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Küçük Prens Öykü Odaklı Bibliyo Grup Rehberliği Programının Pozitif Duygular Üzerindeki Etkisi

Yıl 2019, Cilt: 1 Sayı: 1, 28 - 43, 27.10.2019

Azmi Bayram İlbay , Meltem İlbay

Öz

Duygu, düşünce davranış üçlüsü uyumun belirleyici tripotudur. Duygular; fizyolojik, bilişsel, sosyal yaşam kaynaklarıyla ilişkilidir. Bireyin pozitif ve negatif duygulanımı, uyumunu belirlerken pozitif duygulanım ise iyi oluşunu destekleyebilir. Tripotun duygu boyutunun yönü düşünce ve davranış ayaklarının yönünü belirleyebilecek güce sahiptir.
Bibliyo terapotik pozitif duygu mesajlarıyla yüklü Küçük Prens öyküsü, pozitif duyguları arttırıcı olup olmadığı araştırmanın merak edilen konusudur. Diğer ifadeyle bu araştırmada, küçük prens
öykü odaklı bibliyo grup rehberliği programının pozitif duygular üzerindeki etkisi araştırılmaktadır.
Bu amaçla uygulanan bibliyo grup rehberlik programının etkisi incelenmiştir. Bibliyo terapotik destek Küçük Prens öyküsüyle sağlanmıştır. Araştırma karışık (2x2) deneysel desende yapılandırılmıştır.
Araştırmanın sonucunda bibliyo grup rehberlik programının bireylerin pozitif duyguları üzerinde anlamlı fark oluşturduğu belirlenmiştir. Faktörün etki değeri ise η2
=.63 olarak bulunmuştur.

