تعطیلات نوروز ۱۴۰۴-ضمن آرزوی قبولی طاعات و عبادات و همچنین تبریک فرارسیدن بهار و شروع سال جدید، به اطلاع می‌رساند این نشریه از تاریخ ۲۸ اسفندماه ۱۴۰۳ لغایت ۱۵ فروردین ۱۴۰۴ تعطیل می باشد.

Volume 14 - Articles-1403                   MEJDS (2024) 14: 73 | Back to browse issues page

XML Persian Abstract Print


Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Jahandideh B, Ghaffari Nooran O, Nakhostin Goldoost A, Kiamarsi A. Investigating the Effectiveness of Mindfulness Skills Training on Social Competence and Emotional Dysregulation of Bullying Students. MEJDS 2024; 14 :73-73
URL: http://jdisabilstud.org/article-1-3089-en.html
1- PhD Student in Educational Psychology, Ardabil Branch, Islamic Azad University, Ardabil, Iran
2- Associate Professor, Islamic Azad University, Ardabil, Iran
3- Assistant Professor, Islamic Azad University, Ardabil, Iran
Abstract:   (866 Views)

Abstract
Background & Objectives: Bullying is one of the problematic behaviors of adolescence. Much research has been conducted on the etiology and treatment of this phenomenon. A common theme of the bullying literature is the disorder in the social-cognitive development of adolescents. Researchers believe that bullying on several levels is associated with a low perception of social competence. Therefore, it seems that one of the antecedents of bullying behavior is a violation of social competence. Another psychological variable that is disturbed in bullying students is the issue of emotional regulation disorder. In recent years, due to the effectiveness and urgent need to prevent and intervene in youth problems, an increasing number of research studies and applications of mindfulness in educational environments have been observed. So, the present study was conducted to investigate the effectiveness of mindfulness training on social competence and emotional dysregulation of bully students.
Methods: The research method was quasi-experimental with a pretest-posttest design and a control group. The study's statistical population included the 12th-grade male students of Sarab High School in the academic year 2020-2021. Among them, 30 qualified volunteers were included in the study as a sample by available sampling method and after obtaining the entry criteria. Then, they were randomly divided into two groups of 15 people. The inclusion criteria were as follows: informed consent, studying in boys' schools of the 12th grade, low social competence and emotional dysregulation more than the cut-off point of the questionnaire, and absence of an acute mental problem. The exclusion criteria included receiving psychological interventions before entering the research, unwillingness of the student to continue cooperation in each of the research stages, absence from training sessions, receiving other interventions at the same time as the study, using psychiatric drugs at least two weeks before the start of the intervention, suffering from severe physical or mental illnesses and not participating in all meetings. The instruments used in this study were the Olweus Bully/Victim Questionnaire-Revised (OB/VQ-R) (Olweus, 2006), the Social Competence Questionnaire (Flanner et al., 1990), and the Difficulties in Emotion Regulation Scale (DERS) (Gratz & Roemer, 2004). The experimental group received training on mindfulness skills during 8 sessions of 90 minutes per week, 2 sessions as a group, and during this period, the control group did not receive any training. Data analysis was done using covariance analysis in the SPSS program at a significance level 0.05.
Results: The results show that mindfulness skills training effectively improved social competence (Eta =0.259, p=0.009) and reduced emotional dysregulation (Eta=0.264, p=0.006) of bullying students.
Conclusion: Based on the research findings, mindfulness skills training effectively increases social competence and reduces bullying students' emotional dysregulation.


Full-Text [PDF 283 kb]   (242 Downloads)    
Type of Study: Original Research Article | Subject: Psychology

