Ebeveynlere ve Öğretmenlere Uygulanan Mizaç Temelli Müdahale Programının 5-9 Yaş Grubu Çocukların Sosyal/Duygusal ve Öz Kontrol Davranışları Üzerindeki Etkisi

Abstract

Bu araştırmada, ebeveynlere ve öğretmenlere uygulanan Mizaç Temelli Müdahale Programı’nın 5-9 yaş grubu çocukların sosyal/duygusal ve öz kontrol davranışları üzerindeki etkileri incelenmiştir. Yarı deneysel desenin kullanıldığı çalışmada, toplam 60 öğretmen ve 109 ebeveyn araştırmanın çalışma grubunu oluşturmuştur. Deney grubundaki ebeveyn ve öğretmenlere ayrı gruplarda toplam 10 oturumu içeren Mizaç Temelli Müdahale Programı uygulanmıştır. Araştırmanın bağımlı değişkenlerini ölçmek amacıyla ebeveynler ve öğretmenler, çocuklar/öğrenciler için Sosyal Yetkinlik ve Davranış Değerlendirme Ölçeği-30 ile Öz Kontrol Derecelendirme Ölçeği’ni doldurmuşlardır. Öntest, sontest ve izleme ölçümlerinin alındığı araştırmada, verilerin analinde Tekrarlı Ölçümler İçin Tek Yönlü Çok Değişkenli Kovaryans Analizi tekniği kullanılmıştır. Sonuçlar genel olarak değerlendirildiğinde, deney grubundaki çocukların kızgınlık-saldırganlık ve kaygı-içe dönüklük puanlarının azaldığı; sosyal yetkinlik puanlarının ise arttığı tespit edilmiştir. Araştırma bulguları tartışılmış, gelecek araştırma ve uygulamalara yönelik önerilerde bulunulmuştur.

Keywords

• Mizaç,Mizaç temelli müdahale programı,Sosyal,duygusal ve öz kontrol davranışları,ebeveyn eğitimi,öğretmen eğitimi

References

1. Arnold, D. H.,Kupersmidt, J. B., Voegler-Lee, M. E., & Marshall, N. A. (2012). The association between preschoolchildren's social functioning and theiremergentacademic skills. EarlyChildhood Research Quarterly, 27(3), 376-386. doi: 10.1016/j.ecresq.2011.12.009
2. Bates, J. E. (1989). Concepts and measures of temperament. In G. A. Kohnstamm, J. E. Bates, & M. K. Rothbart (Eds.), Temperament in childhood (pp. 3-26). Oxford: John Wiley&Sons.
3. Bramlett, R. K., Scott, P., & Rowell, R. K. (2000).A comparison of temperament and social skills in predicting academic performance in first graders. Special Services in the Schools, 16(1-2), 147-158. doi: 10.1300/J008v16n01_10
4. Briesmeister, J. M.,&Schaefer, C. E. (1998). Handbook of parenttraining: Parents as co-therapists for children'sbehaviorproblems. New York: Wiley.
5. Broidy, L. M.,Nagin, D. S., Tremblay, R. E., Bates, J. E., Brame, B., Dodge, K. A., ... Lynam, D. R. (2003). Developmentaltrajectories of childhooddisruptivebehaviors and adolescentdelinquency: A six-site, cross-national study. DevelopmentalPsychology, 39(2), 222-245. doi: 10.1037/0012-1649.39.2.222
6. Cappella, E., O’Connor, E. E., McCormick, M. P., Turbeville, A. R., Collins, A. J., &McClowry, S. G. (2015). Classwide efficacy of INSIGHTS: Observed teacher practices and student behaviors in kindergarten and first grade. The Elementary School Journal, 116(2), 217-241.
7. Caspi, A., McClay, J., Moffitt, T. E., Mill, J., Martin, J., Craig, I. W., …Poulton, R. (2002). Role of genotype in the cycle of violence in maltreated children.Science, 297(5582), 851–854. doi: 10.1126/science.1072290
8. Chess, S.,& Thomas, A. (1984). Origins and evolution of behavior disorders: From infancy to early adult life. Cambridge, MA: Harvard University Press.

