Akran Zorbalığını Önlemede Okul Tabanlı Müdahale Programları: Sistematik Derleme

Toraman, Aynur Uysal; Dağhan, Şafak; Kisa, Ökkeş

doi:10.47793/hp.936791

Cited by 3 publications

(3 citation statements)

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“…Bullying behaviors are more prevalent in school environments. Therefore, the widespread implementation of bullying prevention activities in schools is an effective approach to mitigating the health problems associated with bullying (Jadambaa et al., 2019; Seyhan Şahin & Ayaz‐Alkaya, 2023a; Uysal Toraman et al., 2021). Various intervention methods, such as STAC strategies (Doumas et al., 2019), “VISC” (Gradinger et al., 2016), “NoTrap!” (Palladino et al., 2016), “The Cyber Friendly Schools” (Cross et al., 2016), and the Prev@cib program (Ortega‐Barón et al., 2019), have demonstrated positive outcomes in different studies.…”

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confidence: 99%

“…Therefore, the widespread implementation of bullying prevention activities in schools is an effective approach to mitigating the health problems associated with bullying (Jadambaa et al, 2019;Seyhan Şahin & Ayaz-Alkaya, 2023a;Uysal Toraman et al, 2021). Various intervention methods, such as STAC strategies (Doumas et al, 2019), "VISC" (Gradinger et al, 2016), "NoTrap!"…”

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confidence: 99%

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The effect of motivational interviewing on peer bullying and cyberbullying in adolescents: A randomized controlled trial

Seyhan Şahin,

Ayaz‐Alkaya

2024

J of Nursing Scholarship

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PurposeThe study was carried out to investigate the effect of motivational interviewing on peer bullying and cyberbullying among adolescents.DesignA parallel‐group randomized controlled trial.MethodsThe study population consisted of ninth‐grade (aged 14 years) high school students (n = 200). The study was completed with 48 participants (intervention: 24; control: 24). The data were collected using the Participant Information Form, the Stages of Change Questionnaire, the Peer Bullying Scale, and the Cyberbullying Scale. The intervention group received a preparatory session and five weekly motivational interviewing sessions. Instruments were administered to both groups before the intervention, at the end of the last motivational interviewing session (post‐test), and at 3rd‐ and 6th‐month follow‐ups. The data were analyzed using chi‐square test, independent sample t‐test, and two‐way mixed‐design ANOVA with Bonferroni's test.ResultsIn the pre‐test, no statistically significant difference was observed between the intervention and control groups regarding mean scores for peer bullying and cyberbullying (p > 0.05). Following the motivational interviewing sessions, adolescents in the intervention group had a significantly lower mean score for peer bullying and cyberbullying than the control group at the post‐test and follow‐up tests (p < 0.001).ConclusionThe present study concluded that motivational interviewing effectively reduced peer bullying and cyberbullying behaviors among adolescents.Clinical RelevanceNurses would implement motivational interviewing to prevent bullying behaviors in schools.

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confidence: 99%

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confidence: 99%

The effect of motivational interviewing on peer bullying and cyberbullying in adolescents: A randomized controlled trial

Seyhan Şahin,

Ayaz‐Alkaya

2024

J of Nursing Scholarship

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“…ABBL, SEHER okul temelli zorbalık programları kullanılmakta olup KiVa, OLWEUS(OBPP), No Trap, VİSC'in uzun süreli olması ve örneklem büyüklüğü ile diğer çalışmalara kıyasla çok fazla ve öğrencide beceri geliştirme üzerine yoğunlaştığı tespit edilmiştir(Uysal Toraman et al, 2021). Bu nedenle çalışmamızda bu dört program incelenecektir.…”

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Okul Temelli Zorbalık Önleme Programlarının İncelenmesi

Doğan¹

2022

10.52096

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Schools are social environments where students learn to socialize and participate in society. While the school environment aims to enhance the student socially and psychologically, there can be some problems in achieving these goals. One of the biggest issues is peer bullying. Bullying is the practice of physical and psychological pressure from larger individuals or groups that are repeated to less powerful individuals and groups (Olweus, 1993). There is a systematic misuse of perseverance and power in bullying, and there is also a power imbalance (Rigby, 1999). The frequency of bullying varies depending on the country, culture, student age and the measurement tools used. In addition to the role of the student's personality, family and cultural characteristics in bullying behaviors; The structure and size of the school, the attitudes of teachers and administrators, and the school environment have an impact. Worldwide, bullying is on the school education agenda. According to UNICEF 2020 data, half of the world's youth are victims of peer bullying in and around school. Although anti-bullying programmes have been discussed for some time, this issue has recently been raised in Turkey. The statistics in our research will show that bullying affects many students in our country. Although included in the counselling programmes in Turkey, a specific preventive programme is not used. The aim of this study is to compare school-based programs, which are considered to be successful in the world, and to examine their characteristics. Keywords: Bullying, KiVa , OBBP, ViSC, NoTrap,

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Çocuk ve Ergenlerle Bilişsel Davranışçı Terapide Ebeveyn Katılımı: Bir Gözden Geçirme Çalışması

TEKBAŞ

Koçtürk

2023

Psikiyatride Güncel Yaklaşımlar

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This research aims to evaluate the psycho-education and therapy programs prepared for children and adolescents with the Cognitive Behavioral Therapy approach and implemented between 2001-2021 in terms of parental involvement. This research, which was carried out in the descriptive model, is a review study. The articles covered in the research were accessed through Web of Science, ERIC, PubMed, Google Scholar, and ScienceDirect academic databases and were determined to be by the inclusion and exclusion criteria determined by the researchers, 10 of which were quasi-experimental with a control group and 7 in a randomized controlled study design. 17 articles were reviewed. Fifteen of the studies included child and adolescent sessions, while 2 included only children's sessions. According to the findings, it was determined that parent participation was used in all of the studies, the number of therapy sessions was between 8-30, and the session durations varied between 20 minutes and 1.5 hours in total, including the child/adolescent and parents It was stated that children and adolescents included in the treatment experienced various psychological disorders such as anxiety disorder, depression, obsessive-compulsive disorder, anger control disorder, attention deficit, and hyperactivity disorder, and eating disorder. These findings show that Cognitive Behavioral Therapy practices for different psychological disorders for children and adolescents benefit from parental involvement in 82% of the studies. The fact that the types of parental involvement and the presence of parental pathologies are not detailed in the studies constitute the shortcomings of parent involvement studies..

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Akran Zorbalığını Önlemede Okul Tabanlı Müdahale Programları: Sistematik Derleme

Cited by 3 publications

References 79 publications

The effect of motivational interviewing on peer bullying and cyberbullying in adolescents: A randomized controlled trial

The effect of motivational interviewing on peer bullying and cyberbullying in adolescents: A randomized controlled trial

Okul Temelli Zorbalık Önleme Programlarının İncelenmesi

Çocuk ve Ergenlerle Bilişsel Davranışçı Terapide Ebeveyn Katılımı: Bir Gözden Geçirme Çalışması

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