Araştırma Makalesi
BibTex RIS Kaynak Göster

İZCİ LİDERLERİNİN AFET VE ARAMA KURTARMA EĞİTİMLERİNDEKİ ROLÜ: BİR DOKÜMAN İNCELEMESİ

Yıl 2025, Cilt: 5 Sayı: 2, 77 - 86, 31.10.2025

Öz

Bu çalışma, izci liderlerinin afet ve arama kurtarma eğitimlerindeki mevcut rolünü kapsamlı bir doküman incelemesi aracılığıyla ortaya koymayı amaçlamaktadır. Nitel araştırma desenine sahip olan bu çalışmada, Türkiye İzcilik Federasyonu, Dünya İzci Hareketi Örgütü (WOSM) gibi ulusal ve uluslararası izcilik kuruluşlarının yanı sıra Afet ve Acil Durum Yönetimi Başkanlığı (AFAD) gibi ilgili kurumların yönergeleri, eğitim materyalleri, raporları ve konuya ilişkin akademik yayınlar sistematik olarak analiz edilmiştir. Elde edilen bulgular, afet bilincinin liderlik eğitimlerine farklı düzeylerde entegre edildiğini, ancak arama kurtarma eğitimlerinin çoğunlukla temel yaşam kurtarma ve acil durum müdahalesi ile sınırlı kaldığını göstermektedir. İzci liderlerinin eğitimci, rol model, ilk müdahale edici ve topluma hizmet sunucu gibi çok boyutlu rollere sahip olduğu, mevcut eğitim materyallerinin çeşitliliğinin arttığı ancak standardizasyon, pratik uygulama, psikososyal destek ve sürekli eğitim alanlarında önemli gelişim alanları bulunduğu tespit edilmiştir. Bu çalışma, izci liderlerinin afet ve arama kurtarma kapasitelerinin güçlendirilmesine yönelik somut öneriler sunarak, toplumsal afet dirençliliğinin artırılmasına ve ilgili literatüre önemli katkılar sağlamaktadır.