References
1. Bayaborda NA. Psychological vulnerability of bullied young adults in their prose and poetry compositions: an IPA. In: World 2017 anti–bullying forum. Stockholm, Sweden; 2017.
2. Farrington DP. The importance of risk factors for bullying perpetration and victimization. J Pediatr (Rio J). 2020;96(6):667–9. [DOI]
3. Baldry AC, Sorrentino A, Farrington DP. Post–traumatic stress symptoms among Italian preadolescents involved in school and cyber bullying and victimization. Journal of Child and Family Studies. 2019;28(9):2358–64. [DOI]
4. Olweus D. Bully/victim problems among schoolchildren: long–term consequences and an effective intervention program. In: Mental disorder and crime. Thousand Oaks, CA, US: Sage Publications, Inc; 1993. pp: 317–49.
5. Wright MF. School bullying among students with intellectual disabilities: predictors, outcomes, and recommendations. In: Developmental challenges and societal issues for individuals with intellectual disabilities. Hershey, PA, US: Medical Information Science Reference/IGI Global; 2020. pp: 40–62. [DOI]
6. Nasti C, Sangiuliano Intra F, Palmiero M, Brighi A. The relationship between personality and bullying among primary school children: the mediation role of trait emotion intelligence and empathy. Int J Clin Health Psychol. 2023;23(2):100359. [DOI]
7. Rigby K. Multiperspectivity on school bullying: one pair of eyes is not enough. London: Routledge; 2021. [DOI]
8. Camodeca M, Nava E. The long–term effects of bullying, victimization, and bystander behavior on emotion regulation and its physiological correlates. J Interpers Violence. 2022;37(3–4):NP2056–75. [DOI]
9. Laith R, Vaillancourt T. The temporal sequence of bullying victimization, academic achievement, and school attendance: a review of the literature. Aggression and Violent Behavior. 2022;64:101722. [DOI]
10. Nikolaou D. Identifying the effects of bullying victimization on schooling. Contemporary Economic Policy. 2022;40(1):162–89. [DOI]
11. Gaffney H, Ttofi MM, Farrington DP. Evaluating the effectiveness of school–bullying prevention programs: An updated meta-analytical review. Aggression and Violent Behavior. 2019;45:111–33. [DOI]
12. Zych I, Farrington DP, Ttofi MM. Protective factors against bullying and cyberbullying: a systematic review of meta–analyses. Aggression and Violent Behavior. 2019;45:4–19. [DOI]
13. Gómez–Ortiz O, Romera–Félix EM, Ortega–Ruiz R. Multidimensionality of social competence: measurement of the construct and its relationship with bullying roles. Revista de Psicodidáctica (English ed). 2017;22(1):37–44. [DOI]
14. Tirabassi AR. The relationship between social competence and student dropout [Thesis for Specialit in Education]. [Wisconsin, USA]: University of Wisconsin–La Crosse; 2013 [cited 2024 May 11]. Available from: [Article]
15. Junttila N. Social competence and loneliness during the school years: issues in assessment, interrelations and intergenerational transmission. LAP LAMBERT Academic Publishing; 2012.
16. Mohebbi M, Mirnasab M, Fathiazar E, Hashemi T. A comparison study of bullying behavior, school bonding and social compe-tence in bully and pro–bully students. Research in School and Virtual Learning. 2018;5(4):71–82. [Persian] [Article]
17. Zych I, Beltrán–Catalán M, Ortega–Ruiz R, Llorent VJ. Social and emotional competencies in adolescents involved in different bullying and cyberbullying roles. Revista de Psicodidáctica (English ed). 2018;23(2):86–93. [DOI]
18. Shabahang R, Sedighian SF, Rahimi Nezhad A, Soltani Shal R. Role of difficulties in emotional regulation and alexithymia in prediction of bullying. Quarterly Journal of Child Mental Health. 2019;6(3):40–50. [Persian] [DOI]
19. Basharpoor S, Molavi P, Sheykhi S, Khanjani S, Rajabi M, Mosavi SA. The relationship between emotion regulation and emotion expression styles with bullying behaviors in adolescent students. J Ardabil Uni Med Sci. 2013;13(3):264–75. [Persian] [Article]
20. Widiger TA. Personality and psychopathology. World Psychiatry. 2011;10(2):103–6. [DOI]
