Akran Zorbalığında Bilinçli Farkındalık (Mindfulness)

Year 2023, Volume: 2 Issue: 1, 23 - 31, 30.04.2023

Yasemin Ateşeyan , Kazım Ateşeyan Hüseyin Ateşeyan Hüsniye Yılmaz

https://doi.org/10.5281/zenodo.7866628

Abstract

Çocukluk ve ergenlik dönemindeki akran ilişkileri, sosyal gelişim, psikolojik sağlık ve fiziksel sağlık için gerekli olup sosyal normları ve becerileri öğrenmek için önemlidir. Ciddi bir küresel sağlık sorunu olan akran zorbalığı, okul yıllarında birçok çocuğu etkilemekte olup fiziksel, bilişsel ve zihinsel sağlık sorunlarına neden olmaktadır. Zorbalığın ciddi etkisi göz önüne alındığında, zorbalıkla ilgili vakaların önlenmesi gereklidir. Zorbalık vakalarını önleme çabaları, hükümet, öğretmenler, sağlık çalışanları, ebeveynler, toplum ve çocuğun kendisi de dâhil olmak üzere çeşitli tarafların iş birliğini gerektirir. Farkındalık temelli eğitimler bu iş birliğini sağlayabilmektedir. Bilinçli Farkındalık Temelli Eğitimler çocuklar arasında akran ilişkilerini geliştirmek için giderek daha fazla kullanılmakta olup ümit verici erken sonuçlar sağlamıştır. Bir dizi araştırma, Bilinçli Farkındalık Temelli Eğitimlerin sosyalleşmeyi, akran kabulünü arttırdığını ve akran sorunlarını azalttığını göstermiştir..

