Let's Hear Children's Emotions: The Play-Based Psychoeducation Program for the Socio-Emotional Development of Primary School Children

Year 2024, Volume: 26 Issue: 1, 38 - 46, 28.03.2024

Gülçin Güler Öztekin Hurızat Hande Turp Samet Ata

https://doi.org/10.17556/erziefd.1378151

Abstract

The acquisition of empathy, emotional literacy and prosocial skills is important for children's social, emotional and moral development. If these skills are supported through play in children, their acquisition will be faster and easier. Therefore, in this study, the Play-Based Socio-Emotional Psychoeducation Program including empathy, emotional literacy and prosocial skills was prepared and its effect on children was examined. The present research was the pretest-posttest quasi-experimental study. The sample of the study consisted of primary school students between the ages of 7-10. 23 children were included in the experimental group and 23 children were included in the control group. An average of 45 minutes of practice was applied to the experimental group for 10 weeks. The findings of the study showed that there was an increase in empathy, emotional literacy, and prosocial skills of the children in the experimental group after the application, but there was no change in their behaviors. These results provided evidence that the program was effective on these skills. It can be said that the current study will shed light on field workers and the play-based psychoeducation program will be an effective program that they can integrate into their practices.

Keywords

empathy, emotional literacy, prosocial behaviors, play, psychoeducation program

Project Number

FEF.22.002

Çocukların Duygularını Duyalım: İlkokul Çocuklarının Sosyo-Duygusal Gelişimlerine Yönelik Oyun Temelli Psikoeğitim Programı

Abstract

Empati, duygusal okuryazarlık ve prososyal becerilerin kazanımı çocukların sosyal, duygusal ve ahlaki gelişimleri için önem taşımaktadır. Bu beceriler çocuklarda oyun yoluyla desteklenirse kazanımları daha hızlı ve kolay olmaktadır. Bu yüzden bu çalışmada empati, duygusal okuryazarlık ve prososyal becerileri içeren Oyun Temelli Sosyo-Duygusal Psikoeğitim Programı hazırlanmış ve çocuklar üzerindeki etkisi incelenmiştir. Araştırma ön test-son test kontrol gruplu yarı deneysel bir çalışmadır. Çalışmanın örneklemini 7-10 yaş arasındaki ilkokul öğrencileri oluşturmaktadır. Deney grubuna 23 çocuk, kontrol grubuna 23 çocuk dahil edilmiştir. Deney grubuna 10 hafta boyunca ortalama 45 dakikalık uygulama yapılmıştır. Çalışmanın bulguları, deney grubundaki çocukların uygulama sonrasında empati, duygusal okuryazarlık ve prososyal becerilerinde artış olduğunu, fakat davranışlarında herhangi bir değişiklik olmadığını göstermektedir. Bu sonuçlar oluşturulan programın bu beceriler üzerinde etkili olduğunu kanıtlamıştır. Mevcut çalışmanın alan çalışanlarına ışık tutacağı ve oyun temelli psikoeğitim programının uygulamalarında kullanabilecekleri etkili bir program olacağı söylenebilir.

Keywords

empati, duygusal okuryazarlık, prososyal davranışlar, oyun, psikoeğitim programı

Supporting Institution

Ağrı İbrahim Çeçen Üniversitesi Bilimsel Araştırma Projeleri Koordinasyon Ofisi (BAP)

