Okul-Temelli Önleme: Etkili Okul-Temelli Önleme Programlarının Özellikleri

Öz

Rehberlik ve psikolojik danışma hizmetlerinin temel işlevlerinden biri olan önleme, genel olarak tüm popülasyonu hedef alan, gelecekteki sorunların görülme olasılığını azaltmayı ve ruh sağlığını geliştirmeyi amaçlayan hizmetlere işaret etmektedir. Bu derleme çalışmasının amacı, okul-temelli önleme çalışmalarının rehberlik hizmetleri içerisindeki yerini ve başlıca amaçlarını ortaya koymak ve etkili önleme programlarının ortak özelliklerini değerlendirmektir. Bütün okul yaklaşımını esas alan, yeterli uzunluk ve kapsama sahip olan, sosyo-kültürel ve gelişimsel özelliklere duyarlı ve teori temelli olan, öğretmen eğitimine yer veren, farklı öğretim yöntemlerini kullanan, amaç ve hedefleri açıkça belirlenmiş olan ve olumlu stratejileri kullanan önleme programlarının etkili olduğu anlaşılmaktadır. Bu değerlendirmeler ışığında okul psikolojik danışmanlarına yönelik doğurgular tartışılmış ve öneriler sunulmuştur.

Anahtar Kelimeler

• önleme
• okul-temelli
• okul psikolojik danışmanı
• program

School-Based Prevention: Characteristics of Effective School-Based Prevention Programs

Öz

Prevention as one of the major functions of guidance and school counseling refers to services designed to reduce the future incidence of problems in currently normal populations as well as efforts directed at the promotion of mental health functioning. The aim of this review study is to address the role of prevention in guidance and counseling area, to present primary goals of preventive services, and to investigate basic principles of effective school-based preventive programs. It is concluded that the prevention programs which are based on whole-school approach, being sensitive to socio-cultural and developmental characteristics, having sufficient dosage, addressing teacher training, using various teaching methods, having clear goals and objectives and using positive strategies are effective. In the light of these principles, implications for school counseling were discussed, and some recommendations for school counselors were offered.

Anahtar Kelimeler

• Prevention
• school-based
• school counselors
• program

Kaynakça

1. Baker, S. B. (2011). The State of Primary Prevention in the American School Counseling Profession: Past, Present, and Future. Turkish Psychological Counseling and Guidance Journal, 4 (36), 105-113.
2. Binfet, J. T. & Gaertner, A. (2015). Children’s Conceptualizations of Kindness at School. Canadian Children, 40(3), 27-39.
3. Botvin, G. J., & Griffin, K. W. (2014). Life skills training: Preventing substance misuse by enhancing individual and social competence. New Directions for Youth Development, 141, 57–65.
4. Conyne, R.K.(2000). Prevention in Counseling Psychology: At long last, has the time come now? The Counseling Psychologyst, 28(6), 838-844.
5. Çeçen-Eroğul ve Kaf Hasırcı, (2013). The Effectiveness of Psycho-educational School-based Child Sexual Abuse Prevention Training Program on Turkish Elementary Students. Educational Sciences: Theory & Practice, 13(2), 725-729.
6. Dahir, C. A., & Stone, C. B. (2009). School counselor accountability: The path to social justice and systemic change. Journal of Counseling & Development, 87, 12-20.Donat Bacıoğlu, S. (2014). Şiddet ve Saldırganlığın Azaltılmasında Önleme ve Müdahale Programlarının Etkililiği: Meta Analiz Çalışması. Türk Psikolojik Danışma ve Rehberlik Dergisi, 5(42), 294-304.
7. Durlak, J. A. ve Wells, A. M. (1997). Primary Prevention Mental Health Programs for Children and Adolescents: A Meta-Analytic Review. American Journal of Community Psychology, 25 (2), 115-152.
8. Elias, M. J. (1995). Primary Prevention as Health and Social Competence Promotion. The Journal of Primary Prevention, 16(1), 5-24.

