The Prediction of Parent Social Problem Solving on Chidrens’ Social Problem Solving Skills

Yıl 2019, Cilt: 8 Sayı: 1, 113 - 134, 30.03.2019

Esra Dereli ?man

Öz

Abstract

The main purpose of this study was to
examine the relationship among parental social problem solving abilities and
children's social problem solving abilities. The first sub-purpose of this
study was to  determine the relationship
between parent social problem solving sub-dimensions, total social problem
solving of parent and children's social problem solving skills sub-dimensions,
total social problem solving abilities of children. The Second sub-purpose of
this study was to determine whether parent social problem solving sub-dimensions
and  total social problem solving of
parent of predicts children's social problem solving skills sub-dimensions
and  total social problem solving
abilities of children. The study was conducted with relational screening model,
one of the screening models. Study sample included 324 parent and  children between the ages of  4 – 5 
that attend preschool educational institutions. A demographic
information form,  Parent Social Problem
Solving Scale, and Wally Child Social Problem–Solving Detective Game Test were
utilized as data collection tools. Data were tested with Pearson correlation
coefficient and multiple regression analysis. Study findings demonstrated that
there was a significant correlation between parent social problem solving
subdimensions, total problem solving scores and child social problem solving
skill subdimensions, total child social problem solving scores. Furthermore, it
was determined that parent  social
problem solving subdimensions, total parent social problem solving scores significantly
predicted children social problem solving skills sub-dimensions, total children
social problem solving skills scores.

Anahtar Kelimeler

Parent Social Problem Solving, Child Social Problem Solving, Prosocial Behavior, Antisocial behavior

Ebeveyn Sosyal Problem Çözme Becerilerinin Çocukların Sosyal Problem Çözme Becerilerini Yordaması

Öz

Bu araştırmanın genel amacı
ebeveyn sosyal problem çözme becerileri ile çocukların sosyal problem çözme
becerileri arasındaki ilişkinin incelenmesidir. Bu araştırmanın ilk alt amacı
ebeveynlerin sosyal problem çözme becerileri alt boyutları ve toplam sosyal
problem çözme becerileri çocukların sosyal problem çözme becerileri alt
boyutları ve toplam sosyal problem çözme becerileri arasındaki ilişkiler
incelemektir. Araştırmsnın İkinci alt amacı ise ebeveynlerin sosyal problem
çözme becerileri alt boyutlarının  ve
toplam sosyal problem çözme becerilerinin çocukların sosyal problem çözme becerileri
alt boyutlarını ve toplam sosyal problem çözme becerilerini yordayıp
yordamadığını incelemektir.Araştırma tarama modellerinden ilişkisel tarama
yöntemi ile gerçekleştirilmiştir. Araştırmanın örneklemini okul öncesi eğitim
kurumuna devam eden 4-5 yaş grubunda çocuğu olan 324 ebeveyn ve çocuk
oluşturmaktadır.  Veri toplama aracı
olarak demografik bilgi formu;  Sosyal
Problem Çözme Envanteri ve Wally Çocuk Sosyal Problem Çözme Dedektif Oyun
Ölçeği kullanılmıştır. Veriler pearson korelasyon katsayısı ve çoklu regresyon
analizi ile sınanmıştır. Araştırmanın sonucunda ebeveyn sosyal problem çözme
becerileri alt boyutları ile çocuk sosyal problem çözme becerileri alt
boyutları arasında orta düzeyde anlamlı düzeyde ilişki bulunmuştur. Ayrıca
ebeveyn sosyal problem çözme alt boyut puanlarının ve toplam sosyal problem
çözme becerileri puanlarının çocukların sosyal problem çözme becerileri alt
boyut puanlarını ve toplam sosyal problem çözme becerileri puanlarını anlamı düzeyde
yordadığı bulunmuştur. 

Anahtar Kelimeler

Ebeveyn Sosyal Problem Çözme, Çocuk Sosyal Problem Çözme, Prososyal Davranış, Anti Sosyal Davranış