9. Çorapçı, F., Aksan, N., Arslan-Yalçın, D., &Yağmurlu, B. (2010). The psychometric evaluation of the social competence and behavior evaluation scale with Turkish preschoolers. Turkish Journal of Child and Adolescent Mental Health, 17, 3-14.
10. Davidov, M.,&Grusec, J. E. (2006).Untangling the links of parental responsiveness to distress and warmth to child outcomes. Child Development, 77(1), 44-58. doi: 10.1111/j.1467- 8624.2006.00855.x
11. DevletPlanlamaTeşkilatı (2006). Dokuzuncubeşyıllıkkalkınmaplanı (2007-2013). Ankara: BaşbakanlıkMatbaası.
12. Farrington, D. P.,& Welsh, B. C. (2008). Saving children from a life of crime: Early risk factors and effective interventions. New York: Oxford University Press.
13. Fox, N. A., Henderson, H. A., Rubin, K. H., Calkins, S. D., & Schmidt, L. A. (2001). Continuity and discontinuity of behavioral inhibition and exuberance: Psychophysiological and behavioral influences across the first four years of life. Child Development, 72(1), 1-21. doi: 10.1111/1467-8624.00262
14. Furlong, M., McGilloway, S., Bywater, T., Hutchings, J., Smith, S. M., & Donnelly, M. (2012). Behavioural and cognitive-behavioural group-based parenting programmes for earlyonset conduct problems ın children aged 3 to 12 years. Cochrane Database of Systematic Reviews, 2.doi: 10.1002/14651858.CD008225.pub2.
15. Gilman, R.,& Anderman, E. M. (2006).The relationship between relative levels of motivation and intrapersonal, interpersonal, and academic functioning among older adolescents. Journal of School Psychology, 44(5), 375-391. doi: 10.1016/j.jsp.2006.03.004
16. Goldsmith, H. H. (1996). Studying temperament via construction of the Toddler Behavior Assessment Questionnaire. Child Development, 67(1), 218-235.doi: 10.1111/j.1467- 8624.1996.tb01730.x
17. Gözübüyük, N. (2015). Okulöncesidönemçocuklarındadavranışsorunlarınınanne-baba tutumu ve öz-kontrol ile ilişkisininincelenmesi (Yayınlanmamışyükseklisanstezi). Adnan Menderes Üniversitesi, Aydın.
18. Graziano, P. A., Reavis, R. D., Keane, S. P., & Calkins, S. D. (2007).The role of emotion regulation in children's early academic success. Journal of School Psychology, 45(1), 3-19. doi: 10.1016/j.jsp.2006.09.002
19. Green, S. B.,&Salkind, N. J. (2005).Using SPSS for Windows and Macintosh: Analyzing and understanding data (4th ed.). Upper Saddle River, NJ: Pearson Prentice Hall.
20. Green, S. B., Salkind, N. J., &Akey, T. M. (2000).Using SPSS for Windows and Macintosh:Analyzing and understanding data. New Jersey: Prentice Hall.
21. Guerin, D. W., Gottfried, A. W., Oliver, P. H., & Thomas, C. W. (2003). Temperament: Infancy through adolescence The Fullerton Longitudinal Study. New York: Kluwer Academic.
22. Kaminski, J. W., Valle, L. A., Filene, J. H., & Boyle, C. L. (2008). A meta-analytic review of components associated with parent training program effectiveness. Journal of Abnormal Child Psychology, 36(4), 567-589. doi: 10.1007/s10802-007-9201-9
23. Kellam, S. G., Ling, X., Merisca, R., Brown, C. H., &Ialongo, N. (1998). The effect of the level of aggression in the first grade classroom on the course and malleability of aggressive behavior into middle school. Development and Psychopathology, 10(2), 165-185.
24. Kendall, P. C. & Wilcox, L. E. (1979). Self-control in children: Development of a rating scale. Journal of Consulting and Clinical psychology, 47(6), 1020-1029.doi: 10.1037/0022- 006X.47.6.1020
25. Keogh, B. K. (2003). Temperament in the classroom: Understanding individual differences. Baltimore, MD: Paul H Brookes Publishing.