9. Evans, C., Fraser , M. W. ve Cotter, K. L. (2014). The effectiveness of school-based bullying prevention programs: A systemic review. Aggression and Violent Behavior, 19(5), 532–544.
10. Faggiano F, Minozzi S, Versino E, Buscemi D. Universal school-based prevention for illicit drug use. Cochrane Database of Systematic Reviews 2014, Issue 12. Art. No.: CD003020.
11. Fonner, V. A., Armstrong, K. S., Kennedy, C. E., O’Reilly, K. R. ve Sweat, M. D. (2014). School Based Sex Education and HIV Prevention in Lowand Middle-Income Countries: A Systematic Review and Meta-Analysis. PLoS ONE 9(3): e89692.
12. Freeman, J. ve ark., (2015). An Analysis of the Relationship Between Implementation of School-wide Positive Behavior Interventions and Supports and High School Dropout Rates, The High School Journal, 98(4), 290-315.
13. Gibson, L., ve Leitenberg, H. (2000).Child sexual abuse prevention programs: Do they decrease the occurance of child sexual abuse? Child Abuse and Neglect, 24(9), 1115-1125.
14. Gordon R. (1983). An operational classification of disease prevention. Public Health Reports, 98, 107-109.
15. Gottfredson, D. C., Wilson, D. B. (2003). Characteristics of effective school-based substance abuse prevention. Prevention Science, 4(1), 27-38.
16. Guilamo-Ramos, V., Bowman, A., Maria, D. S., Kabemba, S. ve Geronimo, Y. (2018). Addressing a Critical Gap in U.S. National Teen Pregnancy Prevention Programs: The Acceptability and Feasibility of Father-Based Sexual and Reproductive Health Interventions for Latino Adolescent Males. Journal of Adolescent Health 62, 81–86.
17. Hage, S. M. ve Romano, J. L. (2010). History of Prevention and Prevention Groups: Legacy for the 21st Century. Group Dynamics: Theory, Research, and Practice, 14(3), 199-210.
18. Hage, S. M. (2006). Prevention Competencies for Counseling Psiychology: A summons to the profession. Prevention in Counseling Psychology: Theory, Research, Practice, & Training, 1(1), 11-13.
19. Hansen, W. B. (2002). Program Evaluation Strategies for Substance Abuse Prevention. The Journal of Primary Prevention, 22( 4), 409-436.
20. Herbert, P. C. and Lohrmann, D. K. (2011). It’s all in the delivery! An analysis of instructional strategies from effective health education curricula. Journal of School Health, 81, 258-264.
21. Hoelscher, D. M. (2015). Incorporating Primary and Secondary Prevention Approaches To Address Childhood Obesity Prevention and Treatment in a Low-Income, Ethnically Diverse Population: Study Design and Demographic Data from the Texas Childhood Obesity Research Demonstration (TX CORD) Study. Childhood Obesity, 11, 71-91.
22. Kosterman, R., Hawkins, J.D., Haggerty, K.P., Spoth, R. ve Redmond, C. (2001). Preparing for the Drug Free Years: Session-specific effects of a universal parent-training intervention with rural families. Journal of Drug Education, 31(1), 47–68.
23. La Rue, L. D., Polanin, J. R., Espelage, D. L., Pigott, T. D. (2017). A Meta-Analysis of School-Based Interventions Aimed to Prevent or Reduce Violence in Teen Dating Relationships. Review of Educational Research, 87(1), 7- 34.
24. Lowry-Webster H.M., Barrett, P.M., Dadds, M.R. (2001). A universal prevention trial of anxiety and depressive symptomatology in childhood: Preliminary data from an Australian study. Behavioral Change, 18(01), 36-50.
25. Marchanda, E., Sticea, E. Rohdea, P. ve Becker, C. L. (2011). Moving from Efficacy to Effectiveness Trials in Prevention Research. Behav Res Ther., 49(1), 1-20.Nation, M., Crusto, C., Wandersman, A., Kumpfer, K., Seybolt, D., Davino, E. M., Davono, K. (2003). What works in prevention. American Psychologist, 58(6/7), 449-456.
26. Romano, J. L. & Hage, S. M. (2016). Prevention: A call to action. The Counseling Psychologist, 28(6), 854-856. Ryzin, M. J. V., Fishbein, D. & Biglan, A. (2018). The Promise of Prevention Science for Addressing Intergenerational Poverty. Psychology, Public Policy, and Law, 24(1), 128-143.
27. Seligman, M.E.P., Ernst, R.M., Gillham, J., Reivich, K. & Linkins, M. (2009). Positive education: positive psychology and classroom interventions. Oxford Review of Education, 35(3), 293-311.
28. Shepherd, J., Dewhirst, S., Pickett, K., Byrne, J., Speller, V., Grace, M. … Roderick, P. (2013). Factors facilitating and constraining the delivery of effective teacher training to promote health and well-being in schools: a survey of current practice and systematic review. Public Health Research, 1(2).
29. Shoshani, A. & Steinmetz, S. (2013). Positive Psychology at School: A School-Based Intervention to Promote Adolescents’ Mental Health and Well-Being. Journal of Happiness Studies, DOI 10.1007/s10902-013-9476-1.
30. Tan, H. J. R., Yee, A., Sulaiman, A. H., Said, M. A., Danaee, M. ve Lua, A. C. (2018). Effects of a school-based substance use prevention program on students in Malaysia. Jummec, 21(1), 40-46.
31. Tangen, Donna J. and Campbell, Marilyn A. (2010) Cyberbullying prevention : one primary school’s approach. Australian Journal of Guidance and Counselling, 20(2), 225-234.
32. Twenge, J. M. (2018). İ-Nesli: Bugünün “süper bağlantılı” gençleri neden bu kadar duyarsız, hoşgörülü ama daha mutsuz ve erişkin olmaya hiç hazır değil. İstanbul: Kaknüs Yayınları.
33. Wasserman, D. ve ark., (2015). School-based suicide prevention programmes: the SEYLE cluster-randomised, controlled trial. The Lancet, 385, 1536-1544.
34. Webster-Stratton, C.; Reid, J. ve Hammond, M. (2001). Preventing conduct problems, promoting social competence: A parent and teacher training partnership in Head Start. Journal of Clinical Child Psychology 30, 282–302.
35. Werner-Seidler, A., Perry, Y., Calear, A. L., Newby, J. M. ve Christensen, H. (2017). School-based depression and anxiety prevention programs for young people: A systematic review and meta-analysis. Clinical Psychology Review, 51, 30–47.
36. Wilson, S. J. ve Tanner-Smith, E. (2013). Dropout prevention and intervention programs for improving school completion among school-aged children and youth: A systematic review. J Society Soc Work Res., 4(4), 357-372.
37. Yavuzer, Y. ve Üre, Ö. (2010). Saldırganlığı Önlemeye Yönelik Psiko-Eğitim Programının Lise Öğrencilerindeki Saldırganlığı Azaltmaya Etkisi. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 24, 390-405.