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Çocuklar İçin Sosyal Problem Durumları Envanterinin Geliştirilmesi ve Türkçe’ ye Uyarlama Çalışmaları

Year 2021, Volume: 4 Issue: 1, 12 - 33, 30.06.2021
https://doi.org/10.47503/jirss.933699

Abstract

Henüz fizyolojik ve psikolojik gelişimleri devam eden çocuklar, günlük yaşamalarında karşılaştıkları ve bir çözüme kavuşturamadıkları sosyal problemlerden yetişkinlere nazaran daha fazla etkilenirler. Dolayısıyla sosyal problem çözme becerisi erken yaşlardan itibaren çocuklara kazandırılması gereken en temel beceriler arasında yer almaktadır. Ancak bu becerinin sağlıklı bir şekilde kazanılıp kazanılmadığını tespit etmek en az beceriyi kazandırmak kadar önemlidir. Alanyazında ilkokul çocuklarının sosyal problem çözme becerilerini belirlemeye yönelik az sayıda bulunan envanterlerin ihtiyacı karşılamaması durumu yeni bir ölçme aracı geliştirilmesi gerektirmiştir. Bu araştırmada ilkokul çocuklarının sosyal problem çözme beceri düzeylerinin belirlenmesi amacıyla geçerli ve güvenilir bir ölçme aracının geliştirilmesi hedeflenmiştir. Envanter orijinalde İngilizce olarak geliştirilmiş ve ardından Türkçe’ ye uyarlanmıştır. Uygulamalar bir yıl İngiltere ve bir yıl Türkiye’de olmak üzere toplam iki yıl sürmüştür. Araştırmaya İngiltere’de öğrenim gören 255 ilkokul öğrencisi ile Türkiye’de öğrenim gören 268 ilkokul öğrencisi dahil edilmiştir. Geçerlik ve güvenirlik çalışmaları kapsamında her iki kültüre (Türk – İngiliz) özgü geliştirilen ölçme araçlarının ölçme değişmezliği hesaplanmış ve araçların kültürlerarası ölçme değişmezliğinin sağlandığı görülmüştür. Problem senaryoları iki farklı kodlayıcı tarafından kodlanmış ve kodlayıcılar arası güvenirlik hesaplaması için Krippendorff’s Alpha (Kalpha) güvenirlik katsayısından yararlanılmıştır. Analiz sonuçları kodlayıcılar arası yüksek bir güvenirlik bulunduğunu göstermiştir. Sonuç olarak İngilizce ve Türkçe olarak geliştirilen sosyal problem durumları envanterlerin geçerli ve güvenilir olduğu ve kullanılabilir olduğu görülmüştür.

Supporting Institution

TUBİTAK

Project Number

53325897-115.02-243381

Thanks

Bu çalışmanın yurtdışı sürecini 12 ay boyunca maddi olarak destekleyen TUBİTAK ' teşekkür ederiz.

