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Bazoolnejad, Masoumeh, Vakili, Samira, Kashani Vahid, Leila, Yaripour, Mahdis. (1400). اثربخشی لگو درمانی بر تاب‌آوری کودکان تیزهوش. , 23(5), 359-366. doi: 10.22038/jfmh.2021.19159
Masoumeh Bazoolnejad; Samira Vakili; Leila Kashani Vahid; Mahdis Yaripour. "اثربخشی لگو درمانی بر تاب‌آوری کودکان تیزهوش". , 23, 5, 1400, 359-366. doi: 10.22038/jfmh.2021.19159
Bazoolnejad, Masoumeh, Vakili, Samira, Kashani Vahid, Leila, Yaripour, Mahdis. (1400). 'اثربخشی لگو درمانی بر تاب‌آوری کودکان تیزهوش', , 23(5), pp. 359-366. doi: 10.22038/jfmh.2021.19159
Bazoolnejad, Masoumeh, Vakili, Samira, Kashani Vahid, Leila, Yaripour, Mahdis. اثربخشی لگو درمانی بر تاب‌آوری کودکان تیزهوش. , 1400; 23(5): 359-366. doi: 10.22038/jfmh.2021.19159

اثربخشی لگو درمانی بر تاب‌آوری کودکان تیزهوش

مجله اصول بهداشت روانی
دوره 23، شماره 5، مهر و آبان 1400، صفحه 359-366    اصل مقاله (198.21 K)
نوع مقاله: مقاله پژوهشی
شناسه دیجیتال (DOI): 10.22038/jfmh.2021.19159
نویسندگان
Masoumeh Bazoolnejad1؛ Samira Vakili* 2؛ Leila Kashani Vahid2؛ Mahdis Yaripour3
1Ph.D. in general psychology, Ilam Branch, Islamic Azad University, Ilam, Iran
2Assistant professor in psychology, Faculty of Literature and Humanities, Science and Research Branch, Islamic Azad University, Tehran, Iran
3M.A. in psychology, Faculty of Literature and Humanities, Science and Research Branch, Islamic Azad University, Tehran, Iran
چکیده
مقدمه: تاب­آوری از عوامل تاثیرگذار بر سلامت روانی کودکان تیزهوش می­باشد. این پژوهش با هدف شناسایی اثربخشی لگو درمانی بر تاب­آوری کودکان تیزهوش انجام گرفت.
روش­کار: جامعه آماری مطالعه حاضر شامل تمامی کودکان 4 تا 5 سال می­باشد که در سال تحصیلی 98 –1397در مرکز لگوی آموزشی شهر تهران بودند. تعداد 30 نفر از کودکان، به شیوه نمونه­گیری در دسترس انتخاب شده و به صورت تصادفی در دو گروه 15نفری قرار گرفتند. ابزار پژوهش شامل پرسشنامه تاب­آوری کودکان مرل (2008) و مقیاس هوش استنفورد بینه روید (2003) بود. گروه آزمون در 12 جلسة 60 دقیقه­ای تحت آموزش لگو قرار گرفتند. داده­ها با استفاده از تحلیل کوواریانس تحلیل شدند.
یافته­ها: آموزش لگو تاثیر معناداری بر  تاب­آوری و خرده­مقیاس­های (خودتنظیمی، توان­مندی اجتماعی، مسئولیت­پذیری و همدلی) کودکان تیزهوش داشت (01/0>P، 00/47=F).
نتیجه­گیری: بر اساس یافته­های پژوهش حاضر، آموزش لگو تاب­آوری کودکان تیزهوش را افزایش می­دهد. بنابراین پیشنهاد می­شود مشاوران و درمانگران برای بهبود تاب­آوری کودکان تیزهوش از این روش آموزشی استفاده نمایند.
کلیدواژه‌ها
تاب‌آوری؛ تیزهوش؛ لگو درمانی
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