فاعلية الإرشاد السلوكي المعرفي في التخفيف من سلوك التمرد السلبي لدى المراهقين

المؤلفون

  • Basim (Mohammad Ali) Aldahadha قسم الإرشاد والتربية الخاصة، كلية العلوم التربوية، جامعة مؤتة، الكرك، الأردن. https://orcid.org/0000-0003-2654-9854
  • Mohammad Kamel AlDwakat قسم التأسيس، أكاديمية ربدان، أبو ظبي، الإمارات العربية المتحدة. https://orcid.org/0000-0001-6630-4718

DOI:

https://doi.org/10.35516/Hum.2026.8412

الكلمات المفتاحية:

العلاج السلوكي المعرفي، التمرد، المراهقون، الإرشاد الجماعي.

الملخص

الأهداف: هدفت الدراسة إلى معرفة فاعلية الإرشاد السلوكي المعرفي في التخفيف من سلوك التمرد السلبي لدى المراهقين الذكور.

المنهجية: تكونت العينة من 60 طالباً من الصف التاسع والعاشر، من مدرسة ابن زيدون في مدينة إربد، الفصل الثاني (2022/2023) والذين تراوحت أعمارهم بين 15-17 سنة. تم تقسيمهم عشوائياً إلى أربع مجموعات، مجموعتان تجريبيتان ومجموعتان ضابطتان. في كل مجموعة 15 طالباً، تم دمج المجموعتين التجريبيتين كمجموعة واحدة، وكذلك المجموعتين الضابطتين. تم تطبيق مقياس سلوك التمرد السلبي، وكذلك برنامج الإرشاد السلوكي المعرفي، والذي يتكون من 14 جلسة، بواقع جلستين في الأسبوع، لمدة ساعة واحدة لكل جلسة. تم استخدام أدة الدراسة لتسجيل القياسات القبلية والبعدية والمتابعة.

النتائج: أشارت النتائج إلى وجود فروق ذات دلالة إحصائية بين المجموعة التجريبية والمجموعة الضابطة في خفض سلوك التمرد السلبي لصالح المجموعة التجريبية للقياس البعدي (F = 11.05, p < .001) وكذلك لقياس المتابعة (F = 24.10, p < .012).

الخلاصة: أكدت النتائج على فعالية العلاج السلوكي المعرفي في خفض سلوك التمرد السلبي بين المراهقين. وأن هناك حاجة لإجراء المزيد من الدراسات التجريبية للتحقيق في فعالية الإرشاد السلوكي المعرفي في خفض سلوك التمرد السلبي بين المراهقين.

التنزيلات

بيانات التنزيل غير متوفرة بعد.

المراجع

Aldahadha, B. (2021). Metacognition, mindfulness attention awareness, and their relationships with depression and anxiety. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 39(2), 183–200. https://doi.org/10.1007/s10942-020-00367-y

Aldahadha, B., & Karaki, W. (2022). The Jordanian version of the Thought Control Questionnaire Insomnia Revised (TCQI R). Journal of Rational-Emotive & Cognitive-Behavior Therapy, 40(1), 40–60. https://doi.org/10.1007/s10942-021-00398-z

Aldahadha, B. (2023). Self-disclosure, mindfulness, and their relationships with happiness and well-being. Middle East Current Psychiatry, 30, 7. https://doi.org/10.1186/s43045-023-00278-5

Aldahadha, B., Melhem, A., & Al-Hawari, L. (2019). Irrational beliefs inventory among the convicted terrorists believing extremists prisoners in Jordan and coping strategies. Dirasat: Human and Social Sciences, 46(2), 117–132. Retrieved from https://archives.ju.edu.jo/index.php/hum/article/view/15760

Aldahadha, B. (2017). The effectiveness of training on time management skills due to relaxation techniques upon stress and achievement among Mutah University students. BJPR, 6(1), 33–47. https://doi.org/10.37745/bjpr.2013

Aldahadha, B., & Al-Bahrani, M. (2012). Academic advising services among Sultan Qaboos University and University of Nizwa students in light of some variables. International Journal for Research in Education, 32, 23–44. https://search.shamaa.org/fullrecord?ID=97641

Al-Majali, M. (2007). The effect of a counseling group program in reducing the disobedience behavior and developing the belonging behavior among adolescents in Jordan (Doctoral dissertation). Amman Arab University for Postgraduate Studies, Jordan. https://search.emarefa.net/detail/BIM-526425

Barnes, T. N., Smith, S. W., & Miller, M. D. (2014). School-based cognitive-behavioral interventions in the treatment of aggression in the United States: A meta-analysis. Aggression and Violent Behavior, 19(4), 311–321. https://doi.org/10.1016/j.avb.2014.04.013

Buss, A. H. (1961). The psychology of aggression. John Wiley & Sons, Inc. https://doi.org/10.1037/11160-000

