fa تدوین برنامه مداخله بهنگام مبتنی بر رویکرد شناختی-رفتاری ویژه کودکان طلاق با اختلالات عاطفی-رفتاری و اثربخشی آن بر سازگاری اجتماعی کودکان طلاق: یک مطالعه توصیفی روانپزشكي روانپزشكي پژوهشي Research <span style="font-size:10pt"><span style="line-height:120%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span new="" roman="" style="font-family:" times=""><a name="_Hlk113374001"><b><span lang="FA" style="font-size:11.0pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">زمینه و هدف: </span></span></span></b></a><span lang="FA" style="font-size:11.0pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">طلاق والدین می&shy;تواند منجر به مشکلات رفتاری و روان‌شناختی فراوان در کودکان شود.<b> </b>هدف پژوهش حاضر، تدوین برنامه مداخله</span></span></span><b> </b><span lang="FA" style="font-size:11.0pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">بهنگام مبتنی بر رویکرد شناختی-رفتاری ویژه کودکان طلاق با اختلالات عاطفی-رفتاری‌ و تعیین اثربخشی آن بر سازگاری اجتماعی کودکان طلاق بود.</span></span></span></span></span></span></span></span><br> <span style="font-size:10pt"><span style="line-height:120%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span new="" roman="" style="font-family:" times=""><b><span lang="FA" style="font-size:11.0pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">مواد و روش‌ها:</span></span></span></b><span lang="FA" style="font-size:11.0pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:"> روش پژوهش توصیفی حاضر، جامعه آماری در بخش کیفی </span></span></span><span lang="AR-SA" style="font-size:11.0pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">مقالات</span></span></span><b> </b><span lang="FA" style="font-size:11.0pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">و </span></span></span><span lang="AR-SA" style="font-size:11.0pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">اساتید</span></span></span><b> </b><span lang="FA" style="font-size:11.0pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">روان‌شناسی </span></span></span><span lang="AR-SA" style="font-size:11.0pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">و</span></span></span><span lang="FA" style="font-size:11.0pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:"> بخش کمی شامل کلیه کودکان دختر خانواده طلاق شهرستان آستانه اشرفیه در سال 1401 بود. تعداد 30 کودک طلاق به شیوه‌ تصادفی انتخاب شدند و به صورت تصادفی در گروه آزمایش و کنترل (15 نفر در هر گروه) قرار گرفتند. گروه آزمایش 12 جلسه 90 دقیقه‌ای، هفته &shy;ای دو جلسه آ</span></span></span><span lang="AR-SA" style="font-size:11.0pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">موزش دیدند</span></span></span><b> </b><span lang="FA" style="font-size:11.0pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">و گروه کنترل آموزشی دریافت نکردند.</span></span></span><b> </b><span lang="FA" style="font-size:11.0pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">برای جمع &shy;آوری داده&shy; ها در پیش &shy;آزمون و پس&shy; آزمون، از سیاهه رفتاری کودک </span></span></span><b><span dir="LTR" style="font-size:9.0pt"><span style="line-height:120%">Achenbach</span></span></b><span lang="FA" style="font-size:11.0pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:"> و پرسش&shy;نامه سازگاری اجتماعی </span></span></span><b><span dir="LTR" style="font-size:9.0pt"><span style="line-height:120%">Dokhanchi</span></span></b><span lang="FA" style="font-size:11.0pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:"> استفاده شد. برای تجزیه&shy; و &shy;تحلیل داده&shy; ها </span></span></span><span lang="AR-SA" style="font-size:11.0pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">در بخش کیفی از روش تحلیل محتوای کیفی</span></span></span><span lang="FA" style="font-size:11.0pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:"> و</span></span></span><span lang="AR-SA" style="font-size:11.0pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:"> در بخش کمی از آنالیز کوواریانس یک&shy; متغیره </span></span></span><span lang="FA" style="font-size:11.0pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">استفاده شد.