References

  • Anlıak, Ş., & Dinçer, Ç. (2009). How children’s interpersonal cognitive problem-solving skills change through the years. Eurasian Journal of Educational Research, 37, 71–90.
  • Bialosiewicz, S., Murphy, K., & Berry, T. (2013). An introduction to measurement invariance testing: Resource packet for participants. American Evaluation Association, 1–37.
  • Çam, S., ve Tümkaya, S. (2007). Kişilerarası problem çözme envanteri’nin (KPÇE) geliştirilmesi: Geçerlik ve güvenirlik çalışması. Türk Psikolojik Danışma ve Rehberlik Dergisi, 3(28), 95–111.
  • Channon, S., & Crawford, S. (1999). Problem-solving in real-life-type situations: The effects of anterior and posterior lesions on performance. Neuropsychologia, 37(7).
  • Chen, C. H. (2009). Reframing narrative cases for ill-structured contexts: The design with learners in mind. Journal of Learning Design, 3(1), 34–40.
  • Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling, 9(2), 233–255.
  • Clark, L., Gresham, F. M., & Elliott, S. N. (1985). Development and validation of a social skills assessment measure: The tross-c. Journal of Psychoeducational Assessment, 3(4), 347-356.
  • Cong, K. N., & My, L. N. T. (2020). Development and psychometric properties of a social problem solving test for adolescents. Journal of Rational - Emotive & Cognitive - Behavior Therapy, 38(1), 76–95.
  • Cornelius, S. W., & Caspi, A. (1987). Everyday problem solving in adulthood and old age. Psychology and aging, 2(2), 144-153.
  • D’zurilla, T. J., & Nezu, A. M. (1990). Development and preliminary evaluation of the Social Problem-Solving Inventory. Psychological Assessment: A Journal of Consulting and Clinical Psychology, 2(2), 156–163.
  • D’Zurilla, T. J., & Nezu, A. M. (1982). Social problem solving in adults. In P. C. Kendall (Ed.), Advances in cognitive–behavioral research and therapy (pp. 201–274). New York: Academic Press.
  • D’Zurilla, T. J., & Nezu, A. M. (2009). Problem-Solving Therapies. In K. S. Dobson (Ed.), Handbook of cognitive-behavioral therapies (pp. 197–225). New York: Guilford Publication.
  • D’Zurilla, T. J., Nezu, A. M., & Maydeu-Olivares, A. (2002). Manuel for the social problem-solving inventory-revised (SPSI-R). Technical Manual. New York: Multi-Health Systems.
  • D’Zurilla, T. J., Nezu, A. M., & Maydeu-Olivares, A. (2004). Social problem solving: Theory and assessment. In E. C. Chang, T. J. D’Zurilla, & L. J. Sanna (Ed.), Social problem solving: Theory, research, and training. (pp. 11–27). Washington: American Psychological Association.
  • Denney, N. W., & Pearce, K. A. (1989). A developmental study of practical problem solving in adults. Psychology and Aging, 4(4), 438–442.
  • Dereli-Iman, E. (2013). Adaptation of social problem solving for children questionnaire in 6 age groups and its relationships with preschool behavior problems. Kuram Ve Uygulamada Egitim Bilimleri, 13(1), 491–498.
  • Dodge, K. A., Lansford, J. E., Burks, V. S., Bates, J. E., Pettit, G. S., Fontaine, R., & Price, J. M. (2003). Peer rejection and social information‐processing factors in the development of aggressive behavior problems in children. Child development, 74(2), 374–393.
  • Eskin, M. ve Aycan, Z. (2009). Gözden geçirilmiş sosyal sorun çözme envanteri’nin Türkçe’ye (Tr-SSÇE-G) uyarlanması, güvenirlik ve geçerlik analizi. Türk Psikoloji Yazıları, 12(23), 1–10.
  • Frauenknecht, M., & Black, D. R. (1995). Social Problem-Solving Inventory for Adolescents (SPSI-A): Development and Preliminary Psychometric Evaluation. Journal of Personality Assessment, 64(3), 522-239.
  • Galway, T. M., & Metsala, J. L. (2011). Social cognition and its relation to psychosocial adjustment in children with nonverbal learning disabilities. Journal of Learning Disabilities, 44(1), 33–49.
  • Heppner, P. P., & Petersen, C. H. (1982). The development and implications of a personal problem-solving inventory. Journal of Counseling Psychology, 29(1), 66-75.
  • Jonassen, D. H. (1997). Instructional design models for well-structured and ill-structured problem-solving learning outcomes. Educational Technology Research and Development, 45(1), 65–94.
  • Jonassen, D. H. (2013). Ill-Structured Problem-Solving Learning. Educational Technology Research and Development, 45(1), 65–94.
  • Kapkıran, A. N., İvrendi, A., ve Adak, A. (2006). Okul öncesi çocuklarında sosyal beceri: Durum saptaması. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 0(19), 20–28.
  • Krippendorff, K. (2004). Content Analysis An Introduction to Its Methodology. (Second Ed.) California: SAGE.
