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Ergen annelerine Uygulanan Ebeveyn Stresini Yönetme Programı’nın Etkililiği

Year 2018, , 40 - 59, 15.08.2018
https://doi.org/10.19126/suje.349339

Abstract

Bu araştırma, TEOG sınavına hazırlanan ergenlerin annelerine uygulanan Ebeveyn Stresini Yönetme Programı’nın (ESYP) annelerin anne-babalık stres ve ebeveyn mantıkdışı inanç düzeylerine ve ergenlerin anne baba beklentilerine ilişkin stres ve mantıkdışı inanç düzeylerine etkisini inceleyen yarı deneysel bir çalışmadır. Araştırmada Anne-Baba Stres Ölçeği, Anne-Babaların Akılcı Olmayan İnanç Ölçeği, Anne Baba Beklenti Ölçeği ve Ergenlerde Mantıkdışı İnanç Ölçeği kullanılmıştır. Araştırma 16 anne ve 16 ergen üzerinde yürütülmüştür. Deney grubundaki annelere 6 oturumluk ESYP uygulanırken, kontrol grubuna herhangi bir program uygulanmamıştır. Deney grubuna ESYP uygulandıktan sonra her iki gruptaki annelere ve ergenlere son-test ve izleme testi yapılmıştır. Deney grubu ve kontrol grubu arasındaki ön-test, son-test ve izleme testi puanlarının dağılımları arasındaki farka bakılarak programın etkililiği ve kalıcılığı incelenmiştir. Bulgular, ESYP’nin annelerin ebeveyn stresini, ebeveyn mantıkdışı inanç düzeylerini ve ergenlerin anne baba beklentilerine ilişkin stres ve mantıkdışı inanç düzeylerini azaltmada anlamlı düzeyde etkili olduğunu ve bu etkinin kalıcı olduğunu göstermiştir.

References

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The Effectiveness of Parent Stress Management Program to Mothers with Adolescent Child

Year 2018, , 40 - 59, 15.08.2018
https://doi.org/10.19126/suje.349339

Abstract

This quasi experimental research investigates the effectiveness of Parent Stress Management Program (PSMP) on parent stress level of mothers, parent irrational beliefs of mothers and on adolescents’ stress level related with parent expectations and irrational beliefs level of adolescents preparing for TEOG exam. To collect data, Parent Stress Scale, Parent Irrational Belief Scale, Parent Expectation Scale and Irrational Beliefs Scale for Adolescents were used. In the study, 16 mothers and 16 adolescents were included. A six session PSMP was applied to mothers in the experimental group; but not in the control group. After the ESYP was applied to the experimental group, post-test and follow-up tests were performed on the mothers and adolescents in both groups. The effectiveness and persistence of the program were examined by looking at the difference between the pre-test, post-test and follow-up test scores between the experimental group and the control group. Results showed that PSMP was significantly effective in decreasing mothers’ parent stress and parent irrational beliefs and in decreasing adolescents’ parent expectation and irrational beliefs. Also, this effect was found to be persistent after the program.

