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Boşanma Değişkenine Göre Okul Öncesi Dönem Çocuklarının Psikolojik Sağlamlıklarının Karşılaştırılması

Yıl 2015, Sayı: 33, 87 - 96, 01.02.2015

Öz

Psikolojik sağlamlık, meydan okumalar ve tehditler içeren bir çevreye rağmen başarılı bir uyum neticesi, süreci veya kapasitesi olarak ifade edilmektedir Özcan, 2005 . Kişisel bir özellik ve güçtür. Uyum sağlama, stresli durumlar karşısında yeniden toparlanabilme gücüdür Henderson and Milstein, 1996; Norman, 2000 . Bazı çocuklar ve gençler çeşitli olumsuzluklara rağmen “ayakta kalabilmekte” ve çevre ile etkileşimlerini başarılı bir şekilde sürdürebilmektedirler. Bu tür kişiler stres yaratan olaylar karşısında genellikle yılgınlığa düşmemekte, kendilerini çabucak toparlamakta hatta sıkıntılardan ve olumsuz çevresel koşullardan daha da güçlenerek çıkmaktadırlar Öğülmüş, 2001 . Çalışmanın amacı, anne-babası boşanmış ve boşanmamış okul öncesi dönem çocuklarının psikolojik sağlamlık düzeylerinin karşılaştırılmasıdır. Araştırmada tarama yöntemi kullanılmıştır. Araştırmanın örnekleminde Konya ilinden iki grup çocuk yer almıştır. İlk grupta, annesi ve babası boşanmış olan, 5-6 yaş grubundan 70 çocuk bulunmaktadır. Çocuklar anneleriyle yaşamaktadır. Bu gruptaki anneler, Dost Eli Derneği tarafından psikolojik ve ekonomik olarak desteklenmektedir. Araştırmanın diğer grubu da boşanmamış ailelerdeki, 5-6 yaş grubundan 92 çocuktur. Araştırmada, veri toplama aracı olarak Çocuklar için Ego Sağlamlığı Ölçeği kullanılmıştır. Ölçek, Eisenberg ve meslektaşları tarafından 1996’da, the Block Q-Sort’tan uyarlanmış, çocukların psikolojik sağlamlık düzeylerini ortaya koymak amacıyla hazırlanmış bir ölçme aracıdır. Ölçek 12 maddeden oluşmakta ve okul öncesi-ilköğretim dönemi çocukların psikolojik sağlamlık düzeylerini değerlendirmek için kullanılmaktadır. Ölçekte alt ölçekler bulunmamaktadır. Ölçekten alınan toplam puan arttıkça, çocukların psikolojik sağlamlık düzeylerinin yüksek olduğu ifade edilmektedir.. Ölçek 2011’de Önder ve Gülay Ogelman tarafından Türkçe’ye uyarlanmıştır. Araştırmada çocuklar için psikolojik sağlamlık verileri annelerden elde edilmiştir. Verilerin toplanması yaklaşık 3 ay sürmüştür. Boşanma değişkeninin hem kız hem de erkek çocukların psikoloijk sağlamlık düzeylerini istatistiksel açıdan anlamlı biçimde