تاثیر مداخله مبتنی بر نظریه ذهن برکاهش پرخاشگری و تقویت همدلی در کودکان

نویسندگان
دانشگاه اردکان
چکیده
بر اساس اهمیت جنبه­@های مختلف تحول در دانش‌­آموزان اعم از جسمی، شناختی، هیجانی و اجتماعی در شکل­‌گیری شخصیت آنها، هدف پژوهش حاضر تعیین اثربخشی مداخله مبتنی بر نظریه ذهن برکاهش پرخاشگری و تقویت همدلی در کودکان بود. جامعه آماری در این پژوهش نیمه­‌آزمایشی شامل کلیه دانش‌­آموزان دوره اول ابتدایی 7 تا 9 ساله شهر تهران در سال تحصیلی 98- 1397 بود. حجم نمونه شامل30 دانش‌­آموز بود که به شیوه نمونه­‌گیری در دسترس انتخاب شده و به طور تصادفی در دو گروه آزمایش و گواه قرار گرفتند. داده­‌ها به وسیله پرسشنامه سنجش پرخاشگری باس و پری (باس و پری، 1992) و پرسشنامه همدلی-بهر و تحلیل کودکان جمع­‌آوری شد و با روش آماری تحلیل کوواریانس تحلیل شد. یافته­‌ها نشان داد مداخله مبتنی بر نظریه ذهن بر کاهش پرخاشگری و تقویت همدلی دانش­‌آموزان تاثیر معناداری دارد P≤0/05)) و مداخله همدلی را با میزان تاثیر 68 درصد بهبود و پرخاشگری را با میزان تاثیر 4/82 درصد کاهش داد. بنابراین مداخله مبتنی بر نظریه ذهن می­تواند با افزایش توانایی کودکان در درک احساس و افکار دیگران، مهارت­های اجتماعی آنها را افزایش دهد.
کلیدواژه‌ها

عنوان مقاله English

The Effectiveness of Intervention Based on Theory of Mind on Reducing Aggression and Empathy Improvement in children

نویسندگان English

Tina Najafpour
Azadeh Choobforoushzadeh
Azra Mohammadpanah Ardakan
Majede Khosravi Larijani
Ardakan University
چکیده English

Based on the importance of various aspects of growth and development in students, including physical, cognitive, emotional and social, in the formation of their personality, the purpose of this study was to examine the effectiveness of intervention based on the theory of mind on aggression and empathy in children. The statistical population of this semi-experimental study was all about 8-12 year old elementary students from Tehran during the academic year 2019. The sample size consisted of 30 students selected through available sampling and randomly assigned to two experimental and control groups. Data were collected by Buss & Perry` aggression measurement questionnaire and Children's Empathy-Analysis Questionnaire and analysis are analyzed by the covariance analysis test. The findings showed that intervention based on the theory of mind on reducing the aggression and empathy improvement in students is significant (P≤0/05) and Intervention improved empathy as well as aggression with an impact rate of 68% and 82.4% respectively. Therefore, the intervention based on the theory of mind can increase Children's social skills by increasing their ability to understand the feelings and thoughts of others.

