International Journal of Innovative Approaches in Education
Abbreviation: IJIAPE | ISSN (Print): 2602-4780 | ISSN (Online): 2602-4489 | DOI: 10.29329/ijiape

Original article    |    Open Access
International Journal of Innovative Approaches in Education 2021, Vol. 5(2) 205-217

Sosyal Destek Üzerine Bir Müdahale Programının Etkililiği: Akran Arabuluculuğu Programı

Eyüp Demir & Hüseyin Mertol

pp. 205 - 217   |  DOI: https://doi.org/10.29329/ijiape.2021.363.1

Published online: July 09, 2021  |   Number of Views: 110  |  Number of Download: 515


Abstract

Bu araştırmanın amacı, Akran Arabuluculuk Eğitim Programı’nın lise öğrencilerinin algılanan sosyal destek düzeylerine etkisini incelemektir. Bu amaç doğrultusunda, Orta Karadeniz bölgesinde bir liseye devam etmekte olan dokuzuncu ve onuncu sınıf öğrencileri tesadüfi olarak deney ve kontrol grubuna atanmıştır. Revize edilmiş Algılanan Sosyal Destek Ölçeği deney ve kontrol grubundaki öğrencilere uygulamadan iki hafta önce ve uygulama bittikten sonra uygulanmıştır. Deney grubundaki öğrencilere 7 hafta süreyle Akran Arabuluculuk Eğitim Programı uygulanırken, kontrol grubundaki öğrencilere herhangi bir müdahalede bulunulmamıştır. Araştırma hipotezleri bağımsız örneklemler için t-testi ve tek yönlü kovaryans analizi (ANCOVA) kullanılarak incelenmiştir. Araştırma sonucunda, uygulama öncesinde kontrol grubu lehine sosyal destek düzeylerinde anlamlı bir farklılık olmasına rağmen, uygulama sonrasında akran arabuluculuk eğitimi programına katılan deney grubundaki öğrencilerin algılanan sosyal destek düzeylerinde kontrol grubundaki öğrencilere göre anlamlı bir şekilde artış olduğu görülmüştür (F (1,23)= 7.07, p < . 05). Bu sonuçlardan yola çıkarak, akran arabuluculuk eğitim programının lise öğrencilerinin sosyal destek düzeylerini arttırmak istendiğinde kullanılabilecek bir program olduğu söylenebilir. İlerleyen araştırmalarda programın etkililiği farklı örneklemlerde incelenebilir. 

Keywords: Akran arabuluculuğu, algılanan sosyal destek, yarı-deneysel çalışma


How to Cite this Article

APA 6th edition
Demir, E. & Mertol, H. (2021). Sosyal Destek Üzerine Bir Müdahale Programının Etkililiği: Akran Arabuluculuğu Programı . International Journal of Innovative Approaches in Education, 5(2), 205-217. doi: 10.29329/ijiape.2021.363.1

Harvard
Demir, E. and Mertol, H. (2021). Sosyal Destek Üzerine Bir Müdahale Programının Etkililiği: Akran Arabuluculuğu Programı . International Journal of Innovative Approaches in Education, 5(2), pp. 205-217.

Chicago 16th edition
Demir, Eyup and Huseyin Mertol (2021). "Sosyal Destek Üzerine Bir Müdahale Programının Etkililiği: Akran Arabuluculuğu Programı ". International Journal of Innovative Approaches in Education 5 (2):205-217. doi:10.29329/ijiape.2021.363.1.