26. Kingston, L.,& Prior, M. (1995). The development of patterns of stable, transient, and schoolage onset aggressive behavior in young children. Journal of the American Academy of Child & Adolescent Psychiatry, 34(3), 348-358.doi: 10.1097/00004583-199503000-00021
27. Kotler, J. C.,& McMahon, R. J. (2002).Differentiating anxious, aggressive, and socially competent preschool children: Validation of the Social Competence and BehaviorEvaluation-30 (parent version). Behaviour Research and Therapy, 40(8), 947-959. doi: 10.1016/S0005-7967(01)00097-3
28. LaFreniere, P. J.,& Dumas, J. E. (1996). Social competence and behavior evaluation in children ages 3 to 6 years: The short form (SCBE-30). Psychological Assessment, 8(4), 369-377.
29. Lengua, L. J., Wolchik, S. A., Sandler, I. N., & West, S. G. (2000). The additive and interactive effects of parenting and temperament in predicting adjustment problems of children of divorce. Journal of Clinical Child Psychology, 29(2), 232-244. doi: 10.1207/S15374424jccp2902_9
30. Matheny, A. P.,& Phillips, K. (2001). Temperament and context: Correlates of home environment with temperament continuity and change, newborn to 30 months. In T. D. Wachs& G. A. Kohnstamm (Eds.), Temperament in context (pp. 81-101).Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
31. McClelland, M. M., Acock, A. C., Piccinin, A., Rhea, S. A., & Stallings, M. C. (2013).Relations between preschool attention span-persistence and age 25 educational outcomes. Early Childhood Research Quarterly, 28(2), 314-324. doi: 10.1016/j.ecresq.2012.07.008
32. McClowry, S. G. (2003). Your child's unique temperament: Insights and strategies for responsive parenting. Champaign, Ill: Research Press.
33. McClowry, S. G., Rodriguez, E. T., &Koslowitz, R. (2008). Temperament-based intervention: Re-examining goodness of fit. International Journal of Developmental Science, 2(1-2), 120- 135. doi: 10.3233/DEV-2008-21208
34. McClowry, S. G., Snow, D. L., &Tamis-LeMonda, C. S. (2005).An evaluation of the effects of INSIGHTS on the behavior of inner city primary school children. Journal of Primary Prevention, 26(6), 567-584.doi: 10.1007/s10935-005-0015-7
35. McClowry, S. G., Snow, D. L., Tamis-LeMonda, C. S., & Rodriguez, E. T. (2010).Testing the efficacy of INSIGHTS on student disruptive behavior, classroom management, and student competence in inner city primary grades. School Mental Health, 2(1), 23- 35.doi:10.1007/s12310-009-9023-8
36. McCord, J., Widom, C. S., & Crowell, N. A. (2001). Juvenile crime, juvenile justice.Washington, DC: National Academy Press.
37. McCormick, M. P., O’Connor, E. E., Cappella, E., &McClowry, S. G. (2015).Getting a good start in school: Effects of INSIGHTS on children with high maintenance temperaments. Early Childhood Research Quarterly, 30, 128-139. doi: 10.1016/j.ecresq.2014.10.006
38. McLeod, B. D., Wood, J. J., & Weisz, J. R. (2007).Examining the association between parenting and childhood anxiety: A meta-analysis. Clinical Psychology Review, 27(2), 155- 172.doi: 10.1016/j.cpr.2006.09.002
39. Mesman, J., Stoel, R., Bakermans-Kranenburg, M. J., van IJzendoorn, M. H., Juffer, F., Koot, H. M., &Alink, L. R. (2009). Predicting growth curves of early childhood externalizing problems: Differential susceptibility of children with difficult temperament. Journal of Abnormal Child Psychology, 37(5), 625-636.doi: 10.1007/s10802-009-9298-0
40. Morris, A. S., Silk, J. S., Steinberg, L., Sessa, F. M., Avenevoli, S., & Essex, M. J. (2002). Temperamental vulnerability and negative parenting as interacting predictors of child adjustment. Journal of Marriage and Family, 64(2), 461-471.
