Examination Of Peer Victimization And Self-Esteem In Children

Yıl 2021, , 261 - 274, 29.05.2021

Didem Polat Külcü , Hacer Çetin

https://doi.org/10.46237/amusbfd.767706

Cited By: 2

Öz

Objective: This study was conducted to examine peer victimization and self-esteem in children.
Methods: 13 secondary schools constituted the sample of the study. 1052 students from these secondary schools were selected from the population for the sample. The data were collected by using the “Personal Information Form”, “Peer Victimization Identification Scale-Adolescent Form”, and “Coopersmith Self-Esteem Inventory”.
Results: The correlations between the self-esteem score averages (SESA) and victimization score averages (VSA) was not found to be statistically significant in the study (p=0.431). The correlations between the peer victimization score averages (PVSA) and SESA were found to be highly positive statistically significant (p=0.012). Moreover, there was a moderate positive correlation between the VSA and PVSA (p<0.001).
Conclusion: Since the VPA and PVPA of students are high, families and school employees should be educated on peer victimization, children should be closely monitored and guided. Furthermore, families of the students determined as bullies and victims should be visited, and the source of the problem should be examined more closely. Since the SEPA of students is at a medium level, training, courses and positive feedbacks should be provided by families, teachers and nurses to increase their self-esteem and they should be guided when required.

Anahtar Kelimeler

School Health, Peer Bullying, Self-Esteem, School Nursing

Çocuklarda Akran Zorbalığı ve Benlik Saygısının İncelenmesi

Öz

Amaç: Bu araştırma, çocuklarda akran zorbalığı ve benlik saygısının incelenmesi amacıyla yapılmıştır.
Yöntem: Araştırmanın örneklemini 13 ortaokul oluşturmuştur. Bu ortaokullardan evrenden örnekleme, 1052 öğrenci seçilmiştir. Veriler, “Kişisel Bilgi Formu”, “Akran Zorbalığı Belirleme Ölçeği-Ergen Formu”, “Coopersmith Benlik Saygısı Ölçeği” kullanılarak toplanmıştır.
Bulgular: Araştırmada benlik saygısı puanı ortalamaları (BSPO) ile kurban olma puan ortalamaları (KOPO) arasında istatistiksel olarak anlamlı bir ilişki bulunmamıştır (p=0.431). Akran zorbalığı puan ortalamaları (AZPO) ile BSPO arasında yüksek düzeyde pozitif yönde bir ilişki vardır (p=0.012). Ayrıca KOPO ile AZPO arasında orta düzeyde pozitif yönde bir ilişki vardır (p<0.001).
Sonuç: Öğrencilerin KOPO ve AZPO yüksek olduğundan, ailelerine ve okul çalışanlarına akran zorbalığı konusunda eğitim verilmeli, çocuklar yakından gözlenmeli rehberlik edilmeli, ayrıca zorba ve kurban olarak belirlenen öğrencilerin ailelerine ev ziyaretleri yapılarak sorunun kaynağı daha yakından gözlenmelidir. Öğrencilerin BSPO orta düzeyde olduğundan, benlik saygılarını yükseltecek eğitimler, kurslar, olumlu geri bildirimlerin aileler, öğretmenler ve hemşireler tarafından verilmeli ayrıca gerektiğinde rehberlik sağlanmalıdır.

