YATILI BÖLGE OKULU ÖĞRENCİLERİNİN UYUM SORUNLARININ PSİKOLOJİK DANIŞMAN GÖZÜYLE DEĞERLENDİRİLMESİ

Yıl 2023, Cilt: 13 Sayı: 70, 388 - 406, 30.09.2023

Canan Çitil Akyol , Mustafa Kutlu

https://doi.org/10.17066/tpdrd.1323307.9

Öz

Bu nitel araştırmanın amacı okul psikolojik danışmanlarının gözünden yatılı bölge okullarında yaşanan uyum sorunlarını derinlemesine keşfetmektir. Bu amaç kapsamında, Türkiye'nin farklı bölgelerindeki yatılı bölge okullarında çalışan sekiz okul psikolojik danışmanı ile odak grup görüşmesi yapılarak veriler toplanmıştır. Araştırmada veri toplama aracı olarak okul psikolojik danışmanlarının yatılı bölge okullarındaki öğrencilerin uyum sorunlarına yönelik fikirlerini belirlemeyi amaçlayan yarı yapılandırılmış görüşme formu kullanılmıştır. Odak grup görüşmesi ses kaydına alınmış ve elde edilen veriler tematik analiz ile değerlendirilmiştir. Araştırma sonucunda yatılı bölge okulu öğrencilerinin uyum sorunlarının nedenleri üç ana tema, yatılı bölge okulu öğrencilerinin yaşadıkları uyum sorunlarının nasıl fark edildiği beş ana tema ve yatılı bölge okulu öğrencilerinin uyum sorunlarının nasıl azaltılacağı dört ana tema altında derinlemesine betimlenmiştir.

Anahtar Kelimeler

uyum sorunları, oryantasyon, yatılı bölge okulu, okul psikolojik danışmanı

Destekleyen Kurum

Yok

Proje Numarası

Yok

Adaptation Problems at Regional Boarding Schools from the Perspective of the School Counselors

Öz

The aim of this qualitative study is to explore students’ adaptation problems at regional boarding schools from the perspective of the school’s psychological counselors. Focus group discussions were carried out with eight psychological counselors working at different regional boarding schools in Türkiye. The results showed that the reasons for adaptation problems of regional boarding school students can be grouped under three main themes. These themes encompass students' separation from their families, the change in living conditions, and the emotions they feel about other students' lives. Furthermore the results showed how these problems can be identified under five main themes; and it was noteworthy that these themes encompass both students' deliberate actions and actions they unconsciously carry out. The study also offers insights into addressing these problems through four main themes. These themes have demonstrated the importance of counseling services, students' sense of belonging and unity, and the significance of having similar experiences. Based on the research findings, recommendations were made to develop school orientation psychoeducation programs, integrate the peer counseling system into school adjustment studies, and design studies that examine the risky behaviors of regional boarding school students in depth.

Anahtar Kelimeler

Adaptation Problems, Orientation, Reginal Boarding Schools, School Counselor, Educational Psychology

