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Yıl 2015, Cilt: 16 Sayı: 1, 81 - 105, 24.07.2015

Turgut Türkdoğan

https://doi.org/10.12984/eed.45828
Cited By: 3

Öz

This study was a literature review that aims to examine the research findings about the effectiveness of the reality therapy based interventions that were conducted in the sample of primary school and middle school students. The researches that examine the effectiveness of the reality therapy based interventions were evaluated under three main topics called (a) group counseling, (b) psycho-education programs, and (c) choice theory based classroom program and school support (planning) room. Within the scope of this research it was deduced that reality therapy based interventions that were conducted in the sample of primary school and middle school students are effective for helping students to develop positive attitudes to school, to remove the maladaptive behaviors, to raise the academic achievement level, to develop the internal locus of control and responsibility, and to develop a success concept and a positive self-concept. The findings were discussed, and some suggestions were submitted for the future researches

Anahtar Kelimeler

Reality therapy choice theory school effectiveness review

Kaynakça

  • Baynes, G. J. A. (1999). The impact of students' use of "think time" and conflict resolution on their academic (mathandreading) performance and social behavior. (Unpublished doctoral dissertation), Washington State University. (UMI No. 9960814).
  • Block, M. A. (1994). A study to investigate the use of reality therapy in small group counseling sessions to enhance the self-concepts levels of elementary students. (Unpublished doctoral dissertation), Walden University. (UMI No. 9520590).
  • Burger, J. M. (2006). Kişilik (Çev. Erguvan Sarıoğlu, İ. D.). İstanbul: Kaknüs Yayınları. (Özgün Çalışma, 2004).
  • Carbo, B. C. (2006). The behavioral effects of group therapy on at-risk middle school students. (Unpublished master’s thesis), The University of South Alabama. (UMI No. 1434978).
  • Corey, G. (2008). Psikolojik danışma, psikoterapi kuram ve uygulamaları (Çev. Ergene, T.). Ankara: Mentis Yayıncılık. (Özgün Çalışma, 2005).
  • Donato, T. (2004). Maintenance for the CT/RT student in the classroom. International Journal of Reality Therapy, 24(1), 38-42.
  • Edens, R. M. (1995). Effects of teaching control theory and reality therapy as an approach to reducin gdisruptiv ebehaviors in middle school physical education. (Unpublished doctoral dissertation), The University of North Carolina. (UMI No. 9618157).
  • Frey, L. M.,&Wilhite, K. (2005). Our five basic needs: Application for understanding the function of behavior. Intervention in School and Clinic, 40(3), 156-160.
  • Garza-Burciaga, J. (2002). The effect of a choice theory program on the attendance and conduct of sixth grade students. (Unpublished doctoral dissertation), University of Houston. (UMI No. 3042436).
  • Glasser, W. (1975). Reality therapy: A new approach to psychiatry. New York: Harper & Row Publishers.
  • Glasser, W. (1984). Control theory. New York: Harper & Row Publishers.
  • Glasser, W. (1999a). Başarısızlığın olmadığı okul (Çev. Teksöz, K.). İstanbul: Beyaz Yayınları.
  • Glasser, W. (1999b). Okulda kaliteli eğitim (Çev. Kaplan, U.). İstanbul: Beyaz Yayınları.
  • Glasser, W. (2001a). Choice theory in the classroom. New York: Harper Publishers.
  • Glasser, W. (2001b). Counseling with choice theory: The new reality therapy. New York: Harper Collins Publishers.
  • Glasser, W. (2005). Kişisel özgürlüğün psikolojisi: Seçim teorisi (Çev. İzmirli, M.). İstanbul: Hayat Yayıncılık.
  • Güçray, S. S., Çekici, F. ve Çolakkadıoğlu, O. (2009). Psiko-eğitim gruplarının yapılandırılması ve genel ilkeleri. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 5(1), 134-153.
  • Hardaway, R. T. (1998). An historical case study of a quality classroom. (Unpublished doctoral dissertation), The University of Sarasota. (UMI No. 9911550).
  • Kianipour, O. ve Hoseini, B. (2012). Effectiveness of training the choice theory of Glasser to teachers on improvement of students’ academic qualification. Journal of Educational and Instructional Studies in the World, 2(2), 117-123.
