اثر بخشی برنامه آموزش توانمندسازی فردی، خانوادگی و اجتماعی بر خودپنداره و اشتیاق به مدرسه دانش آموزان قربانی قلدری دوره اوّل متوسطه شهر تبریز
محورهای موضوعی : زن و خانوادهاسداله صحتی 1 * , مرضیه علیوندی وفا 2 , سید داود حسینی نسب 3
1 - دانشجوی دکتری روانشناسی عمومی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران
2 - دانشیار، گروه روانشناسی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران.( نویسنده مسئول)dr.vafa.a@gmail.com
3 - استاد گروه روان شناسی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران
کلید واژه: واژه&rlm, های کلیدی: برنامه توانمندسازی, خودپنداره, اشتیاق به مدرسه, دانش &rlm, آموزان قربانی قلدری.,
چکیده مقاله :
هدف این پژوهش، تعیین اثربخشی برنامه آموزش توانمندسازی فردی، خانوادگی و اجتماعی بر خودپنداره و اشتیاق به مدرسه دانش آموزان قربانی قلدری بود. این مطالعه نیمه آزمایشی با استفاده از طرح پیش آزمون و پس آزمون با گروه کنترل انجام شد. جامعه آماری پژوهش حاضر شامل دانش آموزان قربانی قلدری دبیرستان های دوره اوّل متوسطه شهر تبریز در سال 98-1397 بود که از میان آن ها، با استفاده از روش نمونه گیری غیر تصادفی هدفمند و غربالگری از طریق آزمون قربانی قلدری و انجام مصاحبه، 30 نفر به عنوان نمونه تحقیق انتخاب و سپس به صورت تصادفی در دو گروه آزمایش و کنترل گمارده شدند؛ به طوری که هر گروه را 15 نفر تشکیل دادند. ابزارهای مورد استفاده فرم ایرانی مقیاس قربانی قلدری، مقیاس خود پنداره بک (SCT) و آزمون اشتیاق به مدرسه وانگ، وایلت و اسکلز بود. گروه آزمایشی، طی 10 جلسه تحت آموزش برنامه توانمندسازی فردی، خانوادگی و اجتماعی قرار گرفت؛ در حالی که گروه کنترل هیچ گونه آموزشی دریافت نکرد. داده ها با استفاده از روش تحلیل کوواریانس تحلیل شدند. نتایج بدست آمده نشان داد که نمرات پس آزمون خودپنداره و اشتیاق به مدرسه گروه آزمایش و گواه تفاوت معنی داری دارند (0/001 >p ). بدین ترتیب بر اساس یافته های حاصل از این تحقیق، می توان گفت که برنامه آموزش توانمندسازی فردی، خانوادگی و اجتماعی ، میزان خودپنداره و اشتیاق به مدرسه دانش‌آموزان قربانی قلدری را افزایش می دهد.
The purpose of this study was determination the effectiveness of individual, familial and social empowerment program the self-concept and school engagement in bullied-victimized students. This semi-experimental study was conducted using pre-test and post-test with control group. The statistical population of the study included high school bullied-victimized students of first grade in Tabriz city in the (2018-2019) from which 30 bullied-victimized students were selected by purposeful nonrandom sampling and screening by the Bullied-Victimized test and interview procedures, and so these subjects were randomly assigned to the experimental and control group (15 subjects in each group). The instruments used included the Bullied-Victimized Iranian Scale, Beck's self-concept scale, and School engagement test of Wang, Willett & Eccles. The experimental group experienced 10 sessions of training individual, familial and social empowerment program, while control group did not received any training. Data were analyzed using analysis of covariance method. Results showed that there were significant differences in self-concept, and school engagement post-test scores between the experimental group and the control group (p<0.001). Thus, it can be concluded that individual, familial and social empowerment program can improve self-concept and school engagement among bullied-victimized students
AlBuhairan, F., Abbas O.A., Sayed D.L., Badri M., Alshahri S., Vries N. (2017) The relationship of bullying and physical violence to mental health and academic performance: a cross-sectional study among adolescents in Kingdom of Saudi Arabia. Int J Pediatr Adolesc Med ; 4(2): 61-65.
