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ANLAŞMAZLIKLARIMIZI ÇÖZEBİLİRİZ: BİR ÇATIŞMA ÇÖZÜMÜ EĞİTİM PROGRAMI TANITIMI

Yıl 2010, Cilt: 11 Sayı: 1, 1 - 17, 01.01.2010

Öz

Bu makalenin amacı, ilköğretim birinci kademe öğrencileri arasında yaşanan şiddeti azaltmak ve önlemek amacıyla geliştirilmiş olan Anlaşmazlıklarımızı Çözebiliriz çatışma çözümü eğitim programını tanıtmak; programın temellendirildiği kuramlar ve görgül çalışmalar hakkında bilgi vermektir. Program, yapıcı çatışma çözümü, empati, öfke kontrolü ve sosyal bilgi işleme kuramları üzerine temellendirilmiştir. Eğitim süresince öyküler, fotoğraflar, karikatürler, posterler, çizgi filmler gibi çocukların ilgisini çekebilecek materyaller kullanılmakta, kalem-kağıt aktiviteleri, sınıf tartışmaları, oyun, rol oynama, drama gibi farklı tekniklerden yararlanılmaktadır. Çatışma çözümü eğitim programlarının etkililiği konusunda yapılan araştırma sonuçları, sosyal ve duygusal becerilerin öğrenilebileceğini ve bu becerilerin kazanımıyla saldırgan davranışların azaltılabileceğini göstermektedir.

