The effectiveness of acceptance/ commitment training to decrease social anxiety in students with specific learning disorder

Document Type : Research Paper

Authors

1 Professor of Psychology,University of Mohaghegh Ardabili.

2 Corresponding author: Ph.D. Students of clinical Psychology, Shahed University of Tehran

3 Associate Professor of Psychology, University of Mohaghegh Ardabili.

Abstract

The purpose of this study was to determine the effectiveness of Acceptance/Commitment Training to decrease social anxiety in students with Specific Learning Disorder. This research is an experimental study with the pre and post-test with a control group design. Statistical population of the study included all of fifth grade school male students with specific learning disorder (SLD) in Ardabil city in school year of 2014-2015. The study sample included 40 male student with specific learning disorder (SLD) selected by multi-stage cluster random sampling and randomly divided into control and experimental groups (n=20 for each group). The data were collected using Structured Clinical Interview based on DSM-V, Kay-Math Mathematic Test, Revan IQ test, The Diagnostic Test of Reading Disorders of Shafei et al, Fallah Chaei' expressing Writing Test and Social Anxiety Scale and diagnosis interview based on DSM-5. The results of multivariate of covariance (MANCOVA) showed that Acceptance/ Commitment Training has positive effect on decreasing the social anxiety in students with specific learning disorder (SLD). Based on the findings of this study, it can be claimed that since training based on Acceptance/ Commitment affects development and acceptance of emotions, it can have positive effects on decreasing social anxiety in these students. Thus, paying attention to the effectiveness of acceptance/ commitment and other psychological treatments on variables related to social anxiety in students with specific learning disorder is of particular importance.