  • Lochman, J. E., & Lampron, L. B. (1986). Situational social problem-solving skills and self-esteem of aggressive and nonaggressive boys. Journal of Abnormal Child Psychology, 14(4), 605-617.
  • Marsh, H. W. (1986). Negative item bias in ratings scales for preadolescent children: A cognitive-developmental phenomenon. Developmental Psychology, 22(1), 37-49.
  • Matthys, W., Cuperus, J. M., & Van Engeland, H. (1999). Deficient social problem-solving in boys with ODD/CD, with ADHD, and with both disorders. Journal of the American Academy of Child & Adolescent Psychiatry, 38(3), 311–321.
  • Merrell, K. W., & Gimpel, G. (2014). Social skills of children and adolescents: Conceptualization, assessment, treatment. New York: Psychology Press.
  • Milfont, T. L., & Fischer, R. (2010). Testing measurement invariance across groups: Applications in cross-cultural research. International Journal of Psychological Research, 3(1), 111–121.
  • Moorey, S., Hughes, P., Knynenberg, P., & Michaels, A. (2000). The problem solving scale in a sample of patients referred for cognitive therapy. Behavioural and Cognitive Psychotherapy, 28(2), 131-138.
  • Oğuz, V., ve Köksal Akyol, A. (2015). Problem Çözme Becerisi Ölçeği (PÇBÖ) Geçerlik ve Güvenirlik Çalışması. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 44(1), 105–122.
  • Papert, S. (1993). The children’s machine: Rethinking school in the age of the computer. New York: Harper Collings.
  • Patterson, G. R., Reid, J. B., & Dishion, T. (1992). Antisocial boys: A social interacitonal approach. Castalia Publishing.
  • Patterson, T. L., Moscona, S., McKibbin, C. L., Davidson, K., & Jeste, D. V. (2001). Social skills performance assessment among older patients with schizophrenia. Schizophrenia Research, 48(2–3), 351-360.
  • Rosenbaum, M. (1980). A schedule for assessing self-control behaviors: Preliminary findings. Behavior Therapy, 11(1), 109–121.
  • Ross, D. M., & Ross, S. A. (1984). Childhood pain: The school-aged child’s viewpoint. Pain, 20(2), 179–191.
  • Sahin, N., Sahin, N. H., & Heppner, P. P. (1993). Psychometric properties of the problem solving inventory in a group of Turkish university students. Cognitive Therapy and Research, 17(4), 379-396.
  • Serin, O., Serin Bulut, N., ve Saygılı, G. (2010). İlköğretim düzeyindeki çocuklar için problem çözme envanteri’nin (ÇPÇE) geliştirilmesi. İlköğretim Online (elektronik), 9(2), 446–458.
  • Shure, M. B., & Spivack, G. (1982). Interpersonal problem-solving in young children: A cognitive approach to prevention. American Journal of Community Psychology, 10(3), 341-356.
  • Siu, A. M. H., & Shek, D. T. L. (2005). The Chinese version of the social problem-solving inventory: Some initial results on reliability and validity. Journal of Clinical Psychology, 61(3), 347-360.
  • Sun, C. T., Chen, L. X., & Chu, H. M. (2018). Associations among scaffold presentation, reward mechanisms and problem-solving behaviors in game play. Computers and Education, 119, 95-111.
  • Taylan, S. (1990). Heppner’in problem çözme envanterinin uyarlama, güvenirlik ve geçerlik çalışmaları. (Yayımlanmamış yüksek lisans tezi) Ankara Üniversitesi. Ankara.
  • Van Laerhoven, H., van der Zaag‐Loonen, H. J., & Derkx, B. H. F. (2004). A comparison of Likert scale and visual analogue scales as response options in children’s questionnaires. Acta paediatrica, 93(6), 830–835.
  • Wakeling, H. C. (2007). The psychometric validation of the social problem-solving ınventory—revised with UK ıncarcerated sexual offenders. Sexual Abuse, 19(3),217-236.
  • Webster-Stratton, C., Reid, J., & Hammond, M. (2001). Social skills and problem-solving training for children with early-onset conduct problems: Who benefits? Journal of Child Psychology and Psychiatry, 42(7), 943–952.
  • Webster Straton, C. (1990). Dina Dinosaur’s social skills and problem-solving curriculum. West Seatle: Incredible Years.
  • Willis, S. L., & Marsiske, M. . (1993, Şubat 24). Manual for the everyday problems test . http://marsiskelab.phhp.ufl.edu/ept/Manual%20for%20the%20Everyday%20Problems%20Test.pdf uzantılı internet adresinden elde edilmiştir. (28 Nisan 2021).
  • Yaman, S., ve Dede, Y. (2008). Yetişkinler için problem çözme becerileri ölçeği. Journal of Educational Sciences & Practices, 7(14), 251–269.
  • Yılmaz, E., Ural, O., ve Güven, G. (2018). 48-72 aylık çocuklara yönelik sosyal problem çözme becerileri ölçeğinin geliştirilmesi ve geçerlik güvenirlik analizi. Kastamonu Eğitim Dergisi, 26(3), 641–652.