Kaynakça

  • ABER, J. L., BROWN, J.L. ve JONES, S. M. (2003). Developmental trajectories toward violence in middle childhood: course, demographic differences, and response to school-based intervention. Developmental Psychology, 39, 324-348.
  • AKGÜL, H. (2005). Öfke denetimi eğitiminin ilköğretim II. kademe öğrencilerinin öfke denetimi becerilerine etkisi. S Erkan ve A Kaya (Ed.), Grupla Psikolojik Danışma ve Rehberlik Programları içinde (295-308). PegemA Yayıncılık, Ankara.
  • AKGÜN, S. ve ARAZ, A. (2007). İlköğretim öğrencilerine anlaşmazlıklarını yapıcı yollarla çözmeyi öğretebilir miyiz? Yayınlanmamış Tübitak Proje Raporu, Proje No: 106K366.
  • AKGÜN, S., ARAZ, A. ve KARADAĞ, S. (2007). Anlaşmazlıklarımızı çözebiliriz: ilköğretim öğrencilerine yönelik bir çatışma çözümü eğitimi ve psiko-sosyal etkileri. Türk Psikoloji Dergisi, 22, 43-62.
  • BELAND, K. R. (1996). A school wide approach to violence prevention. R. L. Hampton, P. Jenkins ve JP Gullotta (Eds.), Preventing Violence in America içinde (209-231). Sage, Thousand Oaks, CA.
  • BERKOWITZ, L. (2001). On the formation and regulation of anger and aggression: a cognitive-neoassociationisitic analysis. W.G. Parrott (Ed.), Emotions in Social Psychology içinde (325-336), Taylor & Francis Group, USA.
  • BODINE, R. J. ve CRAWFORD, D. K. (1998). The Handbook of Conflict Resolution Education. Jossey Bass Publishers, San Francisco.
  • BOHNERT, A. M., CRNIC, K. A. ve LIM, K. G. (2003). Emotional competence and aggressive behavior in school-age children. Journal of Abnormal Child Psychology, 31, 79-91.
  • BUDAK, S. (2000). Psikoloji Sözlüğü. Bilim ve Sanat Yayınları, Ankara.
  • BURKE, D. M. (2001). Empathy in sexually offending and nonoffending adolescent males. Journal of Interpersonal Violence, 16, 222-233.
  • ÇOBAN, R. (2002). The Effect of Conflict Resolution Training Program on Elementary School Students’ Conflict Resolution Strategies. (Yüksek Lisans Tezi) Orta Doğu Teknik Üniversitesi.
  • COHEN, D. ve STRAYER, J. (1996). Empathy in conduct-disordered and comparison youth. Developmental Psychology, 32, 988-998.
  • COLLINS, K., McALLEAVY, G. ve ADAMSON, G. (2004). Bullying in schools: a Northern Ireland study. Educational Research, 46, 55-71.
  • CRICK, N. R. ve DODGE, K. A. (1994). Review and reformulation of information- processing mechanisms in children’s social adustment. Psychological Bulletin, 115, 75-101.
  • CRICK, N. R. ve DODGE, K. A. (1996). Social information-processing mechanisms in reactive and proactive aggression. Child Development, 67, 993- 1002.
  • CRICK, N. R. ve LADD, G. W. (1990). Children’s perceptions of the outcomes of aggressive strategies: do the ends justify being mean? Developmental Psychology, 26, 612-620.
  • DEFFENBACHER, J. L. (1999). Cognitive-behavioral conceptualization and treatment of anger. Psychotherapy in Practice 55, 295-309.
  • DEUTSCH, M. (1973). The Resolution of Conflict. Yale University Press, New Haven.
  • DEUTSCH, M. (1994). Constructive conflict resolution: principles, training, and research. Journal of Social Issues, 50, 13-32.
  • DEUTSCH, M. (2000). Cooperation and competition. M. Deutsch ve P. T. Coleman (Eds.), The Handbook of Conflict Resolution: Theory and Practice içinde (21- 40). Jossey Bass, San Francisco.
  • DEVECI, S. E., AÇIK, Y., AYAR, A. (2008). A survey of rate of victimization and attitudes towards physical violence among school-aged children in Turkey. Child: Care, Health and Development, 34, 25-31.
  • DODGE, K. A. (1980). Social cognitions and children’s aggressive behavior. Child Development, 51, 162-163.
  • DODGE, K.A., COIE, J. D. (1987). Social-information processing factors in reactive and proactive aggression in children’s peer groups. Journal of Personality and Social Psychology, 53, 1146-1158.
  • DODGE, K. A., LANSFORD, J. E., BURKS, V. S. ve ark. (2003). Peer rejection and social information-processing factors in the development of aggressive behavior problems in children. Child Development, 74, 374-393.
