Page 8 - (کیهان لندن - سال سى و دوم ـ شماره ۳۵ (دوره جديد

‫ﺑﺪﻭﻥ ﺷﻤﺎﺭﺓ ﺻﻔﺤﻪ ‪ -‬ﺷﻤﺎﺭﻩ ‪35‬‬
‫ﺟﻤﻌﻪ ‪ 29‬ﺁﺑﺎﻥ ﻣﺎﻩ ﺗﺎ ﭘﻨﺠﺸﻨﺒﻪ‪ 5‬ﺁﺫﺭﻣﺎﻩ ‪1394‬ﺧﻮﺭﺷﻴﺪﻯ‬

‫زنروز‬ ‫ﺯﻧﺎﻥ ﺷﺎﺧﺺ‬

‫ﻳﺎﺩ ﺑﮕﺬﺷﺘﻪ ﺑﻪ ﺩﻝ ﻣﺎﻧﺪ ﻭ ﺩﺭﻳﻎ‬ ‫ﻧﺎﺩﻳﺎ ﺑﻴﻮﺭﻟﻴﻦ‬
‫ﻧﻴﺴﺖ ﻳﺎﺭﻱ ﻛﻪ ﻣﺮﺍ ﻳﺎﺩ ﻛﻨﺪ‬
‫ﻛﺪﻭ ﺗﻨﺒﻞ ﻭ‬ ‫ﻓﻴﻠﻢ»ﺭﺩﻻﻳﻦ«)‪،(Redline‬ﻛﻪﻣﺤﺼﻮﻝ‬ ‫ﻧﺎﺩﻳﺎ ﺍﻟﻜﺴﺎﻧﺪﺭﺍ ﺑﻴﻮﺭﻟﻴﻦ ﺩﺭ‪ 2‬ﺍﻭﺕ‪1980‬‬
‫ﺩﻳﺪﻩ ﺍﻡ ﺧﻴﺮﻩ ﺑﻪ ﺭﻩ ﻣﺎﻧﺪ ﻭ ﻧﺪﺍﺩ‬ ‫ﺩﺭﻣﺎﻥ ﺳﺮﻣﺎﺧﻮﺭﺩﮔﻰ‬ ‫‪ ‹Chicago Pictures‬ﺑﻮﺩ ﻧﻘﺶ‬ ‫ﺩﺭ ﺍﻳﺎﻟﺖ ﺭﻭﺩﺁﻳﻠﻨﺪ ﺑﻪ ﺩﻧﻴﺎ ﺁﻣﺪﻩ ﺍﺳﺖ ﻭ‬
‫ﻧﺎﻣﻪ ﺍﻱ ﺗﺎ ﺩﻝ ﻣﻦ ﺷﺎﺩ ﻛﻨﺪ‬ ‫ﺍﻭﻝ ﺯﻥ ﺭﺍ ﺑﺎﺯﻯ ﻛﺮﺩ‪ .‬ﺍﻭ ﺍﺯ ﺳﺎﻝ ‪2009‬‬ ‫ﻫﻨﺮﭘﻴﺸﻪ‪ ،‬ﺧﻮﺍﻧﻨﺪﻩ‪ ،‬ﻣﻮﺳﻴﻘﻴﺪﺍﻥ ﻭ ﻣﺪﻝ‬
‫ﺩﺭ ﺳﺮﻳﺎﻝ » ‪) «The Series‬ﺳﺮﻳﺎﻝ‬ ‫ﺍﻳﺮﺍﻧﻰ‪-‬ﺁﻣﺮﻳﻜﺎﻳﻰ ﺍﺳﺖ‪ .‬ﭘﺪﺭ ﺍﻭ ﺁﻫﻨﮓ ﺳﺎﺯ‬
‫ﺁﻧﻼﻳﻦ(‪ ،‬ﺍﻥ‪.‬ﺳﻰ‪.‬ﺁﻯ‪.‬ﺍﺱ‪ .‬ﻭ »‪Two and‬‬ ‫ﺳﻮﺋﺪﻯ ﻣﺘﺰ ﺑﻴﻮﺭﻟﻴﻦ )‪(Mats Björlin‬‬
‫‪ «a Half Men‬ﻇﺎﻫﺮ ﺷﺪﻩ ﺍﺳﺖ‪ .‬ﻧﺎﺩﻳﺎ‬ ‫ﻭ ﻣﺎﺩﺭﺵ ﻃﺮﺍﺡ ﺩﺍﺧﻠﻰ ﺍﻳﺮﺍﻧﻰ َﻓﺮﻯ‬
‫ﺩﺍﺩﺍﺷﻰﺍﺳﺖ‪.‬ﺑﻴﻮﺭﻟﻴﻦﺑﻪﻓﺎﺭﺳﻰ‪،‬ﺍﻧﮕﻠﻴﺴﻰ‬
‫ﻭ ﺳﻮﺋﺪﻯ ﺗﺴﻠﻂ ﻭ ﺑﺎ ﻓﺮﺍﻧﺴﻪ‪ ،‬ﺍﻳﺘﺎﻟﻴﺎﻳﻰ ﻭ‬
‫ﺭﻭﺳﻰ ﺁﺷﻨﺎﻳﻰ ﺩﺍﺭﺩ‪ .‬ﻭﻯ ﺩﺭ ﻣﺮﻛﺰ ﻫﻨﺮﻫﺎﻯ‬
‫ﺍﻳﻨﺘﺮﻻﻛﻦ )‪(Interlochen Center‬‬
‫ﻭ ﻣﻮﺳﺴﻪ ﺗﻨﮕﻠﻮﻭﺩ )‪Tanglewood‬‬
‫‪ (Institute‬ﺩﺍﻧﺸﮕﺎﻩ ﺑﻮﺳﺘﻮﻥ‪ ،،‬ﺗﺤﺼﻴﻞ‬
‫ﻛﺮﺩﻩ ﺍﺳﺖ‪ .‬ﺍﻭ ﺩﺭ ﻣﺎﻩ ﻣﺎﺭﺱ ‪ 1999‬ﺭﺗﺒﻪ‬
‫ﺍﻭﻝ ﺭﺍ ﺩﺭ ‪Metro Lyric Opera‬‬
‫‪ Competition‬ﺩﺭ ﻧﻴﻮﻳﻮﺭﻙ ﻛﺴﺐ ﻛﺮﺩ‪.‬‬
‫ﻧﺎﺩﻳﺎ ﭘﺲ ﺍﺯ ﻓﺎﺭﻍ ﺍﻟﺘﺤﺼﻴﻠﻰ ﺍﺯ ﺩﺑﻴﺮﺳﺘﺎﻥ‬
‫ﺗﺼﻤﻴﻢ ﮔﺮﻓﺖ ﺗﻤﺮﻛﺰ ﺣﺮﻓﻪ ﺍﻯ ﺧﻮﺩ ﺭﺍ ﺍﺯ‬

‫ﻣﻮﺳﻴﻘﻰﺑﻪﻫﻨﺮﭘﻴﺸﮕﻰﻣﻌﻄﻮﻑﻛﻨﺪ‪.‬‬

‫ﺧﻮﺩ ﻧﺪﺍﻧﻢ ﭼﻪ ﺧﻄﺎﻳﻲ ﻛﺮﺩﻡ‬ ‫ﺑﺎ ﻣﺼﺮﻑ ﻛﺪﻭﺗﻨﺒﻞ ﻭ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺧﺎﺻﻴﺖ ﻫﺎﻯ‬ ‫ﺩﺭ ﺳﺎﻝ ‪ 2011‬ﻳﻜﻰ ﺍﺯ ﺳﺘﺎﺭﻩ ﻫﺎﻯ ﺑﺮﻧﺎﻣﻪ‬ ‫ﺍﻭﻟﻴﻦ ﻧﻘﺶ ﻋﻤﺪﻩ ﺍﻭ ﺑﺎﺯﻯ ﺩﺭ ﻧﻘﺶ‬
