تدوین بسته بهبود مسئولیت پذیری در نوجوانان
DOI:
https://doi.org/10.61838/kman.pdmd.3.1.7کلمات کلیدی:
تدوین بسته, تحلیل محتوا, مسئولیت پذیری, نوجوانانچکیده
زمینه و هدف: هدف از پژوهش حاضر تدوین بستهی نوجوان مسئول بود.
مواد و روش: این پژوهش از نوع کیفی بود. در بخش اول واکاوی متون مسئولیت پذیری به کمک تحلیل محتوای هیش و شانون (2005) انجام شد. در بخش دوم تدوین بسته نوجوان مسئول از طریق روش تدوین بسته یوسفی و گلپرور (2023) انجام شد. محیط این پژوهش کلیهی متون مربوط به مسئولیت پذیری در نوجوانی بود. روش انتخاب شرکتکنندگان به روش هدفمند و ملاک تعداد متون بر اساس رعایت اصل اشباع دادهها بود. به این ترتیب ده متن انتخاب شد. روش گردآوری اطلاعات مطالعه عمیق و دقیق متون بود.
یافتهها: نتایج حاصل از تحلیل متون به روش پنج مرحلهای هیش و شانون (2005) نشان داد که این مفهوم چهار بعد و هشت خرده مفهوم دارد که عبارت بودند از: 1) پایههای مسئولیتپذیری (با خرده مفاهیم شکلگیری اخلاق و ارتباطات مقتدرانه با والدین)، 2) ضرورتهای مسئولیت پذیری (با خرده مفاهیم هویت و عملکرد اجرایی) 3) شیوههای دستیابی به مسئولیت پذیری (باخرده مفاهیم همدلی و خویشتنداری) و موانع مسئولیتپذیری (با خرده مفاهیم تجارب دردناک گذشته و نفوذ همسالان). در بخش تدوین بسته هدف ارتقای مسئولیت پذیری نوجوانان بود که در قالب آگاهی افزایی و مهارت افزایی در جهت مدیریت مسئولیتگریزی به کمک دو راهبرد ارتقای عملکرد اجرایی و افزایش همدلی بود. این کار با استفاده از روش تدوین بستهی یوسفی و گلپرور (2023) انجام شد و فنون مربوط به راهبردهای منتخب از متون عصب روانشناسی و متون عملکرد تاملی انتخاب شد و با خرده اهداف هر جلسه هماهنگ شد. درکل نتایج این پژوهش به یک بستهی آموزشی هشت جلسهای ختم شد. در انتها بستهی آموزشی به کمک ضریب توافق ارزیابان و توسط متخصصین ارزیابی اعتباریابی محتوایی شد که نتایج حاکی از اعتبار محتوایی بود.
نتیجهگیری: با توجه به این نتیجه میتوان گفت این بسته آموزشی برای ارتقای مسئولیت پذیری نوجوانان تناسب دارد.
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