اثربخشی مداخله ایمن سازی در برابر بدرفتاری با کودک بر سواد هیجانی، همدلی، استقلال و مسوولیت پذیری در کودکان 8 تا 10 ساله

نوع مقاله : مقاله پژوهشی

نویسندگان

1 M.Sc., Department of Psychology, Isfahan Branch (Khorasgan), Islamic Azad University, Isfahan, Iran.

2 Assistant professor, Department of Clinical Psychology, Faculty of Educational Sciences, Islamic Azad University, Isfahan, Iran.

چکیده

مقدمه: هدف از پژوهش حاضر، بررسی اثربخشی ایمن‌سازی در برابر کودک‌آزاری بر سواد عاطفی، همدلی، استقلال و مسئولیت‌پذیری کودکان ۸ تا ۱۰ ساله بود.
روش‌ کار: جامعه آماری شامل کلیه مادران دارای فرزند ۸ تا ۱۰ ساله در شهر اصفهان در بهار ۱۴۰۳ بود که با استفاده از روش نمونه‌گیری تصادفی چند مرحله‌ای انتخاب شدند. تعداد ۴۰ مادر انتخاب و به صورت تصادفی در دو گروه ۲۰ نفره آزمایش و کنترل قرار گرفتند. ابزارهای پژوهش شامل پرسشنامه آگاهی عاطفی (EAQ-30)، پرسشنامه همدلی کودکان، پرسشنامه استقلال عاطفی و پرسشنامه مسئولیت‌پذیری بود. همچنین، گروه آزمایش پروتکل مداخله واکسیناسیون کودک در برابر سوء رفتار براون (۲۰۲۰) را طی ۱۰ جلسه دریافت کردند، اما گروه کنترل هیچ مداخله‌ای دریافت نکردند. در نهایت، داده‌ها با استفاده از تحلیل واریانس با اندازه‌گیری‌های مکرر با استفاده از نرم‌افزار SPSS نسخه ۲۶ تجزیه و تحلیل شدند.
نتایج: نتایج نشان داد که بین گروه آزمایش و گروه کنترل در سواد عاطفی، همدلی، استقلال و مسئولیت‌پذیری تفاوت معناداری وجود دارد (P< ۰.۰۱).
نتیجه‌گیری: بنابراین می‌توان نتیجه گرفت که مداخله واکسیناسیون کودک در برابر سوء رفتار بر سواد عاطفی، همدلی، استقلال و مسئولیت‌پذیری کودکان ۸ تا ۱۰ ساله مؤثر است. بنابراین پیشنهاد می‌شود ایمن‌سازی کودک در برابر سوء رفتار توسط مشاوران در مدارس و مراکز مشاوره فعال در حوزه کودکان آموزش داده شود

