BibTex RIS Kaynak Göster

Promoting Alternative Thinking Strategies Program in preventive intervention science

Yıl 2011, Cilt: 3 Sayı: 2, 175 - 191, 01.06.2011
https://doi.org/10.20489/intjecse.107953

Öz

When the studies conducted in the preventive intervention field are evaluated, it is seen that intense discussions continue about the efficiencies, effectiveness, implementation process, adaptation and how these programs are implemented regarding different cultures. The goal of this study is to report developments of theoretical and practical in preventive intervention science and to introduce Promoting Alternative Thinking Strategies- PATHS program that is scientifically proven many times in terms of effectiveness and has become widespread gradually in many countries. PATHS is a universal school-based preventive intervention program which can be used to improve emotional social competence and reduce aggression and behavior problems for all children (both regular and special education) beginning in the preschool years through the end of elementary school. This study will build an intellectual base for practices of daily life and gaining prevalence for studies related to preventive intervention programs in early childhood education institutions. In this article problems encountered during implementation and requiring solutions critical issues will be discussed and recommendations will be made to resolve them. In this context, this study will contribute to preventive programs that are developed by considering problems and challenges in Turkish society and to the research based on comparison.

Kaynakça

  • Anlıak, Ş. (2004). Farklı Eğitim Yaklaşımları Uygulayan Okul Öncesi Eğitim Kurumlarında Kişiler Arası Bilişsel Problem Çözme Becerisi Programının Etkisinin İncelenmesi. Yayınlanmamış doktora tezi, Ege Üniversitesi Sosyal Bilimler Enstitüsü, İzmir.
  • Anlıak, Ş. & Dinçer, Ç. (2009). How Children’s Interpersonal Cognitive ProblemSolving Skills Change Through the Years. Eurasian Journal Educational Research, 37, 71-90.
  • Barrera, M. & Castro F. G. (2006) A Heuristic framework for the cultural adaptation of interventions. Clinical Psychology: Science and Practice, 13, 311-316
  • Beyazkürk, D. (2005) Biriktirilmiş Olumlu Deneyimler (Banking Time) Müdahale Programının Okulöncesi Öğrenci – Öğretmen İlişkileri Üzerindeki Etkisi. Ege Üniversitesi Sosyal Bilimler Enstitüsü Gelişim Psikolojisi Doktora Tezi, İzmir.
  • Bierman, K. L., Domitrovich, C. E., Nix, R. L., Gest, S. D. ve ark. (2008). Promoting academic and - social–emotional school readiness: The Head Start REDI program. Child Development,79(6),1802-1817.
  • Collaborative for Academic, Social, and Emotional Learning. (2003). Safe and sound: An educational leader’s guide to evidence-based social and emotional learning (SEL) programs. Chicago, IL: Author. 28 Ekim 2010 tarihinde http://www.casel.org/downloads/CASEL2003AR.pdf adresinden alınmıştır.
  • Conduct Problems Prevention Research Group (1999). Initial impact of the Fast Track preventiontrial for conduct problems: I. The high-risk sample. Journal of Consulting and Clinical Psychology, 67(5), 631-647.
  • Coşkun, L. (2008). An Adaptation and Pilot Implementation of an Effective Intervention Program Targeting Externalizing Behaviors in Early Childhood. Koç Üniversitesi, Psikoloji Bölümü, Yüksek Lisans Tezi, İstanbul.
  • Curtis, C. & Norgate, R. (2007). An Evaluation of the Promoting Alternative Thinking Strategies Curriculum at Key Stage 1. Educational Psychology in Practice, 23(1), 33–44.
  • Denham, S.A. &Burton, R. (2003). Social and emotional prevention and intervention programming for preschoolers. New York, NY Kluwer Academic/Plenum.
  • Denham, S. A. & Weissberg, R. P. (2004). Social-emotional learning in early childhood: What we know and where to go from here. E. Chesebrough, P. King, T. P. Gullotta, & M. Bloom (Editörler.), A blueprint for the promotion of prosocial behavior in early childhood (sy 13-50). New York : Kluwer Academic/ Plenum Publishers. 28 Ekim 2010 tarihinde http:// www.casel.org sitesinden alınmıştır.
  • Dinçer, Ç., Anliak, Ş., Şahin, D. & Karaman, G.( 2009). Kişilerarası Bilişsel Problem Çözme Programının Okul Öncesi Eğitimi Kurumlarında Yaygınlaştırılması Projesi. Uluslar arası Katılımlı II. Çocuk Gelişimi ve Eğitimi Kongresi, Hacettepe Üniversitesi, Ankara
  • Domitrovich, C. E., Greenberg, M. T., Kusche, C., & Cortes, R. (1999). Manual for the Preschool PATHS Curriculum. South Deerfield, MA: Channing-Bete Company
  • Domitrovich, C. E. ve Greenberg, M. T. (2000). The study of implementation: Current findings from effective programs for school aged children. Journal of Educational and Psychological Consultation, 11, 193-222.
  • Domitrovich, C. E. ve Greenberg, M. T. (2004). Preventive interventions with young children: Building on the foundation of early intervention programs. Early Education and Development, 15, 365-370.