  • DURAN, Ö. ve ELDELEKLIOĞLU, J. (2005). Öfke kontrol programının 15-18 yaş arası ergenler üzerindeki etkinliğinin araştırılması. GÜ, Gazi Eğitim Fakültesi Dergisi 25, 267-280.
  • DURKIN, K. (1995). Developmental Social Psychology. Blackwell Publishers, Cambridge.
  • EKLUND, J. H. (2006). Empathy and viewing the other as a subject. Scandinavian Journal of Psychology, 47, 399-409.
  • FEINDLER, E. L. (1991). Cognitive strategies in anger control interventions for children and adolescents. P. C. Kendall (Ed.), Child & Adolescent Therapy: Cognitive-Behavioral Procedures içinde (66-97). The Guilford Press, New York.
  • FESHBACH, N. D. (1975). Empathy in children: some theoretical and empirical considerations. Counseling Psychologist, 5, 25-30.
  • FESHBACH, N. D. ve FESHBACH, S. (1997). Children’s empathy and the media: realizing the potential of television. S. Kirschner ve D. A. Kirschner (Eds.), Perspectives on Psychology and the Media içinde (3-27). American Psychological Association, Washington DC,
  • GANSLE, A. G. (2005). The effectiveness of school-based anger interventions and programs: a meta-analysis. Journal of School Psychology, 43: 321-341.
  • GOLDEN, B. (2003). Healty Anger: How to Help Children and Teens Manage Their Anger. Carry, NC, USA: Oxford University Press.
  • GOLEMAN, D. (2005). Duygusal Zeka (Çev. Banu Seçkin Yüksel). Varlık Yayınları, İstanbul.
  • HEYDENBERK, W. R. HEYDENBERK, R. A. ve PERKINS-BAILEY, S. (2003). Conflict resolution and moral reasoning. Conflict Resolution Quarterly, 21, 27- 45.
  • HOFFMAN, M. L. (1987). The contribution of empathy to justice and moral judgment. N. Eisenberg ve J. Strayer (Eds.), Empathy and Its Development içinde (47-80). Cambridge University Press: Cambridge.
  • HOWARD, K. A., FLORA, J. ve GRIFFIN, M. (1999). Violence-prevention programs in schools: state of the science and implications for future research. Applied and Preventive Psychology, 8, 197-215.
  • JOHNSON, D. W. ve JOHNSON, R. (1995). Teaching students to be peacemakers: results of five years of research. Peace and Conflict: Journal of Peace Psychology 1, 417-438.
  • JOHNSON, D. W. ve JOHNSON, R. (1996). Conflict resolution and peer mediation programs in elementary and secondary schools: a review of the research. Review of Educational Research, 66, 459-506.
  • JOHNSON, D. W. ve JOHNSON, R. (2001). Teaching students to be peacemakers: results of twelve years of research. Paper Presented at Annual Meeting of the American Education Research Association, Seattle, WA, April 10-14.
  • JOHNSON, D. W. ve JOHNSON, R. (2004). Implementing the “teaching students to be peacemakers program”. Theory into Practice, 43, 68-79.
  • JOHNSON, D. W., JOHNSON, R., DUDLEY, B. ve Açıkgöz, K. (1994). Effects of conflict resolution training on elementary school students. The Journal of Social Psychology, 134, 803-817.
  • JOHNSON, D. W., JOHNSON, R., DUDLEY, B. M., ve MAGNUSON, D. (1995). Training elementary school students to manage conflict. Journal of Social Psychology, 135, 673-686.
  • JOHNSON, D. W., JOHNSON, R. ve DUDLEY, B. (1992). Effects on peer mediation training on elementary school students. Mediation Quarterly, 10, 89- 99.
  • JONSON-REID, M, (1998), Youth violence and exposure to violence in childhood: an ecological review. Aggressive and Violent Behavior, 3, 159-179.
  • KALLIOPUSKA, M. ve TIITINEN, U. (1991). Influence of development programs on the empathy and prosociability of preschool children. Perceptual and Motor Skills 72, 323-328.
  • KAPÇI, E. G. (2004). İlköğretim öğrencilerinin zorbalığa maruz kalma türünün ve sıklığının depresyon, kaygı ve benlik saygısı ile ilişkisi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi 37, 1-13.
  • KAPLAN, P.J. ve ARBUTHNOT, J. (1985). Affective empathy and cognitive role- taking in delinquent and nondelinquent youth. Adolescence 20, 323-333.
  • KAUKIAINEN, A., BJÖRKQVIST, K., LAGERSPETZ, K. ve ark. (1999) The relationships between social intelligence, empathy and three types of aggression. Aggressive Behavior, 25, 81-89.
