Sosyal Problem Çözme Programı’nın Kurum Bakımındaki Ergenlere Etkileri

Year 2021, Issue: 51, 428 - 448, 14.01.2021

Ayşegül Erçevik , Serhat Armağan Köseoğlu

https://doi.org/10.9779/pauefd.685393

Cited By: 1

Abstract

Ön-test son-test kontrol gruplu yarı deneysel desende tasarlanan bu araştırma Sosyal Problem Çözme Programı’nın (SPÇP) kurum bakımındaki ergenler üzerindeki etkililiğini incelemektedir. Amasya Aile ve Sosyal Politikalar İl Müdürlüğü’ne bağlı kurumlarda kalan 6’sı deney ve 6’sı kontrol grubunda olmak üzere 12 kurum bakımındaki ergenden elde edilen veriler sunulmuştur. Ölçme aracı olarak Kişilerarası Problem Çözme Envanteri (KPÇE) kullanılmıştır. Hazırlanan SPÇP haftada bir gün 90 dakika olmak üzere 10 oturumda gerçekleştirilmiştir. Uygulanan SPÇP’ nin etkilerini tespit etmek üzere yapılan analizde, deney grubunun probleme olumsuz yaklaşımlarının program sonrasında anlamlı derecede azaldığı, yapıcı problem çözme ve ısrarcı-sebatkar yaklaşım puanlarının ise anlamlı derecede arttığı bulunmuştur. Bununla birlikte kendine güvensizlik ve sorumluluk almama boyutlarında herhangi bir etkiye rastlanmamıştır. Bu bilgilere dayanarak SPÇP’ nin kurum bakımındaki ergenlerin sosyal problem çözme becerileri anlamlı katkılarının olduğu görülmekle birlikte; araştırmanın daha büyük örneklemlerde tekrarlanmasının daha güçlü sonuçlar verebileceği, korunma ihtiyacı olan ergenlerin öğrenim gördükleri okullarda duyguları anlama ve ifade etme eğitimleri düzenlenmesine ihtiyaç duyulduğu ve oturum sayılarının arttırılmasının sosyal problem çözme becerilerine olumlu katkılar sağlayabileceği düşünülmektedir.

Keywords

Kurum bakımındaki ergenler, sosyal problem çözme, sosyal problem çözme programı, korunma ihtiyacı olan çocuklar

Supporting Institution

bulunmamaktadır

The Effects of the Social Problem-Solving Program on Adolescents in Institutional Care

Abstract

This study included a quasi-experimental design with pre and post-test control groups to examine the effectiveness of the Social Problem-Solving Program (SPSP) on adolescents in institutional care. Data from 12 adolescents in the institutional care of the Turkish Provincial Directorate of Family and Social Policies in Amasya, six of them were in the experimental, and the rest of them were in the control group are presented. The Interpersonal Problem-Solving Inventory (IPSI) was used as a measuring tool. The SPSP was applied in 10 sessions, 90 minutes a day per week. In the analysis to identify the effects of the SPSP, it was found that the experimental group’s approach to the problem negatively has decreased significantly, and constructive problem-solving and insistent-persevering approach scores have increased significantly after the program. Nevertheless, there are no effects on a lack of self-confidence and unwillingness to take responsibility. Based on this information, although it is seen that SPSP’s social problem-solving of the adolescent in institutional care have significant contributions; it is thought that repeating the research in larger samples may yield more effective results, organizing training to understand and express emotions in the schools where they receive education, and increasing the number of sessions can contribute positively to their social problem-solving skills.