  • Kim, R-I. ve Hwang, M-G. (2001). The effect of internal control and achievement motivation in group counseling based on reality therapy. International Journal of Reality Therapy, 20(2), 12-15.
  • Kim, K. (2002). The effect of a reality therapy program on the responsibility for elementary school children in Korea. International Journal of RealityTherapy, 22(1), 30-33.
  • Kim, J-U. (2006). The effect of a bullying prevention program on responsibility and victimization of bullied children in Korea. International Journal of Reality Therapy, 26(1), 4-8.
  • Louis, G. W. (1998). The Quality School: Effects on student attitude toward school. (Unpublished doctoral dissertation), The University of Cincinnati. (UMI No. 9833730).
  • Murphy, L. (1997). Efficacy of reality therapy in the schools: A review of the research from 1980–1995. Journal of Reality Therapy, 16(2),12-20.
  • Nelson-Jones, R. (1982). Danışma psikolojisi kuramları. (Çeviri Ed.: Akkoyun, F.), London: Cassell Educational Limited.
  • Passaro, P. D., Moon, M., Wiest, D. J. ve Wong, E. H. (2004). A model for school psychology practice: Addressing the needs of students with emotional and behavioral challenges through the use of an in school support room and reality therapy. Adolescence, 39(155), 503-717.
  • Peterson, A.V. (2008). Pete’s pathogram: Pathway to success. US: Action Printing.
  • Petra, J. R. (2000). The effects of a choice theory and reality therapy parenting program on children’s behaviour. (Unpublished doctoral dissertation), The Union Institute Graduate College. (UMI No.9989078).
  • Prochaska, J. O. ve Norcross, J. C. (2010). Systems of psychotherapy: A transtheoretical analysis. Pacific Groce, C.A.:Brooks/Cole.
  • Prout, H. T. (1998). Counseling and psychotherapy with children and adolescents: Historical developmental, integrative, and effectiveness perspectives. In H. T. Proutand D. T. Brown (Eds.), Counseling and psychotherapy with children and adolescent: Theory and practice for school and clinical settings(pp.1-31), 3th. Edition. Hoboken, New Jersey: John Wiley & Sons.
  • Prout, S. M. ve Prout, H. T. (1998).A meta-analysis of school-based studies of counseling and psychotherapy: An update. Journal of School Psychology, 36(2),121–136.
  • Radtke, L., Sapp, M. ve Farrell, W. C. (1997). Reality therapy: A meta-analysis. Journal of Reality Therapy. 17(1), 4-9.
  • Roy, J. (2006). Development of the ideas of William Glasser: A biographical study. (Unpublished doctoral dissertation), La Sierra University. (UMI No.3227052).
  • Salvatore, A. J. (2006). An anti-bullying strategy: Action research in a 5/6 intermediate school. (Unpublished doctoral dissertation), The University of Hartford. (UMI No. 3210027).
  • Seligman, L. (2006). Theories of counseling and psychotherapy: Systems, strategies, and skills. Upper Saddle River, N. J.: Pearson Prentice Hall.
  • Steven, N. S-Y. (2004). Group work with disaffected students: A reality therapy approach. The Hong Kong Journal of Social Work, 38(1-2), 15-34.
  • Strauss, A. ve Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage.
  • Türkdoğan, T. ve Duru, E. (2012). The role of basic needs fulfillment in prediction of subjective well-being among university students. Educational Sciences: Theory & Practice, 12(4), 2440-2446.
  • Walter, S. M., Lambie, G. W. ve Ngazimbi, E. E. (2008). A choice theory counseling group succeeds with middle school students who displayed disciplinary problems. Middle School Journal, 40(2), 4-12.
  • Weisz, J. R., Weiss, B., Han, S. S., Granger, D. A. ve Morton, T. (1995). Effects of psychotherapy with children and adolescents revisited: A meta-analysis of treatment outcome studies. Psychological Bulletin, 117(3), 450-468.
  • Wubbolding, R. E. (2007). Glasser quality school. Group Dynamics: Theory, Research, and Practice, 11(4), 253-261.
  • Wubbolding, R. E. ve Brickell, J. (2007). Frequently asked questions and brief answers: Part I. International Journal of Reality Therapy, 27(1), 29-30.
  • Yalçın, A. F. (2007). Başarı kimliği geliştirme programının etkililiği. (Yayınlanmamış Doktora Tezi), Hacettepe Üniversitesi Sosyal Bilimler Enstitüsü, Ankara.

Gerçeklik Terapisi Temelli Müdahalelerin Okullardaki Etkililiği: İlkokul ve Ortaokul Öğrencilerine Yönelik Bir İnceleme

