پیوندهای مفید
اخبار و اعلانات
آمار
| تعداد نشریات | 30 |
| تعداد شماره‌ها | 289 |
| تعداد مقالات | 2,820 |
| تعداد مشاهده مقاله | 3,302,713 |
| تعداد دریافت فایل اصل مقاله | 4,375,333 |
Study of the effectiveness of anti-bullying training program on the perception of elementary students from school and classroom management | ||
| School Administration | ||
| مقاله 6، دوره 8، شماره 1، تیر 2020، صفحه 135-115 اصل مقاله (1.21 M) | ||
| نوع مقاله: Quantitative Research Paper | ||
| شناسه دیجیتال (DOI): https://doi.org/10.34785/J010.2020.712 | ||
| نویسندگان | ||
| سید عدنان حسینی* 1؛ رشید احمدرش2 | ||
| 1-دکتری روانشناسی تربیتی، مدرس دانشگاه فرهنگیان، سنندج، ایران | ||
| 2استادیار، گروه علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران. | ||
| چکیده | ||
| It is impossible to achieve the goals of education in any society despite the psychological, social and behavioral disorders among the students. Phenomena such as bullying and victimization at such an age and the emergence of a series of social patterns and classes within the school can negatively threaten their social health during this period of childhood and adolescence transition (Lester, 2012). Scientific attention to the bullying phenomenon began with the work of Dan Alveus in the late 1970s. Alveus defines bullying at school as a negative and repetitive activity that targets an individual or group of students and is characterized by a kind of power imbalance between the bully and the victim (Alveus, 1993a). However, recent studies have shown that the prevalence of bullying in school, in addition to the psychological, behavioral and academic status of students, has a significant relationship with their negative perception of the classroom and the school as a whole, and some researchers acknowledge that any program Improving this situation and students' perceptions will not be effective without proper anti-bullying interventions by school management (Hammig & Jozkowski, 2013). Research Method The research method of the present study was quasi-experimental with pre-test-post-test design and control group. The statistical population included all boys' secondary schools in Sanandaj in the 97-96 academic year. For the selection of schools, the experimental group and the control group, considering that several studies have shown so far that the probability of bullying in schools with low socioeconomic classes is higher (Bolandhematan, 2010, Tippett & Wolke, 2014), Anti-bullying training program The training program used in this research is part of a package that has been designed and validated for the first time in Iran under the title of "Integrated Anti-Bullying Training Program" in the form of a doctoral dissertation and based on a combination of existing anti-bullying programs and resources (Hosseini, 2017). This comprehensive anti-bullying program includes written educational sessions for four groups of school management factors, teachers, students and parents, and in the present study, educational sessions have been used for the school group and the teachers' group. Research implementation method After selecting the schools, the experimental and control groups and making the necessary arrangements, the preparations for the exams and the implementation of the educational program were prepared. The Rovaia etal., 2004 Student Questionnaire Assessment Questionnaire (Rovaia etal., 2004) was first developed as a pre-test at the level of both schools for all students. In the main phase of the research, seven 90-minute training sessions were held for the school management group, including the principal, the deputy principal, the deputy principal, the tutor, the principal, and the school counselor. Methods of data analysis To analyze data, in addition to descriptive statistics, in the inferential section, to examine the overall score of students' perception of school and classroom atmosphere, as well as to examine social dimension scores and learn this perception, use multivariate analysis of covariance (Mankova). SPSS statistical software was used. Discussion The obtained data were analyzed by multivariate analysis of covariance and statistical software. The findings showed a significant effect of anti-bullying program on improving the perception of experimental school students in the social dimension at the school management level and in the classroom (P <0.05). But there was no noticeable change in students' perceptions when learning. Considering these findings, it is suggested that school management and teacher training be included in the priority programs of education and training in order to implement anti-bullying interventions and, of course, improve students' perception of school and classroom atmosphere. The results of this study showed that the implementation of the anti-bullying program designed to improve students' overall perception of both the school atmosphere and the classroom atmosphere, especially in the social dimension, has been effective. Explaining the effectiveness of the anti-bullying program on improving students' overall perception of the classroom and school atmosphere, it should be noted that the type of student's perception of the educational atmosphere is affected by all past and present experiences in this environment. In the field of peer aggression, the