  • KELTIKANGAS-JÄRVINEN, L. (2001). Aggressive behaviour and social problem- solving strategies: a review of the findings of a seven-year follow-up from childhood to late adolescence. Criminal Behaviour and Mental Health, 11, 236- 250.
  • KELTIKANGAS-JÄRVINEN, L., KANGAS, P. (1988). Problem solving strategies in aggressive and nonaggressive children. Aggressive Behavior, 14, 255-264.
  • KOCHENDERFER, B. J. ve LADD, G. W. (1996). Peer victimization: cause or consequence of school maladjustment? Child Development, 67, 1305-1317.
  • LANTIERI, L, (1995), Waging peace in our schools. Phi Delta Kappan, 76, 1-5.
  • LANTIERI, L. ve PATTI, J. (1996). The road to peace in our schools. Educational Leadership 54, 28-31.
  • LESURE-LESTER, G. E. (2000). Relation between empathy and aggression and behavior compliance abused group home youth. Child Psychiatry and Human Development, 31, 153-161.
  • OLWEUS, D. (1993). Bullying at School: What we Know and What we Can Do. Oxford, UK, Blackwell.
  • PEKEL-ULUDAĞLI, N. ve UÇANOK, Z. (2005). Akran zorbalığı gruplarında yalnızlık ve akademik başarı ile sosyometrik statüye göre zorba/kurban davranış türleri. Türk Psikoloji Dergisi, 56, 77-92.
  • PİŞKİN, M. (2003). Okullarımızda yaygın bir sorun: akran zorbalığı. VII. Ulusal Psikolojik Danışma ve Rehberlik Kongresi Bildiri Özetleri. Pegem A Yayıncılık, Ankara.
  • RIGBY, K. ve SLEE, P. T. (1991). Bullying among australian school children: reported behavior and attitudes towards victims. Journal of Social Psychology, 131, 615-627.
  • RIGBY, K. ve SLEE, P. T. (1999). Suicidal ideation among adolescent schoolchildren, involvement in bully/victim problems and perceived low social support. Suicide and Life-Threatening Behavior, 29, 119-130.
  • ROBERTS, W. ve STRAYER, J. (1996). Empathy, emotional expressiveness and prosocial behavior. Child Development, 67, 449-470.
  • SANDY, S. V. ve BOARDMAN, S. K. (2000). The peaceful kids conflict resolution program. The International Journal of Conflict Management, 11, 337-357.
  • SANDY, S. V. ve COCHRAN, K. M. (2000). The development of conflict resolution skills in children. M. Deutsch ve P. T. Coleman (Eds.), The Handbook of Conflict Resolution: Theory and Practice içinde (316-342). Jossey Bass, San Francisco.
  • SCHRUMPF, F., CRAWFORD, D. ve BODINE, R. (1997). Peer Mediation: Conflict Resolution in Schools. Research Press, Champaign III.
  • SHURE, M. B. ve SPIVACK, G. (1988). Interpersonal cognitive problem solving. R. H. Price, E. L. Cowen, R. P. Lorion, J. Ramos-McKay (Eds.), Fourteen Ounces of Prevention: A Casebook for Practitioners içinde (69-82), American Psychological Association, Washington DC.
  • STRAYER, J. (1987). Affective and cognitive perspectives on empathy. N. Eisenberg ve J. Strayer (Eds.), Empathy and Its Development içinde (218-244), Cambridge University Press: Cambridge,
  • STRAYER, J. ve ROBERTS, W. (2004). Empathy and observed anger and aggression in five-year-olds. Social Development 13, 1-13.
  • SUKHODOLSKY, D. G., KASSINOVE, H. ve GORMAN, B. S. (2004). Cognitive- behavioral therapy for anger in children and adolescent: a meta-analysis. Aggression and Violent Behavior, 9, 247-269.
  • TÜRNÜKLÜ, A., ÖZTÜRK, N. ve ŞAHİN, İ. (2002). ilköğretim okullarında, öğrencilerin, öğretmenlerin, okul yönticilerinin ve velilerin çatışma çözüm stratejilerinin incelenmesi. XII. Ulusal Psikoloji Kongresi Kongre Kitabı, ODTÜ, Ankara.
  • TÜRNÜKLÜ, A. ve ŞAHİN İ. (2004) 13-14 yaş grubu öğrencilerin çatışma çözme stratejilerinin incelenmesi. Türk Psikoloji Yazıları 7, 45-61.
  • UYSAL, A ve TEMEL, A. B. (2006). Şiddet karşıtı programlı eğitimin öğrencilerin çatışma çözüm, şiddete eğilim ve şiddet davranışlarına yansıması. Birinci Şiddet ve Okul Sempozyumu Bildiri Özetleri, 1 Haziran 2006’da www.iogm.meb.gov.tr/ siddetveokul/AbstractsBooklet.pdf adresinden indirildi.
  • de WIED, M., GOUDENA, P. P. ve MATTHYS, W. (2005). Empathy in boys with disruptive behavior disorders. Journal of Child Psychology and Psychiatry, 46, 867-880.
  • WILLIAMS, K., CHAMBERS, M., LOGAN, S. ve Robinson, D. (1996). Association of common health symptoms with bullying in primary school children. British Medical Journal, 313, 17-19.

