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İlkokullar İçin Akran Zorbalığı Önleme Modülünün Tanıtımı / Introduction of the Prevention of Peer Bullying Module for Primary Schools

Yıl 2022, Cilt: 13 Sayı: 1, 55 - 87, 25.04.2022
https://doi.org/10.54558/jiss.995077

Öz

Amaç: Tüm dünyada özellikle ilkokul çocukları arasında yadsınamayacak bir sorun olan akran zorbalığı okul temelli programlarla önlenebilmektedir. Bu çalışmada ilkokullar için geliştirilen bibliyoterapi ve yaratıcı drama temelli akran zorbalığı müdahale programı tanıtılmıştır. Öğrenci merkezli ve tematik olan öğretim programı ilerlemeci felsefeye dayanmaktadır.
Yöntem: Programın içeriği zorbalık davranışının ortaya çıkması ile ilişkilendirilen dört tema (duygular, farklılıklar, zorbalık ve mültecilik) etrafında şekillendirilmiştir. Hedef kitlesi zorbalığın üç aktörü (zorba, kurban ve izleyici/tanık) olan programda, ilkokulun dört sınıf düzeyi için her bir temaya uygun olarak seçilen resimli hikâye kitapları kullanılarak bibliyoterapi temelli ders planları hazırlanmıştır. Program her sınıf düzeyi için haftalık iki ders saati olmak üzere 4 oturum olarak planlanmıştır. Bibliyoterapi temelli ders planlarında yaratıcı drama, grup çalışması, tartışma gibi tekniklerin ve dijital eğitim platformlarının kullanılması gibi öğrencilerin aktif katılımını gerektiren çeşitli etkinliklere yer verilmiştir. Programın pilot uygulaması 2019-2020 eğitim öğretin yılının sonbahar döneminde Çankırı ilinde iki ilkokulda, toplam 590 öğrenci ile yapılmıştır.
Bulgular: Öğretmenlerle yapılan görüşmeler, programın öğrencilerde farkındalık yaratma ve zorbalıkla baş etme konusunda yeni çözümler bulmalarına yardımcı olduğunu göstermiştir.
Sonuç: Programın uzun süreli etkilerinin izlenmesi için daha büyük gruplarla ve daha uzun sürede denenmesi gerekmektedir.
Özgünlük: Türkiye’de ilkokul düzeyinde geliştirilmiş bibliyoterapi’ye dayalı ilk akran zorbalığını önleme programıdır.

Destekleyen Kurum

Çankırı Karatekin Üniversitesi BAP

Proje Numarası

EF0150219B07

Kaynakça

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Introduction of the Prevention of Peer Bullying Module for Primary Schools

Yıl 2022, Cilt: 13 Sayı: 1, 55 - 87, 25.04.2022
https://doi.org/10.54558/jiss.995077

Öz

Purpose: Bullying, which is an undeniable problem especially among primary school children over the world, can be prevented with school-based programs. In this study, bibliotherapy and creative drama-based peer bullying intervention program developed for primary schools were introduced. The student-centered and thematic curriculum is based on a progressive philosophy. The content of the program is shaped around 4 themes (emotions, differences, bullying and refugee) associated with the emergence of bullying behavior.
Method: The content of the program was shaped around four themes (emotions, differences, bullying and refugee) associated with the emergence of bullying behavior. In the program, whose target audience is the three actors of bullying (bully, victim and bystander/witness), bibliyotherapy-based lesson plans were prepared for four grade levels of primary school by using picture storybooks selected in accordance with each theme. 4 sessions with two lesson hours per week are planned for each grade level. Various activities that require active participation of students, such as the use of techniques such as creative drama, group work, discussion, and digital education platforms are included in the lesson plans. The pilot implementation of the program was carried out in the fall semester of the 2019-2020 academic year in two primary schools in Çankırı with a total of 590 students.
Findings: Interviews with teachers have shown that the program helps students to raise awareness and find new solutions to bullying.
Implications: In order to monitor the long-term effects of the program, it should be tested with larger groups and over a longer period of time.
Originality: It is the first peer bullying prevention program based on bibliotherapy developed at primary school level in Turkey.

