تأثیر آموزش ذهن‌آگاهی بر بخشش و همدلی نسبت به دیگران در میان دانش‌آموزان دارای رفتار قلدری

نوع مقاله : مقاله پژوهشی

نویسندگان

1 استاد، گروه علوم تربیتی، دانشکدۀ علوم تربیتی و روان‌شناسی، دانشگاه تبریز، تبریز، ایران.

2 گروه علوم تربیتی، دانشکدۀ علوم تربیتی و روان‌شناسی، دانشگاه تبریز، تبریز، ایران.

چکیده

پژوهش حاضر با هدف بررسی تأثیر آموزش ذهن‌آگاهی بر بخشش و همدلی نسبت به دیگران در دانش‌آموزان دارای رفتار قلدری انجام گرفت. روش پژوهش نیمه‌آزمایشی با طرح پیش‌آزمون-پس‌آزمون با گروه گواه و دورۀ پیگیری سه‌ماهه بود. جامعۀ آماری شامل تمامی دانش‌آموزان پسر و دختر دارای رفتار قلدری دورۀ متوسطۀ دوم شهرستان بستان‌آباد، در سال تحصیلی 1401-1400 بود که 30 نفر از آن‌ها به روش نمونه‌گیری دردسترس انتخاب و به‌صورت تصادفی و با تفکیک جنسیت در دو گروه 15 نفری آزمایش و کنترل جایگزین شدند. گروه آزمایش آموزش ذهن‌آگاهی را به مدت 8 جلسۀ 45 دقیقه‌ای دریافت کرد؛ درحالی‌که به گروه کنترل هیچ آموزشی ارائه نشد. پس از پایان جلسات و نیز بعد از سه ماه در مرحلۀ پیگیری، هردو گروه مجدداً با ابزارهای پژوهش ارزیابی شدند. برای گردآوری داده‌ها از پرسشنامۀ قلدری/قربانی (B/VQ)، مقیاس همدلی هیجانی (EES) و مقیاس ارزیابی گرایش به بخشش (FES) استفاده شد. داده‌های پژوهش به شیوۀ تحلیل واریانس با اندازه‌گیری مکرر با استفاده از نرم‌افزار آماری SPSS-23 تحلیل شد. نتایج نشان داد آموزش ذهن‌آگاهی تأثیر معناداری بر همدلی با دیگران و بخشش دارد. این تأثیر در مرحلۀ پیگیری نیز تداوم دارد (05/0P<). براساس یافته‌های پژوهش می‌توان نتیجه گرفت که بستۀ آموزشی ذهن‌آگاهی با بهره‌گیری از فنونی مانند آموزش خودآگاهی، یادگیری نحوۀ تنظیم هیجانات و کنترل خشم، مدیریت روابط بین‌فردی و آشنایی با افکار جاری می‌تواند به‌عنوان روشی کارآمد برای کاهش و بهبود مشکلات رفتاری نوجوانان مورد استفاده قرار گیرد.

کلیدواژه‌ها

عنوان مقاله [English]

The Effect of Mindfulness Training on Forgiveness and Empathy Towards Others in Students with Bullying Behavior

نویسندگان [English]

  • Shahrooz Nemati 1
  • Rahim Badri Gregari 2
  • Sepideh Kazemi 2
1 Professor, Department of Education, Faculty of Education and Psychology, University of Tabriz, Tabriz, Iran.
2 Department of Education, Faculty of Education and Psychology, University of Tabriz, Tabriz, Iran.
چکیده [English]

This study investigated the effect of mindfulness training on the development of empathy and forgiveness toward others in students who exhibit abusive behavior. The current investigation employed a quasi-experimental approach, which included pre- and post-testing, a control group, and a three-month follow-up. The statistical population included all male and female students who exhibited bullying behavior in the second secondary school of Bostanabad city during the academic year of 2021-2022. Thirty of these students were selected using the available sampling method and were subsequently replaced randomly and by gender in two groups of 15 individuals: experimental and control. The experimental group was subjected to mindfulness training for eight 45-minute sessions, while the control group did not receive any training. The research instruments were used to re-evaluate both groups after the sessions concluded and after three months in the follow-up phase. The data was collected using the Bullying/Victem Questionnaire (B/VQ), Emotional Empathy Scale (EES), and Forgiveness Evaluation Scale (FES). The SPSS-23 statistical software was employed to analyze the data obtained from the research using the analysis of variance with repeated measurements method. The results showed that mindfulness training had a significant effect on forgiveness and empathy toward others; this effect persisted in the follow-up phase (P<0.05). Based on the findings of the research, the mindfulness training bundle can be implemented as a method by employing techniques such as self-awareness training, anger management, interpersonal relationships, and familiarity with current thoughts. It can be used effectively to reduce and improve the behavioral problems of adolescents

کلیدواژه‌ها [English]

  • Bullying Behavior
  • Empathy towards Others
  • Forgiveness
  • Mindfulness

مراجع

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فصل‌نامه پژوهش‌های کاربردی روانشناختی
دوره 16، شماره 2
تیر 1404
صفحه 47-64

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  • تاریخ دریافت: 06 فروردین 1402
  • تاریخ بازنگری: 23 تیر 1402
  • تاریخ پذیرش: 10 مرداد 1402
  • تاریخ اولین انتشار: 12 دی 1403
  • تاریخ انتشار: 01 تیر 1404

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