Development of Social Problem Situations Inventory for Children and Adaptation Studies to Turkish

Year 2021, Volume: 4 Issue: 1, 12 - 33, 30.06.2021
https://doi.org/10.47503/jirss.933699

Abstract

Children, whose physiological and psychological development still continues, are more affected than adults by social problems they encounter in their daily lives and cannot solve them. Therefore, social problem-solving skill is one of the most basic skills that children should gain from an early age. However, determining whether this skill has been acquired in a proper way is as important as gaining the skill. In the literature, the fact that the limited number of inventories for determining the social problem-solving skills of primary school children did not meet the needs required the development of a new measurement tool. In this study, it was aimed to develop a valid and reliable measurement tool in order to determine the social problem-solving skill levels of primary school children. The inventory was originally developed in English and then adapted to Turkish. The practices lasted for a total of two years, one year in England and one year in Turkey. 255 primary school students studying in England and 268 primary school students studying in Turkey were included in the study. Within the scope of validity and reliability studies, the measurement invariance of measurement tools developed specific to both cultures (Turkish - British) was calculated and it was observed that the intercultural measurement invariance of the tools was achieved. The problem scenarios were coded by two different coders and the Krippendorff's Alpha (Kalpha) reliability coefficient was used for the reliability calculation between the coders. Analysis results showed that there is a high reliability between coders. As a result, it was seen that the social problem situations inventories developed in English and Turkish are valid, reliable, and usable.

