بررسی اثربخشی آموزش مهارت‌های شناختی- عاطفی بر کاهش گرایش به رفتارهای خشونت‌آمیز دانش‌آموزان پسر مقطع متوسطه
محورهای موضوعی : تربیتی
آرزو دلفان بیرانوند
1
(دانشجوی دکتری روانشناسی تربیتی دانشکده اقتصاد و علوم اجتماعی، دانشگاه بوعلی سینا، همدان، ایران)
رسول کردنوقابی
2
(دانشیار گروه روانشناسی، دانشکده اقتصاد و علوم اجتماعی، دانشگاه بوعلی سینا، همدان، ایران)
شهریار مرادی
3
(دکتری روانشناسی تربیتی، دانشکده اقتصاد و علوم اجتماعی، دانشگاه بوعلی سینا، همدان، ایران)
کلید واژه: دانش‌آموزان پسر, پرخاشگری و خشونت, مهارت‌های شناختی/ عاطفی, نوجوانی,
چکیده مقاله :
این پژوهش باهدف بررسی اثربخشی آموزش مهارت‌های شناختی- عاطفی در کاهش گرایش به رفتارهای خشونت‌آمیز دانش‌آموزان مقطع متوسطه صورت گرفته است. طرح این پژوهش از نوع آزمایشی به شیوۀ پیش‌آزمون- پس‌آزمون با گروه کنترل بود. جامعۀ آماری پژوهش شامل همۀ دانش‌آموزان پسر دورۀ متوسطۀ استان‌های تهران و همدان که در سال تحصیلی 92- 1391 مشغول به تحصیل بودند. برای انتخاب نمونه در مرحلۀ اول از روش نمونه‌گیری خوشه‌ای چندمرحله‌ای و در مرحلۀ دوم، از روش جایگزینی تصادفی سود برده شد. همچنین به‌منظور افزایش ضریب اطمینان ازنظر کنترل افت آزمودنی‌ها، برای هر گروه 20 در نظر گرفته شد و به شیوه جایگزینی تصادفی افراد در چهار گروه 20 نفری قرار گرفتند. ابتدا پرسش‌نامه خشونت بین فردی (CTS) بر روی دانش‌آموزان مدارس انتخاب‌شده در استان‌های تهران و همدان اجرا شد. سپس، تعداد 80 نفر (هر استان 40 نفر) از آن‌ها که بالاتر از خط برش قرار داشتند انتخاب و به‌صورت تصادفی در گروه‌های آزمایش گروه آزمایش 1 و 2) و گواه (گروه 1 و 2) قرار داده شدند. برنامۀ آموزش مهارت‌های شناختی - عاطفی در قالب یک دورۀ 10 جلسه‌ای (جلسات گروهی 90 دقیقه‌ای) اجرا شد. ابزارهای مورداستفاده در این پژوهش شامل مقیاس‌های خشونت بین فردی (1979 Straus,)، هوش‌بهر هیجانی (Bar-On, 1997)، مقیاس کنترل عواطف (Williams, Chambless, Ahrens, 1997) و نسخه دوم مقیاس شیوه مقابله با تعارض رحیم (Rahim,1997) بودند. نتایج تحلیل کوواریانس نشان داد که آموزش مهارت‌های شناختی – عاطفی به دانش‌آموزان مقطع متوسطه باعث افزایش مهارت‌های خودآگاهی، کنترل خشم و حل مسئله می‌شود. همچنین نتایج بیانگر آن است که آموزش مهارت‌های شناختی – عاطفی بر کاهش گرایش به رفتارهای خشونت‌آمیز (کلامی و عملی) دارای تأثیر مثبت و معنادار است.
This study was to investigate the effectiveness of cognitive-emotional skills on the decrease of high school student' tendency to aggressive behaviors. The design of the study was experimental using a pre-test and post-test method with a control group. The population of the study included male students of Hamedan and Tehran studying in 1391-1392. The sampling in the first step was done through multi-level cluster sampling and in the second step, random substitution was used. Also, to increase the assurance coefficient to control the examinees subsidence, twenty students were considered in each group and were assigned to 4 groups by random substitution sampling. Firstly, the Interpersonal Aggressive Questionnaire was administered to the students. Then, 80 students (40 students in each province) were chosen from among those who were upper than the cut point and were randomly assigned to the control and experimental group. The cognitive-emotional skills program were each performed in 10 sessions (each group session took 90 minutes). The tools used in this research were Interpersonal Aggressive Scales (Straus, 1979), Emotional intelligence questionnaire (Bar-On, 1997), Affective control scale (Williams, Chambless, & Ahrens, 1997), and the second version of Rahim organizational conflict scale (Rahim, 1997). The results of Covariance analysis (ANCOVA) indicated that teaching the cognitive-emotional skills to high school students Makes Increase self-awareness skills, anger management, and problem solving. Also, the results of the study indicated that teaching the cognitive-emotional skills have a positive and significant effect on the decrease of students tendency to aggressive behaviors such as verbal aggressive, practical aggressive of the students. However, the results indicated that teaching the cognitive-emotional skills are effective.
