
تعداد نشریات | 21 |
تعداد شمارهها | 314 |
تعداد مقالات | 3,321 |
تعداد مشاهده مقاله | 3,546,640 |
تعداد دریافت فایل اصل مقاله | 2,591,253 |
مطالعۀ پدیدارشناختی واکنشهای شاهدان فعال و منفعل در رخدادهای قلدری | ||
پژوهش های کیفی در علوم رفتاری | ||
مقاله 8، دوره 3، شماره 2 - شماره پیاپی 6، اسفند 1403، صفحه 143-158 اصل مقاله (1.22 M) | ||
نوع مقاله: مقاله پژوهشی | ||
شناسه دیجیتال (DOI): 10.22077/qrbs.2025.8642.1081 | ||
نویسنده | ||
هادی صمدیه* | ||
استادیار، گروه روان شناسی، دانشگاه بیرجند، بیرجند، ایران | ||
چکیده | ||
زمینه: قلدری در دوران نوجوانی یک مسئلۀ اجتماعی گسترده و پیچیده است که تأثیرات عمیقی بر تمام افراد درگیر و به ویژه قربانیان دارد. شناخت رفتارهای شاهدان قلدری و عوامل مؤثر بر رفتار آنها، میتواند به ارائۀ راهکارهای مؤثرتری برای مقابله با این پدیده کمک کند. پژوهشهای گذشته عمدتاً متمرکز بر رفتارهای مرتکبین قلدری و قربانیان بودهاند. این در حالی است که گروه عمدهای از افراد، شاهدان یا تماشاچیان قلدری هستند که میتوانند نقش مؤثری در کاهش رفتارهای قلدری در محیطهای مختلف و از آن جمله در مدرسه داشته باشند. هدف: هدف پژوهش حاضر، واکاوی تجربۀ زیستۀ نوجوانانِ شاهدِ قلدری بود. روش: برای دستیابی به هدف پژوهش، از رویکرد کیفی و روش پدیدارشناختی توصیفی استفاده شد. مشارکتکنندگان، 12 نفر از دانشآموزان دختر و پسر متوسطۀ اول و دوم شهرستان بیرجند در سال تحصیلی 1404-1403 بودند که از طریق نمونهگیری هدفمند و با در نظر گرفتن دو اصل اشباع و کفایت نمونهگیری انتخاب شدند. ابزار اصلی جمعآوری اطلاعات در مطالعه حاضر، مصاحبۀ نیمهساختاریافته بود. تحلیل دادهها، با روش استویک-کولایزی-کین انجام شد. یافتهها: تجزیه و تحلیل دادههای حاصل از مصاحبهها، منجر به تولید 6 مضمون اصلی، 15 مضمون فرعی و 31 واحد معنایی گردید. شش مضمون اصلی شامل پویاییهای قدرت و سلسلهمراتب اجتماعی (گستاخی و کنترلگری)، آسیبپذیری و چالشهای اجتماعی (صفات فردی و مهارتهای بین فردی)، آشفتگیهای هیجانی (همدلی و شفقت، بیعدالتی اخلاقی، مسئولیتپذیری فردی)، واکنشهای دوگانه (پاسخهای انفعالی، مداخلۀ فعال)، اجتناب و محافظت از خود (فقدان جرأتورزی، احتیاط، بیتفاوتی و سودجویی) و اثر مثبت اجتماعی (هوش هیجانی، شایستگی اجتماعی و حل تعارض مسالمتآمیز) بود. نتیجهگیری: یافتههای این پژوهش، پیچیدگی و چندبعدی بودن رفتارهای مثبت و منفی شاهدان قلدری که نشانگر عوامل مؤثر متفاوت بر رفتارهای این دو گروه است را مورد تأکید قرار میدهد. نتایج این مطالعه میتواند به طراحی برنامههای مداخلهای و آموزشی به منظور حمایت از رفتارهای مثبت شاهدان و قربانیان قلدری کمک کند. | ||
کلیدواژهها | ||
قلدری؛ قربانی شدن؛ شاهدان فعال؛ شاهدان منفعل؛ دانشآموزان؛ تجربۀ زیسته | ||
مراجع | ||
Afifi, T. O., Taillieu, T., Salmon, S., Davila, I. G., Stewart-Tufescu, A., Fortier, J., ... & MacMillan, H. L. (2020). Adverse childhood experiences (aces), peer victimization, and substance use among adolescents. Child Abuse & Neglect, 106, 104504. https://doi.org/10.1016/j.chiabu.2020.104504 Babaei, A., Vahedi, S., Adib, Y., & Imanzadeh, A. (2021). Lived experience of adolescent boys with the moral disengagement mechanism and bullying: A grounded theory study. Journal of Psychological Science. 20(97), 47-62. http://psychologicalscience.ir/article-1-945-en.html Bao, Z., Liu, H., & Wang, F. (2024). Patterns of defender behaviors and outsider behaviors in school bullying among Chinese adolescents: based on latent profile analysis. Current Psychology, 43, 33817-33827. https://doi.org/10.1007/s12144-024-06870-0 Biswas, T., Scott, J. G., Munir, K., Thomas, H. J., Huda, M. M., Hasan, M. M., ... & Mamun, A. A. (2020). Global variation in the prevalence of bullying victimisation amongst adolescents: Role of peer and parental supports. EClinicalMedicine, 