجهی و اضطراب اجتماعی نشان دادند. بر اساس نتایج این مطالعه، اضطراب می­تواند از طریق دستکاری توجه بدون به­کارگیری تکنیک­های شناختی- رفتاری به طور دیرپایی اصلاح شود؛ با این حال تصمیم­گیری قطعی مطالعات بیشتری را می­طلبد.
کلیدواژه‌ها
تکنیک آموزش توجه
اضطراب اجتماعی
توجه معطوف به خود
فرانگرانی
نوجوان

عنوان مقاله English

The Effect of the Group Training of the Attention Training Technique on Anxiety, Self-Focused Attention and Metaworries in Socially Anxious Adolescents

نویسندگان English

R. Sheykhan
Sh. Mohammadkhani
H. R. Hasanabadi
چکیده English

The purpose of current study was to investigate the effect of Attention Training Technique (ATT) on the anxiety, self-focused attention and metacognitions in socially anxious adolescents. Of 200 participants, 34 participants were selected considering their scores in social anxiety scale (SAS), Beck Depression Scale and Structured Clinical Interview which was based on DSM-IV-TR. Finally, 16 participants were selected based on their high scores in Focus of Attention Questionnaire (FAQ) and metacognition questionnaire and after a social task in front of two adults then, these participants were randomly classified into experimental and control groups. Following the 4th and 8th sessions and following a month after the training, the two groups completed self-focused attention scale, metacognition questionnaire, cognitive-attentional syndrome scale and social anxiety questionnaire. According to the results of the study, resulting from analysis of variance with repeated measures, the experimental group showed significant reduction in self-focused attention, positive and negative metacognitive beliefs, cognitive control, cognitive attentional syndrome and social anxiety. The results of this study suggested that anxiety could be lastingly modified through a brief attention manipulation without the use of other cognitive behavioral techniques however, cogent decision making needs more studies

کلیدواژه‌ها English

Attention Training Technique
social anxiety
Self-focused attention
Metaworries
Adolescent
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