‫ﻛﻪ ﺯ ﻣﻦ ﺭﺷﺘﻪ ﺍﻟﻔﺖ ﺑﮕﺴﺴﺖ‬ ‫ﻣﻔﻴﺪ ﺁﻥ ﻋﺎﺭﺿﻪ ﺳﺮﻣﺎﺧﻮﺭﺩﮔﻰ ﺭﺍ ﺍﺯ ﺧﻮﺩ ﺩﻭﺭ ﻛﻨﻴﺪ‬ ‫ﺭﺋﺎﻟﻴﺘﻰﺗﻰﻭﻯ)ﻭﺍﻗﻊﻧﻤﺎ(»ﺻﺎﺑﻮﻥﻛﺜﻴﻒ«‬ ‫»ﻛﻠﻮﺋﻰ ﻟِﻴﻦ« ﺩﺭ ﺳﺮﻳﺎﻝ ﺩﻧﺒﺎﻟﻪ ﺩﺍﺭ‬
‫ﻭ ﺑﺪﻥ ﺧﻮﺩ ﺭﺍ ﺩﺭ ﺑﺮﺍﺑﺮ ﺁﻥ ﻣﻘﺎﻭﻡ ﻛﻨﻴﺪ ﻭﻳﺘﺎﻣﻴﻦ ﻫﺎﻯ ﺍﻳﻦ‬ ‫ﺗﻠﻮﻳﺰﻳﻮﻧﻰ »ﺭﻭﺯﻫﺎﻯ ﺯﻧﺪﮔﻰ ﻣﺎ« )‪Days‬‬
‫ﻧﻮﻉ ﺳﺒﺰﻯ ﻣﻴﺘﻮﺍﻧﺪ ﻛﻤﻚ ﺑﺴﻴﺎﺭﻯ ﺑﻪ ﺷﻤﺎ ﻛﻨﺪ‪.‬ﻛﺪﻭ ﺗﻨﺒﻞ‪ ،‬ﺍﻳﻦ‬ ‫)‪ (Dirty Soap‬ﺑﻮﺩ‪.‬‬ ‫‪ . (of Our Lives‬ﭘﺲ ﺍﺯ ﺁﻥ ﻓﻴﻠﻢ‬
‫ﻧﺎﺩﻳﺎ ﺑﻴﻮﺭﻟﻴﻦ ﻋﻼﻭﻩ ﺑﺮ ﺧﻮﺍﻧﻨﺪﮔﻰ ﻭ‬

‫ﻓﺮﻭﻍ ﻓﺮﺧﺰﺍﺩ‬ ‫ﺩﺭ ﺩﻟﺶ ﺟﺎﻳﻲ ﺍﮔﺮ ﺑﻮﺩ ﻣﺮﺍ‬ ‫ﻣﻴﻮﻩ ﭘﺎﻳﻴﺰﻯ ﺣﺎﻭﻯ ﻣﻘﺎﺩﻳﺮ ﺯﻳﺎﺩﻯ ﻭﻳﺘﺎﻣﻴﻦ ﺙ ﺍﺳﺖ‪.‬ﺍﻳﻦ ﻣﻴﻮﻩ ﻃﻮﻝ‬ ‫ﻣﺴﺘﻘﻞ »ﺍﮔﺮ ﻣﻰ ﺩﺍﻧﺴﺘﻢ ﻛﻪ ﻳﻚ ﻧﺎﺑﻐﻪ ﻫﻨﺮﭘﻴﺸﮕﻰ‪ ،‬ﻣﻮﺳﻴﻘﻴﺪﺍﻧﻰ ﺑﺎ ﺍﺳﺘﻌﺪﺍﺩ ﻧﻴﺰ‬
‫ﭘﺲ ﭼﺮﺍ ﺩﻳﺪﻩ ﺯ ﺩﻳﺪﺍﺭﻡ ﺑﺴﺖ‬ ‫ﺩﻭﺭﻩ ﺳﺮﻣﺎﺧﻮﺭﺩﮔﻰ ﺭﺍ ﻛﻮﺗﺎﻩ ﻣﻰﻛﻨﺪ ﻭ ﻣﻰﺗﻮﺍﻧﺪ ﺳﻴﺴﺘﻢ ﺍﻳﻤﻨﻰ ﺑﺪﻥ‬ ‫ﻫﺴﺘﻢ« )‪ If I Had Known I Was‬ﻫﺴﺖ ﻭ ﺳﺎﺯﻫﺎﻯ ﻓﻮﻟﻮﺕ‪ ،‬ﭼﻨﮓ‪ ،‬ﮔﻴﺘﺎﺭ ﻭ‬
‫ﺭﺍ ﺗﻘﻮﻳﺖ ﻛﻨﺪ‪ .‬ﺑﺮﺭﺳﻰﻫﺎﻯ ﻣﺨﺘﻠﻒ ﺩﺭ ﻣﻮﺭﺩ ﺍﺛﺮﺑﺨﺸﻰ ﻭﻳﺘﺎﻣﻴﻦﻫﺎ ﺩﺭ‬
‫‪ (a Genius‬ﺍﻳﻔﺎﻯ ﻧﻘﺶ ﻛﺮﺩ‪ .‬ﻧﺎﺩﻳﺎ ﺩﺭ ﭘﻴﺎﻧﻮﺭﺍﻣﻰﻧﻮﺍﺯﺩ‪.‬‬

‫ﺳﺎﻝ ‪ 2013‬ﻧﺸﺎﻥ ﺩﺍﺩ ﻛﺪﻭ ﺗﻨﺒﻞ ﺣﺘﻰ ﺩﺭ ﺑﺮﺍﺑﺮ ﺳﺮﻣﺎﺧﻮﺭﺩﮔﻰ ﻣﻰﺗﻮﺍﻧﺪ‬

‫ﺍﻓﺰﺍﻳﺶ ﻣﺸﻜﻼﺕ ﺩﻳﺎﺑﺘﻰ ﻫﺎ ﺑﺎ‬ ‫ﻣﺤﺎﻓﻈﺖ ﺍﻳﺠﺎﺩ ﻛﻨﺪ‪ .‬ﻭﻳﺘﺎﻣﻴﻦ ﺙ ﻣﻮﺟﻮﺩ ﺩﺭ ﺁﻥ ﺩﺭ ﺑﺰﺭﮔﺴﺎﻻﻥ ‪ 8‬ﺩﺭﺻﺪ‬ ‫ﺻﺒﺤﺎﻧﻪ ﺑﺨﻮﺭﻳﺪ‪ ،‬ﺩﺭ ﺍﻣﺘﺤﺎﻧﺎﺕ‬
‫ﻭ ﺩﺭ ﻛﻮﺩﻛﺎﻥ ‪ 14‬ﺩﺭﺻﺪ‪ ،‬ﻃﻮﻝ ﻣﺪﺕ ﺳﺮﻣﺎﺧﻮﺭﺩﮔﻰ ﺭﺍ ﻛﺎﻫﺶ ﻣﻰﺩﻫﺪ‪.‬‬
‫ﺑﻪ ﮔﺰﺍﺭﺵ ‪،Harvard health‬ﺩﺍﻧﻪﻫﺎﻯ ﻛﺪﻭ ﺗﻨﺒﻞ ﺣﺎﻭﻯ ‪ 160‬ﻛﻴﻠﻮ‬

‫ﻣﺸﻜﻼﺕ ﺭﻭﺣﻰ‬ ‫ﻛﺎﻟﺮﻯ‪ 4 ،‬ﮔﺮﻡ ﻛﺮﺑﻮﻫﻴﺪﺍﺭﺕ‪ 12 ،‬ﮔﺮﻡ ﭼﺮﺑﻰ ﺍﺳﺖ ﻭ ﻫﻴﭻ ﮔﻮﻧﻪ‬ ‫ﻣﻮﻓﻖ ﺷﻮﻳﺪ‬
‫ﻗﻨﺪﻯ ﻧﺪﺍﺭﺩ‪ .‬ﻛﺪﻭ ﺗﻨﺒﻞ ﺳﺮﺷﺎﺭ ﺍﺯ ﭘﺮﻭﺗﺌﻴﻦ ﺍﺳﺖ‪.‬‬

