Depremi Yaşayan Çocuklara Okunan Metaforik Hikâyenin Etkisinin Resim Temaları ile İncelenmesi: 6-10 Yaş Örneklemi

Yıl 2023, , 242 - 257, 31.08.2023

Ayşe Alptekin , Ayşegül Sarıkaya

https://doi.org/10.52642/susbed.1287634

Öz

Bu çalışma depremi yaşayan 6-10 yaş arası çocuklara okunan metaforik hikayenin, çocukların yaptıkları resimlerin temaları ile incelenmesi amacıyla yapılmıştır. Çalışma nitel araştırma yöntemlerinden Durum Çalışması tekniğinde tasarlanmıştır. Araştırmanın çalışma grubunu, 20 Şubat Kahramanmaraş merkezli deprem felaketinden sonra, Konya iline gelerek, yurtlara yerleştirilen ve yurtlar içinde açılan okullara devam eden temel eğitim düzeyindeki çocuklar oluşturmaktadır. Verilerin toplanması için serbest resim çizim tekniği kullanılmıştır. Ön test verileri olarak toplanan bu resimlerin ardından çocuklara, Kahramanmaraş merkezli depremden etkilenen çocuklar için yazılmış olan metaforik hikaye okunmuştur. Bir gün sonra çocuklardan tekrar resim yapmaları istenmiştir. Hikâye sonrası istenen resimler son test verileri olarak kullanılmıştır. Çocuklardan alınan resimlerin içeriği iki uzman araştırmacı tarafından incelenmiş ve resim içerisindeki tüm temalar not edilmiştir. NVivo 14 paket programı kullanılarak temalar, ortak özelliklerine göre kodlara ayrılmış ve 29 kod elde edilmiş ve aynı program ile karşılaştırmalar yapılmıştır. Çalışmanın sonuçlarına göre çocukların resim temaları incelendiğinde, metaforik hikayenin tüm yaş gruplarında(6-10 yaş) olumlu değişimlere yol açtığı görülmüştür.

Anahtar Kelimeler

Metaforik Hikaye, Çocuk Resimleri, Deprem.

An Investigation of the Effect of the Metaphoric Story Read to Children who Have Experienced the Earthquake with Painting Themes: A Sample of 6-10 Years Old

Öz

This study was carried out to examine the metaphorical story read to children aged 6-10 who experienced the earthquake, with the themes of the pictures made by the children. The study was designed in the Case Study technique, which is one of the qualitative research methods. The study group of the research consists of children at the basic education level who came to Konya after the February 20 Kahramanmaraş-centered earthquake disaster and were placed in the dormitories and attending the schools opened in the dormitories. Free picture drawing technique was used to collect the data. After these pictures, which were collected as pre-test data, the children were read a metaphorical story written for the children affected by the Kahramanmaraş-centered earthquake. One day later, the children were asked to paint again. The pictures requested after the story were used as post-test data. The content of the pictures taken from the children was examined by two expert researchers and all the themes in the picture were noted. Using the NVivo 14 package program, the themes were divided into codes according to their common features, and 29 codes were obtained and comparisons were made with the same program. According to the results of the study, when the painting themes of the children were examined, it was seen that the metaphorical story led to positive changes in all age groups (6-10 years).

Anahtar Kelimeler

Metaphorical Story, Children, Earthquake.

