شناسایی مؤلفه‌های بافتی در مدرسۀ تاب‌آور: مروری نظام‌مند.

نوع مقاله : مقاله پژوهشی

نویسندگان

1 پژوهشگر پسادکتری، گروه مشاوره، دانشکدۀعلوم تربیتی و روان‌شناسی،دانشگاه الزهرا، تهران، ایران

2 استاد، گروه مشاوره، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه الزهرا، تهران، ایران.

3 دانشیار، گروه روانشناسی تربیتی و مشاوره، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه تهران، تهران، ایران.

چکیده

پژوهش حاضر با هدف شناسایی مؤلفه‌های بافتی در مدرسۀ تاب‌آور با روش مطالعۀ مروری نظام‌مند انجام گرفت. برای انجام آن، مقالات مرتبط با موضوع پژوهش مطالعه شد. برای پرداختن به این امر، جست‌وجوی هدفمندی در ادبیات تاب‌آوری (2021-2006) در مقالات و نشریات موجود در پایگاه‌های اطلاعاتی اریک، الزویر، اسکوپوس، نورمگ، ایران داک، مگ ایران و پایگاه مرکز اطلاعات علمی جهاد دانشگاهی انجام شد و از میان 400 پژوهش، استخراج داده‌ها به نتایجی محدود شد که توضیح می‌دهند چگونه هر جنبه‌ای از بافت مدرسه از تاب‌آوری پشتیبانی می‌کند. درنهایت 32 پژوهش برای بررسی دقیق انتخاب شدند. مرور پژوهش‌های مرتبط با بافت و متن تاب‌آورانۀ مدرسه نشان داد عناصر بافتی حاضر در مدرسه در سه مقولۀ معلم، بدنۀ کلی مدرسه و همسالان قابل‌بررسی است. به‌علاوه، دو اهرم درخصوص ارتباط مؤثر میان دانش‌آموزان و بزرگسالان و همچنین کمک به تاب‌آوری معلم، در کنار سه مقولۀ اصلی می‌تواند بافت تاب‌آور در مدرسه ایجاد کند. محور اول، بر اهمیت نقش معلم تأکید دارد و شامل مؤلفه‌های حمایت از خودمختاری دانش‌آموز، مشارکت دانش‌آموز، حمایت‌گری و مشوق‌بودن معلم، ارتباط محترمانه و انتظارات تنظیم‌شده از دانش‌آموزان است. محور دوم به بافت کلی مدرسه اشاره دارد و شامل شش مؤلفه است: برابری و عدالت در مدرسه، اجتناب از برچسب‌زنی، محیط یادگیری امن، جو مدرسه، رفع نیازهای اولیه دانش‌آموزان در مدرسه و فعالیت‌های فراتر از برنامۀ درسی. سومین محور مبتنی بر نقش همسالان است که همسالان را حامیان دائمی تاب‌آوری می‌داند و شامل پذیرش و حمایت دانش‌آموز از سوی همسالان، مشارکت و اتحاد متقابل در انجام تکالیف و استفاده از حلقه‌های صلح‌ساز دانش‌آموزی برای حل مشکلات رفتاری است. موضوع محور چهارم سایر بزرگسالان است و نقش هدایت‌گری بزرگسالان و حمایت والدین از تحصیل فرزندان را مدنظر قرار داده است. محور پنجم مبتنی بر تاب‌آوری معلم است. در این راستا، سه موضوع درخصوص کمک روان‌شناسان به معلمان، نقش اکولوژی مدرسه در تاب‌آوری معلم و افزایش آگاهی آن‌ها از فرایندهای تاب‌آوری مطرح شد.

کلیدواژه‌ها


عنوان مقاله [English]

Identifying Tissue Components in Resilient Schools: A Systematic Review

نویسندگان [English]

  • Leila Afzali 1
  • Simin Hosseinian 2
  • Zahra Naghsh 3
1 Department of Counselling, Faculty of Education and Psychology, AlZahra University, Tehran, Iran.
2 , Professor, Department of Counselling, Faculty of Educational Sciences and Psychology, University of AlZahra, Tehran, Iran.
3 Department of Educational Psychology and Counselling, Faculty of Psychology and Educational Science. University of Tehran, Tehran, Iran.
چکیده [English]

Using a method of systematic review, the intention of this study is to identify the tissue components in the resilient school. Articles pertinent to the research topic were analyzed for research purposes. Purposeful research in resilience literature (2006-2021) was conducted using articles and publications from the Eric, Elsevier, Scopus, Noormags, Iran Doc, Magiran, and SID databases. Among 400 researches relating to resilience issues and school processes, data mining was limited to articles describing how every aspect of the school context supports resilience. Finally, 32 studies were chosen for a comprehensive evaluation. The first factor emphasizes the significance of the teacher’s role and includes supporting student autonomy, student participation and engagement, teacher support and encouragement, respectful communication with students, and setting student expectations. The second factor refers to the overall context of the school and consists of six components: equality and fairness in school, avoiding labeling, a safe learning environment, a positive school atmosphere, meeting students’ basic requirements in school, and extracurricular activities. The third factor refers to the role of peers and considers peers to be permanent supporters of resilience. This factor includes peers’ acceptance and support of students, participation and mutual unity in completing assignments, and the use of student peacemaking circles to resolve behavioral problems. The fourth factor considers the function of adult guidance and parental support in a child’s education. The fifth axis refers to the resilience of teachers. Regarding this, three issues have been raised: the assistance of psychologists to teachers, the role of school ecology in teacher resilience, and the need to increase their awareness of resilience processes.
 
 

کلیدواژه‌ها [English]

  • Academic Resilience
  • Resilient School
  • Resilient Context
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دوره 14، شماره 1
1402
صفحه 15-30
  • تاریخ دریافت: 05 خرداد 1401
  • تاریخ بازنگری: 24 تیر 1401
  • تاریخ پذیرش: 14 مرداد 1401
  • تاریخ اولین انتشار: 01 اردیبهشت 1402
  • تاریخ انتشار: 01 اردیبهشت 1402