کلیدواژه‌ها English

theory of mind
aggression
empathy
Aghababaei, S. (2017). The effect of mind theory training on mind theory and executive functions of preschool children. Contemporary Psychology, 12, 17-14. [Persian]
Ali-Akbari, M., Kakojubiari, A. A., Amirabadi, F., Shaghaghi, F., Zare, N., Creator, f. (2013). Investigating the role of mind theory and executive functions in predicting empathy. Cognitive Science News Quarterly, 15 (2), 10-1. [Persian]
Amin-Yazdi, S. A., Karshki, H. And Kiafer, M. S. (2013). The effectiveness of mind theory training on reducing aggression and increasing the ability of mind theory in preschool children. Research in Mental Health, 7 (4), 67-60. [Persian]
Adibsereshki, N., Nesayan, A., Gandomani, R. A., Karimlou, M. (2015). The effectiveness of theory of mind training on the social skills of children with high functioning autism spectrum disorders. Iranian journal of child neurology, 9 (3), 40. [persion]
American Psychiatric Association. Diagnostic and statistical manual of mental disorders (5th ed). Washington, DC: Auteurs, 2013.
Auyeung, B., Wheelwright, S., Allison, C., Atkinson, M., Samarawickrema, N., & Baron-cohen,S. (2009). The childrens empathy quotient and systemizing quotient: sex hen,S .diffrences in typical development and in autism spectrum conditions. Journal autism developmental disorders, 39, 1509-1521.
Begeer, S., Howlin, P., Hoddenbach, E., Clauser, C., Lindauer, R., Clifford, P., ... & Koot, H. M. (2015). Effects and moderators of a short theory of mind intervention for children with autism spectrum disorder: A randomized controlled trial. Autism Research, 8 (6), 738-748.
Buss, A. H., Perry, M. (1992). The aggression questionnaire. Journal of personality and social psychology, 63 (3), 452.
Carpenter, M., Pennington, B. F. Rogers, S. J. (2010). “Understanding of others intention in children with autism”. British Journal of Autism and of the Developmental, 21, 387-395.
Dadds, M. R.., Hunter, K., Hawes, D., Frost, A. J., Vassallo, S., Bunn, P., Merz, S., El-Masry, Y. (2008). Measurement of empathy in children using parental ratings. Child Psychiatry and Human Development, 39 (2), 111-122.
Espelage, D. L., Hong, J. S., Kim, D. H., Nan, L. (2018). Empathy, attitude towards bullying, theory-of-mind, and non-physical forms of bully perpetration and victimization among US middle school students. Child & Youth Care Forum, 47 (1), 45-60.
Farzadi, F., Behrozi, N. Faramarzi, H. (2016). Comparison of mind theory, attention retention and empathy in students with and without coping disorder. Journal of Child Mental Health, 3 (4), 80-70. [Persian]
Ferguson, F. J., Austin, A. J. (2010). Associations of trait and ability emotional intelligence with performance on Theory of Mind tasks in an adult sample. Personality and Individual Differences, 49, 411-418.
Fernandez, A. V., & Zahavi, D. (2020). Basic empathy: Developing the concept of empathy from the ground up. International Journal of Nursing Studies, 110, 103695.
Fiasse, C., Nader-Grosbois, N. (2012). Perceived social acceptance, theory of mind and social adjustment children with intellectual disabilities. Research in Developmental Disabilities, 33, 1871-1880.
Flavell, J. H., Miller, P. H. (1998). Social cognition. In D.Kuhn & R. Siegler (Eds.), Handbook of child psychology:cognition, perception, and language . New York: Wiley. Pp: 851-887.
Felsten, G. and Hill, V. V. (1998). Aggression Questionnaire Hostility Scale Predicts Anger in Response to Mistreatment. Behavior Research and Therapy. 37(1), 87-97.