Kaynakça

• Arı, R. (2008). Eğitim psikolojisi: Gelişim ve öğrenme. Nobel Yayın Dağıtım.
• Aydoğdu, F., & FOFANA, A. (2023). Depremin Küçük Çocuklar Üzerindeki Etkileri ve Müdahale Programları. International Conference on Trends in Advanced Research,
• Beigel, A., & Berren, M. R. (1985). Human-induced disasters. In (Vol. 15, pp. 143-150): SLACK Incorporated Thorofare, NJ.
• Chansky, T. (2011). Freeing your child from obsessive-compulsive disorder: A powerful, practical program for parents of children and adolescents. Harmony.
• Contini, A. (2020). Metaphors, stories, and knowledge of the world. In Innovazione nella didattica delle scienze nella scuola primaria e dell’infanzia. Al crocevia fra discipline scientifiche e umanistiche: Atti del Convegno (Reggio Emilia, 2-3 dicembre 2016) (Vol. 4, pp. 7-18). Cluep.
• Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage publications.
• Danışman, I., & Okay, D. (2017). Afetlerin çocuk ve ergenler üzerindeki etkileri ve müdahale yaklaşımları. Türkiye Klinikleri Journal of Psychology-Special Topics, 2(3), 189-197.
• Davey, L. (1990). The application of case study evaluations. Practical assessment, research, and evaluation, 2(1), 9.
• Dutta, A., Peña, F., Holcomb, J. M., Leiva, L., Squicciarini, A. M., Canenguez, K. M., Bergmann, P., Riobueno‐Naylor, A., Farley, A. M., & Simonsohn, A. (2022). Earthquake exposure, adverse childhood experiences, and psychosocial functioning in Chilean children: A longitudinal study. Journal of traumatic stress, 35(4), 1177-1188.
• Fisher, D. (2000). Preventing childhood trauma resulting from exposure to domestic violence. Preventing School Failure: Alternative Education for Children and Youth, 44(1), 25-27.
• Fothergill, A. (2017). Children, youth, and disaster. In Oxford research encyclopedia of natural hazard science.
• Frederick, C. (1980). Effects of natural vs. human-induced violence upon victims. Evaluation and change(Special issue), 71-75.
• Freud, A., & Burlingham, D. (1944). War and Children New York: Int. In: Univ. Press.
• Gordon, N. S., Farberow, N. L., & Maida, C. A. (1999). Children & disasters. Psychology Press.
• Gordon, R., & Wraith, R. (1993). Responses of children and adolescents to disaster. International handbook of traumatic stress syndromes, 561-575.
• Grave, J., & Blissett, J. (2004). Is cognitive behavior therapy developmentally appropriate for young children? A critical review of the evidence. Clinical psychology review, 24(4), 399-420.
• Hafstad, G. S., Haavind, H., & Jensen, T. K. (2012). Parenting after a natural disaster: A qualitative study of Norwegian families surviving the 2004 tsunami in Southeast Asia. Journal of child and family studies, 21, 293-302.
• Hargreaves, D. J. (1978). Psychological studies of children's drawing. Educational Review, 30(3), 247-254.
• Hofmann, J., & Rogers, P. (1991). A crisis play group in a shelter following the Santa Cruz earthquake.
• Karasar, N. (2007). Bilimsel araştırma yöntemi: kavramlar, ilkeler, teknikler. Nobel yayın dağıtım.
• Khatin-Zadeh, O. (2022). How does representational transformation enhance mathematical thinking? Axiomathes, 32(Suppl 2), 283-292.
• Khatin-Zadeh, O., Eskandari, Z., & Marmolejo-Ramos, F. (2022). Gestures enhance executive functions for the understating of mathematical concepts. Integrative Psychological and Behavioral Science, 1-11.
• Kronenberg, M. E., Hansel, T. C., Brennan, A. M., Osofsky, H. J., Osofsky, J. D., & Lawrason, B. (2010). Children of Katrina: Lessons learned about postdisaster symptoms and recovery patterns. Child development, 81(4), 1241-1259.
• Kuehlwein, K. T. (2000). Enhancing creativity in cognitive therapy. Journal of Cognitive Psychotherapy, 14(2), 175-187.
• La Greca, A. M., Silverman, W. K., Vernberg, E. M., & Prinstein, M. J. (1996). Symptoms of posttraumatic stress in children after Hurricane Andrew: a prospective study. Journal of consulting and clinical psychology, 64(4), 712.
• Lindgaard, C. V., Iglebaek, T., & Jensen, T. K. (2009). Changes in family functioning in the aftermath of a natural disaster: The 2004 tsunami in Southeast Asia. Journal of Loss and Trauma, 14(2), 101-116.