Project Number

FEF.22.002

References

• Acton, J., & Carter, B. (2016). The impact of immersive outdoor activities in local woodlands on young carers emotional literacy and well-being. Comprehensive child and adolescent nursing, 39(2), 94-106. https://doi.org/10.3109/01460862.2015.1115156
• Akkök, F. (2003). İlköğretimde sosyal becerilerin geliştirilmesi, Anne-baba el kitabı. 3. baskı. İstanbul: Özgür Yayınları.
• Ariapooran, S., & Gorji Chalsepari, M. (2019). The effectiveness of Filial play therapy on emotional literacy of children with specific learning disorder. Journal of learning disabilities, 9(1), 7-31. https://doi.org/10.22098/JLD.2019.831
• Ata, S. (2023). Ebeveynlere Uygulanan Duygu ve Empati Becerileri Eğitim Programının Etkisinin İncelenmesi. Spor, Eğitim ve Çocuk. 3(3), 9-20. DOI: https://doi.org/10.5505/sec.2023.69188
• Ata, S., & Artan, İ (2021). Examination of adolescents’prosocial behaviour tendencies in terms of some variables: A city sample. Uluslararası Türkçe Edebiyat Kültür Eğitim (TEKE) Dergisi, 10(1), 304-320.
• Ata, S., & Artan, İ. (2022). Çocuk Prososyallik Ölçeği: Çocuk Formu Geçerlilik ve Güvenirlik Çalışması. Spor, Eğitim ve Çocuk. 2(3), 1-14. https://doi.org/10.5505/sec.2022.54154
• Axline, V. M. (1948). Some observations on play therapy. Journal of Consulting Psychology, 12(4), 209. https://doi.org/10.1037/h0056746
• Bao, R., Sun, X., Liu, Z., Fu, Z., & Xue, G. (2020). Dispositional greed inhibits prosocial behaviors: an emotive-social cognitive dual-process model. Current Psychology, 1-9. https://doi.org/10.1007/s12144-020-00928-5
• Basch, M. F. (1983). Empathic understanding: A review of the concept and some theoretical considerations. Journal of the American Psychoanalytic Association, 31(1), 101-126. https://doi.org/10.1177/000306518303100104
• Batson, C. D. (2014). The altruism question: Toward a social-psychological answer. Psychology Press.
• Bauer, R. H., Gilpin, A. T., & Thibodeau-Nielsen, R. B. (2021). Executive functions and imaginative play: Exploring relations with prosocial behaviors using structural equation modeling. Trends in Neuroscience and Education, 25, 100165. https://doi.org/10.1016/j.tine.2021.100165
• Baumsteiger, R. (2019). What the world needs now: An intervention for promoting prosocial behavior. Basic and applied social psychology, 41(4), 215-229. https://doi.org/10.1080/01973533.2019.1639507
• Bryant, B. K. (1982). An index of empathy for children and adolescents. Child development, 413-425. https://doi.org/10.2307/1128984
• Carlo, G. (2013). The development and correlates of prosocial moral behaviors. In Handbook of moral development (pp. 208-234). Psychology Press.
• Carnwell, R., & Baker, S.-A. (2007). A qualitative evaluation of a project to enhance pupils' emotional literacy through a student assistance programme. Pastoral Care in Education, 25(1), 33-41. https://doi.org/10.1111/j.1468-0122.2007.00398.x
• Cheang, R., Gillions, A., & Sparkes, E. (2019). Do mindfulness-based interventions increase empathy and compassion in children and adolescents: A systematic review. Journal of Child and Family Studies, 28, 1765-1779. https://doi.org/10.1007/s10826-019-01413-9
• Chen, X., Tian, L., & Huebner, E. S. (2020). Bidirectional relations between subjective well-being in school and prosocial behavior among elementary school-aged children: A longitudinal study. Child & Youth Care Forum,
• Coppock, V. (2007). It's good to talk! A multidimensional qualitative study of the effectiveness of emotional literacy work in schools. Children & Society, 21(6), 405-419. https://doi.org/10.1111/j.1099-0860.2006.00072.x
• De Winter, J. C. (2013). Using the Student's t-test with extremely small sample sizes. Practical Assessment, Research, and Evaluation, 18(1), 10.
• Di Girolamo, M., Giromini, L., Bosi, J., Warmelink, L., La Scala, I., Loiacono, C., Miraglia, F., & Zennaro, A. (2022). The role played by theory of mind and empathy in the feigning of psychopathology. International Journal of Forensic Mental Health, 21(4), 334-347. https://doi.org/10.1080/14999013.2021.2007432
• Drewes, A. A. (2005). Play in Selected Cultures: Diversity and Universality.
• Dunfield, K. A., & Kuhlmeier, V. A. (2013). Classifying prosocial behavior: Children's responses to instrumental need, emotional distress, and material desire. Child Development, 84(5), 1766-1776. https://doi.org/10.1111/cdev.12075
• Elias, M. J., O’Brien, M. U., & Weissberg, R. P. (2006). Transformative leadership for social-emotional learning. Principal leadership, 7(4), 10-13.
• Ergene, T., Demirtaş-Zorbaz, S., Kurt, D. G., & Özer, A. (2018). Çocuk Davranış Ölçeğinin Türkçe'ye Uyarlanması. Ilkogretim Online, 17(4).