Keywords


استوار، صغری و رضویه، اصغر (1392). بررسی ویژگی‌های روان­سنجی مقیاس اضطراب اجتماعی برای نوجوانان (SAS-A) جهت استفاده در ایران.فصلنامه علمی،پژوهشی روش‌ها و مدل‌های روان‌شناختی، 3(12) 78-69.
اسماعیلی، محمد و هومن، حیدر علی (1381). انطباق و هنجاریابی آزمون ریاضیات ایرانی کی­مت. مجله پژوهش در حیطه کودکان استثنایی، 4(6)، 332-323.
انجمن روان‌پزشکی آمریکا (2000). متن تجدیدنظر شده راهنمای تشخیصی و آماری اختلال های روانی DSM-IV-TR ترجمه‌ی محمدرضا نیکخو و هامایا آوادیس یانس (1381). تهران: انتشارات سخن.
بهرامی، محمد؛ ابوالقاسمی، عباس و نریمانی، محمد (1392). مقایسه ادراک از خود و رفتارهای ایمنی در دانش‌آموزان دارای نشانه‌های اختلال اضطراب اجتماعی و بهنجار. مجله روان‌شناسی مدرسه، (2) 3،79-62
پور فرج عمران، مجید (1390). اثربخشی درمان گروهی پذیرش و تعهد بر هراس اجتماعی دانشجویان. فصلنامه دانش و تندرستی،2 (6)، 5-1.
حسنوندعموزاده، مهدی؛ حسنوندعموزاده، علی و حسنوندعموزاده، مسعود (1392). اثربخشی آموزش مهارت‌های مدیریت خشم بر اضطراب اجتماعی و مهارت خودنظم دهی خشم در پسران مضطرب دبیرستانی. فصلنامه دانش و پژوهش در روان‌شناسی کاربردی،4 (54)، 84-74.
دادستان، پریرخ (1377). تنیدگی یا استرس بیماری جدید قرن. تهران: انتشارات رشد.
دلاور، علی (1380). مبانی نظری و عملی پژوهش در علوم انسانی و اجتماعی. تهران: انتشارات رشد
سید عباس زاده، میر محمد، گنجی، مسعود و شیر زاده، علی (1382). بررسی رابطه هوش با پیشرفت تحصیلی دانش‌آموزان پایه سوم راهنمایی تحصیلی مدارس استعدادهای درخشان شهرستان اردبیل. پایان‌نامه کارشناسی ارشد رشته روان‌شناسی، سازمان مدیریت و برنامه‌ریزی استان اردبیل.
رحیمی، ندا (1393). اثربخشی درمان مبتنی بر پذیرش و تعهد و درمان میان فردی در کاهش اضطراب و افسردگی دانش‌آموزان دارای فوبی اجتماعی. پایان‌نامه ی کارشناسی ارشد روان‌شناسی بالینی، دانشگاه محقق اردبیلی.
عباسی، مسلم (1392). اثربخشی آموزش‌های پذیرش/ تعهد و تنظیم هیجان بر بهزیستی روان‌شناختی، سازگاری و رفتارهای پرخطر دانش­آموزان دارای اختلال ریاضی. پایان­نامه­ی دکتری، دانشگاه محقق اردبیلی.
فلاح چای، حمیدرضا (1373). بررسی اختلال خواندن و نوشتن در بین دانش‌آموزان ابتدایی. پایان‌نامه‌ی کارشناسی ارشد روان‌شناسی عمومی، دانشگاه تربیت مدرس.
گنجی، مهدی (1392). آسیب‌شناسی روانی بر اساس DSM-5. تهران: انتشارات ساوالان.
نریمانی، محمد؛ تکلوی، سمیه و احدی، بتول (1391). روش‌های نوین روان‌درمانی. اردبیل: انتشارات محقق اردبیلی.
نریمانی، محمد؛ رجبی، سوران؛ افروز، غلامعلی و صمدی خوشخو، حسن (1390). بررسی کارآمدی مراکز ناتوانی­های یادگیری استان اردبیل در بهبود علائم اختلال یادگیری دانش­آموزان. مجله ناتوانی‌های یادگیری، (1) 1، 128-109.
نیسی، عبدالکاظم؛ شهنی ییلاق، منیجه و فراشبندی، افسانه (1385). بررسی رابطه ساده و چندگانه متغیرهای عزت‌نفس، اضطراب عمومی و حمایت اجتماعی ادراک‌شده و سرسختی روان‌شناختی با اضطراب اجتماعی. مجله علوم تربیتی و روان‌شناسی،3 (3)،152-137.
Abbasi, M. (2014).Comparison of effectiveness two methods technique of Acceptance and Commitment and Emotional Regulation Training on psychological well-being, Adjustment & high-risk behaviors in students with dyscalculia. (doctoral thesis), University of Mohaghegh Ardabili. (Persian).
American Psychiatric Association. (2013). Diagnostic and statistical manual of mentaldisorders (5th ed., Text Rev.). Washington, DC: Author.
American Psychiatric Association (2002). Text of the revised Diagnostic and Statistical Manual of mental disorders DSM-IV-TR. (Nikkhoo, M. R., & Avadisyans, H.Trans,)Tehran, Sokhan Pub. (Orginal work publisged 2000). (Persian).
Bach, P., & Hayes, S. C. (2002). The use of acceptance and commitment therapy to prevent the rehospitalization of psychotic patients: a randomized controlled trial. Journal of consulting and clinical psychology70(5), 1129.
Bahrami, M., Abolghasemi, A., & Narimani, M. (2013). Comparing of self-perception and safety measures in students with social anxiety disorder symtoms and normal students. Journal of school psychology, 3(2), 62-79. (Persian).