school and classroom variable that is measured by students 'perceptions of it has always been recognized as an influential component, and research has established a two-way relationship between the prevalence of aggression and bullying in schools and students' negative perceptions of space. Educational acknowledgment (Beaudoin & Roberge, 2015). One of the main effects of anti-bullying programs is similar to the current program among students. They are being bullied. This confirms that school and teacher management can have a positive effect on students' sense of belonging to the school and improve their perception of the educational environment by engaging in anti-bullying programs (Backus, 201). Given that school principals are the most influential in combating bullying at school, it is recommended that all principals be taught in a comprehensive anti-bullying course how to prepare and install school bullying rules and charters at the beginning of the school year. To raise issues for teachers and educate them and to involve them in combating this phenomenon, to inform students and educate them by using the available forces, including school counseling, to create an atmosphere of confrontation with any bullying in the school environment and to have a certificate of these trainings. One of the requirements of post management is to be managed. In the research dimension, considering that this is the first anti-bullying program designed in Iran, it is suggested that other researches with the same program in other regions of the country and in more schools both to examine its generalizability and to examine its effectiveness on dependent variables and There are many other things to do inside the school. | ||
| کلیدواژه‌ها | ||
| It is impossible to achieve the goals of education in any society despite the psychological؛ social and behavioral disorders among the students. Phenomena such as bullying and victimization at such an age and the emergence of a series of social patterns and classes within the school can negatively threaten their social health during this per؛ 2012). Scientific attention to the bullying phenomenon began with the work of Dan Alveus in the late 1970s. Alveus defines bullying at school as a negative and repetitive activity that targets an individual or group of students and is characterized b؛ 1993a). However؛ recent studies have shown that the prevalence of bullying in school؛ in addition to the psychological؛ behavioral and academic status of students؛ has a significant relationship with their negative perception of the classroom and the school as a whole؛ and some researchers acknowledge that any program Improving this situation and students' perceptions will not be effective without proper anti-bullying interventions by school management (Hammig & Jozkowski؛ 2013). Research Method The research method of the present study was quasi-experimental with pre-test-post-test design and control group. The statistical population included all boys' secondary schools in Sanandaj in the 97-96 academic year. For the؛ the experimental group and the control group؛ considering that several studies have shown so far that the probability of bullying in schools with low socioeconomic classes is higher (Bolandhematan؛ 2010؛ Tippett & Wolke؛ 2014)؛ Anti-bullying training program The training program used in this research is part of a package that has been designed and validated for the first time in Iran under the title of "Integrated Anti-Bullying Training Program" in the form of a doctoral d؛ 2017). This comprehensive anti-bullying program includes written educational sessions for four groups of school management factors؛ teachers؛ students and parents؛ and in the present study؛ educational sessions have been used for the school group and the teachers' group. Research implementation method After selecting the schools؛ the experimental and control groups and making the necessary arrangements؛ the preparations for the exams and the implementation of the educational program were prepared. The Rovaia etal؛ 2004 Student Questionnaire Assessment Questionnaire (Rovaia etal؛ 2004) was first developed as a pre-test at the level of both schools for all students. In the main phase of the research؛ seven 90-minute training sessions were held for the school management group؛ including the principal؛ the deputy principal؛ the tutor؛ the principal؛ and the school counselor. Methods of data analysis To analyze data؛ in addition to descriptive statistics؛ in the inferential section؛ to examine the overall score of students' perception of school and classroom atmosphere؛ as well as to examine social dimension scores and learn this perception؛ use multivariate analysis of covariance (Mankova). SPSS statistical software was used. Discussion The obtained data were analyzed by multivariate analysis of covariance and statistical software. The findings showed a significant effect of anti-bullyi؛ it is suggested that school management and teacher training be included in the priority programs of education and training in order to implement anti-bullying interventions and؛ of course؛ improve students' perception of school and classroom atmosphere. The results of this study showed that the implementation of the anti-bullying program designed to improve students' overall