اثربخشی درمان متمرکز بر شفقت، بر مشکلات برونیسازی شده (پرخاشگری و بزهکاری) دانشآموزان قلدر
محورهای موضوعی : تربیتیفتانه دریکوند 1 , کامران یزدانبخش 2 , جهانگیر کرمی 3
1 - کارشناسی ارشد روانشناسی دانشگاه رازی. کرمانشاه. ایران.
2 - استادیار و عضو هئیت علمی گروه روانشناسی دانشگاه رازی. کرمانشاه. ایران
3 - دانشیار و عضو هئیت علمی گروه روانشناسی دانشگاه رازی. کرمانشاه. ایران
کلید واژه: پرخاشگری, درمان متمرکز بر شفقت, قلدری, مشکلات برونیسازی شده, بزهکاری,
چکیده مقاله :
این پژوهش با هدف تعیین اثربخشی درمان متمرکز بر شفقت، بر مشکلات برونی سازی شدۀ دانشآموزان قلدر دختر دورۀ اول متوسطۀ شهر خرم آباد انجام شد. روش پژوهش، نیمهآزمایشی با طرح پیش آزمون و پس آزمون با گروه کنترل بود. جامعۀ آماری شامل کلیۀ دانشآموزان قلدر دورۀ اول متوسطۀ شهر خرم آباد بود که با استفاده از روش نمونه گیری خوشه ای چند مرحله ای، 30 نفر از دانش آموزان به عنوان نمونه انتخاب شدند. آزمودنی ها پرسشنامه های قلدری (Ellie Noise, 2001) و مشکلات رفتاری آخن باخ فرم نوجوانان را تکمیل نمودند، سپس به صورت تصادفی به دو گروه آزمایش و کنترل تقسیم شدند. گروه آزمایش طی 8 جلسه 90 دقیقه ای تحت درمان متمرکز بر شفقت قرار گرفت. در نهایت از هر دو گروه، پس آزمون به عمل آمد و داده ها با استفاده از آزمون تحلیل کوواریانس چندمتغیره تحلیل شدند. نتایج نشان داد درمان متمرکز بر شفقت، بر مؤلفۀ پرخاشگری دانش آموزان قلدر تأثیر معناداری دارد. همچنین نتایج نشان داد درمان متمرکز بر شفقت، بر مؤلفۀ بزهکاری دانش آموزان قلدر تأثیر معناداری دارد؛ در نتیجه می توان گفت درمان متمرکز بر شفقت، عامل مهم و تأثیرگذاری بر کاهش مشکلات برون سازی شده (پرخاشگری و بزهکاری) دانش آموزان است.
The aim of this study was to determine the effectiveness of the compassion focused therapy (CFT) on externalized problems in bullying female students of first class high school in Khorramabad city. The research method was semi-experimental and with pre-test and post-test design with control group. The statistical population of this study included all female bullying students of first class high school in Khorramabad city. Using a multi-stage cluster sampling method, 30 students were selected as samples. The subjects completed The Illinois Bullying Scale (2001), And the adolescents form of Achenbach Behavioral Problems Questionnaires. Then, the selected samples were randomly divided into experimental and control groups. The experimental group received compassion focused therapy education for 8 consecutive 90-minute sessions. Finally, from both groups, post-test was performed and data were analyzed using statistical tests of multivariate and single-variable covariance SPSS-22 software. The results showed that compassion focused treatment had an significant effect on externalized problems in bullying students. Consequently, it can be said that Compassion Focused Therapy is Important and influential factor the reduction of externalized problems (delinquency, aggression) in students.
Abinye Alex-Hart, B., Okagua, J., & Ibo opara, P. (2015). Prevalence of bullying in secondary schools in port Harcourt. Intj Adolesc Med Health 27(4), 391-396.
Achenbach, T. M. (1991). Integrative guide for the 1991 CBCL/4-18, YSR and TRF profiles. Burlington: Department of Psychiatry, University of Vermont.