20, 100276. https://doi.org/10.1016/j.eclinm.2020.100276 Camodeca, M., & Nava, E. (2020). The long-term effects of bullying, victimization, and bystander behavior on emotion regulation and its physiological correlates. Journal of Interpersonal Violence, 37(3-4), NP2056-NP2075. https://doi.org/10.1177/0886260520934438 Chan, N. N., Ahrumugam, P., Scheithauer, H., Schultze-Krumbholz, A., & Ooi, P. B. (2020). A hermeneutic phenomenological study of students' and school counsellors'“lived experiences” of cyberbullying and bullying. Computers & Education, 146, 103755. https://doi.org/10.1016/j.compedu.2019.103755 Chen, L. M., Chang, L. Y. C., & Cheng, Y. Y. (2016). Choosing to be a defender or an outsider in a school bullying incident: Determining factors and the defending process. School Psychology International, 37(3), 289-302. https://doi.org/10.1177/0143034316632282 Coelho, V. A., Marchante, M., & Romao, A. M. (2022). Adolescents’ trajectories of social anxiety and social withdrawal: Are they influenced by traditional bullying and cyberbullying roles?. Contemporary Educational Psychology, 69, 102053. https://doi.org/10.1016/j.cedpsych.2022.102053 Dou, Y., Wongpakaran, T., Wongpakaran, N., O’Donnell, R., Bunyachatakul, S., & Pojanapotha, P. (2022). Bullying Victimization Moderates The Association Between Social Skills And Self-Esteem Among Adolescents: A cross-sectional study in international schools. Children, 9(11), 1606. https://doi.org/10.3390/children9111606 Eatough, V., & Smith, J. A. (2017) Interpretative phenomenological analysis. In: Willig, C. and Stainton-Rogers, W. (eds.) Handbook of Qualitative Psychology 2nd Edition. London, Sage. https://eprints.bbk.ac.uk/id/eprint/16386 Jankowiak, B., Jaskulska, S., Pérez-Martínez, V., Pyżalski, J., Sanz-Barbero, B., Bowes, N., ... & Vives-Cases, C. (2024). I was the violence victim, i am the perpetrator: bullying and cyberbullying perpetration and associated factors among adolescents. Social Sciences, 13(9), 452. https://doi.org/10.3390/socsci13090452 Jiang, C., & Shi, J. (2024). The relationship between bullying victimization and problematic behaviors: A focus on the intrapersonal emotional competence and interpersonal social competence. Child Abuse & Neglect, 152, 106800. https://doi.org/10.1016/j.chiabu.2024.106800 He, D., Niu, G., Hu, Y., Song, K., Zhou, Z., & Fan, C. (2024). The relationship between parental conflict and adolescent cyberbullying: The roles of parent- child attachment and core self- evaluation. Current Psychology, 43(9), 8230-8240. https://doi.org/10.1007/s12144-023-04998-z Healy, K. L., Scott, J. G. & Thomas, H. J. (2024). The protective role of supportive relationships in mitigating bullying victimization and psychological distress in adolescents. Journal of Child Family and Studies, 33, 3211-3228. https://doi.org/10.1007/s10826-024-02891-2 Heradstveit, O., Hysing, M., Bøe, T., Nilsen, S. A., Sivertsen, B., Bretteville- Jensen, A. L., & Askeland, K. G. (2023). Prospective associations between adolescent risky substance use and school dropout and the role of externalising and internalising problems. Nordic Studies on Alcohol and Drugs, 41(1), 24-38. https://doi.org/10.1177/14550725231188568 Hikmat, R., Yosep, I., Hernawaty, T., & Mardhiyah, A. (2024). A scoping review of anti-bullying interventions: Reducing traumatic effect of bullying among adolescents. Journal of Multidisciplinary Healthcare, 17, 289-304. https://doi.org/10.2147/JMDH.S443841 