Proje Numarası

Yok

Kaynakça

• Aisyaroh, N., & Ediyono, S. (2023). A overwiew of adolescent mental health in boarding school. Professional Health Journal, 4(2), 372-379. https://doi.org/10.54832/phj.v4i2.440
• Aladağ, M. (2009). Evaluation of the peer helping program conducted for university adjustment. Turkish Psychological Counselling and Guidance Journal, 4(31),12-22.
• Atli, A. (2018). Experiences of school counselors working in district boarding schools. International Journal of School & Psycholgy, 6(2), 99-111. https://doi.org/10.1080/21683603.2017.1285732
• Balbernie, R. (2007). The move to intersubjectivity: A clinical and conceptual shift of perspective. Journal of Child Psychotherapy, 33(3), 308-324. https://doi.org/10.1080/00754170701667213
• Bass, L. R. (2013). Boarding schools and capital benefits: Implications for urban school reform. The Journal of Educational Research, 107(1),16-35. https://doi.org/10.1080/00220671.2012.753855
• Baru, M. P., et al., (2020). Correlates of loneliness in single gender and coeducational boarding schools in Murang’a County, Kenya. African Journal of Education, Science and Technology, 6(1), 102- 112
• Başarır, İ. Ş., & Parman, T. (2009). Yatılılık: Ev Okul Olunca [Boarding: When Home Becomes Schools]. (1st Ed.). Bağlam.
• Bekar, G. (2006). Yatılı ve gündüzlü ilköğretim okulunda öğrenim gören kız adölesanların antropometrik ölçümleri, beslenme durumları, beslenme alışkanlıkları ve diyet örüntülerinin tespiti / The determination of antropometric measurements, the state of nutrition, the habit of nutrition and diet programmes of the girl who are educated in the day and boarding school [The Determination of Antropometric Measurements, the State of Nutrition, the Habit of Nutrition and Diet Programmes of the Girl Who are Educated in the Day and Boarding school]. (Publication No: 215413) [Master thesis, Gazi University]. National Thesis Centre.
• Bobongie, F. (2017). Ngoelmun Yawar, Our Journey: The transition and the challenges for female students leaving torres strait island communities for boarding schools in Regional Quennsland. The Australian Journal of Indigenous Education, 46(2), 127-136. https://doi.org/10.1017/jie.2017.5
• Boydak-Özan, M., Sağlam, H., & Karaca, H. (2012). Board Problems in Management in Regional Boarding Primary Schools. Fırat University Social Sciences Journal, 22(2), 126-138.
• Charbonneau-Dahlen, B.K. (2010). Giving Voice to historical trauma through storytelling: The impact of boarding school experience on American Indians [Doctoral thesis, Florida Atlantic University]. Florida Atlantic University Libraries.
• Chen, Y. (2010). Crossing the frontier to Inland China: Family Social Capital for Minority Uighur Students in Chinese Boarding Schools. Chinese Education and Society, 43(1), 46-57. https://doi.org/10.2753/CED1061-1932430104
• Creswell, J.W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (Fourth Edition). SAGE Publication, Inc.
• Çetin, Ç. (2013). Yatılı ilköğretim bölge okullarında yönetim sorunları ve bir uygulama [Adminisrtation Problems at Boarding Schools and an Application]. (Publication No: 349096) [Master thesis, Gazi University]. National Thesis Centre.
• Çetinkaya, M., & Gelişli, Y. (2014). Regional primary boarding school students about regional primary boarding school function. Gazi University Arts Education Journal, 33, 1-8.
• Çetintürk, H. (2001). Yatılı İlköğretim Okulu 2. Kademe Öğrencilerinin Depresyon ve Umutsuzluk Düzeyleri Açısından Karşılaştırılması [Comparison of Students Studying in the Second Grade of Secondary School and Boarding Secondary School in Term of Hopelessness and Depression]. [Master thesis, Atatürk University]. Atatürk University Libraries.
• Çokamay, G., Çavdar, D., & Çok, F. (2014). Students’ developmental needs and life conditions in regional boarding schools: An investigation based on teachers’ views. Journal of Faculty of Educational Sciences, 47 (1), 19-42.
• Dawson, A. S. (2012). Histories and memories of the Indian boarding schools in Mexico, Canada, and the United States. Latin American Perspectives, 39(5), 80-99. https://doi.org/10.1177/0094582X12447274
