Title: Efekt tréningu zameraného na emócie pre sebasúcit a sebaobranu pre žiakov s ľahkým mentálnym postihnutím
Variant title:
- Effect of emotion-focused training in self-compassion and self-protection in students with mild intellectual disabilities
Source document: Studia paedagogica. 2020, vol. 25, iss. 1, pp. [107]-125
Extent
[107]-125
-
ISSN1803-7437 (print)2336-4521 (online)
Persistent identifier (DOI): https://doi.org/10.5817/SP2020-1-5
Stable URL (handle): https://hdl.handle.net/11222.digilib/142405
Type: Article
Language
License: Not specified license
Notice: These citations are automatically created and might not follow citation rules properly.
Abstract(s)
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.
While self-compassion is accompanied by supportive, warm, and kind thoughts about oneself, self-criticism is characterized by negative, critical thoughts and feelings of failure and inadequacy. The aim of this study was to determine the effect of emotion-focused training in self-compassion and self-protection on the level of self-criticism and self-esteem in pupils with mild intellectual disabilities. Our research sample consisted of 36 participants, out of which 19 participants were in the intervention group, who were undergoing a 3-month intervention, and 17 were in the control group, where we did not intervene. All participants had a mild degree of an intellectual disability and were attending a special primary school in Slovakia. We collected data (the Self-Compassion Scale and the Forms of Self-Criticizing/Attacking and Self-Reassuring Scale) at the beginning and after the intervention. The results show that in the case of the self-criticism the intervention was effective as the intervention group decreased their levels of self-criticism after the intervention compared to the control group. In the case of self-compassion, we must state that self-compassion increased in both the intervention and control groups, so we cannot conclude that the intervention was effective.
References
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[23] 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
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[29] 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
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[32] Vančová, A. (2005). Základy pedagogiky mentálne postihnutých. Bratislava: Sapientia.
[33] 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
[34] 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.
[2] 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
[3] 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.
[4] Brunner, E., Domhof, S., & Langer, F. (2002). Non parametric Analysis of Longitudinal Data in Factorial Experiments. New York: Wiley.
[5] 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
[6] 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
[7] 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
[8] Gilbert, P. (2010). Compassion Focused Therapy: The CBT distinctive features series. London: Routledge.
[9] 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
[10] 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.
[11] 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
[12] Halamová, J. (2018). Sebasúcit a sebakritickosť: Tvorba a meranie efektu intervencie. Bratislava: Vydavateľstvo Univerzity Komenského.
[13] Halamová, J., & Kanovský, M. (2017). Sebasúcit a sebakritickosť – Psychometrická analýza meracích nástrojov. Bratislava: Vydavateľstvo Univerzity Komenského.
[14] 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.
[15] 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.
[16] 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
[17] 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
[18] Jakabčic, I. (2002). Základy vývinovej psychológie. Bratislava: Iris.
[19] 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
[20] 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
[21] 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
[22] 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
[23] 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
[24] 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.
[25] Pipeková, J. (Ed). (2006). Kapitoly ze speciální pedagogiky. Brno: Paido.
[26] 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.
[27] 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
[28] Shahar, G. (2015). Erosion: The Psychopathology of Self-Criticism. New York: Oxford University Press.
[29] 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
[30] 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
[31] 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
[32] Vančová, A. (2005). Základy pedagogiky mentálne postihnutých. Bratislava: Sapientia.
[33] 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
[34] 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.