İlköğretim ikinci kademe öğrencilerinde akran zorbalığı ve eşlik eden duygusal davranışsal sorunlar; Bursa ili örneklemi
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Date
2019
Authors
Gür, Neslişah
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Publisher
Bursa Uludağ Üniversitesi
Abstract
Akran zorbalığı (AZ) "bir ya da daha fazla öğrencinin bir başka öğrenciye sürekli olarak olumsuz eylemlerde bulunması" şeklinde tanımlanmaktadır. Bir eylemin zorbalık olarak nitelendirilebilmesi için: kasıtlı olması ve zarar verme amacı gütmesi, tekrarlayıcı nitelikte olması, zorba ve kurban arasında güç eşitsizliği olması gerekmektedir. AZ'na maruz kalan ve zorbalık yapan çocuklarda depresyon, psikiyatrik problemler, ebeveynlerle ve arkadaşlarla ilişkide sorunlar daha sık görülmektedir. Bununla birlikte AZ'nın çocuk ve gençlerin aile tutumları ile ilişkisi de bildirilmiştir. Ülkemizde bu konuya ait çok az veri vardır. Bu araştırmanın amacı Bursa İli ilköğretim 5. 6. 7. ve 8. sınıf öğrencilerinde akran zorbalığı sıklığının araştırılması ve eşlik eden faktörlerin çok boyutlu olarak saptanmasıdır. Araştırmanın uzun erimli amacı AZ hususunda, koruyucu program geliştirmek için bir ön çalışma yapmaktır. Çalışmanın örneklemi 5, 6, 7 ve 8. sınıfta okuyan öğrenciler oluşturmuştur ve öğrenciler kurban, zorba, zorba/kurban ve AZ'na katılmayan olarak 4 gruba ayrılmıştır. Araştırmada veri toplama aracı olarak; araştırmacılar tarafından hazırlanan kişisel bilgi formu, "Olweus Öğrenciler İçin Akran Zorbalığı Anketi", "Güçler Ve Güçlükler Anketi" ve "Kısaltılmış Duygu Dışavurum Ölçeği" kullanılmıştır. Verilerin istatistiksel analizinde IBM SPSS Statistics Version22.0 kullanıldı. Araştırmanın örneklemi 431 kız, 425 erkek öğrenci tarafından oluşturmaktadır. Çalışma grupları ölçek alt boyutları açısından karşılaştırıldığında davranış problemleri ve duygusal problemler hem zorba hem de kurban olan grupta anlamlı olarak yüksekken, prososyal davranışlar bu iki grupta da anlamlı olarak az bulunmuştur. Bununla birlikte kurban ya da zorba olan ergenlerin olmayan akranlarına göre istatistiksel anlamlı olarak ailelerinin duysal olarak daha az destekleyici ve müdahaleci algıladıkları izlenmiştir. Gruplar arasında dikkat eksikliği, akran problemleri ve ailenin sinirli algılanması açısından fark saptanmamıştır. Aile ikliminin müdahaleci (p=0,005) olarak algılanmasının 1,042 kat ve duygusal sorunlar (p=0,002) yaşamanın 1,161 kat, akranlarla sorun (p=0,040) yaşamak 1,147 kat kurban olmayı artırmaktadır. Davranış sorunları yaşamak (p=0,043) 1,330 kat zorba olmayı artırmaktadır. Müdahalecilik (p<0,001) 1,075 kat, duygusal destek yokluğu (p=0,044) 1,030 kat, duygusal sorunlar (p<0,001) 1,301 kat, akran sorunları (p=0,027) 1,268 kat zorbakurban olmayı artırmaktadır. Prososyal davranışların (p=0,027) artması zorba-kurban olmayı 1,219 kat azaltmaktadır. Çalışmamızda algılanan aile ikliminin ve psikopatolojinin akran zorbalığı üzerine etkisi incelenmiştir. Bu etki, aile ikliminin psikopatoloji etiyolojisindeki yeri düşünüldüğünde, psikopatolojiler aracılığıyla oluşabileceği düşünülmüştür. Bulgular aile ikliminin, AZ'daki önemini göstermektedir. Bu nedenle akran zorbalığının azaltılmasında bireylerin ruh sağlığını koruyucu ve tedavi edici müdahalelerin yapılması, hali hazırda var olan okul temelli koruyucu yöntemlerin yanı sıra aile temelli koruyucu yöntemlerinde geliştirilmesi gerekliliği düşünülmüştür.