• Demirel, N. (2013). Yatılı ilköğretim bölge okullarının sorunları ve çözümlerine ilişkin yöneticilerin, öğretmenlerin, öğrencilerin ve velilerin görüşleri: Bir durum çalışması [The Views of Administrators, Teachers, Students and Parents About the Problems and Solutions of the Regional Primary Boarding Schools: A Case Study]. [Master thesis, Akdeniz University]. Akdeniz University Libraries.
• Dinges, N., & Duong, Q. (1994). Suicide ideation and suicide attempt among American Indian and Alaska Native Boarding School adolescents. American Itidian arid Alaska Native Mental Healtlz Research, 4,167-188.
• Doğan, S. (1996). The development of professional identity in psychological counseling and guidance field in Turkey and related problems. Turkish Psychological Counselling and Guidance Journal, 2(7), 32-44.
• Eraslan, L. (2006, 24 January). Yalnızlığın Okulları YİBO'lar [The Schools of Loneliness are RBS]. Retrivied from http://www.memurlar.net/haber/38102/
• Nigar, F. (2014). Ortaokul öğrencileri ile yatılı bölge ortaokul öğrencilerinin öznel iyi oluş ve temel psikolojik ihtiyaçlar düzeyinin karşılaştırması [Comparison with Secondary School Students Boarding Secondary School Students' Subjective Well-Being and Basic Psychological Needs Level]. (Master thesis, Gaziosmanpaşa University]. Gaziosmanpaşa University Libraries. https://acikbilim.yok.gov.tr/handle/20.500.12812/617336
• Gander, J. M., & Gardiner, W. H. (2010). Çocuk ve Ergen Gelişimi [Child and Adolescent Development]. (6th Ed.). İmge.
• Gao, J. L. et al, (2021). The promotive effects of peer support and active coping in relation to negative life events and depression in Chinese adolescents at boarding schools. Current Psychology, 40, 2251-2260. https://doi.org/10.1007/s12144-019-0143-5
• Güven, M. & Kutlu, M. (2001). Yatılı ilköğretim bölge okulu öğrencilerinin öğretmenlerden bekledikleri ve gözledikleri rehberlik davranışları [School in a Child's Life, School Readiness, Key Factors Affecting Readiness, and Dimensions of Readiness for Primary School]. Kuram ve Uygulamada Eğitim Yönetimi, 27 (27), 325-334.
• Hicks, D. (1996). The strange fate of the American boarding school. The American Scholar, 65(4), 523-535.
• Hidayah, N., & Sahari-Nordin, M. (2020). Perceived peer support, autonomy and self-esteem among boarding school students. Journal of Education, Humaniora and Social Sciences, 3(1), 235-240. https://doi.org/10.34007/jehss.v3i1.2485
• Hopkins, E., McPherson, S., & Cavenagh, P. (2023). British Boarding Schools, Mental Health and Resilience. Cavenagh, P., McPherson, S., & Ogden, P. (Ed.), The Psychological Impact of Boarding School: The Trunk in the Hall (1st Ed.) Routhledge.
• İnal, U., & Sadık, F. (2014). The views of teachers and students relating to elementary boarding district schools’ quality of school life. Çukurova University Faculty of Education Journal, 43(2), 169-194. https://doi.org/10.14812/cufej.2014.019
• Jessor, R. (1998). New Perspectives on Adolescence Risk Behavior (Ed). Cambridge Press.
• Kahraman, H. (2009). Yatılı ilköğretim bölge okulu (YİBO) ve normal okullara devam eden ergenlerde mizah duygusu ile benlik algısı arasındaki ilişkinin incelenmesi [The Study on the Relationship Between Sense of Humuor and the Perceptıon of Individualizm on Adolescents in Boarding Schools (YIBO) and Normal Schools] [Master thesis, Selçuk University]. Selcuk University Libraries. http://hdl.handle.net/123456789/6930
• Kashti, Y. (1998). Boarding Schools at the Crossroads of Change: The Influence of Residential Educational Institutions on National and Societal Development. Haworth.
• Kitzinger, J. (1994). The Methodology of Focus Groups: the importance of interaction between research participants. Sociology of Health and Illness, 16(1), 103–121.
• Köksal-Akyol, A. & Salı, G. (2013). Examination of self-concept and the perception of social support of boarding and say students. Kastamonu Education Journal, 21(4), 1377-1398.
• LaFromboise, T. D., & Low, K. G. (1998). American Indian Children and Adolescents. In J. T. Gibbs & L. N. Huang (Eds.), Children of color: Psychological interventions with culturally diverse youth (pp. 112-142). Jossey-Bass.