Kaynakça

• Abraham, R., Twerski, R.A., and Schwartz, U. (2005). Positive parenting. NY: Pearson -company Inc.
• Bredekamp, S., and Copple, C. (1997). Developmentally appropriate practice in early childhood programs. Washington, DC: NAEYC
• Büyüköztürk, Ş. (2009). Sosyal bilimler için veri analizi el kitabı istatistik, araştırma deseni SPSS uygulamaları ve yorum . Ankara: Pegem Akademi Yayıncılık.
• Crano, W. D., and Brewer, M. B. (2002). Principles and methods of social research. New Jersey: Lawrence Erlbaum Associates Publishers.
• Crick, N. R., and Dodge, K. A. (1994). A review and reformulation of social information processing mechanisms in children’s social adjustment. Psychological Bulletin, 115, 74–101.
• Çekici, F. (2009). Problem çözme terapisine dayalı beceri geliştirme grubunun üniversite öğrencilerinin sosyal problem çözme becerileri, öfkeyle ilgili davranış ve düşünceler ile sürekli kaygı düzeylerine etkisi. . Yayımlanmamış Doktora tezi. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü, Adana.
• Dereli, E. (2016). Öğretmen -Çocuk İlişkisinin Çocukların Sosyal Yetkinlik-Davranışları, Sosyal Problem Çözme Becerilerini Yordaması. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 40, 70-87
• D'Zurilla, T. J., Nezu, A. M., and Maydeu-Olivares, A. (Eds.). (2002). SPSI-R Social problem-solving inventory-revised. North Tonawanda, NY: Multi-Health Systems,Inc.
• D’Zurilla, T.J., Maydeu-Olivares, A., and Gallardo-Pujol, D. (2011). Predicting social problem solving using personality traits. Personality and İndividual Differences, 50, 142-147.
• D’ Zurilla, T.J., Nezu, A.M., & Maydeu-Olivares, A. (2004), Social problem solving: theory and assessment. Chang, E.C., D’ Zurilla, T.J., Sanna, L.J. (Editors), Social Problem Solving: Theory, Research and Training, American Psychological Association, Washington, DC.
• D’ Zurilla, T. J., and Nezu, A. M. (1990). Development and preliminary evaluation of the Social Problem Solving Inventory (SPSI), Psychological Assessment. A Journal of Consulting and Clinical Psychology, 2, 156-163.
• D'Zurilla, T. J., and Chang, E.C.( 1995). The relations between social problem solving and coping. Cognitive Therapy and Research, 19 (5), 547-562
• D’Zurilla, T.J., and Nezu, A. M. (1999). Problem-solving therapy: A social competence approach to clinical intervention (2nd ed.) Edited by Edward C. Chang Thomas J. D'Zurilla Lawrence J. Sanna. Social Problem Solving: Theory and Assessment. Washington: American Psychological Association.
• Heyman, G., and Gelman, S. (1999). The use of trait labels in making psychological inferences. Child Development, 70, 604–619.
• Heyman, G., and Gelman, S. (2000). Preschool children’s use of trait labels to make inductive inferences. Journal of Experimental Child Psychology, 77, 1–19.
• Hune, B.J., and Nelson, C.M.( 2002). Effects of teaching a problem-solving strategy on preschool children with problem behavior. Behavioral Disorders, 27 (3), 185-195.
• Joseps, G.E., and Strain, P.S.( 2003). Comprehensive evidence- based social- emotional curricula for young children. an analysis of efficacious adoption potential. Topics in Early Childhood Special Education, 23 (2), 62-73.
• Khan, M.J., Younas,T., and Ashraf, S. (2016). Problem solving styles as predictor of life satisfaction among university students. Pakistan Journal of Psychological Research,, 31 ( 1,) 209-222.
• Karasar, N. (2010). Bilimsel araştırma yöntemleri. Ankara: Nobel Yayın
• Kasik, L., and Gál, Z. (2016). Parents’ and teachers’ opinions of preschool children's social problem-solving and behavioural problems. Early Child Development and Care, 186:10, 1632-1648.
• Mantzicopoulos, P. Y., and Oh-Wang, Y. (1998). The relationship of psychosocial maturity to parenting quality and intellectual ability for American and Korean adolescents. Contemporary Educational Psychology, 23, 195–206.
• McCormick, S.P., Nezu, C.M., Nezu, A.M., Sherman, M., Davey, A., and Collins, B.N.(2014). Coping and social problem solving correlates of asthma control and quality of life. Chronic Respiratory Disease, 11(1), 15–21
• McDowell, D.J., Parke, R.D., and Spitzer, S. (2002). Parent and child cognitive representations of social situation and children’s social competence. Social Development, 11, 469–486.
• McElroy, H.K. (2002). Parents 'parental and general problem solving skills and their impact on child aggression. Unpublished M aster’s thesis. University of Alabama, Tuscaloosa, Alabama.
• McElroy, H.K. (2005). Patterns in contextual risk factors for parent problem solving and child behavior: A test of a mediational model for the relation between parent risk factors and child behavior. Unpublished Doctora thesis. University of Alabama, Tuscaloosa, Alabama.
• Miller, S. R., Murry, V.M., and Brody, G. H. (2005). Parents’ problem solving with preadolescents and its association with social withdrawal at school: Considering parents’ stress and child gender. Fathering, 3(2), 147-163.
• Miller, S.R., Brody, G.H., and Murry, V.M.( 2010). Mothers’ and Fathers’ Responsive Problem Solving with Early Adolescents: Do Gender, Shyness, and Social Acceptance Make a Difference? Journal of Child and Family Studies, 19(3), 298-307.
• Nezu, C. M., Palmatier, A. D., and Nezu, A. N. (2004). Problem-solving therapy for caregivers. In E. C. Chang, T. J. D'Zurilla, & L. J. Sanna (Eds.), Social problem solving: Theory, research, and training (pp. 223-238), New York: American Psychological Association.
• Nezu, A. M., Nezu, C. M., and D'Zurilla, T. (2013). Problem-solving therapy: A treatment manual. New York: Springer Publishing Company.
• Pakaslahti, L.; Spoof, I.; Asplund- Peltola, R.L., and Keltikangas‐Järvinen, L. (1996). Parents' social problem‐solving strategies in families with aggressive and non‐aggressive boys. Aggressive behavior, 22, 345-356.
• Pickover, S. A. (2006). The relationship between attachment status and social problem solving in four and five year old children: A contemporaneous assesment. Unpublished doctoral dissertation, Oakland University, Rochester, Michigan.
• Raikes, H.A., and Thompson, R.A. (2008) Attachment security and parenting quality predict children's problem-solving, attributions, and loneliness with peers. Attachment & Human Development, 10 (3) 319-344.
• Reiss, D., and Neiderhiser, J. M. (2000). The interplay of genetic influences and social processes in developmental theory: Specific mechanisms are coming into view. Development and Psychopathology, 12, 357–374
• Shokoohi- Yekta, M., Parand, A., Zamani, N., Lotfi, S., and Ayazi, M. (2011). Teaching problem-solving for parents: Effects on children's misbehavior. Procedia - Social and Behavioral Sciences, 30, 163-166
• Strom, J.L., Egede, L.E.(2012). The impact of social support on outcomes in adult patients with type 2 diabetes: A systematic review. Current Diabetes Reports, 12(6), 769–781
• Webster-Stratton,C.(1990). Long-termfollow-up of familieswith youngconduct problem children: From preschool to grade school. Journal of Clinical Child Psychology, 19, 144-149.