References
  1. Adams, B, Gary, A, Lynda, A. K. ve Daniel, W. K. (1996). Relationship of job and family involvement, family social support, and work-family conflict with job and life satisfaction. Journal of Applied Psychology, 81 (4), 421-420. [Google Scholar]
  2. Adıgüzel, İ. B. (2015). Peer mediation in schools. Procedia-Social and Behavioral Sciences, 174, 826-829. [Google Scholar]
  3. Araki, T.C. (1990). Dispute management in the schools. Mediation Quartely, 8 (1), 51-62. [Google Scholar]
  4. Arslan, C. (2009). Anger, self-esteem, and perceived social support in adolescence. Social Behavior and Personality, 37, 555-564. [Google Scholar]
  5. Baqutayan, S. (2011). Stress and social support.  Indian Journal of Psychological Medicine, 33 (1), 29- 34. [Google Scholar]
  6. Barışçıl okuldan toplumsal barışa demokratik yurttaş eğitimi projesi. Erişim tarihi: http:// www.demokratikyurttasegitimi.org, Ağustos 2016. [Google Scholar]
  7. Büyüköztürk, Ş. (1998). Kovaryans analizi: Varyans analizi ile karşılaştırmalı bir inceleme. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 31 (1), 91-105. [Google Scholar]
  8. Brown, R. B. (1991). Conflict resolution: a strategy for reducing physical confrantation in public schools. Dissertation Abstracts International, 53, 995-A. [Google Scholar]
  9. Calvete, E. ve Connor-Smith, J. K. (2006). Perceived social support, coping, and symptoms of distress in American and Spanish students. Anxiety, Stress and Coping, 19 (1), 47-65. [Google Scholar]
  10. Churchill, R. (2013). Today's children, tomorrow's protectors: purpose and process for peer mediation in K-12 Education. Pepp. Disp. Resol. LJ, 13, 363. [Google Scholar]
  11. Cohen, S. ve Syme, S. L. (1985). Issues in the study and application of social support Cohen, Social Support and Health, 3 (22). [Google Scholar]
  12. Colarossi, L.G. (2001). Adolescent gender differences in social support : Structure, fuction and provider type. Social Work Research, 25 (4), 233. [Google Scholar]
  13. Cremin, H. (2007). Peer mediation: Citizenship and social inclusion revisited, Open University Press, McGrawHill Education, New York, NY 10121–2289, USA [Google Scholar]
  14. Çetin, C., Türnüklü, A., & Turan, N. (2014). Anlaşmazlıkların çözümünde akran arabuluculuk modelinin dönüştürücü etkileri: Arabulucu öğrenciler gözünden bir değerlendirme. Dokuz Eylül Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 16 (3), 383-411. [Google Scholar]
  15. Daunic, A. P., Smith, S. W., Robinson, T. R., Miller, M. D. & Landry, K. L. (2000). School-wide conflict resolution and peer mediation programs: Experiences in three middle schools. Intervention in School & Clinic, 36 (2), 94-100. [Google Scholar]
  16. DeSantis King, A. L., Huebner, S., Suldo, S. M., ve Valois, R. F. (2006). An ecological view of school satisfaction in adolescence: linkages between social support and behavior problems. Applied Research in Quality of Life 1, 279–295. [Google Scholar]
  17. Edwards, L. M. (2009). Hope. In S. J. Lopez (Ed.). The encyclopedia of positive psychology, 487-491. [Google Scholar]
  18. Gottlieb, B. H. (2009). Social support. In S.J. Lopez (Ed.), The encyclopedia of positive psychology, 913-916. [Google Scholar]
  19. Haft, W.S & Weiss, E.R. (1998). Peer Mediation in Schools: Expectations and Evaluations. Harward Negotiation Law Review, 3, 213-319 [Google Scholar]
  20. Hart, J. ve Gunty, M. (1997). The impact of a peer mediation program on an elementary school environment. Peace & Change, 1 (22), 76-92. [Google Scholar]
  21. Heitzmann, C. A. ve Kaplan, R.M. (1988). Assesment of methods for measuring social support. Health Psychology, 7, 75-109. [Google Scholar]
  22. Helsen, M., Vollebergh, W., ve Meeus, W. (2000). Social support from parents and friends and emotional problems in adolescence. Journal of Youth and Adolescence, 29 ( 3), 319-335. [Google Scholar]