41. Neal, J. A.,&Edelmann, R. J. (2003). The etiology of social phobia: Toward a developmental profile. Clinical Psychology Review, 23(6), 761-786. doi: 10.1016/S0272-7358(03)00076-X
42. Nowak, C.,&Heinrichs, N. (2008). A comprehensive meta-analysis of Triple P-Positive Parenting Program using hierarchical linear modeling: Effectiveness and moderating variables. Clinical Child and Family Psychology Review, 11(3), 114-144. doi: 10.1007/s10567-008-0033-0
43. O’Connor, E. E., Cappella, E., McCormick, M. P., &McClowry, S. G. (2014).Enhancing the academic development of shy children: A test of the efficacy of INSIGHTS. School Psychology Review, 43(3), 239-259.
44. Özdemir, Y., Vazsonyi, A. T., &Çok, F. (2013). Parenting processes and aggression: The role of self-control among Turkish adolescents. Journal of Adolescence, 36(1), 65-77. doi: 10.1016/j.adolescence.2012.09.004
45. Özdemir, Y., Vazsonyi, A. T., &Çok, F. (2017). Parenting processes, self-esteem, and aggression: A mediation model. European Journal of Developmental Psychology, 14(5), 509- 532. doi: 10.1080/17405629.2016.1240674
46. Patterson, G. R., Reid, J. B., &Dishion, T. J. (1992).A social interactional approach: Vol. 4. Antisocial boys. Eugene: Castalia.
47. Pekrun, R., Elliot, A. J., & Maier, M. A. (2009). Achievement goals and achievement emotions: Testing a model of their joint relations with academic performance. Journal of Educational Psychology, 101(1), 115-135. doi: 10.1037/a0013383
48. Perbandt, K. (2007). Differential effects of incongruent anger expression on memory performance. Journal of Individual Differences, 28(3), 129-137. doi: 10.1027/1614- 0001.28.3.129
49. Pfeifer, M., Goldsmith, H. H., Davidson, R. J., & Rickman, M. (2002). Continuity and change in inhibited and uninhibited children. Child Development, 73(5), 1474-1485. doi: 10.1111/1467-8624.00484
50. Piquero, A. R., Farrington, D. P., & Blumstein, A. (2003). The criminal career paradigm. Crime and Justice, 30, 359-506.
51. Putnam, S. P. (2012). Positive emotionality.In M. Zentner& R. L. Shiner (Eds.), Handbook of temperament (pp. 105-123). New York: The Guilford Press.
52. Rabiner, D. L., Murray, D. W., Schmid, L., & Malone, P. S. (2004). An exploration of the relationship between ethnicity, attention problems, and academic achievement. School Psychology Review, 33(4), 498-509.
53. Rothbart, M. K., Ahadi, S. A., & Evans, D. E. (2000). Temperament and personality: Origins and outcomes. Journal of Personality and Social Psychology, 78(1), 122-135. doi: 10.1037/0022-3514.78.1.122
54. Rothbart, M. K.,& Bates, J. E. (2006).Temperament. In N. Eisenberg, W. Damon, & R. M. Lerner (Eds.), Handbook of child psychology: Vol. 3, Social, emotional, and personality development (6th ed., pp. 99–166). Hoboken, NJ: Wiley.
55. Rudasill, K. M., Gallagher, K. C., & White, J. M. (2010).Temperamental attention and activity, classroom emotional support, and academic achievement in third grade. Journal of School Psychology, 48(2), 113-134.doi: 10.1016/j.jsp.2009.11.002
56. Schaughency, E. A.,& Fagot, B. I. (1993).The prediction of adjustment at age 7 from activity level at age 5. Journal of Abnormal Child Psychology, 21(1), 29-50.
