اثربخشی خوش بینی به سبک روان نمایشگری بر قلدری، روابط بین فردی و نشاط ذهنی در دانش آموزان با اختلال نافرمانی مقابله ای (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
پژوهش حاضر با هدف تعیین اثربخشی خوش بینی به شیوه روان نمایشگری بر قلدری، روابط بین فردی و نشاط ذهنی در دانش آموزان مبتلا به اختلال نافرمانی مقابله ای انجام شد. طرح پژوهش، نیمه آزمایشی به صورت پیش آزمون - پس آزمون و پیگیری با گروه کنترل بود. تعداد 30 نفر از دانش آموزان مقطع متوسطه دوم در دامنه سنی 14-16 سال دارای علائم اختلال نافرمانی مقابله ای در شهر اصفهان در سال 1399 بودند که به صورت هدفمند انتخاب شدند. سپس به صورت تصادفی در دو گروه 15 نفری آزمایش و گواه جایگزین شدند. ابزارهای پژوهش شامل پرسشنامه های قلدری، پرسشنامه کیفیت روابط، پرسشنامه نشاط ذهنی بود. گروه آزمایش به صورت روان نمایشگری به مدت 12 جلسه آموزش خوش بینی را دریافت کردند و پرسشنامه ها به عنوان پس آزمون و یک ماه بعد برای پیگیری اجرا شد. داده ها با آزمون تحلیل کواریانس با اندازه گیری مکرر انجام شدند. نتایج نشان دادند خوش بینی به سبک روان نمایشگری بر قلدری، کیفیت روابط بین فردی و نشاط ذهنی دانش آموزان دارای علائم اختلال نافرمانی مقابله ای تأثیر دارد؛ بنابراین، با کاربرد این مداخله می توان رفتار قلدری و کیفیت روابط و نشاط ذهنی دانش آموزان را با علائم اختلال نافرمانی بهبود بخشید.The Effectiveness of Psychodrama-mediated Optimism on Bullying, Interpersonal Relations, and Subjective Vitality among Students with Oppositional Defiant Disorder
The present study was conducted to examine the effectiveness of psychodrama-mediated optimism on bullying, interpersonal relations and subjective vitality in students with oppositional defiant disorder. This study employed a quasi-experimental design with pre-test, post-test, and follow-up with a control group. Then, 30 subjects were purposively selected among high school students aged 14-16 years old with an oppositional defiant disorder in Isfahan in 2020 and were randomly assigned to two groups of 15 as the experimental and the control groups. The Bullying Questionnaire, the Relationship Quality Questionnaire, and the Subjective Vitality Scale were used to collect data. The experimental group received optimism training for 12 sessions. At the end of the training, the questionnaires were administered again to both groups as a post-test. They were followed up a month later. Data analysis was conducted by applying repeated measures. The results showed that teaching psychodrama-mediated optimism had a significant effect on bullying, the quality of interpersonal relationships, and mental vitality among students with oppositional defiant disorder. Therefore, this intervention can improve bullying behavior, the quality of relationships, and the mental vitality of these students. Introduction * A persistent pattern of oppositional, hostile, and rebellious behaviors toward power authorities, along with a serious flaw in socially friendly laws are the characteristics of an oppositional defiant disorder, accompanied by impulsivity, low tolerance, bullying, and maladaptive behaviors that overshadow social and educational functions and affect sustainable well-being (Delaosa et al., 2019). The study of bullying behaviors began with Olweus’s research in 1980 (Hutzell & Payne, 2016). Evans et al. (2014) showed that bullying and being a victim of bullying were associated with poor mental health, negative experiences, and disturbed social relationships at school (Kokkinos & Kipritsi, 2016). Therefore, it can be expected that interpersonal relationships among adolescents with defiant disorder are associated with functional impairment. Studies have shown that adolescents’ hostile relationships are associated with defiant disorder due to negative and pessimistic attributes toward others, which leads to lower mental health and vitality (Lin et al., 2016 & Kledzik et al., 2012). The pessimistic explanatory style of children with defiant disorder disrupts their relationships, leading them to use neurotic defensive styles and maladaptive coping styles. An optimistic thinking style protects a person against health risks and depressive symptoms and promotes self-esteem (Seligman, 2007). Optimism and psychodrama style combines one of the positive components of psychology with psychodrama. Moreno considers the theater stage a good way to communicate and eliminate worries (Orkibi, 2019). Dramatic changes are made in relationships with others by activating repressed abilities and learning how to deal with problems through the potential of clients (Holmes., 1994 & Wang et al., 2020). Given that successful social interaction relies on the ability to interpret emotions correctly, which is less commonly observed by defiant people, psychodrama-mediated optimism expands inner experiences by recognizing feelings and emotions and expressing them, which makes clients try new and more comprehensive roles like adult positive thinking about issues (Wang et al., 2021). Therefore, considering the importance of optimism and considering that people with the oppositional defiant disorder are considered a high-risk group for pessimism, it is necessary to change pessimistic attitudes to optimism. Therefore, based on the findings, the present study was conducted to investigate the effectiveness of psychodrama-mediated optimism on bullying, interpersonal relationships, and subjective vitality among students with oppositional defiant disorder. Method This was a controlled quasi-experimental study with a pretest-posttest design and follow-up. The statistical population consisted of all female high school students from three schools in Isfahan who were randomly selected. Then, 30 students who scored higher than the cut-off score in the oppositional defiant index and rule breaking behavior subscale of Child Behavior Checklist (CBCL) were purposefully selected and divided into experimental (N=15) and control (N=15) groups. The inclusion criteria were being 14-18 years old and signing informed consent. The exclusion criteria were physical illness, taking psychiatric medications, bipolar disorder, receiving other interventions, not attending two sessions, and requesting to leave sessions. Measuring tool included Child Behavior Checklist (CBCL) was developed by Achenbach and Rescorla in 2001 for children and adolescents aged 8 to 16 and measures emotional and behavioral problems. A test-retest validity of 0.94 was found for the whole checklist and 0.85 for rule-breaking behavior subscale. The internal consistency coefficients of the subscales with Cronbach’s alpha coefficient ranges between 0.63 