کلیدواژه‌ها

مراجع

  1. McCoy ML, Keen SM. Child abuse and neglect. New York: Routledge; 2022.
  2. Olivier E, Morin AJ, Langlois J, Tardif-Grenier K, Archambault I. Internalizing and externalizing behavior problems and student engagement in elementary and secondary school students. J Youth Adolesc 2020; 49: 2327-46.
  3. Cicchetti D, Toth SL. Child maltreatment. Child maltreatment. Annu Rev Clin Psychol 2005; 1: 409-38.
  4. Kural E, Ceylan R. Child misbehavior in an early childhood classroom: Montessori educators' views and practices. Southeast Asia early childhood 2022; 11(1): 1-17.
  5. Sumani S, Lian B, Fitriani Y. Teacher’s strategies to protect misbehavior of students. Int J Educ Rev 2020; 2(2): 203-11.
  6. Pratiwi T, Faniyah I. Effect of linguistics competence of children in Youtube videos on children misbehavior. International Conference on Global Education, 2022.
  7. Lease AM, Kwon K, Lovelace M, Huang H-C. Peer influence in elementary school: The importance of assessing the likeability of popular children. J Genet Psychol 2020; 181(2-3): 95-110.
  8. Vallade JI, Kaufmann R. Instructor misbehavior and student outcomes: Replication and extension in the online classroom. Journal of research on technology in education 2021; 53(2): 206-22.
  9. Ardizzi M, Martini F, Umiltà MA, Evangelista V, Ravera R, Gallese V. Impact of childhood maltreatment on the recognition of facial expressions of emotions. PLoS ONE 2015; 10(10): e0141732.
  10. Vega A, Cabello R, Megías-Robles A, Gómez-Leal R, Fernández-Berrocal P. Emotional intelligence and aggressive behaviors in adolescents: A systematic review and meta-analysis. Trauma Viol Abuse 2022; 23(4): 1173-83.
  11. Panlilio CC, Harden BJ, Harring J. School readiness of maltreated preschoolers and later school achievement: The role of emotion regulation, language, and context. Child Abuse Negl 2018; 75: 82-91.
  12. Vulcan M. The “muscles of the psyche”: From body literacy to emotional literacy. Front Psychol 2021; 11: 548964.
  13. Berzenski SR, Yates TM. The development of empathy in child maltreatment contexts. Child Abuse Negl 2022; 133: 105827.
  14. Spataro P, Calabrò M, Longobardi E. Prosocial behaviour mediates the relation between empathy and aggression in primary school children. European journal of developmental psychology 2020; 17(5): 727-45.
  15. Tampke EC, Fite PJ, Cooley JL. Bidirectional associations between affective empathy and proactive and reactive aggression. Aggress Behav 2020; 46(4): 317-26.
  16. Shafieipour SZ, Sheikhi A, Mirzaei M, KazemnezhadLeili E. [Parenting styles and its relation with children behavioral problems]. Journal of holistic nursing and midwifery 2015; 25(2): 49-56. (Persian)
  17. Islam MJ, Broidy L, Eriksson L, Rahman M, Mazumder N. Childhood maltreatment and decision-making autonomy in adulthood: the mediating roles of self-esteem and social support. Child Abuse Negl 2022; 129: 105665.
  18. Cerino A. The importance of recognising and promoting independence in young children: The role of the environment and the Danish forest school approach. Education 2023; 51(4): 685-94.
  19. Amoah PA. Perceptions of neglect and well-being among independent child migrants in Ghana. Child indicators research 2020; 13(2): 455-79.
  20. Aji MPP, Febrijanto Y. Implementation of the Pancasila Student Profile Strengthening Program for the independence of children aged 5-6 years in Kindergarten Trisula 1. Pedagogic research-applied literacy journal 2024; 1(1): 22-7.
  21. Rowan ZR, Kan E, Frick PJ, Cauffman E. Not (entirely) guilty: The role of co-offenders in diffusing responsibility for crime. Journal of research in crime and delinquency 2022; 59(4): 415-48.
  22. Allard T, Hurren E. Who is responsible for child maltreatment? Trends and issues in crime and criminal Justice 2018(547): 1-15.
  23. Wirogioto A. Criminal responsibility of child cyber grooming perpetrators as a form of child sexual abuse on social media. International journal of social service and research 2023; 3: 1137-41.
  24. Isanejad O, Saeedi T, Alipur E. [The effect of teaching positive parenting program on behavioral problems and responsibility taking among aggressive elementary students]. Journal of educational psychology studies 2019; 16: 191-210. (Persian)
  25. Gubbels J, van der Put CE, Assink M. The effectiveness of parent training programs for child maltreatment and their components: A meta-analysis. Int J Environ Res Public Health 2019; 16(13): 2404.
  26. Faul F, Erdfelder E, Lang A-G, Buchner A. G* Power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behav Res Methods 2007; 39(2): 175-91.
  27. Brown B. [You are not my boss]. Farmani S, Rostami Khorram M. (translators). Tehran: Arjmand; 2020. (Persian)
  28. Rieffe C, Terwogt MM, Petrides KV, Cowan R, Miers AC, Tolland A. Psychometric properties of the Emotion Awareness Questionnaire for children. Pers Individ Dif 2007; 43(1): 95-105.
  29. Auyeung B, Wheelwright S, Allison C, Atkinson M, Samarawickrema N, Baron-Cohen S. The children’s empathy quotient and systemizing quotient: Sex differences in typical development and in autism spectrum conditions. J Autism Dev Disord 2009; 39: 1509-21.
  30. Taghizadeh Sh. [Comparison of the level of empathy of healthy and mentally retarded children, case study: Saqez city]. BA. Dissertation. Payam Noor University, Educational Sciences, 2011.
  31. Steinberg L, Silverberg SB. The vicissitudes of autonomy in early adolescence. Child Dev 1986; 57(4): 841-51.
  32. Saadat Akhtar A. [The relationship between family health and emotional intelligence with emotional independence in adolescents]. MS. Dissertation. Islamic Azad University, Maroodasht branch, 2019. (Persian)
  33. Lewis R. Classroom discipline and student responsibility: The students’ view. Teach Teach Educ 2001; 17(3): 307-19.
  34. Mohammadi L. [Explaining the investigation of the relationship between teachers' disciplinary strategies and classroom atmosphere with the responsibility of sixth grade elementary students in Tarem city]. MS. Dissertation. Faculty of Psychology and Educational Sciences, Allameh Tabatabai University, 2018. (Persian)
  35. Ariapooran S, Eskandari A. [Effectiveness of group play therapy on symptoms of oppositional defiant and behavior disorder in 6-9 age children with attention deficit/hyperactivity disorder]. Iranian journal of pediatric nursing 2016; 2(4): 44-50. (Persian)
  36. Ghadiri Bidhandi Z, Mirzamani Bafghi SM. [Efficacy of training philosophy for children on the empathy of 9-12-year-old children]. Medical journal of Mashhad University of Medical Sciences 2023; 66(5): 1287-99. (Persian)
  37. Ghanbari F, Naziri G, Omidvar B. [The effectiveness of mentalization-based treatment on quality of life among children with attention deficit hyperactivity disorder (ADHD)]. Psychological models and methods 2020; 11: 151-72. (Persian)
  38. Kashanizadeh M, Golparvar M, Sajadian I. [Comparison of the effectiveness of life skills training and affective capital enhancement training on buoyancy and empathy among 4-6 year-old children]. Pajouhan scientific journal 2023; 21(2): 73-82. (Persian)
  39. 39. Khodadad F, Manshaee G, Torkan H. [The comparison of the effectiveness of child-centered mindfulness therapy and the role of acceptance and commitment therapy on emotional-cognitive empathy of students with attention deficit hyperactivity disorder experiencing bullying in Isfahan]. Toloue-e-Behdasht 2024; 23(5): (Persian)
  40. Tahmasbipour N, Bagheri S. [The effectiveness of social competency program on emotional independence and aggression in children with attention deficit/hyperactivity disorder (ADHD)]. Empowering exceptional children 2025; 15(4): 40-50. (Persian)
  41. Asad M, Moghtader L. [The effectiveness of storytelling targeted by the value of life (responsibility-respect) and moral judgment schoolchildren]. Thinking and children 2022; 13(1): 35-60. (Persian)
مجله اصول بهداشت روانی
دوره 27، شماره 6
آذر و دی 1404
صفحه 397-405

فایل ها

هم رسانی

ارجاع به این مقاله

آمار