Yıl 2015, Cilt: 16 Sayı: 1, 81 - 105, 24.07.2015

Turgut Türkdoğan

https://doi.org/10.12984/eed.45828
Cited By: 3

Öz

Bu araştırma, ilkokul ve ortaokul öğrencileriyle yürütülen gerçeklik terapisi temelli müdahalelerin etkililiğini inceleyen çeşitli araştırma bulgularının gözden geçirilmesini amaçlayan bir alanyazın taramasıdır. Çalışma kapsamında incelenen gerçeklik terapisi temelli müdahalelerin etkililiğini sınayan araştırmalar genel olarak (a) grupla psikolojik danışma, (b) psiko-eğitim programları, (c) seçim kuramı temelli sınıf programı ve okul destek (plânlama) odası şeklindeki üç ana başlık altında değerlendirilmiştir. Çalışma kapsamında ilkokul ve ortaokul öğrencileriyle yürütülen gerçeklik terapisi temelli müdahalelerin; öğrencilerin okula ilişkin olumlu tutumlar geliştirmelerinde, disiplini bozucu problem davranışlardan uzaklaşmalarında, akademik başarı düzeylerini arttırmalarında, içsel kontrol odağını ve sorumluluk düzeylerini yükseltmelerinde ve de olumlu bir benlik kavramı ve başarı kimliği geliştirmelerinde etkili olduğu sonucuna varılmıştır. İnceleme sonucunda ulaşılan bulgular tartışılmış, ileride yapılacak araştırmalara yönelik bazı önerilerde bulunulmuştur.