and 0.95. Bullying Scale was developed by Olweus in 2001 and consists of 18 items with three factors: bullying, conflict, and victim. Its reliability using Cronbach’s alpha ranged from 0.62 to 0.90 and its concurrent validity with the aggression questionnaire was 0.47. The quality of relationship inventory (QRI) was measured by Pierce et al. (1994) scale which consists of 29 items. Its reliability was approved by test-retest reliability (0.83) and convergent validity (0.61). Subjective Vitality Scale was developed by Ryan and Frederick (1997) with seven items. Cronbach’s alpha for this scale was 0.98, and its validity had a negative correlation from 0.25 to 0.60 with the scales of psychosis, depression, negative emotion, and anxiety. Implementation and analysis: The content of the combined intervention of psychodrama-mediated optimism was developed for the first time in this study. The content of the sessions was designed based on the Attride-Stirling thematic analysis (2001). The external validity of the training package was approved via a pilot study with a static quasi-experimental design. The experimental group participated in a psychodrama-mediated optimism training program for nine sessions (two sessions per week). Data were analyzed using repeated-measures ANOVA. Results The participants’ mean age was 15.86 and 15.93 in the experimental and control groups, respectively. The two groups were age-matched and did not differ significantly. The data were analyzed using univariate repeated measures ANCOVA. The results showed that the skewness and kurtosis of the dependent variables were within normal distribution range of +2 and -2. Also Kolmogorov-Smirnov test confirmed the normal distribution of the data. Levene's test confirmed the assumption of homogeneity of variances, as well. To investigate the assumption of homogeneity of regression slope, the significance of the interaction with the grouping variable at pretest was used at post-test and follow-up. Given the lack of significance of the F statistic, the assumption of homogeneity of regression slope was established ( F =1.947, p =0.104). Mauchly's test of sphericity was used to examine the assumption of homogeneity of covariance matrix, which established the assumption for the interpersonal relations and subjective vitality variables ( Machly’s =0.149, p =0.31). But since this assumption regarding the bullying variable was not established, the Greenhouse-Geisser’s epsilon was used to report the results to prevent confounding of the test results. Given the establishment of the assumptions, one-way univariate repeated measures ANCOVA can be used. The results of univariate repeated measures ANCOVA of experimental and control groups at different time points are shown in Table 1. Table 1. Results of univariate repeated measurement ANCOVA of experimental and control groups in the research stages Component Source SS DF MS F P η 2 Bullying Time 249.89 1 249.89 4.74 0.04 0.321 Group 1916.421 1 1916.421 34.73 0.003 0.492 Group and time interaction effect 3749.081 1 3749.081 41.86 0.002 0.467 Interpersonal relations Time 423.96 1 423.96 6.63 0.04 0.271 Group 1406.84 1 1406.84 39.62 0.002 0.417 Group and time interaction effect 1828.94 1 1826.94 54.83 0.002 0.479 Subjective vitality Time 526.47 1 526.79 4.93 0.01 0.226 Group 781.453 1 791.453 7.83 0.01 0.361 Group and time interaction effect 1850.651 1 1850.651 21.94 0.04 0.423 P<0.05, P<0.01 The results of Table 1 show that the group had a significant effect on the variables of bullying, interpersonal relations, and subjective vitality of students with oppositional defiant disorder and that the difference between the two groups is significant ( p <0.05). The results of the Bonferroni test for evaluating the stability of training showed that the effectiveness of psychodrama-mediated optimism on bullying, interpersonal relations, and subjective vitality at post-test and follow-up were the same and there was no significant difference ( p <0.05). Therefore, the hypothesis of stability of the intervention results was approved. Conclusion Based on the optimal approach, the participants in the psychodrama-mediated optimism training learned to expand their control of the situation, positive thinking, and optimistic thoughts so that they can try to fully evaluate the situation in different circumstances instead of pessimism. An optimistic explanatory style also helps subjects cope with unexpected challenges by learning how to think and activate positive emotions by playing a role. The positive experimental style in psychodrama prevents the disruption and blocking of excellent processes in information processing, prevents undeveloped, passive, and avoidant defensive reactions, provides a platform for practical engagement with situations, increases the individual’s behavioral treasury, and provides the benefit of positive and adaptive experiences. By exploring their feelings and thoughts and those of the group members, they realize that this problem does not belong only to themselves and therefore receive the empathy and cooperation of others. Besides, having a purpose and group activity, due to its dramatic attraction, gives adolescents a sense of being useful, security, belonging to a group, identity, and opportunity for self-assertion, each of which can be effective in increasing subjective vitality. Therefore, considering the positive effects of the intervention of psychodrama-mediated optimism on research variables, it is recommended to use this method to improve the mood of defiant students. School teachers can use this new style for teaching social skills. This intervention practically teaches the essential skills to people in an attractive manner, so it is recommended to use it to develop and empower students with symptoms of oppositional defiant disorder. Ethical Consideration Compliance with Ethical Guidelines: All ethical issues like informed consent and confidentiality of participants’ identifications were compiled based on ethical committee of University of Isfahan Authors’ Contributions: All authors contributed to the study. The first author written the first draft of the manuscript. The second author edited the manuscript. Conflict of Interest: The authors declare no conflict of interest for this study. Funding: This study was conducted with no financial support. Acknowledgment: The authors thank all participants in the study *. Corresponding author
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