etkilemediği görülmektedir. Elde edilen bulgulara göre, tam ailelerden gelen çocukların diğer çocuklara nazaran düşük puan ortalamalarına sahip oldukları fakat puanlar arasında istatistiksel açıdan açıdan anlamlı bir farklılığın olmadığı görülmektedir. Bunun nedeni olarak araştırma grubuna alınan boşanan annelerin sivil toplum örgütü olan Dost Eli Derneği tarafından hem psikolojik hem de ekonomik yönden desteklenmesi düşünülebilir. Bu araştırmada bazı sınırlılıklar da söz konusudur. Bu sınırlılıklar doğrultusunda, konu ile ilgili sonraki çalışmalarda şu noktalara dikkat edilmelidir: Bu çalışma, ailesi boşanmış 70 ve boşanmamış 92 çocuktan oluşan çalışma grubuyla sınırlıdır. Sonraki çalışmalarda bu sayı arttırılabilir. Araştırmada çocukların psikolojik sağlamlık düzeyleri anne görüşlerine göre belirlenmiştir. Diğer çalışmalarda, çocukların psikolojik sağlamlıkları ile ilgili akran görüşü, sosyometri, gözlem gibi farklı bilgi kaynaklarından bilgi elde edilebilir. İlişkisel tarama yönteminin yanı sıra boylamsal çalışmalar yapılarak boşanmanın çocuk üzerindeki uzun süreli etkileri ortaya konulabilir. Bu araştırma, ailelerin boşanmış olup olmadıkları değişkeni ile sınırlıdır. Sonraki araştırmalarda boşanma ile ilgili farklı değişkenlerin boşanma süresi, boşanma sonrasında ebeveynlerle ne kadar süre ve ne şekilde zaman geçirilmesi v.b. etkisi de ele alınabilir. Boşanmanın sosyal gelişimin yanı sıra diğer gelişim alanlarına etkisi de incelenebilir. Çalışmanın sonuçlarına göre boşanmış aileler için aile eğitim programları geliştirilebilir. Ayrıca okul öncesi dönem çocuklar boşanmanın etkilerine yönelik psikolojik danışman ve rehberler tarafından desteklenebilir. Ek olarak, boşanmanın olumsuz etkilerini azaltmak için oyun terapisi gibi tekniklerden yararlanılabilir. Ayrıca boşanma sürecinde anne-babalara yol gösterecek, tüm aile bireylerinin boşanma sürecini en az zararla atlatmasını sağlayacak rehberlik servisleri oluşturulabilir. Anaokullarında, öğretmenler anne-babalara boşanma sürecinde rehberlik edebilir, bu ailelerdeki çocuklarla birebir ilgilenelir, çocukları düzenli ve sürekli olarak gözlemleyebilir. Aynı şekilde boşanmış ailelerin çocuklarının sosyal becerileri, akran ilişkileri, okula uyumları başta olmak üzere genel gelişimlerini dikkatli biçimde takip edilebilmeli, sorunlara hemen müdahale edebilmelidir.