Keywords

Zorbalık, Akran Zorbalığı, Bilinçli Farkındalık

References

• Abid M, Irfan M, Naeem F. Relationship between mindfulness and bullying behavior among school children: An exploratory study from Pakistan. J Postgrad Med Inst 2017; 31(3): 256-9.
• Wiertsema M, Vrijen C, Ploeg R, Sentse M, Kretschmer T. Bullying perpetration and social status in the peer group: A meta-analysis. Journal of Adolescence. (2023); 95:34– 55.
• Nansel TR, Overpeck M, Pilla RS, Ruan WJ, Simons-Morton B, Scheidt P. Bullying behaviors among U.S. youth: Prevalence and association with psychosocial adjustment. J Ayub Med Asso. 2001; 285:2094-100.
• Swearer SM, Song SY, Cary PT, Eagle JW, Mickelson WT. Psychosocial correlates in bullying and victimization: The relationship between depression, anxiety, and bully/victim status. J Aggress Maltreat Trauma. 2001; 2:95-121.
• Gini G, Pozzoli T. Association between bullying and psychosomatic problems: A meta-analysis. Pediatr. 2009; 123:1059-65.
• Yosep I, Hikmat R, Mardhiyah A, Hazmi H, Hernawaty T. Method of Nursing Interventions to Reduce the Incidence of Bullying and Its Impact on Students in School: A Scoping Review. Healthcare. 2022; 10(10):1835.
• Espelage DL, Holt MK. Suicidal ideation and school bullying experiences after controlling for depression and delinquency. J. Adolesc. Health Off. Publ. Soc. Adolesc. Med. 2013; 53: S27–S31.
• A Jadambaa HJ Thomas, JG Scott, N Graves, D Brain, R Pacella. Prevalence of traditional bullying and cyberbullying among children and adolescents in Australia: a systematic review and meta-analysis. Aust NZ J Psychiat. 2019.
• Biswas T, Scott J G, Munir K, Thomas H J, Huda M M, Hasan M M. And et al. Global variation in the prevalence of bullying victimisation amongst adolescents: Role of peer and parental supports. EClinicalMedicine. 2020; 20:100276.
• Kilicaslan F, Beyazgul B, Kuzan R, Karadag D, Koruk F, Koruk I. The prevalence of peer bullying and psychiatric symptoms among high school students in southeast Turkey. Nord J Psychiatry. 2023;77(1):83-90.
• Rubin KH, Bukowski WM, Parker JG. Peer interactions, relationships, and groups. In N. Eisenberg (Ed.), Handbook of child psychology: social, emotional, and personality development. 2006; 3:141–180.
• Dai X, Du N, Shi S, Lu S. Effects of Mindfulness-Based Interventions on Peer Relationships of Children and Adolescents: a Systematic Review and Meta-analysis. Mindfulness. 2022;13(11):2653-2675.
• Roach A. Supportive peer relationships and mental health in adolescence: An integrative review. Issues in Mental Health Nursing. 2018;39(9):723–737.
• Peng C, Wang Z, Yu Y, Cheng J, Qiu X, Liu X. Co-occurrence of sibling and peer bullying victimization and depression and anxiety among Chinese adolescents: The role of sexual orientation. Child Abuse & Neglect. 2022; 131:105684.
• Jun Choi L. School Counsellors’ Self-Efficacy in Dealing with Bullying among Secondary School Students. J. Psychol. Couns. MOE Malaysia 2015; 1: 117–135,
• Polanin M, Vera E. Bullying Prevention and Social Justice. Theory Pract. 2013; 52:303–310.
• Sekol I, Farrington D. Personal characteristics of bullying victims in residential care for youth. J. Aggress. Confl. Peace Res. 2016; 8: 99–113.
• Haraldstad K, Kvarme L, Christophersen KA, Helseth S. Associations between self-efficacy, bullying and health-related quality of life in a school sample of adolescents: A cross-sectional study. BMC Public Health. 2019; 19: 757.
• Half of world’s teens experience peer violence in and around school – UNICEF. https://www.unicef.org/eap/press-releases/half-worlds-teens-experience-peer-violence-and-around-school-unicef erişim tarihi: 07.03.2023).
• Moore SE, Norman RE, Suetani S, Thomas HJ, Sly PD, Scott JG. Consequences of bullying victimization in childhood and adolescence: A systematic review and meta-analysis. World J Psychiatry. 2017;22;7(1):60-76.
• Moore THM, Kesten JM, López-López JA, Ijaz S, McAleenan A, Richards A, and et al.. The effects of changes to the built environment on the mental health and well-being of adults: Systematic review. Health Place. 2018; 53:237-257.
• Halliday S, Gregory T, Taylor A, Digenis C, TurnbullD. The impact of bullying victimization in early adolescence on subsequent psychosocial and academic outcomes across the adolescent period: A systematic review. Journal of School Violence, 2021;20(3):351–373.
• Rose CA, Espelage DL, Monda-Amaya LE, Shogren KA, Aragon SR. Bullying and middle school students with and without specific learning disabilities: An examination of social-ecological predictors. J. Learn. Disabil. 2015; 48:239–254.
• Sabramani V, Idris IB, Ismail H, Nadarajaw T, Zakaria E, Kamaluddin MR. Bullying and Its Associated Individual, Peer, Family and School Factors: Evidence from Malaysian National Secondary School Students. International Journal of Environmental Research and Public Health. 2021; 18(13):7208.
• Arënliu A, Strohmeier D, Konjufca J, Yanagida T, Burger C. Empowering the Peer Group to Prevent School Bullying in Kosovo: Effectiveness of a Short and Ultra-Short Version of the ViSC Social Competence Program. Int Journal of Bullying Prevention. 2020; 2:65–78.
• Thompson I, Hong JS, Lee JM, Prys NA, Morgan JT, Udo-Inyang I. A review of the empirical research on weight-based bullying and peer victimisation published between 2006 and 2016. Educational Review,. 2020;72(1):88-110.