</span></span></span></span></span></span></span></span><br> <span style="font-size:10pt"><span style="line-height:120%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span new="" roman="" style="font-family:" times=""><b><span lang="FA" style="font-size:11.0pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">یافته &shy;ها:</span></span></span></b><span lang="FA" style="font-size:11.0pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:"> یافته&shy;ها نشان داد میانگین و انحراف معیار نمرات سازگاری اجتماعی در گروه آزمایش از 90/1‌</span></span></span><span lang="FA" style="font-size:11.0pt"><span style="line-height:120%"><span cambria="" style="font-family:">&plusmn;</span></span></span><span lang="FA" style="font-size:11.0pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">‌33/98 در مرحله پیش</span></span></span><b><span dir="LTR" style="font-size:9.0pt"><span style="line-height:120%">&shy;</span></span></b><span lang="FA" style="font-size:11.0pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">آزمون به 08/1‌</span></span></span><span lang="FA" style="font-size:11.0pt"><span style="line-height:120%"><span cambria="" style="font-family:">&plusmn;</span></span></span><span lang="FA" style="font-size:11.0pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">‌33/104 در پس</span></span></span><b><span dir="LTR" style="font-size:9.0pt"><span style="line-height:120%">&shy;</span></span></b><span lang="FA" style="font-size:11.0pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">آزمون و در گروه کنترل از 67/1‌</span></span></span><span lang="FA" style="font-size:11.0pt"><span style="line-height:120%"><span cambria="" style="font-family:">&plusmn;</span></span></span><span lang="FA" style="font-size:11.0pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">‌07/98 در پیش</span></span></span><b><span dir="LTR" style="font-size:9.0pt"><span style="line-height:120%">&shy;</span></span></b><span lang="FA" style="font-size:11.0pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">آزمون به 40/1‌</span></span></span><span lang="FA" style="font-size:11.0pt"><span style="line-height:120%"><span cambria="" style="font-family:">&plusmn;</span></span></span><span lang="FA" style="font-size:11.0pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">‌53/98 در پس</span></span></span><b><span dir="LTR" style="font-size:9.0pt"><span style="line-height:120%">&shy;</span></span></b><span lang="FA" style="font-size:11.0pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">آزمون رسید<a name="_Hlk154144934"> (001/0></a></span></span></span><span dir="LTR" style="font-size:9.0pt"><span style="line-height:120%">P</span></span><span lang="FA" style="font-size:11.0pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">).</span></span></span><span lang="FA" style="font-size:11.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin""></span></span></span></span></span></span></span></span><br> <span style="font-size:10pt"><span style="line-height:120%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span new="" roman="" style="font-family:" times=""><b><span lang="FA" style="font-size:11.0pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">نتیجه&shy;گیری:</span></span></span></b> <span lang="FA" style="font-size:11.0pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">بر اساس </span></span></span><span lang="AR-SA" style="font-size:11.0pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">مطالعه حاضر، برنامه مداخله </span></span></span><span lang="FA" style="font-size:11.0pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">بهنگام </span></span></span><span lang="AR-SA" style="font-size:11.0pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">مبتنی بر رویکرد شناختی-رفتاری ویژه کودکان طلاق با اختلالات عاطفی-رفتاری بر افزایش سازگاری اجتماعی کودکان طلاق مؤثر بود. از این رو، می &shy;توان از این برنامه به عنوان برنامه &shy;ای مؤثر برای ارتقاء سازگاری اجتماعی کودکان طلاق استفاده نمود.</span></span></span><span lang="FA" style="font-size:11.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin""></span></span></span></span></span></span></span></span><br> <span style="font-size:10pt"><span style="line-height:120%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span new="" roman="" style="font-family:" times=""><b><span lang="FA" style="font-size:11.0pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">واژه&shy; های کلیدی: </span></span></span></b><span lang="FA" style="font-size:11.0pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">طلاق، مداخله بهنگام، اختلالات روان&shy;شناختی، سازگاری اجتماعی</span></span></span><span lang="AR-SA" style="font-size:1.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin""></span></span></span></span></span></span></span></span><br> &nbsp; <span style="font-size:10pt"><span style="line-height:150%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span new="" roman="" style="font-family:" times=""><a name="_Hlk114425361"><b><span style="font-size:9.0pt"><span style="line-height:150%">Background and Objectives:</span></span></b></a> <span style="font-size:9.0pt"><span style="line-height:150%">Divorce can lead to many behavioral and psychological problems in children. The aim of the current study was to develop early intervention program based on cognitive-behavioral theory in</span></span><b> </b><span style="font-size:9.0pt"><span style="line-height:150%">children of divorce with emotional-behavioral disorders and determine </span></span><span lang="AF" style="font-size:9.0pt"><span style="line-height:150%">its </span></span><span style="font-size:9.0pt"><span style="line-height:150%">effectiveness in social adjustment of children of divorce.