Araştırma Makalesi
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Determining the Need for School Social Work Practices from the Perspective of Parents and Adolescents

Yıl 2021, Cilt: 18 Sayı: Eğitim Bilimleri Özel Sayısı, 4428 - 4452, 15.09.2021
https://doi.org/10.26466/opus.839688

Öz

Adolescence, which is an important transition in the life of the individual and also called the crisis period, is seen as a stage that both the adolescent and other family members should adapt to. Consultancy services to be offered to the adolescent and his family are important in problems specific to this period. Considering the practices and the literature, it is emphasized that these services are offered with school-oriented studies and the importance of school social workers among professionals who provide this service. In this study, it is aimed to determine the views of adolescents and their parents on school social work practices in the current system and to reveal the need for these practices. The model of the study was determined as a mixed method; quantitative data were collected from adolescents and qualitative data were obtained from parents. The quantitative sample of the study consists of 450 adolescents who continue their high school education, and the qualitative study group consists of 10 parents; 6 mothers and 4 fathers. According to the data obtained as a result of a questionnaire and semi-structured interview form applied to adolescents and interviews with parents, it was determined that adolescents and parents were in search of solutions to their problems and one of these solutions needed to be offered through school counseling. At this point, it was understood that the implementation of social work practices in school settings would be a service in line with these demands of parents and adolescents, and suggestions were made regarding this.

Kaynakça

  • Agresta, J. (2004). Professional role perceptions of school social workers, psychologists and counselors. Child and Schools, 26(3), 151-163.
  • Allen-Meares, P. and Montgomery, K. L. (2014). Globel trends and school-based social work. Child Sch, 36(2), 105-112.
  • Bronfenbrenner, U. and Morris, P. (1998). The ecology of developmental process. İçinde In Handbook of Child Psychology, Theoretical Models of Human Development (p.993–1028). New York: Wiley.
  • Büyüköztürk, Ş (2005). Anket geliştirme. Türk Eğitim Bilimleri Dergisi, 3(2), 133-148.
  • Campbell, L. and Mitchell. (2007). Victorian Family- Support Services in Retrospect: Three Decades of Investment. Challenge and Achievement.Australian Social Work, 60(3).
  • Constable, R. (2008). The role of the social worker, school school work practice, policy and research. In History and General Perspectives on Social Work. (p.3–29). Lyceum boks inc.
  • Cook, T., Herman, M., Phillips, M. and Settersten, R. (2002). Some ways in which neighborhoods, nuclear families, friendship groups, and schools jointly affect changes in early adolescent development. Child Development, 73, 1283–1309.
  • Creswell, W. J. (2017). Karma yöntem araştırmalarına giriş. (P. D. M. Sözbilir, Ed.). Ankara: Pegem Yay.
  • Dawson, N. and McHugh, B. (1987). Learning to talk to parents. British Journal of Special Education, 14(3), 119–121.
  • Gerrard, B. (2008). School- Based family counseling: Overview, trends, And recommendations for future research. International Journal for School-Based Family Counseling, 1(1),1-30.
  • Glesne, C. (2012). Nitel araştırmaya giriş. Ankara: Anı Yay.
  • Hinkle, S. C. (1992). Family Counselling in the Schools: ERIC,Clearing House on Counseling and Personnel Services, 27(4), 252-257.
  • Huxtable, M. (2013). A Globel picture of school social work in 2013. WA: International Network for School Social Work.
  • Johnston, J., ve Zemitzsch, A. (1988). Family power: An intervention beyond the classroom. Behavioral Disorders, 14(1), 69–79.
  • Kemper, E., S., S. and Teddlie, C. (2003). Mixed methods sampling strategies in social science research. İçinde C. A. Tashakk & Teddlie (Ed.), Handbook of mixed methods in social & behavioral research (p.273–296). Sage Publication.
  • Korkut, F. (2007). Psikolojik danışmanların mesleki rehberlik ve psikolojik danışmanlık ile ilgili düşünceleri ve uygulamaları. H.Ü. Eğitim Fakültesi Dergisi, 32, 187–197.
  • Lewis, W. (1996). A proposal for initiating family counseling interventions by school counselors. School Counselor, 44(2), 93–99.
  • Long, L. (1988). Providing assistance to latchkey families. Pointer, 33(1), 37–40.
  • Matejevic, M., Jovanovic, D. and Lazarevic, V. (2014). Functionality of family relationships and parenting style in families of adolescents with substance abuse problems. Procedia - Social and Behavioral Sciences, 128, 281–287. https://doi.org/10.1016/j.sbspro.2014.03.157
  • MEB. (2017). Miili Eğitim Bakanlığı Rehberlik Hizmetleri Yönetmeliği.
  • Pişkin, M. (2006). Türkiye’ de psikolojik danışma ve rehberlik hizmetlerinin dünü, bugünü ve yarını. Türkiye’de Eğitim Bilimleri: Bir bilanço denemesi. Ankara: Nobel Yay.
  • Rowling, L. (2009). Strengthening "school" in school mental health promotion. Health Education, 109(4), 357-368.
  • Smetana, J. and Gaines, C. (1999). Adolescentparent conflict in middle-class African American families. Child Development, 70, 1447–1463.
  • Tracy, E., Castro-Guillen, E. and Schraff, S. (2006). Roles of school and community providers in the delivery of school based mental health services. Effective Practice Integration Council, Center for School Based Mental Health Programs, Miami University of Ohio.
  • Walker, S. (2003). Social work and child mental health: psychosocial principles in community practice. British Journal of Social Work, 33(5), 673–687. https://doi.org/10.1093/bjsw/33.5.673
  • Wetchler, J. (1986). Family therapy of school-focused problems: A macrosystemic perspective. Contemporary Family Therapy, 8(3), 224–240.
  • Widerman, J. and Widerman, E. (1995). Family systems-oriented school counseling. School Counselor, 43(1), 66–73.
  • Yıldırım, A. ve Şimşek, H. (2016). Sosyal Bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin yayıncılık.

