Araştırma Makalesi
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The Effects of Positive Youth Development Based Classroom Guidance Program on Life Skills of Primary School Students

Yıl 2021, Cilt: 54 Sayı: 3, 805 - 832, 01.12.2021
https://doi.org/10.30964/auebfd.663635

Öz

This study was conducted to determine whether the positive youth development based classroom guidance program affected life skills of primary school students positively. As a quantitative method, a 2x3 split plot pretest –posttest control group semi-experimental design was used. Participants included the fourth-grade students who are attending a public school in Turkey. The experimental group was given the positive youth development based classroom guidance program (12 weeks classroom guidance, 12 weeks workshop training) developed by the researchers. The Life Skills Scale was utilized to determine the life skill levels of the participants. The effects of the guidance program were analyzed by a mixed design ANOVA (2x3). The findings of the research study indicate that the positive youth development-based guidance program had a significant effect on students’ relationships and social interests. The training program implemented has shown that the participants in the experimental group provide an increase in life skills related to the dimension of relationship (managing differences, resolving conflicts, cooperating, social skills and communication), social interest (involving others, empathy, sharing and nurturing relationships). Additionally, a statistically significant difference was observed between the post-test and follow-up test scores of the students in the experimental group. It was found that the effect continued for a month after the training was given to the experimental group.