WE CAN RESOLVE OUR CONFLICTS: INTRODUCING A CONFLICT RESOLUTION EDUCATION PROGRAM

Yıl 2010, Cilt: 11 Sayı: 1, 1 - 17, 01.01.2010

Öz

This paper provides a description of We Can Resolve Our Conflicts education program designed to prevent and reduce aggression in elementary school students and an overview of its theoretical and empirical foundations. The program was based on the theories of empathy, anger control, social information processing, and constructive conflict resolution. Effectiveness of the program was also examined by two empirical studies. The program aims active participation of the students therefore materials interesting for children such as stories, photos, cartoons, posters, films and different techniques such as pen and paper activities, class discussions, plays, role-plays, drama are utilized in the program. Studies examining the effectiveness of conflict resolution education programs have suggested that social and emotional skills can be taught and aggression can be reduced by these acquisitions

Kaynakça

  • ABER, J. L., BROWN, J.L. ve JONES, S. M. (2003). Developmental trajectories toward violence in middle childhood: course, demographic differences, and response to school-based intervention. Developmental Psychology, 39, 324-348.
  • AKGÜL, H. (2005). Öfke denetimi eğitiminin ilköğretim II. kademe öğrencilerinin öfke denetimi becerilerine etkisi. S Erkan ve A Kaya (Ed.), Grupla Psikolojik Danışma ve Rehberlik Programları içinde (295-308). PegemA Yayıncılık, Ankara.
  • AKGÜN, S. ve ARAZ, A. (2007). İlköğretim öğrencilerine anlaşmazlıklarını yapıcı yollarla çözmeyi öğretebilir miyiz? Yayınlanmamış Tübitak Proje Raporu, Proje No: 106K366.
  • AKGÜN, S., ARAZ, A. ve KARADAĞ, S. (2007). Anlaşmazlıklarımızı çözebiliriz: ilköğretim öğrencilerine yönelik bir çatışma çözümü eğitimi ve psiko-sosyal etkileri. Türk Psikoloji Dergisi, 22, 43-62.
  • BELAND, K. R. (1996). A school wide approach to violence prevention. R. L. Hampton, P. Jenkins ve JP Gullotta (Eds.), Preventing Violence in America içinde (209-231). Sage, Thousand Oaks, CA.
  • BERKOWITZ, L. (2001). On the formation and regulation of anger and aggression: a cognitive-neoassociationisitic analysis. W.G. Parrott (Ed.), Emotions in Social Psychology içinde (325-336), Taylor & Francis Group, USA.
  • BODINE, R. J. ve CRAWFORD, D. K. (1998). The Handbook of Conflict Resolution Education. Jossey Bass Publishers, San Francisco.
  • BOHNERT, A. M., CRNIC, K. A. ve LIM, K. G. (2003). Emotional competence and aggressive behavior in school-age children. Journal of Abnormal Child Psychology, 31, 79-91.
  • BUDAK, S. (2000). Psikoloji Sözlüğü. Bilim ve Sanat Yayınları, Ankara.
  • BURKE, D. M. (2001). Empathy in sexually offending and nonoffending adolescent males. Journal of Interpersonal Violence, 16, 222-233.
  • ÇOBAN, R. (2002). The Effect of Conflict Resolution Training Program on Elementary School Students’ Conflict Resolution Strategies. (Yüksek Lisans Tezi) Orta Doğu Teknik Üniversitesi.
  • COHEN, D. ve STRAYER, J. (1996). Empathy in conduct-disordered and comparison youth. Developmental Psychology, 32, 988-998.
  • COLLINS, K., McALLEAVY, G. ve ADAMSON, G. (2004). Bullying in schools: a Northern Ireland study. Educational Research, 46, 55-71.
  • CRICK, N. R. ve DODGE, K. A. (1994). Review and reformulation of information- processing mechanisms in children’s social adustment. Psychological Bulletin, 115, 75-101.