‫ﻭ ﺍﻟﺒﺘﻪ ﺍﻳﻦ ﻏﻔﻠﺖ ﺩﺭ ﺑﻴﺸﺘﺮ ﻣﻮﺍﻗﻊ ﺑﺎ‬ ‫ﺩﺭﻣﻌﺮﺽ ﭼﻪ ﺁﺳﻴﺐﻫﺎﻯ ﺭﻭﺍﻧﻰ‬ ‫ﻣﺘﺎﺳﻔﺎﻧﻪ ﺑﺴﻴﺎﺭﻯ ﺍﺯ ﺧﻮﺭﺍﻛﻰﻫﺎ ﻭ ﻧﻮﺷﻴﺪﻧﻰﻫﺎﻯ ﭘﺎﻳﻴﺰﻯ‬ ‫ﺗﺎ ‪ 100‬ﺩﺭﺻﺪ ﺑﺎﻻﺗﺮ ﺍﺯ ﻛﺴﺎﻧﻰ ﺍﺳﺖ‬ ‫ﻛﻮﺩﻛﺎﻧﻰ ﻛﻪ ﻗﺒﻞ ﺍﺯ ﻣﺪﺭﺳﻪ ﻏﻼﺕ‬
‫ﻋﻮﺍﺭﺽ ﺟﺒﺮﺍﻥﻧﺎﭘﺬﻳﺮﻯ ﻫﻤﺮﺍﻩ ﺍﺳﺖ‪.‬‬ ‫ﻫﺮﮔﺰ ﺻﺒﺤﺎﻧﻪ ﻧﻤﻰ ﺧﻮﺭﻧﺪ‪.‬‬ ‫ﻳﺎ ﻧﺎﻥ ﺗﺴﺖ ﻣﻰ ﺧﻮﺭﻧﺪ‪ ،‬ﺩﻭ ﺑﺮﺍﺑﺮ‬
‫ﺧﻮﺷﺒﺨﺘﺎﻧﻪ ﺩﺭ ﺍﻳﺮﺍﻥ ﺑﺮﻧﺎﻣﻪ ﻛﺸﻮﺭﻯ‬ ‫ﻫﺴﺘﻨﺪ؟‬ ‫ﺣﺎﻭﻯ ﺷﻜﺮ ﺗﺼﻔﻴﻪ ﺷﺪﻩ ﻭ ﻓﺎﻗﺪ ﻣﻮﺍﺩ ﻣﻐﺬﻯ ﻣﻨﺎﺳﺐ ﺑﺪﻥ‬ ‫ﻛﻮﺩﻛﺎﻧﻰ ﻛﻪ ﺻﺒﺤﺎﻧﻪ ﻧﻤﻰ ﺧﻮﺭﻧﺪ ﺩﺭ‬
‫ﭘﻴﺸﮕﻴﺮﻯ‪ ،‬ﻣﺪﺗﻰ ﺍﺳﺖ ﻛﻪ ﺑﺎ ﺍﺟﺮﺍﻯ‬ ‫ﺑﻴﻤﺎﺭﻯ ﺩﻳﺎﺑﺖ ﻣﻰﺗﻮﺍﻧﺪ ﺑﺮ ﻋﻤﻠﻜﺮﺩ‬ ‫ﺑﻪ ﮔﻔﺘﻪ ﺩﻛﺘﺮ ﻣﻮﺭ ﻣﻬﻢ ﻧﻴﺴﺖ ﺩﺍﻧﺶ‬ ‫ﺍﻣﺘﺤﺎﻧﺎﺕ ﻣﻮﻓﻖ ﻫﺴﺘﻨﺪ‪ .‬ﺗﺤﻘﻴﻘﺎﺕ‬
‫ﻓﺎﺯ ‪ 2‬ﻭ ﻛﻨﺘﺮﻝ ﺩﻳﺎﺑﺖ‪ ،‬ﻭﺍﺣﺪﻫﺎﻯ‬ ‫ﻓﻴﺰﻳﻜﻰ‪ ،‬ﻭﺿﻌﻴﺖ ﺭﻭﺍﻧﻰ‪ ،‬ﺍﺭﺗﺒﺎﻁ‬ ‫ﺑﻬﺘﺮ‬ ‫ﺍﺳﺖ‪ .‬ﺩﺭ ﺍﻳﻦ ﻣﻴﺎﻥ ﻛﺪﻭ ﺗﻨﺒﻞ ﻭ ﻣﺤﺼﻮﻻﺕ ﻣﺨﺘﻠﻒ‬ ‫ﺁﻣﻮﺯﺍﻥ ﺩﺭ ﺧﺎﻧﻪ ﻳﺎ ﺩﺭ ﻣﺪﺭﺳﻪ ﺻﺒﺤﺎﻧﻪ‬ ‫ﻧﺸﺎﻥ ﻣﻰ ﺩﻫﺪ‪ :‬ﺩﺍﻧﺶ ﺁﻣﻮﺯﺍﻧﻰ ﻛﻪ ﻫﺮ‬
‫ﻭﻳﮋﻩ ﺩﻳﺎﺑﺖ ﺩﺭ ﮔﻮﺷﻪ ﻭ ﻛﻨﺎﺭ ﻛﺸﻮﺭ‬ ‫ﻓﺮﺩﻯ‪ ،‬ﺧﺎﻧﻮﺍﺩﮔﻰ‪ ،‬ﺍﺟﺘﻤﺎﻋﻰ ﻭ ﺑﻪﻃﻮﺭ‬ ‫ﺳﺖ‬ ‫ﻣﺪﺍﺭﺱ ﺗﻬﻴﻪ ﺷﺪﻩ ﺍﺯ ﺁﻥ ﻣﺎﻧﻨﺪ ﺍﻧﻮﺍﻉ ﺷﻴﺮﻳﻨﻰﻫﺎ‪ ،‬ﭘﺎﻯ‬ ‫ﺑﺨﻮﺭﻧﺪ‪ ،‬ﺍﻳﻦ ﺍﻫﻤﻴﺖ ﺩﺍﺭﺩ ﻛﻪ ﺁﻧﻬﺎ‬ ‫ﺭﻭﺯ ﺻﺒﺤﺎﻧﻪ ﺳﺎﻟﻢ ﻣﻰ ﺧﻮﺭﺩﻧﺪ ﺑﻴﺶ‬
‫ﺭﺍﻩﺍﻧﺪﺍﺯﻯ ﺷﺪﻩ ﺍﺳﺖ ﻛﻪ ﻫﻤﺰﻣﺎﻥ‬ ‫ﻛﻠﻰ ﺳﻼﻣﺖ ﻋﻤﻮﻣﻰ ﻭ ﺍﺣﺴﺎﺱ ﺧﻮﺏ‬ ‫ﺑﻴﻤﺎﺭﺍﻥ‬ ‫ﺍ‬ ‫ﺭﺍ ﻣﻰﺗﻮﺍﻥ ﻭ‬ ‫ﺍﺯ ﺩﻳﮕﺮﺍﻥ ﺩﺭ ﻣﺪﺭﺳﻪ ﻣﻮﻓﻖ ﻋﻤﻞ ﻣﻰ‬
‫ﻫﻢ ﺑﻴﻤﺎﺭﻯ ﻭ ﻫﻢ ﻋﻮﺍﺭﺽ ﺁﻥ ﺭﺍ ﺩﺭ‬ ‫ﺑﻮﺩﻥ ﺑﻴﻤﺎﺭﺍﻥ ﺗﺎﺛﻴﺮ ﻣﻨﻔﻰ ﺩﺍﺷﺘﻪ‬ ‫ﻗﺪﺭﻯ‬ ‫ﺑﺪﻥ ﺑﺎ‬ ‫ﺑﺮﺍﻯ‬ ‫ﺩﺍﻧﻪﻫﺎﻯ ﺁﻥ‬ ‫ﺣﺘﻰ‬ ‫ﻳﻚ ﺍﻧﺤﺮﺍﻑ‬ ‫ﺻﺒﺤﺎﻧﻪ ﻣﻰ ﺧﻮﺭﻧﺪ‪.‬‬
‫ﺑﺎﺷﺪ‪ .‬ﺗﻘﺮﻳﺒﺎ ﻧﻴﻤﻰ ﺍﺯ ﺍﻓﺮﺍﺩ ﻣﺒﺘﻼ ﺑﻪ‬ ‫ﺩﻳﺎﺑﺘﻰ‬ ‫ﻣﻔﻴﺪ ﻧﺪ ‪.‬‬ ‫ﺩﺭ ﻃﻮﻝ ﻣﻄﺎﻟﻌﻪ‪ ،‬ﺍﺯ ﺩﺍﻧﺶ ﺁﻣﻮﺯﺍﻥ‬ ‫ﻛﻨﻨﺪ‪.‬‬
‫ﻧﺎﺧﻮﺍﺳﺘﻪ ﺩﺍﻧﺴﺖ ﻛﻪ‬ ‫ﺧﻮﺍﺳﺘﻪ ﺷﺪ ﺗﺎ ﻓﻬﺮﺳﺖ ﺗﻤﺎﻡ ﻣﻮﺍﺩ‬
‫ﺑﻴﺸﺘﺮ ﻣﺪﺍﺭﺍ ﻛﻨﻴﺪ ﻭ ﺍﺯ ﻟﺤﺎﻅ‬
‫ﺍﺯ ﻛﺴﺐ ﻭ ﻛﺎﺭ ﺍﺻﻠﻰ ﻣﺪﺍﺭﺱ‬