Bögels, S. M., & Lamers, C. T. J. (2002). The causal role of self-awareness in blushing-anxious, socially-anxious and social phobics individuals.Behaviour research and therapy40(12), 1367-1384.
Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: mindfulness and its role in psychological well-being. Journal of personality and social psychology84(4), 822.
Buysse, V., Goldman, B. D., & Skinner, M. L. (2002). Setting effects on friendship formation among young children with and without disabilities.Exceptional Children68(4), 503-517.
Connolly, A. J. (1988). KeyMath Revised Assist. Automated System for Scoring and interpreting Standarized Tests.
Dadsetan, P. (2004). Developmental psychopathology from infancy through adulthood. Tehran: Samt Publication. (Persian).
Delavar, A. (1995). Theoretical & Scientific principles of research in human & social sciences. Tehran: Roshd publications. (Persian).
Eifert, G. H., & Forsyth, J. P. (2005). Acceptance and commitment therapy for anxiety disorders. Oakland, CA: New Harbinger.
Esmaeili, M., & Hooman, H. (2002). Conformity and Normalization of Kay-Math Iranian Mathematic Test. Journal of Researching in the Domain of Exceptional Children(6), 323-332. (Persian).
Fallahchay, H. (1994). To Study Reading and Writing Disorders among Primary School Students. (Master's thesis), Teacher Training University.
Forman, E. M., & Herbert, J. D. (2008). New directions in cognitive behavior therapy: acceptance based therapies, chapter to appear in w. o’donohue, je. fisher, (eds), cognitive behavior therapy: Applying empirically supported treatments in your practice, Hoboken.
Ganji, M. (2013). Abnormal psychology based on DSM-5. Tehran: savalan Publications. (Persian).
Gifford, E. V., Kohlenberg, B. S., Hayes, S. C., Antonuccio, D. O., Piasecki, M. M., Rasmussen-Hall, M. L., & Palm, K. M. (2004). Acceptance-based treatment for smoking cessation. Behavior therapy35(4), 689-705.
Gould, M. S., Greenberg, T. E. D., Velting, D. M., & Shaffer, D. (2003). Youth suicide risk and preventive interventions: a review of the past 10 years.Journal of the American Academy of Child & Adolescent Psychiatry42(4), 386-405.
Hasanvan amoozadeh, M., Hasanvan amoozadeh, A., & Hasanvan amoozadeh, M. (2013). The effectiveness of anger management skills training on social anxiety and anger self-regulation skills in troubled boys high school. Journal of Knowledge and Research in Applied Psychology, 4(54), 74-84. (Persian).
Hayes, S. C., Strosahl, K. D., & Wilson, K. G. (1999). Acceptance and commitment therapy: An experiential approach to behavior change. Guilford Press.
Hayes, S. C., Pistorello, J., & Levin, M. E. (2012). Acceptance and commitment therapy as a unified model of behavior change. The Counseling Psychologist40(7), 976-1002.
Junkin, S. E. (2007). Yoga and self-esteem: exploring change in middle-aged women (Doctoral dissertation, University of Saskatchewan Saskatoon).
Kanter, J. W., Baruch, D. E., & Gaynor, S. T. (2006). Acceptance and commitment therapy and behavioral activation for the treatment of depression: Description and comparison. Behavior Analyst29(2), 161.
La Greca, A. M., & Lopez, N. (1998). Social anxiety among adolescents: Linkages with peer relations and friendships. Journal of abnormal child psychology26(2), 83-94.
La Greca, A. M. (1999). The Social Anxiety Scales for Children and Adolescents. The Behavior Therapist.
Lerner, J. W. (1989). Learning disabilities: Theories, diagnosis, and teaching strategies. Houghton Mifflin Harcourt (HMH).
Narimani, M., Rajabi, S., Afrooz, G., & Samadi khoskhoo, H. (2011). Effectiveness of learning disability centers in improving learning disorder symptoms of students in Ardabil. Journal of Learning Disabilities, 1(1), 109-128. (Persian).
