In the Shadow of Disaster: Psychological Counselors' Professional Interventions for Students

İrem Nur Özer; Nuri Erdemir

Makale detayları

In the Shadow of Disaster: Psychological Counselors' Professional Interventions for Students

Yazarlar:

İrem Nur Özer | Nuri Erdemir

Yayıncı:

Adıyaman University

Ana Başlıklar:

Okul Psikolojik Danışmanlığı

Dergi:

Adıyaman Üniversitesi Eğitim Bilimleri Dergisi Vol.15 Issue 1, pp.53-86

Belge Tipi:

Makale

Yayın Tarihi:

6/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001353569

pISSN:

2149-2727

Anahtar kelimeler:

Özet:

 This study examines the impacts of earthquakes on individuals and communities, focusing on the professional interventions of school counselors for students. Utilizing a qualitative research model, specifically the phenomenological analysis method, the study involved semi-structured interviews with 15 psychological counselorsguidance teachers working in secondary schools in Malatya, who experienced the Kahramanmaraş earthquake. The aim of the research is to understand the psychological, behavioral, and academic impacts of the earthquake on children and to evaluate the roles of school counselors in this process. The findings reveal that emotional reactions such as fear, anxiety, panic, anger, and lack of trust were commonly observed among students after the earthquake. On a behavioral level, issues such as adjustment problems, school absenteeism, bullying, and aggression came to the forefront. In terms of academic performance, problems like lack of motivation, aimlessness, and distraction were identified although some students reportedly became more focused on achievement. Psychosocial support included activities, psychoeducation programs, the creation of safe spaces, and awareness-raising initiatives regarding trauma. However, the effectiveness of these interventions was reported to be limited, primarily due to insufficient parental involvement in the process, which hindered the achievement of desired outcomes. In educational settings, inadequate physical modifications and the pronounced difficulties students faced in maintaining attention and focus were noted. This study underscores the need for more comprehensive and effective structuring of post-earthquake psychosocial support programs and highlights the importance of interventions that facilitate students adaptation processes in educational environments.

 This study examines the impacts of earthquakes on individuals and communities, focusing on the professional interventions of school counselors for students. Utilizing a qualitative research model, specifically the phenomenological analysis method, the study involved semi-structured interviews with 15 psychological counselorsguidance teachers working in secondary schools in Malatya, who experienced the Kahramanmaraş earthquake. The aim of the research is to understand the psychological, behavioral, and academic impacts of the earthquake on children and to evaluate the roles of school counselors in this process. The findings reveal that emotional reactions such as fear, anxiety, panic, anger, and lack of trust were commonly observed among students after the earthquake. On a behavioral level, issues such as adjustment problems, school absenteeism, bullying, and aggression came to the forefront. In terms of academic performance, problems like lack of motivation, aimlessness, and distraction were identified although some students reportedly became more focused on achievement. Psychosocial support included activities, psychoeducation programs, the creation of safe spaces, and awareness-raising initiatives regarding trauma. However, the effectiveness of these interventions was reported to be limited, primarily due to insufficient parental involvement in the process, which hindered the achievement of desired outcomes. In educational settings, inadequate physical modifications and the pronounced difficulties students faced in maintaining attention and focus were noted. This study underscores the need for more comprehensive and effective structuring of post-earthquake psychosocial support programs and highlights the importance of interventions that facilitate students adaptation processes in educational environments.

 This study examines the impacts of earthquakes on individuals and communities, focusing on the professional interventions of school counselors for students. Utilizing a qualitative research model, specifically the phenomenological analysis method, the study involved semi-structured interviews with 15 psychological counselorsguidance teachers working in secondary schools in Malatya, who experienced the Kahramanmaraş earthquake. The aim of the research is to understand the psychological, behavioral, and academic impacts of the earthquake on children and to evaluate the roles of school counselors in this process. The findings reveal that emotional reactions such as fear, anxiety, panic, anger, and lack of trust were commonly observed among students after the earthquake. On a behavioral level, issues such as adjustment problems, school absenteeism, bullying, and aggression came to the forefront. In terms of academic performance, problems like lack of motivation, aimlessness, and distraction were identified although some students reportedly became more focused on achievement. Psychosocial support included activities, psychoeducation programs, the creation of safe spaces, and awareness-raising initiatives regarding trauma. However, the effectiveness of these interventions was reported to be limited, primarily due to insufficient parental involvement in the process, which hindered the achievement of desired outcomes. In educational settings, inadequate physical modifications and the pronounced difficulties students faced in maintaining attention and focus were noted. This study underscores the need for more comprehensive and effective structuring of post-earthquake psychosocial support programs and highlights the importance of interventions that facilitate students adaptation processes in educational environments.