‫ﻣﺤﺴﻮﺏ ﻣﻰ ﺷﻮﺩ ﻭ ﺣﺎﺻﻞ ﺍﻳﻦ ﻋﺎﻃﻔﻰ ﺑﻪ ﺁﻧﻬﺎ ﺗﻮﺟﻪ ﺑﻴﺸﺘﺮﻯ ﻧﺸﺎﻥ‬
‫ﺩﻫﻴﺪ ﭼﻮﻥ ﺗﺸﺪﻳﺪ ﺍﻓﺴﺮﺩﮔﻰ ﺩﺭ ﺍﻳﻦ‬
‫ﻣﻄﺎﻟﻌﺎﺕ ﺩﺍﻧﺸﮕﺎﻩ ﻛﺎﺭﺩﻳﻒ ﺣﺎﻛﻰ‬
‫ﺑﻴﻤﺎﺭﺍﻥ ﻣﻨﺠﺮ ﺑﻪ ﺗﺸﺪﻳﺪ ﺩﻳﺎﺑﺖ ﻭ‬
‫ﺍﺯ ﺁﻥ ﺍﺳﺖ ﻛﻪ ﺷﺮﻭﻉ ﺻﺒﺢ ﺑﺎ ﻏﻼﺕ‪،‬‬
‫ﻣﺮﺽ ﻗﻨﺪ ﺩﺭ ﺁﻧﻬﺎ ﺧﻮﺍﻫﺪ ﺷﺪ‬
‫ﻧﺎﻥ‪ ،‬ﻓﺮﺁﻭﺭﺩﻩ ﻫﺎﻯ ﻟﺒﻨﻰ ﻭ ﻳﺎ ﻣﻴﻮﻩ‬
‫ﺩﺭ ﻓﺮﺁﻳﻨﺪ ﺭﻭﺍﻥﺷﻨﺎﺧﺘﻰ‪ ،‬ﻓﺮﺩ ﺑﺎﻳﺪ ﺍﺯ‬
‫ﺍﺣﺘﻤﺎﻝ ﻣﻮﻓﻘﻴﺖ ﺩﺭ ﺍﻣﺘﺤﺎﻧﺎﺕ ﺍﻓﺰﺍﻳﺶ‬
‫ﭼﻨﺪ ﻣﺮﺣﻠﻪ ﻋﺒﻮﺭ ﻛﻨﺪ ﺗﺎ ﺑﻪ ﻭﺍﻗﻌﻴﺖ‬
‫ﻣﻰﺩﻫﺪ‪ .‬ﺿﻤﻦ ﺍﻳﻨﻜﻪ ﺧﻮﺭﺩﻥ ﺗﻨﻘﻼﺗﻰ‬
‫ﺍﻳﻦ ﺑﻴﻤﺎﺭﻯ ﻭ ﭘﺬﻳﺮﺵ ﺑﺮﺳﺪ ‪.‬ﺷﻮﻙ‪,‬‬
‫ﻣﺎﻧﻨﺪ ﭼﻴﭙﺲ ﻭ ﻳﺎ ﺷﻴﺮﻳﻨﻰ ﺩﺭ ﺻﺒﺢ‬
‫ﺍﻧﻜﺎﺭ‪ ,‬ﭼﺎﻧﻪﺯﻧﻰ‪ ,‬ﺧﺸﻢ ﻭ ﺍﻓﺴﺮﺩﮔﻰ‬
‫ﺑﻴﻤﺎﺭﺍﻥ ﺩﻳﺎﺑﺘﻰ ﻛﻨﺘﺮﻝ ﻣﻰﻛﻨﻨﺪ‪.‬‬ ‫ﺩﻳﺎﺑﺖ ﺑﺎ ﺗﺠﺎﺭﺏ ﻣﻨﻔﻰ ﻋﺎﻃﻔﻰ‪ ،‬ﺭﻭﺍﻧﻰ‬ ‫ﻣﺮﺍﺣﻠﻰ ﺍﺳﺖ ﻛﻪ ﺑﻴﻤﺎﺭ ﻃﻰ ﻣﻰﻛﻨﺪ‪.‬‬ ‫ﻓﺸﺎﺭﻫﺎ ﺑﺮ ﭘﻴﺸﺮﻓﺖ ﺗﺤﺼﻴﻠﻰ ﺩﺍﻧﺶ‬ ‫ﻏﺬﺍﻳﻰ ﻭ ﻧﻮﺷﻴﺪﻧﻰ ﻫﺎﻳﻰ ﻛﻪ ﺩﺭ ﻳﻚ‬ ‫ﺑﻬﺘﺮ ﺍﺯ ﻫﻴﭻ ﭼﻴﺰ ﻧﺨﻮﺭﺩﻥ ﺍﺳﺖ‪.‬‬
‫ﻭ ﺍﺟﺘﻤﺎﻋﻰ ﺩﺭ ﺭﺍﺑﻄﻪ ﺑﺎ ﺑﻴﻤﺎﺭﻯ ﺧﻮﺩ‬ ‫ﺍﻳﻦ ﺳﻴﺮ ﻃﺒﻴﻌﻰ ﭘﺬﻳﺮﺵ‬ ‫ﺁﻣﻮﺯﺍﻥ ﺍﺛﺮ ﺧﻮﺍﻫﺪ ﺩﺍﺷﺖ‪.‬‬ ‫ﺩﻭﺭﻩ ﺑﻴﺶ ﺍﺯ ‪ 24‬ﺳﺎﻋﺖ ﻣﺼﺮﻑ ﻣﻰ‬ ‫ﻣﺤﻘﻘﺎﻥ ‪ 5‬ﻫﺰﺍﺭ ﺩﺍﻧﺶ ﺁﻣﻮﺯ ‪ 9‬ﺗﺎ ‪11‬‬
‫ﺧﺎﻧﻮﺍﺩﻩ ﺗﺎ ﭼﻪ ﺣﺪ ﻣﻰﺗﻮﺍﻧﺪ ﺩﺭ‬ ‫ﺑﻴﻤﺎﺭﻯﻫﺎﻯ ﻣﺰﻣﻦ ﺍﺳﺖ ﺍﻣﺎ ﻣﺘﺎﺳﻔﺎﻧﻪ‬ ‫ﻛﻨﻨﺪ ﺍﺯ ﺟﻤﻠﻪ ﺩﻭ ﻧﻮﻉ ﺻﺒﺤﺎﻧﻪ ﺭﺍ ﺗﻬﻴﻪ‬ ‫ﺳﺎﻝ ﺭﺍ ﻣﻮﺭﺩ ﺑﺮﺭﺳﻰ ﻗﺮﺍﺭ ﺩﺍﺩﻧﺪ ﻛﻪ‬
‫ﺭﻭﺑﺮﻭ ﻫﺴﺘﻨﺪ‪.‬‬ ‫ﺑﻴﻤﺎﺭﺍﻥ ﺑﻪ ﺩﺭﺳﺘﻰ ﺍﻳﻦ ﻣﺮﺍﺣﻞ ﺭﺍ‬ ‫ﺍﻳﻦ ﻣﺪﺍﺧﻼﺕ ﻭ ﻣﻘﺎﻭﻣﺖ ﻫﺎ ﻣﻨﺠﺮ‬ ‫ﻣﺘﻌﻠﻖ ﺑﻪ ‪ 100‬ﻣﺪﺭﺳﻪ ﺍﺑﺘﺪﺍﻳﻰ ﺑﻮﺩﻧﺪ‪،‬‬
‫ﻛﺎﻫﺶ ﺍﺳﺘﺮﺱ‪ ،‬ﺍﺿﻄﺮﺍﺏ‪ ،‬ﻧﺎﺍﻣﻴﺪﻯ‬ ‫ﺍﻳﻦ ﺍﻓﺮﺍﺩ ﺑﻪ ﺍﺣﺴﺎﺱ ﺍﺿﻄﺮﺍﺏ‪،‬‬ ‫ﻃﻰ ﻧﻤﻰﻛﻨﻨﺪ ﻭ ﺑﺎ ﺍﻃﻼﻉ ﺍﺯ ﺍﺳﻢ‬ ‫ﺑﻪ ﺑﻬﺒﻮﺩ ﻳﺎ ﺗﺨﺮﻳﺐ ﺭﺍﺑﻄﻪ ﺑﻬﺪﺍﺷﺖ‬ ‫ﻛﻨﻨﺪ‪.‬‬ ‫ﺍﺯ ﺍﻳﻦ ﺑﻴﻦ ﻛﻮﺩﻛﺎﻧﻰ ﻛﻪ ﻫﻤﺮﺍﻩ ﺧﻮﺩ‬
‫ﺗﺮﺱ‪ ،‬ﻧﮕﺮﺍﻧﻰ‪ ،‬ﺍﻓﺴﺮﺩﮔﻰ ﻭ ﻧﺎﺍﻣﻴﺪﻯ‬ ‫ﺑﻴﻤﺎﺭﻯﺷﺎﻥ‪ ،‬ﺩﭼﺎﺭ ﺗﺮﺱ‪ ،‬ﺍﺳﺘﺮﺱ‪،‬‬ ‫ﻭ ﺁﻣﻮﺯﺵ ﺩﺭ ﻣﺪﺍﺭﺱ ﻣﻰ ﺷﻮﺩ‪ .‬ﺍﻣﺎ‬ ‫ﻫﺎﻧﺎ ﻟﻴﺘﻞ ﻛﻮﻭﺕ ﻧﻮﻳﺴﻨﺪﻩ ﺍﺭﺷﺪ ﺍﻳﻦ‬ ‫ﻣﻴﻮﻩ ﻭ ﺳﺒﺰﻳﺠﺎﺕ ﻣﻰ ﺁﻭﺭﺩﻧﺪ ﺩﺭ ﻃﻮﻝ‬
