علی اکبری دهکردی, مهناز, چراغی بیدقی, فرشاد. (1395). اثربخشی آموزش مهارتهای مقابله با هیجانات ناخوشایند بر پرخاشگری رابطه‌ای و آشکار دانش‌آموزان. روان شناسی مدرسه, 5(3), 148-166.
مهناز علی اکبری دهکردی; فرشاد چراغی بیدقی. "اثربخشی آموزش مهارتهای مقابله با هیجانات ناخوشایند بر پرخاشگری رابطه‌ای و آشکار دانش‌آموزان". روان شناسی مدرسه, 5, 3, 1395, 148-166.
علی اکبری دهکردی, مهناز, چراغی بیدقی, فرشاد. (1395). 'اثربخشی آموزش مهارتهای مقابله با هیجانات ناخوشایند بر پرخاشگری رابطه‌ای و آشکار دانش‌آموزان', روان شناسی مدرسه, 5(3), pp. 148-166.
علی اکبری دهکردی, مهناز, چراغی بیدقی, فرشاد. اثربخشی آموزش مهارتهای مقابله با هیجانات ناخوشایند بر پرخاشگری رابطه‌ای و آشکار دانش‌آموزان. روان شناسی مدرسه, 1395; 5(3): 148-166.
اثربخشی آموزش مهارتهای مقابله با هیجانات ناخوشایند بر پرخاشگری رابطه‌ای و آشکار دانش‌آموزان
2کارشناس ارشد روان شناسی، دانشگاه آزاد اسلامی واحد ساوه
چکیده
هدف از پژوهش حاضر بررسی اثربخشی آموزش مهارت مقابله با هیجانات ناخوشایند بر کاهش پرخاشگری رابطه‌ای و آشکار دانش‌آموزان بود. این مطالعه به صورت نیمه آزمایشی انجام شد. جامعه آماری شامل تمام دانش‌آموزان کانون پرورش فکری استان تهران در مقطع دبستان و مشغول به تحصیل در سال تحصیلی 1392-93 بود. تعداد 217 دانش‌آموز (118 دختر و 99 پسر) به روش خوشه‌ای چند مرحله‌ای انتخاب و به پرسشنامه پرخاشگری رابطه‌ای و آشکار شهیم پاسخ دادند. سپس تعداد 68 دانش‌آموز با توجه به نقطه برش پرسشنامه دارای پرخاشگری بودند که از این تعداد 30 دانش‌آموز (15 نفر گروه آزمایش و 15 نفر گروه کنترل) به طور تصادفی برای مطالعه انتخاب شدند. گروه آزمایش به مدت 6 جلسه هفتگی، آموزش مهارت مقابله با هیجانات ناخوشایند را دریافت کردند. داده‌ها با استفاده از روش آماری تحلیل کوواریانس چندمتغیری تجزیه و تحلیل شد. یافته ها نشان داد که آموزش مهارت مقابله با هیجانات ناخوشایند در کاهش پرخاشگری رابطه‌ای و آشکار دانش‌آموزان موثر است(05/0P<). با توجه به نتایج پژوهش حاضر مهارت مقابله با هیجانات ناخوشایند میتواند به عنوان یک راه حل آموزشی مناسب جهت تغییر بر افکار و هیجانات و رفتارهای کودکان پرخاشگر پیشنهاد گردد.
The Effectiveness of teaching coping skills for dealing with unpleasant emotions on apparent and relational aggression in students
نویسندگان [English]
M AliakbariDehkordi1؛ F CheraghiBidghi2
1Associate Professor of Psychology, Payame Noor University
2MA of Psychology, Islamic Azad University, saveh Branch
چکیده [English]
This study explored the effectiveness of teaching coping skills to deal with unpleasant emotions on decreasing students' revealed and relational aggression. The design of this study was quasi experimental. Statistical population included all elementary students of Training Center in Tehran. Using cluster method, 217 students (118 girls and 99 boys) were randomly chosen and were given Shahim's (2006) apparent and relational aggression questionnaires. Using cut-off point of this questionnaire, we selected 68 students who were considered aggressive out of which 30 students were randomly were chosen for the purpose of the study (15 students for experimental group and 15 students for control group). The experimental group were received six-sessions to be taught coping skills for dealing with unpleasant emotions. The data were analyzed by the statistical method of multivariate analysis of covariance. The findings showed that teaching coping skills to deal with unpleasant emotions on decreasing students' revealed and relational aggression were effective (P<0.05). The findings of this study can be used to propose an appropriate training solution to alter thoughts and emotions of aggressive children and as a result aggressive children behavior.
کلیدواژه‌ها [English]
coping skills to deal with unpleasant emotions, relational aggression, apparent aggression, Elementary students
مراجع
سهرابی،رقیه؛ محمدی، اکبر؛ ارفعی،اصغر (1390). اثربخشی آموزش مهارتهای زندگی بر سبک های مقابله ای نوجوانان دختر. زن و مطالعات خانواده، 4(13)، 60-45.