Anahtar Kelimeler

Bibliyoterapi grup rehberliği pozitif duygular küçük prens

Kaynakça

  • Abacı, R. (2010). Akıl karı olmayan işler. İstanbul: Bakanlar Medya.
  • Ackerson, J., Scogin, F., McKendree-Smith, N., & Lyman, R. D. (1998). Cognitive bibliotherapy for mild and moderate adolescent depressive symptomatology. Journal of Consulting and Clinical Psychology, 66(4), 685-690.http://dx.doi.org/10.1037/0022-006X.66.4.685
  • Adams, S. J.,&Pitre, N. L. (2000). Who uses bibliotherapy and why? A surveyfrom an under service darea. The Canadian Journal of Psychiatry, 45(7), 645-649.doi: 10.1177/070674370004500707
  • Basso, M. R.,Schefft, B. K., Ris, M. D.,&Demper, W. N. (1996). Mood And Global-Local Visual Processing. Journal Of The International Neuro psycological Society, (2) 249-255.
  • Berry, D. S.,&Hansen, J. S. (1996). Positive affect, negative affect, and social interaction. Journal of Personality and Social Psychology, 71(4), 796.
  • Bowman, D., Scogin, F., &Lyrene, B. (1995). The efficacy of self-examination therapy and cognitive bibliotherapy in the treatment of mild to moderate depression. Psychotherapy Research, 5(2), 131-140.
  • Bulut, S. (2010a). Application of bibliotheraphy methods by school counselor and teachers in school setting. Electronıc Journal of Socıal Scıences, 34(34).
  • Bulut, S. (2010b). Using bibliotheraphy in adult counseling. Turkish Psychological Counseling and Guidance Journal 4(33), 46-56.
  • Büyüköztürk, Ş. (2011). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem Akademi Yayınları.
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2008). Bilimsel araştırma yöntemleri. Ankara: Pegem Akademi.
  • Campbell, L. F., & Smith, T. P. (2003). Integrating self help books into psychotherapy. Journal of Clinical Psychology/In Session, 59(2), 177–186.http://dx.doi.org/10.1002/jclp.10140
  • Clark LA,& Watson D. (1991). Tripartite model of anxiety and depression: Psychometric evidence and taxonomic implications. Journal of Abnormal Psychology, 100,(3),316-336.
  • Collins, A.,&Gunner, M. (1990). Social and personality development. Annual Review of Psychology,41,387-416.
  • Cook, K. E., Earles, V. T., &Ganz, J. B. (2006). Bibliotherapy. Intervention in School and Clinic, 42(2), 91-100.
  • Cooper, R.K.,&Sawaf, A. (1997). Liderlikte duygusal zekâ (çev. Z. Bedriye Ayman). İstanbul: Sistem Yayıncılık.
  • Corey, G. (2005). Psikolojik danışma psikoterapi kuram ve uygulamaları. (Çev.Tuncay Ergene), Ankara: Mentis
  • de Saint-Exupéry, A. (2013). Küçük Prens. Istanbul: Can.
  • Diener, E. (1984). Subjective well-being. Psychological Bulletien, 95, 542-575.
  • Diener, E.,Emmons, R. A., Larsen, R. J., &Griffın, S. (1985). The SatisfactionWith Life Scale. Journalof Personality Assessment, 49(1), 71-75.
  • Diener, E.,&Lucas, R. E. (2000). Explaining differences in social levels of happiness: relative standarts, need full filment, culture, and evaluation theory. Journalof Happiness Studies,(1), 47-78.
  • Downing, J. A. (2007). Students with emotional and behavioral problems: Assessment, management, and intervention strategies. Prentice Hall.
  • Dökmen, Ü. (2010). Evrenle uyumlaşma sürecinde var olmak, gelişmek ve uzlaşmak. İstanbul: Sistem Yayınları.
  • Dökmen, Ü.(1995). Sosyometri ve psikodrama, İstanbul: Sistem Yayıncılık.
  • Ersanlı, E. (2003). Üniversite öğretim elemanlarının duygusal zekâ düzeyleri. (Yüksek lisans tezi). 19 Mayıs Üniversitesi, Sosyal Bilimler Enstitüsü, Samsun.
  • Field, A. (2009). Discovering statistics using SPSS. Sage publications.
  • Frıjda, N., H. (2008). The psychologists point of view, (Ed.) Lewis Michael, Haviland-JonesJanette M. Barrett, Handbook of Emotion, Third Edition, London: Guilford Pres. ss.68-87.
  • Frıjda, N., H., &Mesquita, B. (2000). Belief through emotions. Emotion and beliefs,(Ed.) FrijdaNico H, Anthony S.R. Manstead, Sacha Bern,.First Published. Cambridge: Cambridge University Pres.
  • Forgan, J. W. (2002). Using bibliotherapy to teach problem solving. Intervention in School and Clinic, 38, 75-82. Doi: 10.1177/10534512020380020201
  • Forgas, J. P.,Bower, &G. H.,Moylan, S. J. (1990). Praiseorblame? Affectiveinfluences on attributions for achivement. Journalof Personality and Social Psychology,(59), 809-819.
  • Gable, S. L.&Haidth, J. (2005). What (AndWhy) Is PositivePsychology? Reviewof General Psychology, 9(2); 103-110.
  • Gellatly, J., Bower, P., Hennessy, S., Richards, D., Gilbody, S.,& Lovell, K. (2007). What makes self- help interventions effective in the management of depressive symptoms? Meta-analysis and meta-regression. Psychological Medicine, 37, 1217-1228. Doi:10.1017/S0033291707000062
  • Gençöz, T. (2000). Pozitif ve negatif duygu ölçeği: Geçerlik ve güvenirlik çalışması. Türk Psikoloji Dergisi, 15(46), 19-26.
