اثربخشی آموزش برنامۀ پیشگیری از قلدری مبتنی بر روش الویوز برکاهش پرخاشگری و رفتارهای تکانشی دانش‌آموزان پسر زورگو
محورهای موضوعی : تربیتی
محسن شاکری نسب
1
,
محمد محمدی پور
2
1 - دانشجوی دکتری روانشناسی تربیتی، واحد بجنورد، دانشگاه آزاد اسلامی، بجنورد، ایران
2 - استادیار گروه روانشناسی، واحد قوچان، دانشگاه آزاد اسلامی، قوچان، ایران
کلید واژه: پیشگیری از قلدری, دانش‌آموزان متوسطۀ اول, دانش‌آموزان زورگو, پرخاشگری, رفتارهای تکانشی,
چکیده مقاله :
هدف این پژوهش بررسی تأثیر آموزش برنامۀ پیشگیری از قلدری مبتنی بر روش الویوز بر کاهش پرخاشگری و رفتارهای تکانشی دانش‌آموزان زورگو بود. در این پژوهش از روش نیمه تجربی با طرح پیش‌آزمون و پس‌آزمون با گروه کنترل استفاده شد و جامعۀ آماری آن را دانش‌آموزان پسر پایۀ نهم متوسطۀ اول شهر بجنورد در سال تحصیلی 99-1398 به تعداد 700 نفر تشکیل دادند که پس از تکمیل پرسشنامۀ قلدری(Illinois,2009) و نظرسنجی دبیران و مشاور مدرسه، دانش‌آموزان قلدر شناسایی و از میان آن‌ها 30 نفر به صورت تصادفی ساده به عنوان گروه نمونه انتخاب و در دو گروه 15 نفره آزمایش و کنترل جای گرفتند. برای هر دو گروه پیش‌آزمون، شامل پرسشنامۀ پرخاشگری Buss,1992)&(Perry و پرسشنامۀ تکانشگری (Barratt,1995) به اجرا در آمد و گروه آزمایش به مدت 8 جلسۀ 90 دقیقه‌ای تحت برنامۀ پیشگیری از قلدری قرار گرفتند و گروه کنترل هیچ‌گونه مداخله‌ای دریافت نکردند. برای هر دو گروه مجدداً پس‌آزمون تکمیل گردید و نتایج از طریق تحلیل کواریانس مورد تجزیه و تحلیل قرار گرفت که نتایج نشان داد، آموزش برنامۀ پیشگیری از قلدری بر کاهش پرخاشگری و رفتارهای تکانشی دانش‌آموزان زورگو تأثیر معناداری دارد(05/0>P). نتیجۀ این پژوهش نشان می‌دهد که می‌توان از این برنامه در کاهش پرخاشگری و تکانشگری کودکان زورگو در مدارس استفاده نمود. بر همین اساس پیشنهاد می‌شود مشاوران مدارس از این روش آموزشی در کاهش رفتارهای منفی دانش‌آموزان استفاده نمایند.
The aim of this study was to determine the effect of bullying prevention training based on Olweus method on reducing aggression and impulsive behaviors of bullying students. In this study, a quasi-experimental method with pre-test and post-test design with control group was used and its statistical population consisted of ninth grade junior high school students in Bojnourd in the academic year of 2019-2020 in the number of 700 who after completing the Illinois Bullying Questionnaire A survey of school teachers and counselors identified Bullying students were identified, and 30 of them were randomly selected as the sample group and placed in two groups of 15 experimental and control. For both groups, the pretest, including the Bass and Perry Aggression Questionnaire (1992) and the Bart Impulsivity Questionnaire (1995), were performed. The experimental group underwent a 90-minute bullying prevention program and the control group did not receive any intervention. Post-test was completed for both groups and the results were analyzed by analysis of covariance. The results showed that bullying prevention training has a significant effect on reducing aggression and impulsive behaviors of bullying students(P <0.05). The results of this study show that this program can be used to reduce aggression and impulsivity of bullying children in schools. Accordingly, it is suggested that school counselors use this educational method to reduce students' negative behaviors
Badri, R. Hosseini, S. Hashemi, T. Mir Nasab, M. (2018). Designing an integrated anti-bullying training program and determining its effectiveness in reducing the victimization of junior high school students. Journal of Education and Evaluation, 11 (41), 55-81. [Persian].