Alizade Maralani, Fateme. (2013). Comparison of Parenting styles and Parential tension in Parents of bulling, victimized and normal male students , Master Thesis, Faculty of Educational Sciences and Psychology, University of Tabriz. (in Persian)
Andre, CM (2003). Bullying: The Consequences of interparental Discord and Child's Self-Concept. Family Process, 42(2):237-251.
Andrews, B., & Wilding, J. M. (2004). The relation of depression and anxiety to life-stress and achievement in students. British Journal of Psychology, 95, 509-521.
Arslan, S & Savaser, S (2012). Effect of high school students' self-concept and family relationships behavior. New York: Academic Press
Atik, G. (2013). Student and School Level Factors in Victimization of Middle School Students: An Ecological Perspective. Unpublished Thesis, Middle East Technical University.
Bachem, R., & Casey, P. (2018). Adjustment disorder: a diagnosis whose time has come. Journal of Affective Disorders, 227, 243-253.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.
Bayraktar, F. (2012). Bullying among adolescents in North Cyprus and Turkey: Testing a multifactor model. Journal of Interpersonal Violence, 27(6), 1040-1065.
Beane, A., Miller, T.W. (2023). Utilizing Effective Bullying Prevention Programs. In: Miller, T.W. (eds) School Violence and Primary Prevention. Springer, Cham. https://doi.org/10.1007/978-3-031-13134-9_27
Bondü, R., & Richter, P. (2016). Interrelations of justice, rejection, provocation, and moral disgust sensitivity and their links with the hostile attribution bias, trait anger, and aggression. Frontiers in Psychology, 7, 1-15.
Bondü, R., Sahyazici-Knaak, F., & Esser, G. (2017). Long-term associations of justice sensitivity, rejection sensitivity, and depressive symptoms in children and adolescents. Frontiers in Psychology, 8, 1-14.
Brendgen, M., & Poulin, F. (2018). Continued bullying victimization from childhood to young adulthood: A longitudinal study of mediating and protective factors. Journal of Abnormal Child Psychology, 46, 27–39.
Catalano, R. F., Haggerty, K. P., Oesterle, S., Fleming, C. B., & Hawkins, J. D. (2004). The importance of bonding to school for healthy development: Findings from the social development research group. Journal of School Health, 74 (7), 252-261.
Chen, C. Y., Squires, J., & Scalise, K. (2020). Evaluating the dimensionality and psychometric properties of a social-emotional screening instrument for young children. Infants & Young Children, 33(2): 142-159.
Christina, S., Magson, N. R., Kakar, V., & Rapee, R. M. (2021). The bidirectional relationships between peer victimization and internalizing problems in school-aged children: An updated systematic review and meta-analysis. Clinical Psychology Review, 85, 101979.
Doorley, J. D. Kashdan, T. B. Alexander, L. A. Blalock, D. V. & McKnight, P. E. (2019). Distress tolerance in romantic relationships: A daily diary exploration with methodological considerations. Motivation and Emotion, 43(3), 505-516.
Dorio, N. B., Demaray, M. K., & Riffle, L. N. (2021). Bullying bystanders and emotional school engagement: The roles of rumination and depression. Psychology in the Schools, 1–17.
Elhai, J. D., Levine, J. C., O’Brien, K. D., & Armour, C. (2018). Distress tolerance and mindfulness mediate relations between depression and anxiety sensitivity with problematic smartphone use. Computers in Human Behavior, 84, 477-
Estoup AC. (2018). The Impact of Bully Victimization and Substance Use on Suicidal Behavior in Sexual Minority Youth. Clinical Psychology Dissertations; 34.
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: potential of the concept, state of the evidence. Review of Educational Research, 74 (1), 59- 109
Gaffney, H., Ttofi, M. M., & Farrington, D. P. (2019). Evaluating the effectiveness of school-bullying prevention programs: an updated meta-analytical review. Aggression and Violent Behavior, 45, 111- 133. https://doi.org/10.1016 j.avb.2018.07. 001
Gastic Billie. (2008). School Truancy and the Disciplinary Problems of BullyingVictims, Educational Review, 60(4): 391-404
Glew, G. M., Fan, M., Katon, W., Rivara, F. P., & Kernic, M. A. (2005). Bullying, psychological adjustment, and academic performance in elementary school. Archives of Pediatric Adolescent Medicine, 159, 1026-1031.
