نویسندگان

1 عضو هیأت علمی پردیس علوم انسانی و اجتماعی، دانشگاه یزد، یزد، ایران

2 دانشجوی کارشناسی ارشد روان‌شناسی تربیتی، دانشگاه یزد، یزد، ایران

چکیده

هدف پژوهش پیش‌بینی سلامت روان براساس باورهای غیرمنطقی معلمان مدارس استثنایی و عادی مقطع ابتدایی شهرستان یزد است. روش پژوهش از نوع همبستگی است. جامعۀ مورد مطالعه همۀ معلمان مقطع ابتدایی مدارس استثنایی و عادی شهرستان یزد در سال تحصیلی 1392 بود. نمونۀ پژوهش60 نفر از معلمان مدارس استثنایی و 60 نفر از معلمان مدارس عادی بودند که با استفاده از روش نمونه‌گیری به ترتیب سرشماری و در دسترس تعیین شدند. برای جمع‌آوری داده‌ها از دو ابزار پرسشنامۀ باورهای غیرمنطقی جونز (1969) و پرسشنامۀ سلامت روان گلدبرگ (1979) استفاده شد. تحلیل داده‌ها با استفاده از آمار توصیفی با میانگین و انحراف معیار و آمار استنباطی با آزمون آماری رگرسیون چندمتغیره انجام گرفت. نتایج تحلیل داده‌ها، اهداف پژوهش را تأیید کردند. نتایج تحلیل رگرسیون نشان می‌دهد که باورهای غیرمنطقی (تأیید و حمایت از جانب دیگران، تمایل به سرزنش و اجتناب از مشکلات) توان پیش‌بینی سلامت روان معلمان مدارس عادی و کمال‌گرایی توان پیش‌بینی سلامت روان معلمان استثنایی را دارد (001/0P<). با توجه به نتایج حاصل می‌توان پیش‌بینی کرد که با تغییر باورهای غیرمنطقی معلمان مدارس استثنایی می‌توان به تغییر رفتار، سازگاری اجتماعی و سلامت روانی بهتر آنها کمک کرد.

کلیدواژه‌ها

عنوان مقاله [English]

Predicting Mental Health Based on Irrational Beliefs of Regular and Special Primary School Teachers of Yazd, Iran

چکیده [English]

This study aimed at predicting mental health based on irrational beliefs of regular and special primary school teachers of Yard, Iran. A correlational method was used and the population comprised all teachers of ordinary and special primary school of Yard in 2013. The sample consisted of 60 teachers of exceptional schools and 60 teachers of ordinary schools who were censured orderly and were determined available by sampling method. For data collection, the questionnaires of irrational believes of Jones (1969) and Goldberg (1979) mental health were used. The statistical instrument was multivariable regression. Results confirmed the research hypotheses. It was shown that there was a significant difference between irrational beliefs and mental health of ordinary and special primary school teachers. Regression analysis showed that irrational beliefs, demand for others’ approval, tendency to blame, avoiding possible problems in ordinary school teachers, and perfectionism have the potential for predicting special school teachers’ mental health. Mean scores of special school teachers was higher than ordinary school teachers (P<0.001). According to the obtained results we can predict that changing special school teachers’ irrational beliefs will help changes in their behavior, social adjustment, and their better mental health.

کلیدواژه‌ها [English]

  • mental health
  • Irrational beliefs
  • teachers
  • special schools
  • regular schools

