Efekt tréningu zameraného na emócie pre sebasúcit a sebaobranu pre žiakov s ľahkým mentálnym postihnutím

Karin Huťťová, Júlia Halamová

Abstrakt


Zatiaľ čo sebasúcit sprevádzajú podporné, láskavé myšlienky k sebe, sebakritickosť sa vyznačuje negatívnymi, kritickými myšlienkami, pocitmi zlyhania a nedostatočnosti. Cieľom tejto výskumnej štúdie bolo zistiť efekt intervencie Tréningu zameraného na emócie pre sebasúcit a sebaobranu na úroveň sebakritickosti a sebasúcitu u žiakov s ľahkým mentálnym postihnutím. Nášho výskumu sa zúčastnilo 36 participantov, z toho 19 participantov z intervenčnej skupiny, u ktorých prebiehala 3mesačná intervencia, a 17 participantov z kontrolnej skupiny, u ktorých sme intervenciu nevykonali. Všetci respondenti mali ľahký stupeň mentálneho postihnutia a navštevovali Špeciálnu základnú školu na Slovensku. Dáta sme získavali dotazníkmi (Škála sebasúcitu a Škála foriem sebakritickosti a sebapotvrdenia) na začiatku intervencie a po jej skončení. Výsledky ukazujú, že v prípade sebakritických dimenzií bola intervencia účinná, nakoľko sa v intervenčnej skupine v porovnaní s kontrolnou skupinou miera sebakritickosti po intervencii znížila. V prípade sebasúcitu musíme konštatovať, že sa sebasúcit zvýšil aj v intervenčnej, aj kontrolnej skupine, takže nemožno povedať, že intervencia bola účinná.

Klíčová slova


mentálne postihnutie; sebakritickosť; sebasúcit; terapia zameraná na emócie

https://doi.org/10.5817/SP2020-1-5

Celý článek:

PDF

Reference

Zobrazit literaturu Skrýt literaturu

Ali, A., Kock, E., Molteno, C., Mfiki, N., King, M., & Strydom, A. (2015). Ethnicity and self-reported experiences of stigma in adults with intellectual disability in Cape Town, South Africa. Journal of Intellectual Disability Research, 59(6), 530–540. | DOI 10.1111/jir.12158

Anderson, R., McKenzie, K., & Noone, S. (2019). Effects of a mindfulness-based stress reduction course on the psychological well-being of individuals with an intellectual disability. Learning Disability Practice, 22(2), 20–25. | DOI 10.7748/ldp.2019.e1981

Bazzano, A., Wolfe, C., Zylowska, L., Wang, S., Schuster, E., Barrett, C., & Lehrer, D. (2013). Mindfulness Based Stress Reduction (MBSR) for parents and caregivers of individuals with developmental disabilities: a community-based approach. Journal of Child and Family Studies, 24(2), 1–11.

Brunner, E., Domhof, S., & Langer, F. (2002). Non parametric Analysis of Longitudinal Data in Factorial Experiments. New York: Wiley.

Chapman, M. J., Hare, D. J., Caton, S., Donalds, D., McInnis, E., & Mitchell, D. (2013). The use of mindfulness with people with intellectual disabilities: a systematic review and narrative analysis. Mindfulness, 4(2), 179–189. | DOI 10.1007/s12671-013-0197-7

Clapton, N., Williams, J., Griffith, G., & Jones, R. (2018). 'Findingthe person you really are… on the inside': Compassion focused therapy for adults with intellectual disabilities. Journal of Intellectual Disabilities, 22(2), 135–153. | DOI 10.1177/1744629516688581

Currie, T., McKenzie, K., & Noone, S. (2019). The Experiences of People with an Intellectual Disability of a Mindfulness-Based Program. Mindfulness, 10(7), 1304–1314. | DOI 10.1007/s12671-019-1095-4

Gilbert, P. (2010). Compassion Focused Therapy: The CBT distinctive features series. London: Routledge.

Gilbert, P., Clark, M., Hempel, S., Miles, J. N. V., & Irons, C. (2004). Criticising and reassuring one self: An exploration of forms, styles and reasons in female students. British Journal of Clinical Psychology, 43(1), 31–50. | DOI 10.1348/014466504772812959

Gravell, C. (2012). Loneliness and Cruelty: People with Learning Disabilities and their experiences of harassment, abuse and related crime in the community. London: Lemos & Crane.

Gustavsson, A., Kittelsaa, A., & Tøssebro, J. (2017). Success ful schooling for pupils with intellectual disabilities: the demand for a new paradigm. European Journal of Special Needs Education, 32(4), 469–483. | DOI 10.1080/08856257.2017.1328329

Halamová, J. (2018). Sebasúcit a sebakritickosť: Tvorba a meranie efektu intervencie. Bratislava: Vydavateľstvo Univerzity Komenského.

Halamová, J., & Kanovský, M. (2017). Sebasúcit a sebakritickosť – Psychometrická analýza meracích nástrojov. Bratislava: Vydavateľstvo Univerzity Komenského.

Halamová, J., Kanovský, M., & Pacúchová, M. (2017a). Robust psychometric analysis and factor structure of The Forms of Self-criticizing/Attacking and Self-reassuring Scale. Československá psychologie, 61(4), 331–349.

Halamová, J., Kanovský, M., & Pacúchová, M. (2017b). Self-Compassion Scale: IRT Psychometric Analysis Validation and Factor Structure – Slovak Translation. Psychologica Belgica, 57(4), 190–209.