Kaynakça

  • Allison, P. D. and Furstenberg, F. F. (1989). “How Marital Dissolution Affects Children: Variations By Age and Sex”, Developmental Psychology, 25: 540-549.
  • Amato, P. R., Loomis, L. S. and Booth, A. (1995). “Parental Divorce, Marital Conflict and Offspring Well-Being During Early Adulthood”, Social Forces, 73(3): 895-915.
  • Arabacı-Pişken, G. (2008). “Consequences of divorce for children”. Unpublished postgraduate dissertation, Selcuk University, Konya.
  • Bulut-Serin, N. and Öztürk, S. (2007). “The Self-Esteem and Anxiety Level of Children Aged Between 9 and 13 with Divorced Parents, and Whose Parents are Together”, Ahi Evran University Kırşehir Faculty of Education Journal (KEFAD), 8(2): 117-128.
  • Burchett, S. J. (1999). “The familial context of ego-resiliency in pre-schoolers”. Unpublished master thesis, West Virginia University, USA.
  • Cashmore, E. (1985). The world of one parent families. Winchester MA, Allan University.
  • Chiang, Y-Y. (2002). “Adoption status: a risk factor or protective factor for children of divorced families”. Unpublished doctoral dissertation, Florida International University, USA.
  • Cowen, E. L., Wyman, P. A., Work, W. C. and Parker, G. R. (1990). “The Rochester Child Resilience Project: Over View And Summary Of First Year Findings”, Development and Psychopathology, 2: 193-212.
  • Çağdaş, A. and Seçer, Z. (2004). Parental Training for Happier and Healthier Tomorrows. Konya, Eğitim Publishers.
  • Çamkuşu-Arifoğlu, B. (2006). “The effect adapting to divorce training programmes for children have on the adaptation, anxiety, and depression levels of children”. Unpublished doctoral dissertation, Hacettepe University, Ankara.
  • Eisenberg, N., Fabes, R. A., Guthrie, I. K., Murphy, B. C., Maszk, P., Holmgren, R. and Suh, K. (1996). “The Relations of Regulation and Emotionality to Problem Behavior in Elementary School Children”, Development and Psychopathology, 8: 141–162.
  • Grant, L. S., Smith, T. A., Sinclair, J. J. and Salts, C. J. (1993). “The impact of parental divorce on college adjustment”. Journal of Divorce and Remarriage, 19, 183–193.
  • Greene, R. (2002). Human Behavior Theory: A Resilience Orientation. In R. Greene (Ed.), Resiliency: An Integrated Approach to Practice, Policy, and Research (pp.1-28). Washington, DC: NASW Press.
  • Greene, R. and Conrad, A. P. (2002). “Basic Assumptions and Terms. In R. Greene (Ed.), Resiliency: An Integrated Approach to Practice, Policy, and Research (pp.29-62)”. Washington, DC: NASW Press.
  • Haynes, N. M. (2005). Personalized leadership for effective schooling. Retrieved May 29, 2011 from www.atdp.berkeley.edu/haynes_keynote_04.ppt.
  • Henderson, N. and Milstein, M. M. (1996). Resiliency in Schools: Making it Happen for Students and Educators. Thousand Oaks, California: Corwin Press.
  • Hetherington, E. M. (1993). “An overview of the Virginia longitudinal study o divorce and remarriage with a focus on early adolescence”. Journal of Family Psychology, 7, 39–56.
  • Karaoğlan, B. (1997). “The effect divorce has on the youth’s personality”. Unpublished postgraduate thesis, Cumhuriyet University, Sivas.
  • Karasar, N. (2005). Scientific research method. Ankara: Nobel Publishing.
  • Kelly, J. B. (2000). “Children’s Adjustment in Conflicted Marriage and Divorce: A Decade of Research”, Journal of the American Academy of Child and Adolescent Psychiarty, 39(8): 963-973.
  • Kurtulmuş, S. (1998). “The Effect Change in Family Models and Demographic Structure Has on Family Policies. 3rd Family Council Releases”, Ankara: T. R. Prime Ministry Family Research Organisation Directorate Publications, 106. 20 - 25.
  • Masten, A. S. (2001). “Ordinary Magic: Resilience Processes in Development”, American Psychologist, 56(3): 227-238.