Birami, M. Hashemi, T. Fathi Azar, A. Alaei, P. (2015). The effectiveness of PEGS-based shame management training in reducing female adolescent bullying. Journal of New Psychological Research, 10 (39), 23-1. [Persian].
Black, S. Jackson, E.(2007). Using bullying incident density to evaluate the Olweus bullying prevention
Chen, JK . Astor, RA,(2010), School Violence in Taiwan: Examining How Western Risk Factors Predict School Violence in an Asian Culture Interpersonal. Violence, 8 (25), 1388–1410.
Coccaro, E. F., Fanning, J. R., Phan, K. L., & Lee, R. (2015). Serotonin and impulsive aggression. CNS spectrums, 20(3), 295-302.
Dell’Osso, B., Altamura, A. C., Allen, A., Marazziti, D., & Hollander, E. (2006). Epidemiologic and clinical updates on impulse control disorders: a critical review. European archives of psychiatry and clinical neuroscience, 256(8), 464-475.
Estaki Azad N, Amiri S, Latifi Z, Moghtadaie M.(2013). Effectiveness of Educational Program based on Always Method on Bullying Boys’ Social Pleasant Behaviors. CPAP. 2014; 2 (9) :65-74. [Persian].
Esteki Azad N, Amiri S.(2012). Effectiveness of Olweus Bullying Prevention Program on Iranian Boys. IJPCP. 2012; 18 (3) :175-183. [Persian].
Euler, F., Sterzer, P., Stadler, C. (2014). Cognitive control under distressing emotional stimulation in adolescents with conduct disorder. Available from: www.PubMedyahoo. (2014Mar-Apr).
García-Sancho, E., Salguero, J. M., Vasquez, E. A., & Fernández-Berrocal, P. (2016). Validity and reliability of the Spanish version of the displaced aggression questionnaire. Psicothem, 28, 96-101
Golestan Jahromi, F. shahani yeylagh, M. Behroozi, N. Omidian, M. (2017). Investigating the effect of bullying prevention program training on adjustment, empathy and bullying of female high school students in the city. Two Quarterly Journal of Cognitive Strategies in Learning, 5 (8), 184-204. [Persian].
Javid, M. Mohammadi, N. Rahimi, C(2012). Psychometric properties of the Persian version of the 11th edition of the Bart impulsivity scale. Journal of Psychological Methods and Models, 2(8), 21–32. [Persian].
Kendrick, M. M. (2015); Evaluating the effects of the Olweus Bullying Prevention Program on middle school bullying. Ph.D dissertation on education, Walden University.
Kowalski, R. M. and Limber, S.P. (2013). “Psychological, physical, and academic correlates of cyber bullying and traditional bullying”. Journal of Adolescent Health, 53(1): 13-20
Lee, T. and Cornell, D. (2010). “Concurrent validity of the Olweus Bully/Victim Questionnaire”. Journal of School Violence, 9: 56-73.
Limber, S. P., Olweus, D., Wang, W., Masiello, M., & Breivik, K. (2018). Evaluation of the Olweus Bullying Prevention Program: A large scale study of US students in grades 3–11. Journal of school psychology, 69, 56-72.
Liu, J. and Graves, N. (2011). “Childhood bullying: A review of constructs, concepts, and nursing implications”. Public Health Nursing, 28(6): 556-568.