  • George, J. M. (1996). Traitand state affect. Individual Differences and Behaviorin Organizations, 145-171.
  • Goleman, D. (2009). Duygusal zeka. İstanbul: Varlık Yayınları.
  • Goleman, D. (2005). Duygusal zekâ neden IQ’ dan önemlidir? (Çev. Banu Seçkin Yüksel). İstanbul: Varlık.
  • Gould, R. A., Clum, G. A., & Shapiro, D. (1993). The use of bibliotherapy in the treatment of panic: A preliminary investigation. Behavior Therapy, 24(2), 241-252. http://dx.doi.org/10.1016/S0005-7894(05)80266-7
  • Greenberg, L.,S. (2002). Integrating an emotion-focused approach to treatment in to psychotherapy integration. Journal of Psychotherapy Integration,(12) 2, 154-189.
  • Gladding, S. T. & Gladding, C. (1991). The ABCs of bibliotheraphy for school counselors. School Counselor, 39(1), 7-12. Doi: 10.1037/0735-7028.35.3.275
  • Hackney, H.,&Cormier, S.(2008). Psikolojik danışma ilke ve teknikleri: psikolojik yardım süreci el kitabı.Çev.Tuncay Ergene, Seher Aydemir Sevim.) Ankara: MentisYayncılık.
  • Hills, P.&Argyle, M. (2001). Emotional stability as a major dimension of happiness. Personality and Individual Differences, (31); 1357-1364.
  • Izard, C. (1991). The Psychology of emotions. New York: PlenumPress.
  • İlbay, A. B. (2015). Developıng the lıttle prınce story focused biblio group guıdance programme.OzeanJournal of SocialScience 8(1),35-46
  • İlbay, A. B. (2016). The impact of biblio group counseling supported with the story of the little prince upon mindfulness. Journal of Educationand Training Studies, 4(6), 58-doi:10.11114/jets.v4i6.1404
  • Jackson, S. A., & K. W. Nelson. (2002). Use of children’s literature in a comprehensive school guidence program for young children. Early Childhood Literacy. Texas:Yearbook.
  • Janavičienė, D. (2010). Biblio therapy process and type analysis: Review of possibilities to use it in the library.Tiltai,53(4).119-132.
  • Jones, J. L. (2006). A closer look at bibliotherapy. (pp.24-27).Young Adult Library Services Fall.
  • Karaırmak, O. (2013). Çocukla psikolojik danışmada metaforik süreç. Türk Psikolojik Danışma ve Rehberlik Dergisi, 5(43).
  • Kashdan, T. B. (2003). The assessment of subjective well-being. Personality and IndividualDifferences, 52(5); 283-295.
  • Keyes, C. L. M.,Shmotkin, D.&Ryff, C. D. (2002). Optimizing well-being: the emprical encounter of two traditions. Journalof Personality and Social Psychology, 82(6); 1007-1022.
  • Kim, B. S.,Green, J. L. G., &Klein, E. F. (2006). Using story boks to promote multi cultural sensitivity in elementary school children. Journal of Multicultural Counselingand Development, 34(4), 223.
  • King, L. A.,&Emmons, R. A. (1990). Conflic to vere motional expression: Psychological and psysical correlates. Journalof Personality and Social Psychology, 58(5); 64-877.
  • Lakoff, G., & Johnson, M. (2003). Metaphors we live by. Chicago: The University of Chicago Press.
  • Landreville, P., Landry, J., Baillargeon, L., Guerette, A., &Matteau, E. (2001). Older adults’ acceptance of psychological and pharmacological treatments for depression. The Journals of Gerontology, (56B), 285–291.Doi: 10.1093/geronb/56.5.P285
  • Laquinta, A., &Hipsky, S. (2006). Practical bibliotherapy strategies fort the inclusive elementary classroom. Early Childhood Education Journal, 34, (3). Doi: 10.1007/s10643-006-0128-5
  • Lent, R. W. (2003). Toward a unifying theoretical and practical perspective on well-being and psychological adjustment. Journal Of Counseling Psychology, 51(4), 482-509.
  • McCulliss, D. (2012). Bibliotherapy: Historical and research perspectives. Journal of Poetry Therapy,25, 23-38.
  • McKendree-Smith, N. L., Floyd, M., &Scogin, F. R. (2003). Self-administered treatments for depression: A Review. Journal of Clinical Psychology, 59(3), 275-288. Doi: 10.1002/jclp.10129
  • Mills, J. C.,& Crowley, R. J. (1986). Therapeutic metaphors for children and the child within. New York: Brunner/Mazel.
  • Mumcuoğlu, Ö., (2002). Baron duygusal zekâ testi’ nin Türkçe dilsel eşdeğerlik, güvenirlik ve geçerlik çalışması.(Yüksek lisans tezi). Marmara Üniversitesi Sosyal Bilimler Enstitüsü, İstanbul.
  • Öncü, H. (2012). Bibliyo terapi yönteminin okullarda psikolojik danışma ve rehberlik amacıyla kullanılması. TSAD 16(1), 147-170.
  • Öner, U. (2007). Bibliyoterapi. Cankaya University Journal of Arts and Sciences, 7, 133-150.
  • Öner, U., &Yeşilyaprak, B. (2006). Bibliyoterapi. Children's and Youth Literature Symposium. (pp. 559-565) Ankara: Ankara University.
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  • Pardeck, J. T., &Pardeck, J. A. (1993). Bibliotherapy: A clinical approuch for helping children. New York: Gordon and Breach Science Publishers.
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The Impact Of The Le Petit Prince Story-Focused Biblio Group Guidance Program On Positive Emotions