Keywords

Adolescent in institutional care, social problem-solving, the social problem-solving program, children in need of protection

References

• Atwine, B., Cantor-Graae, E., & Bajunirwe, F. (2005) Psychological distress among AIDS orphans in rural Uganda. Social Science and Medicine, 61, 555–564.
• Anderson,R.J., Goddard, L., & Powell, J.H. (2011). Social problem-solving and depressive symptom vulnerability: The importance of real-life problem-solving performance. Cognitive Therapy Research, 35, 48-56.
• Asif, A. (2017). Self-esteem and depression among orphan and non-orphan children. Dubai UAE: MedCrave Group.
• Baydemir, C., Açıkgöz, A., Derince, D., Kaya, Y., Ongun, E., & Kok, H. (2014). The effect of childhood trauma life on self-esteem in school of health students in a province of western Turkey. Life Science Journal, 11(11), 749-158.
• Beck, S.J., & Tompkins, M.A. (2007). Cognitive therapy. In N. Kazantzis, & L. L’Abate (Eds.) Handbook of homework assignment in psychotherapy (pp.51- 65). New York: Springer.
• Bedel, A., ve Arı, R. (2011). Kişiler arası sorun çözme beceri eğitiminin yetiştirme yurdunda yaşayan ergenlerin yapıcı problem çözme ve sürekli öfke düzeylerine etkisi. PEGEM Eğitim ve Öğretim Dergisi, 1(4), 1-10.
• Bedel, A., & Işık, E. (2015). A comparison of interpersonal problem solving and life satisfaction level between students with single parents and two parents. Journal of Theoretical Educational Science, 8(1), 70-85.
• Bell, A.C., & D’Zurilla, T.J. (2009). The influence of social problem-solving ability on the relationship between daily stress and adjustment. Cogn Ther Res, 33, 439- 448.
• Campbell, D.T. & Stanley, J.C.(1963). Experimental and quasi-experimental designs for research. Houghton Mifflin Company.
• Chang, E.D., D’Zurilla, T.J., & Sanna, L.J. (2004). Introduction: Social problem solving for real world. In E.D. Chang, T.J. D’Zurilla, & L.J. Sanna (Eds.), Social Problem Solving: Theory, Research and Training (pp. 1-10). Washington DC: APA.
• Cluver, L., & Gardner, F. (2007). Risk and protective factors for psychological well-being of children orphaned by AIDS in Cape Town: A qualitative study of children and caregivers’ perspectives. AIDS Care, 19(3), 318–325. DOI: 10.1080/09540120600986578
• Çam, S., ve Tümkaya, S. (2007). Kişilerarası Problem Çözme Envanteri’nin (KPÇE) geliştirilmesi: Geçerlik ve güvenirlik çalışması. Türk Psikolojik Danışma ve Rehberlik Dergisi, 3(28), 95-111.
• Çam, S. ve Tümkaya, S. (2008). Kişilerarası Problem Çözme Envanteri lise öğrencileri formu’nun geçerlik ve güvenirlik çalışması. Uluslararası İnsan Bilimleri Dergisi, 5(2), 1-17.
• De la Fuente, A., Chang, E.C., Cardenoso, O., & Chang, O.D. (2018). Examining coping strategies used by Spanish female social work students: Evidence for importance of social problem solving abilities. Social Work Education, 37(7), 1-17. DOI: 10.1080/02615479.2018.1504913
• Dereli-İman, E. (2015). Ergenlerin çocukluk örselenme yaşantıları ile empatik eğilim, sosyal sorun çözme becerileri arasındaki ilişki. PEGEM Eğitim ve Öğretim Dergisi, 5(3), 235-256.
• Dobson, K.S., & Dozois, D.J.A. (2010). Historical and philosophical bases of the cognitive-behavioral therapies. In K.S. Dobson (Eds.), Handbook of cognitive- behavioral therapies (3.ed.) (pp. 3-38). New York: The Guilford Press.
• Durualp, E., ve Çiçekoğlu, P. (2013). Yetiştirme yurdunda kalan ergenlerin yalnızlık düzeylerinin internet bağımlılığı ve çeşitli değişkenler açısından incelenmesi. Dokuz Eylül Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 15(1), 29-46.
