شناسایی مؤلفه های برنامه آموزش ذهن شفقت گرای نوجوان ایرانی (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
به منظور ارائه مداخله های مبتنی بر فرهنگ، شناسایی عوامل زیربنایی در آنها ضرورت دارد. هدف از این پژوهش، شناسایی مؤلفه های زیربنایی نیاز به شفقت ورزی در نوجوانان ایرانی بود. پژوهش از نوع کیفی و به روش تحلیل مضمون در مصاحبه ها و متون انجام شد. در بخش بررسی متون نمونه شامل حدوداً ۱۵۰ مقاله و ۲۵ پایان نامه داخلی و خارجی و ۵ کتاب مرتبط با حوزه شفقت ورزی و روانشناسی مثبت از بین تمامی منابع مرتبط و سایت های معتبر بود. در بخش مصاحبه این سؤال مطرح شد که عوامل اثرگذار بر شفقت ورزی در نوجوانان ایرانی چیست. نمونه از بین متخصصان روانشناسی مثبت با روش هدفمند، انتخاب و پس از مصاحبه با ۱۳ نفر اشباع حاصل شد. از بین ۶۱ مضمون پایه، ۹ مضمون با تکرار بالا شامل آموزش ویژگی های ذهن شفقت گرا، چالش های نوجوانی، خودآگاهی از استعدادها، ابراز احساسات در نوجوان، خودمراقبتی، کمال گرایی والدین، اصرار بر تعدد دستاوردهای تحصیلی، تأکید بر انتخاب رشته ای خاص، رسانه های اجتماعی به عنوان مؤلفه های اثرگذار بر نیاز به شفقت ورزی در نوجوان ایرانی انتخاب شدند. همه مؤلفه ها در فرایند اعتبارسنجی و محاسبه نسبت و شاخص روایی محتوایی، تأیید شدند. ۷ مورد از ۹ مضمون که شامل خودآگاهی از استعدادها، ابراز احساسات در نوجوانی، خودمراقبتی، کمال گرایی والدین، اصرار بر دستاوردهای تحصیلی، تأکید بر انتخاب رشته ای خاص و رسانه های اجتماعی، مؤلفه هایی جدید برآمده از جامعه ایرانی بودند و دو مؤلفه آموزش ویژگی های ذهن مشفق و چالش های نوجوانی، در برنامه های قبلی نیز وجود داشتند و در این پژوهش نیز، متخصصان به آنها تأکید بیشتر داشتند؛ بنابراین، مؤلفه های مبتنی بر فرهنگ به دست آمده می توانند در تدوین مداخله ای آموزشی - روانی متناسب با نوجوان ایرانی کمک کننده باشند.Identifying the Components of Iranian Adolescent Compassionate Mind Training Program
To provide culturally-based interventions, it is essential to identify the factors that underlie them. This study aimed to identify the underlying components of the need for compassion in Iranian adolescents. The study was conducted qualitatively using interviews and texts. The literature review included approximately 150 articles, 25 Iranian and international dissertations, and 5 books related to compassion and positive psychology, all selected from credible sources. The interview stage aimed to find the answer to the factors affecting compassion in Iranian adolescents. The sample was selected from positive psychology professionals with a targeted method and theoretical saturation was achieved after interviewing 13 people. Out of 61 themes, 9 highly recurring were identified as influential on the need for compassion in Iranian adolescents. These included: educating traits of a compassionate mind, challenges of adolescence, self-awareness of talents, expression of emotions in adolescence, self-care, parental perfectionism, insistence on academic achievements, emphasis on choosing specific fields of study, and social media. All components were validated, with content validity index values ranging from 0.87 to 1. Six of the nine themes, recognizing talents, expressing emotions in adolescence, self-care, parental perfectionism, insistence on cognitive achievements, and social media, were new components emerging from Iranian society. The other two themes, educating traits of a compassionate mind and challenges of adolescence were emphasized in previous programs and by specialists in this study. The identified components can aid in developing the educational-psychological intervention in the school context and tailored to Iranian adolescents and culture.IntroductionThe adolescent stage is recognized as a stressful period for both teenagers and their significant others (Moon & Mello, 2021). Biological, cognitive, and social changes during this time can lead to mental health issues (Leboeuf, 2022). These transformations affect family and peer relationships (Laurenzi et al., 2024), while environmental stresses like academic and job pressures also contribute to increased tension (Maloney et al., 2024). According to the vulnerability-stress model, behavioral problems in adolescents arise from the interaction between their psychological traits and stressors (Elsayed et al., 2024). Internal and external resources help adolescents respond resiliently to challenges and prevent mental health issues (Eryılmaz et al., 2024). Previous research shows that even adolescents without clinical issues may lack the necessary skills to navigate this challenging period (Tahery, 2020). Additionally, educational programs centered on self-compassion and mindfulness can help improve mental health and reduce stress (Durkin et al., 2020; Seekis et al., 2023). Cultural differences play a crucial role in designing such programs (Petersen et al., 2017). Previous studies have focused on the effectiveness of these programs, predominantly using Western theoretical frameworks (Gilbert, 2006; Neff, 2003). However, there has been a lack of research on identifying the underlying components of compassion training needed in specific cultural contexts. MethodThis qualitative study used thematic analysis to identify