Anne Baba ve Ergenlerin Gözüyle Okul Sosyal Hizmet Uygulamalarına Duyulan İhtiyacın Belirlenmesi

Yıl 2021, Cilt: 18 Sayı: Eğitim Bilimleri Özel Sayısı, 4428 - 4452, 15.09.2021
https://doi.org/10.26466/opus.839688

Öz

Bireyin yaşamında önemli bir geçiş ve aynı zamanda kriz dönemi olarak adlandırılan ergenlik çağı hem ergenin hem diğer aile bireylerinin uyum göstermesi gereken bir aşama olarak görülmektedir. Bu döneme özgü sorunlarda ergene ve ailesine sunulacak danışmanlık hizmetleri önem arz etmektedir. Uygulamalara ve literatüre bakıldığında bu hizmetlerin okul odaklı çalışmalarla sunulduğu ve bu hizmeti sunan profesyoneller içinde okul sosyal hizmet uzmanlarının önemi vurgulanmaktadır. Bu çalışmada mevcut sistemde liselerde eğitim gören ergenlerin ve anne babalarının okul sosyal hizmet uygulamalarına ilişkin görüşlerini belirlemek ve bu uygulamalara duyulan ihtiyacı ortaya koymak amaçlanmıştır. Araştırmanın modeli karma yöntem olarak belirlenmiş ve konuyla ilgili ergenlerden nicel veriler, anne-babalardan nitel veriler elde edilmiştir. Araştırmanın nicel örneklemini lise öğrenimine devam eden 450 ergen, nitel çalışma grubunu ise 6 anne, 4 baba olmak üzere 10 ebeveyn oluşturmaktadır. Ergenlere uygulanan anket formu ve yarı yapılandırılmış görüşme formuyla anne-babalarla yapılan görüşmeler neticesinde elde edilen verilere göre ergenlerin ve anne-babaların yaşadıkları sorunlara çözüm arayışında olduğu ve bu çözümlerden bir tanesinin de okullar aracılığıyla kendilerine danışmanlık sunulması ihtiyacı olduğu tespit edilmiştir. Bu noktada okul ortamlarında sosyal hizmet uygulamalarının hayata geçirilmesinin anne-baba ve ergenlerin bu taleplerine uygun bir hizmet olacağı anlaşılmış ve bununla ilgili öneriler sunulmuştur.

