The Effect Of The Psyco-Educational Program To Prevent Peer Bullying On The Level Of Bullying And Problem Solving Skills

Samet Sezgin; Omer Karaman

Makale detayları

The Effect Of The Psyco-Educational Program To Prevent Peer Bullying On The Level Of Bullying And Problem Solving Skills

Yazarlar:

Samet Sezgin | Omer Karaman

Yayıncı:

Ondokuz Mayıs University

Ana Başlıklar:

Türkçe ve Sosyal Bilimler Eğitimi (Diğer)

Dergi:

Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi Vol.43 Issue 2, pp.907-950

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001337382

pISSN:

2548-0278

Anahtar kelimeler:

Özet:

 It has been seen that one of the most important reasons for students to apply to the school guidance and psychological counseling service is peer bullying. The aim of the study is to examine the effect of the psychoeducation program developed to prevent peer bullying on the level of bullying and problem solving skills. The research is a quasi-experimental study conducted with 24 students 12 experiment, 12 control with high level of bullying determined among 104 students attending the fourth grade of primary school. While the nine-session psychoeducation program developed by the researchers was applied to the experimental group, no action was taken in the control group. The content of the program includes roles of bullying, understanding and expressing emotions, empathy, anger control, problem solving, conflict resolution, and coping with bullying. The data were collected using the Personal Information Form, the Peer Bullying Scale Child Form and the Problem Solving Inventory for Children developed by the researchers. The pre-test two weeks before the psychoeducation sessions started, the post-test two weeks after the sessions ended, and the follow-up measurements two months after the post-test were administered. Evaluations were made using the Mann Whitney U Test for intergroup comparisons, Friedman Test and Wilcoxon Signed Rank Test for intragroup comparisons. The findings revealed that the psychoeducational program aimed at preventing peer bullying decreased the bullying level of primary school fourth grade students by positively affecting them, but did not create a significant change in problem solving skills. In addition, the peer bullying scale sub-dimension scores were also positively affected and decreased. These results were found to persist in the follow-up measurement. When the comparison was made between the groups, it was concluded that the psychoeducation program was successful in reducing the level of peer bullying of the students in the experimental group, but did not show the same effect on problem solving skills. Within the framework of school guidance and psychological counseling services, an effective intervention program has emerged that reduces the level of bullying of students.

 It has been seen that one of the most important reasons for students to apply to the school guidance and psychological counseling service is peer bullying. The aim of the study is to examine the effect of the psychoeducation program developed to prevent peer bullying on the level of bullying and problem solving skills. The research is a quasi-experimental study conducted with 24 students 12 experiment, 12 control with high level of bullying determined among 104 students attending the fourth grade of primary school. While the nine-session psychoeducation program developed by the researchers was applied to the experimental group, no action was taken in the control group. The content of the program includes roles of bullying, understanding and expressing emotions, empathy, anger control, problem solving, conflict resolution, and coping with bullying. The data were collected using the Personal Information Form, the Peer Bullying Scale Child Form and the Problem Solving Inventory for Children developed by the researchers. The pre-test two weeks before the psychoeducation sessions started, the post-test two weeks after the sessions ended, and the follow-up measurements two months after the post-test were administered. Evaluations were made using the Mann Whitney U Test for intergroup comparisons, Friedman Test and Wilcoxon Signed Rank Test for intragroup comparisons. The findings revealed that the psychoeducational program aimed at preventing peer bullying decreased the bullying level of primary school fourth grade students by positively affecting them, but did not create a significant change in problem solving skills. In addition, the peer bullying scale sub-dimension scores were also positively affected and decreased. These results were found to persist in the follow-up measurement. When the comparison was made between the groups, it was concluded that the psychoeducation program was successful in reducing the level of peer bullying of the students in the experimental group, but did not show the same effect on problem solving skills. Within the framework of school guidance and psychological counseling services, an effective intervention program has emerged that reduces the level of bullying of students.

 It has been seen that one of the most important reasons for students to apply to the school guidance and psychological counseling service is peer bullying. The aim of the study is to examine the effect of the psychoeducation program developed to prevent peer bullying on the level of bullying and problem solving skills. The research is a quasi-experimental study conducted with 24 students 12 experiment, 12 control with high level of bullying determined among 104 students attending the fourth grade of primary school. While the nine-session psychoeducation program developed by the researchers was applied to the experimental group, no action was taken in the control group. The content of the program includes roles of bullying, understanding and expressing emotions, empathy, anger control, problem solving, conflict resolution, and coping with bullying. The data were collected using the Personal Information Form, the Peer Bullying Scale Child Form and the Problem Solving Inventory for Children developed by the researchers. The pre-test two weeks before the psychoeducation sessions started, the post-test two weeks after the sessions ended, and the follow-up measurements two months after the post-test were administered. Evaluations were made using the Mann Whitney U Test for intergroup comparisons, Friedman Test and Wilcoxon Signed Rank Test for intragroup comparisons. The findings revealed that the psychoeducational program aimed at preventing peer bullying decreased the bullying level of primary school fourth grade students by positively affecting them, but did not create a significant change in problem solving skills. In addition, the peer bullying scale sub-dimension scores were also positively affected and decreased. These results were found to persist in the follow-up measurement. When the comparison was made between the groups, it was concluded that the psychoeducation program was successful in reducing the level of peer bullying of the students in the experimental group, but did not show the same effect on problem solving skills. Within the framework of school guidance and psychological counseling services, an effective intervention program has emerged that reduces the level of bullying of students.