21. Krueger RF, Derringer J, Markon KE, Watson D, Skodol AE. Initial construction of a maladaptive personality trait model and inventory for DSM–5. Psychol Med. 2012;42(9):1879–90. [DOI]
22. Abdi R, Chalabianlou G. Adaptation and psychometric characteristic of personality inventory for DSM–5–brief form (PID–5–BF). Journal of Modern Psychological Researches. 2017;12(45):131–54. [Persian] [Article]
23. Lang J. The efficacy of emotional intelligence training for the emotion regulation of bullying students: a randomized controlled trial. NeuroQuantology. 2018;16:83–8. [DOI]
24. Devi S. Mindfulness in education: the need of the hour. In: Handbook of research on clinical applications of meditation and mindfulness–based interventions in mental health. IGI Global; 2022. pp: 337–56. [DOI]
25. Ruzzante D, Vaes J. Elaborating humanness: a direct comparison between mindful and mindless entities. Current Opinion in Behavioral Sciences. 2023;49:101235. [DOI]
26. Reavley NJ. Mindfulness training in higher education students. The Lancet Public Health. 2018;3(2):e55–6. [DOI]
27. Pinazo D, García-Prieto LT, García–Castellar R. Implementation of a program based on mindfulness for the reduction of aggressiveness in the classroom. Revista de Psicodidáctica. 2020;25(1):30–5. [DOI]
28. Gillions A, Cheang R, Duarte R. The effect of mindfulness practice on aggression and violence levels in adults: a systematic review. Aggression and Violent Behavior. 2019;48:104–15. [DOI]
29. Rahimiyan Boger A, Naghi P. The effectiveness of training mindfulness skills on tolerance of failure and cognitive regulation of emotion in drug addicts. In: 9th International Conference of Psychology and Social Sciences [Internet]. Tehran, Iran: Cilivica; 2017. [Persian] Available from: [Article]
30. Babakhani V. The effectiveness of mindfulness skills training on adjustment and mental health of students. Rooyesh–e–Ravanshenasi Journal. 2019;8(5):171–8. [Persian] [Article]
31. Koncz A, Köteles F, Demetrovics Z, Takacs ZK. Benefits of a mindfulness–based intervention upon school entry: a pilot study. Int J Environ Res Public Health. 2021;18(23):12630. [DOI]
32. Yazdani M, Esmaeili M, Namdari K. The effect of positive mindfulness training program on self–compassion of male adolescents with depressive symptoms. Positive Psychology Research. 2018;3(4):65–76. [Persian] [DOI]
33. Nabizadeh S, Kord Noghabi R, Yaghoobi A, Rashid K. Comparison of the effectiveness of mindfulness–based stress reduction and mindfulness–based social–emotional learning on the components of social–emotional competence and academic performance. Research in School and Virtual Learning. 2021;9(1):103–17. [Persian] [DOI]
34. Tavakoli ZS, Demehri F, Azizi M. Theory of mind teaching on the social competencies and restraint in children of Down syndrome. Middle Eastern Journal of Disability Studies. 2019 Mar 10;9:52. [Persian] [Article]
35. Thierry KL, Bryant HL, Nobles SS, Norris KS. Two–year impact of a mindfulness–based program on preschoolers' self–regulation and academic performance. Early Education and Development. 2016;27(6):805–21. [DOI]
36. Weissberg RP. Promoting the social and emotional learning of millions of school children. Perspect Psychol Sci. 2019;14(1):65–9. [DOI]
37. Can Gür G, Yilmaz E. The effects of mindfulness–based empathy training on empathy and aged discrimination in nursing students: a randomised controlled trial. Complement Ther Clin Pract. 2020;39:101140. [DOI]
38. Ahmadi T, Kheirati H, Ghobari Bonab B. Effectiveness of mindfulness–based training on cognitive emotion regulation and cognitive flexibility in mothers of children with Learning Disabilities. Empowering Exceptional Children. 2019;10(3):125–38. [DOI]
39. Rowland G, Hindman E, Hassmén P. Do group mindfulness–based interventions improve emotion regulation in children? a systematic review. J Child Fam Stud. 2023;32(5):1294–303. [DOI]
