اثربخشی برنامه مداخله مثبت گرا مبتنی بر مؤلفه های تاب آوری و بخشش درخودمختاری هیجانی و پردازش عاطفی دانش آموزان قربانی (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
این پژوهش با هدف اثربخشی برنامه مداخله مثبت گرا مبتنی بر مؤلفه های تاب آوری و بخشش در خودمختاری هیجانی و پردازش عاطفی دانش آموزان قربانی انجام گرفت. طرح پژوهش، نیمه آزمایشی از نوع پیش آزمون - پس آزمون با گروه کنترل و دوره پیگیری سه ماهه بود. جامعه پژوهش دانش آموزان پسر و دختر دارای رفتار قربانی در مدارس متوسطه دوم در شهرستان بستان آباد در سال تحصیلی 1402-1403 بود که تعداد 30 نفر از آنها با روش نمونه گیری هدفمند انتخاب شدند و به صورت تصادفی در دو گروه آزمایش و کنترل قرار گرفتند. از مقیاس های قلدری، خودمختاری هیجانی و پردازش عاطفی برای جمع آوری داده ها استفاده شد. برنامه مداخله در هشت جلسه 45 دقیقه ای و به صورت گروهی و با تفکیک جنسیت برای گروه آزمایش اجرا شد و گروه کنترل هیچ گونه آموزشی دریافت نکردند. نتایج تحلیل واریانس با اندازه گیری مکرر نشان داد برنامه مداخله مثبت گرا مبتنی بر مؤلفه های تاب آوری و بخشش به طور معنی داری باعث افزایش در خودمختاری هیجانی و بهبود روند پردازش عاطفی دانش آموزان قربانی شده است و در دوره پیگیری نیز ادامه دارد؛ بنابراین، می توان از نتایج این پژوهش در راستای ارتقای مهارت های حرفه ای معلمان، مشاوران مدارس و روانشناسان تربیتی برای مواجهه صحیح با مشکلات دانش آموزان و در بهبود پیوند و ارتباط با نوجوانان استفاده کرد.The Effectiveness of a Positive Intervention Program Based on the Components of Resilience and Forgiveness in Autonomy and Emotional Processing in Victims Students
This study aimed to examine the effectiveness of a positive intervention program based on the components of resilience and forgiveness in the emotional autonomy and emotional processing of victimized students. The research design was a semi-experimental pre-test and post-test type with a control group and a three-month follow-up period. The research population included all male and female students being victims of bullying in second secondary schools in Bostan Abad, Iran in the academic year of 2023-2024. A sample of 30 students were selected using the convenience sampling method and were. randomly assigned into experimental and control groups. Bullying Victims Questionnaire, Emotional Autonomy Scale, and Emotional Processing Scale were used to collect the data. The intervention program was implemented in the 8th session of 45 minutes in groups and with gender separation for the experimental group and the control group did not receive any training. The results of the analysis of variance with repeated measurements showed that the positive psychology intervention based on resilience and forgiveness components significantly increased the emotional autonomy and improved the emotional processing process of victimized students. This continued in the follow-up period. Therefore, the results of this research can be used to improve the professional skills of teachers, school counselors, and educational psychologists in order to properly face the problems of students and to improve the connection and communication with teenagers.
Keywords: the victim, positive psychology based on the components of resilience and forgiveness, emotional autonomy and emotional processing
Introduction*
When a student is repeatedly and continuously threatened and harassed, it is called victimization. This can result in lower autonomy for the victimized students. (Wu et al., 2022 ). Additionally, such students may experience difficulties in regulating and processing their emotions (Wiemann et al., 2023). Positive psychology is an approach that focuses on people's strengths and positive experiences. Two essential components of positive psychology are resilience and forgiveness, which act as a buffer against negative consequences and promote positive outcomes (Gupta & Bakhshi, 2018). They can improve the life satisfaction, cheerfulness, and hope of student victims (Chang & Caino, 2024). In this study, we combined the components of resilience and forgiveness to develop a positive program for the education of victimized teenagers. The main challenge in implementing this program is to bring about changes in the emotional autonomy and emotional processing of these teenagers.
