جلد 33، شماره 123 - ( اردیبهشت 1399 )                   جلد 33 شماره 123 صفحات 107-84 | برگشت به فهرست نسخه ها


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1- گروه روانشناسی، دانشکده علوم انسانی، واحد ارسنجان، دانشگاه آزاد اسلامی، ارسنجان، ایران
2- گروه روانشناسی، دانشکده علوم انسانی، واحد ارسنجان، دانشگاه آزاد اسلامی، ارسنجان، ایران. (نویسنده مسئول) شماره تماس: ٠٩١77194031 Email:Chinaveh@yahoo.com
3- گروه روانشناسی، دانشکده اقتصاد و مدیریت، واحد شیراز، دانشگاه آزاد اسلامی، شیراز، ایران
چکیده:   (2179 مشاهده)
زمینه و هدف: آسیب‏‏های دوران کودکی، عواقب پایدار و جبران‏ناپذیری را بر جا می‏گذارد. به طوری که از آثار روان‏شناختی طولانی‏مدت آن، می‏توان به بروز مشکلات رفتاری و روان‏شناختی عمده در نوجوانی و بزرگسالی از جمله اختلالات شخصیت خوشه C اشاره کرد. یکی از متغیرهایی که به نظر می‏رسد از آسیب‏های دوران کودکی تأثیر می‏پذیرد و می‏تواند منجر به بروز نشانه‏های اختلالات شخصیت شود، تنظیم شناختی هیجان است. از آنجا که پرستاران بزرگ‌ترین گروه بهداشتی و درمانی را تشکیل و بیش از هر گروه دیگری از کارکنان بیمارستان، بهره‏وری و پیشرفت سازمان را تحت تأثیر قرار می‏دهند، بنابراین مطالعه و بررسی پیشایندهای اختلال شخصیت در دانشجویان پرستاری از اهمیت بالایی برخودار است. هدف اصلی این پژوهش ارائه‏ی یک مدل از آسیب‏های دوران کودکی و تنظیم شناختی هیجان برای کمک به فهم بهتر اختلالات شخصیت خوشه C دانشجویان پرستاری بود.
روش بررسی: در این پژوهش مقطعی از نوع توصیفی- همبستگی، 291 نفر از دانشجویان پرستاری دانشگاه علوم پزشکی شیراز در سال 1398 که به روش خوشه‌ای ساده انتخاب شده بودند، شرکت کردند. ابزارهای مورد استفاده در پژوهش حاضر شامل پرسشنامه آسیب‏های دوران کودکی، پرسشنامه تنظیم‏ شناختی هیجان (CERQ) و پرسشنامه چند محوری بالینیMillon -3 (MCMI-III) بودند. به منظور تحلیل دادههای آماری از روش ضریب همبستگی پیرسون توسط نرم‏افزار SPSS نسخه 16 و به منظور تعیین برازش مدل مورد مطالعه از مدل معادلات ساختاری در نرم‏افزار AMOS-22 برای تحلیل مسیر متغیرهای مشاهده ‏پذیر بهرهگیری به عمل آمد.
یافته‏ها: یافته‏ها نشان داد که آسیب‏‏های عمومی، سوءاستفاده‏های جسمی و سوءاستفاده‏های جنسی دوران کودکی می‌توانند اختلال‏ شخصیت وسواسی- جبری دانشجویان را یا به صورت مستقیم (به ترتیب 01/0>p، 0005/0>p و 0005/0>p) و یا به صورت غیرمستقیم از طریق سبک‏های سازگار و ناسازگار تنظیم شناختی هیجان (01/0>p) تبیین کنند. سوءاستفاده‏های جسمی دوران کودکی می‌توانند اختلال شخصیت اجتنابی دانشجویان را یا به صورت مستقیم (05/0>p) و یا به صورت غیرمستقیم از طریق سبک‏های سازگار و ناسازگار تنظیم شناختی هیجان (05/0>p) تبیین کنند. سوءاستفاده‏های جسمی و سوءاستفاده‏های جنسی دوران کودکی می‌توانند اختلال‏ شخصیت وابسته دانشجویان را یا به صورت مستقیم (به ترتیب 001/0>p  و 05/0>p) و یا به صورت غیرمستقیم از طریق سبک‏های ناسازگار تنظیم شناختی هیجان (05/0>p) تبیین کنند.
نتیجه‏گیری کلی: نتایج نشان داد آسیب‏های دوران کودکی، بدتنظیمی‏های هیجانی در دوران بزرگسالی را به دنبال دارند و نبود راهبردهای تنظیم هیجان مناسب، می‏تواند منجر به بروز نشانه‏های اختلالات شخصیت خوشه C شود. بنابراین آموزش راهبردهای سازگار تنظیم شناختی هیجان به عنوان یک مکانیسم تأثیرگذار بر اصلاح تنظیم شناختی هیجان عمل کرده و راهی مناسب برای بهبود اختلالات شخصیت خوشه C دانشجویان محسوب می‌شو
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نوع مطالعه: پژوهشي | موضوع مقاله: پرستاری
دریافت: 1398/10/30 | پذیرش: 1399/2/4 | انتشار: 1399/2/4

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