حافظه‌ کاری و اختلال شخصیت: بررسی اثربخشی آموزش حافظه‌ی کاری با محرک عاطفی بر کاهش رفتارهای خودجرحی افراد دارای اختلال شخصیت مرزی

نویسندگان
نسیم دکی بخش محمدی
سجاد بشرپور
محمد نریمانی
مسلم کرد
دانشگاه محقق اردبیلی
چکیده
هدف از پژوهش حاضر بررسی اثربخشی آموزش حافظه­‌ی کاری با محرک عاطفی بر کاهش رفتارهای خودجرحی افراد دارای اختلال شخصیت مرزی بود. پژوهش حاضر از نوع نیمه­آزمایشی و طرح آن پیش‌­آزمون و پس‌­آزمون با گروه گواه بود. تمامی دانشجویان دارای علائم اختلال شخصیت مرزی دانشگاه محقق اردبیلی در سال تحصیلی 96-97 جامعه آماری این پژوهش را تشکیل دادند که تعداد 40 نفر از آن‌ها به روش غربالگری با استفاده از مقیاس اختلال شخصیت مرزی (STB) و مصاحبه بالینی ساختاریافته­‌ی SCID-II انتخاب و به صورت تصادفی در دو گروه آزمایش و کنترل گمارش شدند. افراد گروه آزمایش به مدت 10 جلسه ­30 تا 45 دقیقه­‌ای در 10 روز طی 2 هفته هر روز هفته (بجز پنجشنبه و جمعه) تحت آموزش حافظه­‌ی کاری با محرک عاطفی قرار گرفتند، در حالی که گروه گواه هیچ­گونه آموزشی دریافت نکردند. برای جمع‌­آوری اطلاعات هر دو مرحله­‌ی پیش‌­آزمون و پس‌­آزمون از پرسشنامه آسیب به خود سانسون و ویدرمن (SHI) استفاده شد. به منظور تحلیل داده‌­ها از روش آماری تحلیل کوواریانس تک متغیری (ANCOVA) استفاده شد. نتایج نشان داد که میانگین نمرات خودجرحی آزمودنی‌­ها گروه آزمایش به نسبت گروه کنترل در مرحله پس‌­آزمون، به‌طور معنی‌داری کاهش یافته است. بر اساس پژوهش حاضر آموزش حافظه‌­ی کاری با محرک عاطفی از طریق تقویت کنترل شناختی بر کاهش رفتارهای تکانه‌ای نظیر خودجرحی اثر گذار می­باشد.
کلیدواژه‌ها
اختلال شخصیت مرزی
آموزش حافظه‌ی کاری هیجانی
خودجرحی

عنوان مقاله English

Working Memory and Borderline Personality Disorder: The Effectiveness of Working Memory Training with Emotional Stimulation on Improving Self-Injury Behaviors among Individuals with Borderline Personality Disorder

نویسندگان English

Nassim Zakibakhsh Mohammadi
Sajjad Basharpoor
Mohammad Narimani
Moslem Kord
MA in Psychology, University of Mohaghegh Ardabili, Ardabil. Iran.
چکیده English

The purpose of this study was to evaluate the effectiveness of working memory training with emotional stimulation on self-injury behaviors of people with borderline personality disorder. The method of current study was semi-experimental and its design was pre-test and post-test with a control group. All the students of University of Mohaghegh Ardebili with borderline personality disorder in the 2017-2018 academic year comprised the population of this study. Forty people were selected by the screening method via the Boderline Traits Scale (STB) and the Structured Clinical Interview for Mental Disorders (SCID-II) and they were assigned to two experimental and control groups. The experimental group attended working memory training with emotional stimulation for 10 sessions of 30 to 45 minutes for 10 days, i.e. during two weeks every day (except Thursdays and Fridays), while the control group did not receive such training. The Sansone and Wiederman Self-Harm Inventory (SHI) questionnaire was used to collect information for both pre-test and post-test stages. Data were analyzed using a statistical method of single variable covariance analysis. The results showed that the mean self-injury scores of the subjects in the experimental group were significantly reduced compared to the control group in the post-test stage. According to the present study, it could be suggested that working memory training with emotional stimulation via strengthening cognitive control is effective for reducing impulsive behaviors such as self-injury.

کلیدواژه‌ها English

Borderline personality Disorder
Emotional Working Memroy Training
self-injury
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