Project Number

53325897-115.02-243381

References

  • Anlıak, Ş., & Dinçer, Ç. (2009). How children’s interpersonal cognitive problem-solving skills change through the years. Eurasian Journal of Educational Research, 37, 71–90.
  • Bialosiewicz, S., Murphy, K., & Berry, T. (2013). An introduction to measurement invariance testing: Resource packet for participants. American Evaluation Association, 1–37.
  • Çam, S., ve Tümkaya, S. (2007). Kişilerarası problem çözme envanteri’nin (KPÇE) geliştirilmesi: Geçerlik ve güvenirlik çalışması. Türk Psikolojik Danışma ve Rehberlik Dergisi, 3(28), 95–111.
  • Channon, S., & Crawford, S. (1999). Problem-solving in real-life-type situations: The effects of anterior and posterior lesions on performance. Neuropsychologia, 37(7).
  • Chen, C. H. (2009). Reframing narrative cases for ill-structured contexts: The design with learners in mind. Journal of Learning Design, 3(1), 34–40.
  • Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling, 9(2), 233–255.
  • Clark, L., Gresham, F. M., & Elliott, S. N. (1985). Development and validation of a social skills assessment measure: The tross-c. Journal of Psychoeducational Assessment, 3(4), 347-356.
  • Cong, K. N., & My, L. N. T. (2020). Development and psychometric properties of a social problem solving test for adolescents. Journal of Rational - Emotive & Cognitive - Behavior Therapy, 38(1), 76–95.
  • Cornelius, S. W., & Caspi, A. (1987). Everyday problem solving in adulthood and old age. Psychology and aging, 2(2), 144-153.
  • D’zurilla, T. J., & Nezu, A. M. (1990). Development and preliminary evaluation of the Social Problem-Solving Inventory. Psychological Assessment: A Journal of Consulting and Clinical Psychology, 2(2), 156–163.
  • D’Zurilla, T. J., & Nezu, A. M. (1982). Social problem solving in adults. In P. C. Kendall (Ed.), Advances in cognitive–behavioral research and therapy (pp. 201–274). New York: Academic Press.
  • D’Zurilla, T. J., & Nezu, A. M. (2009). Problem-Solving Therapies. In K. S. Dobson (Ed.), Handbook of cognitive-behavioral therapies (pp. 197–225). New York: Guilford Publication.
  • D’Zurilla, T. J., Nezu, A. M., & Maydeu-Olivares, A. (2002). Manuel for the social problem-solving inventory-revised (SPSI-R). Technical Manual. New York: Multi-Health Systems.
  • D’Zurilla, T. J., Nezu, A. M., & Maydeu-Olivares, A. (2004). Social problem solving: Theory and assessment. In E. C. Chang, T. J. D’Zurilla, & L. J. Sanna (Ed.), Social problem solving: Theory, research, and training. (pp. 11–27). Washington: American Psychological Association.
  • Denney, N. W., & Pearce, K. A. (1989). A developmental study of practical problem solving in adults. Psychology and Aging, 4(4), 438–442.
  • Dereli-Iman, E. (2013). Adaptation of social problem solving for children questionnaire in 6 age groups and its relationships with preschool behavior problems. Kuram Ve Uygulamada Egitim Bilimleri, 13(1), 491–498.
  • Dodge, K. A., Lansford, J. E., Burks, V. S., Bates, J. E., Pettit, G. S., Fontaine, R., & Price, J. M. (2003). Peer rejection and social information‐processing factors in the development of aggressive behavior problems in children. Child development, 74(2), 374–393.
  • Eskin, M. ve Aycan, Z. (2009). Gözden geçirilmiş sosyal sorun çözme envanteri’nin Türkçe’ye (Tr-SSÇE-G) uyarlanması, güvenirlik ve geçerlik analizi. Türk Psikoloji Yazıları, 12(23), 1–10.
  • Frauenknecht, M., & Black, D. R. (1995). Social Problem-Solving Inventory for Adolescents (SPSI-A): Development and Preliminary Psychometric Evaluation. Journal of Personality Assessment, 64(3), 522-239.
  • Galway, T. M., & Metsala, J. L. (2011). Social cognition and its relation to psychosocial adjustment in children with nonverbal learning disabilities. Journal of Learning Disabilities, 44(1), 33–49.
  • Heppner, P. P., & Petersen, C. H. (1982). The development and implications of a personal problem-solving inventory. Journal of Counseling Psychology, 29(1), 66-75.
  • Jonassen, D. H. (1997). Instructional design models for well-structured and ill-structured problem-solving learning outcomes. Educational Technology Research and Development, 45(1), 65–94.
  • Jonassen, D. H. (2013). Ill-Structured Problem-Solving Learning. Educational Technology Research and Development, 45(1), 65–94.
  • Kapkıran, A. N., İvrendi, A., ve Adak, A. (2006). Okul öncesi çocuklarında sosyal beceri: Durum saptaması. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 0(19), 20–28.
  • Krippendorff, K. (2004). Content Analysis An Introduction to Its Methodology. (Second Ed.) California: SAGE.
  • Lochman, J. E., & Lampron, L. B. (1986). Situational social problem-solving skills and self-esteem of aggressive and nonaggressive boys. Journal of Abnormal Child Psychology, 14(4), 605-617.