Hortensius, R., & De Gelder, B. (2018). From empathy to apathy: The bystander effect revisited. Current Directions in Psychological Science, 27(4), 249-256. https://doi.org/10.1177/0963721417749653 Hosseini, S. A., Adib, Y., Eskandar, E., & Babaee, H. (2015). Victimized students' experiences of bullying: A phenomenological approach. Journal of Qualitative Research in Health Sciences, 4(3), 232-243. https://jqr1.kmu.ac.ir/article_90821.html Kabiri, S., Donner, C. M., Shadmanfaat, S. M., & Rahmati, M. M. (2024). School bullying among iranian adolescents: Considering a higher moderation model in situational action theory. International Journal of Bullying Prevention, 6(2), 149-162. https://doi.org/10.1007/s42380-022-00147-5 Kennedy, A., & Brausch, A. M. (2024). Emotion dysregulation, bullying, and suicide behaviors in adolescents. Journal of Affective Disorders Reports, 15, 100715. https://doi.org/10.1016/j.jadr.2023.100715 Konishi, C., Hymel, S., Wong, T. K., & Waterhouse, T. (2021). School climate and bystander responses to bullying. Psychology in the Schools, 58(8), 1557-1574. https://doi.org/10.1002/pits.22512 Lai, S., Li, J., Shen, C., Zhang, S., Yang, Y., Zhang, X., ... & Lu, L. (2024). School bullying victimization and depression symptoms in adolescents: The mediating role of internet addiction and moderating role of living areas. Psychiatric Quarterly, 95(3), 481-496. https://doi.org/10.1007/s11126-024-10083-w Mazzone, A. (2020). Bystanders to bullying: An introduction to the special issue. International Journal of Bullying Prevention, 2, 1-5. https://doi.org/10.1007/s42380-020-00061-8 Meszaros, G., Horvath, L. O., & Balazs, J. (2017). Self- injury and externalizing pathology: A systematic literature review. BMC Psychiatry, 17(1), 160. https://doi.org/10.1186/s12888-017-1326-y Olweus, D. (2013). School bullying: Development and some important challenges. Annual Review of Clinical Psychology, 9(1), 751-780. https://doi.org/10.1146/annurev-clinpsy-050212-185516 Pecjak, S., Pirc, T., Markovic, R., Špes, T., & Košir, K. (2024). Psychosocial and moral factors of bystanders in peer bullying. International Electronic Journal of Elementary Education, 16(5), 617-629. https://www.iejee.com/index.php/IEJEE/article/view/2291 Pergolizzi, F., Richmond, D., Macario, S., Gan, Z., Richmond, C., & Macario, E. (2009). Bullying in middle schools: Results from a four-school survey. Journal of School Violence, 8(3), 264-279. https://doi.org/10.1080/15388220902910839 Pourtaleb, N., Fathi Azar, E., & Adib, Y. (2019). Investigation of teachers' lived experiences of student's bullying behavior: A phenomenological approach. Journal of Qualitative Research in Health Sciences, 8(2), 143-153. https://jqr1.kmu.ac.ir/article_90963.html Salmivalli, C., Lagerspetz, K., Björkqvist, K., Österman, K., & Kaukiainen, A. (1996). Bullying as a group process: Participant roles and their relations to social status within the group. Aggressive Behavior, 22(1), 1-15. https://psycnet.apa.org/record/1996-02635-001 Salmivalli, C., Voeten, M., & Poskiparta, E. (2011). Bystanders matter: Associations between reinforcing, defending, and the frequency of bullying behavior in classrooms. Journal of Clinical Child & Adolescent Psychology, 40(5), 668-676. https://doi.org/10.1080/15374416.2011.597090 Samadieh, H., & Khamesan, A. (2024). Bullying interventions: A systematic review of iranian research. Qualitative Research in Behavioral Sciences, 