Yıl 2019, Cilt: 1 Sayı: 1, 28 - 43, 27.10.2019

Azmi Bayram İlbay , Meltem İlbay

Öz

The triad of emotion, thought and behavior is the determinative tripod of harmony. Emotions are related to
physiological, cognitive and social life sources. As the individual’s positive or negative sensations determine
his or her adaptation, positive sensation can promote this individual’s wellness. As one foot of the tripod, the
direction of emotion possesses the power that could determine the directions of thought and behavior feet.
The wondered subject of the research is whether The Le Petit Prince, which is loaded with biblio therapeutic positive emotion messages, is the enhancer of positive emotions or not. I nother words, the impact of the Le Petit Prince story-focused biblio group guidance program on positive emotions is sought out in this research. The effect of biblio group guidance program, which
was carried out for this reason, was analyzed. Biblio therapeutic support was provided with
The Le Petit Prince story. The research was structured on mixed experimental design (2x2).
As a result of the study, it was determined that the biblio group guidance program created significant difference on the individuals’ positive emotions. As for the effect size of the factor, it was found η2=.63. 

Anahtar Kelimeler

Biblio theraphy group guidance positive emotions the Le Petit Prince

Kaynakça

  • Abacı, R. (2010). Akıl karı olmayan işler. İstanbul: Bakanlar Medya.
  • Ackerson, J., Scogin, F., McKendree-Smith, N., & Lyman, R. D. (1998). Cognitive bibliotherapy for mild and moderate adolescent depressive symptomatology. Journal of Consulting and Clinical Psychology, 66(4), 685-690.http://dx.doi.org/10.1037/0022-006X.66.4.685
  • Adams, S. J.,&Pitre, N. L. (2000). Who uses bibliotherapy and why? A surveyfrom an under service darea. The Canadian Journal of Psychiatry, 45(7), 645-649.doi: 10.1177/070674370004500707
  • Basso, M. R.,Schefft, B. K., Ris, M. D.,&Demper, W. N. (1996). Mood And Global-Local Visual Processing. Journal Of The International Neuro psycological Society, (2) 249-255.
  • Berry, D. S.,&Hansen, J. S. (1996). Positive affect, negative affect, and social interaction. Journal of Personality and Social Psychology, 71(4), 796.
  • Bowman, D., Scogin, F., &Lyrene, B. (1995). The efficacy of self-examination therapy and cognitive bibliotherapy in the treatment of mild to moderate depression. Psychotherapy Research, 5(2), 131-140.
  • Bulut, S. (2010a). Application of bibliotheraphy methods by school counselor and teachers in school setting. Electronıc Journal of Socıal Scıences, 34(34).
  • Bulut, S. (2010b). Using bibliotheraphy in adult counseling. Turkish Psychological Counseling and Guidance Journal 4(33), 46-56.
  • Büyüköztürk, Ş. (2011). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem Akademi Yayınları.
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2008). Bilimsel araştırma yöntemleri. Ankara: Pegem Akademi.
  • Campbell, L. F., & Smith, T. P. (2003). Integrating self help books into psychotherapy. Journal of Clinical Psychology/In Session, 59(2), 177–186.http://dx.doi.org/10.1002/jclp.10140
  • Clark LA,& Watson D. (1991). Tripartite model of anxiety and depression: Psychometric evidence and taxonomic implications. Journal of Abnormal Psychology, 100,(3),316-336.
  • Collins, A.,&Gunner, M. (1990). Social and personality development. Annual Review of Psychology,41,387-416.
