التنمر لدى الأطفال ذوي اضطراب التوحد المدمجين والغير مدمجين
الكلمات المفتاحية:
التنمر، اضطراب التوحد
الملخص
في ضوء التداعيات السلبية واسعة المدى الخاصة بسلوك التنمر في الأطفال، ووجود أدلة متزايدة على أن أطفال اضطراب التوحد المشخصين وفق الدليل الاحصائي الخامس للاضطرابات DSM-5 هم أكثر تعرضاً أو انخراطا في سلوكيات التنمر مقارنة بذوي الاضطرابات النمائية الأخرى والعاديين، وبالرغم من هذه المخاطرة فهناك احتياج الى استكشاف الفروق بين الأطفال ذوي اضطراب التوحد المدمجين والغير مدمجين والعاديين في سلوك التنمر، وقد هدفت الدراسة الى تحديد طبيعة الفروق بين الأطفال ذوي اضطراب التوحد المدمجين والغير مدمجين والعاديين كضحايا او فاعلين في ظاهرة التنمر، وأجريت الدراسة على عينة قوامها (93) طفلاً بمدينة حائل، ، تتراوح أعمارهم ما بين 5-12 عاماً؛ منهم 31 غير توحديين، و31 أطفال ذوي اضطراب التوحد غير مدمجين، و31 أطفال ذوي اضطراب التوحد مدمجين. وتم تطبيق مقياس الضحية وارتكاب التنمر. وتم التحقق من صدق وثبات المقياس للأطفال ذوي اضطراب التوحد والعاديين، وأشارت النتائج إلى أن مستوى التعرض للتنمر وارتكاب سلوك التنمر لدى مجموعتي الأطفال ذوي اضطراب التوحد المدمجين والغير مدمجين أعلى من الأطفال ذوي النمو الطبيعي، وكان لدمج الأطفال ذوي اضطراب التوحد بالمدارس العادية تأثيرات سلبية على مستوى التعرض للتنمر(الضحية) وارتكاب سلوك التنمر. حيث كان مستوى التعرض للتنمر وارتكاب سلوك التنمر لدى الأطفال ذوي اضطراب التوحد المدمجين أعلى من الأطفال ذوي اضطراب التوحد الغير مدمجين، والعاديين، وتفسر الدراسة نتائجها بان : عوامل الخطر المتعلقة بالدمج والتي يزيد من الصعوبات الاجتماعية والعاطفية لذوي اضطراب التوحد مما يزيد من فرصة التعرض للتنمر او المشاركة في التنمر كرد فعل عدواني او تكيفي.
المراجع
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2. إسماعيل، سحر إبراهيم الشحات. (2022). التنمر خطر يهدد دمج ذوي الإعاقة بمدارس التعليم العام. المجلة العربية لعلوم الإعاقة والموهبة، 22، 179-196.
3. الحويطي، محمد مثري عايد. (2017). مدى معرفة الطلبة المعلمين بسلوك التنمر تجاه الطلبة ذوي الإعاقة في مدارس الدمج. المجلة السعودية للتربية الخاصة،3(1)، 135-155.
4. الدهان، منى حسن. (2017). دراسة التنمر لدى كل من الأطفال العاديين والأطفال المعاقين سمعيا والأطفال المعاقين عقليا: دراسة ميدانية. علم النفس،30(115)، 87-108.
5. زكي، مروة زكي توفيق، الحلفاوي، وليد سالم محمد (2023). الدعم المهني للمعلمين في جائحة كوفيد-19: (تطوير تطبيق نقال لتنمية الوعي بتوظيف المنصات الرقمية في التعليم أثناء الازمات). مجلة الفنون والأدب وعلوم الإنسانيات والاجتماع، (91)، 175-196. (https://doi.org/10.33193/JALHSS.91.2023.827).
6. المعيقل، إبراهيم بن عبدالعزيز، و العتيبي، بندر عبدالعزيز. (2017). التنمر لدى التلاميذ ذوي الإعاقة الفكرية وعلاقته بالمشكلات الصفية لدى أقرانهم كما يدركها معلموهم. مجلة التربية الخاصة والتأهيل،21، 24-51.
7. طلب، أحمد علي، و سليمان، عمرو محمد. (2019). ضحايا التنمر المدرسي من الطلاب ذوي الاحتياجات التربوية الخاصة والعاديين في ضوء بعض المتغيرات. المجلة التربوية،68، 2609-2667.
8. Alanzi, N. S., & Alhalafawy, W. S. (2022a). Investigation The Requirements For Implementing Digital Platforms During Emergencies From The Point Of View Of Faculty Members: Qualitative Research. Journal of Positive School Psychology (JPSP), 9(6), 4910-4920.
9. Alanzi, N. S., & Alhalafawy, W. S. (2022b). A Proposed Model for Employing Digital Platforms in Developing the Motivation for Achievement Among Students of Higher Education During Emergencies. Journal of Positive School Psychology (JPSP), 6(9), 4921-4933.
10. Alhalafawy, W. S., & Tawfiq, M. Z. (2014). The relationship between types of image retrieval and cognitive style in developing visual thinking skills. Life Science Journal, 11(9), 865-879.
11. Alhalafawy, W. S., & Zaki, M. Z. (2019). The Effect of Mobile Digital Content Applications Based on Gamification in the Development of Psychological Well-Being. International Journal of Interactive Mobile Technologies (iJIM), 13(08), 107-123. doi:10.3991/ijim.v13i08.10725
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13. Alhalafawy, W. S., Najmi, A. H., Zaki, M. Z. T., & Alharthi, M. A. (2021). Design an Adaptive Mobile Scaffolding System According to Students' Cognitive Style Simplicity vs Complexity for Enhancing Digital Well-Being. International Journal of Interactive Mobile Technologies, 15(13).