  • CRICK, N. R. ve DODGE, K. A. (1996). Social information-processing mechanisms in reactive and proactive aggression. Child Development, 67, 993- 1002.
  • CRICK, N. R. ve LADD, G. W. (1990). Children’s perceptions of the outcomes of aggressive strategies: do the ends justify being mean? Developmental Psychology, 26, 612-620.
  • DEFFENBACHER, J. L. (1999). Cognitive-behavioral conceptualization and treatment of anger. Psychotherapy in Practice 55, 295-309.
  • DEUTSCH, M. (1973). The Resolution of Conflict. Yale University Press, New Haven.
  • DEUTSCH, M. (1994). Constructive conflict resolution: principles, training, and research. Journal of Social Issues, 50, 13-32.
  • DEUTSCH, M. (2000). Cooperation and competition. M. Deutsch ve P. T. Coleman (Eds.), The Handbook of Conflict Resolution: Theory and Practice içinde (21- 40). Jossey Bass, San Francisco.
  • DEVECI, S. E., AÇIK, Y., AYAR, A. (2008). A survey of rate of victimization and attitudes towards physical violence among school-aged children in Turkey. Child: Care, Health and Development, 34, 25-31.
  • DODGE, K. A. (1980). Social cognitions and children’s aggressive behavior. Child Development, 51, 162-163.
  • DODGE, K.A., COIE, J. D. (1987). Social-information processing factors in reactive and proactive aggression in children’s peer groups. Journal of Personality and Social Psychology, 53, 1146-1158.
  • DODGE, K. A., LANSFORD, J. E., BURKS, V. S. ve ark. (2003). Peer rejection and social information-processing factors in the development of aggressive behavior problems in children. Child Development, 74, 374-393.
  • DURAN, Ö. ve ELDELEKLIOĞLU, J. (2005). Öfke kontrol programının 15-18 yaş arası ergenler üzerindeki etkinliğinin araştırılması. GÜ, Gazi Eğitim Fakültesi Dergisi 25, 267-280.
  • DURKIN, K. (1995). Developmental Social Psychology. Blackwell Publishers, Cambridge.
  • EKLUND, J. H. (2006). Empathy and viewing the other as a subject. Scandinavian Journal of Psychology, 47, 399-409.
  • FEINDLER, E. L. (1991). Cognitive strategies in anger control interventions for children and adolescents. P. C. Kendall (Ed.), Child & Adolescent Therapy: Cognitive-Behavioral Procedures içinde (66-97). The Guilford Press, New York.
  • FESHBACH, N. D. (1975). Empathy in children: some theoretical and empirical considerations. Counseling Psychologist, 5, 25-30.
  • FESHBACH, N. D. ve FESHBACH, S. (1997). Children’s empathy and the media: realizing the potential of television. S. Kirschner ve D. A. Kirschner (Eds.), Perspectives on Psychology and the Media içinde (3-27). American Psychological Association, Washington DC,
  • GANSLE, A. G. (2005). The effectiveness of school-based anger interventions and programs: a meta-analysis. Journal of School Psychology, 43: 321-341.
  • GOLDEN, B. (2003). Healty Anger: How to Help Children and Teens Manage Their Anger. Carry, NC, USA: Oxford University Press.
  • GOLEMAN, D. (2005). Duygusal Zeka (Çev. Banu Seçkin Yüksel). Varlık Yayınları, İstanbul.
  • HEYDENBERK, W. R. HEYDENBERK, R. A. ve PERKINS-BAILEY, S. (2003). Conflict resolution and moral reasoning. Conflict Resolution Quarterly, 21, 27- 45.
  • HOFFMAN, M. L. (1987). The contribution of empathy to justice and moral judgment. N. Eisenberg ve J. Strayer (Eds.), Empathy and Its Development içinde (47-80). Cambridge University Press: Cambridge.