Abdolkhaleghi, M., Davachi, A., Sahbaie, F., Mahmoudi, M. (2005). Surveying the association between computer–video games and aggression in male students of guidance schools in Tehran, 2003. Medical sciences. 15 (3):141-145 URL: http://tmuj.iautmu.ac.ir/article-1-9-fa.html {Persian}.
Anisi, J., Salimi, H., Mirzamani, M., Raeisi, F., Niknam, M. (2007). A Survey Study on Behavioral Problems in Adolescence. Journal of Behavioral Sciences, 1 (2), 170-163 {Persian}.
Arefi, M. (2008). Comparison of the self – regulation between students in regular and gifted schools and the role of self- regulation dimensions to predict academic performance. Curriculum Planning Knowledge and Research in educational, 22(17-18), 75-98.
https://www.sid.ir/en/journal/ViewPaper.aspx?id=181277 {Persian}.
Babapour Kheirodin, J. (2006). Study of relationship between communicational conflict resolution styles and students' psychological health. Journal of Psychology, University of Tabriz. 1 (4), 27- 46 {Persian}.
Botvin, G. J., Griffin, K. W. (2004). Life skills training: empirical findings and future direction. The Journal of primary, 60 (4): 422-22
Bradbury, K. E., Clark, I. (2009). Cognitive behavioral therapy for anger management. Journal of Pers Soc; 63 (3): 452-59.
Casey, M., Casey, P. (1997). Self-esteem training as an aid to acquiring conflict management skills Australian. Journal of Adult and Community Education, 37(3):160-166.
Chalabi, M. (2003). The effects of family order and conflict on violence against children. Journal of Sociology of Iran; 2, 26-54.
Corcoran, K. O., Malinkrodt, B. (2000). Adult attachment, self-efficacy, perspective taking and conflict resolution. Journal of counseling and development, 78(4): 473-483.
Dahesh, Z. (2009). The effect of integrated behavioral and emotion-oriented counseling on controlling emotions in female adolescents in Kashkuyeh, Rafsanjan. Master Thesis, Islamic Azad University, Marvdasht Branch {Persian}.
Dam-Baggen, R., Kraaimaat, F. (2000). Group social skills training or cognitive group therapy as the clinical treatment of choice for generalized social phobia. Personality and Individual Differences, 40, 689-698.
Del Vecchio, T., O’Leary, K. D. (2004). Effectiveness of anger treatments for specific anger problems: A meta-analytic review. Clinical Psychology Review, 24, 15 – 34
Dennis, V., Ary, T. E., Duncan, S. C., Duncan, H. H. (1999). Adolescent problem behavior: the influence of parents and peers. Behavior Research and Therapy, 37, 217-230.
Dortaj, F., Masaebi, A., Asadzadeh, H. (2010). The effect of anger management training on aggression and social adjustment of 12- 15 years old male students. Journal of Applied Psychology, 3, 4(12), 62-72 {Persian}.
Ellis, A. (1998). Anger, how to live with and without it. New York: JAICO publishing bous. USA.
Eniola, M. (2007). The effects of stress inoculation training on test anxiety and academic performance of adolescents with visual impairment, Pakistan Journal of Sciences, (4(, 496 – 499.
Fanning, D. (2011). Einführung in die klaviermusik von serge prokofjew. Prokofjew-Studien, Music and Letters, 92 (2), 324–325.
Feindler, E. L., Weisner, S. (2005). Youth anger management treatments for school violence prevention. Journal of psychology, 1; 57(5):610-2
Forneris, T., Danish, S. J., Scott, D. L. (2007). Setting goals, solving problems, and seeking social support: developing adolescents' abilities through a life skills program. Adolescence; 42(165):103-114.