Kaynakça

  • 1. Afet ve Acil Durum Yönetimi Başkanlığı (AFAD). (2022). Türkiye afet risk azaltma planı (TARAP). https://www.afad.gov.tr/turkiye-afet-risk-azaltma-plani-tarap
  • 2. Afet ve Acil Durum Yönetimi Başkanlığı (AFAD). (2025). Öne çıkan faaliyetlerimiz. https://www.afad.gov.tr/one-cikan-faaliyetlerimiz
  • 3. Aitsi-Selmi, A., Egawa, S., Sasaki, H., Wannous, C., & Murray, V. (2015). The Sendai framework for disaster risk reduction: Renewing the global commitment to people’s resilience, health, and well-being. International Journal of Disaster Risk Science, 6, 164–176. https://doi.org/10.1007/s13753-015-0050-9
  • 4. Arakawa, T., Yamada, A., & Sugimori, J. (2024). Development and evaluation of a game for self-/mutual-help education in disaster prevention. Sustainability, 16(19), 8375. https://doi.org/10.3390/su16198375
  • 5. Baden-Powell, R. (2024). Scouting for boys: A handbook for instruction in good citizenship. Oxford University Press. (Original work published 1908)
  • 6. Bai, S., Zeng, H., Zhong, Q., Shen, Y., Cao, L., & He, M. (2024). Application of gamification teaching in disaster education: scoping review. JMIR Serious Games, 12, e64939. https://doi.org/10.2196/64939
  • 7. Birleşmiş Milletler Çocuklara Yardım Fonu (UNICEF). (2022). Every country protected — Every child resilient: UNICEF and disaster risk reduction in action. https://www.unicef.org/reports/unicef-and-disaster-risk-reduction
  • 8. Birleşmiş Milletler Çocuklara Yardım Fonu ve Birleşmiş Milletler Afet Risklerini Azaltma Ofisi (UNICEF/UNDRR). (2023). Child-centred disaster risk reduction contributing to resilient development. UNICEF & United Nations Office for Disaster Risk Reduction. https://www.undrr.org
  • 9. Boetto, H., Bell, K., & Ivory, N. (2021). Disaster preparedness in social work: A scoping review of evidence for further research, theory and practice. The British Journal of Social Work, 51(5), 1623-1643. https://doi.org/10.1093/bjsw/bcab103
  • 10. Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27–40. https://doi.org/10.3316/QRJ0902027
  • 11. Boy Scouts of America. (2022). Emergency Preparedness Merit Badge requirements. https://www.scouting.org/merit-badges/emergency-preparedness/
  • 12. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
  • 13. Buchanan, P. (2023). Serious games as an inclusive disaster risk communication tool: A literature review. Natural Hazards Center. https://hazards.colorado.edu/uploads/freeform/buchanan-literature-review-web-v2.pdf
  • 14. Corbetta, P. (2003). Social research: Theory, methods and techniques. Sage Publications, Inc. https://doi.org/10.4135/9781849209922
  • 15. Corbin, J., & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory (3rd ed.). Sage Publications, Inc. https://doi.org/10.4135/9781452230153
  • 16. Corbin, J., & Strauss, A. (2014). Basics of qualitative research: Techniques and procedures for developing grounded theory (4th ed.). Sage Publications, Inc.
  • 17. Dam, H. (2020). Değerler eğitiminde izciliğin önemi ve eğitsel değeri üzerine nitel bir araştırma. Dinbilimleri Akademik Araştırma Dergisi, 20(2), 727–754. https://doi.org/10.33415/daad.760422
  • 18. Gençlik ve Spor Bakanlığı (GSB). (2025). 2025 yılı gençlik kampları uygulama talimatı. https://unyekml.meb.k12.tr/meb_iys_dosyalar/52/13/192664/dosyalar/2025_06/16104226_genclikkamplariuygulamatalimati.pdf
  • 19. Hobfoll, S. E., Watson, P., Bell, C. C., Bryant, R. A., Brymer, M. J., Friedman, M. J., Friedman, M., Gersons, B. P. R., de Jong, J., Layne, C. M., Maguen, S., Neria, Y., Norwood, A. E., Pynoos, R. S., Reissman, D., Ruzek, J. I., Shalev, A. Y., Solomon, Z., Steinberg, A. M., & Ursano, R. J. (2021). Five essential elements of immediate and mid-term mass trauma intervention: Empirical evidence. Psychiatry, 84(4), 311–346. https://doi.org/10.1080/00332747.2021.2005387