Kaynakça

  • Balsano, A., Phelps, E, Theokas, C., Lerner, J. V. & Lerner, R. M. (2009). Patterns of early adolescents’ participation in youth developing programs having positive youth development. Journal of Research on Adolescence, 19(2), 249-259.
  • Benson, P.L., Roehlkepartain, E.C & Scales, P.C. (2012). Spirituality and positive youth development. L. Miller (Ed.). The Oxford handbook of psychology and spirituality and consciousness (s. 468-485). New York, NY: Oxford University Press.
  • Bernard, M.E. (1990). Rational emotive therapy with children and adolescents: treatment strategies. School Psychology Review, 19(3), 294-303.
  • Butts. J. A., Bazemore, G. & Meroe, A. S. (2010). Positive Youth Justice: Framing justice ınterventions using the concepts of positive youth development. Coalition for Juvenile Justice. Washington DC: DT Kindler Communications.
  • Campbell, F.A., Ramey, C.T., Pungello, E., Sparling, J. & Miller-Johnson, S. (2002). Early childhood education. Young adult outcomes from the Abecedarian Project. Applied Development Science, 6(1), 142-157.
  • Cappella, E & Weinstein, R. (2006). The prevention of social aggression among girls. Social Development, 15(3), 434-462.
  • Catalano, R. F., Berglund, B.L., Ryan, J. A. M., Lonczak, H. S. & Hawkins, J. D. (2004). Positive youth development in the United States. Research findings on evaluations of positive youth development programs. The Annals of the American Academy of Political and Social Science, 591(1), 98-124.
  • Durlak, J.A & Weissberg, R. P. (2007). The impact of after school programs that promote personal and social skills. Chicago: Collaborative for academic, Social and Emotional Learning.
  • Fitzpatrick, C., Cagne, K.H., Jones, R., Lobley, J. & Phelps, L. (2005). Life skills development in youth. Impact research in action. Journal of Extension, 43(3).
  • Gestsdottir, S., Bowers, E., Von Eye, A., Napolitano, C.M. & Lerner, R.M. (2010). Intentional self regulation in middle adolescence: The emerging role of loss-based selection in positive youth development. Journal of Youth and Adolescence, 39(7), 764-782.
  • Hanbury, C. (2008). The life skills handbook: An active learning handbook for working with children and young people. www. Retrieved from www. lifeskillshandbooks.com.
  • Henrichs, C. (2012). Psychodynamic positive psychotherapy emphasizes the impact of culture in the time of globalization. Psychology, 3(12A), 1148-1152.
  • Kreikemeier, J. M. (2015). A study of life skills from traditional and afterschool 4H participants (Master These). University of Nebraska, Lincoln.
  • Lerner, R. M. (2005). Promoting positive youth development. Theoretical and empirical bases. ınstitute for applied research in youth development promoting. Tufts University. Washington, D.C: National Academy of Sciences.
  • Lerner, R. M., Albert, A.E., Anderson, P.M. & Dowling, E. M. (2006). On making humans human: Spirituality and the promotion of positive youth development. E.C. Roehlkepartain, P.E. King, L. Wagener and P.L. Benson (Ed.). The handbook of spiritual development in childhood and adolescence, (s.60-72). CA: Thousand Oaks.
  • Lerner, R.M. & Lerner, J.V. (2010). The positive development of youth. Report of the findings from the first seven years of the 4h study of positive youth development. ABD: Tufts University. Retrieved from https://ase.tufts.edu/iaryd.
  • Lerner, R. M., Lerner, J. V. & & Benson, J. B. (2011). Positive youth development: research and applications for promoting thriving in adolescence. London, England: Elsevier.
  • McBride, A.M., Johnson, E., Olate, R. & O’Hara, K. (2011). Youth volunteer service as positive youth development in Latin America and the Caribbean. Children and Youth Services Review, 33(1), 34-41.
  • Madsen, K.A., Hicks, K. & Thompson, H. (2011). Physical activity and positive youth development: Impact of a school based program. American School Health Association, 81(8), 462-470.
  • Morris, J.C. (1996). Self-perceived youth leadership life skills development among Iowa 4H members. (Retrospective theses and dissertations). Iowa State University, Ames, Iowa.
  • Nazlı, S. (2016). Kapsamlı Gelişimsel Rehberlik Programları [Comprehensive developmental guidance program]. 5. Edition, Ankara: Anı Yayınevi.
  • New York State 4H Youth Organization. (2015). 4H youth development. Retrieved from http://www.nys4hfoundation.org/news-events. Norman, M. N. & Jordan, J. C. (2006). Targeting life skills in 4H. University of Florida, UF IFAS Extension.
  • Park, N. (2004) The role of subjective well-being in positive youth development, The Annals of the American Academy of Political and Social Science, 591(1), 25–39.
  • Robinson, C.W. & Zajicek, J.M. (2005). Growing minds: The effects of a one year school garden program on six constructs of life skills of elementary school children. Hort Technology, 15(3), 453-457.
  • Solomon, D., Battistich, V., Watson, M., Schaps, E. & Lewis, C. (2000). A sixdistrict study of educational change: Direct and mediated effects of the child development Project. Social Psychology of Education, 4(1), 3-52.
  • Sun, J. & Stewart, D. (2007). Age and gender effects on resillience in children and adolescents. International Journal of Mental Health Promotion, 9(4), 16-56.
  • Sun, R.C.F. & Shek, D.T.L. (2012). Positive youth development, life satisfaction and problem behavior among Chinese adolescents in Hong Kong. Social Indicators Research, 105(3), 541-559.
  • Tomar, İ.H., Büyüköztürk, Ş., Özbay, Y., Eşici, H., Aydoğan, D., Ayaz, A., Çalışkan, M. & Demir, Ö. O. (2016). Üstün yetenekli çocuklara yönelik pozitif genç gelişimi temelli yaşam becerileri eğitim programının geliştirilmesi [Development of positive youth development-based life skills training program for gifted children]. 115K458 TÜBİTAK SOBAG Project (2015-continues).
  • Wright, P. & Weidong, L. (2009) Exploring the relevance of positive youth development in urban physical education. Physical Education and Sport Pedagogy, 14(3), 241-251.