Mischel, J., & Kitsantas, A. (2020). Middle school students' perceptions of school climate, bullying prevalence, and social support and coping. Social Psychology of Education, 23(1), 51-72
Modecki, K. L., Minchin, J., Harbaugh, A.G., Guerra, N.G., & Runions, K. C. (2014). Bullying prevalence across contexts: Ameta-analysis measuring cyber andtraditional bullying. Journal of Adolescent Health, 55(5), 602-611.
Moura, D. R.; Cruz, A. C. and Quevedo, L.A. (2011). “Prevalence andcharacteristics of school age bullying victims”. Journal de Pediatria, 87(1): 19- 23.
Olweus D. (1993). The Olweus Bullying Prevention Program. [Internet]. Oxford: Oxford University;
1993 [updated 1993 December 6; cited 2012 March 10th].Available from:
http://www.Clemson.Edu/Olweus.
Olweus D. Bully/victim(1997). problems in schools: Facts and interventions. European. Br J Educ Psychol. 6(4):495-510
Olweus, D., & Limber, S. P. (2010). The Olweus Bullying Prevention Program: Implementation and evaluation over two decades( pp. 377-402). New York, NY: Routledge.
Olweus, D., Solberg, M. E., & Breivik, K. (2020). Long‐term school‐level effects of the Olweus Bullying Prevention Program (OBPP). Scandinavian journal of psychology, 61(1), 108-116.
Patel, V., Varma, J., Nimbalkar, S., Shah, S., & Phatak, A. (2020). Prevalence and profile of bullying involvement among students of rural schools of anand, Gujarat, India. Indian Journal of Psychological Medicine, 42(3), 268-273.
Pugliese, G. V. (2014). Social-emotional processing and bullying behavior. In partial fulfillment of the requirements for the degree of Doctor ofthe Philosophy, University of Calgary, Canada.
Reymond AL.(2009). An evaluation of the olweus bullying prevention program’s effectiveness in a high school setting [dissertation]. [Cincinnati]: University of Cincinnati. 212p
Ryb, G. E., Dischinger, P. C., Kufera, J. A., & Read, K. M. (2006). Risk perception andimpulsivity: association with risky behaviors and substance abuse disorders. AccidentalAnnual Preview, 38, 567-573.
Samani, Siama.(2008). Assessing the reliability and validity of the Bass and Perry Aggression Questionnaire. Iranian Journal of Psychiatry and Psychology, 13(4): 365-359. [Persian].
Schroeder, B. A.; Messina, A.; Schroeder, D.; Good, K.; Barto, S.; Saylor, J. and Masiello, M. (2012). “The implementation of a statewide bullying prevention program: Preliminary findings from the field and the importance of coalitions”. Health Promotion Practice, 13(4): 489-495.
Sera-Negra, J. M., Pavia, S. M., Bendo, C. B., Flugencio, L.B., Lage, C. F., Correa –Faria, P., &Pordeos, I. A. (2015). Verbal school bullying and life satisfaction among Brazilian adolescents: Profiles of aggressor and the victim. Comprehensive Psychiatry, 57, 132-139.
Temko, E. (2019). Missing structure: a critical content analysis of the Olweus bullying prevention program. Children & Society, 33(1), 1-12
Vitaro, F., Brendgen, M., Barker, E. D. (2006). “Subtypes of aggressive behaviors: A developmental perspective”. International Journal of Behavioral Development, 30(1), 12-19
wang,J., Ianotti,R.,Luk, J.W. (2013). Patterns of adolescent bullying behaviors: Physical, Verbal, Exclusion, Rumor & Cyber. Journal of School Psychology, 50: 521-534
Waxman, S. E. (2014). A Systematic Review of Impulsivity in Eating Disorders. Impulsivity inEating Disorders, Review, 17(3), 408–425
Zhang, H., Zhou, H., & Tao, T. (2019). Bullying behaviors and psychosocial adjustment among school-aged children in China. Journal of interpersonal violence, 34(11), 2363-2375.
_||_