Ghorban Shirodi, Sh., Khalatbari, J., Todar, R., Mobaleghi, N., Salehi, M. (2011). Comparison the effectiveness of assertiveness and problem-solving skills training styles on adjustment and aggression of first-year female high school students. New Findings in Psychology, 5 (15), 7-26{Persian}.
Golchin, M. (2002). Tendency toward aggression in adolescents and the role of family. Journal of Qazvin University of Medical Sciences and Health Services, 6 (1), 41-36{Persian}.
Gollman, R. A., Delucia-Waack, J. L. (2006). Predicting school violence: A comparison of violent and nonviolent male students on attitudes toward violence, exposure level of violence, and PTSD symptomatology. Psychology in the Schools, 43: 591-598.
Greene, R. W., Ablon, J. S., Martin, A. (2006). Use of collaborative problem solving to reduce seclusion and restraint in child and adolescent inpatient units. Psychiatric Services. 1; 57(5):610-2.
Habibi, N. (2003). Investigating the relationship between social skills and individual-social adjustment in Female High School Students in in Tehran. Master Thesis {Persian}
Hartup, W. W. (1996). The company they keep: friendships and their developmental significance. Child Development, 67, 1-13.
Hashemian, F., Faramarzi, S. (2013). The effect of implementing an aggression control training program on social adjustment of female students. M.Sc. in Tehran, Research Sciences Branch of Islamic Azad University {Persian}.
Hashemian, F., Shafii Abadi, A., Soudani, M. (2008). The Effect of Anger Control Training on the Individual and social adjustment among Female students of the first year of high school in Mahshahr city. Knowledge and Research in Psychology (35, 36), 1-14.
Hoffman, M. L. (2000). Empathy and moral development: Implications for caring and justice. New York: Cambridge University press in adult mental health services. Behavioral and cognitive psychotherapy, 35, 201-208.
Jeffery, R. W. (1989). Risk behaviors and health: contrasting individual and population perspectives. American Psychology, 44: 1194-1202.
Joe, J. (2010). Anger management. Journal of family violence, 21: 334-351.
Kahrazehi, F. (2001). Investigating the effectiveness of problem-solving skills training in reducing depression between students 15 to 18 years old{Persian}.
Kajbaf Nejad, H., Ahadi, H., Heydari, A., Asgari, P., Enayati, M. (2009). The relationship between psychological skills, emotional intelligence and its components with the motivation of sports success in male athletes in Shiraz. New Findings in Psychology, 107-125{Persian}.
Kaplan, S. (2009). The Future of Private Equity. Journal of Applied Corporate Finance, 67, 1-13.
Karimi, Y. (2001). Social Psychology. Ninth Edition, Tehran: Arasbaran Publications.
Kord Noghabi, R. (2004). Prepared and compiled a comprehensive curriculum in high school with an emphasis on life skills. Educational Research and Planning Organization {Persian}.
Lazarus, A.; Lazarus, K. (2009). Life Skills. Translation: Hosseini, Sh; Aramnia, A. Tehran: Nasle No Andizhan {Persian}.
Livarjani, Sh., Gol Mohamad Nejad, GH., Shhanegh, M. (2010). Investigating the relationship between emotional intelligence and social skills of talented and normal female high school students in Khoy in the academic year of 2009-2010. Journal of Education and Evaluation, 2 (5) 185-210{Persian}.
Lopes, P. N., Bracket, M. A., Nezlek, J. B., Schutz, A., Selli, I., Salovey, P. (2004). Emotional intelligence and social interaction. Personality and Social Psychology Bulletin, 30, 1018- 1034.
Lovett, B., Sheffield, R. (2007). Affective empathy deficits in aggressive children and adolescents: A critical review Clin Psychology Rev; 27(1):881-93.
Mehrizi Aboui, M., Tahmassian, K., Khosh Konesh, A. (2010). The Impact of Anger Management Training on Anger Self-Regulation Skills and Parent- Adolescent Conflicts in Female Adolescents of Junior High (Guidance) Schools in Tehran. Family Research, 6(3); 393-404{Persian}.
Mihalic, S., Irwin, K., Elliott, D., Fagan, A., Hansen, D. (2001). Blueprints for violence prevention. OJJDP Bulletin. Washington D.C: U.S. Department of Justice, Office of Justice Programs, Office of Juvenile Justice and Delinquency Prevention
Nazari, A., Hosein Pour, M. (2009). The effectiveness of social skills on anxiety and self-esteem of female high school students in Baghmalek. New Findings in Psychology, 16-195{Persian}.
