Comparing emotional problems, identity styles, and safe behaviors of normal and bullying students

Authors

1 MSc of psychology, Azad University of Ardabil Science Research Branch

2 Professor, Department of Psychology, University of Guilan

10.22098/jsp.2019.750

Abstract

This causal-comparative study aimed at comparing emotional problems, identity styles, and safe behaviors of normal and bullying students. The population included all the first grade high school students in the city of Ardabil enrolled in the academic year of 2015. The sample was 120 students with high scores on bullying selected through random sampling. To investigate the variables, Brozonsky Identity Style Inventory, Olweus Revised Inventory of Bullying/Victim, Pinto and Gurya Safe Behavior Scale, and Lavybond and Lavybond Depression, Anxiety and Stress Scale were used. After data analysis, the results of MANOVA and multivariate analysis showed that stress, anxiety, depression, and confused identity avoidance behavior of bullying students were significantly higher than the normal students, while the normative identity style scores of bullying students were lower than the normal students. The results suggest that due to emotional vulnerability, the bullying students have more identity problems. These results have important implications in the field of coping skills training and cognitive-behavioral interventions for students.

Keywords


ابراهیمی، مرتضی؛ کرمی، جهانگیر؛ برازنده چقائی، سمیه و بگیان کوله­مرز، محمدجواد. (1394). مداخله ای در سازگاری اجتماعی و کاهش رفتارهای تکانشی دانش آموزان پسر مبتلا به ناتوانی­های یادگیری ریاضی:‌ اثربخشی و کارآمدی آموزش والدین با رویکرد آدلری. مجله­ی ناتوای­های یادگیری، 5(1)،7-31.
بهرامی، محمد. (1390). مقایسه­ی رفتارهای اجتنابی، تنظیم شناختی هیجان و ادراک از خود در دانش­آموزان دارای اختلال اضطراب اجتماعی و بهنجار، پایان­نامه­ی کارشناسی ارشد، دانشگاه محقق اردبیلی، اردبیل.
حسینی المدنی، سیدعلی؛ احدی، حسن؛ کریمی، یوسف؛ بهرامی، هادی. و معاضدیان، آمنه. (1391 مقایسه تاب­آوری، سبک­های هویتی، معنویت و حمایت اجتماعی ادراک شده در افراد معتاد و غیرمعتاد و بهبودیافته. مجله اعتیادپژوهی، 21، 51-68.
زاهد، عادل؛ رجبی، سعید و امیدی، مسعود. (1391). مقایسه­ی سازگاری اجتماعی، هیجانی، تحصیلی و یادگیری خودتنظیمی در دانش­آموزان با و بدون ناتوانی یادگیری. مجله­ی ناتوانی­های یادگیری، 1(2)، 43-62.
سامانی، سیامک؛ جوکار، بهرام و صحراگرد، نرگس. (1386). تاب‌آوری، سلامت روانی و رضایت­مندی از زندگی. مجله روان­پزشکی و روان­شناسی بالینی ایران، 13(3)،290-295.
صالحی، اعظم؛ باغبان، ایران؛ بهرامی، فاطمه و احمدی، سید احمد. (1390). رابطه­ی بین راهبردهای شناختی تنظیم هیجان و مشکلات هیجانی با توجه به عوامل فردی و خانوادگی. فصل­نامه مشاوره و رواندرمانی خانواده، 1(1)، 1-19.
عبدی زرین، سهراب؛ سجادیان، پریناز؛ شهیاد، شیما؛ بیان معمار، احمد و عظیمی، حسین. (1389). رابطه بین سبک هویت و بهزیستی روانی در دانش­آموزان دختر مقطع راهنمایی شهر قم. طلوع بهداشت، 9(1)، 69-77.
قمری­گیوی، حسین؛ سروش­زاده، سیدحسن؛ نادر پیله­رود، مقصود و میکاییلی، نیلوفر. (1392). اثربخشی برنامه پیشگیری از زورگویی اولویوس بر زورگویی، مهارت های اجتماعی و عزت نفس دانش­آموزان در مدارس ابتدایی. فصل­نامه مطالعات روان­شناسی بالینی، 3(11)،49-75.
نریمانی، محمد؛ عباسی، مسلم؛ ابوالقاسمی، عباس و احدی، بتول. (1392). مقایسه­ی اثر بخشی آموزش پذیرش/ تعهد با آموزش تنظیم هیجان بر سازگاری دانش­آموزان دارای اختلال ریاضی. مجله­ی ناتوانی­های یادگیری، 2(4)، 154-176.
 Abdi Zarrin, S., Sajjadian, P., Shahyad, S.H., Bayanmemer, A., Azimi, H. (2010). Relationship between identity and well-being in junior high school students in Qom. Sunrise Health, 9(1), 69-77. (Persian).
Bahrami, M. (2012). Avoidance behavior, cognitive emotion regulation and self-perception of students with anxiety disorder and normal. Master's Thesis of Mohaghegh Ardabili University. (Persian)
Berzonsky, M.D., Nurmi, J.E., Kinney, A., & Tammi, K. (1999). Identity processing style and cognitive attribution strategies: Similarities and differences across different contexts. European Journal of Personality, 13, 105-120.
Cuming, S., Rapee, R., Kemp, N., Abbott, M., Peters, L., & Gaston, J. (2009). A self-report measure of subtle avoidance and safety behaviors relevant to social anxiety: Development and psychometric properties. Journal of Anxiety Disorders, 23, 879–883.
Dumas, T.M., Ellis, W.E., & Wolfe, D.A. (2012). Identity development as a buffer of adolescent risk behaviors in the context of peer group pressure and control. Journal of Adolescence, 35(4),917-927.
