Okul Çağı Döneminde Kekemeliği Olan ve Olmayan Çocukların Duygu Düzenleme Becerilerinin Karşılaştırılması: Ön Bulgular

Yıl 2019, Cilt: 2 Sayı: 2, 104 - 120, 08.09.2019

Şükriye Kayhan Aktürk , Elif Meryem Ünsal

Öz

Giriş: Duygu
düzenleme becerisi duyguların farkında olmak ve duyguları uygun bir şekilde
kullanabilmektir. Bu süreç duygusal tepkileri ortamın koşullarına uyum
gösterecek şekilde gözleme, değerlendirme ve değiştirebilme becerisini
içermektedir. Uluslararası alan yazında kekemeliği olan çocukların duygu
düzenleme becerilerinde birtakım güçlükler yaşadığını gösteren araştırmalar
mevcuttur. Bu çalışmanın amacı okul
çağında kekemeliği olan ve olmayan çocukların duygu düzenleme becerilerinin
karşılaştırılmasıdır. Yöntem:
Araştırmanın çalışma grubu, 6-12 yaş aralığındaki kekemeliği olan (n=25) ve
olmayan (n=25) toplam 50 çocuk ve bu çocukların ebeveynlerinden oluşmaktadır. Araştırmada
veri toplama aracı olarak 6-12 yaş grubundaki çocukların duygu düzenleme
becerilerini değerlendirmek amacıyla geliştirilmiş ve sonrasında Türkçeye uyarlanmış
Duygu Ayarlama Ölçeği (Emotion Regulation Checklist) ve kişisel bilgi formu
kullanılmıştır. Veri toplama araçlarından kişisel bilgi formu uzman dil konuşma
terapistleri tarafından doldurulmuştur. 
Duygu Ayarlama Ölçeği ise her katılımcının ebeveyni tarafından
doldurulmuştur. Araştırmada, bu ölçeğin “Değişkenlik/ Olumsuzluk” ve “Duygu
Ayarlama” alt-boyutları ve bu alt-boyutların toplam skorundan elde edilen “Bütünleşik
Duygu Ayarlama” skoru kullanılmıştır. Elde edilen veriler SPSS 21.0 paket
programı kullanılarak Mann Whitney-U Testi ile analiz edilmiştir. Bulgular: Kekemeliği olan ve olmayan
grupların kullanılan ölçeğin alt boyutları olan “Değişkenlik/ Olumsuzluk” ve
“Duygu Ayarlama” skorları bakımından anlamlı düzeyde farklılaştığı görülmüştür.
Bunun yanında; gruplar “Bütünleşik Duygu Ayarlama” skorları bakımından anlamlı
düzeyde farklılaşmaktadır.  Sonuç ve Tartışma: Kekemeliği olan
gruptaki çocukların duygu düzenleme becerileri kekemeliği olmayan gruptaki
çocuklardan anlamlı düzeyde düşüktür. Kekemeliği olan çocuklara yönelik
değerlendirilme ve terapi sürecinde; dil ve konuşma terapistlerinin duygu
düzenleme becerilerini göz önünde bulundurarak gerekli yönlendirmeleri yapması,
çevresel ve terapiye yönelik düzenlemelerde bulunması önemli görülmektedir. 

Anahtar Kelimeler

Kekemelik, duygu düzenleme, okul çağı dönemi, çocuklar, akıcılık bozukluğu

Comparison of Emotion Regulation Skills of School-Age Children with and without Stuttering: Preliminary Results

Öz

Introduction: Emotion regulation is to be aware of emotions and
able to use them appropriately. This process includes the ability to observe,
assess, and change emotional reactions appropriate
to the circumstances of the environment (Eisenberg,
Fabes, Guthrie, & Reiser, 2000). In the stuttering literature, there are a
number of studies that show children with stuttering have a variety of
difficulties with emotion regulation (Karrass etc., 2006; Johnson, Walden,
Conture, & Karrass, 2010; Arnold, Conture, Key, & Walden, 2011; Zengin-Bolatkale,
Conture, Key, Walden, & Jones, 2018). The aim of this study is to compare
emotion regulation of school age children with and without stuttering. Method: The study consists of 50
school-age children with (n=25) and without (n=25) stuttering between the ages
of 6 and 12. The participants are recruited from Anadolu University Speech and
Language Disorders Education, Research, and Therapy Center (DILKOM). Exclusion
criteria were having no psychiatric or neurological disorder, less than %3
stuttering rate and concomitant speech and language disorders. In the study,
Emotion Regulation Checklist, which was originally developed by Shields and
Cicchetti (1997) and adapted to Turkish by Kapçı, Uslu, Akgün and Acer (2009),
was used to collect data, in addition to the demographic information form. The
Emotion Regulation Checklist was completed by parents, and the demographic
information sheet was filled by speech and language therapists. The Emotion
Regulation Checklist is a 24-item form, composed of two sub-dimensions named
Emotional Lability/Negativity and Emotion Regulation. In the study, these two sub-dimensions
and the Composite Emotion Regulation score, which was obtained from total score
of these two sub-scales, were used. Statistical analyses were performed with
Statistical Package for the Social Sciences (SPSS) 21 software.
Kolmogorov-Smirnov test showed that the data was not normally distributed,
therefore Mann-Whitney U test was performed to
compare the differences between emotion regulation scores of children with and
without stuttering. The effect sizes of Mann-Whitney U test results were
calculated with r = Z/√n formula (Fritz, Morris ve Richler, 2012). Results: The difference between
Emotional Lability/Negativity sub-dimension scores of children with and without
stuttering was found to be statistically significant. Emotional
Lability/Negativity scores of children with stuttering were higher than
children without stuttering (U = 180,500; z =-2,567, p <.05, r=-36).
Statistically significant difference was found between the Emotion Regulation
scores of the groups with and without stuttering (U = 206,000; z = -2,080, p
<.05, r = -. 29). The Emotion Regulation subdimension scores of children
with stuttering were significantly higher than children without stuttering, which
implies that, children with stuttering have lower emotional regulation. In
terms of the Composite Emotion Regulation score which is the sum of the scores
obtained from both sub-dimensions, statistically significant difference was
found between the groups with and without stuttering (U = 197,500, z = 2,235, p
<.05, r = -. 32). The Integrated Emotion Regulation scores of the stuttering
group were higher than the stuttering group, which shows that emotional
regulation abilities of children with stuttering were weaker than children
without stuttering. Effect sizes of the statistical difference between the groups
were found to be ranged from weak to moderate. Discussion: The results of the study showed that children with
stuttering had higher scores in the Emotion Regulation, Emotion Variability/Negation
sub-dimensions, and Composite Emotion Regulation than children without
stuttering. When these results were examined, it was observed that the mood
swings and anger reactions were more intense in the school-age stuttering group
than the non-stuttering group. It was seen that they have difficulty adjusting
adaptive emotions such as understanding emotions, empathy and cautiousness, and
in general, their emotion regulation skills are weaker. These results are in
line with the findings in the literature regarding emotion regulation skills of
preschool children (Karrass et al., 2006; Johnson et al., 2010; Arnold et al.,
2011). When assessing children with stuttering, it is important that language
and speech therapists make the necessary environmental arrangements considering
their clients’ emotion regulation skills. Collaboration with family and school
counselors during the therapy process will positively affect the emotion
regulation of the child. This is expected to increase the benefit obtained from
stuttering therapy. 

Kaynakça

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