Pozitif Genç Gelişimi Temelli Sınıf Rehberliği Programının İlkokul Öğrencilerinin Yaşam Becerilerine Etkisi

Yıl 2021, Cilt: 54 Sayı: 3, 805 - 832, 01.12.2021
https://doi.org/10.30964/auebfd.663635

Öz

Bu çalışmanın amacı pozitif genç gelişimi temelli sınıf rehberliği programının ilkokul öğrencilerinin yaşam becerilerine etkisinin incelenmesidir. Araştırma deney-kontrol gruplu, ön-son-izleme testinden oluşan yarı deneysel desende yapılmıştır. Araştırmanın çalışma grubunu ilkokulda öğrenim gören dördüncü sınıf öğrencileri oluşturmuştur. Deney grubuna araştırmacılar tarafından hazırlanan 24 oturumluk (12 sınıf rehberliği etkinliği ve 12 atölye eğitimi) sınıf rehberliği programı uygulanmıştır. Programın etkililiğini test etmek için Yaşam Becerileri Ölçeği kullanılmıştır. Araştırma bulguları uygulanan programın ilişki ve sosyal ilgiyi içeren her bir alt boyut üzerindeki etkisi, karışık ölçümler için varyans analizi ile incelenmiştir. Araştırma bulgularında deney grubunu oluşturan öğrencilerin ilişki (iletişim, çatışma çözme, sosyal beceriler, işbirliği yapma ve farklılıkları yönetme) sosyal ilgi (empati, besleyici ilişkiler, paylaşma ve başkalarıyla ilgilenme) boyutuna ait yaşam becerilerinde artış sağladığını ve bunun izlemede etkisinin devam ettiğini göstermektedir.