Afshani, S & Abou’ee A. (2019). The Effectiveness of Self-Compassion Training in Students’ Anger Control. QJFR. 2019; 16 (3) :103-124 (Persian).
Andreou, E., Vlachou, A., & Didaskalou, E. (2005). The roles of self-efficacy, peer interactions and attitudes inbully-victim incidents: Implications for intervention policy-practices, school psychology International 26, 545-562.
Ayyubi E, Nazarzadeh M, Bidel Z, Bahrami A, Tezwal J, Rahimi M, et al. Prevalence of bullying and deliberated self-harm behaviors among high school students. Journal of Fundamentals of Mental Health 2013; 15(1): 5-16.(Persian).
Barry, C. T., Loflin, D. C., & Doucette, H. (2015). Adolescent self-compassion: Associations with narcissism, self-esteem, aggression, and internalizing symptoms in at-risk males. Personality and Individual Differences 77, 118-123.
Bennett-Goleman, T. (2001). motional alchemy: How the mind can heal the heart. New York: Three Rivers Press.
Brown, I., & Percy, M. (2007). A comprehensive guide to intellectual and developmental London, powel. H. Brooke.
Chalmeh, R. (2014). Psychometrics Properties of the Illinois Bullying Scale (IBS) in Iranian Students: Validity, Reliability and Factor Structure. Psychological methods and model. 11, 39-52. (Persian).
Cook, C., Williams, K., Guerra, N., Kim, T., & Sadek, S. (2010). Predictores of bullying and victimization in childhood and adolescence: A meta-analytic investigation. School psychology Quarterly 25(2), 65-83.
Diedrich, A., Grant, M., Hofmann, SG., Hiller, W., & Berking, M. (2014). Self-compassion as an emotion regulation strategy in major depressive disorder. Behaviour research and therapy 31, 43-51.
Egan, S.K., & perry, D.G. (1998). Does low self-regard invite victimization? Developmental psychology 34, 299-309.
Espelage, D. L., & Holt, M. (2001). Bullying and victimization during early adolescence: Peer influences and psychosocial correlates. Journal of Emotional Abuse 2, 123–142.
Feldman, M., Ojanen, T., Gesten, E., Totura, C., Smith-Schrandt, H., Brannick, M., Alexander, L., Scanga, D., Brown, K., Calhoun, C., & Smith-Schrandt, H. (2014). The effects of middle school bullying and victimization on adjustment through high school: Growth modeling of achievement, school attendance, and disciplinary trajectories. Psychology in the schools 51, 1046-1062.
Fleming, L. C., & Jakobsen, K. H. (2009). Bullying and symptoms of depression in Chilean middle school students. Online J Public Health Inform 79, 123-135.
Garnefski, N., & Kraaij, V. (2010). Effects of a Cognitive Behavioral Self-help Program on Emotional Problems for People with Acquired Hearing Loss: A Randomized Controlled Trial. Journal of Deaf Studies and Deaf Education 17,75-84.
Georgiou, ST., & Stavinides, P. (2008). Bullies, Victims: pcycho-social profiles and attribution steyles. School psychology International 29, 574-589.
Gilbert, P. (2014). The origins and nature of compassion focused therapy. British Journal of clinical psychology, 53, 6-41.
Gilbert, P., & Irons, C. (2005). Compassionate mind training, for shame and self-attacking, using cognitive, behavioral, emotional and imagery interventions. In P. Gilbert (Ed.), Compassion: Conceptualizations, research, and use in psychotherapy (pp. 263-325). London: Brunner-Routledge.
Iskender, M., Sarn, A. H., Ozcelik, B., Kocaman, G., & Yaldiran, A. (2019). Sleep Quality and Self compassion as predictors of aggression in high school students. International Journal of Psychology and Educational Studies 6 (2), 77-86 .
Gold weber, A., Waasdrop, T.E., & Bradshaw, C.P. (2013). Examining the link between forms of bullying behaviors and perceptions of safety and belonging among secondary school students. Jurnal of school psychology 51(4), 469-485.