perception of both the school atmosphere and the classroom؛ especially in the social dimension؛ has been effective. Explaining the effectiveness of the anti-bullying program on improving students' overall perception of the classroom and school atmosphere؛ it should be noted that the type of student's perception of the educational atmosphere is affected by all past and present experiences in this environment. In the field of peer aggression؛ the school and classroom variable that is measured by students 'perceptions of it has always been recognized as an influential component؛ and research has established a two-way relationship between the prevalence of aggression and bullying in schools and students' negative perceptions of space. Educational acknowledgment (Beaudoin & Roberge؛ 2015). One of the main effects of anti-bullying programs is similar to the current program among students. They are being bullied. This confirms that school and teacher management can have a positive effect on students' sense of belonging to the sch؛ 201). Given that school principals are the most influential in combating bullying at school؛ it is recommended that all principals be taught in a comprehensive anti-bullying course how to prepare and install school bullying rules and charters at the beginning of the school year. To raise issues for teachers and educate them and to involve th؛ to inform students and educate them by using the available forces؛ including school counseling؛ to create an atmosphere of confrontation with any bullying in the school environment and to have a certificate of these trainings. One of the requirements of post management is to be managed. In the research dimension؛ considering that this is the first anti-bullying program designed in Iran؛ it is suggested that other researches with the same program in other regions of the country and in more schools both to examine its generalizability and to examine its effectiveness on dependent variables and There are many other things to do inside | ||
| مراجع | ||
|
Adib, Y., Eskandar, F., Hosseini, S. A ., & Babaee, H. (2015). Victimized students' experiences of bullying: A phenomenological approach. Qualitative Research in Health Sciences, 4(3), 232-243. (in Persian). Ayyubi, E., Nazarzadeh, M., Bidel, Z., Bahrami, A., Tezwal, J., Rahimi, M., & Del Peshe, A. (2013). Prevalence of bullying and deliberated self-harm behaviors among high school students. Fundamentals of Mental Health, 15(1): 366-77. (in Persian). Backus, A. S. (2010). The relationship between bullying behaviors and perceived school connectedness among middle school students, Doctoral dissertation, Kent State University, Ohio, US. Bayrami, M., & Alaie, P. (2013). Bullying in female middle schools: The role of parenting styles and perception of family’s emotional environment. school psychology, 2(3), 180-188. (in Persian). Beane, A. L. (2010). Bullying prevention for schools: A step-by-step guide to implementing a successful anti-bullying program. John Wiley & Sons. Beaudoin, H., & Roberge, G. (2015). Student Perceptions of School Climate and Lived Bullying Behaviours. Procedia-Social and Behavioral Sciences, 174, 321-330. Bolandhematan K. (2010). Describe and compare the prevalence and types of bullying in Kurdistan schools. Kurdistan Ministry of Education: Research Council. (in Persian). Bradic, M. C. (2014). “A survey study of the perceptions of middle school personnel with respect to learning disabled students as victims of bullying/harassment and the corresponding relationships with bullying prevention and discipline,” Doctoral dissertation, Kent State University, Ohaio, US. Chatters, S. J. (2012). “Impact of bullying prevention training on the knowledge, attitude, and behavior of pre-education majors (future trainers),” Doctoral dissertation, University of South Florida, US. Coffin, J. (2010). “Conceptualising bullying in an Aboriginal context as reported by the Yamaji community, to inform the development of a bullying prevention program that is culturally sensitive to the needs of Aboriginal students,” Doctoral dissertation, Edith Cowan University, Perth, Australia. Cohen, J., & Freiberg, J. A. (2013). School climate and bullying prevention. School climate practices for implementation and sustainability, 47, 47-52. Cohen, J., Espelage, D. L., Twemlow, S. W., erkowitz, M. W. B., & Comer, J. P. (2015). Rethinking Effective Bully and Violence Prevention Efforts: Promoting Healthy School Climates, Positive Youth Development, and Preventing Bully-Victim-Bystander Behavior. International journal of violence and schools, 15, 2-41. Eliot, M., Cornell, D., Gregory, A., & Fan, X. (2010). Supportive school climate and student willingness to seek help for bullying and threats of violence. Journal of School Psychology, 48(6), 533-553. Espelage, D. L., Polanin, J. R., & Low, S. K. (2014). Teacher and staff perceptions of school environment as predictors of student aggression, victimization, and willingness to intervene in bullying situations. School psychology quarterly, 29(3), 287- 305. Goldweber, A., Waasdorp, T. E., & Bradshaw, C. P. (2013). Examining the link between bullying behaviors and perceptions of safety and belonging among secondary school students. Journal of School Psychology, 51, 469-485. Hammig, B., & Jozkowski, K. (2013). Academic