• Wu X, Zhen R, Shen L, Tan R, Zhou X. Patterns of Elementary School Students’ Bullying Victimization: Roles of Family and Individual Factors. Journal of Interpersonal Violence. 2023;38(3–4):2410–2431.
• Chen JK, Wang SC, Chen YW, Huang TH. Family climate, social relationships with peers and teachers at school, and school bullying victimization among third grade students in elementary schools in Taiwan. School mental health. 2021;13(3):452-461.
• Gabrielli S, Rizzi S, Carbone S, Piras EM. School Interventions for Bullying–Cyberbullying Prevention in Adolescents: Insights from the UPRIGHT and CREEP Projects. International Journal of Environmental Research and Public Health. 2021; 18(21):11697.
• Henriksen D, Richardson C, Shack K. Mindfulness and creativity: Implications for thinking and learning. Thinking skills and creativity. 2020; 37:100689.
• Duperval, B. Addressing Early Childhood Bullying by Supporting Social-Emotional Skills with Mindfulness. 2019.
• Liu X, Xiao R, Tang W. The Impact of School-Based Mindfulness Intervention on Bullying Behaviors Among Teenagers: Mediating Effect of Self-Control. Journal of Interpersonal Violence. 2022;37(21–22): NP20459–NP20481.
• Kabat-Zinn J. Mindfulness-based interventions in context: past, present, and future. Clin. Psychol. Sci. Pract.2003;10:144–156.
• Kabat-Zinn J. Some reflections on the origins of MBSR, skillful means, and the trouble with maps. Contemp. Buddhism. 2011; 12:281–306.
• Brown KW, Ryan RM. The benefits of being present: mindfulness and its role in psychological well-being. J. Pers. Soc. Psychol. 2003; 84:822–848.
• Shapiro SL, Carlson LE, AstinJA, Freedman B. Mechanisms of mindfulness. J. Clin. Psychol.2006;62:373–386.
• MehlingWE, Chesney MA, Metzler TJ, Goldstein LA, Maguen S, Geronimo, C, et al. A 12-week integrative exercise program improves self-reported mindfulness and interoceptive awareness in war veterans with posttraumatic stress symptoms. J. Clin. Psychol. 2017; 74:554–565.
• Rosenkranz M A, Davidson R J, MacCoon D G, Sheridan J F, Kalin N H, Lutz A. Brain Behav. Immun. 2013; 27: 174–84.
• Creswell J David. "Mindfulness interventions." Annual review of psychology. 2017;68: 491-516.
• Kabat-Zinn, J. Full catastrophe living: The program of the stress reduction clinic at the University of Massachusetts Medical Center. New York, NY: Dell.1990.
• Gibson J. Mindfulness, Interoception, and the Body: A Contemporary Perspective. Front. Psychol. 2019; 10:2012.
• Abdul Kadir NB, Mohd RH, Dimitrova R. Promoting Mindfulness Through the 7Cs of Positive Youth Development in Malaysia. In: Dimitrova, R., Wiium, N. (eds) Handbook of Positive Youth Development. Springer Series on Child and Family Studies. Springer, Cham. 2021.
• Christopher S. Reina Ravi S Kudesia,. Wherever you go, there you become: How mindfulness arises in everyday situations, Organizational Behavior and Human Decision Processes.2020; 159: 78-96.
• Karremans J C, Schellekens M P J, Kappen G. Bridging the sciences of mindfulness and romantic relationships: a theoretical model and research agenda. Personal. Soc. Psychol. Rev. In press. 2016.
• Matiz A, Fabbro F, Paschetto A, Cantone D, Paolone AR, Crescentini C. Positive Impact of Mindfulness Meditation on Mental Health of Female Teachers during the COVID-19 Outbreak in Italy. Int. J. Environ. Res. Public Health. 2020; 17:6450.
• Goldberg S, Tucker R P, Greene P A, Davidson R J, Wampold B E, Kearney D J, et al. Mindfulness-based interventions for psychiatric disorders: A systematic review and meta-analysis. Clin. Psychol. Rev. 2018; 59: 52–60.
• Luken M, Sammons A. Systematic review of mindfulness practice for reducing job burnout. Am. J. Occup. Ther. 2016; 70: p1–p7002250020.
• Gawande R, To M N, Pine E, Griswold T, Creedon T B, Brunel A, Schuman-Olivier Z. Mindfulness training enhances self-regulation and facilitates health behavior change for primary care patients: A randomized controlled trial. J. Gen. Intern. Med. 2019; 34: 293–302.
• Birnie K, Speca M, Carlson L E. Exploring self-compassion and empathy in the context of mindfulness-based stress reduction (MBSR). Stress Health. 2010; 26: 359–371.
• Creswell J D, Lindsay E K, Villalba DK, Chin B. Mindfulness Training and Physical Health: Mechanisms and Outcomes. Psychosomatic medicine. 2019;81(3):224–232.
• Zhang D, Lee EK, Mak EC, Ho CY, Wong SY. Mindfulness-based interventions: an overall review. British medical bulletin. 2021;138(1): 41-57.
• Pinazo D, García-Prieto LT, García-Castellar R. Implementation of a program based on mindfulness for the reduction of aggressiveness in the classroom. 2020;25(1):30-35.
• Schussler DL, Oh Y, Mahfouz J, Levitan J, Frank JL, Broderick PC, et al. Stress and well-being: A systematic case study of adolescents’ experiences in a mindfulness-based program. Journal of Child and Family Studies. 2021; 30:431-446.
• Baharvand I, Sodani M, Abaspour Z. The effectiveness of mindfulness-based stress reduction training on parent-child conflict and bullying in single mother-headed adolescents. Journal of Family Psychology. 2021;6(1):69-80.
• Faraji M, Talepasand S, Boogar I. Effectiveness of mindfulness-based cognitive therapy for child on bullying behaviors among children. International Archives of Health Sciences. 2019;6(1):52.