İlkokullar İçin Akran Zorbalığı Önleme Modülünün Tanıtımı / Introduction of the Prevention of Peer Bullying Module for Primary Schools

Yıl 2022, Cilt: 13 Sayı: 1, 55 - 87, 25.04.2022

Özlem Yeşim Özbek , Pervin Oya Taneri

https://doi.org/10.54558/jiss.995077

Cited By: 4

Öz

Amaç: Tüm dünyada özellikle ilkokul çocukları arasında yadsınamayacak bir sorun olan akran zorbalığı okul temelli programlarla önlenebilmektedir. Bu çalışmada ilkokullar için geliştirilen bibliyoterapi ve yaratıcı drama temelli akran zorbalığı müdahale programı tanıtılmıştır. Öğrenci merkezli ve tematik olan öğretim programı ilerlemeci felsefeye dayanmaktadır.
Yöntem: Programın içeriği zorbalık davranışının ortaya çıkması ile ilişkilendirilen dört tema (duygular, farklılıklar, zorbalık ve mültecilik) etrafında şekillendirilmiştir. Hedef kitlesi zorbalığın üç aktörü (zorba, kurban ve izleyici/tanık) olan programda, ilkokulun dört sınıf düzeyi için her bir temaya uygun olarak seçilen resimli hikâye kitapları kullanılarak bibliyoterapi temelli ders planları hazırlanmıştır. Program her sınıf düzeyi için haftalık iki ders saati olmak üzere 4 oturum olarak planlanmıştır. Bibliyoterapi temelli ders planlarında yaratıcı drama, grup çalışması, tartışma gibi tekniklerin ve dijital eğitim platformlarının kullanılması gibi öğrencilerin aktif katılımını gerektiren çeşitli etkinliklere yer verilmiştir. Programın pilot uygulaması 2019-2020 eğitim öğretin yılının sonbahar döneminde Çankırı ilinde iki ilkokulda, toplam 590 öğrenci ile yapılmıştır.
Bulgular: Öğretmenlerle yapılan görüşmeler, programın öğrencilerde farkındalık yaratma ve zorbalıkla baş etme konusunda yeni çözümler bulmalarına yardımcı olduğunu göstermiştir.
Sonuç: Programın uzun süreli etkilerinin izlenmesi için daha büyük gruplarla ve daha uzun sürede denenmesi gerekmektedir.
Özgünlük: Türkiye’de ilkokul düzeyinde geliştirilmiş bibliyoterapi’ye dayalı ilk akran zorbalığını önleme programıdır.

Anahtar Kelimeler

Akran zorbalığı, yaratıcı drama, bibliyoterapi, çocuk edebiyatı, zorbalığı önleyici program.

Destekleyen Kurum

Çankırı Karatekin Üniversitesi BAP

Proje Numarası

EF0150219B07

Introduction of the Prevention of Peer Bullying Module for Primary Schools

Öz

Purpose: Bullying, which is an undeniable problem especially among primary school children over the world, can be prevented with school-based programs. In this study, bibliotherapy and creative drama-based peer bullying intervention program developed for primary schools were introduced. The student-centered and thematic curriculum is based on a progressive philosophy. The content of the program is shaped around 4 themes (emotions, differences, bullying and refugee) associated with the emergence of bullying behavior.
Method: The content of the program was shaped around four themes (emotions, differences, bullying and refugee) associated with the emergence of bullying behavior. In the program, whose target audience is the three actors of bullying (bully, victim and bystander/witness), bibliyotherapy-based lesson plans were prepared for four grade levels of primary school by using picture storybooks selected in accordance with each theme. 4 sessions with two lesson hours per week are planned for each grade level. Various activities that require active participation of students, such as the use of techniques such as creative drama, group work, discussion, and digital education platforms are included in the lesson plans. The pilot implementation of the program was carried out in the fall semester of the 2019-2020 academic year in two primary schools in Çankırı with a total of 590 students.
Findings: Interviews with teachers have shown that the program helps students to raise awareness and find new solutions to bullying.
Implications: In order to monitor the long-term effects of the program, it should be tested with larger groups and over a longer period of time.
Originality: It is the first peer bullying prevention program based on bibliotherapy developed at primary school level in Turkey.

