Supporting positive development in early adolescence: A school-based intervention in Turkey

Kâğıtçıbaşı, Çiğdem; Cemalcılar, Zeynep

doi:10.1080/10888691.2018.1457962

Cited by 7 publications

(6 citation statements)

References 109 publications

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“…Theoretical studies and applied research on youth has increasingly shifted from a problem or prevention-oriented approach to a supportive emphasis (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger 2011;Kagitcibasi, Baydar, & Cemalcilar 2020). This paper contributes to and extends upon the emerging scholarship seeking to address the research-to-practice gap in terms of how principles of Positive Youth Development can be operationalising from the perspectives of youth practitioners (Holt et al 2017; Lavie-Ajayi 2020).…”

Section: Discussionmentioning

confidence: 91%

Youth Practitioners’ Perspectives on Building Agency and Supporting Transitions with and for Young People Experiencing Disadvantage

Moensted

Day

Buus

2020

JAYS

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Despite the policy and academic interest in helping disadvantaged young people into employment and education, and towards a more positive future, little is known about the process of supporting positive transitions for young people. In Australia and internationally, youth work is increasingly considering alternatives to the traditional deficit-oriented and risk-averse approach to supporting young people experiencing social or material disadvantage. With an outset in youth practitioners' perspectives on their work and underpinned by key concepts drawn from the Positive Youth Development approach, this paper seeks to improve understandings of how best to support disadvantaged young people's ability to thrive, facilitate practitioner dialogue and strengthen practice. Qualitative interviews were conducted with twelve youth practitioners and a focus group run with an additional eight. The paper explores three concepts emerging from the analysis that were identified as key to understanding the unique potential youth work practitioners have to support positive transitions with and for disadvantaged young people: having an ecological focus, encouraging personal agency and fostering alternative possibilities. The findings propose new possibilities for working with young people with whom mainstream services struggle to engage. The paper concludes by discussing the practical implications and limitations of this approach.

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Section: Discussionmentioning

confidence: 91%

Youth Practitioners’ Perspectives on Building Agency and Supporting Transitions with and for Young People Experiencing Disadvantage

Moensted

Day

Buus

2020

JAYS

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“…Uno de los aspectos más importantes para tener en cuenta a la hora de crear estos entornos son las relaciones que establecen el alumnado tanto con adultos que pueden actuar de referentes positivos como con sus iguales (Lázaro-Visa et al, 2019;Oliva et al, 2008Oliva et al, , 2011. En general, al igual que en otros estudios, hemos encontrado una tendencia a la disminución de las relaciones sociales por parte de los/las adolescentes (Kagitcibasi, 2018;Luk et al, 2013;Shek & Sun, 2010). Sin embargo, esta tendencia puede mejorarse a través de la implementación de programas de Desarrollo Positivo de la Adolescencia.…”

Section: Discussionunclassified

Programa “creciendo juntos”: promoción de relaciones positivas para el alumnado

2022

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Los centros educativos pueden convertirse en entornos positivos implementando programas basados en evidencias. El objetivo de este artículo es presentar el programa “Creciendo Juntos” y analizar su eficacia en la promoción del establecimiento de relaciones positivas en estos. Se contó con una muestra de 990 alumnos (=12.96; 47.5% chicas) que respondieron la Escala sobre la percepción del alumnado acerca de sus relaciones en el centro y su nivel de participación educativa (RMSEA=.049; 90% .043-.055; CFI=.976; TLI =.967 y SRMR=.026). Mientras el grupo de control empeora en sus relaciones y su participación en el centro, el grupo de intervención se mantiene.

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“…These themes, sub-themes, and the sources analyzed within this scope are presented in Table 2. Targeted SEL skills to be developed Bahçuvanoğlu, 2019;Baydan, 2010;Beceren, 2012;Esen Aygün, 2017;Hamurcu Çelik, 2022;Kağıtçıbaşı et al, 2018;Özen, 2022;Taş, 2018;Ulaşan, 2018;Vardarlı;Yıldız, 2022;11 25.6 Total 43 100…”

Section: Analysis Of Datamentioning

confidence: 99%

“…Emotional As seen in Table 5, when the empirically effective SEL programs in Turkey are examined according to their 'development/adaptation' status, program development (f=8) (Bahçuvanoğlu, 2019;Baydan, 2010;Kağıtçıbaşı et al, 2018;Hamurcu Çelik, 2022;Taş, 2018;Ulaşan, 2018;Vardarlı, 2020;Yıldız, 2022) and adaptation to our culture (f=3) studies have been conducted (Beceren, 2012;Esen Aygün, 2017;Özen, 2022). In these studies, the effect of the programs aimed at developing SEL was tested experimentally.…”

Section: Emotional Dimensionmentioning

confidence: 99%

“…In addition, session durations varied between 40 and 150 minutes in the programs examined. According to the programs examined, the shortest program is 315 minutes, and the longest program is 800 minutes (Bahçuvanoğlu, 2019;Baydan, 2010;Kağıtçıbaşı et al, 2018;Hamurcu Çelik, 2022;Taş 2018;Ulaşan, 2018;Vardarlı, 2020;Yıldız, 2022;Beceren, 2012;Esen Aygün, 2017;Özen, 2022).…”

Section: Emotional Dimensionmentioning

confidence: 99%

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An Educational Review of Social and Emotional Learning Research in Turkey in the 21st Century

Sezgin

2023

IES

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This research aims to examine research on Social and Emotional Learning (SEL) in Turkey in the 21st century. A qualitative approach was used in the sample of 43 studies conducted in Turkey between January/2001-January/2023, including research articles and theses in SEL. The data was collected through document analysis from the databases of the Turkey National Thesis Center of the Council of Higher Education and Ankara Social Sciences University Library, and the Documentation Department. The data was analyzed by descriptive analysis. Findings proved that SEL measurement tools were developed and adapted as self-reports from primary school to higher education. SEL is correlated with desirable/positive and undesirable/negative traits in children and youth. There are short-term interventions developed and adapted. These programs are effective in improving SEL. As a result, it can be declared that the importance of SEL in raising healthy, successful, and happy generations is accepted in Turkey. However, there is a need for more systematic studies on SEL, both in theory and in practice. First of all, SEL standards should be determined at the national level, considering the cultural sensitivity of the SEL.

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Supporting positive development in early adolescence: A school-based intervention in Turkey

Cited by 7 publications

References 109 publications

Youth Practitioners’ Perspectives on Building Agency and Supporting Transitions with and for Young People Experiencing Disadvantage

Youth Practitioners’ Perspectives on Building Agency and Supporting Transitions with and for Young People Experiencing Disadvantage

Programa “creciendo juntos”: promoción de relaciones positivas para el alumnado

An Educational Review of Social and Emotional Learning Research in Turkey in the 21st Century

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