  • 20. IFRC Reference Centre for Psychosocial Support. (2018). A guide to psychological first aid (PFA). International Federation of Red Cross and Red Crescent Societies. https://pscentre.org/wp-content/uploads/2019/05/PFA-Guide-low-res.pdf
  • 21. International Search and Rescue Advisory Group (INSARAG). (2020). INSARAG guidelines 2020. United Nations Office for the Coordination of Humanitarian Affairs. https://insarag.org/methodology/insarag-guidelines/
  • 22. International Search and Rescue Advisory Group (INSARAG). (2024). First Responder Training (FRT): Concept note [Rapor]. United Nations Office for the Coordination of Humanitarian Affairs. https://insarag.org/capacity-building/insarag-first-responder-training/
  • 23. Labuschagne, A. (2003). Qualitative research: Airy fairy or fundamental? The Qualitative Report, 8(1), 100–103. https://doi.org/10.46743/2160-3715/2003.1901
  • 24. Lacher, S. (2024). Exploring disaster preparedness: A scoping review of adult and continuing education approaches in international civilprotection research. Journal of Risk Research, 27(10), 1273–1289. https://doi.org/10.1080/13669877.2024.2447252
  • 25. Millî Eğitim Bakanlığı & Türkiye İzcilik Federasyonu (MEB & TİF). (2023). Okullarda İzcilik Faaliyetleri İş Birliği Protokolü. https://karamanisg.meb.gov.tr/meb_iys_dosyalar/2024_02/15112736_okullardaizcilikfaaliyetleriisbirligiprotokolu.pdf
  • 26. Paton, D., & Johnston, D. (2017). Disaster resilience: An integrated approach (2nd ed.). Charles C Thomas Publisher.
  • 27. Patton, M. Q. (2014). Qualitative research & evaluation methods: Integrating theory and practice (4th ed.). Sage Publications, Inc.
  • 28. Peek, L. (2008). Children and disasters: Understanding vulnerability, developing capacities, and promoting resilience—An introduction. Children, Youth and Environments, 18(1), 1–29. https://doi.org/10.1353/cye.2008.0052
  • 29. Peek, L., Abramson, D. M., Cox, R. S., Fothergill, A., & Tobin, J. (2018). Children and disasters. In H. Rodríguez, W. Donner, & J. E. Trainor (Eds.), Handbook of disaster research (pp. 243–262). Springer.
  • 30. Prati, G., & Pietrantoni, L. (2009). Optimism, social support, and coping strategies as factors contributing to posttraumatic growth: A meta-analysis. Journal of Loss and Trauma, 14(5), 364–388. https://dx.doi.org/10.1080/15325020902724271
  • 31. Tsai, M. H., Chang, Y. L., Shiau, J. S., & Wang, S. M. (2020). Exploring the effects of a serious game-based learning package for disaster prevention education: The case of battle of flooding protection. International Journal of Disaster Risk Reduction, 43, 101393. https://doi.org/10.1016/j.ijdrr.2019.101393
  • 32. Türkiye İzcilik Federasyonu (TİF). (1998). İzcilik faaliyetlerinin eğitimdeki yeri ve önemi. Türkiye İzcilik Federasyonu Yayınları.
  • 33. Türkiye İzcilik Federasyonu (TİF). (2025). İzcilik liderliği eğitimi yönergesi. Türkiye İzcilik Federasyonu Yayınları.
  • 34. United Nations International Strategy for Disaster Reduction (UNISDR). (2013). Using science for disaster risk reduction: Executive summary. United Nations Office for Disaster Risk Reduction. https://www.unisdr.org/files/32609_stagreport2013executivesummaryeng.pdf
  • 35. Wach, E., & Ward, R. (2013). Learning about Qualitative Document Analysis. The Institute of Development Studies and Partner Organisations. https://hdl.handle.net/20.500.12413/2989
  • 36. World Organization of the Scout Movement (WOSM). (2024). 43rd World Scout Conference Resolutions. World Scout Conference. https://scoutconference.org/documentation/
  • 37. World Organization of the Scout Movement (WOSM). (2025). Humanitarian action. https://www.scout.org/humanitarian-action
  • 38. World Scout Bureau. (1998). Scouting: An educational system. World Organization of the Scout Movement.
  • 39. Yıldırım, A., & Şimşek, H. (2018). Sosyal bilimlerde nitel araştırma yöntemleri (11. baskı). Seçkin Yayıncılık.