• Ersoy, E., & Köşger, F. (2016). Empati: Tanimi ve Önemi/empathy: Definition and its importance. Osmangazi tıp dergisi, 38(2), 9-17.
• Garandeau, C. F., Laninga-Wijnen, L., & Salmivalli, C. (2022). Effects of the KiVa anti-bullying program on affective and cognitive empathy in children and adolescents. Journal of Clinical Child & Adolescent Psychology, 51(4), 515-529. https://doi.org/10.1080/15374416.2020.1846541
• Ginsburg, K. R., Child, C. o. P. A. o., & Health, F. (2007). The importance of play in promoting healthy child development and maintaining strong parent-child bonds. Pediatrics, 119(1), 182-191. https://doi.org/10.1542/peds.2006-2697
• Greenberg, M. T., & Kusché, C. A. (2006). Building social and emotional competence: The PATHS curriculum.
• Gürtunca, A. (2013). Çocuklar ve ergenler için empati ölçeği Türkiye geçerlik ve güvenirlik çalışması İstanbul Arel Üniversitesi Sosyal Bilimler Enstitüsü].
• Han, H. Y., Park, E. S., & Shin, H. J. (2021). Effect of Group Intervention Using Emoticons on Emotional Empathy and Conversational Function of School-Age Children With Intellectual Disabilities1. Journal of Speech, 30(2), 009-020. https://doi.org/10.15724/jslhd.2021.30.2.009
• Harris, A. (2009). An investigation of the relationship between emotional literacy and bullying Murdoch University].
• Havighurst, S. S., Harley, A., & Prior, M. (2004). Building preschool children's emotional competence: A parenting program. Early Education & Development, 15(4), 423-448.
• Herrles, Y. (2023). Exploring the Efficacy of Empathy-Raising Interventions in School Settings. The University of Bergen.
• Hoffman, M. L. (2008). Empathy and prosocial behavior. Handbook of emotions, 3, 440-455.
• Kamas, L., & Preston, A. (2021). Empathy, gender, and prosocial behavior. Journal of Behavioral and Experimental Economics, 92, 101654. https://doi.org/10.1016/j.socec.2020.101654
• Karasar, N. (2005). Bilimsel araştırma yöntemleri. In: Ankara: Nobel yayın dağıtım.
• Kusché, C. A., & Greenberg, M. T. (2012). The PATHS curriculum: Promoting emotional literacy, prosocial behavior, and caring classrooms. In Handbook of school violence and school safety (pp. 435-446). Routledge.
• Ladd, G. W., & Profilet, S. M. (1996). The Child Behavior Scale: A teacher-report measure of young children's aggressive, withdrawn, and prosocial behaviors. Developmental psychology, 32(6), 1008. https://doi.org/10.1037/0012-1649.32.6.1008
• Landreth, G., & Bratton, S. (1999). Play therapy. ERIC Clearinghouse on Counseling and Student Services.
• Learning, S. (2003). Altruism and prosocial behavior. Volume 5 Personality and SSocial Psychology, 463.
• Levine, D. A. (2013). Teaching empathy: A blueprint for caring, compassion, and community. Solution Tree Press.
• Malkoç, A., & Aydın Sünbül, Z. (2020). The relationship between emotional literacy, cognitive flexibility and counseling self-efficacy of senior students in psychology and psychological counseling and guidance. Educational Research and Reviews, 15(1). https://doi.org/10.5897/err2019.3848
• Malonda, E., Llorca, A., Mesurado, B., Samper, P., & Mestre, M. V. (2019). Parents or peers? Predictors of prosocial behavior and aggression: A longitudinal study. Frontiers in psychology, 10, 2379. https://doi.org/10.3389/fpsyg.2019.02379
• Matthews, B. (2005). Engaging education: Developing emotional literacy, equity and coeducation: Developing emotional literacy, equity and co-education. McGraw-Hill Education (UK).
• Memmott-Elison, M. K., Holmgren, H. G., Padilla-Walker, L. M., & Hawkins, A. J. (2020). Associations between prosocial behavior, externalizing behaviors, and internalizing symptoms during adolescence: A meta-analysis. Journal of adolescence, 80, 98-114. https://doi.org/10.1016/j.adolescence.2020.01.012
• Mesurado, B., Guerra, P., Richaud, M. C., & Rodriguez, L. M. (2019). Effectiveness of prosocial behavior interventions: a meta-analysis. Psychiatry and Neuroscience Update: From Translational Research to a Humanistic Approach-Volume III, 259-271. https://doi.org/10.1007/978-3-319-95360-1_21
• Murano, D., Sawyer, J. E., & Lipnevich, A. A. (2020). A meta-analytic review of preschool social and emotional learning interventions. Review of Educational Research, 90(2), 227-263. https://doi.org/10.3102/0034654320914743
• Muskett, D. P. (2008). A study of the impact of social skills training incorporating cognitive behavioral interventions in the framework of the 7 Habits of Highly Effective People on elementary students with emotional/behavioral disabilities. Cardinal Stritch University.
