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

Year 2016, Volume: 27 Issue: 1, 25 - 40, 03.06.2016

Duyan Mağden E. Helin Yaban

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

References

• Ackerman, B. P., Kogos, J., Youngstrom, E., Schoff, K. ve Izard, C. (1999). Family instability and the problem behaviors of children from economically disadvantaged families. Developmental Psychology, 35(1), 258-268.
• Ang, R. P. (2003). Social problem solving skills training: Does it really work? Child Care in Practice, 9(1), 5-17.
• Arı, M. ve Yaban, E. H. (2012). 9-11 yaşındaki çocukların sosyal problem çözme becerilerinde cinsiyet ve yaş farklılıkları.Eğitim ve Bilim, 37(164), 188-203.
• Biggam, F. H. ve Power, K. G. (1999). Social problem solving skills and psychological distress among ıncarcerated young offenders: The issue of bullying and victimization. Cognitive Therapy and Research, 23(3), 307-326.
• Crick, N. R. ve Dodge, K. A. (1994). A review and reformulation of social information-processing mechanisms in children's social adjustment. Psychological Bulletin, 115(1), 74-101.
• D’Zurilla, T. J., Chang, E. C. ve Sanna, L. J. (2003). Self-esteem and social problem solving as predictors of aggression in college students. Journal of Social and Clinical Psychology, 22(4), 424-440.
• Dodge K. A. ve Asher, S. S. (1986). Identifying children who are rejected by their peers. Developmental Psychology, 22, 444-449.
• Dodge, K. A., Lochman, J. E., Harnish, J. D., Bates, J. E. ve Pettit, G. S. (1997). Reactive and proactive aggression in school children and psychiatrically impaired chronically assaultive youth. Journal of Abnormal Psychology, 106(1), 37-51.
• Dodge, K. A., Pettit, G. S. ve Bates, J. E. (1994). Socialization mediators of the relation between socioeconomic status and child conduct problems. Child Development, 65, 649-665.
• Dubow, E. F. ve Tisak. J. (1989). The relation between stressful life events and adjustment in elementary school children: The role of social support and social problem-solving skills. Child Development, 60, 1412-1423.
• Dubow, E.F., Tisak, J., Causey, D., Hryshko, A. ve Reid, G. (1991). A two-year longitudinal study of stressful life events, social support, and social problem-solving skills: Contributions to children's behavioral and academic adjustment. Child Development, 62(3), 583 599.
• Elias, M. J., Rothbaum, P. A. ve Gara, M. (1986). Social- cognitive problem solving in children: Assessing the knowledge and application of skills. Journal of Applied Developmental Psychology, 7, 77-94.
• Evans, G. W. ve English, K. (2002). The environment of poverty: Multiple stressor exposure, psychophysiological stress, and socioemotional adjustment. Child Development, 73(4), 1238-1248.
• Field, A. (2009). Discovering statistics using SPSS. (3. ed., 56- 58). London: Sage.
• Frauenknecht, M. ve Black, D. R. (2004). Problem-solving training for children and adolescents. E. C. Chang, T. J. D’Zurilla, ve L. J. Sanna (Eds.), Social problem solving: Theory, research, and training içinde (153-179). Washington, DC: American Psychological Association.
• Guerra N. G. ve Slaby, R. G. (1989). Evaluative factors in social problem solving by agressive boys. Journal of Abnormal Psychology, 17, 277-289.
• Hopper, R. ve Kirschenbaum, D. (1985). Social problem solving and social competence in preadolescents: Is inconsistency the hobgoblin of little minds? Cognitive Therapy and Research, 9, 685-701.
• Jaffee, W. B. ve D'Zurilla, T. J.(2009). Personality, problem solving, and adolescent substance use. Behavior Therapy, 40, 93–101.
• Lobo, Y. B. ve Winsler, A. (2006). The effects of a creative dance and movement program on the social competence of Head Start preschoolers. Social Development, 15(3), 501-519.
• Mağden, D. (1986). Psiko-sosyal dezavantajlı çocuklar. Ş. Bilir (Eds.), Özürlü çocuklar ve eğitimleri (ss. 60-80). Ankara: Ayyıldız Matbaası.