  • Domitrovich, C. E., Cortes, R. ve Greenberg, M. T. (2007). Improving young children's social and emotional competence: A randomized trial of the Preschool PATHS Program. Journal of Primary Prevention, .28(2), 67-91.
  • Domitrovich, C. E., Gest, S. D., Gill, S., Bierman, K. L., Welsh, J. A., & Jones, D. J. (2009). Fostering high quality teaching with an enriched curriculum and professional development: Head Start REDI. American Educational Research Journal, 46, 567–597.
  • Durlak J.A. & DuPre E.P. (2008) Implementation matters: a review of research on the influence of implementation on program outcomes and the factors affecting implementation. American Jorunal of Community Psychology, 41(3-4), 327-50.
  • Durlak J. A. (2010). The Importance of doing well in whatecer you do: A commentary on the special section, “implementation research in early childhood education”. Early Childhood Research Quarterly, 25, 348-357.
  • Elias, M. J. (2006). The connection between academic and social-emotional learning. M. J. Elias & H. Arnold (Editörler), The educator’s guide to emotional intelligence and academic achievement social-emotional learning in the classroom (syf. 414). Thousand Oaks, CA: Corwin Press. 28 Ekim 2010 tarihinde http:// www.casel.org sitesinden alınmıştır.
  • Greenberg,M. T.,Kusche, C. A., Cook, E. T. & Quamma, J. P. (1995). Promoting emotional competence in school-aged children: The effects of the PATHS Curriculum. Development and Psychopathology, 7, 117-136.
  • Greenberg, M. T. & Kusche, C. A. (1998). Preventative intervention for school-aged deaf children: The PATHS curriculum. Journal of Deaf Studies and Deaf Education, 3, 49-63.
  • Greenberg, M.T., Kusché, C. & Mihalic, S.F. (1998). Promoting Alternative Thinking Strategies (PATHS): Blueprints for Violence Prevention, Book Ten. Blueprints for Violence Prevention Series (D.S. Elliott, Series Editor). Boulder, CO: Center for the Study and Prevention of Violence, Institute of Behavioral Science, University of Colorado.
  • Greenberg, M. T., Weissberg, R. P., Utne O'Brien, M., Zins, J. E., Fredericks, L., Resnik, H. & Elias, M. J. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American Psychologist, 58, 466-474.
  • Greenberg, M. T. ve Kusche, C. A. (2006). Building social and emotional competence: The PATHS curriculum. In S. R. Jimerson & M. J. Furlong (Eds.), Handbook of school violence and school safety (pp. 395–412). Mahwah, NJ: Lawrence Erlbaum.
  • Kam, C. M., Greenberg, M. T. & Walls, C. (2003). Examining the role of implementation quality in school-based prevention using the PATHS Curriculum. Prevention Science, 4(1),55-63
  • Kam, C. M., Greenberg, M. & Kusche, C. (2004). Sustained effects of the PATHS curriculum on the social and psychological adjustment of children in social and psychological adjustment of children in special education. Journal of Emotional & Behavioral Disorders, 12(2), 66-78.
  • Kusche, C. A. & Greenberg, M. T. (1994). The PATHS Curriculum. Seattle: Developmental Research and Programs.
  • Riggs N. R., Greenberg, M. T., Kusche , C. A. &Pentz, M. A. (2006). The mediational role of neurocognition in the behavioral outcomes of a social-emotional prevention program in elementary school students: Effects of the PATHS Curriculum. Prevention Science, 7, 91-102.
  • Rimm-Kaufman, S.E., Early, D.M., Cox, M.J., Salvja, G., Pianta, R.C., Bradly, R.H., & Payne, C. (2002). Early behavioral attributes and teachers’ sensitivity as predictors of competent behavior in the kindergarten classroom. Applied Developmental Psychology, 23, 451–470.
  • Shure, M.B. (2001a) I can problem solve (An interpersonal cognitive problem-solving program) (ICPS). Illinois: Research Press.
  • Stevenson-Hinde, J. (1990). Attachment within family systems: An overview. Infant Mental Health Journal, 11(3), 218 – 227.
  • Spence, S.H. (2003) Social skills training with children and young people: theory, evidence and practice. Child and Adolescent Mental Health, 8(2), 84-96.
  • Webster-Stratton, C. & Hammond, M. (1997). Treating children with early-onset conduct problems: A comparison of child and parent training interventions. Journal of Consulting and Clinical Psychology, 65(1), 93-109.
  • Webster-Stratton, C. & Reid, M. J. (2003). Treating conduct problems and strengthening social emotional competence in young children (ages 4-8 years): The Dina Dinosaur treatment program. Journal of Emotional and Behavioral Disorders, 11(3), 130- 143.
  • Webster-Stratton, C., Reid, M. J. & Hammond, M. (2004). Treating Children With Early-Onset Conduct Problems: Intervention outcomes for Parent, Child, and Teacher Training. Journal of Clinical Child and Adolescent Psychology, 33(1), 105-124.
  • Webster-Stratton, C. & Reid, M. J. (2010). The Incredible Years Parents, Teachers, and Children Training Series: A Multifaceted Treatment Approach for Young Children with Conduct Disorders. In J. R. Weisz & A. E. Kazdin (Eds.) Evidence-Based Psychotherapies for Children and Adolescents (pp. 194-210). New York and London: The Guilford Press.

