Shams Hedayatallah, Garmaroudi Gholamreza, Nedjat Saharnaz, Yekaninejad Mir Saeed
PhD. Candidate in Health Education and Promotion, School of Health, Tehran University of Medical Sciences, Tehran, Iran.
MD, MPH Chair, Department of Health Promotion and Education; Associate Professor of Maternal and Child Health Research, School of Public Health, Tehran University of Medical Sciences, Tehran, Iran.
Electron Physician. 2018 Jul 25;10(7):7046-7053. doi: 10.19082/7046. eCollection 2018 Jul.
Bullying and victimization behaviors are a serious problem for students, peers, parents, and school teachers. These behaviors usually persist and cause communication problems.
To determine the effect of education based on the socio-ecological theory on bullying in students.
This educational study was of the field-trial type, and carried out on 237 middle school students in Gonabad City (Iran), from September 2015 to May 2016. The intervention group consisted of 147 students, and 90 were assigned to a control group. The intervention (Five sessions of bullying and victimization were discussed) based socio-ecological theory at two levels: individual level and interpersonal level. The intervention was carried out on the students, their parents, and school teachers in two schools. To this end, the multi-stage random sampling was done. Prior to the intervention, the Illinois questionnaire as well as a researcher-made questionnaire was completed. The researcher-made questionnaire included demographic characteristics with regard to living with both parents, one parent or no parents (a guardian) and questions about bullying behaviors in the family as well as about knowledge and attitudes towards bullying. Subsequently, the questionnaire was completed by the students one month and six months after the intervention. The data was analyzed by IBM-SPSS version 21, using ANOVA, multiple regression, repeated measures, Chi-square, and Man-Whitney U test.
The findings showed that there was no significant difference between the mean attitude of the students before and after training. However, the mean score of bullying behaviors in the experimental group was significantly reduced one month after the intervention, but it increased after six months. Moreover, there was a significant difference in terms of bullying behaviors between the intervention and control groups (p=0.0001). Furthermore, a significant relationship was found between the mothers' education level and the students' bullying behaviors (p=0.009.
Bullying is an important problem that affects schools and influences the academic and social capabilities of students. In this regard, the role of educators is the most important, and education on the basis of the socio-ecological model was proved to be effective in reducing bullying. Therefore, educational intervention should be taken at two levels of school and family.
欺凌和受欺负行为对于学生、同龄人、家长及学校教师而言是一个严重问题。这些行为通常会持续存在并引发沟通问题。
确定基于社会生态理论的教育对学生欺凌行为的影响。
本教育研究为现场试验类型，于2015年9月至2016年5月在伊朗戈纳巴德市的237名中学生中开展。干预组有147名学生，90名被分配到对照组。基于社会生态理论的干预（讨论五节关于欺凌和受欺负的课程）分两个层面进行：个人层面和人际层面。干预在两所学校的学生、家长及学校教师中开展。为此，采用了多阶段随机抽样。干预前，完成了伊利诺伊问卷以及一份研究者自编问卷。研究者自编问卷包括关于与父母双方、一方或无父母（监护人）同住的人口统计学特征，以及关于家庭中的欺凌行为以及对欺凌的认知和态度的问题。随后，在干预后1个月和6个月由学生完成该问卷。数据采用IBM-SPSS 21版进行分析，使用方差分析、多元回归、重复测量、卡方检验和曼-惠特尼U检验。
研究结果表明，学生培训前后的平均态度之间无显著差异。然而，干预组的欺凌行为平均得分在干预后1个月显著降低，但6个月后有所上升。此外，干预组和对照组在欺凌行为方面存在显著差异（p = 0.0001）。此外，发现母亲的教育水平与学生的欺凌行为之间存在显著关系（p = 0.009）。
欺凌是一个影响学校且会影响学生学业和社交能力的重要问题。在这方面，教育工作者的作用最为重要，且事实证明基于社会生态模型的教育在减少欺凌方面是有效的。因此，应在学校和家庭两个层面进行教育干预。