achievement, violent victimization, and bullying among US high school students. Journal of interpersonal violence, 28(7), 1424-1436. Haye, K. M., Miller, C. K., & Swearer, S. M. (2008). Bullying: Understanding attitudes toward bullying and perceptions of school social climate. In S. Hymel, S. Swearer, & P. Gillette (Eds.), Bullying at School and Online, a special invited issue of Education.com. Retrieved from http://www.education.com. Hosseini, S. A. (2017). “Developing the integrated anti-bullying program and the study of its effectiveness on reducing bullying behaviors and victimization of students and improving their perception towards the classroom and school climate,” Doctoral dissertation, Tabriz University, Faculty of education and Psychohogy. (in Persian). Hosseini, S. A., & Babaee, H. (2017). Bullying in schools: A Practical Guide to Confronting Schools and Parents with a Growth prevention Approach. Tehran, Khorsandy. (in Persian). Iacob, I., Curelaru, M., & Abalaşei, B. (2009). School bullying: definition, characteristics, and intervention strategies. Revista de Cercetare şi Intervenţie Socială, (26), 7-29. Isom, J. C. (2014). “Understanding Teacher Perceptions of Bullying and Effectiveness of an Anti-Bullying Policy: A Case Study of Suburban High School Teachers in the Southwestern US,” Doctoral dissertation, Liberty University, US. Jones, A. M. (2013). “Middle School Students' Perceptions of Bullying and the Effects of an Anti-Bullying Policy,” Doctoral dissertation, Northeastern University, Boston, US. Kärnä, A. (2012). “Effectiveness of the KiVa antibullying program,” Doctoral dissertation, University of Turku, Turku, Finland. Keramati, E., Shahamatsorkh, F., & Khosravi, H. (2011). The Relationship between School Social Environment (School Climate) and Students’ Level of Self-regulation at high Schools in Mashhad. New psychological research, 6(23), 133-153. (in Persian). Lester, L. J. (2012). “Bullying and the transition from primary to secondary school,” Doctoral dissertation, Edith Cowan University, Perth, Australia. Maroofi., Y, & Mohammadi., M. H. (2019). The moderating role of learning climate on the impact of quality of school life on student self-efficacy. school administration, 7(4), 100-120. (in Persian). Mazaheri Tehrani, M. A., Shiri, S., & Valipour, M. (2015).Studying Nature and Prevalence of Bullying in Zanjan’s Rural Secondary Schools. Educational psychology, 11(36), 17-38. (in Persian). Melissa institute for violence prevention and treatment. (2005). Reducing Bullying: Meeting the Challenge. Retrieved from http:// www. Teachsafeschools.Org/bullying-prevention.pdf.( may 14, 2012). Olweus D. (2006). Bullying at school: What we know and what we can do. Oxford, Blackwell. Olweus, D. (1993a). Bullying at school: What we know and what we can do. NY, Blackwell. Olweus, D. (1993b). Victimization by peers: Antecedents and long-term outcomes. In K. H. Rubin & J. H. Asendorf (Eds.), Social withdrawal, inhibition, and shyness (pp. 315–341). Hillsdale, NJ, Erlbaum. Parris, L. N. (2013). “The Development and Application of the Coping with Bullying Scale for Children,” Dissertation, Georgia State University, US. Rovaia, A. P., Wightinga, M. J., & Lucking, R. (2004). The classroom and school community inventory: development, refinement, and validation of a self report measure for educational research. Internet and Higher Education, 7, 263-280. Ruggieri, S., Friemel, T., Sticca, F., Perren, S., & Alsaker, F. (2013). Selection and Influence Effects in Defending a Victim of Bullying: The Moderating Effects of School Context. Procedia-Social and Behavioral Sciences, 79, 117-126. Ryan, W., & Smith, J. D. (2009). Antibullying programs in schools: How effective are evaluation practices?.Prevention Science, 10(3), 248-259. Sandals, L., Auty, S., Hughes, R., Pepler, D. (2005).Team, S. S. A. Shaping safer schools: A bullying prevention action plan. Ontario, Ministry of Education. Swearer, S. M., & Espelage, D. L. (2011). Expanding the Social-Ecological Framework of Bullying among Youth: Lessons Learned from the Past and Directions for the Future [Chapter 1]. University of Nebraska – Lincoln, Educational Psychology Papers and Publications. Thompson, F., & Smith, P. (2010). Anti-bullying strategies In schools–What is done and what works. Melborne, Training School. Thompson, F., & Smith, P. K. (2012). Anti-bullying strategies in schools: what is done and what works. British Journal of Educational Psychology, 9(2), 1-32. Tippett, N., & Wolke, D. (2014). Socioeconomic status and bullying: a meta-analysis. American journal of public health, 104(6), 48-59. Trofi, M. M., & Farrington, D. P. (2008a). Bullying: Short-term and long-term effects, and the importance of defiance theory in explanation and prevention. Victims and Offenders, 3, (2-3), 289-312. Zandavanian, A., Daryapoor, E., & Jabarifar., T. (2013). The relationship between school climate and bullying behavior in high school students of Yazd. Instruction and Evaluation, 20(2), 45-62. (in Persian). Zabardast, M. A., Azizi, S. K., & Sharaetee., O. (2019). The Organizational Climate as a Mediator between Servant Leadership and Organizational Citizenship Behavior. school administration, 7(1), 40-63. | ||
|
آمار تعداد مشاهده مقاله: 1,118 تعداد دریافت فایل اصل مقاله: 760 |
||