تجربه‌زیسته دانش‌آموزان مدارس خاص از کمال‌گرایی: مطالعه کیفی پدیدارشناسی
محورهای موضوعی : آموزش و پرورش
سعید وزیری
1
(استادیار، گروه مشاوره، واحد یزد، دانشگاه آزاد اسلامی، یزد، ایران.)
آزاده صادقیان
2
(دانشجوی دکتری مشاوره، گروه مشاوره، واحد یزد، دانشگاه آزاد اسلامی، یزد، ایران.)
محمد حسین فلاح
3
(دانشیار، گروه مشاوره، واحد یزد، دانشگاه آزاد اسلامی، یزد، ایران.)
کلید واژه: کمال گرا, دانش‌آموز, تجربه زیسته, کمال‌گرایی,
چکیده مقاله :
شناخت (شخصیت) کمال‌گرا و مشکلات مربوط به آن در بین دانش‌آموزان از اهمیت خاصی برخوردار است. لذا هدف این پژوهش تدوین برنامه آموزشی مبتنی بر تجارب زیسته دانش‌آموزان کمال‌گرابود.جامعه آماری دانش‌آموزان کمال‌گرا مشغول به تحصیل در مدارس خاص ( مدارس خاص ترکیبی از دانش‌آموزان مدارس تیزهوشان، نمونه دولتی و غیر انتفاعی) استان یزد بودند که به صورت هدفمند ساده انتخاب شدند. فرایند نمونه گیری و مصاحبه ها تا زمان اشباع داده های نظری (15دانش‌آموز) ادامه یافت و مضامین اصلی تجربه‌ها از طریق روش کلایزی (Colaizzi) کشف شد. سپس بر اساس مضامین اصلی کشف شده به مطالعه مروری روش‌های آموزشی و درمانی مربوط به کمال گرایی پرداخته شد تا جلسات آموزشی ویژه کمال‌گرایی طراحی شود. در نهایت برنامه آموزشی طراحی شده با استفاده از روش گروه‌های کانونی متشکل از مشاوران تخصصی مدارس استان یزد مورد بررسی قرار گرفت. 9 مضمون اصلی، برتری جویی، افکار و احساسات منفی، انزوای اجتماعی، هدف‌گذاری، تجربه سرزنش، دستاوردهای مثبت، عدم اعتماد به نفس، مشکلات رفتاری، اهمال کاریو 19 مضمون فرعی به دست آمد. برنامه آموزشیمبتنی بر تجارب زیسته دانش آموزان کمال گرا در9 جلسهتدوین شد و این محتوای آموزشی بر اساس ترکیبی از مؤلفه های درمان شناختی- رفتاری و خود شفقت ورزی طراحی شد. از آنجا که برای طراحی این برنامه از تجارب دانش‌آموزان کمال‌گرا به عنوان مخاطبان اصلی و همچنین مطالعه مروری منابع علمی برای پاسخگویی به نیازهای آنان استفاده شده است و کلیه جلسات آموزشی مورد تأیید متخصصان مربوطه قرار گرفته، به این نتیجه می رسیم که برنامه طراحی شده از روایی محتوایی/ صوری قابل قبولی برخوردار است و می تواند در جهت برطرف کردن مشکلات کمال‌گرایی دانش‌آموزان مؤثر باشد.
Familiarity with perfectionist personality and related problems are especially important among students.Therefore,the purpose of this study was to develop an educational program based on the lived experiences of perfectionist students studying in special schools.The statistical population of perfectionist students studying in special schools (a combination of students from gifted schools, public magnet schools and private schools) in Yazd province were selected through a simple purposeful method.The sampling process and interviews continued until the saturation of theoretical data (15 students) and the main themes of the experiments were discovered through the Colaizzi method.Then, based on the main themes discovered, a review study of educational and therapeutic methods related to perfectionism was conducted to design special training sessions on perfectionism.Finally, the educational program designed using the focus group method consisting of specialized counselors in schools in Yazd province was reviewed.9 main themes (superiority, negative thoughts and feelings, social isolation, goal setting, experience of blame, positive achievements, lack of self-confidence, behavioral problems, procrastination) and 19 sub-themes were obtained.The curriculum based on the lived experiences of perfectionist students was developed in 9 sessions and this educational content was designed based on a combination of components of cognitive-behavioral therapy and self-compassion. Since the design of this program uses the experiences of perfectionist students as the main audience as well as the review of scientific resources to meet their needs and all training sessions have been approved by the relevant experts, then we conclude that the designed program has acceptable content/face validity and it can be effective in solving the problems of student perfectionism.
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