Okul Öncesi Çocuklar İçin Sosyal Duygusal İyi Oluş ve Psikolojik Sağlamlık Ölçeğinin (PERİK) Geçerlik Güvenirlik Çalışması

Abstract

The research was designed to conduct the validity and reliability study of the "Social Emotional Wellbeing and Psychological Resilience Scale for Preschool Children (PERIK)" developed by Mayr and Ulich (2009). The sample of the study consists of 342 children in the ages of 36-72 months attending to the public and private preschools in the districts of Yenimahalle and Altındağ in Ankara. The language validity of the scale was conducted by six language specialists. The items of the scale were reviewed subsequently by three specialists who have good command of the field of preschool education and of both languages. They tested the scale for comprehensibility and checked whether the items correspond to the original statements. The finalized items were filled in by five preschool teachers and it comprehensibility of the items was tested. Confirmatory Factor Analysis was conducted for the factors of the scale and the 6-factor structure in the original scale was confirmed. The fit indices of the scale were examined and the scale was found to have a good and perfect fit. Pearson Correlation test was conducted for the correlation between the factors of the scale and it was determined that there was a medium and high significant relation between the factors of the scale. The Alpha reliability coefficients of the scale vary between .86 and .95. As a result of the study, it was found that the scale is a valid and reliable measurement instrument for the Turkish children.

Protective factors in schools after the COVID‐19 pandemic: Views of school counselors

“…These skills, which are expressed among the 21st‐century skills, are considered important in terms of mental health for students to build positive relationships with their peers as well as prepare them for the future (Cansoy, 2018; Yalçın, 2018). School is seen as one of the important external sources that support the resilience of individuals (Özbey, 2019). Moreover, most of the factors such as positive social support, positive school relations, positive friend support, and having a positive model (Öz & Bahadır Yılmaz, 2009) as one of the environmental protective factors can be specified as features that can be obtained from the school atmosphere and prepare the individual according to the needs of the age.…”

21. Yüzyılda Öğretmenler İçin Mesleki Gelişim

“…Bu uyum becerilerinden biri ise psikolojik sağlamlıktır (Weston & Parkin, 2010) Pozitif psikolojinin de ağırlıklı olarak üzerinde durduğu kavramlardan biri olan "resilience" kavramının Türkçe karşılığı konusunda bir uzlaşma bulunmamaktadır. Türkiye'de yapılan çalışmalar incelendiğinde "resilience" kavramının "kendini toparlama gücü" (Terzi, 2006;Işık vd., 2019;Çıkrıkçı & Odacı, 2020), "yılmazlık" (Öğülmüş, 2001;Gürgan, 2006;Savi-Çakar vd., 2014;Özkan-Yıldız & Akman, 2021), "psikolojik dayanıklılık" (Durak, 2002;Basım & Çetin, 2011;Tunç & Ekşi, 2022) ve "psikolojik sağlamlık" (Gizir & Aydın, 2006;Karaırmak, 2010;Bulut vd., 2013;Arslan, 2015;Doğan, 2015;Özbey, 2019;Aktan & Akar, 2020;Tanko vd., 2021) şeklinde çevrildiği ve kullanıldığı görülmektedir. Bu araştırmada ise, "resilience" kavramının Türkçe karşılığı olarak "psikolojik sağlamlık" kavramı tercih edilmiştir.…”

Okul Öncesi Öğretmenlerinin Çocukların Psikolojik Dayanıklılıklarını (Rezilyansını) Desteklemede Kullandıkları Stratejilerin Belirlenmesi

“…Rezilyans üzerine yapılan ilk çalışmalar psikolojik açıdan sağlam olan çocukların kişilik özelliklerine odaklanmış, bunun sonucunda rezilyansı doğuştan gelen özelliklere bağlı olarak bireysel bir kişilik özelliği olarak tanımlayanlar olmuştur (Santos, 2012). Ancak son yıllarda yapılan araştırmalar bireylerin doğup büyüdükleri, yaşadıkları, çalıştıkları koşulların yani bireyin dışındaki faktörlerin hayatın zorluklarıyla başa çıkabilme becerilerini şekillendirdiği ortaya koymaktadır (Goldstein ve Brooks, 2001;Özbey, 2019).…”