  • Masten, A. S., Morison, P., Pellegrini, D. and Teliegen, A. (1990). Competence Under Stress: Risk and Protective Factors. In J. Rolf, A. S. Masten, D. Cicchetti, K. H. and Nuechterlein S. Weintraub (Eds.), Risk Andprotective Factors In The Development of Psychopathology (pp. 236-256), New York, Cambridge University Press.
  • Norman, E. (2000). Introduction: The Strengths Perspective and Resiliency Enhancement-A Natural Partnership. In E. Norman (Eds.), Resiliency Enhancement (p.1- 16), New York, Columbia University Press.
  • Önder, A. and Gülay-Ogelman, H. (2011). “The Reliability-Validity Study for the Ego Resiliency Scale (Teacher-Mother-Father Forms) for Children Aged Between 5 and 6”, International Refereed Academic Social Sciences Journal, 2(1): 5-21.
  • Öngider, N. (2011). “Investigation of Anxiety Levels in Divorced and Married Mothers and Theirs Children”, Archives of Neuropsychiatry, 48: 66-70.
  • Öğülmüş, S. (2001). “Indomitableness as a personal trait”. 1st National Children and Crime Symposium: Manifesto presented for Reason and Precaution Studies, 29-30 March, Ankara.
  • Özcan, B. (2005). “Comparing high school students with divorced parents and high school student living with both parents in terms of indomitableness properties and protective factors”. Unpublished master thesis, Ankara University, Ankara.
  • Parke, R. D. (1981). Fathering. Cambridge, MA: Applewood.
  • Peretti, P. O. and DiVitorrio, A. (1993). “Effect of Loss of Father Through Divorce on Personality of the Preschool Child”, Social Behavior and Personality, 21(1):33-38.
  • Reed-Victor, E. and Stronge, J. H. (2002). “Homeless Students and Resilience: Staff Perspectives on Individual and Environmental Factors”, Journal of Children Poverty, 8(2):159-183.
  • Rutter, M. (1990). “Psychosocial Resilience and Protective Mechanisms”, American Journal of Osthopsychiatry, 57(3): 316-331.
  • Siegelman, E., Block, J., Block, J. and Von der Lippe, A. (1970). “Antecedents of Optimal Psychological Adjustment”, Journal of Consulting and Clinical Psychology, 35(3): 283-289.
  • Sönmez, F. (2001). “A comparison of self-esteem symbols of adolescents with divorced parents and adolescents whose parents are together”. Unpublished master thesis, Istanbul University, İstanbul.
  • Süleymanov, A. (2009). “Family and Marital Relations in Modern Turkish Communities”, Family and Society, 5(17): 7-18.
  • Şirvanlı-Özen, D. (1998). “The role marital conflict and divorce plays in the social support perceived and the behaviour and adaptation problems of children of different age and gender”. Unpublished doctoral dissertation, Hacettepe University, Ankara.
  • T. R. Ministry of Internal Affairs Marriage and Divorce Statistics, (2011). Marriage and Divorce Statistics. Retrieved May 20, 2011from http://www.nvi.gov.tr/Hizmetler/Istatistikler,Evlenme_Bosanma_.statistikleri.html.
  • TSI, Marriage and Divorce Statistics (2013). Retrieved Dec 20, 2014 from http://www.tuik.gov.tr/PdfGetir.do?id=16051l.
  • Türkaslan, N. (2007). “The Adverse Effects Divorce Has on Children, and Ways of Coping with these Adverse Affects”, Family and Community, 3(11): 99-104.
  • Watters, A. B. (2000). “Resiliency in children of divorce”. Unpublished doctoral dissertation. USA: Hofstra University.
  • Werner, E. E. and Smith, R. S. (2001). Journeys from childhood to midlife: Risk, resilience, and recovery. Ithaca, NY: Cornell University Press.
  • Wintre, M. G., Ames, M. E., Pancer, S. M., Pratt, M. W., Polivy, J., Birnie-Lefcovitch, S. and Adams, G. R. (2011). “Parental divorce and first-year stıdents’ transition to university: the need to include baseline data and gender”. Journal of Divorce and Remarriage, 52, 5, 326-343.
  • Zill, N., Morrison, D. R. and Coiro, M. J. (1993). “Long-Term Effects on Parental Divorce on Parent- Child Relationships, Adjustment, and Achievement in Young Adulthood”, Journal of Family Psychology, 7, 91-103.

