Araştırma Makalesi
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Akran Zorbalığını Önlemede Okul Tabanlı Müdahale Programları: Sistematik Derleme

Yıl 2021, , 359 - 399, 21.06.2021
https://doi.org/10.47793/hp.936791

Öz

Bu sistematik derlemede, öğrencilerin akran zorbalığı davranışını önlemeye yönelik okul temelli eğitim programlarının etkililiğini değerlendirmek üzere yapılmış randomize kontrollü ve yarı deneysel araştırmaların sonuçları doğrultusunda elde edilen kanıtlar incelenmiştir. Derlemede “Pubmed, Wiley Interscience, Sciencedirect ve Academic Search Complete (EBSCOHOST) veri tabanından erişilen toplam dört veri tabanından ulaşılabilen, Ocak 2016- Ocak 2021 yılları arasında yapılan araştırmalar incelenmiştir. Bu veri tabanlarında İngilizce olarak “bullying, violence, school health, nursing, children, training, intervention, prevention” anahtar kelimeleri ile tarama yapılmıştır. Bu bağlamda; araştırmaya dahil edilme kriterlerine uyan 51 çalışma sistematik derleme kapsamında değerlendirilmiştir. Dahil edilen araştırmaların 36’sı yarı deneysel, 15’i randomize kontrollü deneysel araştırma tasarımına sahiptir. Bu müdahale araştırmalarında, akran eğitimi, iletişimi güçlendirmek, ebeveyni eğitime dahil etme, öğretmenleri eğitim sürecine katmak, oyun temelli programlar, modele dayalı programlar yer almıştır. Elde edilen araştırma sonuçlarına göre farklı kültürlerde ve eğitim sistemlerinde yapılmış okul temelli uygulanan eğitim programlarının zorbalık davranışını önlemede etkili olduğu saptanmıştır. Özellikle İlkokul, ortaokul ve liseler, çalışmaların etkili olduğu alanlardır. Bu sistematik derlemede incelenen çalışmalar okul rehberlik ve psikolojik danışmanları, psikologlar, sosyal hizmet uzmanları, halk sağlığı hemşirelerine ve okul hemşirelerine rehberlik edebilir. Bununla birlikte okullarda zorbalık davranışını önleme programlarının etkisini değerlendirmek için modellere dayalı, ebeveyn, okul görevlilerinin dahil edildiği ve disiplinlerarası kanıta dayalı çalışmalara ihtiyaç bulunmaktadır.

Kaynakça

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School-Based Intervention Programs in Preventing Peer Bullying: A Systematic Review

Yıl 2021, , 359 - 399, 21.06.2021
https://doi.org/10.47793/hp.936791

Öz

This systematic review was conducted to evaluate the efficiency of school-based education programs to prevent the peer bullying behaviors of students, and the results and evidence obtained from randomized controlled and quasi-experimental studies were examined in this respect. In the review, the studies that were conducted between January 2016 and January 2021, which could be accessed from a total of four databases at Pubmed, Wiley Interscience, Sciencedirect, and Academic Search Complete (EBSCOHOST) database, were examined. These databases were searched in English with the keywords “bullying, violence, school health, nursing, children, training, intervention, prevention”. In this context, a total of 51 studies that met the inclusion criteria were evaluated in the scope of this systematic review. A total of 36 of these studies were conducted in quasi-experimental design, and 15 were in randomized controlled research design. There were peer education intervention studies along with strengthening communication studies, intended to include parents in education, including teachers in the education process with game-based programs and model-based programs. According to the results of the study, it was determined that school-based training programs applied in different cultures and education systems were effective in preventing bullying behaviors. Especially primary, secondary, and high schools are the areas where studies were effective. The studies that were reviewed in this systematic review can guide school psychological consultants, psychologists, social workers, public healthcare nurses and school nurses. However, there is a need for model-based, interdisciplinary evidence-based studies including parents and school staff to evaluate the effects of bullying behavior prevention programs in schools.