  23. Humphries, T. L. (1999). Improving peer mediation programs: Student experiences and suggestions. Professional School Counseling, 3 (1), 13-21. [Google Scholar]
  24. Johnson, D. W. ve Johnson, R. T. (1995). Teaching students to be peacemakers: Results of five years of research. Peace and Conflict: Journal of Peace Psychology, 1 (4): 417-438. [Google Scholar]
  25. Johnson, D. W., & Johnson, R. T. (1995). Teaching students to be peacemakers: Results of five years of research. Peace and Conflict: Journal of Peace Psychology, 1 (4), 417. [Google Scholar]
  26. Johnson, D. W., & Johnson, R. T. (1996). Conflict resolution and peer mediation programs in elementary and secondary schools: A review of the research. Review of Educational research, 66 (4), 459-506. [Google Scholar]
  27. Johnson, D. W., Johnson, R. T., Mithcell, J., Cotten, B., Harris,D., Louison, S. (1996). Effectiveness of conflict managers in an inner-city elementary school. Journal Of Educational Research, 89 (5), 280-286. [Google Scholar]
  28. Kenny, M. E., Blustein, D. L., Chaves, A., Grossman, J. M. ve Gallagher, L. (2003). The role of perceived barriers and relational support in the educational and vocational lives of urban high school students. Journal of Counseling Psychology, 50, 142-155. [Google Scholar]
  29. Ladd, G. W. (1990). Having friends, keeping friends, making friends, and being liked by peers in the classroom: Predictors of children's early school adjustment ?. Child Development, 61 (4), 1081-1100. [Google Scholar]
  30. Lane, P. S., & McWhirter, J. J. (1992). A peer mediation model: Conflict resolution for elementary and middle school children. Elementary School Guidance & Counseling, (27), 15-24. [Google Scholar]
  31. Lee, J.S., Koeske, G.F. ve Sales, E. (2004). Social support buffering of acculturative stress: A study of mental health symptoms among Korean international students. International Journal of Intercultural Relations, 28, 399–414. [Google Scholar]
  32. Lepore, S. J., Evans, G. W. ve Schneider, M. L. (1991). Dynamic role of social support in the link between chronic stress and psychological distress. Journal of Personality and Social Psychology, 61 (6), 899-909. [Google Scholar]
  33. Levitt, M. J., Guacci-Franco, N., ve Levitt, J. L. (1994). Social support and achievement in childhood and early adolescene: A multicultural study. Journal of Applied Developmental Psychology, 15 (2), 207-222. [Google Scholar]
  34. Light, P., E. Nesbitt, V. Light, and S. White. (2000). Variety is the spice of life: Student use of CMC in the context of campus-based study. Computers and Education 34: 257–267. [Google Scholar]
  35. Mallinckrodt, B. (1988). Students retention, social support, and dropout intention: comparison of black and white students. Journal of Counseling Psychology, 129 (1), 60-64. [Google Scholar]
  36. McConnell, D. (1994). Managing open learning in computer-supported collaborative learning environments. Studies in Higher Education 19: 341–359. [Google Scholar]
  37. Moon, S. S. (2008). Acculturation, social support, and family conflict: Korean-American adolscents’ perceptions. Springer Science, Child adolesence and social Work, 25, 227- 240. [Google Scholar]
  38. Nickel, T. B. (2002). Student-to-student interaction in online discussions: The role of moderator status. Abstract in Dissertation Abstracts International, 63 (01), 152. [Google Scholar]
  39. Nota, L., Ferrari, L. Solberg, V. S. H. ve Soresi, S. (2007). Career search self-efficacy, family support, and career indecision with Italian youth. Journal of Career Assessment, 15, 181-193. [Google Scholar]
  40. Ögel, K. 2012. İnternet Bağımlılığı. Türkiye İş Bankası Kültür Yayınları: İstanbul. [Google Scholar]
  41. Patel, N. (1992). Psychological disturbance, social support and stressors: a communitysurvey of immigrant Asian women and the indigenous population. Counseling Psychology Quarterly, 5, 263–277. [Google Scholar]