Önleyici Müdahale Biliminde Alternatif Düşünme Stratejilerini Destekleme Programı

Yıl 2011, Cilt: 3 Sayı: 2, 175 - 191, 01.06.2011
https://doi.org/10.20489/intjecse.107953

Öz

Müdahale ve önlem alanında yapılan çalışmalar değerlendirildiğinde programların yeterlilikleri etkinlikleri ve farklı kültürlerde nasıl uygulanması gerektiği üzerinde yoğun tartışmaların sürdürülmekte olduğu gözlenmektedir. Bu makalenin amacı önleyici ve müdahale edici bilim alanındaki teoriksel ve uygulamaya dönük gelişmeleri aktarmak ve bu kapsamda etkililiği bilimsel açıdan pek çok defa kanıtlanan ve yaygınlaşmakta olan önleyici müdahale programlarından "Alternatif Düşünme Stratejilerini Destekleme -ADSD (Promoting Alternative Thinking Strategies- PATHS)" programınını tanıtmaktır. Çocukların sosyal emosyonel yeterliliklerini geliştirmek, saldırgan ve problemli davranışları azaltmak amacıyla geliştirilmiş olan ADSD programı hem sağlıklı hemde özel eğitim alan tüm çocuklara okul öncesi dönemden başlanarak ilk öğretimin sonuna kadar uygulanabilen evrensel okul tabanlı önleyici bir müdahale programıdır. ADSD programı Bu çalışmanın okul öncesi eğitim kurumunun ihtiyaçlarına uygun olarak önleyici müdahale programlarının yaygınlaştırılmasına yönelik çalışmalar ve günlük yaşam uygulamaları için düşünsel bir temel oluşturacağı düşünülmektedir. Ayrıca önleyici müdahale alanında uygulama sırasında karşılaşılan ve çözüme ihtiyaç duyulan kritik unsurlar tartışılarak önerilerde bulunulacaktır. Bu bağlamda, kendi kültürümüzde yaşadığımız sorunlar ve zorluklar doğrultusunda geliştireceğimiz önleyici müdahale edici özellikte ki programlara ve karşılaştırmaya dayanan çalışmalara da katkıda bulunabilecektir.