‫ﻭ ﺍﻓﺴﺮﺩﮔﻰ ﺑﻴﻤﺎﺭﺍﻥ ﺩﻳﺎﺑﺘﻰ ﻣﻔﻴﺪ‬ ‫ﺩﺭﺑﺎﺭﻩ ﻭﺿﻌﻴﺖ ﺧﻮﺩ ﺍﺷﺎﺭﻩ ﻣﻰﻛﻨﻨﺪ‬ ‫ﻧﺎﺍﻣﻴﺪﻯ ﻭ ﺍﺿﻄﺮﺍﺏ ﻣﻰﺷﻮﻧﺪ ﻛﻪ‬ ‫ﺑﻬﺒﻮﺩ ﻭﺿﻌﻴﺖ ﻋﺮﺿﻪ ﻣﻮﺍﺩ ﻏﺬﺍﻳﻰ ﺩﺭ‬ ‫ﻣﻄﺎﻟﻌﻪ ﻣﻰ ﮔﻮﻳﺪ‪ :‬ﺩﺭ ﺣﺎﻟﻴﻜﻪ ﻫﻤﻪ‬
‫ﻭ ﺍﻳﻨﻜﻪ ﺩﺭ ﻣﺤﻞ ﻛﺎﺭ ﻣﻮﺭﺩ ﺗﺒﻌﻴﺾ‬ ‫ﺩﺭ ﻃﻮﻻﻧﻰﻣﺪﺕ ﺑﻪ ﺍﻓﺴﺮﺩﮔﻰ ﻣﺒﺘﻼ‬ ‫ﻣﺪﺍﺭﺱ ﻗﻄﻌﺎ ﺑﺮ ﺑﻬﺒﻮﺩ ﺁﻣﻮﺯﺵ ﻣﻮﺛﺮ‬ ‫ﭘﮋﻭﻫﺶ ﻫﺎﻯ ﺻﻮﺭﺕ ﮔﺮﻓﺘﻪ ﺩﺭ ﻣﻔﻴﺪ‬ ‫ﻣﺪﺕ ﺭﻭﺯ ﺍﺣﺴﺎﺱ ﺑﻬﺘﺮﻯ ﺩﺍﺷﺘﻨﺪ‪.‬‬
‫ﺑﺎﺷﺪ؟‬ ‫ﻗﺮﺍﺭ ﮔﺮﻓﺘﻪ ﻭ ﺍﺯ ﺳﻮﻯ ﺟﺎﻣﻌﻪ ﺩﺭﻙ‬ ‫ﺑﻮﺩﻥ ﺧﻮﺭﺩﻥ ﺻﺒﺤﺎﻧﻪ ﻭ ﻧﺘﺎﻳﺞ ﻣﺜﺒﺖ‬ ‫ﺩﺭ ﺣﺎﻟﻰ ﻛﻪ ﻣﻄﺎﻟﻌﺎﺕ ﺩﻳﮕﺮ ﺑﺮ‬
‫ﺧﺎﻧﻮﺍﺩﻩ ﭘﺎﻳﻪ ﺍﺻﻠﻰ ﺟﺎﻣﻌﻪ ﻭ‬ ‫ﻧﺸﺪﻩﺍﻧﺪ‪ .‬ﺍﮔﺮﭼﻪ ﺟﻨﺒﻪﻫﺎﻯ ﺭﻭﺍﻧﻰ ﻭ‬ ‫ﺧﻮﺍﻫﻨﺪ ﺷﺪ‪.‬‬ ‫ﺧﻮﺍﻫﺪ ﺑﻮﺩ‪.‬‬ ‫ﺁﻥ ﺩﺭ ﺳﻼﻣﺖ ﻋﻤﻮﻣﻰ ﺟﺎﻣﻌﻪ ﺍﺗﻔﺎﻕ‬ ‫ﻃﻮﻻﻧﻰ ﺑﻮﺩﻥ ﺯﻣﺎﻥ ﺻﺮﻑ ﺻﺒﺤﺎﻧﻪ‬
‫ﻛﺎﻧﻮﻥ ﺭﺷﺪ ﻭ ﺗﻌﺎﻟﻰ ﺍﻧﺴﺎﻥ ﺍﺳﺖ‪.‬‬ ‫ﺍﺟﺘﻤﺎﻋﻰ ﻣﻨﻔﻰ ﺩﺭ ﺭﺍﺑﻄﻪ ﺑﺎ ﺍﺑﺘﻼ ﺑﻪ‬ ‫ﺩﺭ ﺯﻣﻴﻨﻪ ﻋﺎﺭﺿﻪﻫﺎﻯ ﺭﻭﺍﻧﻰ ﺍﻳﻦ ﻧﻮﻉ‬ ‫ﻛﺮﻳﺲ ﺑﻮﻧﻞ ﺍﺳﺘﺎﺩ ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻰ‬ ‫ﻧﻈﺮ ﺩﺍﺭﻧﺪ ﻭﻟﻰ ﻫﻨﻮﺯ ﺍﺭﺗﺒﺎﻁ ﺧﻮﺭﺩﻥ‬ ‫ﺑﺮﺍﻯ ﺗﻘﻮﻳﺖ ﻣﻐﺰ ﺗﺎﻛﻴﺪ ﺩﺍﺭﻧﺪ‪،‬‬
‫ﺍﻧﻌﻄﺎﻑﭘﺬﻳﺮﻯ ﺷﺨﺼﻰ ﺍﺯ ﻃﺮﻳﻖ‬ ‫ﺩﻳﺎﺑﺖ ﻭﺟﻮﺩ ﺩﺍﺭﺩ ﺍﻣﺎ ﺍﻓﺮﺍﺩﻯ ﻛﻪ ﺩﺍﺭﺍﻯ‬ ‫ﺑﻴﻤﺎﺭﻯ ﻭ ﻧﻘﺶ ﺧﺎﻧﻮﺍﺩﻩ ﻭ ﺍﺟﺘﻤﺎﻉ ﺩﺭ‬ ‫ﻭ ﺳﻴﺎﺳﺖ ﻫﺎﻯ ﺍﺟﺘﻤﺎﻋﻰ ﺩﺭ ﺩﺍﻧﺸﮕﺎﻩ‬ ‫ﺻﺒﺤﺎﻧﻪ ﺩﺭ ﻣﺤﻴﻂ ﺁﻣﻮﺯﺷﻰ ﻧﺎﻣﺸﺨﺺ‬ ‫ﺩﺳﺘﺎﻭﺭﺩﻫﺎﻯ ﮔﺮﻭﻩ ﺩﺍﻧﺸﮕﺎﻫﻰ‬
‫ﺩﺍﺷﺘﻦ ﻧﮕﺎﻩ ﻣﺜﺒﺖ ﻭ ﭼﺸﻢﺍﻧﺪﺍﺯ ﻣﺜﺒﺖ‬ ‫ﺍﻧﻌﻄﺎﻑﭘﺬﻳﺮﻯ ﺑﻴﺸﺘﺮﻯ ﻫﺴﺘﻨﺪ‪،‬‬ ‫ﺭﻭﻧﺪ ﺩﺭﻣﺎﻥ ﺳﻮﺍﻻﺕ ﺑﺴﻴﺎﺭﻯ ﻣﻄﺮﺡ‬ ‫ﻛﺎﻟﺞ ﻟﻨﺪﻥ‪ ،‬ﻣﻰ ﮔﻮﻳﺪ‪ :‬ﺗﻮﺟﻪ ﺑﻪ ﺗﻐﺪﻳﻪ‬ ‫ﻛﺎﺭﺩﻳﻒ ﺑﺮ ﺍﻳﻦ ﺍﺳﺘﻮﺍﺭ ﺍﺳﺖ ﻛﻪ ﻣﻮﺍﺩ‬
‫ﺑﻪ ﺑﻴﻤﺎﺭﻯ‪ ،‬ﻫﻤﭽﻨﻴﻦ ﺣﻤﺎﻳﺖ ﺍﺯ ﻃﺮﻑ‬ ‫ﺭﺍﻩﻫﺎﻳﻰ ﺑﺮﺍﻯ ﺗﻄﺎﺑﻖ ﺑﺎ ﺍﻳﻦ ﭼﺎﻟﺶﻫﺎ‬ ‫ﺍﺳﺖ ﻛﻪ ﺩﺭ ﺯﻳﺮ ﺑﻪ ﺗﻌﺪﺍﺩﻯ ﺍﺯ ﺁﻧﻬﺎ‬ ‫ﻭ ﺳﻼﻣﺖ ﺩﺭ ﻭﺿﻌﻴﺖ ﺁﻣﻮﺯﺷﻰ ﺩﺍﻧﺶ‬ ‫ﺑﻮﺩﻩ ﺍﺳﺖ‪.‬‬ ‫ﻣﻐﺰﻯ ﺻﺒﺤﺎﻧﻪ ﻣﻮﺛﺮﺗﺮ ﺍﺯ ﻫﺮ ﮔﺰﻳﻨﻪ‬