and extract essential components for compassion training specific to Iranian adolescents. The research study was conducted in two phases: Initially, it involved a comprehensive review of existing compassion and mindfulness programs and texts. A total of 150 articles, 25 theses, 5 books and, 6 programs were analysed to identify core components of these programs, which were then summarized and synthesized into a conceptual model. In the second phase, 13 experts in positive psychology and adolescent mental health were interviewed to adapt the conceptual model to the Iranian context. Participants included university professors and school counsellors with extensive experience in relevant fields. Data was collected through semi-structured interviews, focusing on the essential components of compassion training for adolescents, distinguishing features of Iranian adolescents, and additional elements needed for cultural adaptation. Thematic analysis (Sterling, 2001) was conducted in different stages including familiarization with data, generating initial codes, creating thematic networks, and interpreting patterns to form a cohesive model. ResultsThis study's thematic analysis identified and categorized 61 core themes, broadly classified into three dimensions: social, familial, and individual. 9 basic themes were repeated more than four times, thus selected as essential components of the program:Table 1. The Nine Frequent Themes Resulting From Theme Analysis1-Teaching compassionate mind characteristics in the Gilbert model considering the adolescent age group2-Features and challenges of this age group3-Teaching self-awareness and recognition of talents4-Emotional expression in adolescence5-Need for self-care6-Parental perfectionism in parenting7-Insistence on multiple academic achievements and high grades8-Emphasis on specific field selection by parents9-Examination of the impact of social media on self-criticismSeven of the nine themes, recognizing talents, expressing emotions in adolescence, self-care, parental perfectionism, insistence on cognitive achievements, and social media, emphasis on choosing a specific field were new components emerging from Iranian society. The other two themes, educating traits of a compassionate mind and challenges of adolescence were emphasized in previous programs and by specialists in this study. This analysis suggests that educational programs for Iranian adolescents should be tailored to address these specific cultural and psychological needs. ConclusionThis research study aimed to investigate the fundamental components for designing a compassion-based educational program for Iranian adolescents. The study found that themes like emotional expression, perfectionistic parenting, blame environments, social media, and essential needs play significant roles in fostering compassion in adolescents within the Iranian cultural context (Eryılmaz et al., 2024; Durkin et al., 2020; Maya et al., 2024). The analysis of existing theories and empirical studies revealed that compassion-based programs often share common elements such as compassion-focused therapy (Gilbert, 2009), mindful self-compassion (Neff, 2008), and stress reduction based on mindfulness (Kabat-Zinn, 1990). The study emphasizes that compassion is a multidimensional construct and should be approached from various social, familial, and individual perspectives (Eryılmaz et al., 2024; Ivrith-Reynolds et al., 2022). Effective management of stress and emotional regulation is influenced by the individual's psychological system and safety perception (Heng & Fehr, 2022; Kang et al., 2018; Mortari et al., 2024). Furthermore, the research highlighted the importance of parenting contexts and self-care as integral to developing adolescent compassion (Laurenzi et al., 2024; Ryan & Deci, 2002; Seekis et al., 2023). Limitations of the study include a restricted sample age and specific context, suggesting the need for more comprehensive studies to address these factors. Overall, the study offers insights into designing compassion-based programs and understanding the cultural aspects influencing Iranian adolescents’ self-compassion. Ethical ConsiderationCompliance with Ethical Guidelines: We strictly observed all ethical considerations during the research process. It included ensuring the confidentiality of participants' identities and obtaining informed consent from all participants.Authors’ Contributions: All authors contributed to the study. The first author administered treatments to the participants and wrote the first draft of the manuscript. This article is taken from the doctoral thesis of the first author and was done under the supervision of the advisors and supervisors.Conflict of Interest: The authors declare no conflict of interest for this study.Funding: The authors received no financial support for the study.Acknowledgment: The authors would like to thank all participants for their time and participation in this study.
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