ÇEVRE YOKSUNLUĞUNA BAĞLI ENGELLENEN 8-12 YAŞINDAKİ ÇOCUKLAR İÇİN SOSYAL PROBLEM ÇÖZME ÖĞRETİMİ

Yıl 2016, Cilt: 27 Sayı: 1, 25 - 40, 03.06.2016

Duyan Mağden E. Helin Yaban

Öz

Bu çalışmada, ilköğretime devam eden, psikososyal açıdan
dezavantajlı 8-12 yaşındaki çocukların sosyal problem çözme becerileri ve bu
becerilerin desteklenmesine yönelik hazırlanan öğretim programlarının sözü
edilen beceriler üzerindeki rolü ele alınmaktadır. Araştırmanın örneklemini,
Ankara ili Altındağ İlçesindeki iki ilköğretim okuluna devam eden ve psikososyal
açıdan dezavantajlı 8-12 yaşındaki çocuklar arasından seçilen 15 çocuk (Yaş, Ort.=
11.1, S = 1.2) oluşturmuştur. Uygulama öncesi ve sonrasında çocukların sosyal
problem çözme becerileri, sosyal problem çözmenin iki boyutta (nesne edinme ve
arkadaş edinme) ele alındığı ‘Sosyal Problem Çözme Testi (SPÇT)’ (Rubin, 1988)
kullanılarak değerlendirilmiştir. Altı hafta süresince haftada bir kez
gerçekleştirilen uygulamalarda kişiler arası çatışmalar hakkında fikir
yürütmeyi içeren, bilişsel ve sözel odaklı olarak planlanmış uygulamalara ve
kendinin ve diğerlerinin duygularının farkına varmayı, işbirliği ve paylaşmayı
desteklemeye yönelik rol alma ve hareket içeren uygulamalara yer verilmiştir.
Tek grup öntest-sontest kontrol grupsuz desenin kullanıldığı çalışmanın
verileri, Wilcoxon işaretli sıralar testi ile analiz edilmiştir. Sonuçlar,
çocukların sosyal problem çözme testinin alt boyutlarından aldıkları
öntest-sontest puanları arasında anlamlı farklılıklar olduğunu; öğretim
programının çocukların kendilerine sunulan hipotetik problemlere daha fazla
çözüm ve daha fazla alternatif üretmelerine katkı sağladığını göstermiştir.
Uygulanan öğretim programlarının çocukların nesne edinme ile ilgili problem
durumlarında farklı tip stratejiler oluşturmaları üzerinde anlamlı bir rolü olmadığı
belirlenmiştir.

Anahtar Kelimeler

Sosyal problem çözme, çevre yoksunluğu, orta çocukluk, sosyal problem çözme öğretim programı

Social Problem Solving Training for Environmentally Deprived 8-12 Aged Children

Öz

The current study was
to examine social problem solving skills of psychosocially disadvantaged 8-12
year old children who attended elementary school and to investigate the role of
teaching applications which was established to develop these skills.
Participants were 15 primary school age children (Age, M = 11.1, S = 1.2) from
two elementary schools of Altındağ district of Ankara. Social problem-solving
skills were assessed before and after training programme by using Social
Problem Solving Test (SPST) (Rubin, 1988) which include the object-acquisition
scenarios and friendship dilemmas. Participants were attended in treatment once
per week over a six-weeklong period. The treatments,which focus on cognitive
and verbal skills,included expression of an opinion about interpersonal
conflicts. Additionally, promotion of the awareness of both self and others’
emotions, of cooperation and sharing were also included the applications that
focus on taking a role and movement. Research data that carried out by using
one group pre-testpost-test design were analysed by Wilcoxon signed rank test.
The results indicated that children’s pre and post test scores of SPST subtests
were significantly different. Training programme contributed more responses and
more alternative solution strategies to hypothetical problems. However, there
was no significant role of training programme on generating different
strategies for object-acquisition scenarios.

Anahtar Kelimeler

Social problem solving, environmentally deprivation, middle childhood, social problem solving training program

Kaynakça

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