Kaynakça

  • Balsano, A., Phelps, E, Theokas, C., Lerner, J. V. & Lerner, R. M. (2009). Patterns of early adolescents’ participation in youth developing programs having positive youth development. Journal of Research on Adolescence, 19(2), 249-259.
  • Benson, P.L., Roehlkepartain, E.C & Scales, P.C. (2012). Spirituality and positive youth development. L. Miller (Ed.). The Oxford handbook of psychology and spirituality and consciousness (s. 468-485). New York, NY: Oxford University Press.
  • Bernard, M.E. (1990). Rational emotive therapy with children and adolescents: treatment strategies. School Psychology Review, 19(3), 294-303.
  • Butts. J. A., Bazemore, G. & Meroe, A. S. (2010). Positive Youth Justice: Framing justice ınterventions using the concepts of positive youth development. Coalition for Juvenile Justice. Washington DC: DT Kindler Communications.
  • Campbell, F.A., Ramey, C.T., Pungello, E., Sparling, J. & Miller-Johnson, S. (2002). Early childhood education. Young adult outcomes from the Abecedarian Project. Applied Development Science, 6(1), 142-157.
  • Cappella, E & Weinstein, R. (2006). The prevention of social aggression among girls. Social Development, 15(3), 434-462.
  • Catalano, R. F., Berglund, B.L., Ryan, J. A. M., Lonczak, H. S. & Hawkins, J. D. (2004). Positive youth development in the United States. Research findings on evaluations of positive youth development programs. The Annals of the American Academy of Political and Social Science, 591(1), 98-124.
  • Durlak, J.A & Weissberg, R. P. (2007). The impact of after school programs that promote personal and social skills. Chicago: Collaborative for academic, Social and Emotional Learning.
  • Fitzpatrick, C., Cagne, K.H., Jones, R., Lobley, J. & Phelps, L. (2005). Life skills development in youth. Impact research in action. Journal of Extension, 43(3).
  • Gestsdottir, S., Bowers, E., Von Eye, A., Napolitano, C.M. & Lerner, R.M. (2010). Intentional self regulation in middle adolescence: The emerging role of loss-based selection in positive youth development. Journal of Youth and Adolescence, 39(7), 764-782.
  • Hanbury, C. (2008). The life skills handbook: An active learning handbook for working with children and young people. www. Retrieved from www. lifeskillshandbooks.com.
  • Henrichs, C. (2012). Psychodynamic positive psychotherapy emphasizes the impact of culture in the time of globalization. Psychology, 3(12A), 1148-1152.
  • Kreikemeier, J. M. (2015). A study of life skills from traditional and afterschool 4H participants (Master These). University of Nebraska, Lincoln.
  • Lerner, R. M. (2005). Promoting positive youth development. Theoretical and empirical bases. ınstitute for applied research in youth development promoting. Tufts University. Washington, D.C: National Academy of Sciences.
  • Lerner, R. M., Albert, A.E., Anderson, P.M. & Dowling, E. M. (2006). On making humans human: Spirituality and the promotion of positive youth development. E.C. Roehlkepartain, P.E. King, L. Wagener and P.L. Benson (Ed.). The handbook of spiritual development in childhood and adolescence, (s.60-72). CA: Thousand Oaks.
  • Lerner, R.M. & Lerner, J.V. (2010). The positive development of youth. Report of the findings from the first seven years of the 4h study of positive youth development. ABD: Tufts University. Retrieved from https://ase.tufts.edu/iaryd.
  • Lerner, R. M., Lerner, J. V. & & Benson, J. B. (2011). Positive youth development: research and applications for promoting thriving in adolescence. London, England: Elsevier.
  • McBride, A.M., Johnson, E., Olate, R. & O’Hara, K. (2011). Youth volunteer service as positive youth development in Latin America and the Caribbean. Children and Youth Services Review, 33(1), 34-41.
  • Madsen, K.A., Hicks, K. & Thompson, H. (2011). Physical activity and positive youth development: Impact of a school based program. American School Health Association, 81(8), 462-470.
  • Morris, J.C. (1996). Self-perceived youth leadership life skills development among Iowa 4H members. (Retrospective theses and dissertations). Iowa State University, Ames, Iowa.
  • Nazlı, S. (2016). Kapsamlı Gelişimsel Rehberlik Programları [Comprehensive developmental guidance program]. 5. Edition, Ankara: Anı Yayınevi.
  • New York State 4H Youth Organization. (2015). 4H youth development. Retrieved from http://www.nys4hfoundation.org/news-events. Norman, M. N. & Jordan, J. C. (2006). Targeting life skills in 4H. University of Florida, UF IFAS Extension.
  • Park, N. (2004) The role of subjective well-being in positive youth development, The Annals of the American Academy of Political and Social Science, 591(1), 25–39.
  • Robinson, C.W. & Zajicek, J.M. (2005). Growing minds: The effects of a one year school garden program on six constructs of life skills of elementary school children. Hort Technology, 15(3), 453-457.
  • Solomon, D., Battistich, V., Watson, M., Schaps, E. & Lewis, C. (2000). A sixdistrict study of educational change: Direct and mediated effects of the child development Project. Social Psychology of Education, 4(1), 3-52.
  • Sun, J. & Stewart, D. (2007). Age and gender effects on resillience in children and adolescents. International Journal of Mental Health Promotion, 9(4), 16-56.
  • Sun, R.C.F. & Shek, D.T.L. (2012). Positive youth development, life satisfaction and problem behavior among Chinese adolescents in Hong Kong. Social Indicators Research, 105(3), 541-559.
  • Tomar, İ.H., Büyüköztürk, Ş., Özbay, Y., Eşici, H., Aydoğan, D., Ayaz, A., Çalışkan, M. & Demir, Ö. O. (2016). Üstün yetenekli çocuklara yönelik pozitif genç gelişimi temelli yaşam becerileri eğitim programının geliştirilmesi [Development of positive youth development-based life skills training program for gifted children]. 115K458 TÜBİTAK SOBAG Project (2015-continues).
  • Wright, P. & Weidong, L. (2009) Exploring the relevance of positive youth development in urban physical education. Physical Education and Sport Pedagogy, 14(3), 241-251.
Toplam 29 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Araştırma Makalesi
Yazarlar

Günnur Özbay 0000-0002-7569-5842

Serap Nazlı 0000-0002-8875-7926

Yayımlanma Tarihi 1 Aralık 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 54 Sayı: 3

Kaynak Göster

APA Özbay, G., & Nazlı, S. (2021). The Effects of Positive Youth Development Based Classroom Guidance Program on Life Skills of Primary School Students. Ankara University Journal of Faculty of Educational Sciences (JFES), 54(3), 805-832. https://doi.org/10.30964/auebfd.663635
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