Allport, G.W (2000). Personality, A Psychological interpretation. New York: Henry Holt. Barlow, D.H & Durand. V.M. (2009). Abnormal psychology: An integrative approach. Brooks-Cole Publishing Company: New York. Beck, A.T., & Wisher, M.E. (1995). Cognitive therapy. In R.J. Corsini, and D. Weddin (Eds), Current Psychotherapies: 285-320. Itasca. IL: F.E. Peacock. Besser, A, Flett, G.L & Davis, R.A. (2003). Self-criticism, dependency, silencing the self, and lonliness: a test of a medividual model, Personality and Individual Differences, 35, 1735-1752. Bridges, R. & Hanrish, R. (2010). Role of irrational beliefs in depression and anxiety: A Review Journal of Rational Emotive and Cognitive- Behavior Therapy, 28(2), 862-877. Burk, R; Greenglass, E.R; Schwarzer, R. (1996). Predicting Teacher burnout over time effects of work stress, social support, and Self-doubt on burrout and its consequences, Anxity, stress and coping: An Interational Journal, 9(3), 261-275 Calvete, E.; Lolga, C. (2002). "Self- Talk in Adolescents: Dimensions States of Mind, and Psychological Maladjustment". Journal of cognitive therapy and research, (4): 473-492. Colman. P.M. (2001). Conditions of teaching children white exceptional learning needs. The Bright Futures Report. ERICEC. David, D., Lynn, S & Ellis, A. (2009). Rational and Irrational Beliefs Research, Theory, and Clinical Practice, USA: Oxford university press. Davis, M.F. (2006). Irrational beliefs and unconditional self-acceptance correlational evidence linking two key features of REBT. Journal of Rational Emotive & Cognitive Behavior Therapy, 24(2): 113-124. Di biase, M. (1999). Perfectionism in relation to irrational beliefs and neuroticism in community college students, Bissertation Abstract International: Section A, (59)11, 4053. DiLorenzo, T, David, D, & Montgomery, GH (2007). The inter rations between irrational cognitive processes and distress in stressful academic settings. Personality and Individual Differences, 42(2):765-776. Edhem, D., Salem safari, P., Amiri, M., Dadkhah, B., Mohamadi, M., Mozafari, N., etal (2007). The Examination of Mental health of student in medical science university of Ardebil. Journal of Medical Science University of Ardebil. 8(3): 22-34. Egan, S., Piek, J.P, Pyck, M.J & Ress, C.S. (2007). The Role of Pichotomous Thinking in Perfectionism, Behavior Research and Therapy, 45, 1831-1822. Ellis, A. (1994). Reason and emotion in psychotherapy revised. New York: Carol publishing. Ellis, A. (1995). Changing rational-emotive therapy (RET) to rational emotive behavior thrapy (REBT). Journal of Rational-Emotive cognitive behavioral Therapy Psychotherapy, (13): 85-89. Ellis, A. (2002). Overcoming destructive belief, feeling, and behaviors. Amherst, NY: Prometheus Books. Ellis, A. (2003). Overcoming resistance: Arational emotive behavior therapy in degraded approach (2nd ed). New York: Springier. Gholami toran poshit, M., Mansobifar, M. (2009). Mental health in normal student Teacher and teachers of exceptional students. Journal psychiatry and clinical psychology 4(13): 64-57. Hargreaves, A. and Fink, D. (2006). Sustainable leadership, Jossy- Bass, San Francisco, C.A. Harris, S.; Dryden, W. (2006). "An Experimental Test Up a Core REBT Hypothesis". Journal of Rational Emotive and Cognitive Behavioral Therapy, 24(2). Harris, S. & Dryden, W. (2006). An Experimental Test Up a Core REBT Hypothesis. Journal of Rational – Emotive Behavioral Therapists; 11(1). Jones, R.G. (1969). Afactoral measure of Ellis's irrational belief system, with personality and malajustement correlates. Dissertation Abstracts Internationnal. (29): 4379-4380. Kordacová, J. (1996). Irrational beliefs and mental health. Ceska lekarska spolecnost. Journal Education Purkyne, 92(2): 75-82. Kumari, N. & Blackburn, I.M. (2002). How specific are negative automatic thoughts to a depressed population? An exploratory study. British Journal of Medical Psychology, 65(2), 167-176. Macavei, B. (2005). The role of irrational beliefs in the Rational Emotive Behavior Therapy of depression, Journal of Cognitive and Behavioral Psychotherapies, 5(1): 73-81. Marks, L.I. (1998). Deconstructing locus of control: implications for practitioners. Journal Couns Dev: 251-276 Matin Rad, M. (1998).The effect of working with mentally retarded students symptoms of mental disorder in special schools, Tehran, Allameh Tabatabai University. Moller, A., Rabe, H.M., Nortje, C. (2000). Dysfunctional Beliefs and Marital Conflict in Distressed and Nondistressed Married Individuals. Journal of Rational Emotive & Cognitive Behavior Therapy, 19(4). Myles, B.S., Ormsbee, C.K., Simpson, R.L (2006). Autism and stress: An individualized intervention plan for teachers, focus on outistic behavior. 6, 8-18. Neenan, M. (1993). Rational emotion therapy at work.http:// www.isma. org.uk/ stresriw/ ratmot.htm. Nieuwenhuijsen, K., Verbeek, J.H.A.M., De Boerl, A.G.E.M., Blonk, R.W.B. & Van DIJKF, J.H. (2010). Irrational Beliefs in Employees with an Adjustment, a Depressive, or an Anxiety Disorder: A Prospective Cohort Study. Journal of Rational Emotive & Cognitive-Behavior Therapy, 28: 57-72. Oliver, J., M. Klocek, J. & Wells, A. (2003). Depressed and anxious moods mediate relations among perceived socialization, self-focused attention, and dysfunctional attitudes, Journal of Clinical Psychology, 51, 726-739. Petrosky, M.J. and Birkiber, J.C. (1991). The relationship locus of control. Coping style, and psychological symptom reporting. Journal of Clinical Psychology. 47 (3), 336-345. Porto, L.A., Carvalho, F.M., Oliveira, N.F., Silvany neto, A.M., Araujo, T.M., Re is EY and et al. (2006). Association between mental disorder and work- related Dsychosocial Factors in Teachers. Rev Saude Publica; 40:813-826. Robinson, M.D. & Clore, G.L (2002). "Belief and Feeling: Evidence for an Accebility Model of Emotional Self Report". Psychological bulltin, 128:934-960. Sava, F.A. (2009). "Maladaptive Schemas, Irrational Beliefs, And Their Relationship With The Five-Factor Personality Model". Journal of Cognitive and Behavioral Psychotherapies, 9(2):135-147. Sears, D., Peplau, L.A. and Taylor, S.E. (1991). Social psychology. New Jersy: Prentice Hall. Shafran, R., Cooper, Z. & Fairburn, C.G. (2002). Clinical perfectionism: cognitive - behavior analysis, Behavior research and therapy, 40: 773-779. Stoeber, J., & Stoeber, F.S. (2009). Domains of perfectionism, prevalence and ration ships with perfectionism, gender and satisfaction with life, Personality and individual differences, 46,530-535. Wallston, K.A. (2005). Overview of the special issue on research with the multidimensional health locus of control (MHLC) scales. Journal Health Psychol, 10 (5): 619-621. Wallston, K.A. (2005). The validity of the multidimensional health locus of control scales. Journal Health Psychol, 10(5): 623-631. Word Health Report. (2001). Mental Health. New Understanding. New Hope. Word Health Organization.