• Livesley, W. J., & Bromley, D. B. (1973). Person perception in childhood and adolescence.
• Luthar, S. S., & Cicchetti, D. (2000). The construct of resilience: Implications for interventions and social policies. Development and psychopathology, 12(4), 857-885.
• Manyena, S. B., Fordham, M., & Collins, A. (2008). Disaster resilience and children: managing food security in Zimbabwe's Binga District. Children Youth and Environments, 18(1), 303-331.
• March, J. S., & Mulle, K. (1998). OCD in children and adolescents: A cognitive-behavioral treatment manual. Guilford Press.
• Maree, J. G. (2021). The psychosocial development theory of Erik Erikson: critical overview. Early Child Development and Care, 191(7-8), 1107-1121.
• Martin, M.-L. (2010). Child participation in disaster risk reduction: The case of flood-affected children in Bangladesh. Third World Quarterly, 31(8), 1357-1375.
• Mitchell, L. M. (2006). Child‐centered? Thinking critically about children's drawings as a visual research method. Visual Anthropology Review, 22(1), 60-73.
• Murphy, S. A., Norbeck, J. S., Weinert, C., Cardea, J. M., & Lenz, E. R. (1987). Self-efficacy and social support: Mediators of stress on mental health following a natural disaster. Western Journal of Nursing Research, 9(1), 58-86.
• Myers, M. D. (1994). A disaster for everyone to see: an interpretive analysis of a failed IS project. Accounting, Management and Information Technologies, 4(4), 185-201.
• Newman, E., Pfefferbaum, B., Kirlic, N., Tett, R., Nelson, S., & Liles, B. (2014). Meta-analytic review of psychological interventions for children survivors of natural and man-made disasters. Current psychiatry reports, 16, 1-10.
• Osofsky, J. D., Osofsky, H. J., & Harris, W. W. (2007). Katrina's children: Social policy considerations for children in disasters. Social Policy Report, 21(1), 1-20.
• Otto, R. K. (2000). Assessing and managing violence risk in outpatient settings. Journal of clinical psychology, 56(10), 1239-1262.
• Piaget, J. (1966). The psychology of intelligence and education. Childhood Education, 42(9), 528-528.
• Pynoos, R. S., Steinberg, A. M., & Piacentini, J. C. (1999). A developmental psychopathology model of childhood traumatic stress and intersection with anxiety disorders. Biological psychiatry, 46(11), 1542-1554. https://www.biologicalpsychiatryjournal.com/article/S0006-3223(99)00262-0/fulltext
• Rholes, W. S., & Ruble, D. N. (1984). Children's understanding of dispositional characteristics of others. Child development, 550-560.
• Roje, J. (1995). LA'94 earthquake in the eyes of children: Art therapy with elementary school children who were victims of disaster. Art Therapy, 12(4), 237-243.
• Shen, Y.-J. (2002). Short-term group play therapy with Chinese earthquake victims: Effects on anxiety, depression and adjustment. International Journal of Play Therapy, 11(1), 43.
• Smilansky, S. (1987). On death: Helping children understand and cope. Peter Lang Publishing.
• Speece, M. W., & Brent, S. B. (1984). Children's understanding of death: A review of three components of a death concept. Child development, 1671-1686.
• Tamm, M. E., & Granqvist, A. (1995). The meaning of death for children and adolescents: A phenomenographic study of drawings. Death Studies, 19(3), 203-222.
• Teber, M. (2023). Büyük Fırtına. https://mehmetteber.com/buyuk-firtina/
• Vernberg, E. M., La Greca, A. M., Silverman, W. K., & Prinstein, M. J. (1996). Prediction of posttraumatic stress symptoms in children after hurricane Andrew. Journal of abnormal psychology, 105(2), 237.
• Vernberg, E. M., & Vogel, J. M. (1993). Part 2: Interventions with children after disasters. Journal of Clinical Child Psychology, 22(4), 485-498.
• Webb, N. B. (2004). Mass trauma and violence: Helping families and children cope. Guilford Press.
• Ziv, A., & Israeli, R. (1973). Effects of bombardment on the manifest anxiety level of children living in the kibbutzim. Journal of consulting and clinical psychology, 40(2), 287.