Narimani, M., Taklavi, S., & Ahadi, B. (2012). Modern methods of psychotherapy. Ardabil: Mohaghegh Ardabili Publication. (Persian).
Nisi, A., Shaheni yeylagh, M., & Farashbandi, A. (2006). Investigate of the simple and multiple relationship between self-esteem, general anxiety and perceived social support and hardiness with social anxiety. Journal of Education and Psychology, 3(3), 137-152. (Persian).
Ostvar, S., & Razavieh, A. (2013). Evaluate the psychometric properties of the Social Anxiety Scale for Adolescents (SAS-A) for use in Iran. Journal of Methods and psychological models, 3(12), 69-78. (Persian).
Ossman, W. A., Wilson, K. G., Storaasli, R. D., & McNeill, J. R. (2006). A preliminary investigation of the use of acceptance and commitment therapy in group treatment for social phobia. International Journal of Psychology and Psychological Therapy6(3), 397-416.
Peterson, L. G., & Pbert, L. (1992). Effectiveness of a meditation-based stress reduction program in the treatment of anxiety disorders. Am J Psychiatry149, 936-943.
Pourfaraj omran, M. (2011). The effectiveness of acceptance and commitment therapy in students with social phobia. Journal of Knowledge & Health, 2(6), 1-5. (Persian).
Rahimi, N. (2014). Efficacy Acceptance / commitment therapy and individual Traning in reducing anxiety and depression among students with social phobia. (Clinical Psychology Master's thesis), University of Mohaghegh Ardabili. (Persian).
Rapee, R. M., & Lim, L. (1992). Discrepancy between self-and observer ratings of performance in social phobics. Journal of abnormal psychology,101(4), 728.
Rheingold, A. A., Herbert, J. D., & Franklin, M. E. (2003). Cognitive bias in adolescents with social anxiety disorder. Cognitive Therapy and Research,27(6), 639-655.
Rourke, B. P. (1995). Syndrome of nonverbal learning disabilities: Neuro developmental mani festations. New York: The Guilford Press.
Seyyed Abbaszade, M., Ganji, M., & Shirzade, A. (2003). To Study the Relationship between Intelligence and Educational Progress of 3rd Degree Elite Guidance Schools Students in Ardabil City. (Thesis for MA in Public Psychology), Ardabil Management and Planning Organization. (Persian).
Shafiei, B., Tavakol, S., Alinia, L., Marasy, M., Sedaghati, L., & Froughi, R. (2008). Designing and Construction of a Screening Test to Diagnose Reading Disorder among 1st to 5th Grade Primary School Students in Isfahan City. Journal of Medical Science., 17(2), 53-60. (Persian).
Taroyan, N. A., Nicolson, R. I., & Fawcett, A. J. (2007). Behavioural and neurophysiological correlates of dyslexia in the continuous performance task. Clinical Neurophysiology118(4), 845-855.
Tsatsanis, K. D., Fuerst, D. R., & Rourke, B. P. (1997). Psychosocial Dimensions of Learning Disabilities External Validation and Relationship with Age and Academic Functioning. Journal of Learning Disabilities30(5), 490-502.
Twohig, M. P., Hayes, S. C., Plumb, J. C., Pruitt, L. D., Collins, A. B., Hazlett-Stevens, H., & Woidneck, M. R. (2010). A randomized clinical trial of acceptance and commitment therapy versus progressive relaxation training for obsessive-compulsive disorder. Journal of consulting and clinical psychology78(5), 705.
Sadock, B. J., Sadock, V. A., & Levin, Z. E. (Eds.). (2007). Kaplan and Sadock's study guide and self-examination review in psychiatry. Lippincott Williams & Wilkins.
Swain, J., Hancock, K., Hainsworth, C., & Bowman, J. (2015). Mechanisms of change: Exploratory outcomes from a randomised controlled trial of acceptance and commitment therapy for anxious adolescents. Journal of Contextual Behavioral Science4(1), 56-67.
Zettle, R. D. (2004). ACT with affective disorders. In Hayes, S. C., and Strosahl, K. D., (Eds.), A practical guide to acceptance and commitment therapy. New York, NY: Springer.