1- Department of Psychology, Ardabil Branch, Islamic Azad University, Ardabil,
2- PhD in Clinical Psychology, Assistant Professor, Islamic Azad University, Ardabil, Iran
3- PhD in Educational Psychology, Assistant Professor, Islamic Azad University, Ardabil, Iran
4- PhD in Psychology, Assistant Professor, Islamic Azad University, Ardabil, Iran
2- PhD in Clinical Psychology, Assistant Professor, Islamic Azad University, Ardabil, Iran
3- PhD in Educational Psychology, Assistant Professor, Islamic Azad University, Ardabil, Iran
4- PhD in Psychology, Assistant Professor, Islamic Azad University, Ardabil, Iran
Abstract: (151 Views)
Background & Objectives: Bullying is one of the problematic behaviors of adolescence that has recently attracted the attention of researchers and experts in the field of educational psychology in the last three decades. In addition, many researches have 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 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 disturbed in bully students is the issue of emotional regulation disorder. Bullying prevention programs should address areas related to social competence and emotion regulation. In recent years, due to the effectiveness and urgent need to prevent and intervene in youth problems, an increasing number of researches and applications of mindfulness in educational environments have been observed. Since the effectiveness of mindfulness training in improving many behavioral and emotional symptoms and disorders has been confirmed by researchers, the present study was conducted with the aim of investigating the effectiveness of mindfulness training on social competence and emotional dysregulation of bully students.
Methods:The research method is experimental with a pre-test-post-test design with a control group. The statistical population of the study included the twelfth grade male students of Sarab high school. Sampling method In this study, purposive sampling is available. Among the students, 30 students who scored lower than the cut in the social competency and peer tests at the same time and higher than the questionnaire in the bullying and emotional dysregulation tests were replaced in two groups of 15 people. The instruments used in this study were the Olweus Bully/Victim Questionnaire Revised (OB/VQ-R), the Flanner Social Competence Questionnaire and Diffiiculties in Emotion Regulation Scale (DERS). 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.
Results:The results of multivariate covariance analysis show that mindfulness skills training has been effective to improves social competence (Eta =0.259 , p=0.009) and reduces emotional dysregulation (Eta= 0.264 , p=0.006) of Bullying students.
Conclusion: According to the obtained results, it is clear that the use of cognitive training is effective in solving the problems and inadequacies of bully students, and this method can be used to prevent bullying among students. Applying this method was able to reduce the problems of this range of students in the fields of social competence and emotion regulation, and considering the close relationship between social competence and emotion dysregulation with bullying, improving these processes can reduce bullying in the long term. follow The current research also faced some limitations, such as the cross-sectional design of this study limited our ability to establish causal relationships between the variables of the study. On the other hand, the use of self-report scales, conducting the research only on 12th grade male students in Sarab city due to the limited access and also the lack of follow-up period due to the time limit, the generalization of the results should be done with caution. In order to solve these limitations in future research, it is suggested to conduct research on other groups, on female students and other disorders in different cities, taking into account follow-up periods.
Methods:The research method is experimental with a pre-test-post-test design with a control group. The statistical population of the study included the twelfth grade male students of Sarab high school. Sampling method In this study, purposive sampling is available. Among the students, 30 students who scored lower than the cut in the social competency and peer tests at the same time and higher than the questionnaire in the bullying and emotional dysregulation tests were replaced in two groups of 15 people. The instruments used in this study were the Olweus Bully/Victim Questionnaire Revised (OB/VQ-R), the Flanner Social Competence Questionnaire and Diffiiculties in Emotion Regulation Scale (DERS). 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.
Results:The results of multivariate covariance analysis show that mindfulness skills training has been effective to improves social competence (Eta =0.259 , p=0.009) and reduces emotional dysregulation (Eta= 0.264 , p=0.006) of Bullying students.
Conclusion: According to the obtained results, it is clear that the use of cognitive training is effective in solving the problems and inadequacies of bully students, and this method can be used to prevent bullying among students. Applying this method was able to reduce the problems of this range of students in the fields of social competence and emotion regulation, and considering the close relationship between social competence and emotion dysregulation with bullying, improving these processes can reduce bullying in the long term. follow The current research also faced some limitations, such as the cross-sectional design of this study limited our ability to establish causal relationships between the variables of the study. On the other hand, the use of self-report scales, conducting the research only on 12th grade male students in Sarab city due to the limited access and also the lack of follow-up period due to the time limit, the generalization of the results should be done with caution. In order to solve these limitations in future research, it is suggested to conduct research on other groups, on female students and other disorders in different cities, taking into account follow-up periods.
Type of Study: Original Research Article |
Subject:
Psychology
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