Anahtar Kelimeler

Peer bullying, creative drama, bibliotherapy, children's literature, bullying prevention program

Proje Numarası

EF0150219B07

Kaynakça

• Albayrak, S., Yıldız, A., & Erol, S. (2012). the effect of peer bullying education on adolescents’ knowledge, attitudes and behaviors towards bullying. Procedia–Social and Behavioral Sciences, 46, 4620–4625.
• Alikaşifoğlu, M. & Ercan, O. (2007). Çocukluk çağında kabadayılık / zorbalık davranışları: hekimler açısından anlamı. Türk Pediatri Arşivi, 42, 19-25.
• Andreou, E., Paparoussi, M., & Gkouni, V. (2013). The Effects of an Anti-Bullying Bibliotherapy İntervention on Children’s Attitudes and Behavior. Global Journal of Arts Humanities and Social Sciences, 1(4), 102-113.
• Austin,S., & Joseph, S. (1996) Assessment of bully/victim problems in 8 to 11 year-olds. British Journal of Educational Psychology, 66:447–456.
• Aydos, E. H., & Akman, B. (2017) A Content Analysis of Bullying in Picture Story Books. International Association of Social Science Research, 117-124. In Ruggiero, C., Arslan, H., & Icbay, M. A. Research on Communication. IASSR. Bialystok, Poland. ISBN: 978-83-948896-2-3
• Cantone, E., Piras, A. P., Vellante, M., Preti, A., Danielsdottir, S., D’Ajola, E., Lesinskiene, S., Angermeyer, M. C., Carta, M. G. & Bhugra, D. (2015). Interventions on bullying and cyberbullying in schools: a systematic review. Clinical Practice & Epidemiology in Mental Health, 11, 58–76.
• Caravita, S. (2016, 12, October) Migrant and refugee children face higher rates of bullying. UNICEF Innocenti e-Newsletter. https://blogs.unicef.org/evidence-for-action/migrant-children-face-higher-rates-of-bullying/
• Craig, W.M., Henderson, L., & Murphy, J.G. (2000). Prospective teachers' attitudes toward bullying and victimization. School Psychology International,21, 5-21.
• Dağlıoğlu, H. E. & Çamlıbel Çakmak, Ö. (2009). Okul öncesi çocuklarına yönelik yayınlanan hikâye kitaplarının şiddet ve korku öğeleri açısından incelenmesi. Türk Kütüphaneciliği, 23(3), 510-534.
• Daniel, K. (2014). Content analysis of picture books about bullying. Yayımlanmamış yüksek lisans tezi. Bowling Green State University, Bowling Green, Ohio, USA. Danielson, K. E., & LaBonty, J. (2009). Reading and responding to children’s books about bullying. Ohio Journal of English Language Arts, 49(1), 31-36.
• Dölek, N. (2002). İlk ve ortaöğretim okullarındaki öğrenciler arasında zorbaca davranışların incelenmesi ve zorbalığı önleme tutumu geliştirilmesi programının etkisinin araştırılması. Yayınlanmamış Doktora Tezi, İstanbul: Marmara Üniversitesi.
• Doll, B., & Doll, C. (1997). Bibliotherapy with young people: Librarians and mental health professionals working together. Englewood, CO: Libraries Unlimited.
• Egan, S. K. & Perry, D. G. (1998). Does low self regard ınvite victimization? Developmental Psychology, 34(2), 299-309.
• Elley, S. (2014). Examining the Use of Bibliotherapy in a Third Grade Classroom. Texas Journal of Literacy Education, 2,2, 91-97. www.texasreaders.org
• Espelage, D.L., Bosworth, K., & Simon, T.R. (2001). Short-term stability and prospective correlates of bullying in middle-school students: an examination of potential demographic, psychosocial, and environmental influences. Violence and Victims, 16, 411-426. 10.1300/J135v02n02_08
• Evans, C. B. R., Fraser, M. W. & Cotter, K. L. (2014). The effectiveness of school-based bullying prevention programs: A systemic review. Aggression and Violent Behavior, 19, 532–544.
• Flanagan, K. S., Vanden Hoek, K. K., Shelton, A., Kelley, S. L., Morrison, C. M., & Young, A. M. (2013). Coping with bullying: What answers does children’s literature provide? School Psychology International, 34(6), 691- 706. Doi: 10.1177/0143034313479691