Anahtar Kelimeler

Okul Sağlığı, Akran Zorbalığı, Benlik Saygısı, Okul Hemşireliği

Kaynakça

• 1. Smalley, K. B., Warren, J. C., Barefoot, N. (2017). Connection between experiences of bullying and risky baheviors in middle and high school students. School Mental Health; 9, 87.
• 2. Cooper, G., Clements, P., Holt, K. (2012). Examining childhood bullying and adolescent suicide: Implications for school nurses. The Journal of School Nursing. 28(4), 275- 83.
• 3. Farmer, T. W., Petrin, R. A., Robertson, D. L., Fraser, M. W., Hall, C. M., Day, S. H., et al. (2010). Peer relations of bullies, bully-victims, and victims: The two social worlds of bullying in second-grade classrooms. The Elementary School Journal. 110(3), 364-92.
• 4. Olweus, D. (1993). Bullying at school: What we know and what we can do. Cambridge MA: Blackwell. 8-13.
• 5. Hein, V., Koka, A., Hagger, S. A. (2015). Relationships between perceived teachers' controlling behaviour, psychological need thwarting, anger and bullying behaviour in high-school students. Journal of Adolescence. 42(2), 103-14.
• 6. Tillfors, M., Persson, S., Willén, M., Burk, W. J. (2012). Prospective links between social anxiety and adolescent peer relations. Journal of Adolescence. 35, 1255–63.
• 7. Fleming, L. C., Jacobsen, K. H. (2009). Bullying and symptoms of depression in children middle school students. Journal of School Health. 79(3), 130-7.
• 8. Chang, F. C., Lee, C. M., Chiu, C. H., His, W. Y., Huang, T. F., Pan, Y. C. (2013). Relationships among cyberbullying, school bullying, and mental health in taiwanese adolescents. Journal of School Health. 83(6), 454-62.
• 9. Uzbaş, A. (2009). Evaluation of school psychological counselors' opinions on aggression and violence in school. Mehmet Akif Ersoy University Journal of the Faculty of Education. 18, 90-110.
• 10. Pate, C. M., Maras, M. A., Whidney, S. D., Bradshaw, C. P. (2017). Exploring psychosocial mechanisms and ınteractions: links between adolescent emotional distress, cchool connectedness, and educational achievement. School Mental Health. 9(3), 28–43.
• 11. Wickman, K.., Nordlund, M., Holm, C. (2018). The relationship between physical activity and self-efficacy in children with disabilities. Sport in Society. 21(1), 50-63.
• 12. Hale, J. W., Perrotte, K. J., Baumann, M. R., Garza, R. T. (2015). Low self-esteem and positive beliefs about smoking: A destructive combination for male college students. Addictive Behaviors. 46(1), 94–9.
• 13. Andreou, E. (2000). Bully/victim problems and their association whit psychological construct in 8- to 12- year-old Greek school children. Aggressive Behavior. 26(4), 49-56.
• 14. Kandemir, M., Özbay, Y. (2009). The relationship between the interaction of the empathic atmosphere perceived in the class and self-esteem and bullying. Elementary Education Online. 8(2), 322-33.
• 15. Pişkin, M. (2002). School bullying: Definition, types, related factors and the measures to be taken. Journal of Educational Sciences in Theory and Practice. 2(2): 531-62.
• 16. T.C. Milli Eğitim Bakanlığı. Eğitimi araştırma ve geliştirme dairesi başkanlığı. Öğrencilerin şiddet algısı. Ankara, 2008. http://www.meb.gov.tr/earged/earged/siddet_algisi.pdf
• 17. Karataş, H., Öztürk, C. (2009). Approach to bullying with the social cognitive theory. Dokuz Eylül University School of Nursing Electronic Journal. 2(2), 61-74.
• 18. Raible, C. A., Dıck, R., Gılkerson, F., Mattern, C. S., James, L., Mıller, E. (2017). School nurse-delivered adolescent relationship abuse prevention. Journal of School Health. 87(7), 524-30.
• 19. Rigby, K., Cox, I. (1996). The contribution of bullying at school and low self-esteem to acts of delinquency among Australian teenagers. Notes And Shorter Communications. 21(4), 609-12.
• 20. Seixas, S. R., Coelh,o J. P., Nicolas-Fischer, G. (2013). Bullies, victims and bully-victims ımpact on health profile. Education, Society and Cultures. 3(1), 53-75.
• 21. Sapouna, M., Wolke, D. (2013). Neglect resilience to bullying victimization: The role of individual, family and peer characteristics. Child Abuse & Neglect. 37(7), 997–1006.
• 22. Zhang, L., Postiglione, G.A. (2001). Thinking styles, self-esteem, and socio-economic status. Personality and Individual Differences. 31(8),133-34.
• 23. Çetinkaya, S., Nur, N., Ayvaz, A., Özdemir, D., Kavakcı, Ö. (2009). The relationship of peer victimization with depression and self-esteem level in three primary school students with different socioeconomic conditions. Anadolu Journal of Psychiatr. 10(1), 151-8.
• 24. Kılıç, N. (2017). Prediction of secondary school 6th, 7th and 8th grade students’ level of bullying (Case of Konya City Cihanbeyli Province). The Journal of Educational Reflections. 1(2), 37-58.