ÇEVRE YOKSUNLUĞUNA BAĞLI ENGELLENEN 8-12 YAŞINDAKİ ÇOCUKLAR İÇİN SOSYAL PROBLEM ÇÖZME ÖĞRETİMİ

Abstract

Bu çalışmada, ilköğretime devam eden, psikososyal açıdan dezavantajlı 8-12 yaşındaki çocukların sosyal problem çözme becerileri ve bu becerilerin desteklenmesine yönelik hazırlanan öğretim programlarının sözü edilen beceriler üzerindeki rolü ele alınmaktadır. Araştırmanın örneklemini, Ankara ili Altındağ İlçesindeki iki ilköğretim okuluna devam eden ve psikososyal açıdan dezavantajlı 8-12 yaşındaki çocuklar arasından seçilen 15 çocuk (Yaş, Ort.= 11.1, S = 1.2) oluşturmuştur. Uygulama öncesi ve sonrasında çocukların sosyal problem çözme becerileri, sosyal problem çözmenin iki boyutta (nesne edinme ve arkadaş edinme) ele alındığı ‘Sosyal Problem Çözme Testi (SPÇT)’ (Rubin, 1988) kullanılarak değerlendirilmiştir. Altı hafta süresince haftada bir kez gerçekleştirilen uygulamalarda kişiler arası çatışmalar hakkında fikir yürütmeyi içeren, bilişsel ve sözel odaklı olarak planlanmış uygulamalara ve kendinin ve diğerlerinin duygularının farkına varmayı, işbirliği ve paylaşmayı desteklemeye yönelik rol alma ve hareket içeren uygulamalara yer verilmiştir. Tek grup öntest-sontest kontrol grupsuz desenin kullanıldığı çalışmanın verileri, Wilcoxon işaretli sıralar testi ile analiz edilmiştir. Sonuçlar, çocukların sosyal problem çözme testinin alt boyutlarından aldıkları öntest-sontest puanları arasında anlamlı farklılıklar olduğunu; öğretim programının çocukların kendilerine sunulan hipotetik problemlere daha fazla çözüm ve daha fazla alternatif üretmelerine katkı sağladığını göstermiştir. Uygulanan öğretim programlarının çocukların nesne edinme ile ilgili problem durumlarında farklı tip stratejiler oluşturmaları üzerinde anlamlı bir rolü olmadığı belirlenmiştir.

Keywords

• Sosyal problem çözme,çevre yoksunluğu,orta çocukluk,sosyal problem çözme öğretim programı

Social Problem Solving Training for Environmentally Deprived 8-12 Aged Children

Abstract

The current study was to examine social problem solving skills of psychosocially disadvantaged 8-12 year old children who attended elementary school and to investigate the role of teaching applications which was established to develop these skills. Participants were 15 primary school age children (Age, M = 11.1, S = 1.2) from two elementary schools of Altındağ district of Ankara. Social problem-solving skills were assessed before and after training programme by using Social Problem Solving Test (SPST) (Rubin, 1988) which include the object-acquisition scenarios and friendship dilemmas. Participants were attended in treatment once per week over a six-weeklong period. The treatments,which focus on cognitive and verbal skills,included expression of an opinion about interpersonal conflicts. Additionally, promotion of the awareness of both self and others’ emotions, of cooperation and sharing were also included the applications that focus on taking a role and movement. Research data that carried out by using one group pre-testpost-test design were analysed by Wilcoxon signed rank test. The results indicated that children’s pre and post test scores of SPST subtests were significantly different. Training programme contributed more responses and more alternative solution strategies to hypothetical problems. However, there was no significant role of training programme on generating different strategies for object-acquisition scenarios.

Keywords

• Social problem solving,environmentally deprivation,middle childhood,social problem solving training program

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