ÖZGÜL ÖĞRENME BOZUKLUĞU TANILI ÇOCUKLARIN AİLELERİNDE BAĞLANMA VE İLİŞKİLİ ETMENLER

Year 2024, Volume: 5 Issue: 2, 43 - 52, 29.07.2024

Deniz Namıduru Tülin Fidan

Abstract

Amaç: Bu çalışmanın amacı özgül öğrenme güçlüğü olan çocuk ve ergenlerin bağlanma stilleri özelliklerinin ve ilişkili etmenlerin değerlendirilmesidir.
Yöntem:Eskişehir Osmangazi Üniversitesi Tıp Fakültesi (ESOGÜ) Çocuk ve Ergen Psikiyatri Bölümünde takip edilmekte olan, çalışmaya dahil edilme kriterlerini karşılayan, çalışmaya katılmayı kabul eden toplam 120 çocuk ve ergen çalışmaya dahil edilmiştir. Özgül öğrenme bozukluğu (ÖÖB) tanılı çocuk ve ergenler, kardeşleri ve ebeveynlerine sosyo-demografik veri formu, Kerns Güvenli Bağlanma Ölçeği, Yakın İlişkilerde Yaşantılar Envanteri-2 Orta Çocukluk Dönemi Ölçeği uygulandı ve elde edilen veriler istatistiksel olarak değerlendirildi.
Bulgular: Çalışmamızda ÖÖB olan çocuklar ve kardeşleri arasında güvenlik, kaygı ve kaçınma gibi bağlanma değişkenleri açısından istatistiksel olarak anlamlı bir fark saptanmazken, Bağlanmaya etki eden bireysel ve ailesel özelliklerden yaş, gelişim basamaklarını tamamlama zamanı, okumayı çözme zamanı, akademik başarı ve akran ilişkisi, ailenin gelir durumu, aile yapısı, annenin veya babanın öğrenim durumu, mesleği, psikiyatrik hastalık varlığının güvenli bağlanması olan ve bağlanmadaki kaygı ve kaçınma puanları yüksek olan grup arasında istatistiksel olarak anlamlı olarak fark olduğu görülmüştür.
Tartışma: Bağlanma ile ilgili karıştırıcı etmenler kontrol edilerek yapılan bu çalışmada Özgül Öğrenme Bozukluğunun tek başına bağlanma ilişkisini bozmayacağı kanaatine varılmıştır.

Keywords

Özgül Öğrenme Bozukluğu, Bağlanma, Ruh Sağlığı, Çocuk-Ergen

Ethical Statement

Çalışma için Eskişehir Osmangazi Üniversitesi girişimsel olmayan klinik araştırmalar etik kurul başkanlığından 14-07-2020 tarih ve 41 karar sayısı ile etik onamı alınmış; çalışmanın tamamı etik kurallar çerçevesinde prospektif olarak gerçekleştirilmiştir.

Project Number

14 Temmuz 2022-41

ATTACHMENT AND RELATED FACTORS IN FAMILIES OF CHILDREN WITH SPECIFIC LEARNING DISORDER

Abstract

Aim:The aim of this study is to evaluate the attachment style characteristics and related factors of children and adolescents with specific learning difficulties who have been followed up in the Child and Adolescent Psychiatry Department of Eskişehir Osmangazi University Faculty of Medicine.
Method: A total of 120 children and adolescents who were agree to participate and who meet the inclusion criteria, were included in the study. Socio-demographic data form, Kerns Secure Attachment Scale, Experiences in Close Relationships-2 Middle Childhood Scale, were performed both children and adolescents and their parents having SLD diagnose and healthy controls consist of their brother and sisters.
Results: We compare all the datas between the groups and we were not able to find significant difference between children with SLD and their siblings according to security, anxiety and avoidance attachment parametersin our study,but according to the results of the further analysis conducted to evaluate the factors affecting attachment,relationship between secure attachment, attachment anxiety and avoidance scores was shown statistically significant with child and adolescent-related factors such as the child's age, time to complete the developmental stages, time to solve reading, academic achievement and peer relationship, as well as the familial factors such as family's income status, family structure,occupation of parents, presence of psychiatric illness in each parents, education level of the mother or father.
Conclusion: We can concluded that only Specific Learning Disorder is not affected secure attachment.

Keywords

Specific Learning Disorder, Attachment, Mental Health, Child-Adolescent

Project Number

14 Temmuz 2022-41

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