• D’Zurilla, T.J., Nezu, A.M., & Maydeu-Olivares, A. (2004). Social problem solving: Theory and assessment. In E.C.Chang, T.J. D’Zurilla ve L.J. Sanna (Eds.), Social problem solving: Theory, research and training (pp.11-27). Washington DC: APA.
• D’Zurilla, T.J., & Nezu, A.M. (2006). Solving life’s problems: A 5-step guide to enhanced well-being. Springer Publishing Company.
• Erol, N., Şimşek, Z., & Münir, K. (2010). Mental health of adolescents reared in institutional care in Turkey: Challenges and hope in the twenty-first century. Eur Child Adolesc Psychiatry, 19(2), 113-124.
• Erözkan, A. (2013). İletişim becerileri ve kişilerarası problem çözme becerilerinin sosyal yetkinliğe etkisi. Kuram ve Uygulamada Eğitim Bilimleri, 13(2), 731-745.
• Fagerland, M. W. (2012). t tests, non-parametric tests, and large studies-a paradox of statistical practice? BMC Medical Research Methodology, 12(78), 1-7.
• Fawzy, N., & Fouad, A. (2010). Psychosocial and developmental status of orphanage children: Epidemiological study. Current Psychiatry, 17(2), 41-48.
• Fletcher, A.C., Steinberg, L., & Williams-Wheeler, M. (2004). Parental influences on adolescent problem behavior: Revisiting Stattin and Kerr. Child Development, 75(3), 781-796.
• Foster, G., & Sherr, L. (2007). Vulnerability and resilience of children and youth. Vulnerable Children and Youth Studies [Editorial], 1(1),1-1. DOI:10.1080/17450120600793645
• Han, C., Ssewamala, F. M., & Wang, J. S. (2013). Family economic empowerment and mental health among AIDS-affected children living in AIDS-impacted communities: Evidence from a randomised evaluation in southwestern Uganda. Journal of Epidemiology and Community Health, 67(3), 225–230.
• Heppner, P. P., & Petersen, C.H. (1982). The development and implications of a personel problem solving inventory. Journal of Conselling Psychology, 29(1), 66-75.
• Karabulut, E. O., ve Ulucan, H. (2011). Yetiştirme yurdunda kalan öğrencilerin problem çözme becerilerinin çeşitli değişkenler bakımından incelenmesi. Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi, 12(1), 227-238.
• Kesen, N. F., ve Deniz, M. E. (2005). Yetiştirme yurtlarında kalan ergenlerin kuruluşa geliş nedenlerinin incelenmesi. M.Ü. Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 22, 185-198.
• Korkut, F. (2002). Lise öğrencilerinin problem çözme becerileri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 22, 177-184.
• Kortenkamp, K., & Ehrle, J. (2002). The well-being of children involved with child welfare system: A national review. New Federalism: National survey of America's families, Series B, No. B-43. Assessing the new federalism: An Urban Institute Program to assess changing social policies.
• Levey, E. J., Oppenheim, C. E., Lange, B. C., Plasky, N. S., Harris, B. L., Lekpeh, G. G. et. al. (2016). A qualitative analysis of factors impacting resilience among youth in post-conflict Liberia. Child and Adolescent Psychiatry and Mental Health, 10(1), 10-26.
• McMurran, M., Blair, M., & Egan, V. (2002). An investigation of correlations between aggression, impulsiveness, social problem-solving, and alcohol use. Aggressive Behavior, 28, 439-445.
• Mohammadzadeh, M., Awang, H., Shahar, H.K., & Ismail, S. (2018). Emotional health and self-esteem among adolescents in Malaysian orphanages. Community Mental Health Journal, 54, 117-125. DOI 10.1007/s10597-017-0128-5.
• Neimeyer, R.A., Kazantzis, N., Kassler, D.M., Baker, K.D., & Fletcher, R. (2008). Group cognitive behavioural therapy for depression outcomes predicted by willingness to engage in homework, compliance with homework, and cognitive restructuring skill acquisition. Cogn Behav Ther, 37, 199-215.