• Forgan, J. W. (2002). Using bibliotherapy to teach problem solving. Intervention in School and Clinic, 38, 75 –82.
• Gaffney, H., Farrington, D.P. & Ttofi, M.M. (2019). Examining the effectiveness of school-bullying ıntervention programs globally: a meta-analysis. International Journal of Bullying Preventio, 1, 14–31. https://doi.org/10.1007/s42380-019-0007-4
• Garandeau, C. F., Vermande, M. M., Reijntjes, A. H. A., & Aarts, E. (2019). Classroom bullying norms and peer status: Effects on victim-oriented and bully-oriented defending. International Journal of Behavioral Development. Advance online publication. https://doi.org/10.1177/ 0165025419894722.
• Garrity, C., Jens, K., Porter, W., Sager, N., & Short-Camilli, C. (2000). Bully-proofing your school: A Comprehensive Approach for Elementary School. Chapter Three: Colorado School Climate Survey, Elementary School Student Report p.55-61. Second Edition. Longmont, CO: Sopris West.
• Giroux, H.A. (2004). Critical pedagogy and the postmodern/modern divide: towards a pedagogy of democratization. Teacher Education Quarterly, 31(1), 31-47.
• Gladding, S. T. (2005). Counseling as an art: The creative arts in counseling, 3rd, Alexandria, VA: American Counseling Association.
• Gregory, K. E. & Vessey, J. A. (2004). Bibliotherapy: A strategy to help students with bullying. The Journal Of School Nursing, 20, 3, s.127-133.
• Gregory, K. E., & Vessey, J. A. (2004). Bibliotherapy: A strategy to help students with bullying. The Journal of School Nursing, 20(3), 127–133.
• Heath, M. A., & Cole, B. V. (2012). Strengthening classroom emotional support for children following a family member’s death. School Psychology International, 33, 243–262. doi: 10.1177/0143034311415800.
• Heath, M. A., Sheen, D., Leavy, D., Young, E. L., & Money, K. (2005). Bibliotherapy: A resource to facilitate emotional healing and growth. School Psychology International, 26, 563-580.
• Heath, M: A., Smith, K., &Young, E. L. (2017). Using Children's Literature to Strengthen Social and Emotional Learning. School Psychology International, 38, 5, 541-561.
• Henkin, R. (2005). Confronting Bullying: Literacy as a Tool for Character Education. Portsmouth, NH: Heinemann.
• Jack, S. J., & Ronan, K. R. (2008). Bibliotherapy: practice and research. School Psychology International, 29(2), 161–82.
• Janaviciene, D. (2010). Bibliotherapy process and type analysis: review of possibilities to use in the library. Tiltai, 32, 4, 119-132.
• Jiménez-Barbero, J. A., Ruiz-Hernández, J. A., Llor-Zaragoza, L., Pérez-Garćia, M. & Llor-Esteban, B. (2016). Effectiveness of anti-bullying school programs: A meta-analysis. Children and Youth Services Review, 61,165–175.
• Juvonen, J., Nishina, A., & Graham, S. (2000). Peer harassment, psychological adjustment, and school functioning in early adolescence. Journal of Educational Psychology, 92, 349-359, 10.1037//0022-0663.92.2.349.
• Kärnä, A., Voeten, M., Little, T., Poskiparta, E., Kaljonen, A., & Salmivalli, C. (2011). A large-scale evaluation of the KiVa antibullying program. Child Development, 82(1), 311–330. https://doi.org/10.1111/j.1467-8624.2010.01557.x
• Kartal, H., & Bilgin, A. (2007). An anti-bullying program for primary school students: Freeing the school from bullying. Theories and Applications in Education, 3 (2), 207-227. ISSN: 1304–9496.
• Khusumadewi, A & Sholehaa, E. & Ifdilb, I. (2017). The effectiveness of bibliotherapy to decrease negative thoughts towards children with special need. Advances in Social Science, Education and Humanities Research, 173, 30-33.