Proje Numarası

EF0150219B07

Kaynakça

  • Albayrak, S., Yıldız, A., & Erol, S. (2012). the effect of peer bullying education on adolescents’ knowledge, attitudes and behaviors towards bullying. Procedia–Social and Behavioral Sciences, 46, 4620–4625.
  • Alikaşifoğlu, M. & Ercan, O. (2007). Çocukluk çağında kabadayılık / zorbalık davranışları: hekimler açısından anlamı. Türk Pediatri Arşivi, 42, 19-25.
  • Andreou, E., Paparoussi, M., & Gkouni, V. (2013). The Effects of an Anti-Bullying Bibliotherapy İntervention on Children’s Attitudes and Behavior. Global Journal of Arts Humanities and Social Sciences, 1(4), 102-113.
  • Austin,S., & Joseph, S. (1996) Assessment of bully/victim problems in 8 to 11 year-olds. British Journal of Educational Psychology, 66:447–456.
  • Aydos, E. H., & Akman, B. (2017) A Content Analysis of Bullying in Picture Story Books. International Association of Social Science Research, 117-124. In Ruggiero, C., Arslan, H., & Icbay, M. A. Research on Communication. IASSR. Bialystok, Poland. ISBN: 978-83-948896-2-3
  • Cantone, E., Piras, A. P., Vellante, M., Preti, A., Danielsdottir, S., D’Ajola, E., Lesinskiene, S., Angermeyer, M. C., Carta, M. G. & Bhugra, D. (2015). Interventions on bullying and cyberbullying in schools: a systematic review. Clinical Practice & Epidemiology in Mental Health, 11, 58–76.
  • Caravita, S. (2016, 12, October) Migrant and refugee children face higher rates of bullying. UNICEF Innocenti e-Newsletter. https://blogs.unicef.org/evidence-for-action/migrant-children-face-higher-rates-of-bullying/
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  • Pardeck, J. T. (1995). Bibliotherapy: An innovative approach for helping children. Early Child Development and Care, 110, 83-88. Pellegrini, A.D. (2002). Bullying, victimization, and sexual harassment during the transition to middle school. Educational Psychologist, 37(3), 151-163.
  • PISA. (2019). 2018 Türkiye Ön Raporu. 2020http://www.meb.gov.tr/meb_iys_dosyalar/2019_12/03105347_PISA_2018_Turkiye_On_Raporu.pdf.
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  • Prater, M. A., Johnstun, M. L., Dyches, T. T., & Johnstun, M. R. (2006). Using children’s books as bibliotherapy for at-risk students: A guide for teachers. Preventing School Failure 50(4), 5–1.3.
  • Qin, D.B., Way, N. & Rana, M. (2008). The ‘model minority’ and their discontent: Examining peer discrimination and harassment of Chinese American immigrant youth. New Directions for Child and Adolescent Development, 121, 27-42.
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  • Rock, E. A., Hammond, M., & Rasmussen, S. (2002).School based program to teach children empathy and bully prevention. (ERIC Document Service Reproduction No. ED471437)
  • Roland, E. (2002), Aggression, depression, and bullying others. Aggresive. Behaviour, 28, 198-206.https://doi.org/10.1002/ab.90022
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  • Salmivalli, C., Lappalainen, M., & Lagerspetz, K.M.J. (1998). Stability and change of behavior in connection with bullying in schools: a two year follow-up. Aggressive Behavior, 24, 205-218.
  • Salmivalli, C., Poskiparta, E., Ahtola, A., & Haataja, A. (2013). The ımplementation and effectiveness of the KiVa anti-bullying program in England. European Psychologist, 18(2), 79-88.
  • Salmon, G., James, A., & Smith, D. M. (1998). Bullying in schools: Self-reported anxiety, Peer Victimization Review 34 depression, and self-esteem in secondary school children. British Medical Journal, 317, 924- 925.
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  • Wang, C, Goldberg, T.S. (2017). Using children's literature to decrease moral disengagement and victimization among elementary school students. Psychol Schs. 54: 918– 931. https://doi.org/10.1002/pits.22042
  • Wang, C., Couch, L, Rodriguez, G.R., & Lee C. (2015).The Bullying Literature Project: using children’s literature to promote prosocial behavior and social-emotional outcomes among elementary school students. Contemp Educational Psychology, 19(4):320–9.
  • Wiseman, A.M., & Jones, J.S. (2018). Examining Depictions of Bullying in Children’s Picturebooks: A Content Analysis From 1997 to 2017. Journal of Research in Childhood Education, 32: 2, 190-201,DOI: 10.1080/02568543.2017.1419320
  • Yeager, D. S., Fong, C. J., Lee, H. Y., & Espelage, D. L. (2015). Declines in efficacy of anti-bullying programs among older adolescents: Theory and a three-level meta-analysis. Journal of Applied Developmental Psychology, 37, 36–51. https://doi.org/10.1016/j.appdev.2014.11.005
  • Yıldırım, A., Özgürlük, B., Parlak, B., Gönen, E., & Polat, M. (2016). TIMSS 2015 ulusal matematik ve fen bilimleri ön raporu 4. ve 8. Sınıflar. Ankara: Meb.
  • Yilmaz, R., Cikili Uytun, M. (2020). What do we Know about Bullying in Syrian Adolescent Refugees? A Cross Sectional Study from Turkey. Psychiatry Q, 91, 1395–1406 https://multeciler.org.tr/).
  • Zych, I., Ttofi, M. M., & Farrington, D. P. (2019). Empathy and callous–unemotional traits in different bullying roles: A systematic review and meta-analysis. Trauma, Violence and Abuse, 136(1), 3–21. https://doi.org/10.1177/ 1524838016683456
Toplam 93 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Özlem Yeşim Özbek 0000-0002-4222-4040

Pervin Oya Taneri 0000-0003-3482-3868

Proje Numarası EF0150219B07
Yayımlanma Tarihi 25 Nisan 2022
Gönderilme Tarihi 31 Ekim 2021
Yayımlandığı Sayı Yıl 2022 Cilt: 13 Sayı: 1

Kaynak Göster

APA Özbek, Ö. . Y., & Taneri, P. O. (2022). İlkokullar İçin Akran Zorbalığı Önleme Modülünün Tanıtımı / Introduction of the Prevention of Peer Bullying Module for Primary Schools. Çankırı Karatekin Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 13(1), 55-87. https://doi.org/10.54558/jiss.995077