Comparison of Ego Resiliency of Preschool Children According to the Variable of Divorce

Yıl 2015, Sayı: 33, 87 - 96, 01.02.2015

Öz

Resiliency is described as a successful adjustment outcome, process or capacity despite an environment including challenges and threats Özcan, 2005 . Resiliency is a personal quality and power. It is the successful adjustment and recovery against stressful situations Henderson and Milstein, 1996; Norman, 2000 . Some children and youngsters are able to “survive” and continue their interaction with the environment successfully despite various negative events. Such kind of people generally are able to be resilient against stressful events, come through very fast and even become more powerful as a result of problems and negative environmental conditions Öğülmüş, 2001 . Purpose of this study is to reveal whether ego resiliency of children attending preschool education institutions differs according to divorced and not divorced family. The study was conducted in survey method. Two groups of children from the province of Konya were included in the sample group of the study. The first group involved 70 children from the age group of 5-6 years, with divorced parents. Children live with their mothers. Mothers in this group are supported by the Dost Eli Association both psychologically and economically. The other group of the study involved 92 children from the age group of 5-6 years, whose parents are not divorced. All of the children attend preschools. “Children’s Ego Resiliency Scale” was used to determine their ego resiliency for data collection. Eisenberg and colleagues adapted Block’s Q-Sort method in 1996 to develop the Children’s Ego Resiliency Scale, which is a measuring instrument that identifies the resiliency level of children. The 12-item scale is used to assess the resiliency level of preschool-primary school children. Adaptation of the scale into Turkish was conducted by Önder and Gülay Ogelman in 2011. Ego resiliency data of children were obtained from mothers during the study. Collection of data lasted about 3 months. The state of divorce does not have a significant effect on the ego resiliency levels of girls and boys in the sample handled. According to the findings obtained, although children with divorced families have lower mean score than children of undivorced families with respect to resilience, no statistically significant difference was found. The reason for this situation may be thought that divorced mothers included in study group were provided both psychological and economical support by Friend Hand Association, which is a nongovernmental organisation. There are some limitations in this study, as well. In line with these limitations, following points should be considered in future studies on this subject: This study is limited with sampling groups consisting of 70 children with divorced parents and 92 children with undivorced parents. Such numbers may be increased in future studies. In this study, ego resiliency levels of children were determined according to the views of mothers. In other studies, data should be collected by means of different information sources such as peer views, sociometry and observation. Long-term effects of divorce on children should be determined by using relational survey method and conducting longitudinal studies. This study is limited with the variable of divorce. In future studies, effect of different variables divorce process, how much time is spent with parents after divorce and how, etc. regarding divorce should be examined. As well as social development, effect of divorce on other development fields should be investigated. It is required to conduct studies that investigate the effects on quality of the relationship of mother-child and father-child and the development of the child during and after the divorce. According to the result of the study, it is recommended that family education programs could be prepared aimed at divorced family children and also psychological counselors can support the children in preschool age about the effects of divorce on child. In addition, to minimise divorce effects on children they can benefit from play therapy. In kindergartens, teachers should guide parents in divorce process, deal with children of such families personally, and observe them regularly and continuously. In addition, they should follow carefully general development of children of divorced families especially their social skills, peer relations, and school adjustment, and should immediately intervene in problems.

