Effects of Peace Education Program on the Violence Tendencies and Social Problem Solving Skills of Students

Kabasakal, Zekavet; Sağkal, Ali Serdar; Türnüklü, Abbas

doi:10.15390/eb.2015.4704

Cited by 10 publications

(9 citation statements)

References 34 publications

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“…From a general standpoint, it was determined that the peace education program is effective in decreasing the reactive and proactive aggression levels of the sixth grade students. The findings in this study are parallel with the findings of previous experimental studies in the literature (e.g., Akgun & Araz, 2014;Damirchi & Bilge, 2014;Topcu Kabasakal et al, 2015;Turk & Turnuklu, 2016;Turnuklu et al, 2010). From a gender perspective, it was concluded that the reactive and proactive aggression levels decreased for both girls and boys.…”

Section: Discussionsupporting

confidence: 90%

“…While these programs are mainly based on peacemaking strategy, prevention programs based on positive peace and peacebuilding strategy and whose effectiveness is tested are rather limited (e.g., Damirchi & Bilge, 2014;Topcu Kabasakal, Sagkal, & Turnuklu, 2015). Thus, a peace education program based on positive peace and peacebuilding strategy was developed and its effects on aggression levels of sixth grade students were investigated.…”

Section: Introductionmentioning

confidence: 99%

“…It is observed that in studies conducted in the primary and middle school institutions toward decreasing aggression and preventing violence, the focus is rather on prevention programs, such as violence prevention (Diken, Cavkaytar, Batu, Bozkurt, & Kurtilmaz, 2011), conflict resolution (Akgun & Araz, 2014), and peer mediation (Turk & Turnuklu, 2016;Turnuklu et al, 2010;Turnuklu, Kacmaz, Sunbul, & Ergul, 2009;Yildiz et al, 2016), and that these programs are effective in preventing violence and decreasing aggression. While these programs are mainly based on peacemaking strategy, prevention programs based on positive peace and peacebuilding strategy and whose effectiveness is tested are rather limited (e.g., Damirchi & Bilge, 2014;Topcu Kabasakal, Sagkal, & Turnuklu, 2015). Thus, a peace education program based on positive peace and peacebuilding strategy was developed and its effects on aggression levels of sixth grade students were investigated.…”

Section: Introductionmentioning

confidence: 99%

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Peace Education’s Effects on Aggression: A Mixed Method Study

Sağkal¹,

Türnüklü²,

Totan³

2016

EJER

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Problem Statement: Literature reviews clearly document that students still show a tendency to use violence in resolving interpersonal conflicts in school. Results from various research conducted in Turkey suggest that violence, aggression, and bullying behaviors are still rampant in the primary and high schools. Studies conducted in primary and middle schools toward decreasing aggression and preventing violence focus on programs such as violence prevention, conflict resolution, and peer mediation. While these programs are mainly based on peacemaking strategy, prevention programs based on positive peace and peacebuilding strategy with tested effectiveness are rather limited. Thus, a peace education program based on positive peace and peacebuilding strategy was developed and its effects on aggression levels of sixth grade students were investigated. Purpose of the Study:The purpose of this study was to investigate the effects of peace education program on sixth grade students' aggression. Furthermore, students' perspectives and experiences related to peace education program were examined.

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Section: Discussionsupporting

confidence: 90%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Peace Education’s Effects on Aggression: A Mixed Method Study

Sağkal¹,

Türnüklü²,

Totan³

2016

EJER

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“…In peace education and its relationship to SPS, Kabasakal, Sagkal, and Türnüklü (2015) indicated that peace education program increased Turkish students' SPS skills, and as a result, the students' tendency towards violence decreased. A longitudinal study in Hungary by Kasik (2014) showed that NPO, RS and AS showed increasing tendency with age.…”

Section: Literature Reviewmentioning

confidence: 99%

The characteristics of social problem-solving among Palestinian adolescents

Aburezeq

Kasik

2023

HERJ

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Social problem-solving skills are the individual's way for better social adaptation. Therefore, the study aimed to investigate the characteristics of Palestinian adolescents' social problem-solving (Positive orientation, negative orientation, rational style, impulsive style, and avoidance style) in connection to some demographic variables (i.e. gender, age, family composition, father's education, and mother's education). As an instrument, Social Problem-Solving Inventory-Revised (SPSI-R) was applied to 410 Palestinian adolescents whose ages (12, 15, and 18 years old). The results showed that the Palestinian adolescents had the highest level of positive orientation and the least level of negative problem orientation towards solving social-problems. In addition, the finding showed that there were no differences between girls and boys in positive orientation, rational style and impulsive style, while females had a tendency towards negative orientation and avoidance style. There were no differences attributed to age in negative orientation, rational style, impulsive style, and avoidance style. However, it was found that positive orientation was prominent in 18 years old. There was no difference in adolescents' family composition in their dealing with social problems. Also, there was no difference in solving social problems attributed to the father's education. However, there was no difference in negative orientation, positive orientation, rational style, and impulsive style attributed to mother's education. However, there was a relationship between the mother who has elementary school and avoidance style.

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“…It is not known what the effect of, for example, the passive peace services of 'teaching conflict resolution', 'sharing-information', or 'fortune-telling' are on longer term violence prevention. Other research has shown that peace education for example, can be effective in the reduction of aggression and violence (Akgun & Araz, 2014;Cairns & Salomon, 2011;Sagkal, Turnuklu & Totan, 2016;Topçu Kabasakal, Sağkal & Türnüklü, 2016). The findings here indicate that passive services, when received by an individual with an acute peace need, do not contribute to a reduction of violence tendency and peace.…”

mentioning

confidence: 49%

‘We have an Infrastructure for Peace... ...but do we have peace?’ Infrastructures for peace and multidimensional everyday peace in Nepal

Suurmond¹

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Full quote: 'Those of us who love peace must organize as effectively as the war hawks. As they spread the propaganda of war we must spread the propaganda of peace. We must combine the fervor of the civil rights movement with the peace movement. We must demonstrate, teach and preach, until the very foundations of our nation are shaken. We must work unceasingly to lift this nation that we love to a higher destiny, to a new plateau of compassion, to a more noble expression of humaneness'. The Casualties of the War in Viet Nam. February 25, 1967, The Nation Institute, Los Angeles. 2 The non-government organisation (NGO) Pro Public, my partner organisation in Nepal from 2011 to 2016, set up and hosted for several years the secretariat of the Asia-Pacific Alliance for Ministries and Infrastructures for Peace, the Asia branch of the Global Alliance for Ministries and Infrastructures for Peace (http://www.gamip.org/). 3 Preferences vary for use of the terms 'peace infrastructure', 'peace architecture', or 'peacebuilding infrastructure'. While, like the UNDP (2020) and Lederach (2012; 1997), I understand these terms to be interchangeable, I mostly adhere to 'infrastructures for peace' in this dissertation in recognition of those thinkers and advocates with whom I first engaged with on this issue.

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Effects of Peace Education Program on the Violence Tendencies and Social Problem Solving Skills of Students

Cited by 10 publications

References 34 publications

Peace Education’s Effects on Aggression: A Mixed Method Study

Peace Education’s Effects on Aggression: A Mixed Method Study

The characteristics of social problem-solving among Palestinian adolescents

‘We have an Infrastructure for Peace... ...but do we have peace?’ Infrastructures for peace and multidimensional everyday peace in Nepal

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