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LİONS QUEST YAŞAM BECERİLERİ PROGRAMININ TÜRKİYE’DEKİ UYGULAMA ÖRNEĞİ

Year 2019, Issue: 50, 254 - 282, 26.04.2019
https://doi.org/10.21764/maeuefd.435175

Abstract

Lions
Quest Yaşam Becerileri Programı (LQYBP) öğrencilerin sosyo-duygusal öğrenme
becerilerinin gelişimini destekleyen bir programdır. Bu araştırmanın amacı LQYBP’nin
okullarda kullanımını ve programın sınıf ortamı ve öğrenci davranışları ile
olan ilişkisini araştırmaktır. Programı farklı şekillerde uygulayan iki okul
(Okul A ve Okul B) araştırmanın örneklemini oluşturmaktadır. Her iki okulda da
öğretmenler 2014-2015 eğitim öğretim yılı başında iki tam günlük program eğitimi
almıştır. Okul A’da yıl içindeki program uygulamaları öğretmenlerin tercihine
bırakılırken, Okul B’de program müfredatın içine yerleştirilerek haftalık bir ders
saati şeklinde uygulanmıştır. Öğretmenlerin uygulama sürecinde programla ilgili
soruları program uzmanları tarafından cevaplandırılmıştır. Uygulama sonundaki
veriyi sınıf gözlemleri ve öğretmenlerle yapılan görüşmeler oluşturmuştur. Sınıf
gözlemleri araştırmanın amacını bilmeyen bağımsız gözlemciler tarafından yürütülmüştür.
Öğretmen görüşleri sınıf gözlemlerine dayandırılan yapılandırılmamış görüşme
soruları kullanılarak elde edilmiştir. Sınıf gözlemleri, Sınıf Ortamı Gözlem
Ölçeği (Golly ve Snead, 2004) ve Öğrenci Davranışları Gözlem Ölçeği (‘Observational
Checklist’, t.y.) kullanılarak elde edilmiştir. Bulgular LQYBP ile sınıf ortamı
ve LQYBP ile olumlu öğrenci davranışları arasında olumlu yönde ilişki gösterirken,
LQYBP ile olumsuz öğrenci davranışları arasında bir ilişki bulunamamıştır. Okullar
ayrı ayrı değerlendirildiğinde, sınıf ortamında Okul B’nin lehine olumlu yönde
bir farka rastlanırken, bu fark öğrenci davranışları için bulunamamıştır. Bu
çalışmanın, LQYBP ve benzeri programların okullarda uygulanma yöntemlerine
yönelik öneriler getirmesi ve bu yolla etkililiklerinin arttırılması yönünde
katkı sunması beklenmektedir.   

