اثربخشی آموزش مهارت های زندگی بر رشد عاطفی-اجتماعی، افکار خودکشی و حافظۀ هیجانی دانش آموزان خشونت دیده (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
هدف پژوهش حاضر، بررسی اثربخشی آموزش مهارت های زندگی بر رشد عاطفی-اجتماعی، افکار خودکشی و حافظه هیجانی دانش آموزان خشونت دیده بود. روش پژوهش آزمایشی از نوع پیش آزمون-پس آزمون با گروه کنترل بود. جامعه آماری این پژوهش، تمامی دانش آموزان مقطع متوسطه دوم شهر اردبیل بودند که از میان آنان، دانش آموزانی که یکی از رفتارهای قربانی شدن را در حداقل فراوانی دو تا سه بار در ماه تجربه کرده بودند به عنوان دانش آموزان قربانی خشونت به شیوه هدفمند و به تعداد 60 نفر انتخاب شدند و بصورت تصادفی ساده در دو گروه آزمایش و کنترل جایگزین شدند. هر دو گروه قبل از اجرای مداخله و پس از آن به پرسشنامه های رشد دانش آموزان (AISS) سینها و سینگ (1993)، افکار خودکشی بک (1961) و حافظه هیجانی کیگ و امونز (1990) پاسخ دادند. گروه آزمایش در 10 جلسه بسته مهارت های زندگی را دریافت نمود. داده ها با استفاده از آزمون تحلیل کوواریانس چندمتغیری تحلیل شدند. یافته ها نشان داد آموزش برنامه مهارتهای زندگی افکارخودکشی و حافظه هیجانی منفی را در آزمودنی های گروه آزمایش به گونه معناداری کاهش داده و رشد عاطفی-اجتماعی آنان را بهبود بخشیده است. بنابراین آموزش مهارت های زندگی بر رشد عاطفی– اجتماعی، افکار خودکشی و حافظه هیجانی دانش آموزان خشونت دیده تاثیر معناداری داشته است.The effectiveness of life skills training on social-emotional development, suicidal thoughts and emotional memory of students with experienced violence
The study was conducted with the aim of the effectiveness of life skills training on social-emotional development, suicidal thoughts and emotional memory of students who have experienced violence. The research method is a pre-test-post-test experiment with a control group. The statistical population of this research was all the second-high school students of Ardebil city, among them, students who have experienced one of the victims in a few months and also have one of the problems of power imbalance. reported that 60 students were selected as victims of violence in a targeted manner and tested and controlled in two groups in a simple random manner. Both groups answered questionnaires of student's development of Sinha & Sing (AISS(, Beck's suicidal thoughts and emotional memory of King & Emonz before the experiment. Then, the experimental group received the life skills package in 10 sessions, and during this time, the control group did not receive any intervention. After completing the training of the life skills program, both groups answered the questionnaire again. Data were analyzed using multivariate analysis of covariance test. The findings showed that emotional-social development showed a significant improvement in the subjects of the experimental group compared to the control group. Also, suicidal thoughts and negative emotional memory have significantly decreased in the subjects of the experimental group. Therefore, it can be said that teaching life skills has had a significant impact on social-emotional development, suicidal thoughts and emotional memory of students who have seen violence. Keywords: Life skills training, Social-emotional development, Suicidal thoughts, Emotional memory, Violent students Introduction Schools, alongside families, play a crucial role in the development of children, serving as one of the most significant environments shaping their growth. Within the school setting, positive interactions with teachers and peers act as protective factors against behavioral and emotional challenges. However, exposure to violence poses a serious risk to students' development, with violent discipline and peer victimization being among the most harmful forms. From a developmental psychopathology perspective, childhood maltreatment creates a toxic educational environment that can severely impair socio-emotional development. Such disruptions often lead to psychological issues, including suicidal thoughts and behaviors. Violence inflicted by teachers and peers also adversely affects students' cognitive functioning. Research highlights a causal link between adverse emotional experiences and the emergence of psychological symptoms, with these experiences being stored as what is known as emotional memory. Childhood maltreatment disrupts emotional regulation and recognition, increasing the likelihood of psychological disorders and the reoccurrence of violence in adulthood. To address these issues, various intervention and prevention programs have been developed to improve the mental health of students exposed to violence. One such program is life skills training. The lack of these essential skills places adolescents at a higher risk for psychological and behavioral problems, as mastering life skills equips individuals to effectively navigate challenging situations. Studies have demonstrated that life skills training helps adolescents steer clear of high-risk behaviors. Therefore, this study seeks to explore the effectiveness of life skills training on the socio-emotional development, suicidal thoughts, and emotional memory of students who have experienced violence. Materials & Method This study utilized an experimental design with pre- post-test with control group. The research population consisted of female high school students in the secondary school students during the 2022-2023 academic year in Ardabil, Iran. A multi-stage cluster sampling method was employed to select the sample group. First, one region, specifica
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