  • Cook, K. E., Earles, V. T., &Ganz, J. B. (2006). Bibliotherapy. Intervention in School and Clinic, 42(2), 91-100.
  • Cooper, R.K.,&Sawaf, A. (1997). Liderlikte duygusal zekâ (çev. Z. Bedriye Ayman). İstanbul: Sistem Yayıncılık.
  • Corey, G. (2005). Psikolojik danışma psikoterapi kuram ve uygulamaları. (Çev.Tuncay Ergene), Ankara: Mentis
  • de Saint-Exupéry, A. (2013). Küçük Prens. Istanbul: Can.
  • Diener, E. (1984). Subjective well-being. Psychological Bulletien, 95, 542-575.
  • Diener, E.,Emmons, R. A., Larsen, R. J., &Griffın, S. (1985). The SatisfactionWith Life Scale. Journalof Personality Assessment, 49(1), 71-75.
  • Diener, E.,&Lucas, R. E. (2000). Explaining differences in social levels of happiness: relative standarts, need full filment, culture, and evaluation theory. Journalof Happiness Studies,(1), 47-78.
  • Downing, J. A. (2007). Students with emotional and behavioral problems: Assessment, management, and intervention strategies. Prentice Hall.
  • Dökmen, Ü. (2010). Evrenle uyumlaşma sürecinde var olmak, gelişmek ve uzlaşmak. İstanbul: Sistem Yayınları.
  • Dökmen, Ü.(1995). Sosyometri ve psikodrama, İstanbul: Sistem Yayıncılık.
  • Ersanlı, E. (2003). Üniversite öğretim elemanlarının duygusal zekâ düzeyleri. (Yüksek lisans tezi). 19 Mayıs Üniversitesi, Sosyal Bilimler Enstitüsü, Samsun.
  • Field, A. (2009). Discovering statistics using SPSS. Sage publications.
  • Frıjda, N., H. (2008). The psychologists point of view, (Ed.) Lewis Michael, Haviland-JonesJanette M. Barrett, Handbook of Emotion, Third Edition, London: Guilford Pres. ss.68-87.
  • Frıjda, N., H., &Mesquita, B. (2000). Belief through emotions. Emotion and beliefs,(Ed.) FrijdaNico H, Anthony S.R. Manstead, Sacha Bern,.First Published. Cambridge: Cambridge University Pres.
  • Forgan, J. W. (2002). Using bibliotherapy to teach problem solving. Intervention in School and Clinic, 38, 75-82. Doi: 10.1177/10534512020380020201
  • Forgas, J. P.,Bower, &G. H.,Moylan, S. J. (1990). Praiseorblame? Affectiveinfluences on attributions for achivement. Journalof Personality and Social Psychology,(59), 809-819.
  • Gable, S. L.&Haidth, J. (2005). What (AndWhy) Is PositivePsychology? Reviewof General Psychology, 9(2); 103-110.
  • Gellatly, J., Bower, P., Hennessy, S., Richards, D., Gilbody, S.,& Lovell, K. (2007). What makes self- help interventions effective in the management of depressive symptoms? Meta-analysis and meta-regression. Psychological Medicine, 37, 1217-1228. Doi:10.1017/S0033291707000062
  • Gençöz, T. (2000). Pozitif ve negatif duygu ölçeği: Geçerlik ve güvenirlik çalışması. Türk Psikoloji Dergisi, 15(46), 19-26.
  • George, J. M. (1996). Traitand state affect. Individual Differences and Behaviorin Organizations, 145-171.
  • Goleman, D. (2009). Duygusal zeka. İstanbul: Varlık Yayınları.
  • Goleman, D. (2005). Duygusal zekâ neden IQ’ dan önemlidir? (Çev. Banu Seçkin Yüksel). İstanbul: Varlık.
  • Gould, R. A., Clum, G. A., & Shapiro, D. (1993). The use of bibliotherapy in the treatment of panic: A preliminary investigation. Behavior Therapy, 24(2), 241-252. http://dx.doi.org/10.1016/S0005-7894(05)80266-7
  • Greenberg, L.,S. (2002). Integrating an emotion-focused approach to treatment in to psychotherapy integration. Journal of Psychotherapy Integration,(12) 2, 154-189.
  • Gladding, S. T. & Gladding, C. (1991). The ABCs of bibliotheraphy for school counselors. School Counselor, 39(1), 7-12. Doi: 10.1037/0735-7028.35.3.275