</span></span><b><span dir="RTL" lang="AR-SA" style="font-size:9.0pt"><span style="line-height:150%"><span style="font-family:"B Nazanin""></span></span></span></b></span></span></span></span></span><br> <span style="font-size:10pt"><span style="line-height:150%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span new="" roman="" style="font-family:" times=""><b><span style="font-size:9.0pt"><span style="line-height:150%">Materials and Methods:</span></span></b><span style="font-size:9.0pt"><span style="line-height:150%"> In the current descriptive study, the statistical population included all articles and the professors</span></span><b> </b><span style="font-size:9.0pt"><span style="line-height:150%">of psychology, in the qualitative part, </span></span><span lang="AF" style="font-size:9.0pt"><span style="line-height:150%">and</span></span><span style="font-size:9.0pt"><span style="line-height:150%"> all the girls of divorced families of Astaneh-Ashrafiyeh City, in the quantitative part, in 2022. Moreover, 30 children of divorce were selected by random sampling and randomly assigned into experimental and control groups</span></span><b> </b><span lang="AF" style="font-size:9.0pt"><span style="line-height:150%">(15 people in each group)</span></span><span style="font-size:9.0pt"><span style="line-height:150%">. The experimental group was trained in 12 </span></span><span lang="AF" style="font-size:9.0pt"><span style="line-height:150%">90-minute </span></span><span style="font-size:9.0pt"><span style="line-height:150%">sessions,</span></span><b> </b><span lang="AF" style="font-size:9.0pt"><span style="line-height:150%">twice a week, </span></span><span style="font-size:9.0pt"><span style="line-height:150%">and the control group did not receive any training. Data was collected in pre-test and post-test using Achenbach&rsquo;s</span></span><b> </b><span style="font-size:9.0pt"><span style="line-height:150%">Child Behavioral Checklist (2001) and Dokhanchi&#39;s Social Adjustment Questionnaire (1998). The data were analyzed by </span></span><span lang="AF" style="font-size:9.0pt"><span style="line-height:150%">thematic analysis and univariate </span></span><span style="font-size:9.0pt"><span style="line-height:150%">analysis of covariance in the qualitative and </span></span><span lang="AF" style="font-size:9.0pt"><span style="line-height:150%">quantitative parts, respectively.</span></span><span style="font-size:9.0pt"><span style="line-height:150%"></span></span></span></span></span></span></span><br> <span style="font-size:10pt"><span style="line-height:150%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span new="" roman="" style="font-family:" times=""><b><span style="font-size:9.0pt"><span style="line-height:150%">Results:</span></span></b><span style="font-size:9.0pt"><span style="line-height:150%"> The findings demonstrated&nbsp; that the mean and standard deviation of social adjustment scores in the experimental group</span></span><b> </b><span style="font-size:9.0pt"><span style="line-height:150%">increased from 98.33&plusmn;1.90 in the pre-test to 104.33&plusmn;1.08 in the post-test, and in the control group from 98.07&plusmn;1.67 in the pre-test to 98.53&plusmn;1.40 in the post-test (p<0.001).</span></span></span></span></span></span></span><br> <span style="font-size:10pt"><span style="line-height:150%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span new="" roman="" style="font-family:" times=""><b><span style="font-size:9.0pt"><span style="line-height:150%">Conclusion: </span></span></b><span style="font-size:9.0pt"><span style="line-height:150%">Based on the results of the present study, the</span></span><span lang="AF" style="font-size:9.0pt"><span style="line-height:150%"> early </span></span><span style="font-size:9.0pt"><span style="line-height:150%">intervention program based on cognitive-behavioral theory of</span></span><b> </b><span style="font-size:9.0pt"><span style="line-height:150%">children of divorce</span></span><b> </b><span style="font-size:9.0pt"><span style="line-height:150%">with emotional-behavioral disorders was effective on the increase of social adjustment of these children. Therefore, this program can be implemented as an effective program to improve the social adjustment of children of divorce.