Anahtar Kelimeler

Gerçeklik terapisi seçim kuramı okul etkililik gözden geçirme

Kaynakça

  • Baynes, G. J. A. (1999). The impact of students' use of "think time" and conflict resolution on their academic (mathandreading) performance and social behavior. (Unpublished doctoral dissertation), Washington State University. (UMI No. 9960814).
  • Block, M. A. (1994). A study to investigate the use of reality therapy in small group counseling sessions to enhance the self-concepts levels of elementary students. (Unpublished doctoral dissertation), Walden University. (UMI No. 9520590).
  • Burger, J. M. (2006). Kişilik (Çev. Erguvan Sarıoğlu, İ. D.). İstanbul: Kaknüs Yayınları. (Özgün Çalışma, 2004).
  • Carbo, B. C. (2006). The behavioral effects of group therapy on at-risk middle school students. (Unpublished master’s thesis), The University of South Alabama. (UMI No. 1434978).
  • Corey, G. (2008). Psikolojik danışma, psikoterapi kuram ve uygulamaları (Çev. Ergene, T.). Ankara: Mentis Yayıncılık. (Özgün Çalışma, 2005).
  • Donato, T. (2004). Maintenance for the CT/RT student in the classroom. International Journal of Reality Therapy, 24(1), 38-42.
  • Edens, R. M. (1995). Effects of teaching control theory and reality therapy as an approach to reducin gdisruptiv ebehaviors in middle school physical education. (Unpublished doctoral dissertation), The University of North Carolina. (UMI No. 9618157).
  • Frey, L. M.,&Wilhite, K. (2005). Our five basic needs: Application for understanding the function of behavior. Intervention in School and Clinic, 40(3), 156-160.
  • Garza-Burciaga, J. (2002). The effect of a choice theory program on the attendance and conduct of sixth grade students. (Unpublished doctoral dissertation), University of Houston. (UMI No. 3042436).
  • Glasser, W. (1975). Reality therapy: A new approach to psychiatry. New York: Harper & Row Publishers.
  • Glasser, W. (1984). Control theory. New York: Harper & Row Publishers.
  • Glasser, W. (1999a). Başarısızlığın olmadığı okul (Çev. Teksöz, K.). İstanbul: Beyaz Yayınları.
  • Glasser, W. (1999b). Okulda kaliteli eğitim (Çev. Kaplan, U.). İstanbul: Beyaz Yayınları.
  • Glasser, W. (2001a). Choice theory in the classroom. New York: Harper Publishers.
  • Glasser, W. (2001b). Counseling with choice theory: The new reality therapy. New York: Harper Collins Publishers.
  • Glasser, W. (2005). Kişisel özgürlüğün psikolojisi: Seçim teorisi (Çev. İzmirli, M.). İstanbul: Hayat Yayıncılık.
  • Güçray, S. S., Çekici, F. ve Çolakkadıoğlu, O. (2009). Psiko-eğitim gruplarının yapılandırılması ve genel ilkeleri. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 5(1), 134-153.
  • Hardaway, R. T. (1998). An historical case study of a quality classroom. (Unpublished doctoral dissertation), The University of Sarasota. (UMI No. 9911550).
  • Kianipour, O. ve Hoseini, B. (2012). Effectiveness of training the choice theory of Glasser to teachers on improvement of students’ academic qualification. Journal of Educational and Instructional Studies in the World, 2(2), 117-123.
  • Kim, R-I. ve Hwang, M-G. (2001). The effect of internal control and achievement motivation in group counseling based on reality therapy. International Journal of Reality Therapy, 20(2), 12-15.
  • Kim, K. (2002). The effect of a reality therapy program on the responsibility for elementary school children in Korea. International Journal of RealityTherapy, 22(1), 30-33.
  • Kim, J-U. (2006). The effect of a bullying prevention program on responsibility and victimization of bullied children in Korea. International Journal of Reality Therapy, 26(1), 4-8.
  • Louis, G. W. (1998). The Quality School: Effects on student attitude toward school. (Unpublished doctoral dissertation), The University of Cincinnati. (UMI No. 9833730).
  • Murphy, L. (1997). Efficacy of reality therapy in the schools: A review of the research from 1980–1995. Journal of Reality Therapy, 16(2),12-20.
  • Nelson-Jones, R. (1982). Danışma psikolojisi kuramları. (Çeviri Ed.: Akkoyun, F.), London: Cassell Educational Limited.
  • Passaro, P. D., Moon, M., Wiest, D. J. ve Wong, E. H. (2004). A model for school psychology practice: Addressing the needs of students with emotional and behavioral challenges through the use of an in school support room and reality therapy. Adolescence, 39(155), 503-717.
  • Peterson, A.V. (2008). Pete’s pathogram: Pathway to success. US: Action Printing.
  • Petra, J. R. (2000). The effects of a choice theory and reality therapy parenting program on children’s behaviour. (Unpublished doctoral dissertation), The Union Institute Graduate College. (UMI No.9989078).
  • Prochaska, J. O. ve Norcross, J. C. (2010). Systems of psychotherapy: A transtheoretical analysis. Pacific Groce, C.A.:Brooks/Cole.
  • Prout, H. T. (1998). Counseling and psychotherapy with children and adolescents: Historical developmental, integrative, and effectiveness perspectives. In H. T. Proutand D. T. Brown (Eds.), Counseling and psychotherapy with children and adolescent: Theory and practice for school and clinical settings(pp.1-31), 3th. Edition. Hoboken, New Jersey: John Wiley & Sons.
  • Prout, S. M. ve Prout, H. T. (1998).A meta-analysis of school-based studies of counseling and psychotherapy: An update. Journal of School Psychology, 36(2),121–136.
  • Radtke, L., Sapp, M. ve Farrell, W. C. (1997). Reality therapy: A meta-analysis. Journal of Reality Therapy. 17(1), 4-9.
  • Roy, J. (2006). Development of the ideas of William Glasser: A biographical study. (Unpublished doctoral dissertation), La Sierra University. (UMI No.3227052).
  • Salvatore, A. J. (2006). An anti-bullying strategy: Action research in a 5/6 intermediate school. (Unpublished doctoral dissertation), The University of Hartford. (UMI No. 3210027).
  • Seligman, L. (2006). Theories of counseling and psychotherapy: Systems, strategies, and skills. Upper Saddle River, N. J.: Pearson Prentice Hall.
  • Steven, N. S-Y. (2004). Group work with disaffected students: A reality therapy approach. The Hong Kong Journal of Social Work, 38(1-2), 15-34.
  • Strauss, A. ve Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage.
  • Türkdoğan, T. ve Duru, E. (2012). The role of basic needs fulfillment in prediction of subjective well-being among university students. Educational Sciences: Theory & Practice, 12(4), 2440-2446.
  • Walter, S. M., Lambie, G. W. ve Ngazimbi, E. E. (2008). A choice theory counseling group succeeds with middle school students who displayed disciplinary problems. Middle School Journal, 40(2), 4-12.
  • Weisz, J. R., Weiss, B., Han, S. S., Granger, D. A. ve Morton, T. (1995). Effects of psychotherapy with children and adolescents revisited: A meta-analysis of treatment outcome studies. Psychological Bulletin, 117(3), 450-468.
  • Wubbolding, R. E. (2007). Glasser quality school. Group Dynamics: Theory, Research, and Practice, 11(4), 253-261.
  • Wubbolding, R. E. ve Brickell, J. (2007). Frequently asked questions and brief answers: Part I. International Journal of Reality Therapy, 27(1), 29-30.
  • Yalçın, A. F. (2007). Başarı kimliği geliştirme programının etkililiği. (Yayınlanmamış Doktora Tezi), Hacettepe Üniversitesi Sosyal Bilimler Enstitüsü, Ankara.
Toplam 43 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Turgut Türkdoğan

Yayımlanma Tarihi 24 Temmuz 2015
Yayımlandığı Sayı Yıl 2015 Cilt: 16 Sayı: 1

Kaynak Göster

APA Türkdoğan, T. (2015). Gerçeklik Terapisi Temelli Müdahalelerin Okullardaki Etkililiği: İlkokul ve Ortaokul Öğrencilerine Yönelik Bir İnceleme. Ege Eğitim Dergisi, 16(1), 81-105. https://doi.org/10.12984/eed.45828

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