• Langham, E., et al. (2018). Validation and factor analysis of child and youth resilience measure for Indigenous Australian boarding school students. Frontiers Public Health, 6. https://doi.org/10.3389/fpubh.2018.00299
• Lester, L., & Mander, D. (2020). A longitudinal mental health and wellbeing survey of students transitioning to a boys’ only boarding school. Australian and International Journal of Rural Education, 30(2), 67-83.
• Liu, M., & Villa, K. M. (2020). Solution or isolation: Is boarding school a good solution for left-behind children in rural China? China Economic Review, 61(2020). https://doi.org/10.1016/j.chieco.2020.101456
• Mallon, M.R. (2013). Male Chinese Student Transitions to Life in an American Secondary Catholic Boarding School. (Publication No: 228) [Doctoral dissertation, Loyola Marymount University]. Loyola Marymount University Libraries. https://digitalcommons.lmu.edu/etd/228
• Mander, D. J., & Lester, L. (2023). Self-Reported homesickness in Australian adolescent males during their first year at boarding school: An exploratory study of symptomatic features, its dimensionality, coping strategies, and the relationship with academic, resilience, emotional and mental wellbeing factors. Educational and Development Psychologist, 40(2), 299-310. https://doi.org/10.1080/20590776.2023.2210762
• Mander, D., J., Cohen, L., & Pooley, J., A. (2015). A critical exploration of staff perceptions of aboriginal boarding students’ experiences. Australian Journal of Education, 59(3), 312-328. https://doi.org/10.1177/0004944
• Merriam, S. B. (2009). Qualitative Research Guide to Design and Implementation (3rd ed.). Jossey-Bass.
• Miles, M.B., & Huberman, A.M. (2016). Qualitative Data Analysis: An expanded Sourcebook (2nd ed.). SAGE.
• Milli Eğitim Bakanlığı İlköğretim Kurumları Yönetmeliği (2003, 23 08). Resmi Gazete (Sayı: 25212). Retrieved From: http://www.resmigazete.gov.tr/eskiler/2003/08/20030827.htm.
• Milli Eğitim Bakanlığı İlköğretim Kurumları Yönetmeliği (2012, 21 07). Resmi Gazete (Sayı: 28360). Retrieved From: http://www.resmigazete.gov.tr/eskiler/2012/07/20120721-9.htm.
• Milli Eğitim Bakanlığı Rehberlik Hizmetleri Yönetmeliği (2017, 10 05). Resmi Gazete (Sayı: 30236). Retrieved From: http://www.resmigazete.gov.tr/eskiler/2017/11/20171110-2.htm.
• Noll, M., et al., (2020). Health- risk behaviour differences between boarding and non-resident students: Brazilian adolescent national school health survey. Archive of Public Health, 78(8). https://doi.org/10.1186/s13690-020-0392-7
• Oktay, A. (2018). Çocuğun Yaşamında Okul, Okula Hazırbulunuşluk, Hazırbulunuşluğu Etkileyen Temel Faktörler ve İlkokula Hazırlığın Boyutları [School in a Child's Life, School Readiness, Key Factors Affecting Readiness, and Dimensions of Readiness for Primary School ]. Pegem Akademi.
• Özcan, F. (2009). Yatılı ve Gündüzlü İlköğretim 2. Kademe Öğrencilerinin Beslenme Alışkanlıkları ve Besin Tercihlerinin Saptanması [Determination of nutritional habits and food preferences of boarding and daytime primary school 2nd level students].[Master thesis, Selçuk University]. Selcuk University Libraries. http://hdl.handle.net/123456789/9113
• Öztürk, M., Hilton, A., & Jongerden, J. (2014). Some recent developments in rural living structures in Turkey. Population, Space and Place, 20(4), 370-388. https://doi.org/10.1002/psp.1828
• Patton, M.Q. (2002). Qualitative Research and Evaluation methods (2nd ed.). Sage.
• Pavletic, A. C., et al., (2016). Health services in boarding school: An oasis of care, counseling, and comfort. The Journal of School Nursing, 32(5), 304-314. https://doi.org/10.1177/1059840516649234
• Redman-MacLaren, M. L., et al., (2017). Measuring resilience and risk factors for the psychosocial well-being of aboriginal and torres strait islander boarding school students: Pilot baseline study results. Frontiers Education, 2. https://doi.org/10.3389/feduc.2017.00005
• Rianti, E., et al., (2019). Enchancing health quality of Islamic boarding school students through hygiene practices in Depok and Banten, Indonesia. Indian Journal of Forensic Medicine and Toxicology, 13(4). https://doi.org/10.5958/0973-9130.2019.00545.0