• Kokkinos, C. M. & Kipritsi, E. (2012) The relationship between bullying, victimization, trait emotional intelligence, self-efficacy and empathy among preadolescents..Social Psychology of Education, 15(1), 41-58. DOI:10.1007/s11218-011-9168-9
• La Greca, A. M., Dandes, S. K., Wick, P., Shaw, K., & Stone, W. L. (1988). Development of the Social Anxiety Scale for Children: Reliability and concurrent validity. Journal of Clinical Child Psychology, 17, 84-91.
• Ladd, G. W., Kochenderfer, B. J. & Coleman C.C. (1997). Classroom peer acceptance, friendship, and victimization: distinct relational systems that contribute uniquely to children’s school adjustment? Child Development, 68(6), .1181-1197.
• Lomas, J., Stough, C., Hansen, K. & Downey, L. A. (2012). Brief report: Emotional intelligence, victimization and bullying in adolescents. Journal of Adolescence, 35(1), 207-211. DOI: 10.1016/j.adolescence.2011.03.002
• McIntyre, T. (1999). Bibliotherapy. Retrieved July 8, 2019, from http://maxweber.hunter.cuny.edu/eres/docs/eres/EDSPC715_MCINTYRE/Biblio.html
• MEB. (2020). Hayat Boyu Öğrenme. https://hbogm.meb.gov.tr/meb_iys_dosyalar/2020_01/27110237_OCAK_2020internet_BulteniSunu.pdf
• Morris, V.G., Taylor, S.I. & Wilson, J.T. (2000). Using Children's Stories to Promote Peace in Classrooms. Early Childhood Education Journal, 28(1), 41-50. https://doi.org/10.1023/A:1009547604092
• Moulton, E., Heath, M. A., Prater, M. A., & Dyches, T. T. (2011). Portrayals of bullying in children's picture books and implications for bibliotherapy. Reading Horizons, 51 (2), 119-148.
• Mynard, H., & Joseph, S. (1997). Bully victim problems and their association with Eysenck's personality dimensions in 8 to 13 year-olds. British Journal of Educational Psychology, 67: 51–54.
• Nansel, T. R., Craig, W., Overpeck, M.D., Saluja, G. & Ruan, W. J. (2004). Cross-national consistency in the relationship between bullying behaviors and psychosocial adjustment. Archives of Pediatrics and Adolescent Medicine, 158(8), 730-736. http://dx.doi.org/10.1001/archpedi.158.8.730.
• Nickerson, A. B., Aloe, A. M., Werth, J. M., & Rose, C. A. (2015). The relation of empathy and defending in bullying: A meta-analytic investigation. School Psychology Review, 44 (4), 372–390. https://doi.org/10.17105/spr-15-0035.1
• Nishina, A., & Juvonen, J. (2005). Daily reports of witnessing and experiencing peer harrasment ın middle school. Child Development, 76(2), 435-450.
• OECD (2017). “Bullying”, in PISA 2015 Results (Volume III): Students' Well-Being, OECD Publishing, Paris. DOI: https://doi.org/10.1787/9789264273856-12-en
• Olweus, D. (1987). Bully/victims problems among schoolchildren in Scandinavia. J.P. Myklebust, R. Ommundsen (Eds.), Psykologprofesjonen mot ar 2000, Universitetsforlaget, Oslo, Norway, pp. 395-413.
• Oppliger, P.A., & Davis, A. (2016). Portrayals of bullying: A content analysis of picture books for preschoolers. Early Childhood Educational Journal, 44, 5, 515-526. https://doi.org/10.1007/s10643-015-0734-1.
• Yazar1 ve arkadaşları (2019). Etik nedenlerden dolayı kaynak daha sonra eklenecektir.
• Paparoussi, M., Andreou, E. & Gkouni, V. (2011). Approaching children’s fears through bibliotherapy: A classroom based intervention. In J. Hagen & A. T. Kisubi (eds.). Best practices in human services: A global perspective (pp. 284- 300). Oshkosh: Council for Standards in Human Service Education.
• Pardeck, J. T. (1995). Bibliotherapy: An innovative approach for helping children. Early Child Development and Care, 110, 83-88. Pellegrini, A.D. (2002). Bullying, victimization, and sexual harassment during the transition to middle school. Educational Psychologist, 37(3), 151-163.