40. Mohebi M, Sadeghi–Bahmani D, Zarei S, Gharayagh Zandi H, Brand S. Examining the effects of mindfulness–acceptance–commitment training on self–compassion and grit among elite female athletes. Int J Environ Res Public Health. 2021;19(1):134–44. [DOI]
41. Mehralian G, Salehi M, Farrokhi N, Dortaj F. Developing a yoga–based mindfulness training package and evaluating its effectiveness on the symptoms of emotional behavioral disorders in children. International Journal of Pediatrics. 2022;10(1):15165–78. [DOI]
42. Olweus D. The Revised Olweus Bully/Victim Questionnaire. Bergen, Norway: Research Center for Health Promotion, University of Bergen; 2006. [DOI]
43. Rezapour M, Soori H, Khodakarim S. Testing psychometric properties of the perpetration of bullying and victimization scales with Olweus Bullying Questionnaire in middle schools. Safety Promotion and Injury Prevention. 2014;1(4):212–21. [Persian] [DOI]
44. Felner RD, Lease AM, Philips RC. Social competence and the language of adequacy as a subject matter for psychology: a quadripartite travel framework. In: Gullotta TP, Adams GR, Montemayor R, editors. Developing social competency in adolescence. Newbury Park London: Sage; 1990. pp:254–64.
45. Parandin S. Designing of Social Competence Questionnaire and its standardization in Tehran city teenagers [Thesis for Masters in Psychology]. [Tehran, Iran]: Allameh Tabatabai University; 2007. [Persian]
46. Gratz KL, Roemer L. Multidimensional assessment of emotion regulation and dysregulation: development, factor structure, and initial validation of the difficulties in emotion regulation scale. Journal of Psychopathology and Behavioral Assessment. 2004;26(1):41–54. [DOI]
47. Fallahi V, Narimani M, Atadokht A. Psychometric properties of the Difficulties in Emotion Regulation Scale-Brief Form (Ders–16): in Group of Iranian adolescents. J Shahid Sadoughi Uni Med Sci. 2021;29(5):3721–35. [Persian] [DOI]
48. Kabat–Zinn J. Full catastrophe living: using the wisdom of your body and mind to face stress, pain, and illness. New York, NY, US: Delta Trade Paperback/Bantam Dell; 1990.
49. Kabat–Zinn J. Mindfulness–based interventions in context: past, present, and future. Clinical Psychology: Science and Practice. 2003;10(2):144–56. [DOI]
50. Williams JMG, Duggan DS, Crane C, Fennell MJV. Mindfulness–based cognitive therapy for prevention of recurrence of suicidal behavior. J Clin Psychol. 2006;62(2):201–10. [DOI]
51. Bakosh LS, Snow RM, Tobias JM, Houlihan JL, Barbosa–Leiker C. Maximizing mindful learning: mindful awareness intervention improves elementary school students' quarterly grades. Mindfulness. 2016;7(1):59–67. [DOI]
52. Deng X, Zhang J, Hu L, Zeng H. Neurophysiological evidences of the transient effects of mindfulness induction on emotional processing in children: An ERP study. Int J Psychophysiol. 2019;143:36–43. [DOI]
53. Parker AE, Kupersmidt JB, Mathis ET, Scull TM, Sims C. The impact of mindfulness education on elementary school students: Evaluation of the Master Mind Program. Adv Sch Ment Health Promot. 2014;7(3):184–204. [DOI]
54. Schussler DL, Oh Y, Mahfouz J, Levitan J, Frank JL, Broderick PC, et al. Stress and well–being: a systematic case study of adolescents' experiences in a mindfulness–based program. J Child Fam Stud. 2021;30(2):431–46. [DOI]
55. Nahang AA, Mosavi Najafi F, Mohammadi R. The effect of mindfulness training on emotional self–regulation and psychological resilience of unsupervised children. Quarterly Journal of Child Mental Health. 2020;7(1):106–17. [Persian] [DOI]
56. Hashemzadeh A, Hatami H, Banijamali S al S, Asadzade H. The efficasy of mindfulness training on academic resilience and sense of belonging of female students high school. Journal of Psychological Science. 2022;21(112):763–80. [Perisan] [DOI]

Add your comments about this article : Your username or Email:
CAPTCHA

Send email to the article author


Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

© 2025 CC BY-NC 4.0 | Middle Eastern Journal of Disability Studies

Designed & Developed by : Yektaweb