Saldırganlığı Önlemeye Yönelik Psiko-Eğitim Programının Lise Öğrencilerindeki Saldırganlığı Azaltmaya Etkisi

Bu araştırmanın amacı, bir psiko-eğitim programının saldırganlığıazaltmadaki etkisini incelemektir. Araştırma, iki deney ve kontrol gruplu ön test, son test ve izleme modeline dayalıdeneysel bir çalışmadır. Çalışma, lise dokuzuncu sınıf öğrencileriyle gerçekleştirilmiştir. Araştırmanın bağımlıdeğişkeni olan saldırganlık, Can 2002 tarafından Türkçe’ye uyarlanan Saldırganlık Ölçeği ile ölçülmüştür. Saldırganlık puanıyüksek olan gönüllü öğrencilerden her gruba 12 kişi atanmıştır. Saldırganlık ölçeği, deney ve kontrol gruplarına ön test olarak verilmiştir. Birinci deney grubunda yer alan öğrencilere “Ergenlere Yönelik Psiko-Eğitim Programı” ve öğretmenlerine “Öğretmenlere Yönelik Psiko-Eğitim Programı” EYP+ÖYP 12 oturum olarak uygulanmıştır. İkinci deney grubunda yer alan öğrencilere “Ergenlere Yönelik Psiko-Eğitim Programı” EYP uygulanmıştır. Kontrol grubuna ise herhangi bir çalışma yapılmamıştır. Son test, deney grubu uygulamalarıbittikten sonra, izleme ölçümleri ise, deneysel uygulamaların bitiminden 2 ay sonra alınmıştır. Araştırmanın sonuçlarıaşağıda verilmiştir: 1.Ergenlere ve Öğretmenlere Yönelik Psiko-Eğitim Programının EYP+ÖYP öğrencilerin saldırganlık toplam, fiziksel saldırganlık, sözel saldırganlık, öfke, düşmanlık ve dolaylısaldırganlık puanlarınıazaltmada etkili olduğu ve bu etkinin iki ay sonra da devam ettiği bulunmuştur. 2.Ergenlere Yönelik Psiko-Eğitim Programının EYP öğrencilerin saldırganlık toplam, fiziksel saldırganlık, öfke ve düşmanlık puanlarınıazaltmada etkili olduğu ve bu etkinin iki ay sonra da devam ettiği, bunun yanısıra sözel ve dolaylısaldırganlık puanlarınıazaltmada etkili olmadığıbulunmuştur. 3.Ergenlere ve öğretmenlere yönelik EYP+ÖYP psiko-eğitim programına ve ergenlere yönelik psiko-eğitim programına EYP katılan öğrencilerin saldırganlık puanlarıkarşılaştırıldığında toplam puan ve tüm alt ölçek puanlarında anlamlıbir farklılık bulunmamıştır.

Purpose: The aim of the research is to study effect of a psycho-education program in decreasing aggressiveness that is armed at high school students and to their teachers. The following hypotheses were tested in the study: 1.There will be a statistically meaningful decline in total aggression, physical aggression, verbal aggression, anger, hostility and indirect aggression points of the students in the first experimental group which participated in the psycho-educational program that is inclined towards adolescents and their teachers EYP+ÖYP when compared to the control group. This decline will continue in the following test which will be applied two months after the applications. 2. There will be a statistically meaningful decline in total aggression, physical aggression, verbal aggression, anger, hostility and indirect aggression points of the students in the second experimental group which participated in the psycho-educational program that is inclined towards adolescents EYP when compared to the control group. This decline will continue in the following test which will be applied two months after the applications. 3.The psycho-educational program that is inclined towards adolescents and their teachers EYP+ÖYP will be more effective in decreasing aggression points when compared to the psycho-educational program that is inclined towards adolescents EYP . Methods: The research is semi-experimental study that is based on including two experiment groups and control group pretest, post-test and fallow up model. The study is realized with the ninth grade students of formal high schools in Niğde. The aggressiveness, the dependent variable of the study, is measured by adapted to Turkish by Can 2002 . Totally thirty-six willing students who have high aggressiveness points are put in groups that are composed of twelve students by taking note of the fact that they are being educated in the same school. The Aggression Questionnaire is applied to experiment and control groups as a pre-test. Twelve sessions of psycho-education program is applied to adolescent who are in the first experiment group and to their teachers EYP+ÖYP . Twelve sessions of psycho-education program EYP is applied to adolescent who are in the second experiment group. However, any study is applied to control group. The post-test is applied two months after the end of experimental applications. Besides, the teachers of each group observed their students. For each group, 6 teachers made 72 observations in one month period before and after the applications. In this study, 2x3 Split-Plot ANOVA Two-Way ANOVA for Mixed Measures is used to determine the shared effect of group measurement concerning the effectiveness of experimental procedure on the data that is acquired from the study. The distinction between the pre-post-fallow up measurement points, for each of the groups, are tested with One-Way ANOVA for Repeated Measures, Bonferroni Test is used to test the source of the distinction between the measurements. While comparing the post-test points of the two experiment groups, t test of independent groups is used. Results: 1. It is found out that psycho-education program that is inclined towards adolescent and teachers EYP+ÖYP is effective in decreasing the total aggression, physical, verbal aggression, anger, hostility and indirect aggression points of students and this effect continues in the following test which was applied two months after the applications. 2. It is found out that psycho-education program that is inclined towards adolescent EYP is effective in decreasing the total aggression, physical aggression, anger and hostility points of students and this effect continues in the following test which was applied two months after the applications. However, it is not effective on verbal and indirect aggression points. 3. When aggressiveness points of students in the first experiment group, who are included in the study that is inclined towards adolescent and teachers EYP+ÖYP , compared with the second experiment group who are included in the study that is inclined towards adolescent EYP , a meaningful distinction in total point and all the sub-measurement points can’t be found out. Discussion and Conclusions: One of the findings of the study is that the psycho-educational program that inclined towards adolescents and teachers EYP+ÖYP is effective in decreasing the total aggression, physical, verbal aggression, anger, hostility and indirect aggression points of students and this effect continues in the following test which was applied two months after the applications. WebsterStratton and Reid 2003 , included in their studies the teacher education program. The group that includes only children CT and the group include both children and teachers CT+TT are compared to the control groups. According to the results of the study, the children in CT and CT+TT groups have an increase in social skill and decrease in aggressive behavior when compared to the children in the control group. Therefore, the findings of this study shows consistency with the findings mentioned above. Another finding is the effectiveness of the psycho-educational program that inclined towards adolescents EYP is effective in decreasing the total aggression, physical aggression, anger and hostility points of students and this effect continues in the following test which was applied two months after the applications. It was found that the program EYP isn’t effective on verbal and indirect aggression points. Karataş 2008 , found that the psychological group counseling applications that is done by psychodrama techniques are not effective on verbal and physical aggression points. In the same study, it was found the psychological group counseling applications that are done by cognitive behavioral techniques are not effective on verbal aggression points. The results of this study shows consistent with the results of study mentioned above. When aggressiveness points of students in the first experiment group, who are included in the study that is inclined towards adolescent and teachers EYP+ÖYP , compared with the second experiment group who are included in the study that is inclined towards adolescent EYP , a meaningful distinction in total point and all the sub-measurement points can’t be found out. According to the results of Webster-Stratton and Reid’s 2003 studies in which they compared the group including only children CT and the group in which both children and teachers CT+TT are involved in the education and the control groups, it was found that the children in CT and CT+TT groups have an increase in social skills when compared to the children in the control group. But no meaningful difference was found between CT and CT+TT. Therefore, the results of this study shows consistent with the results of study mentioned above