Castillo-Eito, L., Armitage, C. J., Norman, P., Day, M. R., Dogru, O. C., & Rowe, R. (2020). How can adolescent aggression be reduced? A multi-level meta-analysis. Clinical Psychology Review, 78, 101853. https://doi.org/10.1016/j.cpr.2020.101853

Dillard, J. P., & Shen, L. (2005). On the nature of reactance and its role in persuasive health communication. Communication Monographs, 72(2), 144–168. https://doi.org/10.1080/03637750500111815

Donnell, A. J., Thomas, A., & Buboltz, W. C., Jr (2001). Psychological reactance: Factor structure and internal consistency of the Questionnaire for the Measurement of Psychological Reactance. The Journal of Social Psychology, 141(5), 679–687. https://doi.org/10.1080/00224540109600581

Dowd, E. T., Milne, C. R., & Wise, S. L. (1991). The Therapeutic Reactance Scale: A measure of psychological reactance. Journal of Counseling & Development, 69(6), 541–545. https://doi.org/10.1002/j.1556-6676.1991.tb02638.x

Ferguson, C. J., Miguel, C. S., Kilburn, J. C., & Sanchez, P. (2007). The effectiveness of school-based anti-bullying programs: A meta-analytic review. Criminal Justice Review, 32(4), 401–414. https://doi.org/10.1177/0734016807311712

García-Vázquez, F. I., Valdés-Cuervo, A. A., & Parra-Pérez, L. G. (2020). The effects of forgiveness, gratitude, and self-control on reactive and proactive aggression in bullying. International Journal of Environmental Research and Public Health, 17(16), 5760. https://doi.org/10.3390/ijerph17165760

Gullone, E., Moore, S., Moss, S., & Boyd, C. (2000). The adolescent risk-taking questionnaire: Development and psychometric evaluation. Journal of Adolescent Research, 15(2), 231–250. https://doi.org/10.1177/0743558400152003

Hambrick, J. P., Weeks, J. W., Harb, G. C., & Heimberg, R. G. (2003). Cognitive-behavioral therapy for social anxiety disorder: Supporting evidence and future directions. CNS Spectrums, 8(5), 373–381.

Houchins, D. E., Oakes, W. P., & Johnson, Z. G. (2016). Bullying and students with disabilities: A systematic literature review of intervention studies. Remedial and Special Education, 37(5), 259–273. https://doi.org/10.1177/0741932516648678

Huwaidi, M., & Al-Yamani, S. (2007). Unacceptable behaviors from the point of view of teachers among primary school students in the Kingdom of Bahrain. Journal of Educational and Psychological Sciences, Arabian Gulf University: College of Graduate Studies, 8(1), 16–21.

Jackman, D. M., & MacPhee, D. (2017). Self-esteem and future orientation predict adolescents’ risk engagement. The Journal of Early Adolescence, 37(3), 339–366. https://doi.org/10.1177/0272431615602756

Jiménez-Barbero, J. A., Ruiz-Hernández, J. A., Llor-Esteban, B., Llor-Zaragoza, L., & Pérez García, M. (2013). Efficacy of a brief intervention on attitudes to reduce school violence: A randomized clinical trial. Children and Youth Services Review, 35(9), 1313–1318. https://doi.org/10.1016/j.childyouth.2013.05.010

Jiménez-Barbero, J. A., Ruiz-Hernández, J. A., Llor-Zaragoza, L., Pérez-García, M., & Llor-Esteban, B. (2016). Effectiveness of anti-bullying school programs: A meta-analysis. Children and Youth Services Review, 61, 165–175. https://doi.org/10.1016/j.childyouth.2015.12.015

Liew, J., McTigue, E., Barrois, L., & Hughes, J. (2008). Adaptive and effortful control and academic self-efficacy beliefs on achievement: A longitudinal study of 1 through 3 graders. Early Childhood Research Quarterly, 23(4), 515–526. https://doi.org/10.1016/j.ecresq.2008.07.003

Lim, Y. O., & Suh, K. H. (2022). Development and validation of a measure of passive aggression traits: The Passive Aggression Scale (PAS). Behavioral Sciences (Basel, Switzerland), 12(8), 273. https://doi.org/10.3390/bs12080273

Luthar, S. S., & Ansary, N. S. (2005). Dimensions of adolescent rebellion: Risks for academic failure among high- and low-income youth. Development and Psychopathology, 17(1), 231–250. https://doi.org/10.1017/s095457940505012

Montgomery, P., & Maunders, K. (2015). The effectiveness of creative bibliotherapy for internalizing, externalizing, and prosocial behaviors in children: A systematic review. Children and Youth Services Review, 55, 37–47. https://doi.org/10.1016/j.childyouth.2015.05.010

Morrongiello, B. A., McArthur, B. A., Kane, A., & Fleury, R. (2013). Only kids who are fools would do that!: Peer social norms influence children's risk-taking decisions. Journal of Pediatric Psychology, 38(7), 744–755. https://doi.org/10.1093/jpepsy/jst019

