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Bu araştırmanın amacı, eğitim personellerinin görüşleri doğrultusunda, öğrencilerin problem davranışlarını ve bu davranışlara yönelik müdahaleleri belirlemektir. Açıklayıcı nitel araştırma kapsamında planlanan araştırmanın çalışma grubu, Ankara ilinde Milli Eğitim Bakanlığına bağlı ilkokul ve ortaokullarda görev yapan 54 katılımcıdan oluşmuştur. Veriler yarı yapılandırılmış görüşme formu ile toplanmıştır. Katılımcıların görüşleri doğrultusunda yapılan içerik analizi sonucunda problem davranışlarla ilgili, “şiddet-saldırganlık ve “itaatsizlik” olmak üzere iki ana tema belirlenmiştir. Katılımcıların şiddet-saldırganlık ana temasında öğrencilerin en çok sergiledikleri problem davranışları “vurma ve küfretme” davranışları olarak belirttikleri görülmüşken, itaatsizlik teması altında en sık ifade edilen davranışın “izinsiz konuşma” olduğu görülmüştür. Problem davranışlara yönelik uygulanan müdahale türleri başlığı altında ise “müdahale edici ve önleyici yaklaşım” olmak üzere iki ana tema belirlenmiştir. Katılımcıların müdahale edici yaklaşımda en çok “aile ile görüşme” yaptıkları görülmüşken, en az başvurdukları yaklaşımın ise “idareye gönderme” olduğu görülmüştür. Önleyici yaklaşımda ise en çok “eğitim düzenlemeleri” görülmüşken, en az başvurulan yaklaşımın ise “kural öğretimi” olduğu belirlenmiştir.
The aim of this study is to identify the challenging behaviors of the students and interventions for these behaviors according to the views of the educational staff. The sample was planned within the scope of descriptive qualitative research, and consists of 54 participants working in the primary and secondary schools of the Ministry of Education in Ankara province. The data were collected through semi-structured interview forms. As a result of content analysis, two main themes, including "violence-aggression" and "disobedience" were determined according to the views of the participants. The most common challenging behaviors defined by the students under the main theme of "violence-aggression" were "hitting and swearing", while the most frequently referred behavior was "talking without permission" under the theme of "disobedience". Two main themes are also identified as "interfering approach" and "preventive approach" under the title of intervention types for challenging behaviors. The most applied approach is “interviewing with families”, while the least applied approach is “office referrals” in interfering approach. The most common approach is “organizing training,” while the least applied approach is “teaching rules” in preventive approach.
The aim of this study is to identify the challenging behaviors of the students and interventions for these behaviors according to the views of the educational staff. The sample was planned within the scope of descriptive qualitative research, and consists of 54 participants working in the primary and secondary schools of the Ministry of Education in Ankara province. The data were collected through semi-structured interview forms. As a result of content analysis, two main themes, including “violence-aggression” and “disobedience” were determined according to views of the participants. The most common challenging behaviors defined by the students under the main theme of “violence-aggression” were “hitting and swearing”, while the most frequently referred behavior was “talking without permission” under “disobedience” theme. Two main themes are also identified as “interfering approach” and “preventive approach” under the title of intervention types for challenging behaviors. The most applied approach is “interviewing with families”, while the least applied approach is “office referrals” in interfering approach. The most common approach is “organizing trainings,” while the least applied approach is “teaching rules” in preventive approach.
Field : Eğitim Bilimleri
Journal Type : Ulusal
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