Kaynakça

  • Allison, P. D. and Furstenberg, F. F. (1989). “How Marital Dissolution Affects Children: Variations By Age and Sex”, Developmental Psychology, 25: 540-549.
  • Amato, P. R., Loomis, L. S. and Booth, A. (1995). “Parental Divorce, Marital Conflict and Offspring Well-Being During Early Adulthood”, Social Forces, 73(3): 895-915.
  • Arabacı-Pişken, G. (2008). “Consequences of divorce for children”. Unpublished postgraduate dissertation, Selcuk University, Konya.
  • Bulut-Serin, N. and Öztürk, S. (2007). “The Self-Esteem and Anxiety Level of Children Aged Between 9 and 13 with Divorced Parents, and Whose Parents are Together”, Ahi Evran University Kırşehir Faculty of Education Journal (KEFAD), 8(2): 117-128.
  • Burchett, S. J. (1999). “The familial context of ego-resiliency in pre-schoolers”. Unpublished master thesis, West Virginia University, USA.
  • Cashmore, E. (1985). The world of one parent families. Winchester MA, Allan University.
  • Chiang, Y-Y. (2002). “Adoption status: a risk factor or protective factor for children of divorced families”. Unpublished doctoral dissertation, Florida International University, USA.
  • Cowen, E. L., Wyman, P. A., Work, W. C. and Parker, G. R. (1990). “The Rochester Child Resilience Project: Over View And Summary Of First Year Findings”, Development and Psychopathology, 2: 193-212.
  • Çağdaş, A. and Seçer, Z. (2004). Parental Training for Happier and Healthier Tomorrows. Konya, Eğitim Publishers.
  • Çamkuşu-Arifoğlu, B. (2006). “The effect adapting to divorce training programmes for children have on the adaptation, anxiety, and depression levels of children”. Unpublished doctoral dissertation, Hacettepe University, Ankara.
  • Eisenberg, N., Fabes, R. A., Guthrie, I. K., Murphy, B. C., Maszk, P., Holmgren, R. and Suh, K. (1996). “The Relations of Regulation and Emotionality to Problem Behavior in Elementary School Children”, Development and Psychopathology, 8: 141–162.
  • Grant, L. S., Smith, T. A., Sinclair, J. J. and Salts, C. J. (1993). “The impact of parental divorce on college adjustment”. Journal of Divorce and Remarriage, 19, 183–193.
  • Greene, R. (2002). Human Behavior Theory: A Resilience Orientation. In R. Greene (Ed.), Resiliency: An Integrated Approach to Practice, Policy, and Research (pp.1-28). Washington, DC: NASW Press.
  • Greene, R. and Conrad, A. P. (2002). “Basic Assumptions and Terms. In R. Greene (Ed.), Resiliency: An Integrated Approach to Practice, Policy, and Research (pp.29-62)”. Washington, DC: NASW Press.
  • Haynes, N. M. (2005). Personalized leadership for effective schooling. Retrieved May 29, 2011 from www.atdp.berkeley.edu/haynes_keynote_04.ppt.
  • Henderson, N. and Milstein, M. M. (1996). Resiliency in Schools: Making it Happen for Students and Educators. Thousand Oaks, California: Corwin Press.
  • Hetherington, E. M. (1993). “An overview of the Virginia longitudinal study o divorce and remarriage with a focus on early adolescence”. Journal of Family Psychology, 7, 39–56.
  • Karaoğlan, B. (1997). “The effect divorce has on the youth’s personality”. Unpublished postgraduate thesis, Cumhuriyet University, Sivas.
  • Karasar, N. (2005). Scientific research method. Ankara: Nobel Publishing.
  • Kelly, J. B. (2000). “Children’s Adjustment in Conflicted Marriage and Divorce: A Decade of Research”, Journal of the American Academy of Child and Adolescent Psychiarty, 39(8): 963-973.
  • Kurtulmuş, S. (1998). “The Effect Change in Family Models and Demographic Structure Has on Family Policies. 3rd Family Council Releases”, Ankara: T. R. Prime Ministry Family Research Organisation Directorate Publications, 106. 20 - 25.
  • Masten, A. S. (2001). “Ordinary Magic: Resilience Processes in Development”, American Psychologist, 56(3): 227-238.
  • Masten, A. S., Morison, P., Pellegrini, D. and Teliegen, A. (1990). Competence Under Stress: Risk and Protective Factors. In J. Rolf, A. S. Masten, D. Cicchetti, K. H. and Nuechterlein S. Weintraub (Eds.), Risk Andprotective Factors In The Development of Psychopathology (pp. 236-256), New York, Cambridge University Press.