  • Hackney, H.,&Cormier, S.(2008). Psikolojik danışma ilke ve teknikleri: psikolojik yardım süreci el kitabı.Çev.Tuncay Ergene, Seher Aydemir Sevim.) Ankara: MentisYayncılık.
  • Hills, P.&Argyle, M. (2001). Emotional stability as a major dimension of happiness. Personality and Individual Differences, (31); 1357-1364.
  • Izard, C. (1991). The Psychology of emotions. New York: PlenumPress.
  • İlbay, A. B. (2015). Developıng the lıttle prınce story focused biblio group guıdance programme.OzeanJournal of SocialScience 8(1),35-46
  • İlbay, A. B. (2016). The impact of biblio group counseling supported with the story of the little prince upon mindfulness. Journal of Educationand Training Studies, 4(6), 58-doi:10.11114/jets.v4i6.1404
  • Jackson, S. A., & K. W. Nelson. (2002). Use of children’s literature in a comprehensive school guidence program for young children. Early Childhood Literacy. Texas:Yearbook.
  • Janavičienė, D. (2010). Biblio therapy process and type analysis: Review of possibilities to use it in the library.Tiltai,53(4).119-132.
  • Jones, J. L. (2006). A closer look at bibliotherapy. (pp.24-27).Young Adult Library Services Fall.
  • Karaırmak, O. (2013). Çocukla psikolojik danışmada metaforik süreç. Türk Psikolojik Danışma ve Rehberlik Dergisi, 5(43).
  • Kashdan, T. B. (2003). The assessment of subjective well-being. Personality and IndividualDifferences, 52(5); 283-295.
  • Keyes, C. L. M.,Shmotkin, D.&Ryff, C. D. (2002). Optimizing well-being: the emprical encounter of two traditions. Journalof Personality and Social Psychology, 82(6); 1007-1022.
  • Kim, B. S.,Green, J. L. G., &Klein, E. F. (2006). Using story boks to promote multi cultural sensitivity in elementary school children. Journal of Multicultural Counselingand Development, 34(4), 223.
  • King, L. A.,&Emmons, R. A. (1990). Conflic to vere motional expression: Psychological and psysical correlates. Journalof Personality and Social Psychology, 58(5); 64-877.
  • Lakoff, G., & Johnson, M. (2003). Metaphors we live by. Chicago: The University of Chicago Press.
  • Landreville, P., Landry, J., Baillargeon, L., Guerette, A., &Matteau, E. (2001). Older adults’ acceptance of psychological and pharmacological treatments for depression. The Journals of Gerontology, (56B), 285–291.Doi: 10.1093/geronb/56.5.P285
  • Laquinta, A., &Hipsky, S. (2006). Practical bibliotherapy strategies fort the inclusive elementary classroom. Early Childhood Education Journal, 34, (3). Doi: 10.1007/s10643-006-0128-5
  • Lent, R. W. (2003). Toward a unifying theoretical and practical perspective on well-being and psychological adjustment. Journal Of Counseling Psychology, 51(4), 482-509.
  • McCulliss, D. (2012). Bibliotherapy: Historical and research perspectives. Journal of Poetry Therapy,25, 23-38.
  • McKendree-Smith, N. L., Floyd, M., &Scogin, F. R. (2003). Self-administered treatments for depression: A Review. Journal of Clinical Psychology, 59(3), 275-288. Doi: 10.1002/jclp.10129
  • Mills, J. C.,& Crowley, R. J. (1986). Therapeutic metaphors for children and the child within. New York: Brunner/Mazel.
  • Mumcuoğlu, Ö., (2002). Baron duygusal zekâ testi’ nin Türkçe dilsel eşdeğerlik, güvenirlik ve geçerlik çalışması.(Yüksek lisans tezi). Marmara Üniversitesi Sosyal Bilimler Enstitüsü, İstanbul.
  • Öncü, H. (2012). Bibliyo terapi yönteminin okullarda psikolojik danışma ve rehberlik amacıyla kullanılması. TSAD 16(1), 147-170.
