اثربخشی آموزش مهارت حل همیارانۀ تعارض‌های بین‌فردی بر صلاحیت اجتماعی و ابرازگری هیجانی در دانش‌آموزان با نشانه‌های قلدری
محورهای موضوعی : روان درمانگریعزت دیره 1 , ناصر امینی 2 , شهدخت آزادی 3
1 - استادیار گروه روان‌شناسی واحد بوشهر، دانشگاه آزاد اسلامی بوشهر، ایران.
2 - استادیار گروه روان‌شناسی دانشگاه اصفهان اصفهان، ایران.
3 - استادیار گروه روان‌شناسی واحدگچساران دانشگاه آزاد اسلامی گچساران، ایران
کلید واژه: ابرازگری هیجانی, حل همیارانۀ تعارض بین‌فردی, صلاحیت اجتماعی, قلدری,
چکیده مقاله :
هـدف ایـن پژوهـش تعییـن اثربخشـی آمـوزش مهـارت حـل همیارانـۀ تعارضهـای بینفـردی بـر صلاحیـت اجتماعـی و ابرازگـری هیجانـی دانشآمـوزان پسـر دارای نشـانههای قلـدری انجـام شـد. ایـن پژوهـش شـبه تجربـی بـا طـرح پیشآزمون-پسآزمـون بـا گـروه گـواه و دورۀ پیگیـری دو ماهـه و جامعـۀ آمـاری دانشآمـوزان پسـر دارای نشـانههای قلـدری دورۀ متوسـطۀ اول شـهر یاسـوج در سـال تحصیلـی 98-1397 بـود. 40 دانشآمـوزان بـا نشـانههای قلـدری بـا روش چندمرحلـهای انتخـاب و بهصـورت تصادفـی در دو گـروه آزمایـش و گـواه قـرار گرفتنـد و بـه سـه مقیـاس قلـدری (اسـپلیج و هولـت، 2001)، پرسشـنامه صلاحیـت اجتماعـی (فلنـر، لیـاس و فیلیـپ، (1990) و پرسشـنامه ابرازگـری هیجانـی (کینـگ و آمونـز، 1990) پاسـخ دادنـد. پیـش از شـروع مداخلـه، پیشآزمـون بـرای هـر دو گـروه اجـرا شـد، سـپس گـروه آزمایشـی بـه مـدت 9 هفتـه تحـت آمـوزش مهـارت حـل همیارانـۀ تعارضهـای بینفـردی قـرار گرفـت، امـا گـروه گـواه، مداخلـهای دریافـت نکـرد و در پایـان، از هـر دو گـروه پسآزمـون و بعـد از گذشـت دو مـاه، از هـر دو گـروه آزمـون پیگیـری بهعمـل آمـد. نتایـج تحلیـل واریانـس آمیختـه نشـان داد آمـوزش مهـارت حـل همیارانـۀ تعارضهـا بینفـردی بـر صلاحیـت اجتماعـی و ابرازگـری هیجانـی دانشآمـوزان پسـر دارای نشـانههای قلـدری بهطـور معنـاداری اثـر دارد. ایـن اثرهـا در مرحلـۀ پیگیـری نیـز تـداوم داشـت. براسـاس یافتههـای ایـن پژوهـش میتـوان نتیجـه گرفـت آمـوزش مهـارت حـل همیارانـۀ تعارضهـا بینفـردی بـا بهرهگیـری از فنونـی ماننـد مهـات حـل مسـئله و برگزیـدن معیارهـای منطقـی و تعهـد بـرای رسـیدن بـه ایـن معیارهـا، بـه عنـوان روشـی کارآمـد بـرای بهبـود صلاحیـت اجتماعـی و
ابرازگـری هیجانـی دانش آمـوزان پسـر دارای نشـانههای قلـدری سـودمند اسـت.
his study aimed to determine the efficacy of training collaborative interpersonal conflict resolution skills on social competence and emotional expressiveness in male students with signs of bullying. It was a quasi-experimental study with a pretest, posttest, control group, and two-month follow-up period. The sample consisted of male students with signs of bullying in the first secondary school of Yasouj in the academic year 2018-19. The research participants included 40 students with signs of bullying who were selected through a multi- stage random sampling method and randomly accommodated into experimental and control groups (each group of 20 students) and completed the Illinois Bullying Scale (Espelage & Holt, 2001), Social Competence Questionnaire (Felner, Lease & Philips, 1990), and Emotional Expression Questionnaire (King & Emmons, 1990). The pretest was administered to two groups before starting the intervention; afterward, the experimental group was under training in collaborative interpersonal conflict solution skills for nine weeks, although the control group did not receive any intervention. At the end of the intervention, both groups were taken the post-test and the follow-up test was too taken two months after the posttest. The results showed that training in collaborative interpersonal conflict resolution has a significant effect on social competence and emotional expressiveness in male students with signs of bullying. These effects continued at the follow-up stage. The findings of the present study implied that training collaborative interpersonal conflict resolution skills can be used as an efficient method to improve social competence and emotional expressiveness in male students with the signs of bullying through employing techniques such as problem-solving skill and choosing rational criteria and commitment to reach these criteria.
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