نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشجوی دکتری روانشناسی تربیتی، دانشگاه شهیدبهشتی، تهران، ایران
2 استادیار گروه روانشناسی، دانشگاه شهیدبهشتی، تهران، ایران
3 دانشیار گروه روانشناسی، دانشگاه شهیدبهشتی، تهران، ایران
4 استادیارگروه روانشناسی، دانشگاه شهیدبهشتی، تهران، ایران
چکیده
اختلال یادگیری از جمله مهم‌ترین مباحث در روانشناسی تربیتی است که نیازمند مداخله زود هنگام است تا از اثرات مخرب آن پیشگیری شود. کودکان دارای اختلال یادگیری با مشکلات هیجانی بیشتر از همسالان خود دست به گریبان هستند. پژوهش حاضر به منظور ارائه مدلی کیفی از مشکلات هیجانی کودکان دارای اختلال یادگیری انجام شده. به منظور دستیابی به این هدف 18 والد کودکان دارای اختلال یادگیری و 10 متخصص در زمینه درمان اختلالات یادگیری در مصاحبه‌ای نیمه ساختاریافته شرکت کرده و مصاحبه‌ها به روش تحلیل تماتیک بررسی شدند. بر اساس مفاهیم استخراج شده از متن مصاحبه‌ها، 71 کد متمرکز و 15 مقوله اساسی در ذیل2 تم زیربنایی (منابع درونی و بیرونی زمینه‌ساز آسیب‌پذیری) قرار گرفتند. به نظر می‌رسد از آن جایی که مشکلات هیجانی کودکان دارای اختلال یادگیری سهم عمده‌ای در افت کیفیت زندگی و تحصیلی آنان دارد، مداخلات برای این کودکان نیازمند توجه همه جانبه به زمینه‌ای در برگرفته آنان دارد.
کلیدواژه‌ها
همتی راد، گیتی، عسگری، سیما و طهرانی زاده مریم. (۱۳۹۶). اختلالات یادگیری، با تأکید بر اختلال خواندن (مسائل نظری و عملی). تهران: آوای نور.
محمدپور، احمد. (1392). روش تحقیق کیفی ضد روش. جلد دوم، چاپ دوم. تهران: انتشارات جامعه شناسان.
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استناد به این مقاله: مظاهری تهرانی، فاطمه، قنبری، سعید، فتح آبادی، جلیل، شکری، امید و شریفی، مسعود. (1401). ارائه مدلی کیفی از مشکلات هیجانی کودکان با اختلال یادگیری. فصلنامه روان شناسی تربیتی، 18(63)، 83-113.
doi: 10.22054/jep.2023.58541.3268
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