‫ﺧﺎﻧﻮﺍﺩﻩ ﻭ ﺩﻭﺳﺘﺎﻥ ﺑﻪ ﺑﻴﻤﺎﺭﺍﻥ ﺑﺮﺍﻯ‬ ‫ﻣﻰﺑﻴﻨﻨﺪ‪ .‬ﺍﮔﺮ ﺍﻓﺮﺍﺩ ﻣﺒﺘﻼ ﺑﻪ ﺩﻳﺎﺑﺖ‬ ‫ﺁﻣﻮﺯﺍﻥ ﻧﻴﺎﺯﻯ ﺍﺳﺖ ﻛﻪ ﺑﺎﻳﺪ ﻣﺪﺍﺭﺱ‬ ‫ﻧﺘﺎﻳﺞ ﺍﻳﻦ ﻣﻄﺎﻟﻌﻪ ﻧﺸﺎﻥ ﻣﻰ ﺩﻫﺪ‪:‬‬
‫ﻣﻘﺎﺑﻠﻪ ﺑﺎ ﭼﺎﻟﺶﻫﺎﻯ ﺭﻭﺍﻧﻰ ﺩﻳﺎﺑﺖ‬ ‫ﺗﺠﺮﺑﻴﺎﺕ ﺧﻮﺩﺷﺎﻥ ﺭﺍ ﺑﺎ ﻧﺰﺩﻳﻜﺎﻥ ﺧﻮﺩ‬ ‫ﭘﺮﺩﺍﺧﺘﻪ ﻣﻴﺸﻮﺩ‪:‬‬ ‫ﺑﻪ ﻋﻨﻮﺍﻥ ﻣﻜﻤﻞ ﺁﻣﻮﺯﺵ ﺑﺮ ﺁﻥ ﺗﻤﺮﻛﺰ‬ ‫ﺧﻮﺭﺩﻥ ﺻﺒﺤﺎﻧﻪ ﺩﺭ ﻋﻴﻦ ﺣﺎﻝ ﻛﻪ‬ ‫ﺩﻳﮕﺮﻯ ﻫﺴﺘﻨﺪ‪.‬‬
‫ﻭ ﺳﺎﻳﺮ ﺑﻴﻤﺎﺭﺍﻥ ﺑﻪ ﺍﺷﺘﺮﺍﻙ ﮔﺬﺍﺭﻧﺪ‬ ‫ﺷﻮﺍﻫﺪ ﻗﻮﻯ ﻣﺒﻨﻰ ﺑﺮ ﺍﺭﺗﺒﺎﻁ ﻣﺴﺘﻘﻴﻢ‬ ‫ﺩﻛﺘﺮ ﮔﺮﺍﻫﺎﻡ ﻣﻮﺭ ﻳﻜﻰ ﺍﺯ ﭘﺰﺷﻜﺎﻥ‬
‫ﻛﻤﻚ ﻣﻰﻛﻨﺪ‪.‬‬ ‫ﺩﺭﻙ ﺍﻳﻦ ﺑﻴﻤﺎﺭﻯ ﻭ ﻣﺪﻳﺮﻳﺖ ﻓﺮﺩﻯ‬ ‫ﺑﺮﺍﻯ ﺟﻠﻮﮔﻴﺮﻯ ﺍﺯ ﺑﻪ ﺧﻄﺮ ﺍﻓﺘﺎﺩﻥ‬ ‫ﻛﻨﻨﺪ‪.‬‬ ‫ﺑﺎ ﺁﻧﭽﻪ ﺩﺍﻧﺶ ﺁﻣﻮﺯﺍﻥ ﻣﻰ ﺧﻮﺭﻧﺪ ﻭ‬ ‫ﺩﺭﮔﻴﺮ ﻣﻄﺎﻟﻌﺎﺕ ﺩﺍﻧﺸﮕﺎﻩ ﻛﺎﺭﺩﻳﻒ‪،‬‬
‫ﺑﺮﺧﻰ ﺍﺯ ﺍﻓﺮﺍﺩ ﻣﺒﺘﻼ ﺑﻪ ﺩﻳﺎﺑﺖ‬ ‫ﺑﺴﻴﺎﺭﻯ ﺍﺯ ﻣﺪﺍﺭﺱ ﺩﺭ ﺳﺮﺍﺳﺮ‬ ‫ﻋﻤﻠﻜﺮﺩ ﺁﻧﻬﺎ ﺩﺭ ﻣﺪﺭﺳﻪ ﻧﺸﺎﻥ ﻣﻰ‬ ‫ﻣﻰﮔﻮﻳﺪ‪ :‬ﻣﺎ ﺍﺭﺗﺒﺎﻁ ﺑﻴﻦ ﺍﻳﻨﻜﻪ ﺁﻳﺎ‬
‫ﺗﻤﺎﻳﻠﻰ ﺑﺮﺍﻯ ﺑﻪ ﺍﺷﺘﺮﺍﻙ ﮔﺬﺍﺷﺘﻦ‬ ‫ﺁﻥ ﺑﻬﺒﻮﺩ ﺧﻮﺍﻫﺪ ﻳﺎﻓﺖ‪.‬‬ ‫ﺳﻼﻣﺖ ﺭﻭﺍﻥ ﺑﻴﻤﺎﺭﻯﻫﺎﻯ ﻣﺰﻣﻨﻰ‬ ‫ﺍﻧﮕﻠﺴﺘﺎﻥ ﺩﺭ ﺣﺎﻝ ﺣﺎﺿﺮ ﺑﻪ ﺩﺍﻧﺶ‬ ‫ﺩﻫﺪ‪ ،‬ﺣﺎﻭﻯ ﭘﻴﺎﻣﺪﻫﺎﻯ ﻣﻬﻤﻰ ﺑﺮﺍﻯ‬ ‫ﺟﻮﺍﻧﺎﻥ ﺻﺒﺤﺎﻧﻪ ﻣﻰ ﺧﻮﺭﻧﺪ ﻭ ﺍﻳﻨﻜﻪ ﺑﺎ‬
‫ﭼﺎﻟﺶﻫﺎ ﻭ ﻧﻴﺎﺯﻫﺎﻯ ﺧﻮﺩ ﺑﺎ ﻧﺰﺩﻳﻜﺎﻥ‬ ‫ﻳﻜﻰ ﺍﺯ ﺑﻴﻤﺎﺭﻯﻫﺎﻯ ﺭﻭﺍﻧﻰ ﻛﻪ ﺍﻳﻦ‬ ‫ﺁﻣﻮﺯﺍﻥ ﺻﺒﺤﺎﻧﻪ ﻣﻰ ﺩﻫﻨﺪ ﻭ ﺍﻃﻤﻴﻨﺎﻥ‬ ‫ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﻭ ﺳﻴﺎﺳﺖ ﻫﺎﻯ‬ ‫ﭼﻪ ﻛﻴﻔﻴﺖ ﻏﺬﺍﻳﻰ ﺻﺒﺤﺎﻧﻪ ﻣﻰ ﺧﻮﺭﻧﺪ‬
‫ﻧﺪﺍﺭﻧﺪ‪ .‬ﺍﻳﻦ ﻣﻮﺿﻮﻉ ﺳﺒﺐ ﺍﻳﺠﺎﺩﻳﻚ‬ ‫ﺍﻓﺮﺍﺩ ﺑﻴﺸﺘﺮ ﺑﻪ ﺁﻥ ﻣﺒﺘﻼ ﻣﻰﺷﻮﻧﺪ‬ ‫ﭼﻮﻥ ﺩﻳﺎﺑﺖ ﭼﻪ ﺑﺎﻳﺪ ﻛﺮﺩ؟‬ ‫ﺣﺎﺻﻞ ﻣﻰ ﻛﻨﻨﺪ ﻛﻪ ﺑﻪ ﺳﻮﺩ ﺟﻮﺍﻧﺎﻥ‬
‫ﭼﺮﺧﻪ ﻣﻌﻴﻮﺏ ﻣﻰﺷﻮﺩ ﺯﻳﺮﺍ ﺍﻓﺮﺍﺩ‬ ‫ﺍﻓﺴﺮﺩﮔﻰ ﺍﺳﺖ ﻭ ﺩﺭ ﺑﺮﺭﺳﻰﻫﺎﻯ‬ ‫ﺗﻘﻮﻳﺖ ﺣﻤﺎﻳﺖ ﻋﺎﻃﻔﻰ ﺑﺎﻋﺚ‬ ‫ﺍﺳﺖ ﻭ ﻣﻜﺎﻧﻴﺰﻡ ﻣﻬﻤﻰ ﺑﺮﺍﻯ ﺍﻓﺰﺍﻳﺶ‬ ‫ﺑﻬﺪﺍﺷﺖ ﻋﻤﻮﻣﻰ ﻧﻴﺰ ﻫﺴﺖ‪.‬‬ ‫ﺭﺍ ﺑﺮﺭﺳﻰ ﻛﺮﺩﻩ ﺍﻳﻢ‪.‬‬