حقیقی، جمال؛ موسوی، محمد؛ مهرابی زاده هنرمند، مهناز و بشلیده، کیومرث(1385). بررسی تاثیر آموزش مهارتهای زندگی بر سلامت روانی و عزت نفس دانش آموزان دختر سال اول مقطع متوسطه. مجله علوم تربیتی و روانشناسی، 13(1)، 78-61.
علیجانزاده، محمد؛ مکوند حسینی، شاهرخ و کیان ارثی، فرحناز (1393). اثربخشی رفتار درمانی دیالکتیکی گروهی (مبتنی بر آموزش مهارت ها) بر پرخاشگری نوجوانان. مجله روان شناسی بالینی، 6(1)، 23-3.
ولی پور خواجه غیاثی، رقیه؛ وحید شاهی، کوروش و صالحی عمران، ابراهیم(1391). مهارتهای زندگی دانشجویان دانشگاه علوم پزشکی مازندران سال ۱۳۸۹. مجله ایرانی آموزش در علوم پزشکی. ۱۲ (۲): 100-93.
Azvar, F.(2005).Efficacy of life skills training on reduce depressive symptoms in student population. Master’s thesis.University of social welfare and rehabilitation sciences.(Persian)
Adib, Y. (2006). Assessing the achievement to life skills for Iranian teenagers .Journal of psychology, Tabriz University 1(4).(Persian)
Arfaei, R.,Sohrabi, A., Mohammadi, A.(2014).Efficacy of life skills training on coping styles of female teenagers.Journal of Women and Family Studies 13(4): 45-59.(Persian)
Alijanzade, M, Makvandhoseini, V, Kianersi, F.(2015).Efficacy of dialectical behavior group therapy(based on skills training), Journal of Clinical psychology 6(3).(1-23).(Persian)
Borzabadi-Farahani, A. and Agheidust, M.(2010).Life skills.Publishing center of Training and Industrial Research of Iran.(Persian)
Coi, G.D., Dodag, K.A.(1998). Aggression and anti-social behavior.In W.Daman & N.Eisenberg(Eds.) Handbook of Child Psychiatry(5Ed.Vol.3. pp.779-861). New York: Wiley.
Crick, N.R., Grotpeter, J.K.(1995). Relational aggression, gender and social Psychological adjustment.Child development, 66: 710-722.
Crick, N.R., Dodge, K.A.(1994). A review and reformulation of social information processing mechanisms in children's social adjustment.Psychological Bulletin, 115: 74-101.
Dodag, K., Coi, J.D.(1987) Social information processing factors in reactive and proactive aggression in childrens peer groups. Journal of Personality and social Psychology, 53: 1146-1158.
Downey, L. A., Johnston, P. J., Hansen, K., Schembri, R., Stough, C., Tuckwell, V., &Schweitzer, I.(2008).The relationship between emotional intelligence and depression in a clinical sample.European Journal of Psychiatry, 22(2), 93-98.
Denham SA, Almeida MC.(1987).Children's social problem-solvingskills, behavioral adjustment, andinterventions: A meta-analysis evaluating theory and practice. Applied developmental Psychology,391-409.
Evans, S. W., Mullett, E., Weist, M. D., & Franz, K.(2005).Feasibility of the mind matters’ school mental health promotion program in American schools, Journal of Youth and Adolescence, 34, 51-58.
Farzamnia, M.(2001).Studying and identifying the role of intra-organizational factors on achieving life skills.Research Council of Golestan province.(Persian)
Frey, B. B.,Daaleman, T. P., & Peyton, V.(2005). Measuring a dimension of spirituality for health research.Research on Aging, 27(5): 556-557.
Ferench, D., Heather, D.(1999). Management culture(descriptive).Translated by Saebi.State Management Training Center.In 1371.(Persian)
Gini, G., Pozzoli, T., Hymel, S.(2014). Moral disengagement among children and youth: A meta-analytic review of links to aggressive behavior. Aggress Behave; 40(1):56-68.
Grasham, F.M., Baovan, M., cook, C.R.(2006). Social skills training for teaching replacement behavior: Remediating acquisition deficits in at-risk students. Behavioral Disorders, 25(2): 211-223.
Gharib, H, Gholizade, Z(2007). The level of life skills of middle and high school students of Kurdistan province.Quarterly of New Thoughts in Educational Sciences, Number 1.(Persian)
Herrman, H., Moodie, R., Saxena. S.(2008).Mental Health Promotion.International Encyclopedia of Pulbah.
Halperin, J. M., McKay, K. E., & Newcorn, J. H.(2002).Development, reliability and validity of the Children’sAggression Scale-Parent Version. Journal of AmericanAcademy of Child and Adolescent Psychiatry,41:245-253.
Hart, C. H., Yong, C., Nelson, D. A., Robinson, C. C., Jin, S.,Win, P., Olson, S. F.,& Newell, L. D.(1999). Subtypesof aggression in Chinese, Russian, and U. S. Preschoolers:Gender and peer status linkage. In J. Kupersmidt(Ed.).