References

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  • Abidin, R. R. (1995). Parenting stress index third edition: Professional manual. Lutz, FL: Psychological Assessment Resources, Inc.
  • Allison, B. N. (2000). Parent-adolescent conflict in early adolescence: Research and implications for middle school programs. Journal of Family and Consumer Sciences Education, 18(2), 1-6.
  • Ang, R. P., & Huan, V. S. (2006). Relationship between academic stress and suicidal ideation: Testing for depression as a mediator using multiple regression. Child Psychiatry and Human Development, 37, 133–143.
  • Arkan B. & Üstün, B. (2010).“Ebeveyn Eğitim Programlarını Değerlendirme Rehberi”. Dokuz Eylül Üniversitesi Hemşirelik Yüksekokulu Elektronik Dergisi, 3(2), 102-107. Ayyash-Abdo, H., (2002). Adolescent suicide: an ecological approach. Psychology in Schools, 39, 459–475.
  • Azar, S. T. (1996). Cognitive restructuring of professionals' schema regarding women parenting in poverty. Women and Therapy, 18, 149−163.
  • Azar, S. T., Reitz, E. B., Goslin, M. C. (2008). Mothering: Thinking is part of the job description: Application of cognitive views to understanding maladaptive parenting and doing intervention and prevention work. Journal of Applied Developmental Psychology 29, 295–304.
  • Barmish, A.J., & Kendall, P.C. (2005). Should parents be co-clients in cognitive–behavioral therapy for anxious youth? Journal of Clinical Child and Adolescent. Psychology, 34, 569–581.
  • Barrett, P. M. (2000). Treatment of childhood anxiety: Developmental aspects. Clinical Psychology Review, 20, 479–494.
  • Barrett, P. M., Farrell, L. J., Ollendick, T. H., & Dadds, M. (2006). Long-term outcomes of an Australian universal prevention trial of anxiety and depression symptoms in children and youth: An evaluation of the friends program. Journal of Clinical Child and Adolescent Psychology, 35, 403−411.
  • Barrett, P. M., & Pahl, K. M. (2006). School-based intervention: Examining a universalapproach to anxiety management. Australian Journal of Guidance and Counselling, 16, 55−75.
  • Barrett, P. M. , Shortt, A. L., Fox, T.L., & Wescombe, K. (2001). Examining the social validity of the friends treatment program for anxious children. Behaviour Change, 18, 63-77.
  • Bernard, M. E. (2003). Investing in parents: what parents need to know and do to support their children’s achievement and social-emotional well-being. Laguna Beach, CA: You Can Do It! Education.
  • Boyacıoğlu, N. E. (2010). Ergenlerde mantık dışı inançlar ve sınav kaygısı. (Yayımlanmamış yüksek lisans tezi)., İstanbul Üniversitesi, Sağlık Bilimleri Enstitüsü.
  • Boyacıoğlu, N. E.,& Küçük, L. (2011). Ergenlikte mantık dışı inançlar sınav kaygısını nasıl etkiliyor? Psikiyatri Hemşireliği Dergisi; 2(1),40-45.
  • Bugental, D. B., & Johnston, C. (2000). Parental and child cognitions in the context of them family. Annual Review of Psychology, 51, 315–344.
  • Büyüköztürk, Ş. (2002). Deneysel Desenler Öntest-Sontest Kontrol Gruplu Desen ve Veri Analizi. Ankara: Pegem A Yayıncılık.
  • Cameron, S. J., Dobson, L. A., & Day, D. M. (1991). Stress in parents of developmentally delayed and non-delayed preschool children. Canada’s Mental Health, 39(1), 13–17.
  • Capaldi, D., DeGarmo, D., Patterson, G. R., & Forgatch, M. (2002). Contextual risk across early life span and association with antisocial behavior. In J. Reid, J. R. Patterson, & J. Snyder (Eds.) Antisocial behavior in children and adolescents: A developmental analysis and model for intervention (pp. 123–145). Washington, DC: American Psychological Association.
  • Çelik, Z.(2006).İlköğretim öğrencilerinin başarı güdüleri ve ana baba beklentilerine ilişkin algıları. (Yayımlanmamış yüksek lisans tezi)., Dokuz Eylül Üniversitesi, Eğitim Bilimleri Enstitüsü, İzmir.
  • Çekiç, A., Akbaş, T., Hamamcı, Z. (2015). Anne Baba Stres Ölçeği’nin Türkçe’ ye Uyarlaması: Geçerlik ve Güvenirlik Çalışması1 Adaptation of Parenting Stress Index into Turkish: Gaziantep University Journal of Social Sciences, 14(3), 647-667.
  • Çekiç, A., Akbaş, T., Hamamcı, Z. (2016). Akılcı duygusal aile eğitim programının anne babaların akılcı olmayan inançlarına ve anne babalık streslerine etkisi. International Journal of Human Science, 13(1), 2398- 2417.
  • Çivitci, A. (2006a). Ergenler için mantıkdışı inançlar ölçe inin geliştirilmesi: Geçerlik ve güvenirlik çalışması. Türk Psikolojik Danışma ve Rehberlik Dergisi, 3 (25), 69-80. Çivitci, A. (2006b). Ergenlerde mantıkdışı inançlar ve sürekli kaygı ilişkisi. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 7 (12), 27-39.
  • Çivitci, A. (2007). Erken ergenlik döneminde içsel-dışsal denetim odağı boyutları ve cinsiyete göre mantıkdışı inançlar. Çocuk ve Gençlik Ruh Sağlığı Dergisi, 14 (1), 3-12.
  • Creasey, G., & Reese, M. (1996). Mothers’ and fathers’ perceptions of parenting hassles: Associations with psychological symptoms, nonparenting hassles, and child behavior problems. Journal of Applied Developmental Psychology,17, 393-406.
  • Cornell, D. G., Krosnick, J. A.,& Chang, L. (2006). Student reactions to being wrongly informed of failing a high-stakes test: The case of the Minnesota Basic Standards Test. Educational Policy, 20, 718-751.
  • Daymaz, S. (2012). İlköğretim 7.sınıf öğrencilerinin anne baba beklentileri ile sınav kaygısı arasındaki ilişkinin incelenmesi(İstanbul ili tuzla ilçesi örneği) (Yayımlanmamış yüksek lisans tezi). Yeditepe Üniversitesi, İstanbul.
  • Deater-Deckard, K. (1998). Parenting stress and child adjustment: Some old hypotheses and new questions. Clinical Psychology: Science and Practice, 5, 314–332. Deater-Deckard, K. (2004). Parenting Stress. Yale University Press. New Haven and London.
  • Denscombe, M. (2000). Social conditions for stress: Young people’s experience of doing GCSEs.British Educational Research Journal, 26, 359–374.
  • DeGarmo, D. S., Patterson, G. R., & Forgatch, M. S. (2004). How do outcomes in a specified parent training intervention maintain or wane over time? Prevention Science, 5, 72–89.
  • DiGiuseppe, R.,& Kelter, J. (2006). Treating aggressive children: A rational-emotive behavior systems approach. In, A. Ellis, & M. E., Bernard. Rational Emotive Behavioral Approaches to Childhood Disorders. Theory, Practice and Research (pp.257-280), New York, NY: Springer.
  • Donnelly, R., Renk, K., Sims, V., & McGuire, J. (2011). The relationship of parent and child self-talk in a college sample. Child Psychiatry & Human Development, 42, 197–218.
  • Duncan, G., & Brooks-Gunn, J. (2000). Family poverty, welfare reform, and child development. Child Development, 71(1), 188–196.
  • Ergün, M. (1995). Bilimsel araştırmalarda bilgisayarla istatistik uygulamaları. Ocak Yayınları, Ankara.
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There are 76 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Neslihan Arıcı Özcan

Reyhan Arslan

Publication Date August 15, 2018
Published in Issue Year 2018

Cite

APA Arıcı Özcan, N., & Arslan, R. (2018). Ergen annelerine Uygulanan Ebeveyn Stresini Yönetme Programı’nın Etkililiği. Sakarya University Journal of Education, 8(2), 40-59. https://doi.org/10.19126/suje.349339