Hong, J.S., & Espelage, D.L. (2012). A review research on bullying and peer victimization in school: anecological system analysis. Aggression and violent behavior 17(4), 311-322
Jollife, D., & Farrington, D.P. (2011). Is Low empathy related to bullying after controlling for individual and social background variables? Journal of Adolescence 34(1), 59-71.
Juvonen, J., Graham, S., & Schuster, M.A. (2003). Bulling among young adolescents: the strong, the weak, and the troubled. Pediatrics112(6), 1231-1289.
Kaltiala-Heino, R., Rimpela, M., Rantanen, P., & Rimpel, A. (2000). Bullying at school-an indicator of adolescents at risk for mental disorders. Journal Adolescence 23, 661-674.
Krahé, B. (2013). The social psychology of aggression (2nd ed.). New York, NY: Psychology Press.
Kochenderfer, B., & Ladd, G. (1997). Victimized children responses to peers; aggression: Behavior associated with reduced versus continued victimization, Development and psychopathology 9, 59-73.
Lamb, J., Pepler, D., & Craig, W. (2009). Approach to bullying and victimization. Can fam physician 55, 356-360
Leary, M.R., Tate, E.B., Adams, C.E., Allen, A.B., & Hancock, J. (2007). Self-compassion and reactions to unpleasant self-relevant events: The implications of treating oneself kindly. Journal of Personality and Social Psychology 92, 887- 904.
Malhi, P., Bharti, B., & Sidhu, M. (2014). Aggression in schools: Psychosocial outcomes of bullying among Indian adolescents. Indian Journal of Dediatrics 81(11), 1171-1176.
Martinussen, M., & Belsri, N (2010). Predicting Parenting Stress: Children's Vehavioural Problems and Parents' Coping. Infant and Child Development, 20, 162-170.
Minaee A. (2006). Adaptation and standardization of Child Behavior Checklist, Youth Self-report, and Teacher’s Report Forms. JOEC. 6 (1) :529-558. (Persian).
Mohamadi, N. (2006). Preliminary study of psychometric parameters of Bass-Perry Aggression Questionnaire. Social Sciences and Humanities, Shiraz University. 25(4), 135-151. (Persian).
Monks, C.P; Smith, P.K; Naylor, P; Barter, C; Ireland, J.L., & Coyne, I. (2009). Bullying in different contexts: commonalities, differences and the role of theory. Aggression and violent Behavior, 14(2),146-156.
Nansel, TR., Overpeck, M., Pilla, WJ., Simons-Morton, B., & Scheidt, P. (2001). Bulling behaviors among U.S. youth: prevalence and association with psychosocial adjustment, the American Medical Association, 285: 209-2100.
Neff, K.D. (2009). The role of self-compassion in development: A healthier way to relate to oneself. Human Development, 52, 211-214.
Neff, K., & Beretvas, S.N. (2012). The role of self-compassion in romantic relationships. Journal self and Identity, 12,78-98.
Neff, K.D., & Mcghee, P. (2010). Self-compassion and psychological resilience among adolescents and young adults, self and Identity 9, 225-240.
Naismith, I. (2016). Barriers to compassionate imagery generation in personality disorder: Intra- and inter-personal factors. Doctoral dissertation, UCL (University College London).
Olweus, D. (1993). Bullying at school: what we know and what we can Do. Cambridge, MA: Blackwell.
Piskin, M. (2002). Okulzorbaligi: Tanimi, turleri, iliskili oldugu faktorler ve alinabilecek onlemler. Kuram ve Uygulamada Egitim Bilimleri Dergisi 2, 531-62.
Poorseyed,S.R; Alizadeh,H; Kazemi,F; Borjali, A; & Farrokhi, N. (2017). Develop a social therapy interest program and evaluate its effectiveness on the social skills of bullying and victim adolescents. Family and Research Quarterly, 34: 51-68.(Persian).
Rigby, K. (2003). Stop the bullying: a hand book for schools, Aust council for Ed Reserch.