References

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  • Author. (2014, Mayıs). The effects of collaborative and participatory games on the first grade students’ transitions to school. 19th International Play Association World Konferansında sunulan bildiri, İstanbul Teknik Üniversitesi, İstanbul. Erişim adresi: www.ipa2014.org
  • Author. (2016). The Lions Quest Program in Turkey: teachers’ views and classroom practices. The International Journal of Emotional Education, 8(2), 60-69.
  • Author. (2017). The Effectiveness of the Lions Quest Program: Skills for Growing on School Climate, Students’ Behaviors, Perceptions of School, and Conflict Resolution Skills. European Early Childhood Education Research Journal. 25(4), 575-594. doi: http://dx.doi.org/10.1080/1350293X.2016.1182311
  • Berkowitz, M. W. (1999). Obstacles to teacher training in character education, Action in Teacher Education, 20(4), 1-10. doi:10.1080/01626620.1999.10462930
  • Berkowitz, M. W. ve Bier, M. C. (2005). What works in character education: A report for policy makers and opinion leaders. 28 Nisan 2013 tarihinde http://www.character.org/uploads/PDFs/White_Papers/White_Paper_What_Works_Policy.pdf adresinden erişildi.
  • Bosworth, K. ve Judkins, M. (2014). Tapping into the power of school climate to prevent bullying: One application of school-wide positive behavior interventions and supports, Theory Into Practice, 53(4), 300-307. doi: 10.1080/00405841.2014.947224
  • Botvin, G. J., Baker, E., Dusenbury, L., Botvin, E. M. ve Diaz, T. (1995). Long-term follow-up results of a randomized drug abuse prevention trial in a white middle-class population. Journal of the American Medical Association, 273(14), 1106-1112.
  • Bulut, S. (2008). Okullarda gorulen ogrenciden ogrenciye yonelik siddet olaylarinin bazi degiskenler acisindan arsiv arastirmasi yontemiyle incelenmesi. Abant Izzet Baysal Universitesi Egitim Fakultesi Dergisi, 8(2), 23-38.
  • Bywater, T. ve Sharples, J. (2012). Effective evidence-based interventions for emotional well-being: lessons for policy and practice. Research Papers in Education, 27(4), 389-408. doi:10.1080/02671522.2012.690242
  • Chitiyo, M., May, M. E. ve Chitiyo, G. (2012). An assessment of the evidence-base for school-wide positive behavior support. Education and Treatment of Children, 35(1), 1-24.
  • Clayton, C. J., Ballif-Spanvill, B. ve Hunsaker, M. D. (2001). Preventing violence and teaching peace: A review of promising and effective antiviolence, conflict-resolution, and peace programs for elementary school children. Applied and Preventive Psychology, 10(1), 1-35.
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  • Diken, İ. H., Çavkaytar, A., Batu, S., Bozkurt F. ve Kurtyılmaz, Y. (2011). Effectiveness of the Turkish version of “First Step to Success Program” in preventing antisocial behaviors. Education and Science, 36(161), 145-158.
  • Domitrovich, C. E., Bradshaw, C. P., Poduska, J. M., Hoagwood, K., Buckley, J. A., Olin, S., . . . N. S. Ialongo. (2008). Maximizing the implementation quality of evidence-based preventive interventions in schools: a Conceptual Framework. Advances in School Mental Health Promotion, 1(3), 6-28.
  • Donat Bacıoğlu, S. (2014). Şiddet ve saldırganlığın azalmasında önleme ve müdahale programlarının etkililiği: Meta analiz çalışması. Türk Psikolojik Danışma ve Rehberlik Dergisi, 5(42), 294-304.
  • Durlak, J. A., Taylor, R. D., Kawashima, K., Pachan, M. K., DuPre, E. P., Celio, C., . . . Weissberg, R. P. (2007). Effects of positive youth development programs on school, family, and community systems. American Journal of Community Psychology, 39(3-4), 269-286.
  • Durlak, J. A., Weissberg, R. P. ve Pachan, M. (2010). A meta-analysis of after-school programs that seek to promote personal and social skills in children and adolescents. American Journal of Community Psychology, 45(3-4), 294–309.
  • Durlak, J. A., Weissberg R. P., Dymnicki A. B., Taylor, R. D. ve Schellinger, K. B. (2011). The impact of enhancing students' social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405-432.
  • Eisen, M., Zellman, G. L., Massett, H. A. ve Murray, D. M. (2002). Evaluating the Lions-Quest “Skills for Adolescence” education program second year behavior outcomes. Addictive Behaviors, 28, 883-897.
  • Eisen, M., Zellman, G. L. ve Murray, D. (2003). Evaluating the Lions-Quest “Skills for Adolescence” drug education program first year behavior outcomes. Addictive Behaviors, 27, 619-632.
