بررسی شیوع قلدری و ارتباط آن با مهارت‌های اجتماعی- هیجانی، مهارت حل مسئله و افسردگی در دانش‌آموزان متوسطه اول

الموضوعات :

یوسف اسمری برده زرد اسمری برده زرد ¹ (دانشجوی دکترای روانشناسی بالینی دانشگاه علوم بهزیستی و توانبخشی تهران، ایران)
بهروز دولتشاهی ² (دانشیار روانشناسی بالینی، دپارتمان روانشناسی دانشگاه علوم بهزیستی و توانبخشی تهران، ایران)
احسان طاهری ³ (دانشجوی کارشناسی ارشد روانشناسی بالینی، دانشگاه علوم بهزیستی و توانبخشی تهران، ایران)

تاريخ الإرسال : 16 الأحد , محرم, 1441 تاريخ التأكيد : 12 الثلاثاء , رمضان, 1441 تاريخ الإصدار : 26 الخميس , جمادى الثانية, 1441

الکلمات المفتاحية: افسردگی, قلدری, مهارت حل مسئله, مهارت هیجانی اجتماعی,

ملخص المقالة :

هدف از این پژوهش بررسی شیوع میزان قربانی بودن قلدری؛ قلدری و ارتباط آن با مهارت های اجتماعی- هیجانی، مهارت حل مسئله و افسردگی در دانش‌آموزان پسر متوسطه اول بود. پژوهش حاضر از نوع همبستگی و توصیفی است. جامعه شامل کلیه ی دانش‌آموزان مقطع تحصیلی متوسطه اول شهرستان بوکان می باشد و نمونه به روش نمونه‌گیری خوشه‌ای 525 نفر انتخاب گردید و داده ها با استفاده از پرسشنامه‌های قلدری ایلی نویز، مهارت حل مسئله هپنر، افسردگی کودک و نوجوان (CADS)، مهارت‌های اجتماعی هیجانی (SEL)، جمع آوری شد. برای تحلیل داده‌ها از آمار توصیفی میانگین و انحراف استاندارد و ضریب همبستگی پیرسون و رگرسیون چندگانه استفاده و به کمک spss17 انجام شد. نتایج نشان داد که رفتارهای قلدری با نمره کلی حل مسئله (29/0-r =، 001/0p=) و اعتماد به خود (21/0-r=، 000/0p=)، کنترل شخصی (25/0-r=، 002/0p=) گرایش به حل مسئله، (27/0- r=، 000/0p=) و نمره کلی مهارت‌های اجتماعی - هیجانی (13/0- r=، 02/0p=) و مؤلفه‌های سازمان‌دهی (14/0-r=، 009/0p=)، خودتنظیمی (12/0-r=، 003/0p=)، روابط با همسالان (10/0-r=، 03/0p=) رابطه منفی دارد اما با مؤلفه های افسردگی (16/0r=، 006/0p=) و اجتناب از حل مسئله (20/0r=، 005/0p=)، رابطه مثبت دارد؛ و نتایج تحلیل رگرسیون نیز نشان داد که حل مسئله (19/.=β) و مهارت های اجتماعی هیجانی (71/.=β) و افسردگی (10/.=β) پیش‌بینی کننده های معتبری در مدل رگرسیونی بودند. یافته ها نشان دادند که قلدری را می توان بر اساس متغیرهای افسردگی (همبستگی مثبت)، مهارت های اجتماعی هیجانی (همبستگی منفی) و مهارت حل مسئله (همبستگی منفی) پیش‌بینی کرد. این نتایج را می توان در مداخله‌های بالینی برای دانش‌آموزان در نظر و به‌عنوان متغیرهای پیشگیری بکار گرفت.

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Bollmer, J. M. R., Milich, Harris, M. J., & Maras, M. A. (2005). A friend in need: The role of friendship quality as a protective factor in peer victimization and bullying. Journal of interpersonal violence 20(6): 701-712.

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Boulton, M. J., Trueman., M., & Murray L. (2008). Associations between peer victimization, fear of future victimization and disrupted concentration on class work among junior school pupils. British Journal of Educational Psychology 78(3): 473-489.

Cassidy, T. (2009). Bullying and victimisation in school children: The role of social identity, problem-solving style, and family and school context. Social Psychology of Education, 12(1), 63-76.

Chalmeh, R. (1392). Sufficient validity of Eli Noiz bullying scale in Iranian students: Investigating the validity, reliability and structural structure. Journal of Psychological Methods and Models, 3(11), 52-39 [In Persian].

Cohn, A., & Canter A. (2003). Bullying: What schools and parents can do. National Association of School Psychologists Fact Sheet. Retrieved April 17.

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Deniz, M., & E. Ersoy (2016). Examining the Relationship of Social Skills, Problem Solving and Bullying in Adolescents. International Online Journal of Educational Sciences 8(1).

DeRosier, M. E. (2004). Building relationships and combating bullying: Effectiveness of a school-based social skills group intervention. Journal of Clinical Child and Adolescent Psychology 33(1): 196-201

Elliott, M. (1991). "Bullies, victims, signs, solutions."Bullying: A practical guide to coping for schools, 8-14

Espelage, D. L., & M. K. Holt (2001). Bullying and victimization during early adolescence: Peer influences and psychosocial correlates. Journal of Emotional Abuse,2(2-3): 123-142.

Fox, C. L., & Boulton, M. J. (2003). "A social skills training (SST) programme for victims of bullying."Pastoral Care in Education, 21(2): 19-26.

García, A. S., & Margallo, E. M. (2014). Bullying: what's going on? A bibliographic review of last twelve months. Procedia-Social and Behavioral Sciences, 132: 269-276.

Grennan, S., & Woodhams, J. (2007). The impact of bullying and coping strategies on the psychological distress of young offenders.Psychology, Crime & Law 13(5): 487-504.

Harris, S., & Willoughby, W. (2003). Teacher Perceptions of Student Bullying Behaviors. ERS Spectrum 21(3): 11-18

Hoffman, M. L. (2001). Empathy and moral development: Implications for caring and justice, Cambridge University Press.

Hunter, S. C., & Boyle, J. M. (2002). Perceptions of control in the victims of school bullying: The importance of early intervention. Educational research 44(3): 323-336.

Hong, J. S., Lee, C.-H., Lee, J., Lee, N. Y., & Garbarino, J. (2014). "A review of bullying prevention and intervention in South Korean schools: An application of the social–ecological framework."Child Psychiatry & Human Development 45(4): 433-442.

Ireland, J. L. (2001). The relationship between social problem‐solving and bullying behaviour among male and female adult prisoners. Aggressive Behavior: Official Journal of the International Society for Research on Aggression, 27(4), 297-312.

Ivarsson, T. A., Broberg, G., Arvidsson, T., & Gillberg, C. (2005). Bullying in adolescence: Psychiatric problems in victims and bullies as measured by the Youth Self Report (YSR) and the Depression Self-Rating Scale (DSRS).Nordic journal of psychiatry 59(5): 365-373.

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