Newton, R. R., Connelly, C. D., Landsverk, J. A. (2001). An examination of measurement characteristics and factorial validity of the revised conflict tactics scale. Educational Psychological Measurement, 61: 317-335.
Nikparvar, R. (2004). Life Skills. Tehran: Publication of the Deputy for Cultural Affairs and Prevention of the Welfare Organization.
Novaco, R. W. (1993). Stress inoculation therapy for anger control: A manual for therapists. Irvine: University of California.
Nuananong, S. (2006). Preventing tobacco and drug use among Thai’s high school students through life skills training. Nurse Health Sci; 8(3):164-68.
O’Neill, H. (2006). Managing Anger (2nd. ed). John Wiley Sons, Ltd.
Pakaslahti, L. (2000). Children’s and adolescents’ aggressive behavior in context: The development and application of aggressive problem-solving strategies. Aggress Violent Behave. 5(5), 476-490{Persian}.
Parsa Mehr, M., Saeidi Madani, S.M. Divband, F. (2010). The Relationship between Social Link Established by Family and Interpersonal Violence of Male Juveniles in Yazd. Journal of Family Research, 6(1); 71-86{Persian}.
Pekkala, D., Dave, B. (2007). Working with Anger: A constructivist approach. USA. John Wiley & sons.
Sahin, R., Baloglu, M., Unalmis, M. (2010). Turkish adolescent’s attitudes toward violence. Procedia - Social and Behavioral Sciences, 2(2), 2092-2098.
Sahraian, M., Solhi, M., Haghani, H., Beigizadeh, S. (2011). Knowledge, attitude and practice of third grade high schoolgirls in Jahrom in self-awareness, communication with other sand decision making skills, 2009 -2010. Journal of Research Health 1:17 -24{Persian}.
Samoei, R. (2002). Translation and standardization of emotional intelligence test. Sina Behavioral Sciences Research Institute (Psychiatry) {Persian}.
Sarmad, Z. Bazargan, A., Hejazi, A. (2006). Research Methods in Behavioral Sciences. Tehran, Agah Publishing {Persian}.
Sayarpoor, M., Hazavehei, M.M., Ahmadpanah, M. (2011). Assessing Relationship between Aggression and Perceived Self-Efficacy in High School Students of Hamadan City. Avicenna J Nurse Midwifery Care. 19 (2): 16-26.
Shalter, O. T., Varti, J. W., Gfarclough, P. B., Robel, S. (2002). Problem solving skills training for mothers of children with newly diagnoses canter psychological abstracts. Journal of Clinical psychology; 89: 56-64
Smite, R., Garrie, B. (2005). The effect of life skills training on increasing assertive behavior in third- grade female students. Journal of clinical psychology, 53, 56-64.
Stiffler, K. L. (2008). Adolescent and Anger: An investigation of variables that influence the expression of anger. Indiana University of Pennsylvania. EBSCO.
Strayer, J., Roberts, W. (2004). Empathy and Observed Anger and Aggression in Five-year olds. Social Development, 13: 1-13.
Touzandeh Jani, H. (2007). Aggression and bullying in children and adolescents. Second edition. Mashhad: Marandiz Publications.
Turner, N. E., Macdonald, J., Somerset, M. (2008). Life skills, mathematical reasoning and critical thinking: A curriculum for the prevention of problem gambling. Journal Study, 24(3):367-380.
Vahedi, Sh., Fathi Azar, A. (2006). Social adequacy training in reducing aggression in preschool boys. Journal of Mental Health Principles. 8 (31, 32) 131-140{Persian}.
Vaziri, Sh., Lotfi Azimi, A. (2011). The effect of empathy training in decreasing adolescents’ aggression. Developmental Psychology, Iranian Psychologists, 8 (30), 167-185{Persian.
Whitfield, G. W. (1999). Validating school social work: An evolution of a cognitive-behavioral approach to reduce school violence. Research on social work practice, 9 (4): 28-399.
Williams, K. E., Chambless, D. L., Ahrens, A. H. (1997). Are emotions frightening? An extension of the fear concept. Behavior research and therapy, 35: 239 – 2.
Zarei, A. (2004). Effective factors on Violence of male high school students in Tehran. Master Thesis, Shahid Beheshti University, Tehran {Persian}.
_||_