57. Schulz, K. P., Clerkin, S. M., Halperin, J. M., Newcorn, J. H., Tang, C. Y., & Fan, J. (2009).Dissociable neural effects of stimulus valence and preceding context during the inhibition of responses to emotional faces. Human Brain Mapping, 30(9), 2821- 2833.doi: 10.1002/hbm.20706
58. Sheeber, L. B.,& Johnson, J. H. (1994).Evaluation of a temperament-focused, parent-training program. Journal of Clinical Child Psychology, 23(3), 249-259. doi: 10.1207/s15374424jccp2303_3
59. Spere, K. & Evans, M. A. (2009). Shyness as a continuous dimension and emergent literacy in young children: Is there a relation? Infant and Child Development, 18(3), 216-237.doi: 10.1002/icd.621
60. Strelau, J.,&Zawadzki, B. (2012).Activity as a temperament trait. In Z. Zentner& R. L. Shiner (Eds.), Handbook of temperament (pp. 83-104). New York: Guilford Press.
61. Tabachnick, B. G.,&Fidell, L. S. (2007).Using multivariate statistics (5thed.). Boston, MA: Allyn & Bacon.
62. Tezel Şahin, F. ve Özbey, S. (2007). Aileeğitimprogramlarına baba katılımınınönemi. Toplum ve SosyalHizmetDergisi, 18(1), 39-48.
63. Thomas, A.,& Chess, S. (1986). The New York longitudinal study: From infancy to early adult life. In R. Plomin& J. Dunn (Eds.), The study of temperament: Changes, continuities, and challenges (pp. 39-52). Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers.
64. Trentacosta, C. J.,& Izard, C. E. (2007).Kindergarten children's emotion competence as a predictor of their academic competence in first grade. Emotion, 7(1), 77-88.
65. Valiente, C., Lemery-Chalfant, K., & Swanson, J. (2010). Prediction of kindergartners' academic achievement from their effortful control and emotionality: Evidence for direct and moderated relations. Journal of Educational Psychology, 102(3), 550-560.doi: 10.1037/a0018992
66. Valiente, C., Swanson, J., & Eisenberg, N. (2012). Linking students’ emotions and academic achievement: When and why emotions matter. Child Development Perspectives, 6(2), 129- 135. doi: 10.1111/j.1750-8606.2011.00192.x
67. van Zeijl, J., Mesman, J., Stolk, M. N., Alink, L. R., Van IJzendoorn, M. H., BakermansKranenburg, M. J., ... Koot, H. M. (2007). Differential susceptibility to discipline: The moderating effect of child temperament on the association between maternal discipline and early childhood externalizing problems. Journal of Family Psychology, 21(4), 626-636.
68. Vitaro, F., Barker, E. D., Boivin, M., Brendgen, M., & Tremblay, R. E. (2006). Do early difficult temperament and harsh parenting differentially predict reactive and proactive aggression? Journal of Abnormal Child Psychology, 34(5), 681-691. doi: 10.1007/s10802- 006-9055-6
69. Wachs, T. D. (2006). The nature, etiology, and consequences of ındividual differences in temperament. In L. Balter& C. S. Tamis-LeMonda (Eds.), Child psychology: A handbook of contemporary issues (pp. 27-52). New York: Psychology Press.
70. Wachs, T. D.,&Kohnstamm, G. A. (Eds.) (2001). Temperament in context. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
71. Walker, O. L.,& Henderson, H. A. (2012). Temperament and social problem solving competence in preschool: Influences on academic skills in early elementaryschool. Social Development, 21(4), 761-779.doi: 10.1111/j.1467-9507.2011.00653.x
72. Wills, T. A., Sandy, J. M., Yaeger, A., & Shinar, O. (2001). Family risk factors and adolescent substance use: Moderation effects for temperament dimensions. Developmental Psychology, 37(3), 283-297. doi: 10.1037/0012-1649.37.3.283
73. Wilson, D. B., Gottfredson, D. C., &Najaka, S. S. (2001). School-based prevention of problem behaviors: A meta-analysis. Journal of Quantitative Criminology, 17(3), 247-272.
74. Wilson, R. S., &Matheny, A. P. (1983). Assessment of temperament in infant twins.Developmental Psychology, 19(2), 172–183. doi: 10.1037/0012-1649.19.2.172
75. Wilson, S. J., Lipsey, M. W., &Derzon, J. H.(2003). The effects of school-based intervention programs on aggressive behavior: A meta-analysis. Journal of Consulting and Clinical Psychology, 71(1), 136-149.