Kaynakça

  • Anlıak, Ş. (2004). Farklı Eğitim Yaklaşımları Uygulayan Okul Öncesi Eğitim Kurumlarında Kişiler Arası Bilişsel Problem Çözme Becerisi Programının Etkisinin İncelenmesi. Yayınlanmamış doktora tezi, Ege Üniversitesi Sosyal Bilimler Enstitüsü, İzmir.
  • Anlıak, Ş. & Dinçer, Ç. (2009). How Children’s Interpersonal Cognitive ProblemSolving Skills Change Through the Years. Eurasian Journal Educational Research, 37, 71-90.
  • Barrera, M. & Castro F. G. (2006) A Heuristic framework for the cultural adaptation of interventions. Clinical Psychology: Science and Practice, 13, 311-316
  • Beyazkürk, D. (2005) Biriktirilmiş Olumlu Deneyimler (Banking Time) Müdahale Programının Okulöncesi Öğrenci – Öğretmen İlişkileri Üzerindeki Etkisi. Ege Üniversitesi Sosyal Bilimler Enstitüsü Gelişim Psikolojisi Doktora Tezi, İzmir.
  • Bierman, K. L., Domitrovich, C. E., Nix, R. L., Gest, S. D. ve ark. (2008). Promoting academic and - social–emotional school readiness: The Head Start REDI program. Child Development,79(6),1802-1817.
  • Collaborative for Academic, Social, and Emotional Learning. (2003). Safe and sound: An educational leader’s guide to evidence-based social and emotional learning (SEL) programs. Chicago, IL: Author. 28 Ekim 2010 tarihinde http://www.casel.org/downloads/CASEL2003AR.pdf adresinden alınmıştır.
  • Conduct Problems Prevention Research Group (1999). Initial impact of the Fast Track preventiontrial for conduct problems: I. The high-risk sample. Journal of Consulting and Clinical Psychology, 67(5), 631-647.
  • Coşkun, L. (2008). An Adaptation and Pilot Implementation of an Effective Intervention Program Targeting Externalizing Behaviors in Early Childhood. Koç Üniversitesi, Psikoloji Bölümü, Yüksek Lisans Tezi, İstanbul.
  • Curtis, C. & Norgate, R. (2007). An Evaluation of the Promoting Alternative Thinking Strategies Curriculum at Key Stage 1. Educational Psychology in Practice, 23(1), 33–44.
  • Denham, S.A. &Burton, R. (2003). Social and emotional prevention and intervention programming for preschoolers. New York, NY Kluwer Academic/Plenum.
  • Denham, S. A. & Weissberg, R. P. (2004). Social-emotional learning in early childhood: What we know and where to go from here. E. Chesebrough, P. King, T. P. Gullotta, & M. Bloom (Editörler.), A blueprint for the promotion of prosocial behavior in early childhood (sy 13-50). New York : Kluwer Academic/ Plenum Publishers. 28 Ekim 2010 tarihinde http:// www.casel.org sitesinden alınmıştır.
  • Dinçer, Ç., Anliak, Ş., Şahin, D. & Karaman, G.( 2009). Kişilerarası Bilişsel Problem Çözme Programının Okul Öncesi Eğitimi Kurumlarında Yaygınlaştırılması Projesi. Uluslar arası Katılımlı II. Çocuk Gelişimi ve Eğitimi Kongresi, Hacettepe Üniversitesi, Ankara
  • Domitrovich, C. E., Greenberg, M. T., Kusche, C., & Cortes, R. (1999). Manual for the Preschool PATHS Curriculum. South Deerfield, MA: Channing-Bete Company
  • Domitrovich, C. E. ve Greenberg, M. T. (2000). The study of implementation: Current findings from effective programs for school aged children. Journal of Educational and Psychological Consultation, 11, 193-222.
  • Domitrovich, C. E. ve Greenberg, M. T. (2004). Preventive interventions with young children: Building on the foundation of early intervention programs. Early Education and Development, 15, 365-370.
  • Domitrovich, C. E., Cortes, R. ve Greenberg, M. T. (2007). Improving young children's social and emotional competence: A randomized trial of the Preschool PATHS Program. Journal of Primary Prevention, .28(2), 67-91.
  • Domitrovich, C. E., Gest, S. D., Gill, S., Bierman, K. L., Welsh, J. A., & Jones, D. J. (2009). Fostering high quality teaching with an enriched curriculum and professional development: Head Start REDI. American Educational Research Journal, 46, 567–597.
  • Durlak J.A. & DuPre E.P. (2008) Implementation matters: a review of research on the influence of implementation on program outcomes and the factors affecting implementation. American Jorunal of Community Psychology, 41(3-4), 327-50.
  • Durlak J. A. (2010). The Importance of doing well in whatecer you do: A commentary on the special section, “implementation research in early childhood education”. Early Childhood Research Quarterly, 25, 348-357.
  • Elias, M. J. (2006). The connection between academic and social-emotional learning. M. J. Elias & H. Arnold (Editörler), The educator’s guide to emotional intelligence and academic achievement social-emotional learning in the classroom (syf. 414). Thousand Oaks, CA: Corwin Press. 28 Ekim 2010 tarihinde http:// www.casel.org sitesinden alınmıştır.