THE ROLE OF SCOUT LEADERS IN DISASTER AND SEARCH AND RESCUE TRAINING: A DOCUMENT REVIEW

Yıl 2025, Cilt: 5 Sayı: 2, 77 - 86, 31.10.2025

Öz

This study aims to reveal the current role of scout leaders in disaster and search and rescue training through comprehensive document analysis. Using a qualitative research approach, the study systematically examined guidelines, training materials, reports, and academic publications from national and international scouting organizations such as the Turkish Scouting Federation and the World Organization of the Scout Movement (WOSM), as well as from relevant institutions including the Disaster and Emergency Management Presidency (AFAD). The findings show that disaster awareness has been incorporated into leadership training at various levels, while search and rescue training remains mostly focused on basic life-saving and emergency response skills. Scout leaders are found to have multiple roles as educators, role models, first responders, and community service providers. It was also found that, despite the expanding variety of training materials, there are still significant gaps in standardization, practical application, psychosocial support, and ongoing training. This study offers specific recommendations to strengthen the disaster and search and rescue capabilities of scout leaders, thereby contributing to improved community disaster resilience and adding valuable insights to the related literature.

Kaynakça

  • 1. Afet ve Acil Durum Yönetimi Başkanlığı (AFAD). (2022). Türkiye afet risk azaltma planı (TARAP). https://www.afad.gov.tr/turkiye-afet-risk-azaltma-plani-tarap
  • 2. Afet ve Acil Durum Yönetimi Başkanlığı (AFAD). (2025). Öne çıkan faaliyetlerimiz. https://www.afad.gov.tr/one-cikan-faaliyetlerimiz
  • 3. Aitsi-Selmi, A., Egawa, S., Sasaki, H., Wannous, C., & Murray, V. (2015). The Sendai framework for disaster risk reduction: Renewing the global commitment to people’s resilience, health, and well-being. International Journal of Disaster Risk Science, 6, 164–176. https://doi.org/10.1007/s13753-015-0050-9
  • 4. Arakawa, T., Yamada, A., & Sugimori, J. (2024). Development and evaluation of a game for self-/mutual-help education in disaster prevention. Sustainability, 16(19), 8375. https://doi.org/10.3390/su16198375
  • 5. Baden-Powell, R. (2024). Scouting for boys: A handbook for instruction in good citizenship. Oxford University Press. (Original work published 1908)
  • 6. Bai, S., Zeng, H., Zhong, Q., Shen, Y., Cao, L., & He, M. (2024). Application of gamification teaching in disaster education: scoping review. JMIR Serious Games, 12, e64939. https://doi.org/10.2196/64939
  • 7. Birleşmiş Milletler Çocuklara Yardım Fonu (UNICEF). (2022). Every country protected — Every child resilient: UNICEF and disaster risk reduction in action. https://www.unicef.org/reports/unicef-and-disaster-risk-reduction
  • 8. Birleşmiş Milletler Çocuklara Yardım Fonu ve Birleşmiş Milletler Afet Risklerini Azaltma Ofisi (UNICEF/UNDRR). (2023). Child-centred disaster risk reduction contributing to resilient development. UNICEF & United Nations Office for Disaster Risk Reduction. https://www.undrr.org
  • 9. Boetto, H., Bell, K., & Ivory, N. (2021). Disaster preparedness in social work: A scoping review of evidence for further research, theory and practice. The British Journal of Social Work, 51(5), 1623-1643. https://doi.org/10.1093/bjsw/bcab103
  • 10. Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27–40. https://doi.org/10.3316/QRJ0902027
  • 11. Boy Scouts of America. (2022). Emergency Preparedness Merit Badge requirements. https://www.scouting.org/merit-badges/emergency-preparedness/
  • 12. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
  • 13. Buchanan, P. (2023). Serious games as an inclusive disaster risk communication tool: A literature review. Natural Hazards Center. https://hazards.colorado.edu/uploads/freeform/buchanan-literature-review-web-v2.pdf
  • 14. Corbetta, P. (2003). Social research: Theory, methods and techniques. Sage Publications, Inc. https://doi.org/10.4135/9781849209922
  • 15. Corbin, J., & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory (3rd ed.). Sage Publications, Inc. https://doi.org/10.4135/9781452230153
  • 16. Corbin, J., & Strauss, A. (2014). Basics of qualitative research: Techniques and procedures for developing grounded theory (4th ed.). Sage Publications, Inc.
  • 17. Dam, H. (2020). Değerler eğitiminde izciliğin önemi ve eğitsel değeri üzerine nitel bir araştırma. Dinbilimleri Akademik Araştırma Dergisi, 20(2), 727–754. https://doi.org/10.33415/daad.760422
  • 18. Gençlik ve Spor Bakanlığı (GSB). (2025). 2025 yılı gençlik kampları uygulama talimatı. https://unyekml.meb.k12.tr/meb_iys_dosyalar/52/13/192664/dosyalar/2025_06/16104226_genclikkamplariuygulamatalimati.pdf