Kaynakça

  • Agresta, J. (2004). Professional role perceptions of school social workers, psychologists and counselors. Child and Schools, 26(3), 151-163.
  • Allen-Meares, P. and Montgomery, K. L. (2014). Globel trends and school-based social work. Child Sch, 36(2), 105-112.
  • Bronfenbrenner, U. and Morris, P. (1998). The ecology of developmental process. İçinde In Handbook of Child Psychology, Theoretical Models of Human Development (p.993–1028). New York: Wiley.
  • Büyüköztürk, Ş (2005). Anket geliştirme. Türk Eğitim Bilimleri Dergisi, 3(2), 133-148.
  • Campbell, L. and Mitchell. (2007). Victorian Family- Support Services in Retrospect: Three Decades of Investment. Challenge and Achievement.Australian Social Work, 60(3).
  • Constable, R. (2008). The role of the social worker, school school work practice, policy and research. In History and General Perspectives on Social Work. (p.3–29). Lyceum boks inc.
  • Cook, T., Herman, M., Phillips, M. and Settersten, R. (2002). Some ways in which neighborhoods, nuclear families, friendship groups, and schools jointly affect changes in early adolescent development. Child Development, 73, 1283–1309.
  • Creswell, W. J. (2017). Karma yöntem araştırmalarına giriş. (P. D. M. Sözbilir, Ed.). Ankara: Pegem Yay.
  • Dawson, N. and McHugh, B. (1987). Learning to talk to parents. British Journal of Special Education, 14(3), 119–121.
  • Gerrard, B. (2008). School- Based family counseling: Overview, trends, And recommendations for future research. International Journal for School-Based Family Counseling, 1(1),1-30.
  • Glesne, C. (2012). Nitel araştırmaya giriş. Ankara: Anı Yay.
  • Hinkle, S. C. (1992). Family Counselling in the Schools: ERIC,Clearing House on Counseling and Personnel Services, 27(4), 252-257.
  • Huxtable, M. (2013). A Globel picture of school social work in 2013. WA: International Network for School Social Work.
  • Johnston, J., ve Zemitzsch, A. (1988). Family power: An intervention beyond the classroom. Behavioral Disorders, 14(1), 69–79.
  • Kemper, E., S., S. and Teddlie, C. (2003). Mixed methods sampling strategies in social science research. İçinde C. A. Tashakk & Teddlie (Ed.), Handbook of mixed methods in social & behavioral research (p.273–296). Sage Publication.
  • Korkut, F. (2007). Psikolojik danışmanların mesleki rehberlik ve psikolojik danışmanlık ile ilgili düşünceleri ve uygulamaları. H.Ü. Eğitim Fakültesi Dergisi, 32, 187–197.
  • Lewis, W. (1996). A proposal for initiating family counseling interventions by school counselors. School Counselor, 44(2), 93–99.
  • Long, L. (1988). Providing assistance to latchkey families. Pointer, 33(1), 37–40.
  • Matejevic, M., Jovanovic, D. and Lazarevic, V. (2014). Functionality of family relationships and parenting style in families of adolescents with substance abuse problems. Procedia - Social and Behavioral Sciences, 128, 281–287. https://doi.org/10.1016/j.sbspro.2014.03.157
  • MEB. (2017). Miili Eğitim Bakanlığı Rehberlik Hizmetleri Yönetmeliği.
  • Pişkin, M. (2006). Türkiye’ de psikolojik danışma ve rehberlik hizmetlerinin dünü, bugünü ve yarını. Türkiye’de Eğitim Bilimleri: Bir bilanço denemesi. Ankara: Nobel Yay.
  • Rowling, L. (2009). Strengthening "school" in school mental health promotion. Health Education, 109(4), 357-368.
  • Smetana, J. and Gaines, C. (1999). Adolescentparent conflict in middle-class African American families. Child Development, 70, 1447–1463.
  • Tracy, E., Castro-Guillen, E. and Schraff, S. (2006). Roles of school and community providers in the delivery of school based mental health services. Effective Practice Integration Council, Center for School Based Mental Health Programs, Miami University of Ohio.
  • Walker, S. (2003). Social work and child mental health: psychosocial principles in community practice. British Journal of Social Work, 33(5), 673–687. https://doi.org/10.1093/bjsw/33.5.673
  • Wetchler, J. (1986). Family therapy of school-focused problems: A macrosystemic perspective. Contemporary Family Therapy, 8(3), 224–240.
  • Widerman, J. and Widerman, E. (1995). Family systems-oriented school counseling. School Counselor, 43(1), 66–73.
  • Yıldırım, A. ve Şimşek, H. (2016). Sosyal Bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin yayıncılık.
Toplam 28 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Sosyoloji (Diğer)
Bölüm Makaleler
Yazarlar

Esra Kılıç Ceyhan 0000-0002-9853-5788

Cengiz Özbesler 0000-0002-1397-6913

Yayımlanma Tarihi 15 Eylül 2021
Kabul Tarihi 18 Haziran 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 18 Sayı: Eğitim Bilimleri Özel Sayısı

Kaynak Göster

APA Kılıç Ceyhan, E., & Özbesler, C. (2021). Anne Baba ve Ergenlerin Gözüyle Okul Sosyal Hizmet Uygulamalarına Duyulan İhtiyacın Belirlenmesi. OPUS International Journal of Society Researches, 18(Eğitim Bilimleri Özel Sayısı), 4428-4452. https://doi.org/10.26466/opus.839688