  • Greenberg,M. T.,Kusche, C. A., Cook, E. T. & Quamma, J. P. (1995). Promoting emotional competence in school-aged children: The effects of the PATHS Curriculum. Development and Psychopathology, 7, 117-136.
  • Greenberg, M. T. & Kusche, C. A. (1998). Preventative intervention for school-aged deaf children: The PATHS curriculum. Journal of Deaf Studies and Deaf Education, 3, 49-63.
  • Greenberg, M.T., Kusché, C. & Mihalic, S.F. (1998). Promoting Alternative Thinking Strategies (PATHS): Blueprints for Violence Prevention, Book Ten. Blueprints for Violence Prevention Series (D.S. Elliott, Series Editor). Boulder, CO: Center for the Study and Prevention of Violence, Institute of Behavioral Science, University of Colorado.
  • Greenberg, M. T., Weissberg, R. P., Utne O'Brien, M., Zins, J. E., Fredericks, L., Resnik, H. & Elias, M. J. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American Psychologist, 58, 466-474.
  • Greenberg, M. T. ve Kusche, C. A. (2006). Building social and emotional competence: The PATHS curriculum. In S. R. Jimerson & M. J. Furlong (Eds.), Handbook of school violence and school safety (pp. 395–412). Mahwah, NJ: Lawrence Erlbaum.
  • Kam, C. M., Greenberg, M. T. & Walls, C. (2003). Examining the role of implementation quality in school-based prevention using the PATHS Curriculum. Prevention Science, 4(1),55-63
  • Kam, C. M., Greenberg, M. & Kusche, C. (2004). Sustained effects of the PATHS curriculum on the social and psychological adjustment of children in social and psychological adjustment of children in special education. Journal of Emotional & Behavioral Disorders, 12(2), 66-78.
  • Kusche, C. A. & Greenberg, M. T. (1994). The PATHS Curriculum. Seattle: Developmental Research and Programs.
  • Riggs N. R., Greenberg, M. T., Kusche , C. A. &Pentz, M. A. (2006). The mediational role of neurocognition in the behavioral outcomes of a social-emotional prevention program in elementary school students: Effects of the PATHS Curriculum. Prevention Science, 7, 91-102.
  • Rimm-Kaufman, S.E., Early, D.M., Cox, M.J., Salvja, G., Pianta, R.C., Bradly, R.H., & Payne, C. (2002). Early behavioral attributes and teachers’ sensitivity as predictors of competent behavior in the kindergarten classroom. Applied Developmental Psychology, 23, 451–470.
  • Shure, M.B. (2001a) I can problem solve (An interpersonal cognitive problem-solving program) (ICPS). Illinois: Research Press.
  • Stevenson-Hinde, J. (1990). Attachment within family systems: An overview. Infant Mental Health Journal, 11(3), 218 – 227.
  • Spence, S.H. (2003) Social skills training with children and young people: theory, evidence and practice. Child and Adolescent Mental Health, 8(2), 84-96.
  • Webster-Stratton, C. & Hammond, M. (1997). Treating children with early-onset conduct problems: A comparison of child and parent training interventions. Journal of Consulting and Clinical Psychology, 65(1), 93-109.
  • Webster-Stratton, C. & Reid, M. J. (2003). Treating conduct problems and strengthening social emotional competence in young children (ages 4-8 years): The Dina Dinosaur treatment program. Journal of Emotional and Behavioral Disorders, 11(3), 130- 143.
  • Webster-Stratton, C., Reid, M. J. & Hammond, M. (2004). Treating Children With Early-Onset Conduct Problems: Intervention outcomes for Parent, Child, and Teacher Training. Journal of Clinical Child and Adolescent Psychology, 33(1), 105-124.
  • Webster-Stratton, C. & Reid, M. J. (2010). The Incredible Years Parents, Teachers, and Children Training Series: A Multifaceted Treatment Approach for Young Children with Conduct Disorders. In J. R. Weisz & A. E. Kazdin (Eds.) Evidence-Based Psychotherapies for Children and Adolescents (pp. 194-210). New York and London: The Guilford Press.
Toplam 37 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Program Değerlendirmesi
Yazarlar

Şakire Ocak And Tuğçe Burcu Arda Bu kişi benim

Şakire Ocak Bu kişi benim

Yayımlanma Tarihi 1 Haziran 2011
Yayımlandığı Sayı Yıl 2011 Cilt: 3 Sayı: 2

Kaynak Göster

APA Arda, Ş. O. A. T. B., & Ocak, Ş. (2011). Önleyici Müdahale Biliminde Alternatif Düşünme Stratejilerini Destekleme Programı. International Journal of Early Childhood Special Education, 3(2), 175-191. https://doi.org/10.20489/intjecse.107953