Haltigan, J. D., & Vaillancourt, T. (2018). The influence of static and dynamic intrapersonal factors on longitudinal patterns of peer victimization through mid-adolescence: A latent transition analysis. Journal of Abnormal Child Psychology, 46, 11–26.
Hartley, M. T., Bauman, Sh., Nixon, Ch. L., & Davis, S. (2015), Comparative Study of Bullying Victimization Among Students in General and Special Education. Exceptional Children, 81(2), 176- 193.
Hartin, P., Birks, M., Lindsay, D. (2018). Bullying and the nursing profession in Australia: An integrative review of the literature, Collegian, 5(6), 613-619.
Hazler, R. J. (1996). Breaking the cycle of violence: Interventions for bullying and victimization. Washington, DC: Accelerated Development.
Healy, K. L. (2020). Hypotheses for possible iatrogenic impacts of school bullying prevention programs. Child Development Perspectives, 14(4), 221–228.
Hirschi, T. (1969) Causes of delinquency. Berkeley, CA: University of California Press.
Holt MK, Vivolo-Kantor AM, Polanin JR, Holland KM, DeGue S, Matjasko JL, et al. (2015). Bullying and suicidal ideation and behaviors: A meta-analysis. Pediatrics; 135(2): 496– 509.
Kats Gold, I., Kopelman-Rubin, D., Mufson, L., & Klomek, A. B. (2020). I Can Succeed for Preschools: A Randomized Control Trial of a New Socialemotional Learning Program. Early Education and Development, 1-17.
Kõiv, K. (2012). Social skills training as a mean of improving intervention for bullies and victims Procedia-Social and Behavioral Sciences, 45, 239-246
Koliaye, Leila. (2017). Development of a Social Problem-Solving program and its Evaluation of the effectiveness on increasing the social competences elements and reducing Victimization Among Victims of Bullying Students. PhD Thesis, Faculty of Educational Sciences and Psychology, University of Tabriz. (in Persian)
Kowalski, R. M., & Limber, S. P. (2013). Psychological, physical, and academic correlates of cyber bullying and traditional bullying. Journal of adolescent health, 53(1), 13- 20.
Lardier Jr DT, Barrios VR, Garcia-Reid P, Reid RJ. (2016). Suicidal ideation among suburban adolescents: The influence of school bullying and other mediating risk factors. Child Adolesc Ment Health; 28(3): 213-31.
Libbey, H. P. (2004). Measuring student relationships to School: Attachment, bonding, connectedness, and engagement. Journal of School Health, 74(7), 274–283.
Malesza, M.(2019). Stress and delay discounting: The mediating role of difficulties in emotion regulation. Personality and Individual Differences, 144, 56-60.
Mazaheri Tehrani, Mohammad Ali; Shiri, Ismail & Valipour, Mostafa(2015). Study of Essence and Prevalence of bulling in the Guidance school students of Zanjan City Country. Quarterly Journal of educational Psychology, Volume 11, Number 36: 17-38 (in Persian)
McBrien, J., Dooley, K., & Birman, D. (2017). Cultural and academic adjustment of refugee youth: Introduction to the special issue. International Journal of Intercultural Relations, 60, 104-108.
Moon B, Alarid LF. (2014). School bullying, low self- control, and opportunity. J Interpers Violence; 30(5): 839-56.
Nansel, T. R., Overpeck, M., Pilla, R. S., Ruan, W. J., Simons-Morton, B., & Scheidt, P. (2001). Bullying behaviors among U.S. youth: Prevalence and association with psychosocial adjustment. Journal of the American Medical Association.
Narayanan, A. and Betts, L. R. (2014). Bullying behaviors and victimization experiences among adolescent students: the role of resilience. The journal of genetic psychology, 175(2), 134- 146.
Nuttin, J. (2014). Future time perspective and motivation: Theory and research method. Psychology Press.
