نوع مقاله : مقاله پژوهشی
1 دانشجوی دکتری، گروه علوم تربیتی و روانشناسی، دانشگاه سمنان، سمنان، ایران.
2 دانشیار، گروه روانشناسی و علوم تربیتی، دانشگاه سمنان، سمنان، ایران.
3 دانشیار، گروه علوم تربیتی و روانشناسی، دانشگاه سمنان، سمنان، ایران.
4 دانشیار، گروه روانشناسی بالینی، دانشگاه سمنان، سمنان، ایران.
عنوان مقاله [English]
Introduction: Today, the victimization of teenagers in schools is one of the most important social harms in schools. Therefore, the purpose of this study was to determine the effectiveness of cognitive-behavioral methods of assertiveness training on self-esteem and school self-concept among adolescent victims of bullying.
Materials and Methods: The statistical population included 14- to 17-year-old boy students in public schools in Tehran during the academic year 2018-19. A total of 40 subjects (20 in the control group and 20 in the experimental group) were randomly assigned to one of the two groups: experimental group and control group. Using a pilot, pre-test, post-test, and a one-month follow-up on the control group, Hartler's victimization and Rosenberg self-esteem and school self-concept questionnaires were completed. Then, experimental testing of assertiveness training was performed in eight sessions on the experimental group, and after the completion of the sessions the post-test was presented to both groups. Finally, a one-month follow-up was carried out. Analysis of repeated measurements was used for data analysis.
Results: The results showed that the cognitive-behavioral assertiveness training program made a significant difference in self-esteem (F=6.918 and p=0.003) and school self-concept (F=6.489 and p=0.003) between the two groups in the three stages of evaluation. This means that cognitive-behavioral assertiveness training helped bullying victims promote their self-esteem and self-concept.
Conclusion: Based on the results of this study, the cognitive-behavioral assertiveness training program was found to be effective on the self-esteem and school self-concept of adolescents aged 14 to 17 years. Therefore, it can be used to improve adolescents' skills. It is also important to inform parents, teachers, administrators and others professionals about the effectiveness of this kind of training.