  • HOWARD, K. A., FLORA, J. ve GRIFFIN, M. (1999). Violence-prevention programs in schools: state of the science and implications for future research. Applied and Preventive Psychology, 8, 197-215.
  • JOHNSON, D. W. ve JOHNSON, R. (1995). Teaching students to be peacemakers: results of five years of research. Peace and Conflict: Journal of Peace Psychology 1, 417-438.
  • JOHNSON, D. W. ve JOHNSON, R. (1996). Conflict resolution and peer mediation programs in elementary and secondary schools: a review of the research. Review of Educational Research, 66, 459-506.
  • JOHNSON, D. W. ve JOHNSON, R. (2001). Teaching students to be peacemakers: results of twelve years of research. Paper Presented at Annual Meeting of the American Education Research Association, Seattle, WA, April 10-14.
  • JOHNSON, D. W. ve JOHNSON, R. (2004). Implementing the “teaching students to be peacemakers program”. Theory into Practice, 43, 68-79.
  • JOHNSON, D. W., JOHNSON, R., DUDLEY, B. ve Açıkgöz, K. (1994). Effects of conflict resolution training on elementary school students. The Journal of Social Psychology, 134, 803-817.
  • JOHNSON, D. W., JOHNSON, R., DUDLEY, B. M., ve MAGNUSON, D. (1995). Training elementary school students to manage conflict. Journal of Social Psychology, 135, 673-686.
  • JOHNSON, D. W., JOHNSON, R. ve DUDLEY, B. (1992). Effects on peer mediation training on elementary school students. Mediation Quarterly, 10, 89- 99.
  • JONSON-REID, M, (1998), Youth violence and exposure to violence in childhood: an ecological review. Aggressive and Violent Behavior, 3, 159-179.
  • KALLIOPUSKA, M. ve TIITINEN, U. (1991). Influence of development programs on the empathy and prosociability of preschool children. Perceptual and Motor Skills 72, 323-328.
  • KAPÇI, E. G. (2004). İlköğretim öğrencilerinin zorbalığa maruz kalma türünün ve sıklığının depresyon, kaygı ve benlik saygısı ile ilişkisi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi 37, 1-13.
  • KAPLAN, P.J. ve ARBUTHNOT, J. (1985). Affective empathy and cognitive role- taking in delinquent and nondelinquent youth. Adolescence 20, 323-333.
  • KAUKIAINEN, A., BJÖRKQVIST, K., LAGERSPETZ, K. ve ark. (1999) The relationships between social intelligence, empathy and three types of aggression. Aggressive Behavior, 25, 81-89.
  • KELTIKANGAS-JÄRVINEN, L. (2001). Aggressive behaviour and social problem- solving strategies: a review of the findings of a seven-year follow-up from childhood to late adolescence. Criminal Behaviour and Mental Health, 11, 236- 250.
  • KELTIKANGAS-JÄRVINEN, L., KANGAS, P. (1988). Problem solving strategies in aggressive and nonaggressive children. Aggressive Behavior, 14, 255-264.
  • KOCHENDERFER, B. J. ve LADD, G. W. (1996). Peer victimization: cause or consequence of school maladjustment? Child Development, 67, 1305-1317.
  • LANTIERI, L, (1995), Waging peace in our schools. Phi Delta Kappan, 76, 1-5.
  • LANTIERI, L. ve PATTI, J. (1996). The road to peace in our schools. Educational Leadership 54, 28-31.
  • LESURE-LESTER, G. E. (2000). Relation between empathy and aggression and behavior compliance abused group home youth. Child Psychiatry and Human Development, 31, 153-161.
  • OLWEUS, D. (1993). Bullying at School: What we Know and What we Can Do. Oxford, UK, Blackwell.
  • PEKEL-ULUDAĞLI, N. ve UÇANOK, Z. (2005). Akran zorbalığı gruplarında yalnızlık ve akademik başarı ile sosyometrik statüye göre zorba/kurban davranış türleri. Türk Psikoloji Dergisi, 56, 77-92.
