Razi Journal of Medical Sciences

other رابطه بین ذهن اگاهی و ایمنی هیجانی در خانواده با قلدری سایبری در نوجوانان شهر قلعه گنج The Relationship Between Mindfulness and Emotional Safety in the Family with Cyberbullying Among Adolescents in Qaleh Ganj County روانشناسی بالینی Clinical Psychiatry پژوهشي Research <div style="text-align: justify;">زمینه و هدف: از آنجا که ذهن‌آگاهی و ایمنی هیجانی از جمله متغیرهای قابل آموزش و ارتقا هستند، شناسایی نقش آن‌ها در پیش‌بینی یا کاهش قلدری سایبری می‌تواند راهگشای مداخلات تربیتی و روان‌شناختی مؤثر باشد؛ بنابراین هدف از انجام این پژوهش تعیین رابطه بین ذهن اگاهی و ایمنی هیجانی در خانواده با قلدری سایبری در نوجوانان شهر قلعه گنج در سال 1401 بود. روش کار: پژوهش حاضر توصیفی و از نوع همبستگی بود. جامعه آماری پژوهش حاضر را کلیه دانش آموزان دختر (15-18 سال) شهر قلعه گنج در سال 1401 به تعداد 1508 نفر تشکیل دادند. نمونه پژوهش حاضر 235 نفر با توجه به  معیارهای ورود و خروج و احتمال کاهش حجم نمونه در نظر گرفته شد و به صورت نمونه‌گیری خوشه‌ای چندمرحله‌ای انتخاب شد. ابزار این پژوهش پرسشنامه‌ ایمنی هیجانی برونر و همکاران (2008)، پرسشنامه ذهن آگاهی بائر و همکاران (2006)، پرسشنامه تجربه قلدری- قربانی سایبری آنتیادو و همکاران (2016) بوده است. برای تجزیه‌ و تحلیل داده‌ها از رگرسیون و ضریب هبستگی پیرسون، تحلیل آنوا استفاده گردید. یافته‌ها: نتایج نشان داد بین ذهن آگاهی و ایمنی هیجانی با قلدری سایبری  همبستگی منفی معنی‌داری وجود دارد و به طور مشخص هرچه ذهن آگاهی و ایمنی هیجانی بیشتر باشد قلدری سایبری کمتر خواهد بود. نتیجه‌گیری: یافته‌های این مطالعه نشان می‌دهد که ذهن‌آگاهی و ایمنی هیجانی نقش مهم و تأثیرگذاری در کاهش قلدری سایبری دانش‌آموزان دارند. بنابراین، پیشنهاد می‌شود که برنامه‌های آموزشی در مدارس و خانواده‌ها، به ویژه در زمینه تقویت ذهن‌آگاهی و ایمنی هیجانی، گنجانده شود تا ضمن افزایش سازگاری روانی و اجتماعی، از پیامدهای منفی قلدری سایبری پیشگیری گردد.</div> <div> <table align="left" hspace="0" vspace="0"> <tbody> <tr> <td style="padding: 0in 12px; text-align: justify;" valign="top">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.</td> </tr> </tbody> </table> </div> <div style="text-align: justify;"></div> ذهن اگاهی, ایمنی هیجانی, قلدری سایبری Mindfulness, Emotional Safety, Cyberbullying 427 438 http://rjms.iums.ac.ir/browse.php?a_code=A-10-1-1775&slc_lang=other&sid=1 Faezeh Mirzaei Khargoushki فائزه میرزایی خرگوشکی 3900319475328460089751 0009-0004-8292-6030 Yes کارشناسی ارشد مشاوره خانواده، گروه مشاوره، دانشگاه غیر انتفاعی، واحد نور، مازندران، ایران. Alireza Homaiony علیرضا همایونی 3900319475328460089752 0009-0003-0581-8872 No استادیار گروه روانشناسی، واحد بندرگز، دانشگاه آزاد اسلامی، بندرگز، ایران