• Riswan-Hadi, A. T. R. (2021). Implementation of Guidance and Counseling Program in Madrasah Aliyah Islamic Boarding School Darul Ulum Asahan. International Journal of Education, Social Studies, and Management, 1(2), 14-28. https://doi.org/10.52121/ijessm.v1i2.28
• Robbins, R.R., Colmant, S.A., Dorton, J., Schultz, L., Colmant, Y., & Ciali, P. (2006). Colonial Instillations in American Indian Boarding School Students. Educational Foundations, 20, 69-88.
• Robin, R.W., Rasmussen, J.K., & Gonzalez-Santin, E. (2008). Impact of childhood out of home placement on a Southwestern American Indian Tribe. Journal of Human Behavior in the Social Environment, 2(1), 2, 69-89. https://doi.org/10.1300/J137v02n01-06
• Rudrum, M. (2020). Loneliness and Mental Health Among Adolescent Females in Boarding Schools. Education of the University of Western Australia.
• Smits, J., & Gündüz-Hoşgör, A. (2006). Effects of family background characteristics on educational participation in Turkey. International Journal of Educational Development, 26(2006), 545-560. https://doi.org/10.1016/j.ijedudev.2006.02.002
• Sönmez, M. (2000). Yatılı ilköğretim bölge okullarının varlığının velilerin çocuklarını okula göndermeleri üzerinde etkisi [The Effect of the Presence of Regional Boarding Primary Schools on Parents' Sending Their Children to School]. [Master thesis, Uludağ University] Uludağ University Libraries. http://hdl.handle.net/11452/7214
• Spero M., Manson, S., M., Beals, J., Dick, R., W., & Duclos, C. (1989). Risk factors for suicide among Indian adolescents at a boarding school. Public Health Reports, November-December, 104(6), 609- 614.
• Sri Wahyuni, N., & Barus, N. (2020). The adaptation differences in terms of gender on students in Ulumul Qur’an Stabat Islamic boarding school. Budapest International Research and Critics Institute-Journal, 3(1), 417-427. https://doi.org/10.33258/birci.v3i1.787
• Stewart, D. W., & Shamdasani, P.N. (1990). Focus Groups: Theory and Practice. SAGE.
• Su, A., He, W., & Huang, T. (2019). Sociocultural adaptation profiles of ethnic minority senior high school students in Mainland China: A latent class analysis. Sustainability, 11, 6942. https://doi.org/10.3390/su11246942
• Susilawati, S. et al., (2022). Formation and training of peer counselors on PKPR and post-covid-19 AKB socialization. AbdimasMu UMTAS: Journal of Community Service,36(5).
• Şenol, D., & Yıldız, S. (2009). Student-teacher and family interaction in the boarding primary teaching regional schools-the cases of Diyarbakır and Erzurum. Çukurova University Social Sciences Journal, 18(1), 359-376.
• Ulutaş, A., & Yayan, E. H. (2017). Effects of Drama-Based Supportive Training Programs on Social Self-Efficacy of Children in Regional Boarding Secondary School. Inönü University Journal of the Faculty of Education, 18(1), 176-187. https://doi.org/10.17679/inuefd.306511
• Uysal, İ. (2016). Pansiyonlu Okullardaki Öğrencilerin Karşılaştıkları Sorunlar ve Başarılarına Etkisi [Problems faced by students in boarding schools and their effects on their success]. [Master thesis, Pamukkale University]. Pamukkale University Libraries. https://hdl.handle.net/11499/861
• Wang, S., Dong, X., & M., Y. (2017). The impact of boarding on campus on the social-emotional competence of left-behind children in Rural Western China. Asia Pacific Education Review, 18, 413-423. https://doi.org/10.1007/s12564-017-9476-7
• Xing, J., Leng, L., & Ho, R. T. H. (2021). Boarding school attendance and mental health among Chinese adolescents: The potential role of alienation from parents. Children and Youth Services Review, 127(2021), https://doi.org/10.1016/j.childyouth.2021.106074
• Yalın A., Levent, B., Eroğlu, Ç. Y., Cerrah, N., & Sundur, Y.T. (2004). Haydi Kızlar Okula [Let’s Go Girls Schools]. MEB.
• Yeo, W. (2010). Belonging to “Chinatown”: A study of Asian boarders in a West Australian private boarding School. International Studies in Sociology of Education, 20(1), 55-66. https://doi.org/10.1080/09620211003655655
• Yıldız, M., & Kula-Şanlı, K. (2012). Researching the reasons of students’ absenteeism in regional boarding primary schools. Çukurova Üniversity Social Sciences Journal, 21(3), 433-466.