Olivo. S,M,C.(2007) The effects of a culturally-adapted social emotional learning curriculum on social-emotional and academic outcome of latino immigrant high school student. Doctor of Philosophy. University of Oregon.US.
O‘Moore, M. (2010). Understanding school bullying: a guide for parents and teachers. Veritas Publications Limited. P. 83.
Peyrot M, Rubin RR. (2007). Behavioral and Psychosocial Interventions in Diabetes A conceptual review. Diabetes Care; 1;30(10):2433-40
Pervin, Lawrence, S. & John, Oliver, P. (2001). Personality: theory and research, 8 th. ed. Translated by: Javadi, M. & Kadivar P. Tehran: Aeeizh Press (in Persian)
Patton, D. U., Woolley, M. E., & Hong, J. S. (2012). Exposure to violence, student fear, and low academic achievement: African American males in the critical transition to high school. Children and Youth Service Review, 34, 388-395.
Ramon, M., & Murillo, J. (2011). Latin America: School bullying and academic achievement. Cepal Review, 104, 37-53.
Rosen HR, DeOrnellas K, Scott SR. (2018). Bullying in School. Perspectives from School Staff, Students, and Parents. New York: SAM Ficher.
Sainz V and Martín-Moya B (2023) The importance of prevention programs to reduce bullying: A comparative study. Front. Psychol. 13:1066358. doi: 10.3389/fpsyg.2022.1066358
Salmivalli, C. (2012). Effects of the kiva anti- bullying program on adolescents, depression, anxiety, and perception of peers. Journal of abnormal child psychool, 40: 289- 300.
Sanaei, Somayye; Bahreyni Brougeni, Majid; Raesi Sarteshnizi, abbas. (2017) effectiveness live skills education on reduction of tendency to bulling in students of the first grader mal high School, Journal of Social discipline Studies, year of nine, Number 3: 219 - 242(in Persian)
Schultz, Duane, P. & Schultz, Sydney, Ellen. (2016).Theories of Personality. Translated by: Seyyed Mohammadi, Yahya. Tehran: Virayesh Press (in Persian)
Schunk, Fabian., Zeh, Franziska., Trommsdorff, Gisela.,(2022).Cyber victimization and well-being among adolescents during the COVID-19 pandemic: The mediating roles of emotional self-efficacy and emotion regulation. Computers in Human Behavior. Computers in Human Behavior. 126. 107035
Sidera, F.; Serrat, E.; Collell, J.; Perpiñà, G.; Ortiz, R.; Rostan, C.( 2020). Bullying in Primary School Children: The Relationship between Victimization and Perception of Being a Victim. Int. J. Environ. Res. Public Health, 17, 9540.
Smith PK, Thompson D. (2007). Practical approaches to bullying. New York: Routledge.
Sprott, J. B. B., Jenkins and Doob. (2005). The Importance of school: Protecting at-risk youth from early offending. youth Violence and Juvenile Justice,3,1-59.
Wells, Adrian. (2011). Metacognitive Therapy for Anxiety and Depression. Translation: Mohammadkhani, Shahram. Tehran: Varaye Danesh Publication. (in Persian)
Wienke-Totura, C.M., McKinnon-Lewis, C., Gesten, E.L., Gadd, R., Divine, K.P., Dunham, S., & Kamboukos, D. (2009). Bullying and victimization among boys and girls in middle school. Journal of Early Adolescence, 29(4), 571-609
White M.A.(2016). Why wont it Stick? Positive Psychology and Positive Education. White Psych Well-Being, 6:2
Woods, S. Done, J. Kalsi, H. (2009). Peer victimisation and internalising difficulties: the moderating role of friendship quality. Journal of Adolescence, 32 (2), 293-308.
Yang, C.; Chan, M.-K.; Ma, T.-L.(2020) School-wide social emotional learning (SEL) and bullying victimization: Moderating role of school climate in elementary, middle, and high schools. J. Sch. Psychol. 82, 49–69. [Cross Ref]
Zaykowski, H., & Gunter, W. (2012). Youth victimization: School climate or deviant lifestyles? Journal of Interpersonal Violence, 27(3), 431-452.