• McLoyd, V. C. (1990). The impact of economic hardship on black families and children: Psychological distress, parenting, and socioemotional development. Child Development, 61, 311-346.
• Milfont, T. L. ve Duckitt, J. (2004). The structure of environmental attitudes: A first- and second-order confirmatory factor analysis. Journal of Environmental Psychology, 24, 289-303.
• Okun, A., Parker, J. G. ve Levendosky, A. A. (1994). Distinct and interactive contributions of physical abuse, socioeconomic disadvantage, and negative life events to children's social, cognitive, and affective adjustment. Development and Psychopathology, 6, 77-98.
• Parker, J. G. ve Asher, S. R. (1987). Peer relations and later personal adjustment: Are low-accepted children at risk? Psychological Bulletin, 102, 357-389.
• Patterson, C. J., Kupersmidt, J. B. ve Vaden, N. A. (1990). Income level, gender, ethnicity, and household composition as predictors of children's school-based competence. Child Development, 61, 485-494.
• Pellegrini, D. S. ve Urbain, E. S. (1985). An evaluation of interpersonal cognitive problem solving training with children. Journal of Child Psychology and Psychiatry 26(1), 17-41.
• Quinn, M. M. ve Jannasch-Pennell, A. (1995). Using peers as social skills training agents for students with antisocial behavior. Preventing School Failure, 39(4), 26-31.
• Rubin, K. H. (1988). Social problem- solving test (SPST-R). America: University of Waterloo.
• Rubin, K. H. ve Rose-Krasnor, L. (1992). Interpersonal problem solving. V. Hasselt ve M. Hersen (Eds.), Handbook of social development içinde. New York: Plenum.
• Rubin, K. H., Burgess, K. B. ve Coplan, R. J. (2002). Social withdrawl and shyness. P. K. Smith ve C. Hart (Eds.), Blackwell’s handbook of childhood social development içinde (329- 352). USA: Blackwell Publishers.
• Shure, M. B. (1997). Interpersonal cognitive problem solving: Primary prevention of early high-risk behaviors in the preschool and primary years. G.
• W. Albee ve T. P. Gullotta (Eds.), Issues in children’s and families’ lives: Primary prevention works içinde(cilt 6, ss. 167-190). USA: Sage.
• Shure, M. B. (1999). Preventing violence the problem-solving way. Juvenile Justice Bulletin, 1-11.
• Siu, A. M. ve Shek, D. T. (2005). Relations between social problem solving and ındicators of interpersonal and family well-being among Chinese adolescents in Hong Kong. Social Indicators Research, 71, 517-539.
• Sorlie, M., Hagen, K. A. ve Ogden, T. (2008). Social competence and antisocial behavior: continuity and distinctiveness across early adolescence. Journal of Research on Adolescence, 18(1), 121-144.
• Spence, S. H. (2003). Social skills training with children and young people: Theory, evidence and practice. Child and Adolescent Mental Health, 8(2), 84-96.
• Starko, A. J. (2004). Creativity in the classroom: Schools of curious delight. Routledge: London.
• Türkiye İstatistik Kurumu. (2011, Ocak). 2009 yoksulluk çalışması sonuçları. TÜİK Haber Bülteni, 3. Ankara: Yazar.
• Uzmen, S. (2001). Okul öncesi eğitim kurumlarına devam eden altı yaş çocuklarının prososyal davranışlarının resimli çocuk kitapları ile desteklenmesi. Yayınlanmamış yüksek lisans tezi, Hacettepe Üniversitesi, Ankara.
• Webster-Stratton, C., Reid, J. ve 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-Stratton, C., Reid, M. J. ve Hammond, M. (2004). Treating children with early-conduct problems: Intervention outcomes for parent, child, and teacher training. Journal of Clinical Child and Adolescent Psychology, 33, 105-124.
• Webster-Stratton, C., Reid, M. J. ve Stoolmiller, M. (2008). Preventing conduct problems and improving school readiness: Evaluation of the Incredible Years Teacher and Child Training Programs in high-risk schools. Journal of Child Psychology and Psychiatry 49(5), 471–488.
• West, J., Denton, K. ve Reaney, L. M. (2001). The kindergarten year: Findings from the Early Childhood Longitudinal Study (Publication No. NCES2001–023). DC: Department of Education, National Center for Education Statistics.