• PISA. (2019). 2018 Türkiye Ön Raporu. 2020http://www.meb.gov.tr/meb_iys_dosyalar/2019_12/03105347_PISA_2018_Turkiye_On_Raporu.pdf.
• Pişkin, M. ve Ayas, T (2011). Akran Zorbalığı Ölçeği: Çocuk Formu. Akademik Bakış: Uluslararası Hakemli Sosyal Bilimler E-Dergisi, 23, 1-12.
• Prater, M. A., Johnstun, M. L., Dyches, T. T., & Johnstun, M. R. (2006). Using children’s books as bibliotherapy for at-risk students: A guide for teachers. Preventing School Failure 50(4), 5–1.3.
• Qin, D.B., Way, N. & Rana, M. (2008). The ‘model minority’ and their discontent: Examining peer discrimination and harassment of Chinese American immigrant youth. New Directions for Child and Adolescent Development, 121, 27-42.
• Rawlings, J. R. (2019). A critical review of anti-bullying programs in North American elementary schools. Journal of School Health, 89(9), 759-780.
• Rock, E. A., Hammond, M., & Rasmussen, S. (2002).School based program to teach children empathy and bully prevention. (ERIC Document Service Reproduction No. ED471437)
• Roland, E. (2002), Aggression, depression, and bullying others. Aggresive. Behaviour, 28, 198-206.https://doi.org/10.1002/ab.90022
• Salmivalli, C., Kaukiainen, A., Kaistaniemi, L., Lagerspetz, K.M.J. (1999). Self-evaluated self-esteem, peer-evaluated self-esteem, and defensive egotism as predictors of adolescents' participation in bullying situations. Personality and Social Psychology Bulletin, 25, 1268–1278.
• Salmivalli, C., Lappalainen, M., & Lagerspetz, K.M.J. (1998). Stability and change of behavior in connection with bullying in schools: a two year follow-up. Aggressive Behavior, 24, 205-218.
• Salmivalli, C., Poskiparta, E., Ahtola, A., & Haataja, A. (2013). The ımplementation and effectiveness of the KiVa anti-bullying program in England. European Psychologist, 18(2), 79-88.
• Salmon, G., James, A., & Smith, D. M. (1998). Bullying in schools: Self-reported anxiety, Peer Victimization Review 34 depression, and self-esteem in secondary school children. British Medical Journal, 317, 924- 925.
• Schonert-Reichl, K. A., Smith, V., Zaidman-Zait, A., & Hertzman, C. (2012). Promoting children’s prosocial behaviours in school: Impact of the “roots of empathy” program on the social and emotional competence of school-aged children. School Mental Health, 4(1), 1–12. https://doi.org/ 10.1007/s12310-011-9064-7
• Smith, C. A. (1993). The peaceful classroom. Mt. Rainier, MD: Gryphon House.
• Solow, K. (2018). Using Children's Books to Build Empathy in Children. Theses Graduate School of Arts and Social Sciences. Lesley University. Expressive Therapies Capstone Theses.
• Spielberger, C. (1973). STAIC preliminary manual. Palo Alto, CA: Consulting Psychologists Press.
• Sridhar, D. & Vaughn, S. (2000). Bibliotherapy for all: Enhancing reading comprehension, selfconcept and behavior. Teaching Exceptional Children, 33(2), 74-82.
• Strohmeier, D., Kärnä, A., & Salmivalli, C. (2011). Intrapersonal and interpersonal risk factors for peer victimization in immigrant youth in Finland. Developmental Psychology, 47, 248-258
• Strohmeier, D., Wagner, P., Spiel, C., & von Eye, A. (2010). Stability and constancy of bully-victim behaviour: looking at variables and individuals. Zeitschrift fur Psychologie/Journal of Psychology. 218, 185-193.10.1027/0044-3409/a000028
• TALIS (2019). 2018 Öğretmen ve okul yöneticileri yanıtları analizi. https://oygm.meb.gov.tr/meb_iys_dosyalar/2020_09/10142823_TALIS_RAPORU-.pdf
• Taneri, P. O. (2021). Kapsayıcı değerlendirme. P. O. Taneri (Ed.), Kuramdan uygulamaya kapsayıcı eğitim (s. 93-118) içinde. Ankara: Pegem Akademi.