‫ﺧﺎﻧﻮﺍﺩﻩ ﺩﺭ ﺍﻏﻠﺐ ﻣﻮﺍﻗﻊ ﺍﺯ ﭼﮕﻮﻧﮕﻰ‬ ‫ﻣﺨﺘﻠﻒ ﺁﻥ ﺭﺍ ‪ 2‬ﺑﺮﺍﺑﺮ ﺍﻓﺮﺍﺩ ﻋﺎﺩﻯ‬ ‫ﺍﻓﺰﺍﻳﺶ ﺳﺎﺯﮔﺎﺭﻯ ﻓﻌﺎﻝ ﺑﺎ ﺑﻴﻤﺎﺭﻯ‬ ‫ﻋﻤﻠﻜﺮﺩ ﺁﻣﻮﺯﺷﻰ ﺩﺭ ﺳﺮﺍﺳﺮ ﺍﻧﮕﻠﺴﺘﺎﻥ‬ ‫ﺯﻣﺎﻥ ﻣﺼﺮﻓﻰ ﻭ ﻣﻨﺎﺑﻊ ﺍﺧﺘﺼﺎﺹ‬ ‫ﺩﺭ ﺍﻳﻦ ﭘﮋﻭﻫﺶ ﺍﺭﺗﺒﺎﻁ ﻣﻌﻨﺎﺩﺍﺭﻯ‬
‫ﻛﻤﻚ ﺑﻪ ﻳﻚ ﻓﺮﺩ ﻣﺒﺘﻼ ﺑﻪ ﺩﻳﺎﺑﺖ ﺁﮔﺎﻩ‬ ‫ﺍﻋﻼﻡ ﻛﺮﺩﻩﺍﻧﺪ‪ .‬ﺩﺭ ﺍﻳﻨﺠﺎﺳﺖ ﻛﻪ‬ ‫ﺩﻳﺎﺑﺖ ﻣﻰﺷﻮﺩ‪.‬ﻫﻤﭽﻨﻴﻦ ﺍﺩﺍﺭﻩ ﺻﺤﻴﺢ‬ ‫ﻳﺎﻓﺘﻪ ﺑﺮﺍﻯ ﺑﻬﺒﻮﺩ ﺳﻼﻣﺖ ﻛﻮﺩﻛﺎﻥ ﺩﺭ‬ ‫ﺑﻴﻦ ﺻﺒﺤﺎﻧﻪ ﺧﻮﺭﺩﻥ ﻭ ﻛﻴﻔﻴﺖ ﺍﻧﺠﺎﻡ‬
‫ﻧﻴﺴﺘﻨﺪ ﺑﻪ ﻫﻤﻴﻦ ﻋﻠﺖ ﻓﺮﺩ ﻣﺒﺘﻼ ﺑﻪ‬ ‫ﺣﻤﺎﻳﺖ ﺍﺟﺘﻤﺎﻋﻰ ﺍﺯ ﻃﺮﻑ ﺧﺎﻧﻮﺍﺩﻩ‬ ‫ﺩﻳﺎﺑﺖ ﺗﻮﺳﻂ ﺍﻓﺮﺍﺩ ﺩﻳﺎﺑﺘﻰ ﻧﻘﺶ‬ ‫ﺍﺳﺖ‪.‬‬ ‫ﺁﻥ ﺩﻳﺪﻩ ﺷﺪﻩ‪ ،‬ﺿﻤﻦ ﺍﻳﻨﻜﻪ ﺳﻼﻣﺖ‬
‫ﺩﻳﺎﺑﺖ ﺑﻴﺸﺘﺮ ﺍﺣﺴﺎﺱ ﺟﺪﺍﻳﻰ ﻭ ﻗﻄﻊ‬ ‫ﻭ ﮔﺮﻭﻩ ﺑﺰﺭگﺗﺮ ﻣﻰﺗﻮﺍﻧﺪ ﺍﺯ ﻭﻗﻮﻉ ﺍﻳﻦ‬ ‫ﺍﺳﺎﺳﻰ ﺩﺭ ﭘﻴﺸﮕﻴﺮﻯ ﺍﺯ ﻋﻮﺍﺭﺽ‬ ‫ﺻﺒﺤﺎﻧﻪ ﻭ ﻃﺮﺯ ﺗﻬﻴﻪ ﺑﻬﺪﺍﺷﺘﻰ ﺁﻥ ﻫﻢ‬
‫ﺍﺧﺘﻼﻝ ﺟﻠﻮﮔﻴﺮﻯ ﻛﻨﺪ‪ .‬ﻫﻤﭽﻨﻴﻦ ﺍﻳﻦ‬ ‫ﺑﻴﻤﺎﺭﻯﻫﺎﻯ ﺭﻭﺍﻧﻰ ﺍﺯ ﺟﻤﻠﻪ ﺍﻓﺴﺮﺩﮔﻰ‬
‫ﺍﺭﺗﺒﺎﻁ ﺑﺎ ﺳﺎﻳﺮﻳﻦ ﺭﺍ ﺧﻮﺍﻫﺪ ﺩﺍﺷﺖ‪.‬‬ ‫ﺑﻴﻤﺎﺭﻯ ﺍﻣﻴﺪ ﺑﻪ ﺯﻧﺪﮔﻰ ﺭﺍ ﻛﺎﻫﺶ‬ ‫ﺩﺍﺭﺩ‪ .‬ﺍﺯ ﺁﻧﺠﺎ ﻛﻪ ﺩﻳﺎﺑﺖ ﻳﻚ ﻣﺸﻜﻞ‬ ‫ﺷﺮﻁ ﺍﺳﺖ‪.‬‬
‫ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﺷﻴﻮﻉ ﻗﺎﺑﻞ ﺗﻮﺟﻪ‬ ‫ﺑﻬﺪﺍﺷﺘﻰ ﺍﺳﺖ‪ ،‬ﺑﺮﺍﻯ ﻓﺮﺩ‪ ،‬ﺧﺎﻧﻮﺍﺩﻩ‬ ‫ﺷﺎﻧﺲ ﺩﺳﺘﻴﺎﺑﻰ ﺑﻪ ﻧﻤﺮﻩ ﻣﺘﻮﺳﻂ ﻭ‬
‫ﭼﺎﻗﻰ ﺩﺭ ﻛﻮﺩﻛﺎﻥ‪ ،‬ﺭﻓﺘﺎﺭﻫﺎﻯ ﻧﺎﺳﺎﻟﻢ‬ ‫ﻭ ﺟﺎﻣﻌﻪ ﻣﺴﺌﻠﻪﺍﻯ ﮔﺮﺍﻥﺑﺎﺭ ﺑﻪ ﺷﻤﺎﺭ‬ ‫ﺍﺭﺯﻳﺎﺑﻰ ﻣﺜﺒﺖ ﻣﻌﻠﻢ ﺍﺯ ﻋﻤﻠﻜﺮﺩ ﺩﺍﻧﺶ‬
‫ﺗﻐﺬﻳﻪﺍﻯ ﻭ ﻛﻢﺗﺤﺮﻛﻰ‪ ،‬ﺍﺑﺘﻼ ﺑﻪ ﺍﻳﻦ‬ ‫ﻣﻰﺁﻳﺪ ﻭ ﺑﺮﻭﺯ ﻋﻮﺍﺭﺽ ﺟﺴﻤﻰ ﺩﺭ ﺍﻳﻦ‬ ‫ﺁﻣﻮﺯﺍﻥ ﺩﺭ ﻛﺴﺎﻧﻰ ﻛﻪ ﺻﺒﺤﺎﻧﻪ ﺧﻮﺭﺩﻩ‬
‫ﻧﻮﻉ ﺩﻳﺎﺑﺖ ﺩﺭ ﻛﻮﺩﻛﺎﻥ ﻭ ﻧﻮﺟﻮﺍﻧﺎﻥ‬ ‫ﺍﻧﺪ‪ ،‬ﺩﻭ ﺑﺮﺍﺑﺮ ﻣﻰ ﺷﻮﺩ‪ .‬ﺍﻳﻦ ﺷﺎﻧﺲ‬
‫ﺑﻴﻤﺎﺭﺍﻥ ﺷﺎﻳﻊﺗﺮ ﺍﺳﺖ‪.‬‬ ‫ﺑﺎﻻﺗﺮ ﺍﺯ ﺣﺪ ﻣﺘﻮﺳﻂ ﻳﻌﻨﻰ ﺑﻴﻦ ‪50‬‬
‫ﺑﻪﻭﻳﮋﻩ ﻋﻮﺍﺭﺽ ﺑﻠﻨﺪﻣﺪﺕ ﻣﺜﻞ‬
‫ﻋﻮﺍﺭﺽ ﻗﻠﺒﻰ‪ ،‬ﭼﺸﻤﻰ‪ ،‬ﻛﻠﻴﻮﻯ ﻭ‬