  • 19. Hobfoll, S. E., Watson, P., Bell, C. C., Bryant, R. A., Brymer, M. J., Friedman, M. J., Friedman, M., Gersons, B. P. R., de Jong, J., Layne, C. M., Maguen, S., Neria, Y., Norwood, A. E., Pynoos, R. S., Reissman, D., Ruzek, J. I., Shalev, A. Y., Solomon, Z., Steinberg, A. M., & Ursano, R. J. (2021). Five essential elements of immediate and mid-term mass trauma intervention: Empirical evidence. Psychiatry, 84(4), 311–346. https://doi.org/10.1080/00332747.2021.2005387
  • 20. IFRC Reference Centre for Psychosocial Support. (2018). A guide to psychological first aid (PFA). International Federation of Red Cross and Red Crescent Societies. https://pscentre.org/wp-content/uploads/2019/05/PFA-Guide-low-res.pdf
  • 21. International Search and Rescue Advisory Group (INSARAG). (2020). INSARAG guidelines 2020. United Nations Office for the Coordination of Humanitarian Affairs. https://insarag.org/methodology/insarag-guidelines/
  • 22. International Search and Rescue Advisory Group (INSARAG). (2024). First Responder Training (FRT): Concept note [Rapor]. United Nations Office for the Coordination of Humanitarian Affairs. https://insarag.org/capacity-building/insarag-first-responder-training/
  • 23. Labuschagne, A. (2003). Qualitative research: Airy fairy or fundamental? The Qualitative Report, 8(1), 100–103. https://doi.org/10.46743/2160-3715/2003.1901
  • 24. Lacher, S. (2024). Exploring disaster preparedness: A scoping review of adult and continuing education approaches in international civilprotection research. Journal of Risk Research, 27(10), 1273–1289. https://doi.org/10.1080/13669877.2024.2447252
  • 25. Millî Eğitim Bakanlığı & Türkiye İzcilik Federasyonu (MEB & TİF). (2023). Okullarda İzcilik Faaliyetleri İş Birliği Protokolü. https://karamanisg.meb.gov.tr/meb_iys_dosyalar/2024_02/15112736_okullardaizcilikfaaliyetleriisbirligiprotokolu.pdf
  • 26. Paton, D., & Johnston, D. (2017). Disaster resilience: An integrated approach (2nd ed.). Charles C Thomas Publisher.
  • 27. Patton, M. Q. (2014). Qualitative research & evaluation methods: Integrating theory and practice (4th ed.). Sage Publications, Inc.
  • 28. Peek, L. (2008). Children and disasters: Understanding vulnerability, developing capacities, and promoting resilience—An introduction. Children, Youth and Environments, 18(1), 1–29. https://doi.org/10.1353/cye.2008.0052
  • 29. Peek, L., Abramson, D. M., Cox, R. S., Fothergill, A., & Tobin, J. (2018). Children and disasters. In H. Rodríguez, W. Donner, & J. E. Trainor (Eds.), Handbook of disaster research (pp. 243–262). Springer.
  • 30. Prati, G., & Pietrantoni, L. (2009). Optimism, social support, and coping strategies as factors contributing to posttraumatic growth: A meta-analysis. Journal of Loss and Trauma, 14(5), 364–388. https://dx.doi.org/10.1080/15325020902724271
  • 31. Tsai, M. H., Chang, Y. L., Shiau, J. S., & Wang, S. M. (2020). Exploring the effects of a serious game-based learning package for disaster prevention education: The case of battle of flooding protection. International Journal of Disaster Risk Reduction, 43, 101393. https://doi.org/10.1016/j.ijdrr.2019.101393
  • 32. Türkiye İzcilik Federasyonu (TİF). (1998). İzcilik faaliyetlerinin eğitimdeki yeri ve önemi. Türkiye İzcilik Federasyonu Yayınları.
  • 33. Türkiye İzcilik Federasyonu (TİF). (2025). İzcilik liderliği eğitimi yönergesi. Türkiye İzcilik Federasyonu Yayınları.
  • 34. United Nations International Strategy for Disaster Reduction (UNISDR). (2013). Using science for disaster risk reduction: Executive summary. United Nations Office for Disaster Risk Reduction. https://www.unisdr.org/files/32609_stagreport2013executivesummaryeng.pdf
  • 35. Wach, E., & Ward, R. (2013). Learning about Qualitative Document Analysis. The Institute of Development Studies and Partner Organisations. https://hdl.handle.net/20.500.12413/2989
  • 36. World Organization of the Scout Movement (WOSM). (2024). 43rd World Scout Conference Resolutions. World Scout Conference. https://scoutconference.org/documentation/
  • 37. World Organization of the Scout Movement (WOSM). (2025). Humanitarian action. https://www.scout.org/humanitarian-action
  • 38. World Scout Bureau. (1998). Scouting: An educational system. World Organization of the Scout Movement.
  • 39. Yıldırım, A., & Şimşek, H. (2018). Sosyal bilimlerde nitel araştırma yöntemleri (11. baskı). Seçkin Yayıncılık.
Toplam 39 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Spor Faaliyetleri Yönetimi
Bölüm Araştırma Makalesi
Yazarlar

Cafer Eycan 0000-0003-2643-9911

Şirin Pepe 0000-0001-6062-8172

Gönderilme Tarihi 15 Ekim 2025
Kabul Tarihi 28 Ekim 2025
Yayımlanma Tarihi 31 Ekim 2025
Yayımlandığı Sayı Yıl 2025 Cilt: 5 Sayı: 2

Kaynak Göster

APA Eycan, C., & Pepe, Ş. (2025). İZCİ LİDERLERİNİN AFET VE ARAMA KURTARMA EĞİTİMLERİNDEKİ ROLÜ: BİR DOKÜMAN İNCELEMESİ. Düzce Üniversitesi Spor Bilimleri Dergisi, 5(2), 77-86. https://izlik.org/JA82ES82WT