  • Öner, U. (2007). Bibliyoterapi. Cankaya University Journal of Arts and Sciences, 7, 133-150.
  • Öner, U., &Yeşilyaprak, B. (2006). Bibliyoterapi. Children's and Youth Literature Symposium. (pp. 559-565) Ankara: Ankara University.
  • Pardeck, J. T., &Pardeck, J. A. (1984). Young people with problems: A guide to bibliotherapy. Westport, Connecticut.: Greenwood Press.
  • Pardeck, J. T., &Pardeck, J. A. (1993). Bibliotherapy: A clinical approuch for helping children. New York: Gordon and Breach Science Publishers.
  • Peterson, C.&Seligman, M. E. P. (1984). Casual explanations as a risk factor for depression: Teory and evidences. Psychological Review, 91; 347-374.
  • Plutchık, R. (2001). Emotions in thepractice of psychotherapy: clinicalimplications of affecttheories. Washington: APApres.
  • Prater, M. A., &Dyches, T. T. &Johnstun, M. (2006). Teaching students about disabilities through children’s literature. Intervention in School and Clinic, 4(1), 14-24.
  • Rapee, R. M., Abbott, M. J., &Lyneham, H. J. (2006). Bibliotherapy for children with anxiety disorders using written materials for parents. Journal of Consulting and Clinical Psychology, 74(3), 436-444.
  • Schılıng, D. (2009). Duygusal zeka beceri eğitimi uygulamaya yönelik pratik model ve 50 aktivite. (Çev.: T. Fikret Karahan, B. Murat Yalçın, Müge Yılmaz, Mehmet. E. Sardoğan) Ankara: Maya Akademi.
  • Seçer, İ. (2013). SPSS ve Lısrel ile pratik veri analizi: Analiz ve raporlaştırma. Ankara: Anı Yayıncılık.
  • Tarhan, N. (2009). Duyguların dili. İstanbul: Timaş Yayınları.
  • Tolin, D. F. (2001). Case study: Bibliotherapy and extinction treatment of obsessive-compulsive disorder in a 5-year-old boy. Source: Journal of the American Academy of Child and Adolescent Psychiatry, 40(9), 1111-4.
  • Türküm, A. S. (2002). Stresle başa çıkma ölçeğinin geliştirilmesi: geçerlik ve güvenirlik çalışmaları. Türk Psikolojik Danışma ve Rehberlik Dergisi, 2 (8), 19-31.
  • Van Parys, H.,& Rober, P. (2013). Micro-analysis of a therapist-generated metaphor referring to the position of a parentified child in the family. Journal of Family Therapy, 35(1), 89-113.
  • Watson, D.,Clark, L. A.&Tellegen, A. (1988). Development andvalidation of briefmeasures of positive and negative afffect: the panas scales. Journalof Personality and Social Psychology, 54(6); 1063-1070.
  • Watson, D.,&Pennebaker, J. W. (1989). Health compliments, stres and distress: Exploring the central role of negative affectivity. Psychological Review. 96(2), 234-254.
  • Yesilyaprak, B. (2009). Bibliyoterapi. 10.01.2016. http://www.binnuryesilyaprak.com
  • Yılmaz, M. (2012). Bibliyoterapi ve bibliyoterapide bilgi yöneticilerinin rolü. Yüksek lisans tezi. AÜ.SBE,Ankara.
  • Yılmaz, M. (2014). Bilgi ile iyileşme: Bibliyoterapi. Türk Kütüphaneciliği, 28(2), 169-181.
Toplam 79 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim Psikolojisi
Bölüm Araştırma Makaleleri
Yazarlar

Azmi Bayram İlbay 0000-0001-5907-0503

Meltem İlbay Bu kişi benim

Yayımlanma Tarihi 27 Ekim 2019
Gönderilme Tarihi 24 Mayıs 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 1 Sayı: 1

Kaynak Göster

APA İlbay, A. B., & İlbay, M. (2019). Küçük Prens Öykü Odaklı Bibliyo Grup Rehberliği Programının Pozitif Duygular Üzerindeki Etkisi. Humanistic Perspective, 1(1), 28-43. https://doi.org/10.47793/hp.569587
 Kapak Resmi İndir

Humanistic Perspective - 2019

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