3(1), 15-29. https://doi.org/10.22077/QRBS.2024.7774.1038 Sjögren, B., Thornberg, R., & Hong, J. S. (2024). Moral disengagement and defender self-efficacy as predictors of bystander behaviors in peer victimization in middle school: A one-year longitudinal study. Journal of school psychology, 107, 101400. https://pubmed.ncbi.nlm.nih.gov/39645331/ Sheng, J., Yang, Y., Lin, P., Xiao, Y., Sun, Y., Fei, G., ... & Zhang, X. (2024). The association of school bullying victimization and suicidal ideation among school-aged adolescents in yixing city, china. Journal of Affective Disorders, 365, 518-526. https://doi.org/10.1016/j.jad.2024.08.124 Smith, P. K., Kwak, K., & Toda, Y. (Eds.). (2016). School bullying in different cultures: Eastern and western perspectives. Cambridge University Press. https://doi.org/10.1017/CBO9781139410878 Steinberg, L., & Morris, A. S. (2001). Adolescent development. Annual Review of Psychology, 52(1), 83-110. https://doi.org/10.1146/annurev.psych.52.1.83 Thornberg, R., Wänström, L., Elmelid, R., Johansson, A., & Mellander, E. (2020). Standing up for the victim or supporting the bully? Bystander responses and their associations with moral disengagement, defender self-efficacy, and collective efficacy. Social Psychology of Education: An International Journal, 23(3), 563-581. https://doi.org/10.1007/s11218-020-09549-z Tong, A., Sainsbury, P., & Craig, J. (2007). Consolidated criteria for reporting qualitative research (coreq): A 32-item checklist for interviews and focus groups. International Journal for Quality in Health Care, 19(6), 349-357. https://doi.org/10.1093/intqhc/mzm042 Xing, J., Peng, M., Deng, Z., Chan, K. L., Chang, Q., & Ho, R. T. H. (2022). The prevalence of bullying victimization and perpetration among the school-aged population in chinese communities: A systematic review and meta-analysis. Trauma, Violence, & Abuse, 24(5), 3445-3460. https://doi.org/10.1177/15248380221129595 Waasdorp, T. E., Fu, R., Clary, L. K., & Bradshaw, C. P. (2022). School climate and bullying bystander responses in middle and high school. Journal of Applied Developmental Psychology, 80, 101412. https://doi.org/10.1016/j.appdev.2022.101412 World Health Organization (2024). Mental Health of adolescents. Available online at: https://www.who.int/news-room/fact-sheets/detail/adolescent-mental-health Van Geel, M., Goemans, A., Zwaanswijk, W., Gini, G., & Vedder, P. (2018). Does peer victimization predict low self-esteem, or does low self-esteem predict peer victimization? Meta-analyses on longitudinal studies. Developmental Review, 49, 31-40. https://doi.org/10.1016/j.dr.2018.07.001 Zahrani, Y. (2024). The lived experiences of students with bullying in king khalid university: A qualitative approach study. International Journal of Environmental Research and Public Health, 21(11), 1445. https://doi.org/10.3390/ijerph21111445 Zhou, R., Foo, J. C., Nishida, A., Ogawa, S., Togo, F., & Sasaki, T. (2024). Longitudinal relationships of psychotic-like experiences with suicidal ideation and self- harm in adolescents. European Child & Adolescent Psychiatry, 33(6), 1977-1985. https://doi.org/10.1007/s00787-023-02299-1 Zych, I., Ttofi, M. M., & Farrington, D. P. (2016). Empathy and callous- unemotional traits in different bullying roles: A systematic review and meta- analysis. Trauma, Violence, & Abuse, 20(1), 3-21. https://doi.org/10.1177/1524838016683456 | ||
آمار تعداد مشاهده مقاله: 161 تعداد دریافت فایل اصل مقاله: 65 |