 Bu çalışma, depremlerin bireyler ve topluluklar üzerindeki etkilerini incelemekte ve okul danışmanlarının öğrenciler için profesyonel müdahalelerine odaklanmaktadır. Nitel araştırma modelini kullanan çalışmada, özellikle fenomenolojik analiz yöntemi benimsenmiş ve Kahramanmaraş depremini deneyimleyen Malatyadaki ortaokullarda görev yapan 15 psikolojik danışmanrehber öğretmenle yarı yapılandırılmış görüşmeler gerçekleştirilmiştir. Araştırmanın amacı, depremin çocuklar üzerindeki psikolojik, davranışsal ve akademik etkilerini anlamak ve bu süreçte okul danışmanlarının rollerini değerlendirmektir. Bulgular, deprem sonrasında öğrenciler arasında korku, kaygı, panik, öfke ve güven eksikliği gibi duygusal tepkilerin yaygın olarak gözlemlendiğini ortaya koymaktadır. Davranışsal düzeyde, uyum sorunları, okul devamsızlığı, zorbalık ve saldırganlık gibi sorunlar ön plana çıkmıştır. Akademik performans açısından, motivasyon eksikliği, amaçsızlık ve dikkat dağınıklığı gibi sorunlar tespit edilmiş, ancak bazı öğrencilerin başarıya daha fazla odaklandığı bildirilmiştir. Psikososyal destek, etkinlikler, psiko-eğitim programları, güvenli alanların oluşturulması ve travma konusunda farkındalık artırıcı girişimleri içermiştir. Ancak, bu müdahalelerin etkinliği, özellikle ebeveyn katılımının yetersiz olması nedeniyle sınırlı kalmış ve istenen sonuçların elde edilmesini engellemiştir. Eğitim ortamlarında, yetersiz fiziksel düzenlemeler olduğu ve öğrencilerin dikkat ve odaklanma konusunda belirgin zorluklar yaşadığı belirtilmiştir. Bu çalışma, deprem sonrası psikososyal destek programlarının daha kapsamlı ve etkili bir şekilde yapılandırılması gerektiğini vurgulamakta ve eğitim ortamlarında öğrencilerin uyum süreçlerini kolaylaştıran müdahalelerin önemini öne çıkarmaktadır.

Makale detayları

In the Shadow of Disaster: Psychological Counselors' Professional Interventions for Students

Yazarlar:

İrem Nur Özer | Nuri Erdemir

Yayıncı:

Adıyaman University

Ana Başlıklar:

Okul Psikolojik Danışmanlığı

Dergi:

Adıyaman Üniversitesi Eğitim Bilimleri Dergisi Vol.15 Issue 1, pp.53-86

Belge Tipi:

Makale

Yayın Tarihi:

6/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001353569

pISSN:

2149-2727

Earthquake

Secondary school

Psychological counselors/guidance teachers

Psychosocial supportDeprem

Ortaokul

Psikolojik danışmanlar/rehber öğretmenler

Psikososyal destek

Sayı

Makale detayları

Yazarlar: İrem Nur Özer | Nuri Erdemir

Yayıncı: Adıyaman University

Ana Başlıklar: Okul Psikolojik Danışmanlığı

Dergi: Adıyaman Üniversitesi Eğitim Bilimleri Dergisi Vol.15 Issue 1, pp.53-86

Belge Tipi: Makale

Yayın Tarihi: 6/2025

Belge Dili: İngilizce

Document ID (Org No.): 2001353569

pISSN: 2149-2727

Sayı

Yazarlar:

İrem Nur Özer | Nuri Erdemir

Yayıncı:

Adıyaman University

Ana Başlıklar:

Okul Psikolojik Danışmanlığı

Dergi:

Adıyaman Üniversitesi Eğitim Bilimleri Dergisi Vol.15 Issue 1, pp.53-86

Belge Tipi:

Makale

Yayın Tarihi:

6/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001353569

pISSN:

2149-2727