Ganji, M. (2014). Psychopathology. Tehran: Savalan Publishing. [Persian]
Garandeau, C. F., Cillessen, A. H. (2006). From indirect aggression to invisible aggression: A conceptual view on bullying and peer group manipulation. Aggression and violent behavior, 11 (6), 612-625.
Goering, M., & Mrug, S. (2021). Empathy as a mediator of the relationship between authoritative parenting and delinquent behavior in adolescence. Journal of youth and adolescence, 1-11.
Gini, G., Albiero, P. (2007). Does empathy predict adolescents' bullying and defending behavior? Aggressive Behavior, 33, 467–476.
Golchin, M. (2002). Tendency toward aggression in adolescents and the role of family. The Journal of Qazvin University of Medical Sciences, 6 (1), 36-41. [Persian]
Goldstein, T. R., Winner, E. (2012). Enhancing empathy and theory of mind. Journal of cognition and development, 13 (1), 19-37.
Haghdoost A, Abazari, F., Abbaszadeh, A, Dortaj-Rabori, E. (2014). Family and the Risky Behaviors of High School Students. Iran Red Crescent Med J, 16 (10), 21-30. [Persian].
Hale, C., Tager-Flusberg, H . (2003). The influence of language on theory of mind: A training study. Institutes National of Health, 6 (3), 346-359.
Hashemi, F. (2013). The Role of Theory of Mind and Empathy in Predicting Emotional Behavioral Problems of Students in Divorced and Normal Families, Master Thesis in Educational Psychology. Mashhad Ferdowsi University. [Persian]
Hossein -Khanzadeh, A., Maleki-Manesh, A., Taher, M. Mojarad, A. (2018). The effect of self-awareness skills training on reducing aggressive behaviors, addiction and suicide of female high school students. New Educational Thoughts, 14 (1), 159-135. [Persian]
Heidari, T., Shah-Mive-Esfahani, A. Faramarzi, S. (2011). Comparison of dimensions of mind theory in children with autism and normal 5 to 10 years in Isfahan. Knowledge and Research in Applied Psychology, 12 (3), 70-64. [Persian]
Hoffman, M. L. (2000). Empathy and moral development: Implications for caring and justice. New York: Cambridge University Press.
Jolliffe, D., Farrington, D. P. (2004). Empathy and offending: A systematic review and meta-analysis. Aggression and violent behavior, 9 (5), 441-476.
Jolliffe, D., Farrington, D. P. (2006). Developmental and validation of the basic empathy scale. Journal of Adolescence, 29 (4), 589-611.
Holopainen, A., De Veld, D. M., Hoddenbach, E., & Begeer, S. (2019). Does Theory of Mind Training Enhance Empathy in Autism?. Journal of autism and developmental disorders, 49 (10), 3965-3972.
Karimi, Y. (2013). Social psychology: concepts, theories, and applications. 3rd ed. Tehran: Arasbaran;. [Persian]Buss AH. Perry M. The aggression questionnaire. J Pers Soc, 63 (3), 452-59.
Khanzade, A. H., Imankhah, F. (2017). The Effect of Music Therapy Along With Play Therapy on Social Behaviors and Stereotyped Behaviors of Children with Autism. Practice in clinical psychology, 5 (4), 251-262.
Khani, R. Haghayegh, S. (2018). Comparison of empathy and facial emotion recognition between children with conduct disorder and confrontational disobedience disorder. Exceptional Children Quarterly, 18 (4), 128-117. [Persian]
Khatibi, T, Demehri F, Azizi M. (2020). Comparison of Executive Functions and Learning Strategies among Autistic Students with High and Low Academic Performance. Journal of Cognitive Psycholog. 8(3): 86-96. [Persian].
Kim, Y. H. (2010). Correlation of mental health problems with psychological constructs in adolescence: Final results from a 2-year study. Int J Nurs Stud., 40 (2), 115-24.
Kusche, C. A., Greenberg, M. T. (2011). PATHS in your classroom: promoting emotional literacy and alleviating emotional distress. In J. Cohen (Ed.), Social – emotional learning and the elementary school child: A guide for educators. New York: Teacher College Press, 140-161.
Lee, K., Baillargeon, R. H., Vermunt, J. K., Wu, H., Tremblay, R. E. (2007). Age differences in the prevalence of physical aggression among 5-11-year-old Canadian boys and girls. Aggressive Behav, 33, 26-37.
Leff, S. S., Crick, N. R. (2010). Interventions for relational aggression: Innovative programming and next steps in research and practice. School Psychology Review, 39 (4), 504-507.
Livingston, L. A., Carr, B., & Shah, P. (2019). Recent advances and new directions in measuring theory of mind in autistic adults. Journal of Autism and Developmental Disorders, 49(4), 1738-1744.
Maoz, H., Gvirts, H. Z., Sheffer, M., Bloch, Y. (2019). Theory of Mind and empathy in children with ADHD. Journal of attention disorders, 23 (11), 1331-1338.
Martin, R. A., Pulik-Doris, P., Larsen, G., Gray, J., Weir, K. (2003). Individual differences in uses of humor and their relation to psychological well-being: Development of the humor styles questionnaire. Journal of Research in Personality, 37, 48-75.
Masoumi, M., Shojaei, S., Hemmati-Alamdarloo, Q. (2016). Predicting students 'emotional behavioral problems with intellectual disability based on their mothers' empathy. Journal of Disability Studies, 6, 73-68. [Persian]
Mashhadi, A. (2003). Theory of Mind: A New Approach to Developmental Psychology. Journal of New Cognitive Sciences, 5 (3), 70-83. [Persian]
Matthys, W., & Lochman, J. E. (2010). Oppositional defiant disorder and conduct disorder in childhood. Oxford: Wiley-Blackwell.
Matsuura, N., Hashimoto, T., Toichi, M. (2009). Correlations among self-esteem, aggression, adverse childhood experiences and depression in inmates of a female juvenile correctional facility in Japan. Psychiatry and ClinNeurosci, 63 (4), 478-485.