‫ﻋﺮﻭﻗﻰ ﻋﺼﺒﻰ‪ .‬ﺍﻗﺪﺍﻣﺎﺕ ﻣﺮﺑﻮﻁ ﺑﻪ‬
‫ﺁﮔﺎﻩﺳﺎﺯﻯ ﺍﺯ ﻋﻼﺋﻢ ﺑﻴﻤﺎﺭﻯ‪ ،‬ﺳﻴﺮ ﻭ‬
‫ﺩﺭﻣﺎﻥ ﺑﻴﻤﺎﺭ ﺩﺭ ﻣﺮﺍﻛﺰ ﺣﻤﺎﻳﺖﻛﻨﻨﺪﻩ‬
‫ﺩﺭ ﺩﺭﻣﺎﻥ ﺩﻳﺎﺑﺖ ﺑﻪﻭﻳﮋﻩ ﺗﺸﻮﻳﻖ ﺁﻧﻬﺎ‬

‫ﺭﻭ ﺑﻪ ﺍﻓﺰﺍﻳﺶ ﺍﺳﺖ‪ .‬ﻭﺍﻟﺪﻳﻦ ﺑﺎﻳﺪ ﺩﺭ‬ ‫ﺑﻪ ﻭﺭﺯﺵﻫﺎﻯ ﻣﻨﺎﺳﺐ ﺑﺮﺍﻯ ﺑﻴﻤﺎﺭﺍﻥ ﻣﻰﺩﻫﺪ‪.‬‬
‫ﺩﻳﺎﺑﺘﻰ ﺿﺮﻭﺭﻯ ﺍﺳﺖ‪.‬‬
‫ﺁﻳﺎ ﻧﻴﺎﺯ ﺍﺳﺖ ﻓﺮﺩ ﻣﺒﺘﻼ ﺑﻪ ﺩﻳﺎﺑﺖ ﻣﻮﺭﺩ ﻧﺸﺎﻧﻪﻫﺎﻯ ﺩﻳﺎﺑﺖ ﻫﻮﺷﻴﺎﺭ ﺑﺎﺷﻨﺪ‬
‫ﺩﺭ ﻭﺍﻗﻊ ﺑﻪ ﺻﺮﺍﺣﺖ ﻣﻰﺗﻮﺍﻥ ﮔﻔﺖ ﺑﻪﺻﻮﺭﺕ ﻣﺮﺗﺐ ﺍﺯ ﻧﻈﺮ ﺭﻭﺍﻧﻰ ﻭ ﺳﻌﻰ ﻛﻨﻨﺪ ﺑﺎ ﺍﺻﻼﺡ ﺭﻓﺘﺎﺭﻫﺎﻯ‬
‫ﻳﻜﻰ ﺍﺯ ﺭﺍﻩﻫﺎ ﺑﺮﺍﻯ ﺟﻠﻮﮔﻴﺮﻯ ﺍﺯ ﺑﻪ ﻛﻨﺘﺮﻝ ﺷﻮﺩ؟‬
‫ﻧﺎﺩﺭﺳﺖ ﻛﻮﺩﻛﺎﻥ ﻭ ﻧﻮﺟﻮﺍﻧﺎﻥ ﺍﺯ ﺑﺮﻭﺯ‬
‫ﺧﻄﺮ ﺍﻓﺘﺎﺩﻥ ﺳﻼﻣﺖ ﺭﻭﺍﻥ ﻭ ﺟﺴﻢ‪ ،‬ﺑﺮﺍﻯ ﭘﻴﺸﮕﻴﺮﻯ ﺍﺯ ﺍﻳﻦ ﻋﻮﺍﺭﺽ ﺍﻳﻦ ﻧﻮﻉ ﺩﻳﺎﺑﺖ ﭘﻴﺸﮕﻴﺮﻯ ﻛﻨﻨﺪ‪.‬‬
‫ﻭﺭﺯﺵ ﻛﺮﺩﻥ ﻣﺨﺼﻮﺻﺎ ﻭﺭﺯﺵ ﻫﻮﺍﺯﻯ ﺭﻭﺍﻧﻰ ﺿﺮﻭﺭﺕ ﺩﺍﺭﺩ ﻛﻪ ﺑﻴﻤﺎﺭﺍﻥ ﻣﺒﺘﻼ ﮔﺎﻫﻰ ﺩﻳﺪﻩ ﺷﺪﻩ ﺍﺳﺘﺮﺱﻫﺎﻯ‬
‫ﺍﺳﺖ ﻛﻪ ﺍﺳﺘﺮﺱ‪ ،‬ﺍﺿﻄﺮﺍﺏ‪ ،‬ﺍﻓﺴﺮﺩﮔﻰ‬
‫ﻭﺍﻟﺪﻳﻦ ﺩﺭ ﻧﺎﺍﻣﻴﺪﻯ ﻛﻮﺩﻛﺎﻥ ﻧﻘﺶ‬ ‫ﺑﻪ ﺩﻳﺎﺑﺖ‪ ،‬ﻫﻤﺰﻣﺎﻥ ﺗﺤﺖﻧﻈﺮ ﭼﻨﺪﻳﻦ‬ ‫ﻭ ﻗﻨﺪ ﺧﻮﻥ ﺭﺍ ﻛﺎﻫﺶ ﻣﻰﺩﻫﺪ‪ .‬ﺷﻮﺍﻫﺪ‬
‫ﺩﺍﺷﺘﻪ ﺍﺳﺖ‪ .‬ﺍﮔﺮ ﺑﺮﺍﻯ ﺧﻮﺩ ﻭﺍﻟﺪﻳﻦ‬ ‫ﻣﺘﺨﺼﺺ ﺑﺎﺷﻨﺪ ﺗﺎ ﺑﻪ ﻣﺤﺾ ﻣﺸﺎﻫﺪﻩ‬ ‫ﻧﺸﺎﻥ ﻣﻰﺩﻫﺪ ﻛﻪ ﺁﻣﻮﺯﺵ ﺩﺭﺑﺎﺭﻩ‬
‫ﻫﻀﻢ ﺍﻳﻦ ﻗﻀﻴﻪ ﺩﺷﻮﺍﺭ ﺍﺳﺖ‪ ،‬ﺑﻬﺘﺮ‬ ‫ﻛﻮﭼﻚﺗﺮﻳﻦ ﺗﻐﻴﻴﺮﺍﺕ‪ ،‬ﺍﻗﺪﺍﻣﺎﺕ ﻻﺯﻡ‬ ‫ﺩﻳﺎﺑﺖ‪ ،‬ﺍﺻﻞ ﺍﺳﺎﺳﻰ ﺩﺭ ﻛﻨﺘﺮﻝ ﻭ‬
‫ﺍﺳﺖ ﺷﺨﺼﺎ ﺑﻪ ﺭﻭﺍﻥﺷﻨﺎﺱ ﻳﺎ ﻣﺸﺎﻭﺭ‬ ‫ﺍﻧﺠﺎﻡ ﺷﻮﺩ‪ .‬ﺍﻟﺒﺘﻪ ﺍﻳﻦ ﻛﺎﺭ ﻋﻼﻭﻩ ﺑﺮ‬
‫ﻛﺎﻫﺶ ﻋﻮﺍﺭﺽ ﺍﻳﻦ ﺑﻴﻤﺎﺭﻯﻫﺎﻯ ﻫﺰﻳﻨﻪﻫﺎﻯ ﺯﻳﺎﺩ ﻣﻤﻜﻦ ﺍﺳﺖ ﺑﻴﻤﺎﺭ ﺧﺎﻧﻮﺍﺩﻩ ﻣﺮﺍﺟﻌﻪ ﻛﻨﻨﺪ ﻭ ﺑﺎ ﺁﻣﻮﺯﺵ‬
‫ﺭﻭﺍﻧﻰ ﺍﺳﺖ‪.‬‬
‫ﺭﺍ ﻛﻼﻓﻪ ﻭ ﺧﺴﺘﻪ ﻛﻨﺪ؛ ﺑﻪﻃﻮﺭﻯ ﻳﻚ ﺳﺮﻯ ﻣﻬﺎﺭﺕﻫﺎ‪ ،‬ﺑﻪ ﻣﺪﻳﺮﻳﺖ‬
‫ﺍﻳﻦ ﺩﺳﺘﻪ ﺍﺯ ﺍﻓﺮﺍﺩ ﺑﻌﺪ ﺍﺯ ﻣﺒﺘﻼ ﻛﻪ ﺧﻴﻠﻰ ﺍﺯ ﺑﻴﻤﺎﺭﺍﻥ ﺍﺯ ﺍﻧﺠﺎﻡ ﺍﻳﻦ ﺑﺤﺮﺍﻥ ﺑﭙﺮﺩﺍﺯﻧﺪ‪.‬‬
‫ﺷﺪﻥ ﺑﻪ ﺑﻴﻤﺎﺭﻯ ﺩﻳﺎﺑﺖ ﺑﻴﺸﺘﺮ ﭼﻜﺎپﻫﺎﻯ ﺩﺭﻭﻩﺍﻯ ﻣﻨﺼﺮﻑ ﻣﻰﺷﻮﻧﺪ )ﺩﻛﺘﺮﺭ‪-‬ﺭﻭﺣﻰ‪،‬ﻣﺸﺎﻭﺭﺧﺎﻧﻮﺍﺩﻩ(‬