Robers, S., Kemp, J., & Truman, J. (2013). Indicators of school crime and safety: Washington, DC: National Center for Education Statistics, U.S. Department of Education, and Bureau of Justice Statistics, Office of Justice Programs, U.S. Department of Justice.
Sukhodolsky, D.G., Kassinove, H., & Gorman, B.S. (2004). Cognitive-behavioral therapy for anger in children and adolescents: A meta-analysis. Aggression and violent behavior 9(3), 247-269.
Shetgiri, R., Lin, H., & flores, G. (2012). Identifying children at risk for being bullies in the United states. Academic Pediatrcs12(6), 509-522.
Shujja, S., & Atta, M. (2011). Translation and validation of illinois bullying Scale for Pakistani children and adolescents. Pakistan Journal of Social and Clinical Psychology 9, 79-82.
Solberg, M.E., & Olweus, D. (2003). Prevalence estimation of school bullying with the olweus Bully/victim Questionnaire. Aggressive Behavior 29(3), 239-268.
Sonstegard, M. A., Bitter, J. R., & Pelonis, P. (2004). Adlerian group counseling and therapy: step-by-step. New York, NY: Brunner/Routledge (taylor & francis).
Stapinski, L., Bowes, L., wolke, D., Pearson, R. M., Mahedy, L., Button, K. S., & Araya, R. (2014). Peer victimization during adolescence and risk for anxiety disorders in aduithood: A Prospective cohort study. Depression and Anxiety 31(7), 574-582.
Steward, T., Perez, M., Mata, F., Zalacain, I., Cano, M., Rodriguez, O., Ardana, F., Yucel, M., Soriano, C., & Garcia, A. (2016). Emotion regulation and excess weight: Impaired affective processing characterized by dysfunctional insula activation and connectivity. PLoS One, 11(3), e0152150.
Tanaka, T. (2001). The identity formation of the victim of shunning. School psychology international 22, 463-476.
Tosun, V. (2014). Anger management of students for a peaceful school environment: The group studies. Procedia-Social and Behavioral Science, 159, 686-690.
Turcotte Benedict, F., Vivier, P. M., & Gjelsvik, A. (2014). Mental health and bullying in the United states among children aged 6 to 17 years. Journal of interpersonal violence 30(5), 782-795.
Van der wal, M. F., De wit, C. M., & Hirasing, R.A. (2003). Psychosocial health among young victims and offenders of direct and indirect bullying. Pediatrics 111,1312-131.
Veenstra, R., Lindenberg, S., Oldehinkel, A.J., Dewinter, A. F., Verhulst, F. C., & Ormel, J. (2005). Bulling and victimization in elementary schools: a comparison of bullies, victims, bully/victims, and uninvolved preadolescents. Developmental psychology 41, 672-682.
Viding, E., Simmonds, E., Petrides, K. V., & Frederickson, N. (2009). The contribution of callous-unemotional traits and conduct problems to bullying in early adolescence, Journal of child psychology and psychiatry 50, 471-481.
Wilson, D. (2004). The interface of school climate and school connectedness and relationshs with aggression and victimization. Journal of school Health 74(7), 293-299.
Wolke, D., Woods,S., Bloomfield, L., & Karstadt, L. (2000). The association between direct and relational bullying and behaviour problems among primary school children. Journal of child psychology and psychiatry 8, 989-1002.
Wren, A., Somers, J., Melissa, A. W., Goetz, M. C., Leary, M. R., Fras, A. M., Huh, B.K., Rogers, L.L., & Keefe FJ. (2012). Self-compassion in patients with persistent musculoskeletal pain: Relationship of self- compassion to adjustment to persistent. Journal of Pain Symptom Management 43, 759-770.
Yang, S.J., Kim, S.W., Shin, I.S., & Yoon, J.S. (2006). Bullying and victimization behaviors in boys and girls at south koream primary schools. Journal of the American Academy of child & Adolescent Psychiatry 5, 69-77
Zapf, D. (1999). Organizationl, workgroup related and personal causes of mobbing/bullying at work. International journal of Manpower 20(1/2), 70-85.
_||_