Ebrahimi, M., Karami, G., Barazandeh Choghaee, S., & Bagiyan Kulehmarz, M. J. (2015). An intervention in social adjustment and reducing impulsive behaviors of male students with mathematical learning disabilities: Efficiency and effectiveness of parents with Adlerian approach. Journal of Learning Disabilities, 5(1),7-31. (Persian)
Faircloth, B. S.  (2012). Wearing a mask vs. connecting identity with learning. Contemporary Educational Psychology, 37(3),186-194.
Frank, J.H., & Shari, J.H. (2009). Relationships among perfectionism, achievement goals, athletic identity, and athlete burnout. Conference, Tucson. U. S. A.
Ghamari giloo, H., Soroush zade, S.H., Nader, M., & Michaeli, N. (2013). Effects of olweus bullying prevention program on elementary-school students' bullying, social skills, and self-esteem. Studies of Clinical Psychology. 3(11), 49-75. (Persian)
Hemphill, A. S., Kotevski, A., Tollit, M., Smith, R., Herrenkohl, T. I., Toumbourou, J. W., & et al. (2012). Longitudinal predictors of cyber and traditional bullying perpetration in Australian secondary school students. Journal of Adolescent Health, 51(1), 59-65.
Hsi-Sheng, W., Williams, J.H., Chen, J.K., Chang, H.Y. (2010). The effects of individual characteristics, teacher practice, and school organizational factors on students' bullying: A multilevel analysis of public middle schools in Taiwan. Journal of Children and Youth Services Review, 32, 137–143.
Husseini al-Madani, S.A., Ahadi, H., Karimi, Y., Bahrami, H. & Moazediyan, A. (2012). Comparison of resiliency, identity styles, spirituality and perceived social support in addicts and non-addicts, and improved. Journal of Addiction Research, 21, 51-68. (Persian)
Junger-Tas, J., & Van Kesteren, J. (1999). Bullying and delinquency in a dutch school population. The Hague, Netherlands: Kugler.
Lee, C. H.  (2010). Personal and interpersonal correlates of bullying behaviors among Korean middle school students. Journal of Interpersonal Violence, 25(1), 152-176.
McManus, F., Clark, D.M., Grey, N., Wild, J., Hirsch, C., Fennell, M., & et al. (2009). A demonstration of the efficacy of two of the components of cognitive therapy for social phobia. Journal of Anxiety Disorders, 23, 496–503.
Nansel, T.R., Overpeek, M., Pilla, R.S., Ruam, W. J., Simons-Morton, B., & Scheidt, P. (2001). Bullying behaviors among US youth: Prevalence and association with psychosocial adjustment. Journal of American Medical Association, 285, 2094-2100.
Narimani, M., Abbasi, M., Abolghasemi, A., & Ahadi, B. (2013). A study comparing the effectiveness of acceptance/ commitment by emotional regulation training on adjustment in students with dyscalculia. Journal of Learning Disabilities, 2(4),154-176. (Persian)
Newgent, R.A., Behrend, B.A., Lounsbery, K.L., Higgins, K.K., & Lo, W.  (2010). psychosocial educational groups for Students (PEGS): An evaluation of the treatment Fontana. Am, Hyra. D., Godfreg. L., Impact of a deer –led stress inoculation training intervention on state anxiety and heart (1999). 4 ،45-63.
Olweus, D. (1993). Bully/victim problems in school: Knowledge base and an effective intervention program. The Irish Journal of Psychology, 18, 179-190.
Patchin, J.W., & Hinduja, S. (2011). Traditional and nontraditional bullying among youth: A test of general strain theory. Youth & Society, 43(2), 727-751.
Phillips, T.M., & Pittman, J.F. (2007). Adolescent psychological well-being by identity style. Journal of Adolescence, 30, 1021-1034.
Rigby, K., Cox, L.  (1996). The contribution of bullying at school and low self-esteem to acts of delinquency among Australian teenagers. Personality and Individual Differences, 21(4), 609-612.
Salehi, A., Baghban, I., Bahrami, F. & Ahmedi, S.A. (2010). The relationship between cognitive emotion regulation strategies and emotional problems due to factors such as individual and family. Journal of Counseling and psychotherapy Family, 1(1), 1-19. (Persian)
Samani, S., Jokar, B., & Sahragard, N. (2007). Resiliency, mental health and life satisfaction. Iranian Journal of Psychiatry and Clinical Psychology,13(3), 290-295. (Persian)
Zahed, A., Rajabi, S., & Omodi, M. (2012). A comparison of social, emotional and educational adjustment and self-regulated learning in students with and without learning disabilities. Journal of Learning Disabilities, 1(2),43-62. (Persian)