14. Alshammary, F. M., & Alhalafawy, W. S. (2022). Sustaining Enhancement of Learning Outcomes across Digital Platforms during the COVID-19 Pandemic: A Systematic Review. Journal of Positive School Psychology, 6(9), 2279-2301.
15. Alshammary, F. M., & Alhalafawy, W. S. (2023). Digital Platforms and the Improvement of Learning Outcomes: Evidence Extracted from Meta-Analysis. Sustainability, 15(2), 1-21. doi:https://doi.org/10.3390/su15021305
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17. Alzahrani, F. K. J., & Alhalafawy, W. S. (2022). Benefits And Challenges Of Using Gamification Across Distance Learning Platforms At Higher Education: A Systematic Review Of Research Studies Published During The COVID-19 Pandemic. Journal of Positive School Psychology (JPSP), 6(10), 1948-1977.
18. Alzahrani, F. K. J., Alshammary, F. M., & Alhalafawy, W. S. (2022). Gamified Platforms: The Impact of Digital Incentives on Engagement in Learning During Covide-19 Pandemic. Cultural Management: Science and Education (CMSE), 7(2), 75-87. doi:10.30819/cmse.6-2.05
19. Alzahrani, F. K., & Alhalafawy, W. S. (2023). Gamification for Learning Sustainability in the Blackboard System: Motivators and Obstacles from Faculty Members’ Perspectives. Sustainability, 15(5), 4613. doi:doi.org/10.3390/su15054613
20. Bitsika, V., & Sharpley, C. F. (2014). Understanding, experiences, and reactions to bullying experiences in boys with an autism spectrum disorder. Journal of Developmental and Physical Disabilities, 26(6), 747-761.
21. Chen, P. Y., & Schwartz, I. S. (2012). Bullying and victimization experiences of students with autism spectrum disorders in elementary schools. Focus on Autism and Other Developmental Disabilities, 27(4), 200-212.
22. Cook, A. H. (2020). Friendship, bullying and the impact of inclusion on attitudes towards children with autism (Doctoral dissertation, University of Surrey).
23. Cook, A., Ogden, J., & Winstone, N. (2020). The effect of school exposure and personal contact on attitudes towards bullying and autism in schools: A cohort study with a control group. Autism, 24(8), 2178-2189.
24. ÇULHAOĞLU, Ö., & AKMANOĞLU, N. (2022). Peer Bullying Experienced by Children with Autism Spectrum Disorder: A Systematic Review. Cukurova University Faculty of Education Journal, 51(2), 1315-1358.
25. Eroglu, M., & Kilic, B. G. (2020). Peer bullying among children with autism spectrum disorder in formal education settings: Data from Turkey. Research in Autism Spectrum Disorders, 75, 101572.
26. Fink, E., Deighton, J., Humphrey, N., & Wolpert, M. (2015). Assessing the bullying and victimisation experiences of children with special educational needs in mainstream schools: Development and validation of the Bullying Behaviour and Experience Scale. Research in developmental disabilities, 36, 611-619.
27. Flowers, J., Lantz, J., Hamlin, T., & Simeonsson, R. J. (2020). Associated factors of self-injury among adolescents with autism spectrum disorder in a community and residential treatment setting. Journal of autism and developmental disorders, 50(8), 2987-3004.
28. Forrest, D. L., Kroeger, R. A., & Stroope, S. (2020). Autism spectrum disorder symptoms and bullying victimization among children with autism in the United States. Journal of autism and developmental disorders, 50(2), 560-571.
29. Hebron, J., & Humphrey, N. (2014). Exposure to bullying among students with autism spectrum conditions: A multi-informant analysis of risk and protective factors. Autism, 18(6), 618-630.
30. Hebron, J., Humphrey, N., & Oldfield, J. (2015). Vulnerability to bullying of children with autism spectrum conditions in mainstream education: a multi‐informant qualitative exploration. Journal of Research in Special Educational Needs, 15(3), 185-193.
31. Hebron, J., Oldfield, J., & Humphrey, N. (2017). Cumulative risk effects in the bullying of children and young people with autism spectrum conditions. Autism, 21(3), 291-300.
32. Holmquist, J. (2011). Use Positive Strategies to Protect Your Child with a Disability from Bullying. Exceptional Parent, 41(12), 32-34.
33. Hsiao, M. N., Tai, Y. M., Wu, Y. Y., Tsai, W. C., Chiu, Y. N., & Gau, S. S. F. (2022). Psychopathologies mediate the link between autism spectrum disorder and bullying involvement: a follow-up study. Journal of the Formosan Medical Association, 121(9), 1739-1747
34. Humphrey, G., & Crisp, B. R. (2008). Bullying affects us too: Parental responses to bullying at kindergarten. Australasian Journal of Early Childhood, 33(1), 45-49.
35. Humphrey, N., & Hebron, J. (2015). Bullying of children and adolescents with autism spectrum conditions: A ‘state of the field’review. International Journal of Inclusive Education, 19(8), 845-862.
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منشور
2023-06-23
كيفية الاقتباس
ناصر سعود العنزي. (2023). التنمر لدى الأطفال ذوي اضطراب التوحد المدمجين والغير مدمجين. Journal of Arts, Literature, Humanities and Social Sciences, (92), 179-194. https://doi.org/10.33193/JALHSS.92.2023.845
إصدار
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