Volume 29, Issue 9 (12-2022)
RJMS 2022, 29(9): 427-438 |
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Mirzaei Khargoushki F, Homaiony A. The Relationship Between Mindfulness and Emotional Safety in the Family with Cyberbullying Among Adolescents in Qaleh Ganj County. RJMS 2022; 29 (9) :427-438
URL: http://rjms.iums.ac.ir/article-1-9091-en.html
URL: http://rjms.iums.ac.ir/article-1-9091-en.html
Abstract: (28 Views)
| Background & Aims: In today’s era, communication technologies have rapidly expanded and transformed the ways individuals- especially adolescents- interact. While the widespread use of social networks, messaging platforms, and virtual environments has numerous benefits, it has also introduced emerging challenges, among the most significant of which is cyberbullying. Cyberbullying is a form of psychological and social violence in the digital realm, manifesting as harassment, threats, humiliation, or exclusion through online tools. Adolescents, due to their developmental characteristics and heavy reliance on virtual spaces, are among the most vulnerable groups facing cyberbullying. Numerous studies have shown that psychological and familial factors play a critical role in increasing or decreasing the likelihood of adolescent involvement in cyberbullying, whether as victims or perpetrators. One such factor is mindfulness- the ability to be aware of present experiences without judgment or immediate reaction. Mindfulness helps adolescents cope with their emotions more adaptively, remain present in the moment, and exhibit fewer impulsive or aggressive responses. Research evidence indicates that mindfulness is associated with reduced risky behavior, lower social anxiety, and improved emotional regulation, acting as a protective factor against destructive behavior in virtual environments. Another crucial factor to consider in the context of cyberbullying is emotional safety within the family. Emotional safety refers to feelings of security, acceptance, emotional support, and the freedom to express emotions within the family context. Adolescents raised in a warm, emotionally secure environment are less likely to resort to cyberbullying to gain attention, express anger, or defend themselves, and are also less likely to become victims. In contrast, families lacking appropriate emotional and supportive structures may contribute to feelings of rejection, insecurity, and ultimately, a tendency among adolescents toward aggressive online behavior. Given that mindfulness and emotional safety are teachable and improvable variables, identifying their role in predicting or reducing cyberbullying can guide effective educational and psychological interventions. The present study aimed to examine the relationship between mindfulness and emotional safety in the family with cyberbullying in adolescents, to gain a deeper understanding of the role of these two variables in improving adolescent social relationships and reducing digital violence. Understanding these relationships could serve as a basis for designing preventive programs in schools, families, and psychological centers to combat cyberbullying. Accordingly, this study seeks to answer whether there is a relationship between mindfulness and emotional safety in the family with cyberbullying in adolescents. Methods: This descriptive and correlational study was conducted among all female high school students (ages 15–18) in Qaleh Ganj city in 2022, totaling 1,508 individuals. A sample of 235 students was selected using multi-stage cluster sampling, considering inclusion and exclusion criteria and potential sample attrition. Research instruments included the Emotional Safety Questionnaire by Brunner et al. (2008), the Mindfulness Questionnaire by Baer et al. (2006), and the Cyberbullying and Victimization Questionnaire by Antoniadou et al. (2016). Data were analyzed using regression analysis, Pearson’s correlation coefficient, and ANOVA with SPSS version 20 at a significance level of 0.05. Results: The findings revealed a significant negative correlation between mindfulness and emotional safety with cyberbullying. Specifically, higher levels of mindfulness and emotional safety were associated with lower levels of cyberbullying. Conclusion: The results of this study demonstrate that mindfulness and emotional safety play significant and impactful roles in reducing cyberbullying among students. Mindfulness enhances one’s ability to non-judgmentally accept thoughts and emotions, thereby improving regulation of emotional and behavioral responses in stressful situations. It strengthens resilience against impulsive and aggressive behaviors by reducing rumination and enhancing positive emotions. On the other hand, emotional safety- arising from the quality of family relationships and constructive or destructive conflicts- empowers students to cope effectively with stress and conflict, preventing psychological and behavioral problems and poor academic performance. Given the effects of parental marital conflict and emotional insecurity on students’ emotional and social functioning, creating a supportive environment and teaching mindfulness skills can improve adolescents’ mental health and reduce the risk of cyberbullying. Therefore, it is recommended that educational programs in schools and families, particularly in strengthening mindfulness and emotional safety, be implemented to foster psychological and social adaptation and prevent the negative consequences of cyberbullying. Studies have shown that emotional insecurity can mediate the relationship between parental marital conflict and children’s sleep disturbances. Reduced sleep quality and duration in children adversely affect their emotional-social adjustment and academic performance, thereby decreasing mindfulness. This leads to emotional unawareness in conflict situations and may result in bullying behaviors. In essence, mindfulness is a skill that enables individuals to perceive distressing present events as less threatening. As a result, those equipped with mindfulness experience less stress, anxiety, self-harming, and other-harming behaviors- providing a solid explanation for the reduction in cyberbullying. |
Type of Study: Research |
Subject:
Clinical Psychiatry