• Nezu, A.M. (2004). Problem solving and behavior therapy revisited. Behavior Therapy, 35, 1-33.
• Nezu, A.M., Nezu, C.M., & D’Zurilla, T.J. (2013). Problem-solving therapy: A treatment manual. New York: Springer Publishing Company.
• Nyoni, T., Nabunya, P., & Ssewamala, F. M. (2019). Perceived social support and psychological wellbeing of children orphaned by HIV/AIDS in Southwestern Uganda. Vulnerable Children and Youth Studies, 14(4), 351-363. DOI: 10.1080/17450128.2019.1634855.
• Okawa, S., Yasuoka, J., Ishikawa, N., Poudel, K.C., Ragi, A., Jimba, M. (2011). Perceived social support and the psychological well-being of AIDS orphans in urban Kenya. AIDS Care, 23(9), 1177–1185.
• Palermo, T.M., Law, E.F., Bromberg,M., Fales, J., Eccleston, C., & Wilson, A.C. (2016). Problem solving skills training for parents of children with chronic pain: A pilot randomized controlled trial. Pain, 157(6), 1213-1223.
• Pettit, G.S., Laird, R.D., Dodge, K.A., Bates, J.E., & Criss, M.M. (2001). Antecedents and behavior-problem outcomes of parental monitoring and psychological control in early adolescence. Child Dev., 72(2), 583-598.
• Priyanka, Parasar, A., & Dewangan, R.L. (2018). A comparative study of self-esteem and level of depression in adolescents living in orphanage home and those living with parents. International Journal of Humanities and Social Science Research, 4(2), 51-53.
• Roy, P., Rutter, M., & Pickles, A. (2000). Institutional care: Risk from family back ground or pattern of rearing? J Child Psychol Psychiarty, 41(2), 239-149.
• Shin, S.H. (2005). Need for and actual use of mental health service by adolescents in the child welfare system. Children and Youth Services Review, 27(10), 1071-1083.
• Şimşek, Z., Erol, N., Öztop, D. ve Özer Özcan, Ö. (2008). Kurum bakımındaki çocuk ve ergenlerde davranış ve duygusal sorunların epidemiyolojisi; ulusal örneklemde karşılaştırmalı bir araştırma. Türk Psikiyatri Dergisi, 19(3), 235-246.
• Toker, T., Tiryaki, A., Özçürümez, G., & İskender, B. (2011). The relationship between traumatic childhood experiences and proclivities towards substance abuse, self-esteem and coping strategies. Turkish Journal of Psychiatry, 22(2), 1-9.
• Tümkaya, S. (2005). Ailesi yanında ve yetiştirme yurdunda kalan ergenlerin umutsuzluk düzeylerinin karşılaştırılması. Türk Eğitim Bilimleri Dergisi, 3(4), 445-459.
• WHO (2003). Skills for health: Skills based health education including life skills: An important component of a Child-Friendly/Health-Promoting School. Retrieved on July 14, 2017 from http://www.who.int/school_youth_health/media/en/sch_skills4 health _03.pdf
• Vorria, P., Papaligoura, Z., Sarafidoui, J. , Kapakki,M., Dunn, J.,Van IJzendoorn, M.H., et.al. (2006). The development of adopted children after institutional care: A follow up study. Journal of Child Psychology and Psychiatry, 47(12), 1246-1253.
• Youngleson, M.L. (1973). The need to affiiliate and self-esteem in institutionalized children. Journal of Personality and Social Psychology, 26(22), 280-286.
• Zetlin, A., Weinberg, L., & Shea, N.M. (2010). Caregivers, school liaisons, and agency advocates speak out the educational needs of children and youths in foster care. Social Work, 55(3), 245-254. DOI: 10.1093/sw/55.3.245.
• Zimmerman, D. W. (2000). Statistical significance levels of nonparametric tests biased by heterogeneous variances of treatment groups, The Journal of General Psychology, 127(4), 354-364. DOI: 10.1080/00221300009598589.