Morelli, S. A., Rameson, L. T., & Lieberman, M. D. (2014). The neural components of empathy: predicting daily prosocial behavior. Social cognitive and affective neuroscience, 9 (1), 39-47.
Moudatsou, M., Stavropoulou, A., Philalithis, A., & Koukouli, S. (2020). The role of empathy in health and social care professionals. In Healthcare, 8(1), Multidisciplinary Digital Publishing Institute.
Muncer, S. J., Ling, J. (2006). Psychometric analysis of the empathy quotient (EQ) scale. Personality and Individual Differences, 40 (6), 1111–1119.
Munoz, R., Morales, C., Villarroel, R., Quezada, Á., & De Albuquerque, V. H. C. (2018). Developing a software that supports the improvement of the theory of mind in children with autism spectrum disorder. IEEE Access, 7, 7948-7956.
Mirzaei-Kotnaei, F., Hossein-Khanzadeh, A., Asghari, F. Shakeronia, A. (2015). The role of family cohesion in explaining children's aggressive behaviors. Journal of Child Psychological Development, 2 (2), 84-73. [Persian]
Nader-Pileh-Vard, M., Sohrabi, F., Hosein-Sabet, F. (2016). The effectiveness of Mind Theory training on improving mind theory and social skills of deaf students. Journal of Cognitive Psycholog. 4(4): 51-60. [Persian].
Naghizadeh, Sh. (2012). Comparison of the level of empathy of mentally healthy and retarded children: a case study, bachelor's thesis of Payame Noor University. Saqez city. [Persian]
Noten,, M. M. P. G., Van der Heijden, K. B., Huijbregts, S. C. J., Van Goozen, S. H. M., & Swaab, H. (2019). Indicators of affective empathy, cognitive empathy, and social attention during emotional clips in relation to aggression in 3-year-olds. Journal of experimental child psychology, 185, 35-50.
Peter, H., Meister, J. C., Pier, J. (2014). Narrative Empathy. 2nd. Berlin: DeGruyter
Pouw, L. B., Rieffe, C., Oosterveld, P., Huskens, B., & Stockmann, L. (2013). Reactive/proactive aggression and affective/cognitive empathy in children with ASD. Research in developmental disabilities, 34 (4), 1256-1266.
Preckel, K., Kanske, P., & Singer, T. (2018). On the interaction of social affect and cognition: empathy, compassion and theory of mind. Current Opinion in Behavioral Sciences, 19, 1-6.
Quesque, F., & Rossetti, Y. (2020). What do theory-of-mind tasks actually measure? Theory and practice. Perspectives on Psychological Science, 15 (2), 384-396.
Sakofsky, M. J. (2009). The Impact of Empathy Skills Training on Middle School Children.
Shaffer, D.R. (2000). Social and personality development (4th ed). Wadsworth, Belmont, USA.
Shahim, S. (2007). Relational aggression in preschool children. J Iranian Psychic Clin Psycho, 13 (3), 164-72. [Persian]
Smith, P. K., Hart, C. H. (2011). the handbook of childhood social development (2nd ed.). West Sussex, UK: Wiley-Blackwell.
Song, J. H., Waller, R., Hyde, L. W., Olson, S. L. (2016). Early callous-unemotional behavior, theory-of-mind, and a fearful/inhibited temperament predict externalizing problems in middle and late childhood. Journal of abnormal child psychology, 44 (6), 1205-1215.
Sabzi, N. Shaykhal-Islami, R. (2015). The mediating role of emotional development in the relationship between family communication patterns and empathy. Developmental Psychology: Iranian Psychologists (JIP), 12 (46), 153-141. [Persian]
Steger, A., Evans, E., & Wee, B. (2021). Emotional cartography as a window into children's well-being: Visualizing the felt geographies of place. Emotion, Space and Society, 39, 100772.
Stellwagen, K. K., & Kerig, P. K. (2018). Theory of Mind Deficits and Reactive Aggression in Child Psychiatric Inpatients: Indirect Effects Through Emotion Dysregulation. Journal of Child and Family Studies, 27 (10), 3385-3394.
Strachan, L., Munroe-Chandler K. (2015). Using imagery to predict self-confidence and anxiety in young elite athletes. Journal of Imagery Research in Sport and Physical Activity, 1 (1), 125-33.
Strayer, J. & Roberts, W. (2004). Empathy and observed anger and aggression in five yearolds. Social Development, 13 (1), 1-13.
Turkmen Malayeri, M. Shaykh al-Islami, R. (2018). Empathy and community-friendly behaviors: The mediating role of moral emotions. Developmental Psychology: Iranian Psychologists (JIP), 15 (59), 271-261. [Persian]
Waziri, Sh. Lotfi -Azimi, A. (2013). The effect of empathy training in reducing adolescent aggression. Developmental Psychology: Iranian Psychologists, 7, 185-167. [Persian]
Wellman, H.M. (2008). Understanding the Psychological Word: Developing a Theory of Mind. In U. Gaswami (Ed), Blackwell Handbook of Childhood Cognitive Development (pp.167-187). Malden, MA:Blackwell.
Wellman, H.M.,Lane, J. D., Labounty,J., Olson, S .H. L. (2011).Observant, nonaggressive temperament Predicts theory of mind development. Developmental Science, 14 (2), 319-326.
Weisskirch, R. S., Guan, S. S. A., & Lazarevic, V. (2021). How language brokering relates to empathy and psychological well-being. Journal of Social and Personal Relationships, 02654075211020407.
Weisz, E., & Cikara, M. (2021). Strategic regulation of empathy. Trends in Cognitive Sciences, 25(3), 213-227.
Yeo, L. S., Ang, R. P., Loh, S., Fu, K. J., & Karre, J. K. (2011). The role of affective and cognitive empathy in physical, verbal, and indirect aggression of a Singaporean sample of boys. The Journal of Psychology, 145 (4), 313-330.
Zahedifar, Sh., Najarian, B. thanksgiving, H. (2010). Build and validate a scale to measure aggression. Journal of Educational Sciences and Psychology, 7 (2-1), 102-73. [Persian]