 Öğrencilerin okul rehberlik ve psikolojik danışma servisine başvurmalarının en önemli gerekçelerinden birisinin akran zorbalığı olduğu görülmüştür. Araştırmanın amacı, akran zorbalığını önlemeye yönelik geliştirilen psikoeğitim programının zorbalık düzeyi ve problem çözme becerisine etkisini incelemektir. Araştırma ilkokul dördüncü sınıfa devam eden 104 öğrenci arasından belirlenen zorbalık düzeyi yüksek 24 öğrenciyle 12 deney, 12 kontrol yürütülen yarı deneysel bir çalışmadır. Deney grubuna araştırmacılar tarafından geliştirilen dokuz oturumluk psikoeğitim programı uygulanırken, kontrol grubuna bir işlem yapılmamıştır. Programın içeriğinde zorbalık rolleri, duyguları anlama ve ifade edebilme, empati kurma, öfke kontrolü, problem çözme, çatışma çözme, zorbalıkla baş etme konularına yer verilmiştir. Veriler araştırmacılar tarafından geliştirilen Kişisel Bilgi Formu, Akran Zorbalığı Ölçeği Çocuk Formu ve Çocuklar İçin Problem Çözme Envanteri ile toplanmıştır. Psikoeğitim oturumları başlamadan iki hafta önce ön test, oturumlar bittikten iki hafta sonra son test, son test uygulandıktan iki ay sonra ise izleme ölçümleri yapılmıştır. Gruplar arası karşılaştırmalarda Mann Whitney U Testi, grup içi karşılaştırmalarda Friedman Testi ve Wilcoxon İşaretli Sıralar Testi kullanılarak değerlendirilmeler yapılmıştır. Elde edilen bulgular akran zorbalığını önlemeye yönelik psikoeğitim programının ilkokul dördüncü sınıf öğrencilerinin zorbalık düzeyini olumlu etkileyerek azalttığı, problem çözme becerisinde ise anlamlı düzeyde değişim oluşturmadığını ortaya koymuştur. Ayrıca akran zorbalığı ölçeği alt boyut puanları da olumlu etkilenerek azalmıştır. Bu sonuçların izleme ölçümünde devam ettiği saptanmıştır. Gruplar arası karşılaştırma yapıldığında psikoeğitim programının deney grubundaki öğrencilerin akran zorbalığı düzeyini azaltmada başarılı olduğu ancak problem çözme becerisinde aynı etkiyi göstermediği sonucuna ulaşılmıştır. Okul rehberlik ve psikolojik danışma hizmetleri çerçevesinde öğrencilerin zorbalık düzeyini azaltan etkili bir müdahale programı ortaya çıkmıştır.

Makale detayları

The Effect Of The Psyco-Educational Program To Prevent Peer Bullying On The Level Of Bullying And Problem Solving Skills

Yazarlar:

Samet Sezgin | Omer Karaman

Yayıncı:

Ondokuz Mayıs University

Ana Başlıklar:

Türkçe ve Sosyal Bilimler Eğitimi (Diğer)

Dergi:

Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi Vol.43 Issue 2, pp.907-950

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001337382

pISSN:

2548-0278

Peer bullying

Problem solwing

Psychoeducation

BullyAkran zorbalığı

Problem çözme

Psikoeğitim

Zorba

Sayı

Makale detayları

Yazarlar: Samet Sezgin | Omer Karaman

Yayıncı: Ondokuz Mayıs University

Ana Başlıklar: Türkçe ve Sosyal Bilimler Eğitimi (Diğer)

Dergi: Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi Vol.43 Issue 2, pp.907-950

Belge Tipi: Makale

Yayın Tarihi: 12/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001337382

pISSN: 2548-0278

Sayı

Yazarlar:

Samet Sezgin | Omer Karaman

Yayıncı:

Ondokuz Mayıs University

Ana Başlıklar:

Türkçe ve Sosyal Bilimler Eğitimi (Diğer)

Dergi:

Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi Vol.43 Issue 2, pp.907-950

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001337382

pISSN:

2548-0278