اثر بخشی ترکیب آموزش اختصاصی‌سازی حافظه و مداخله بازنویسی تصویر بر علائم افسردگی دانشجویان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 گروه روانشناسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه اصفهان، اصفهان، ایران.

2 گروه روانشناسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه اصفهان، اصفهان، ایران

چکیده

چکیده
زمینه: در پژوهش‌های مختلف، بیش‌کلی گرایی حافظه و خاطرات تصویری سودار با افسردگی مرتبط دانسته شده است. پژوهش حاضر با هدف بررسی اثربخشی ترکیب آموزش اختصاصی‌سازی حافظه و مداخله بازنویسی تصویر بر علائم افسردگی دانشجویان انجام شد.
روش: این پژوهش، با روش نیمه‌آزمایشی با طرح پیش‌آزمون، پس‌آزمون، پیگیری و گروه کنترل انجام شد. نمونه آماری شامل 24 نفر از دانشجویان مقطع کارشناسی با نشانگان افسردگی در دانشگاه اصفهان در سال تحصیلی 1403-1402 بودند که به روش نمونه‌گیری هدفمند انتخاب و به طور تصادفی در دو گروه آزمایش و کنترل گمارش شدند. سپس، گروه آزمایش طی 8 جلسه 90 دقیقه‌ای، برنامه تلفیقی آموزش اختصاصی‌سازی حافظه و مداخله بازنویسی تصویر را دریافت نمودند، در حالی که گروه کنترل در این جلسات شرکت نکردند. آزمودنی‌ها با استفاده از ویراست دوم پرسشنامه‌ی افسردگی بک مورد ارزیابی قرار گرفتند. داده‌ها با استفاده از تحلیل واریانس اندازه گیری مکرر توسط نرم افزار‌ SPSS نسخه 27 تحلیل شد.
یافته‌ها: یافته‌های پژوهش نشان داد که ترکیب آموزش اختصاصی‌سازی حافظه و بازنویسی تصویر بر افسردگی و زیرمقیاس‌های آن در دانشجویان با نشانگان افسردگی اثر مثبت و معناداری دارد و این اثر در پیگیری یک ماهه ماندگار بود (0/05>P).
نتیجه‌گیری: براین اساس، در صورت تکرار نتایج در پژوهش‌های بعدی و تایید بیشتر اثر گذاری این مداخله ترکیبی، روانشناسان و مشاوران مراکز سلامت می‌توانند در جهت بهبود وضعیت روانشناختی دانشجویان از آن بهره جویند. همچنین، یافته‌های این پژوهش می‌تواند مسیر پژوهش‌های آتی را هموار سازد.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

The Effectiveness of the Combination of memory specificity training and imagery rescripting intervention on depression Symptom in students

نویسندگان [English]

  • Mohammad ali ghomian 1
  • Hamid Taher Neshat Doost 2
  • Ali Mehrabi 2
1 Department of Psychology, Faculty of Educational Sciences and Psychology, University of Isfahan, Isfahan, Iran.
2 Department of Psychology, Faculty of Educational Sciences and Psychology, University of Isfahan, Isfahan, Iran
چکیده [English]

Abstract
Background: In various studies, memory hypergeneralization and biased visual memories have been shown to be associated with depression. The present study aimed to investigate The Effectiveness of the Combination of memory specificity training and imagery rescripting intervention on depression Symptom in students.
Method: This study was conducted using a quasi-experimental method, incorporating pre-test, post-test, follow-up assessments, and a control group. The Statistical sample consisted of 24 undergraduate students with depression symptoms at the University of Isfahan in the academic year 1402-1403, who were selected through purposive sampling and randomly assigned to two experimental and control groups.. Then, the experimental group received a combined program of memory specificity training and image rescripting intervention, delivered over eight 90-minute sessions, while the control group did not receive any intervention. Participants were assessed using the Beck Depression Inventory—Second Edition (BDI-II). Data were analyzed using repeated measures analysis of variance using SPSS software, version 27.
Results: The findings of the study showed that the combination of memory specificity training and image rescripting intervention had a significantly positive effect on depression and its subscales among students with depression symptoms. Furthermore, this effect persisted during the one-month follow-up period (P<0.05).
Conclusion: Accordingly, if the results are replicated in subsequent studies and the effectiveness of this combined intervention is further confirmed, psychologists and health center counselors can use it to improve the psychological state of students. Also, the findings of this study can pave the way for future research.

کلیدواژه‌ها [English]

  • memory specificity training
  • image rescripting
  • depression
  • students

مراجع

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  • تاریخ دریافت: 04 اردیبهشت 1404
  • تاریخ بازنگری: 11 تیر 1404
  • تاریخ پذیرش: 17 تیر 1404

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