Haghighi, J & et al. (2006). An investigation into the Effects of life skills training on mental health and self-esteem of high school first grade girl students. Journal of educational psychology 3(13).(Persian)
Hudly, C.A.(2002).Comparing teacher and peer perception of aggression: an ecological approach. Educational psychology, 85(2): 377-384.
Kadivar P,(2010). The role of self–efficacy, autonomy and intelligence on academic achievement of high school students. Journal of Educational Psychology, Shahid Chamran University. 10(1): 2.(Persian)
Karimi, Y.(2000). Personality psychology. Aseman publications.
Kiamanesh, A.(2008). Assessing qualifications of fifth-grade students, Input and Output evaluation. Tehran: Institute For Educational Research.(Persian)
Mack. K.(2004).Explonation for conduct disorder.Child Youth Carefoume, 33(2), 95-113.
Matsuda, E., Uchiyama, K.(2006). Assertion training in coping with mental disorders with psychosomatic disease.International Congress Series, 1287: 276-278.
Mash, F., Barkly, R. (2004). assement of child disorders. Translated by Tuzande Jani, H, Tavakolizade, J, and Kamalpour, N. Gonabad : Marandiz Publications.(Persian)
Mardani, A., Daniali, M., Mardani, S., Khajavi, Y.(2011).Knowledge of Life Skills and Its Relationship with Mental HeaIth in Iranian University Students.European.Journal of Social Sciences, 25(4).495-505.
Najafi , M., Bigdeli, E., Dehshiri. GR., RahimianBoogar, I., Tabataba'I, SM.(2013). The Role of Life Skills in the Prediction of Students’ Mental Health.Culture counseling, 3(11): 101-105.(Persian)
Nazareth, c.And f. Nykprvr.(2008). The Effectiveness of Life Skills Training on Mental Health of University Students.Second Seminar on student mental health.(Persian)
Pellitteri J.(2002). The relationship between emotional intelligence and ego defense mechanism. J Psyche, 136(6):182-94.
Rys, G. S., Bear, G. G.(1997). Relational aggression and peer relations, gender and developmental issues.Merrill-Palmer Quarterly,43, 87-106.
Rajabi, Z.(2012). Efficacy of cognitive behavior therapy group on reducing aggression in children.Master’s thesis in General Psychology.Faculty of Humanities.Semnan University.(Persian)
Smith, R.(2004). The effect of life skills trading on anxiety and aggression in Group of third- grade guidance school.Journal of mental Health care, 41(3), 212-220.
Stern & Harold .(1999). Delahunt self esteem; the subject is me(Santa Monica; Good year publishing.
Sepahmansour, M.(2007). The Impact of life skills training on motivation, self-respect and social adjustment. Journal of thinking and behavior 6(2).(Persian)
Sakai, A., & Yamasaki, K.(2004). Development of theproactive and reactive aggression questionnaire forelementary school children. Japanese Journal of Psychology,75: 254-261.
Shahim, S.(2006). Relational and overt aggression in preschool children. Iranian Journal of Psychiatry and Clinical Psychology, 13(3): 364-371.(Persian)
Shutte, N. C., Malnuff, J. M., Thorsteinsson, E. B., Bhullar, N., & Rooke, S. E.(2005). A meta-analytic investigation of the relationship between emotionalIntelligence and health. Personality and Individual Differences, 42: 921-933.
Sinarahimi, A, Soleymaninia, L.(2008). The impact of life skills training on increasing community involvement of children. Journal of Social Welfare 8(30 & 31) 313-331.(Persian)
Turner, N.E., Macdonald, J., Somerset.(2008). Life skills, Mathematical reasoning and critical Thinking: A curriculum for the prevention of problem gambling, Journal of Gambling Studies; 24(3): 367-380.
Tuttle, J.(2006). Adolescent life skills training for high risk teens: results of group intervention study . Journal of pediatric health care, 20: 184-191.
Tomada, G., Schneider, B. H.(1997). Relational aggression, gender, and peer acceptance: Invariance across culture, stability over time, and concordance among informants. Developmental Psychology,33, 601-609.
Xie, H., Farmer, T. W., & Cairns, D. C.(2003). Differentforms of aggression among inner-city African-Americanchildren: Gender, configuration, and school social networks. Journal of School Psychology, 41: 355-375.
Weichold, K., Giannotta, F., Silbereisen, R. K., Ciairano, S., Wenzel, V.(2006). Cross-cultural evaluation of a life-skills programmer to combat adolescent substance misuse.Suchi – German. Journal for Addiction Research and Practice, 52: 268-278.
Yadav, P., &Iqbal, N.(2009).Impact of life skill training on self-esteem, adjustment and empathy among adolescents.Journal of the Indian Academy of Applied Psychology, 35, 61-70.
Vernon, A.(2008). Life skills training for elementary schools(Development of emotional / social / cognitive and self).Translated by Firuzbakht, M. Danjehpunblications, Third edition.(Persian)
Vnzel, V., Wiechold, K., Silbereisen, K.P.(2009). The life skills program IPSY: Positive influences on school bonding and prevention of substance misuse. Journal of Adolescence, 32, 1391-1401.
ابتدای صفحه