Murray, C. B., Lennon, J. M., Devine, K. A., Holmbeck, G. N., Klages, K., & Potthoff, L. M. (2014). The influence of social adjustment on normative and risky health behaviors in emerging adults with spina bifida. Health Psychology: Official Journal of the Division of Health Psychology, American Psychological Association, 33(10), 1153–1163. https://doi.org/10.1037/hea0000050

Padmanabhanunni, A., & Gerhardt, M. (2019). Normative beliefs as predictors of physical, non-physical, and relational aggression among South African adolescents. Journal of Child and Adolescent Mental Health, 31(1), 1–11. https://doi.org/10.2989/17280583.2019.1579096

Pistella, J., Baumgartner, E., Laghi, F., Salvati, M., Carone, N., Rosati, F., & Baiocco, R. (2020). Verbal, physical, and relational peer victimization: The role of immigrant status and gender. Psicothema, 32(2), 214–220. https://doi.org/10.7334/psicothema2019.236

Putnick, D. L., Bornstein, M. H., Hendricks, C., Painter, K. M., Suwalsky, J. T. D., & Collins, W. A. (2008). Parenting stress, perceived parenting behaviors, and adolescent self-concept in European American families. Journal of Family Psychology: JFP: Journal of the Division of Family Psychology of the American Psychological Association (Division 43), 22(5), 752–762. https://doi.org/10.1037/a0013177

Sahranavard, S., Miri, M. R., & Salehiniya, H. (2018). The relationship between self-regulation and educational performance in students. Journal of Education and Health Promotion, 7, 154. https://doi.org/10.4103/jehp.jehp_93_18

Shen, L., & Dillard, J. P. (2005). Psychometric properties of the Hong psychological reactance scale. Journal of Personality Assessment, 85(1), 74–81. https://doi.org/10.1207/s15327752jpa8501_07

Smith, A. W., Mara, C., Ollier, S., Combs, A., & Modi, A. C. (2018). Rebellious behaviors in adolescents with epilepsy. Journal of Pediatric Psychology, 43(1), 52–60. https://doi.org/10.1093/jpepsy/jsx089

Sonnentag, T. L., & Barnett, M. A. (2016). Role of moral identity and moral courage characteristics in adolescents’ tendencies to be a moral rebel. Ethics & Behavior, 26(4), 277–299. https://doi.org/10.1080/10508422.2015.1012765

Talahmeh, A., & Hamdi, M. (2017). The effectiveness of a cognitive–behavioral program in decreasing rebellion behavior and psychological alienation and improving social skills among adolescents. Dirasat: Educational Sciences, 46(1), Supplement 3. https://archives.ju.edu.jo/index.php/edu/article/view/14380

Teglasi, H., & Rothman, L. (2001). STORIES: A classroom-based program to reduce aggressive behavior. Journal of School Psychology, 39(1), 71–94. https://doi.org/10.1016/S0022-4405(00)00060-1

Wang, B., Stanton, B., Li, X., Cottrell, L., Deveaux, L., & Kaljee, L. (2013). The influence of parental monitoring and parent-adolescent communication on Bahamian adolescent risk involvement: A three-year longitudinal examination. Social Science & Medicine, 97, 161–169. https://doi.org/10.1016/j.socscimed.2013.08.013

Wasserman, R., Anderson, B. J., & Schwartz, D. D. (2017). Illness-specific risk-taking in adolescence: A missing piece of the nonadherence puzzle for youth with type 1 diabetes?. Diabetes Spectrum: A Publication of the American Diabetes Association, 30(1), 3–10. https://doi.org/10.2337/ds15-0060

Wigelsworth, M., Lendrum, A., Oldfield, J., Scott, A., ten Bokkel, I., Tate, K., & Emery, C. (2016). The impact of trial stage, developer involvement, and international transferability on universal social and emotional learning program outcomes: A meta-analysis. Cambridge Journal of Education, 46(3), 347–376. https://doi.org/10.1080/0305764X.2016.1195791

Wilson, S. J., & Lipsey, M. W. (2007). School-based interventions for aggressive and disruptive behavior: Update of a meta-analysis. American Journal of Preventive Medicine, 33(2 Suppl), S130–S143. https://doi.org/10.1016/j.amepre.2007.04.011.

التنزيلات

منشور

2026-01-15

كيفية الاقتباس

Aldahadha, B. (Mohammad A., & AlDwakat, M. K. (2026). فاعلية الإرشاد السلوكي المعرفي في التخفيف من سلوك التمرد السلبي لدى المراهقين. دراسات: العلوم الإنسانية والاجتماعية, 53(6), 8412. https://doi.org/10.35516/Hum.2026.8412

إصدار

القسم

علم النفس
##plugins.generic.dates.received## 2024-07-23
##plugins.generic.dates.accepted## 2025-01-06
##plugins.generic.dates.published## 2026-01-15