التوصيات
:
ويمكن الاستفادة من نتائج الدراسة الحالية
وتقديم التوصيات لمن يتعامل مع المراهقين والشباب ، للوصول إلى الشباب قبل أن تؤثر
فيهم ظروف التوتر وآثارها السلبية لسلوك طريق الانحراف ، لذا تقترح الدراسة على
المدارس تقديم برامج التوعية الصحية ومهارات إدارة النفس للحد من إحتمالات الإصابة
بآثار التوتر نتيجة الصراع والنزاع بين الأفراد بما في ذلك التسلط عبر الانترنت .
( De
Wolfe & Saunders, 1995 )
ومن خلال تدريس طلبة الفصول على حدة أو
توعية الطلبة في الاجتماع العام بهم ، فعلى المربين إرشاد الطلبة لطرق سلامة النفس
والشخصية ليتجنبوا الإجهاد والتوتر والسلوك العدواني . وأن يشعر الطلبة بالحرية في
الحديث والمناقشة مع هيئة التعليم بمدارسهم
وذلك من خلال توفر البيئة الآمنة والتعاطف بين الجميع ، ويحتاج الطلبة إلى
التنفيس للحصول على الدعم العاطفي والمواساة ومحاولة فهم كيف يصبحون عرضة لضحايا
التسلط ، وهذه البيئة تعزز خط التواصل المفتوح بين الطلبة والعاملين بالمدرسة ،
وهذا يقلل من حدوث النتائج السلبية والصراعات الشخصية بين الطلبة .
( Anderson ,
1998)
وقد حددت الدراسات الأولية في هذا المجال
العلاقة بين المناخ المدرسي الإيجابي والتسلط ، وبالتالي كلما ساد هذا المناخ كلما
قل تعرض الطلبة إلى حوادث العنف والتسلط .
(Hinduja &
Patchin, 2009)
لذا إجراء مزيد من الدراسات ضروري لتحديد
خصائص المناخ المدرسي وأثره على الحد من الصراعات الشخصية التي تؤثر على الفئة
العمرية لأفراد عينة الدراسة .
التوتر كما ذكر سابقاً يؤدي إلى الضغط على
الفعل التصحيحي ويتطلب نوعا من التحرر ، وقد يكون هذا التحرر إيجابياً أو سلبياً ،
حيث أشارت الدراسات أن المراهقين الذين تتراوح أعمارهم بين 11 إلى 15 سنة يتعرضون
إلى التوتر إلى درجة مزمنة مثل الاستسلام
والانسحاب والعداء .
( Hampel
& Petermann, 2005 (
لذا على المربين فتح منافذ إيجابية
بالمدرسة وتوفير للطلبة طرقاً تقيهم من
السقوط والانحراف مثل الأنشطة خارج المنهج الفكرية والبدنية لإشغال وقت فراغهم
واكتشاف وتنمية الذات والميول الشخصية وتريحهم من الإجهاد والحياة المتوترة .
القيود
:
على الرغم من وجود مزايا لهذا العمل الحالي
يجب الاعتراف بوجود بعض الصعوبات ، أولاً : لا يمكن تعميم نتائج الدراسة لعينة الدراسة الحالية على مستوى كل المدارس
بالولايات المتحدة ، كذلك طول المدة
الزمنية بين العنف التقليدي خلال (30) يوماً وبين التسلط عبر الانترنت خلال (6)
شهور ونظرياً يحدث التوتر متزامناً مع المشاعر السلبية والمشاركة بالعنف .
أن يسأل المراهقين عن سلوكيتهم يعد ذلك
مشكلة ، فهؤلاء المتورطون بالعنف التقليدي والتسلط يقدمون إجابات تكون مقبولة
اجتماعياً ، وبعض الباحثين يقولون أن البيانات ذات أثر رجعي لا يمكن الاعتماد
عليها ، ويجب إعادة النظر في بنود أداة الدراسة ، إلا أن الدراسة الحالية حاولت تقديم
منهجية سباقة في هذا المجال .
الخاتمة
:
كشفت الدراسة الحالية عن أي مدى كانت حجج
نظرية التوتر ( GST ) قادرة على شرح أشكال العنف التقليدي وغير
التقليدي في أوساط عينة الدراسة وهي طلبة
المدارس المتوسطة في أكبر منطقة تعليمية بالولايات المتحدة ، والنتائج متسقة مع
الدراسات السابقة بشان نظرية التوتر ودعم متواضع لتأثير مباشر للتوتر على الانحراف
ولكن لا توجد أدلة لتأثير التدخل ، ونتائج هذه الدراسة إلى الحاجة لإجراء مزيد من
الدراسات المتعلقة لأشكال العنف غير التقليدي والانحراف الذي يرتكبه المراهقون
باستمرار .
مشكلة الصراع الشخصي ما زالت قضية مهمة لنقل
المراهقين عبر مراحل النمو في حياتهم ، وإذا كان التوتر والمشاعر السلبية بشكل
مستقل تفاقم المشكلة بين أوساط أفراد العينة فأن النتائج تسلط الضوء على أثنين من
المجالات التي تتطلب اهتماماً واستجابة مركزة من قبل الأفراد والمنظمات لتحديد
العوامل المؤثرة ، ومن المؤمل أن الدراسة الحالية تساعد على رسم سياسة للمهتمين
بشئون الشباب للحد من انتشار وشدة وتأثير العنف على حد السواء العنف التقليدي
والعنف عبر الانترنت .
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Bios
Justin W. Patchin,
PhD, is an associate professor of criminal justice in the Department
of Political Science
at the University
of Wisconsin-Eau Claire.
For the past
several years, he has
been studying adolescent Internet use and misuse, including
social networking and
cyberbullying. He is coauthor of Bullying Beyond the Schoolyard:
Preventing and
Responding to Cyberbullying (2009, Sage) and codirector of the
Sameer Hinduja, PhD,
is an associate professor in the School
of Criminology and
Criminal Justice at Florida Atlantic University .
He studies various forms of computerrelated
wrongdoing from both
social and technological perspectives, and works
nationally and
internationally with school districts, law enforcement, and the private
sector toward its understanding and response
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