Akran Zorbalığını Önlemede Okul Tabanlı Müdahale Programları: Sistematik Derleme

Abstract

Bu sistematik derlemede, öğrencilerin akran zorbalığı davranışını önlemeye yönelik okul temelli eğitim programlarının etkililiğini değerlendirmek üzere yapılmış randomize kontrollü ve yarı deneysel araştırmaların sonuçları doğrultusunda elde edilen kanıtlar incelenmiştir. Derlemede “Pubmed, Wiley Interscience, Sciencedirect ve Academic Search Complete (EBSCOHOST) veri tabanından erişilen toplam dört veri tabanından ulaşılabilen, Ocak 2016- Ocak 2021 yılları arasında yapılan araştırmalar incelenmiştir. Bu veri tabanlarında İngilizce olarak “bullying, violence, school health, nursing, children, training, intervention, prevention” anahtar kelimeleri ile tarama yapılmıştır. Bu bağlamda; araştırmaya dahil edilme kriterlerine uyan 51 çalışma sistematik derleme kapsamında değerlendirilmiştir. Dahil edilen araştırmaların 36’sı yarı deneysel, 15’i randomize kontrollü deneysel araştırma tasarımına sahiptir. Bu müdahale araştırmalarında, akran eğitimi, iletişimi güçlendirmek, ebeveyni eğitime dahil etme, öğretmenleri eğitim sürecine katmak, oyun temelli programlar, modele dayalı programlar yer almıştır. Elde edilen araştırma sonuçlarına göre farklı kültürlerde ve eğitim sistemlerinde yapılmış okul temelli uygulanan eğitim programlarının zorbalık davranışını önlemede etkili olduğu saptanmıştır. Özellikle İlkokul, ortaokul ve liseler, çalışmaların etkili olduğu alanlardır. Bu sistematik derlemede incelenen çalışmalar okul rehberlik ve psikolojik danışmanları, psikologlar, sosyal hizmet uzmanları, halk sağlığı hemşirelerine ve okul hemşirelerine rehberlik edebilir. Bununla birlikte okullarda zorbalık davranışını önleme programlarının etkisini değerlendirmek için modellere dayalı, ebeveyn, okul görevlilerinin dahil edildiği ve disiplinlerarası kanıta dayalı çalışmalara ihtiyaç bulunmaktadır.

Keywords

• zorbalık
• şiddet
• okul sağlığı
• hemşirelik
• çocuk
• eğitim
• müdahale

School-Based Intervention Programs in Preventing Peer Bullying: A Systematic Review

Abstract

This systematic review was conducted to evaluate the efficiency of school-based education programs to prevent the peer bullying behaviors of students, and the results and evidence obtained from randomized controlled and quasi-experimental studies were examined in this respect. In the review, the studies that were conducted between January 2016 and January 2021, which could be accessed from a total of four databases at Pubmed, Wiley Interscience, Sciencedirect, and Academic Search Complete (EBSCOHOST) database, were examined. These databases were searched in English with the keywords “bullying, violence, school health, nursing, children, training, intervention, prevention”. In this context, a total of 51 studies that met the inclusion criteria were evaluated in the scope of this systematic review. A total of 36 of these studies were conducted in quasi-experimental design, and 15 were in randomized controlled research design. There were peer education intervention studies along with strengthening communication studies, intended to include parents in education, including teachers in the education process with game-based programs and model-based programs. According to the results of the study, it was determined that school-based training programs applied in different cultures and education systems were effective in preventing bullying behaviors. Especially primary, secondary, and high schools are the areas where studies were effective. The studies that were reviewed in this systematic review can guide school psychological consultants, psychologists, social workers, public healthcare nurses and school nurses. However, there is a need for model-based, interdisciplinary evidence-based studies including parents and school staff to evaluate the effects of bullying behavior prevention programs in schools.

Keywords

• bullying
• violence
• school health
• nursing
• children
• intervention
• prevention

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