  • Marsh, H. W. (1986). Negative item bias in ratings scales for preadolescent children: A cognitive-developmental phenomenon. Developmental Psychology, 22(1), 37-49.
  • Matthys, W., Cuperus, J. M., & Van Engeland, H. (1999). Deficient social problem-solving in boys with ODD/CD, with ADHD, and with both disorders. Journal of the American Academy of Child & Adolescent Psychiatry, 38(3), 311–321.
  • Merrell, K. W., & Gimpel, G. (2014). Social skills of children and adolescents: Conceptualization, assessment, treatment. New York: Psychology Press.
  • Milfont, T. L., & Fischer, R. (2010). Testing measurement invariance across groups: Applications in cross-cultural research. International Journal of Psychological Research, 3(1), 111–121.
  • Moorey, S., Hughes, P., Knynenberg, P., & Michaels, A. (2000). The problem solving scale in a sample of patients referred for cognitive therapy. Behavioural and Cognitive Psychotherapy, 28(2), 131-138.
  • Oğuz, V., ve Köksal Akyol, A. (2015). Problem Çözme Becerisi Ölçeği (PÇBÖ) Geçerlik ve Güvenirlik Çalışması. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 44(1), 105–122.
  • Papert, S. (1993). The children’s machine: Rethinking school in the age of the computer. New York: Harper Collings.
  • Patterson, G. R., Reid, J. B., & Dishion, T. (1992). Antisocial boys: A social interacitonal approach. Castalia Publishing.
  • Patterson, T. L., Moscona, S., McKibbin, C. L., Davidson, K., & Jeste, D. V. (2001). Social skills performance assessment among older patients with schizophrenia. Schizophrenia Research, 48(2–3), 351-360.
  • Rosenbaum, M. (1980). A schedule for assessing self-control behaviors: Preliminary findings. Behavior Therapy, 11(1), 109–121.
  • Ross, D. M., & Ross, S. A. (1984). Childhood pain: The school-aged child’s viewpoint. Pain, 20(2), 179–191.
  • Sahin, N., Sahin, N. H., & Heppner, P. P. (1993). Psychometric properties of the problem solving inventory in a group of Turkish university students. Cognitive Therapy and Research, 17(4), 379-396.
  • Serin, O., Serin Bulut, N., ve Saygılı, G. (2010). İlköğretim düzeyindeki çocuklar için problem çözme envanteri’nin (ÇPÇE) geliştirilmesi. İlköğretim Online (elektronik), 9(2), 446–458.
  • Shure, M. B., & Spivack, G. (1982). Interpersonal problem-solving in young children: A cognitive approach to prevention. American Journal of Community Psychology, 10(3), 341-356.
  • Siu, A. M. H., & Shek, D. T. L. (2005). The Chinese version of the social problem-solving inventory: Some initial results on reliability and validity. Journal of Clinical Psychology, 61(3), 347-360.
  • Sun, C. T., Chen, L. X., & Chu, H. M. (2018). Associations among scaffold presentation, reward mechanisms and problem-solving behaviors in game play. Computers and Education, 119, 95-111.
  • Taylan, S. (1990). Heppner’in problem çözme envanterinin uyarlama, güvenirlik ve geçerlik çalışmaları. (Yayımlanmamış yüksek lisans tezi) Ankara Üniversitesi. Ankara.
  • Van Laerhoven, H., van der Zaag‐Loonen, H. J., & Derkx, B. H. F. (2004). A comparison of Likert scale and visual analogue scales as response options in children’s questionnaires. Acta paediatrica, 93(6), 830–835.
  • Wakeling, H. C. (2007). The psychometric validation of the social problem-solving ınventory—revised with UK ıncarcerated sexual offenders. Sexual Abuse, 19(3),217-236.
  • Webster-Stratton, C., Reid, J., & Hammond, M. (2001). Social skills and problem-solving training for children with early-onset conduct problems: Who benefits? Journal of Child Psychology and Psychiatry, 42(7), 943–952.
  • Webster Straton, C. (1990). Dina Dinosaur’s social skills and problem-solving curriculum. West Seatle: Incredible Years.
  • Willis, S. L., & Marsiske, M. . (1993, Şubat 24). Manual for the everyday problems test . http://marsiskelab.phhp.ufl.edu/ept/Manual%20for%20the%20Everyday%20Problems%20Test.pdf uzantılı internet adresinden elde edilmiştir. (28 Nisan 2021).
  • Yaman, S., ve Dede, Y. (2008). Yetişkinler için problem çözme becerileri ölçeği. Journal of Educational Sciences & Practices, 7(14), 251–269.
  • Yılmaz, E., Ural, O., ve Güven, G. (2018). 48-72 aylık çocuklara yönelik sosyal problem çözme becerileri ölçeğinin geliştirilmesi ve geçerlik güvenirlik analizi. Kastamonu Eğitim Dergisi, 26(3), 641–652.
There are 50 citations in total.

Details

Primary Language Turkish
Subjects Other Fields of Education
Journal Section Research Papers
Authors

Eyup Yılmaz 0000-0002-0336-1747

Selma Yel 0000-0002-9624-6966

Mark Griffiths 0000-0001-8880-6524

Project Number 53325897-115.02-243381
Publication Date June 30, 2021
Published in Issue Year 2021 Volume: 4 Issue: 1

Cite

APA Yılmaz, E., Yel, S., & Griffiths, M. (2021). Çocuklar İçin Sosyal Problem Durumları Envanterinin Geliştirilmesi ve Türkçe’ ye Uyarlama Çalışmaları. Journal of Innovative Research in Social Studies, 4(1), 12-33. https://doi.org/10.47503/jirss.933699