شیوع افسردگی در کودکان دچار اختلال یادگیری خاص: نقش ارتباط کودک-والد و کودک-معلم

نوع مقاله : مقاله پژوهشی

نویسندگان

1 گروه روانشناسی، دانشکده ادبیات و علوم انسانی، دانشگاه ملایر، همدان، ایران

2 گروه روانشناسی، دانشکده ادبیات و علوم انسانی، دانشگاه محقق اردبیلی، اردبیل، ایران

10.32598/JLD.10.3.1

چکیده

هدف: هدف پژوهش حاضر بررسی میزان شیوع افسردگی در کودکان دچار اختلال یادگیری خاص و نقش ارتباط والد-کودک و کودک-معلم در پیش‌بینی علائم آن بود. 
روش ها: روش پژوهش، همبستگی بود. از میان دانش‌آموزان دچار اختلال یادگیری خاص، در سه شهرستان بروجرد، نهاوند و ملایر، 596 دانش‌آموز به صورت سرشماری انتخاب شدند. برای گردآوری داده‌ها از مقیاس‌های سطح 2 - افسردگی کودک نسخه‌ والد / سرپرست، رابطه کودک-والد (نسخه‌ والد) و رابطه دانش‌آموز-معلم (نسخه‌ معلم) استفاده شد. برای تحلیل داده‌ها از همبستگی پیرسون و رگرسیون چندمتغیری هم‌زمان استفاده شد.
یافته ها: نتایج نشان داد که میزان افسردگی شدید، متوسط و خفیف در کودکان مبتلا به اختلال یادگیری خاص به ترتیب 15/10، 25/17 و 9/90 درصد بوده است. نتایج نشان داد که نزدیکی کودک-والد (پدر و مادر) و کودک-معلم با افسردگی رابطه منفی معنا‌دار داشت و تعارض و وابستگی کودک-والد (پدر و مادر) و کودک-معلم با افسردگی رابطه مثبت معنادار داشت. تمام ابعاد وابستگی کودک-والد و کودک-معلم به غیر از ارتباط نزدیک کودک-پدر در پیش‌بینی افسردگی کودکان دچار اختلال یادگیری خاص نقش معنادار داشتند. 
نتیجه گیری: بر اساس نتایج، آموزش‌های مبتنی بر تعامل کودک-والد و کودک-معلم برای کاهش علائم افسردگی کودکان دچار اختلال یادگیری خاص پیشنهاد می‌شود. 

کلیدواژه‌ها


عنوان مقاله [English]

Prevalence of Depression in Children with Specific Learning Disorder: The Role of Child-Parent and Child-Teacher Relationship

نویسندگان [English]

  • Saeed Ariapooran 1
  • Mohammad Narimani 2
1 Department of Psychology, Faculty of Literature and Humanities Sciences, Malayer University, Hamedan, Iran
2 Department of Psychology, Faculty of Literature and Humanities Sciences, Mohaghegh Ardabili University, Ardabil, Iran
چکیده [English]

Objective: This study aimed to investigate the prevalence of depression in children with a Specific Learning Disorder (SLD) and the role of the child-parent and child-teacher relationship in predicting its symptoms. 
Methods: The research design was a correlation. From the total number of children with SLD, 596 students were selected by census method in Brujerd, Nahavand, and Malayer cities. The level 2—Depression—Parent/Guardian of Child version, child-parent (parent version), and child-teacher (teacher version) relationship scales were used to collect the data. Pearson correlation and simultaneous multivariate regression were used to analyze the data. 
Results: The results showed that severe, moderate, and mild depression rates in children with SLD were 15.10%, 25.17%, and 9.90%, respectively. There was a significant negative correlation between the closeness of child-parent (mother and father) and the teacher-child relationship with depression. There was a significant positive correlation between conflict and dependence on child-parent (parent) and teacher-child relationship with depression. All dimensions of the child-parent and child-teacher relationship except the closeness child-father relationship had a significant role in predicting depression in children with SLD. Based on the results, child-parent and child-teacher interactions reduce depressive symptoms in children with SLD.
Conclusion:  Based on the results, child-parent and child-teacher interaction training are suggested to reduce the symptoms of depression in children with SLD.

کلیدواژه‌ها [English]

  • Child-Parent Relationship
  • Child-Teacher Relationship
  • Depression
  • Specific Learning Disorder
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