  42. Perrier, C. P. K., Boucher, R., Etchegary, H., Sadava, S. W. ve Molnar, D. S. (2010). The overlapping contributions of attachment orientation and social support in predicting life-events distress. Canadian Journal of Behavioural Science/Revue canadienne des sciences du comportement, 42 (2), 71-79. [Google Scholar]
  43. Poole, D. (2000). Student participation in a discussion-oriented online course: A case study. Journal of Research on Computing in Education 33: 162–177. [Google Scholar]
  44. Rogers, C. R. (1970). Carl Rogers on encounter groups. [Google Scholar]
  45. Sarason, I. G. ve Sarason, B. R. (1982). Concomitants of social support: attitudes, personality characteristics, and life experiences. Joumal of Personality, 50 (3), 331-344. [Google Scholar]
  46. Schaeffer, S., ve Rollin, A. (2001). The evaluation of a community-based conflict resolution progarm for african american children and adolescents. Research for Educational Reform, 6 (1), 33-50. [Google Scholar]
  47. Sellman, E. (2008) Mediation matters: creating a peaceful school through peer mediation (Cambridge, LDA). [Google Scholar]
  48. Stevahn, L., Johnson, D. W., Johnson, R. T., & Schultz, R. (2002). Effects of conflict resolution training integrated into a high school social studies curriculum. The Journal of social psychology, 142 (3), 305-331. [Google Scholar]
  49. Stokes, J. P. (1985). The Relation of socal network and individual difference veriables to lonelines to loneliness. Journal of Personality and Social Psychology, (48), 981-990. [Google Scholar]
  50. Taylor, S. E, Dickerson, S. S. ve Klein, L.C. (2002). Toward a biology of social support. In Handbook of positive psychology. C.R. Snyder and S.J. Lopez (Eds), 556-569. [Google Scholar]
  51. Türk, F. ve Türnüklü, A. (2013). Akran arabuluculuk eğitiminin lise öğrencilerinin çatışmaları üzerindeki etkisinin incelenmesi. Sosyal Bilimler Dergisi, 3 (5), 55-68. [Google Scholar]
  52. Türnüklü , A.; Kaçmaz, T.; İki, E.; Balcı, F.(2009). Liselerde Öğrenci Şiddetinin Önlenmesi Anlaşmazlık Çözümü, Müzakere ve Akran-Arabuluculuk Eğitim Programı. Ankara: Maya Akademi. [Google Scholar]
  53. Türnüklü, A. (2011). Peer mediators’ perceptions of the mediation process. Education and Science, 36 (159): 179-191. [Google Scholar]
  54. Tyrrell, J. & Farrell, S. (1995). Peer mediation in primary schools (Coleraine, University of Ulster). [Google Scholar]
  55. Ural, A. ve Kılıç, İ. (2005). Bilimsel araştırma süreci ve SPSS ile veri analizi. Ankara: Detay Yayıncılık. [Google Scholar]
  56. Vieno, A., Santinello, M., Pastore, M., ve Perkins, D. D. (2007). Social support, sense of community in school, and self-efficacy as resources during early adolescence: an integrative model. American Journal of Community Psychology, 39, 177-190. [Google Scholar]
  57. Yalçın, İ. (2015).  İyi oluş ve sosyal destek arasındaki ilişkiler: Türkiye’de yapılmış çalışmaların meta analizi. Türk Psikiyatri Dergisi, 25. [Google Scholar]
  58. Yıldırım, İ. (2004). Depresyonun yordayıcısı olarak sınav kaygısı, gündelik sıkıntılar ve sosyal destek, Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 27, 241- 250. [Google Scholar]
  59. Yıldırım, İ. (2007). Depression, test anxiety and social support among Turkish students preparing for the university entrance examination. Eurasian Journal of Educational Research, 29, 171-184. [Google Scholar]
  60. Zahanga, J. ve Goodson, P. (2011). Predictors of international students’ psychosocial adjustment to life in the united states: a systematic review. International Journal of Intercultural Relations, 35, 139-162. [Google Scholar]
  61. Zimet G.D., Dahlem N.W. ve Zimet S. G. (1988). The Multidimensional Scale of Perceived Social Support. J Pers Assess, 52, 30-41. [Google Scholar]