• Öksüz, Y. (2016). Evaluation of Emotional Literacy Activities: A Phenomenological Study. Journal of Education and Practice, 7(36), 34-39.
• Öztekin, G. G., & Gençdoğan, B. (2021). Tek ebeveynli çocuklar ve ebeveynleri üzerinde Çocuk-Ebeveyn İlişki Terapisi odaklı psikoeğitim programının etkisi (Doktora tezi). Erzurum, Atatürk Üniversitesi.
• Öztekin, G. G., & Gençdoğan, B. (2023). A Play Therapy Model Focusing on Parent Training: Child-Parent Relationship Therapy. Current Approaches in Psychiatry/Psikiyatride Guncel Yaklasimlar, 15(2).
• Öztekin, G. G., & Gülbahçe, A. (2019). 3-10 yaş arası gelişimsel problemleri olan çocuklarda ve ebeveynlerinde filial terapinin etkisinin incelenmesi. Uluslararası Türkçe Edebiyat Kültür Eğitim (TEKE) Dergisi, 8(4), 2322-2340.
• Pang, Y., Song, C., & Ma, C. (2022). Effect of different types of empathy on prosocial behavior: Gratitude as mediator. Frontiers in psychology, 13, 768827. https://doi.org/10.3389/fpsyg.2022.768827
• Paulus, M. (2014). The emergence of prosocial behavior: Why do infants and toddlers help, comfort, and share? Child Development Perspectives, 8(2), 77-81. https://doi.org/10.1111/cdep.12066
• Petrosino, C., Choi, K.-S., Choi, S., Back, S., & Park, S.-M. (2021). The Effects of Emotional Literacy Programs on Inmates’ Empathy, Mindfulness, and Self-Regulation: A Random-Effect Meta-Analysis. The Prison Journal, 101(3), 262-285. https://doi.org/10.1177/00328855211010407
• Rezayi, S. (2020). Developing and determine the effectiveness of Adlerian puppet therapy intervention program on modifying empathy skills of high functional Autistic children (HFA). Razi Journal of Medical Sciences, 27(7), 165-175.
• Saleme, P., Dietrich, T., Pang, B., & Parkinson, J. (2021). Design of a digital game intervention to promote socio-emotional skills and prosocial behavior in children. Multimodal Technologies and Interaction, 5(10), 58. https://doi.org/10.3390/mti5100058
• Santos, G., Santos, M., Farrington, D. P., da Agra, C., Castro, J., & Cardoso, C. S. (2023). “ZARPAR”—Educational Program for Cognitive and Behavioral Development: Results of an Experiment to Evaluate Its Impact on Antisocial and Pro-Social Behavior. International journal of offender therapy and comparative criminology, 0306624X231172645. https://doi.org/10.1177/0306624X231172645
• Schaefer, C., & Kaduson, H. (2019). En Popüler 101 Oyun Terapisi Tekniği, 3. Baskı.(Çeviri Ed. H Demirci). İstanbul, Nobel Yaşam Yayınları.
• Steiner, C. (2003). Emotional literacy: Intelligence with a heart. Personhood Press.
• Sticker, R. M., Christner, N., Pletti, C., & Paulus, M. (2021). The moral self-concept in preschool children: Its dimensions and relation to prosocial behaviors. Cognitive Development, 58, 101033. https://doi.org/10.1016/j.cogdev.2021.101033
• Sutton, R. (2023). Read the Room: Legal and Emotional Literacy in Frontline Humanitarian Negotiations. In Yearbook of International Humanitarian Law, Volume 24 (2021) Cultures of International Humanitarian Law (pp. 103-139). Springer.
• Svetlova, M., Nichols, S. R., & Brownell, C. A. (2010). Toddlers’ prosocial behavior: From instrumental to empathic to altruistic helping. Child development, 81(6), 1814-1827. https://doi.org/10.1111/j.1467-8624.2010.01512.x
• Tan, Ş. (2016). Spss ve excel uygulamalı temel istatistik 1.
• Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting positive youth development through school‐based social and emotional learning interventions: A meta‐analysis of follow‐up effects. Child development, 88(4), 1156-1171. https://doi.org/10.1111/cdev.12864
• Turp, H. H., & Gençdoğan, B. (2022). İlkokulda duygusal okuryazarlık ölçeği için geçerlik ve güvenirlik çalışması. Uluslararası Türkçe Edebiyat Kültür Eğitim (TEKE) Dergisi, 11(4), 1807-1820.
• von Salisch, M., & Voltmer, K. (2023). A Daily Breathing Practice Bolsters Girls’ Prosocial Behavior and Third and Fourth Graders’ Supportive Peer Relationships: A Randomized Controlled Trial. Mindfulness, 1-14. https://doi.org/10.1007/s12671-023-02158-9
• Waite, S., & Rees, S. (2014). Practising empathy: enacting alternative perspectives through imaginative play. Cambridge Journal of Education, 44(1), 1-18. https://doi.org/10.1080/0305764X.2013.811218
• Wang, M., Wang, J., Deng, X., & Chen, W. (2019). Why are empathic children more liked by peers? The mediating roles of prosocial and aggressive behaviors. Personality and Individual Differences, 144, 19-23. https://doi.org/10.1016/j.paid.2019.02.029
• Zins, J. E., Payton, J. W., Weissberg, R. P., & O'Brien, M. U. (2007). Social and emotional learning for successful school performance. 376-395.