  • PİŞKİN, M. (2003). Okullarımızda yaygın bir sorun: akran zorbalığı. VII. Ulusal Psikolojik Danışma ve Rehberlik Kongresi Bildiri Özetleri. Pegem A Yayıncılık, Ankara.
  • RIGBY, K. ve SLEE, P. T. (1991). Bullying among australian school children: reported behavior and attitudes towards victims. Journal of Social Psychology, 131, 615-627.
  • RIGBY, K. ve SLEE, P. T. (1999). Suicidal ideation among adolescent schoolchildren, involvement in bully/victim problems and perceived low social support. Suicide and Life-Threatening Behavior, 29, 119-130.
  • ROBERTS, W. ve STRAYER, J. (1996). Empathy, emotional expressiveness and prosocial behavior. Child Development, 67, 449-470.
  • SANDY, S. V. ve BOARDMAN, S. K. (2000). The peaceful kids conflict resolution program. The International Journal of Conflict Management, 11, 337-357.
  • SANDY, S. V. ve COCHRAN, K. M. (2000). The development of conflict resolution skills in children. M. Deutsch ve P. T. Coleman (Eds.), The Handbook of Conflict Resolution: Theory and Practice içinde (316-342). Jossey Bass, San Francisco.
  • SCHRUMPF, F., CRAWFORD, D. ve BODINE, R. (1997). Peer Mediation: Conflict Resolution in Schools. Research Press, Champaign III.
  • SHURE, M. B. ve SPIVACK, G. (1988). Interpersonal cognitive problem solving. R. H. Price, E. L. Cowen, R. P. Lorion, J. Ramos-McKay (Eds.), Fourteen Ounces of Prevention: A Casebook for Practitioners içinde (69-82), American Psychological Association, Washington DC.
  • STRAYER, J. (1987). Affective and cognitive perspectives on empathy. N. Eisenberg ve J. Strayer (Eds.), Empathy and Its Development içinde (218-244), Cambridge University Press: Cambridge,
  • STRAYER, J. ve ROBERTS, W. (2004). Empathy and observed anger and aggression in five-year-olds. Social Development 13, 1-13.
  • SUKHODOLSKY, D. G., KASSINOVE, H. ve GORMAN, B. S. (2004). Cognitive- behavioral therapy for anger in children and adolescent: a meta-analysis. Aggression and Violent Behavior, 9, 247-269.
  • TÜRNÜKLÜ, A., ÖZTÜRK, N. ve ŞAHİN, İ. (2002). ilköğretim okullarında, öğrencilerin, öğretmenlerin, okul yönticilerinin ve velilerin çatışma çözüm stratejilerinin incelenmesi. XII. Ulusal Psikoloji Kongresi Kongre Kitabı, ODTÜ, Ankara.
  • TÜRNÜKLÜ, A. ve ŞAHİN İ. (2004) 13-14 yaş grubu öğrencilerin çatışma çözme stratejilerinin incelenmesi. Türk Psikoloji Yazıları 7, 45-61.
  • UYSAL, A ve TEMEL, A. B. (2006). Şiddet karşıtı programlı eğitimin öğrencilerin çatışma çözüm, şiddete eğilim ve şiddet davranışlarına yansıması. Birinci Şiddet ve Okul Sempozyumu Bildiri Özetleri, 1 Haziran 2006’da www.iogm.meb.gov.tr/ siddetveokul/AbstractsBooklet.pdf adresinden indirildi.
  • de WIED, M., GOUDENA, P. P. ve MATTHYS, W. (2005). Empathy in boys with disruptive behavior disorders. Journal of Child Psychology and Psychiatry, 46, 867-880.
  • WILLIAMS, K., CHAMBERS, M., LOGAN, S. ve Robinson, D. (1996). Association of common health symptoms with bullying in primary school children. British Medical Journal, 313, 17-19.
Toplam 72 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Araştırma Makalesi
Yazarlar

Serap Akgün Bu kişi benim

Arzu Araz Bu kişi benim

Yayımlanma Tarihi 1 Ocak 2010
Yayımlandığı Sayı Yıl 2010 Cilt: 11 Sayı: 1

Kaynak Göster

APA Akgün, S., & Araz, A. (2010). ANLAŞMAZLIKLARIMIZI ÇÖZEBİLİRİZ: BİR ÇATIŞMA ÇÖZÜMÜ EĞİTİM PROGRAMI TANITIMI. Doğuş Üniversitesi Dergisi, 11(1), 1-17.