</span></span></span></span></span></span></span><br> <span style="font-size:10pt"><span style="line-height:150%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span new="" roman="" style="font-family:" times=""><b><span style="font-size:9.0pt"><span style="line-height:150%">Key words:</span></span></b> <span lang="AF" style="font-size:9.0pt"><span style="line-height:150%">D</span></span><span style="font-size:9.0pt"><span style="line-height:150%">ivorce, Early intervention, Psychological disorders, Social adjustment</span></span></span></span></span></span></span><br> <span style="font-size:10pt"><span style="line-height:150%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span new="" roman="" style="font-family:" times=""><span style="font-size:4.0pt"><span style="line-height:150%"></span></span></span></span></span></span></span><br> <span style="font-size:10pt"><span style="line-height:150%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span new="" roman="" style="font-family:" times=""><b><span style="font-size:9.0pt"><span style="line-height:150%">Funding:</span></span></b><span style="font-size:9.0pt"><span style="line-height:150%"> This study did not any funds.</span></span></span></span></span></span></span><br> <span style="font-size:10pt"><span style="line-height:150%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span new="" roman="" style="font-family:" times=""><b><span style="font-size:9.0pt"><span style="line-height:150%">Conflict of interest:</span></span></b><span style="font-size:9.0pt"><span style="line-height:150%">&nbsp; None declared.</span></span></span></span></span></span></span><br> <span style="font-size:10pt"><span style="line-height:150%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span new="" roman="" style="font-family:" times=""><b><span style="font-size:9.0pt"><span style="line-height:150%">Ethical approval:</span></span></b><span style="font-size:9.0pt"><span style="line-height:150%"> The Ethics Committee of Science and Research University of Tehran approved the study (IR.IAU.SRB.REC.1400.277).</span></span><b><i><span lang="EN" style="font-size:2.0pt"><span style="line-height:150%"></span></span></i></b></span></span></span></span></span><br> <span style="font-size:10pt"><span style="line-height:150%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span new="" roman="" style="font-family:" times=""><b><span style="font-size:4.0pt"><span style="line-height:150%"></span></span></b></span></span></span></span></span><br> <span style="font-size:10pt"><span style="line-height:150%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span new="" roman="" style="font-family:" times=""><b><span style="font-size:9.0pt"><span style="line-height:150%">How to cite this article:</span></span></b><span style="font-size:9.0pt"><span style="line-height:150%"> Asgharpour Lashkami Zahra, Asaseh Maryam, Kashani Vahid Leila, Ebrahimpour Majid. Developing Early Intervention Program Based on Cognitive-Behavioral Theory in Children of Divorce with Emotional-Behavioral Disorders and Its Effectiveness on Social Adjustment of Children of Divorce: A Descriptive Study</span></span><span lang="EN" style="font-size:9.0pt"><span style="line-height:150%">. </span></span><i><span style="font-size:9.0pt"><span style="line-height:150%">J Rafsanjan</span></span></i><span style="font-size:9.0pt"><span style="line-height:150%"> <i>Univ Med Sci</i> 2024; 22 (11): 1133-48. [Farsi]</span></span> <b><span style="font-size:8.0pt"><span style="line-height:150%"></span></span></b></span></span></span></span></span><br> &nbsp; طلاق, مداخله بهنگام, اختلالات روان­شناختی, سازگاری اجتماعی Divorce, Early intervention, Psychological disorders, Social adjustment 1133 1148 http://journal.rums.ac.ir/browse.php?a_code=A-10-6318-1&slc_lang=fa&sid=1 Zahra Asgharpour Lashkami زهرا اصغرپور لشکامی z.asgharpour94@gmail.com 6900319475328460056276 6900319475328460056276 No islamic azad university دانشگاه آزاد اسلامی Maryam Asaseh مریم اساسه maryam.asaseh@gmail.com 6900319475328460056277 6900319475328460056277 Yes islamic azad university دانشگاه آزاد اسلامی Leila Kashani Vahid لیلا کاشانی وحید lkashanivahid@gmail.com 6900319475328460056278 6900319475328460056278 No islamic azad university دانشگاه آزاد اسلامی Majid Ebrahimpour مجید ابراهیم پور majidgrve@gmail.com 6900319475328460056279 6900319475328460056279 No islamic azad university دانشگاه آزاد اسلامی