• Taneri, P. O., Özbek, Ö. Y. ve Şahin, A. (2019a). A critical look at bullying prevention school programs. I. International Symposium on Science, Education, Art and Technology, 02-04 May 2019, İzmir, Turkey.
• Taneri, P. O., Özbek, Ö. Y., Şahin, A. ve Akduman, N. (2019b). Use of bibliyotherapy method to prevent peer bullying. 10th International Conference on Research in Education- ICRE, 20-22 April 2019, Alanya, Turkey
• Taş, U. E., Arıcı, Ö., Özarkan, H. B., & Özgürlük, B. (2016). PISA 2015 ulusal raporu. Ankara: Milli Eğitim Bakanlığı. http://pisa.meb.gov.tr/wpcontent/uploads/2016/12/PISA2015_Ulusal_Rapor1.pdf
• Thompson, F. & Smith., & P. K. (2014). What works best to help stop bullying in schools? The Conversation Trust (UK) Limited. https://theconversation.com/what-works-best-to-help-stop-bullying-in-schools-28865
• TIMSS. (2020). 2019 Türkiye Ön Raporu. http://www.meb.gov.tr/meb_iys_dosyalar/2020_12/08202713_No15_TIMSS_2019_Turk ye_On_Raporu.pdf
• Ttofi, M. M. & Farrington, D. P. (2011). Effectiveness of school-based programs to reduce bullying: a systematic and meta-analytic review. Journal of Experimental Criminology, 7(1), 27-56.
• UNICEF Basın Bülteni (2018). https://www.unicef.org/turkey/bas%C4%B1n-b%C3%BCltenleri/unicef-d%C3%BCnyadaki-gen%C3%A7lerin-yar%C4%B1s%C4%B1-okulda-ve-okul-%C3%A7evresinde-akran-%C5%9Fiddetine-maruz
• URL1.https://www.unicef.org/turkey/bas%C4%B1n-b%C3%BCltenleri/unicef-anketi-30-%C3%BClkedeki-gen%C3%A7lerin-%C3%BC%C3%A7te-birinden-fazlas%C4%B1-%C3%A7evrimi%C3%A7i-zorbal%C4%B1k
• URL2. https://multeciler.org.tr/turkiyedeki-suriyeli-sayisi/
• URL3. https://www.kivaprogram.net/what-is-kiva/
• Van Batavia, A. (2012). The effects of bibliotherapy on bullying behaviours of adolescents. Thesis submitted Partial fullfilments Educational Specialist in Human Services. University of Central Missouri.
• Van Noorden, T. H. J., Haselager, G. J., Cillessen, A. H. N., & Bukowski, W. M. (2015). Empathy and involvement in bullying in children and adolescents: A systematic review. Journal of Youth and Adolescence, 44(3), 637–657. https:// doi.org/10.1007/s10964-014-0135-6.
• Wang, C, Goldberg, T.S. (2017). Using children's literature to decrease moral disengagement and victimization among elementary school students. Psychol Schs. 54: 918– 931. https://doi.org/10.1002/pits.22042
• Wang, C., Couch, L, Rodriguez, G.R., & Lee C. (2015).The Bullying Literature Project: using children’s literature to promote prosocial behavior and social-emotional outcomes among elementary school students. Contemp Educational Psychology, 19(4):320–9.
• Wiseman, A.M., & Jones, J.S. (2018). Examining Depictions of Bullying in Children’s Picturebooks: A Content Analysis From 1997 to 2017. Journal of Research in Childhood Education, 32: 2, 190-201,DOI: 10.1080/02568543.2017.1419320
• Yeager, D. S., Fong, C. J., Lee, H. Y., & Espelage, D. L. (2015). Declines in efficacy of anti-bullying programs among older adolescents: Theory and a three-level meta-analysis. Journal of Applied Developmental Psychology, 37, 36–51. https://doi.org/10.1016/j.appdev.2014.11.005
• Yıldırım, A., Özgürlük, B., Parlak, B., Gönen, E., & Polat, M. (2016). TIMSS 2015 ulusal matematik ve fen bilimleri ön raporu 4. ve 8. Sınıflar. Ankara: Meb.
• Yilmaz, R., Cikili Uytun, M. (2020). What do we Know about Bullying in Syrian Adolescent Refugees? A Cross Sectional Study from Turkey. Psychiatry Q, 91, 1395–1406 https://multeciler.org.tr/).
• Zych, I., Ttofi, M. M., & Farrington, D. P. (2019). Empathy and callous–unemotional traits in different bullying roles: A systematic review and meta-analysis. Trauma, Violence and Abuse, 136(1), 3–21. https://doi.org/10.1177/ 1524838016683456