Peer Bullying and Accompanying Emotional and Behavioral Problems in Secondary Schools Peer bullying (PB) is defined as "one or more students constantly behaving negatively towards another student". For an action to be considered as bullying, it must be intentional and intended to cause harm, be repetitive and there must be power inequality between the bully and the victim. Depression, psychiatric problems and problems in relationships with parents and friends are more commonly seen in children subjected to PB and those who bully. In addition, the relationship between peer PB reported. There is very little data regarding this subject in our country. The aim of this study was to investigate the prevalence of PB among the 5th, 6th, 7th, and 8th grade students in the city of Bursa and to multi dimensionally determine the accompanying factors. The long-term aim of the study was to conduct a prestudy for developing a protective program for the case of peer bullying. The sample of the study consisted of 5th, 6th, 7th, and 8th grade students, and the students were divided into four groups as victim, bully, bully-victim and no PB. In the study, a personal information form prepared by the researchers, the "Olweus Bullying Questionnaire", the "Strength and Difficulties Questionnaire" and the "Shortened Expressed Emotion Scale" were used as data collection tools. The statistical analysis of the data was done with IBM SPSS Statistics Version 22.0. The sample of the study consisted of 431 female and 425 male students. When the study groups were compared in terms of sub-scales, behavioral problems and emotional problems were significantly higher in both the bully and the victim groups, while prosocial behaviors were found to be significantly less in these two groups. However, teenagers, who were a victim 4 or a bully, were found to perceive their families significantly less emotionally supportive and intrusive compared to their peers who were not. There was no difference between the groups in terms of attention deficit, peer problems and the perception the family as angry. The perception of the family as intrusive (p=0.005) increased the chances of being a victim by 1.042 times, experiencing emotional problems (p=0.002) by 1.161 times and peer problems (p=0.040) by 1.147 times. Experiencing behavioral problems (p=0.043) increase the chances of being a bully by 1.330 times. Intrusiveness (p<0.001) increase the chances of being a bully-victim by 1.075 times, the lack of emotional support (0.044) by 1.030 times, emotional problems (p<0.001) by 1.301 times and peer problems (p=0.027) by 1.268 times. Increased prosocial behaviors (p=0.027) decrease the chances of being a bully-victim by 1.219 times. In our study, the effects of the perceived family climate and psychopathology on PB was analyzed. Considering the place of family climate in the etiology of psychopathology, it was thought that this effect might be caused through psychopathologies. The findings showed the importance of family climate in PB. For this reason, the necessity of therapeutic interventions protecting the mental health of individuals in the reduction of PB and developing family-based protection methods besides the existing school-based protection methods were considered.
Peer Bullying and Accompanying Emotional and Behavioral Problems in Secondary Schools Peer bullying (PB) is defined as "one or more students constantly behaving negatively towards another student". For an action to be considered as bullying, it must be intentional and intended to cause harm, be repetitive and there must be power inequality between the bully and the victim. Depression, psychiatric problems and problems in relationships with parents and friends are more commonly seen in children subjected to PB and those who bully. In addition, the relationship between peer PB reported. There is very little data regarding this subject in our country. The aim of this study was to investigate the prevalence of PB among the 5th, 6th, 7th, and 8th grade students in the city of Bursa and to multi dimensionally determine the accompanying factors. The long-term aim of the study was to conduct a prestudy for developing a protective program for the case of peer bullying. The sample of the study consisted of 5th, 6th, 7th, and 8th grade students, and the students were divided into four groups as victim, bully, bully-victim and no PB. In the study, a personal information form prepared by the researchers, the "Olweus Bullying Questionnaire", the "Strength and Difficulties Questionnaire" and the "Shortened Expressed Emotion Scale" were used as data collection tools. The statistical analysis of the data was done with IBM SPSS Statistics Version 22.0. The sample of the study consisted of 431 female and 425 male students. When the study groups were compared in terms of sub-scales, behavioral problems and emotional problems were significantly higher in both the bully and the victim groups, while prosocial behaviors were found to be significantly less in these two groups. However, teenagers, who were a victim 4 or a bully, were found to perceive their families significantly less emotionally supportive and intrusive compared to their peers who were not. There was no difference between the groups in terms of attention deficit, peer problems and the perception the family as angry. The perception of the family as intrusive (p=0.005) increased the chances of being a victim by 1.042 times, experiencing emotional problems (p=0.002) by 1.161 times and peer problems (p=0.040) by 1.147 times. Experiencing behavioral problems (p=0.043) increase the chances of being a bully by 1.330 times. Intrusiveness (p<0.001) increase the chances of being a bully-victim by 1.075 times, the lack of emotional support (0.044) by 1.030 times, emotional problems (p<0.001) by 1.301 times and peer problems (p=0.027) by 1.268 times. Increased prosocial behaviors (p=0.027) decrease the chances of being a bully-victim by 1.219 times. In our study, the effects of the perceived family climate and psychopathology on PB was analyzed. Considering the place of family climate in the etiology of psychopathology, it was thought that this effect might be caused through psychopathologies. The findings showed the importance of family climate in PB. For this reason, the necessity of therapeutic interventions protecting the mental health of individuals in the reduction of PB and developing family-based protection methods besides the existing school-based protection methods were considered.
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Keywords
Akran zorbalığı, Duygu dışavurumu, Psikopatoloji, Ergen, Aile, Peer bullying, Expressed emotion, Psychopathology, Adolescent, Family
Citation
Gür N. (2019). İlköğretim ikinci kademe öğrencilerinde akran zorbalığı ve eşlik eden duygusal davranışsal sorunlar; Bursa ili örneklemi. Yayınlanmamış uzmanlık tezi. Bursa Uludağ Üniversitesi Tıp Fakültesi.