Method
This study was conducted with a semi-experimental method with a pre-test and post-test design with a control group and a three-month follow-up. The statistical population included all male and female students with victim behavior in second-secondary schools in Bostan Abad, Iran during the academic year of 2023-2024. Thirty students were selected through the available sampling method and were randomly divided into two experimental and control groups. The experimental group received positive psychology education based on resilience and forgiveness during 8 sessions of 45 minutes in two months; While the control group did not receive any training. Bullying Victims Questionnaire, Emotional Autonomy Scale, and Emotional Processing Scale were used to collect the data. The training program included 8 sessions:
Establishing a therapeutic relationship and explaining the logic of the treatment
Familiarity with various thinking and cognitive styles
Familiarity with emotions and emotions
Teaching the concept of kindness and empathy
Expressing the importance of gratitude, and strengthening hope
Teaching appropriate communication behaviors and forgiveness of oneself and others
Familiarity with the right to choose and make decisions
Finally, the collected data were analyzed using SPSS software and mixed variance analysis.
Results
The findings have confirmed that the mixed variance analysis test assumptions were met, therefore, mixed analysis was used. The results showed that the interaction effect of time and group for autonomy (p<0.05; F=123.03) and emotional processing (p<0.05; F=129.09) was significant at the level of (0/01). This finding shows that the experimental and control groups have significant differences in terms of emotional autonomy and emotional processing in the three stages of pre-test, post-test, and follow-up. Additionally, the eta square for all the mentioned variables was greater than 0.10, indicating that the difference between the groups in the society was large and significant.
Table1
The Results of Mixed Variance Analysis to Investigate the Difference between the Two Experimental and Control Groups in the Components of Autonomy and Emotional Processing.
Variables
Source of changes
Set of squares
df
Mean square
F
p
Eta
squared
autonomy
time
240
1
240
34/88
0/00
0/55
time*group
851/26
1
851/26
123/03
0/00
0/81
group
921/60
1
921/60
23/23
0/00
0/45
emotional processing
time
4250/41
1
4250/41
273/42
0/00
0/90
time*group
2006/81
1
2006/81
129/09
0/00
0/82
group
5632/71
1
5632/71
227/72
0/00
0/89
Conclusion
The results of this study indicated that a positive intervention program, based on the components of resilience and forgiveness was able to improve the emotional autonomy and emotional processing of victimized students. The findings indicate that positive psychology interventions, such as training on the right to choose and make decisions, can help individuals realize their strengths and capabilities, leading to a more positive attitude towards themselves and their past experiences. This, in turn, increases their sense of autonomy. Additionally, positive psychology interventions can help change inconsistent cognitive processes, reducing negative attitudes and negative emotional states such as anxiety, depression, and emotional instability in individuals (van Dijk et al., 2023). Therefore, teaching positive psychology helps victim students accept their feelings and psychological symptoms by reconstructing their cognitive processes and reducing their excessive attention and sensitivity toward their symptoms (Taheri et al., 2020). It is important to consider the limitations of this study when interpreting its results. The study did not take into account the economic, cultural, family, and educational status of the parents. Furthermore, the study was conducted on teenage students from Bostan Abad, Iran. In future studies, it is recommended to replicate the study with different samples from diverse cultures and geographical regions to determine the relationship between positive intervention based on the components of resilience, forgiveness, and sacrifice.
Compliance with Ethical Guidelines: All ethical issues such as informed consent and confidentiality of participant’s identity were respected.
Authors’ Contributions: This article is extracted from the doctoral thesis of the fourth author. Extraction, preparation, editing, and submission of the article was done by the first author of the supervisor. The second and third authors are the second supervisor and thesis adviser, respectively
Conflict of Interest: The authors declare no conflict of interest for this study.
Funding: The study had no financial support.
Acknowledgment: The authors would like to thank all participants for their time and contribution to the
Study.
*. Corresponding author
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