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  • Muratori, P., Giuli, C., Bertacchi, I., Orsolini, L., Ruglioni, L., ve Lochman, J.E. (2017). Coping power for preschool-aged children: a pilot randomized control trial study. Early Intervention in Psychiatry, 11(6), 532-538. https://doi.org/10.1111/eip.12346
  • Naidoo, S. Satorius, B.K., De Vreis, H., ve Taylor, M. (2016). Verbal bullying changes among students following an educational ıntervention using the ıntegrated model for behavior change. Journal Of School Health, 86(11), 813-22. https://doi.org/10.1111/josh.12439
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  • Olatunbosun, I. (2016). Efficacy of cognitive behaviour therapy on reducing bullying behaviour among secondary school students in ıkwerre local government area. Academia Journal of Educational Research, 4(1), 001-007. https://doi.org/10.15413/ajer.2015.0125
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  • Olweus, D., Solberg, M.E., ve Breivik, K. (2020). Long-term school-level effects of the Olweus Bullying Prevention Program (OBPP). Scandinavian Journal of Psychology, 1(1), 108-116. https://doi.org/10.1111/sjop.12486
  • Organisation for Economic Co-operation and Development. (2017). PISA 2015 results (volume ııı): students’well-being. PISA, OECD Publishing, Paris.  https://doi.org/10.1787/9789264273856-en
  • Ortiz-Bush, Y., ve Schultz, R. (2016). A collaborative bullying prevention project. Journal of Creativity in Mental Health, 11(3-4), 343-352. https://doi.org/10.1080/15401383.2016.1244500
  • Özbay, A. (2017). Sanal Zorbalığa Maruz Kalan Ergenlerin Çözüm Odaklı Kısa Süreli Terapi Yönelimli Psikoeğitim Programının Psikolojik Belirtiler ve Sanal Mağduriyete Etkisi [Yayınlanmamış Doktora Tezi]. Sakarya Üniversitesi.
  • Özbey, H., ve Başdaş, Ö. (2020). Ergenlerde zorbalık ve hemşirelik yaklaşımı. ERÜ Sağlık Bilimleri Fakültesi Dergisi, 7(1), 46-50. https://dergipark.org.tr/tr/pub/erusaglik/issue/55114/706420
  • Palladino, B.E., Nocentini, A., ve Menesini, E. (2016). Evidence-based intervention against bullying and cyberbullying: Evaluation of the NoTrap! program in two independent trials. Aggressıve Behavıor, 42(2), 194-206. https://doi.org/10.1002/ab.21636
  • Pişkin, M. (2002). Okul zorbalığı: tanımı, türleri, ilişkili olduğu faktörler ve alınabilecek önlemler. Kuram ve Uygulamada Eğitim Bilimleri, 2(2), 531-562. https://app.trdizin.gov.tr/makale/TWpFME1qST0/okul-zorbaligi-tanimi-turleri-iliskili-oldugu-faktorler-ve-alinabilecek-onlemler
  • Rana, M., Gupta, M., Malhi, P., Grover, S., ve Kaur, M. (2018). Effectiveness of a multicomponent school based intervention to reduce bullying among adolescents in chandigarh, North India: a quasi-experimental study protocol. Journal of public health research, 7(1), 1304. https://doi.org/10.4081/jphr.2018.1304
  • Rex, C., Charlop, M.H., ve Spector, V. (2018). Using video modeling as an anti-bullying ıntervention for children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 48(8), 2701-2713. https://doi.org/10.1007/s10803-018-3527-8
  • Saarento, S., Boulton, A.J., ve Salmivalli, C. (2015). Reducing bullying and victimization: student -and classroom- level mechanisms of change. Journal of Abnormal Child Psychology, 43(1), 61-76. https://doi.org/10.1007/s10802-013-9841-x
  • Saınıo, M., Herkama, S., Turunen, T., Rönkkö, M., Kontio, M., Poskiparta, E., ve Salmivalli, C. (2020). Sustainable antibullying program implementation: school profiles and predictors. Scandinavian Journal of Psychology, 61(1), 32-142. https://doi.org/10.1111/sjop.12487
  • Salmeron, P.A., ve Christian, J.C. (2016). Evaluation of an educational program to ımprove school nursing staff perceptions of bullying ın pinellas county, Florida. Pedıatrıc Nursıng, 42(6), 283-93. http://web.b.ebscohost.com/ehost/results?vid=2&sid=a2d0bf2f-422c-497b-81fc-b66aac245143%40pdc-v-sessmgr02&bquery=Evaluation+of+an+Educational+Program+To+Improve+School+Nursing+Staff+Perceptions+of+Bullying+In+Pinellas+County%2c+Florida&bdata=JmRiPWFzbiZ0eXBlPTAmc2VhcmNoTW9kZT1TdGFuZGFyZCZzaXRlPWVob3N0LWxpdmU%3d
  • Santos, R.G., Chartier, M.J., ve Whalen, J.C. (2011). Chateau D, Boyd L. Effectiveness of school-based violence prevention for children and youth: a research report. Healthcare Quarterly, 14(2), 80-91. https://doi.org/10.12927/hcq.2011.22367
  • Shinde S., Weiss, H.A., Khandeparkar, P., Pereira, B., Sharma, A., Gupta, R., Ross, D.A., Patton, G., ve Patel, V.A. (2020). Multicomponent secondary school health promotion intervention and adolescent health: an extension of the SEHER cluster randomised controlled trial in Bihar, India. PLOS Medicine, 17(2), Article e1003021. https://doi.org/10.1371/journal.pmed.1003021
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  • Smith, A.U., ve Norris, A.E. (2018). Parent communication and bullying among hispanic adolescent girls. The Journal of School Nursing, 36(3), 222-232. https://doi.org/10.1177/1059840518808013
  • Song, K., Lee, S., ve Park, S. (2018). How individual and environmental factors influence teachers’ bullying intervention. Psychology in the Schools, 55(9) 1086-1097. https://doi.org/10.1002/pits.22151
  • Srabstein, J.C., ve Leventha, B.L. (2010). Prevention of bullying-related morbidity and mortality: a call for public health policies. Bull World Health Organ, 88, 403-404. https://doi.org/10.2471/BLT.10.077123
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  • Zambuto, V., Palladino, B.E., Nocentini., A., ve Menesini, E. (2019). Why do some students want to be actively involved as peer educators, while others do not? Findings from NoTrap! anti-bullying and anti-cyberbullying program. European Journal of Developmental psychology, 16(4), 3734-386. https://doi.org/10.1080/17405629.2017.1419954
Toplam 98 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Alan Eğitimleri
Bölüm Araştırma Makaleleri
Yazarlar

Aynur Uysal Toraman 0000-0001-8176-4042

Şafak Dağhan 0000-0003-3805-6416

Ökkeş Kısa 0000-0003-4933-0943

Yayımlanma Tarihi 21 Haziran 2021
Gönderilme Tarihi 12 Mayıs 2021
Yayımlandığı Sayı Yıl 2021

Kaynak Göster

APA Uysal Toraman, A., Dağhan, Ş., & Kısa, Ö. (2021). Akran Zorbalığını Önlemede Okul Tabanlı Müdahale Programları: Sistematik Derleme. Humanistic Perspective, 3(2), 359-399. https://doi.org/10.47793/hp.936791


Humanistic Perspective - 2019


DergiPark Webhttps://dergipark.org.tr/tr/pub/hp | E-posta: hpeditorluk@gmail.com