Halamová, J., Kanovský, M., Varšová, K., & Kupeli, N. (2018). Randomised Controlled Trial of the New Short-Term Online Emotion Focused Training for Self-Compassion and Self-Protection Training in a Nonclinical Sample. Current psychology. Online First Publication. Dostupné z https://link.springer.com/article/10.1007/s12144-018-9933-4#citeas

Idusohan-Moizer, H., Sawicka, A., Dendle, J., & Albany, M. (2015). Mindfulness-based cognitive therapy for adults with intellectual disabilities: an evaluation of the effectiveness of mindfulness in reducing symptoms of depression and anxiety. Journal of Intellectual Disability Research, 59(2), 93–104. | DOI 10.1111/jir.12082

Jakabčic, I. (2002). Základy vývinovej psychológie. Bratislava: Iris.

Kirby, J. N. (2017). Compassion interventions: The programs, the evidence, and implications for research and practice. Psychology and Psychotherapy: Theory, Research and Practice, 90(3), 432–455. | DOI 10.1111/papt.12104

MacBeth, A., & Gumley, A. (2012). Exploring compassion: A meta-analysis of the association between self-compassion and psychopathology. Clinical Psychology Review, 32(6), 545–552. | DOI 10.1016/j.cpr.2012.06.003

Neece, C. L., & Lima, E. J. (2016). Interventions for parents of people with intellectual disabilities. Current Developmental Disorders Reports, 3(2), 124–128. | DOI 10.1007/s40474-016-0088-4

Neff, K. D. (2003). Development and validation of a scale to measure self-compassion. Self and Identity, 2(3), 223–250. | DOI 10.1080/15298860309027

Neff, K. D., & Germer, C. K. (2013). A Pilot Study and Randomized Controlled Trial of the Mindful Self-Compassion Program. Journal of Clinical Psychology, 69(1), 28–44. | DOI 10.1002/jclp.21923

Neff, K. D., & Knox, M. (2017). Self-Compassion. In V. Zeigler-Hill & T. Shackelford (Eds.), Encyclopedia of Personality and Individual Differences (1–8). New York: Springer.

Pipeková, J. (Ed). (2006). Kapitoly ze speciální pedagogiky. Brno: Paido.

Seppälä, E. M., Simon-Thomas, E., Brown, S. L., Worline, M. C., Cameron, C. D., & Doty, J. R. (2017). The Oxford handbook of compassion science. New York: Oxford University Press.

Shahar, B., Szsepsenwol, O., Zilcha-Mano, S., Haim, N., Zamir, O., Levi-Yeshuvi, S., & Levit-Binnun, N. (2015). A Wait-List Randomized Controlled Trial of Loving-Kindness Meditation Programme for Self-Criticism. Clinical psychology and psychotherapy, 22(4), 346–356. | DOI 10.1002/cpp.1893

Shahar, G. (2015). Erosion: The Psychopathology of Self-Criticism. New York: Oxford University Press.

Sirois, F. M., Kitner, R., & Hirsch, J. K. (2014). Self-Compassion, Affect, and HealthPromoting Behaviors. Health Psychology, 34(6), 661–669. | DOI 10.1037/hea0000158

Strauss, C., Taylor, B. L., Gu, J., Kuyken, W., Baer, R., Jones, F., & Cavanagh, K. (2016). What is compassion and how can we measure it? A review of definitions and measures. Clinical Psychology Review, 47, 15–27. | DOI 10.1016/j.cpr.2016.05.004

Thompson, R., & Zuroff, D. C. (1998). Dependent and self-critical mothers' responses to adolescent autonomy and competence. Personal Individual Differences, 24(3), 311–324. | DOI 10.1016/S0191-8869(97)00155-4

Vančová, A. (2005). Základy pedagogiky mentálne postihnutých. Bratislava: Sapientia.

Wigham, S., Hatton, C., & Taylor, J. L. (2011). The effects of traumatizing life events on people with intellectual disabilities: A systematic review. Journal of Mental Health Research in Intellectual Disabilities, 4(1), 19–39. | DOI 10.1080/19315864.2010.534576

Zessin, U., Dickhauser, O., & Garbade, S. (2015). The relationship between self-compassion and well-being: A meta-analysis. Applied Psychology: Health and Well-Being, 7(3), 340–364.




 


Časopis Ústavu pedagogických věd FF MU.

Výkonná redakce: Klára Šeďová, Roman Švaříček, Zuzana Šalamounová, Martin Sedláček, Karla Brücknerová, Petr Hlaďo.

Redakční rada: Milan Pol (předseda redakční rady), Gunnar Berg, Michael Bottery, Hana Cervinkova, Theo van Dellen, Eve Eisenschmidt, Peter Gavora, Yin Cheong Cheng, Miloš Kučera, Adam Lefstein, Sami Lehesvuori, Jan Mareš, Jiří Mareš, Jiří Němec, Angelika Paseka, Jana Poláchová Vašťatková, Milada Rabušicová, Alina Reznitskaya, Michael Schratz, Martin Strouhal, Petr Svojanovský, António Teodoro, Tony Townsend, Anita Trnavčevič, Jan Vanhoof, Arnošt Veselý, Kateřina Vlčková, Eliška Walterová.

Časopis vydává čtyři čísla ročně.

ISSN 1803-7437 (print), ISSN 2336-4521 (online)