  • Norman, E. (2000). Introduction: The Strengths Perspective and Resiliency Enhancement-A Natural Partnership. In E. Norman (Eds.), Resiliency Enhancement (p.1- 16), New York, Columbia University Press.
  • Önder, A. and Gülay-Ogelman, H. (2011). “The Reliability-Validity Study for the Ego Resiliency Scale (Teacher-Mother-Father Forms) for Children Aged Between 5 and 6”, International Refereed Academic Social Sciences Journal, 2(1): 5-21.
  • Öngider, N. (2011). “Investigation of Anxiety Levels in Divorced and Married Mothers and Theirs Children”, Archives of Neuropsychiatry, 48: 66-70.
  • Öğülmüş, S. (2001). “Indomitableness as a personal trait”. 1st National Children and Crime Symposium: Manifesto presented for Reason and Precaution Studies, 29-30 March, Ankara.
  • Özcan, B. (2005). “Comparing high school students with divorced parents and high school student living with both parents in terms of indomitableness properties and protective factors”. Unpublished master thesis, Ankara University, Ankara.
  • Parke, R. D. (1981). Fathering. Cambridge, MA: Applewood.
  • Peretti, P. O. and DiVitorrio, A. (1993). “Effect of Loss of Father Through Divorce on Personality of the Preschool Child”, Social Behavior and Personality, 21(1):33-38.
  • Reed-Victor, E. and Stronge, J. H. (2002). “Homeless Students and Resilience: Staff Perspectives on Individual and Environmental Factors”, Journal of Children Poverty, 8(2):159-183.
  • Rutter, M. (1990). “Psychosocial Resilience and Protective Mechanisms”, American Journal of Osthopsychiatry, 57(3): 316-331.
  • Siegelman, E., Block, J., Block, J. and Von der Lippe, A. (1970). “Antecedents of Optimal Psychological Adjustment”, Journal of Consulting and Clinical Psychology, 35(3): 283-289.
  • Sönmez, F. (2001). “A comparison of self-esteem symbols of adolescents with divorced parents and adolescents whose parents are together”. Unpublished master thesis, Istanbul University, İstanbul.
  • Süleymanov, A. (2009). “Family and Marital Relations in Modern Turkish Communities”, Family and Society, 5(17): 7-18.
  • Şirvanlı-Özen, D. (1998). “The role marital conflict and divorce plays in the social support perceived and the behaviour and adaptation problems of children of different age and gender”. Unpublished doctoral dissertation, Hacettepe University, Ankara.
  • T. R. Ministry of Internal Affairs Marriage and Divorce Statistics, (2011). Marriage and Divorce Statistics. Retrieved May 20, 2011from http://www.nvi.gov.tr/Hizmetler/Istatistikler,Evlenme_Bosanma_.statistikleri.html.
  • TSI, Marriage and Divorce Statistics (2013). Retrieved Dec 20, 2014 from http://www.tuik.gov.tr/PdfGetir.do?id=16051l.
  • Türkaslan, N. (2007). “The Adverse Effects Divorce Has on Children, and Ways of Coping with these Adverse Affects”, Family and Community, 3(11): 99-104.
  • Watters, A. B. (2000). “Resiliency in children of divorce”. Unpublished doctoral dissertation. USA: Hofstra University.
  • Werner, E. E. and Smith, R. S. (2001). Journeys from childhood to midlife: Risk, resilience, and recovery. Ithaca, NY: Cornell University Press.
  • Wintre, M. G., Ames, M. E., Pancer, S. M., Pratt, M. W., Polivy, J., Birnie-Lefcovitch, S. and Adams, G. R. (2011). “Parental divorce and first-year stıdents’ transition to university: the need to include baseline data and gender”. Journal of Divorce and Remarriage, 52, 5, 326-343.
  • Zill, N., Morrison, D. R. and Coiro, M. J. (1993). “Long-Term Effects on Parental Divorce on Parent- Child Relationships, Adjustment, and Achievement in Young Adulthood”, Journal of Family Psychology, 7, 91-103.
Toplam 43 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Research Article
Yazarlar

Hülya Gülay Ogelman Bu kişi benim

Zarife Seçer Bu kişi benim

S.barbaros Yalçın Bu kişi benim

Alev Önder Bu kişi benim

Hatice Erten Sarıkaya Bu kişi benim

Yayımlanma Tarihi 1 Şubat 2015
Yayımlandığı Sayı Yıl 2015 Sayı: 33

Kaynak Göster

APA Ogelman, H. G., Seçer, Z., Yalçın, S., Önder, A., vd. (2015). Comparison of Ego Resiliency of Preschool Children According to the Variable of Divorce. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi(33), 87-96.


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