  • Elias, M. J. ve Moceri, D. C. (2012). Developing social and emotional aspects of learning: the American experience. Research Papers in Education, 27(4), 423-434. doi: 10.1080/02671522.2012.690243
  • Foxcroft, D. R. ve Tsertsvadze, A. (2012). Universal alcohol misuse prevention programmes for children and adolescents: Cochrane systematic reviews. Perspectives in Public Health, 132(3), 128-133.
  • Gittins, C. (2006). Europe and violence in schools – How to make a difference: A handbook, Council of Europe, Strasbourg.
  • Golly, A. ve Snead, C. (2004). Indicators of an orderly, positive and fully engaged classroom. Eugene, OR.
  • Gresham, F. M. (2009). Evolution of the treatment integrity concepts: current status and future directions. School Psychology Review, 38, 533-540.
  • Han, S. S. ve Weiss, B. (2005). Sustainability of teacher implementation of school-based mental health programs. Journal of Abnormal Child Psychology, 33, 665-679.
  • Jennings, P. A. ve Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491-525. doi: 10.3102/0034654308325693
  • Jones, T. S. (2004). Conflict resolution education: The field, the findings, and the future. Conflict Resolution Quarterly, 22(1-2), 233-267.
  • Kapçı, E. G. (2004). İlköğretim öğrencilerinin zorbalığa maruz kalma türünün ve sıklığının depresyon, kaygı ve benlik saygısıyla ilişkisi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 37, 1-13.
  • Kilian, J. M., Fish, M. C. ve Maniago, E. B. (2007). Making schools safe. Journal of Applied School Psychology, 23(1), 1-30. doi: 10.1300/J370v23n01_01
  • Kramer, T. J., Caldarella, P., Young, K. R., Fischer, L. ve Warren, J. S. (2014). Implementing strong kids school-wide to reduce internalizing behaviors and increase prosocial behaviors. Education and Treatment of Children, 37(4), 659-680. doi: 10.1353/etc.2014.0031
  • Laird, M. ve Black, S. (1999). Service-learning evaluation project: Program effects for at-risk students. Newark, OH: Lions Quest, Lions Clubs International Foundation. 17 Nisan 2012 tarihinde http://www.lions-quest.org/pdfs/ServiceLearningSFCEvaluation.pdf adresinden erişildi.
  • Lendrum, A. ve Humphrey, N. (2012). The importance of studying the implementation of interventions in school settings. Oxford Review of Education, 38(5), 635-652. doi:10.1080/03054985.2012.734800
  • Lions Clubs International. (2013a). International overview. 30 Mart 2014 tarihinde http://www.lions-quest.org/international.php adresinden erişildi.
  • Lions Clubs International. (2013b). Program overview. 30 Mart 2014 tarihinde http://www.lions-quest.org/progoverview.php adresinden erişildi.
  • Lions Clubs International. (n.d.). Lions Quest PreK-8 Scope and Sequence. 12 Mart 2016 tarihinde https://www.lions-quest.org/wp-content/uploads/2015/11/SFG-Scope-and-Sequence-spreads.pdf adresinden erişildi.
  • Milli Eğitim Bakanlığı. (2007). Ortaöğretim okullarında görevli yöneticilerin şiddet konusundaki bilgi ve becerilerine ilişkin mevcut durum analizi 25 Nisan 2015 tarihinde http://www.meb.gov.tr/earged/earged/siddet_arastirmasi_yonetici.pdf adresinden erişildi.
  • Milli Eğitim Bakanlığı. (2008). Öğrencilerin şiddet algısı 25 Nisan 2015 tarihinde http://www.meb.gov.tr/earged/earged/siddet_algisi.pdf adresinden erişildi.
  • Moore, K., Jones, N. ve Broadbent, E. (2008). School violence in OECD countries. London: Plan International.
  • Quest International. (1995). Report for U.S. Department of Education expert panel on safe, disciplines, and drug-free schools: Lions-quest skills for growing. Newark, OH: Quest.
  • Observational Checklists for Prosocial Behaviors of Elementary School Children. (n.d.). 6 Ocak 2010 tarihinde http://www.lionsquest.org/pdfs/ObservationalChecklistsForProsocialBehaviors.pdf adresinden erişildi.
  • Ohsako, T. (1999). Violence at school: global issues and interventions. Paris: UNESCO.
  • Özçebe, H., Çetik H. ve Üner S. (2006). Adolesanlarda şiddet davranışları. Şiddet ve okul: Okul ve Çevresinde Çocuğa Yönelik Şiddet ve Alınabilecek Tedbirler Sempozyumu. (272-275). 28-30 Mart, Istanbul, Turkey.
  • Payton, J. W., Wardlaw, M. D., Graczyk, P. A., Bloodworth, M. R., Tompsett, C. J. ve Weissberg, R. P. (2000). Social Emotional Learning: A framework for promoting mental health and reducing risk behavior in children and youth. Journal of School Health, 70(5), 179-185.
  • Payton, J., Weissberg, R. P., Durlak, J. A., Dymnicki, A. B., Taylor, R. D., Schellinger, K. B. ve Pachan, M. (2008). The positive impact of social and emotional learning for kindergarten to eighth-grade students: Findings from three scientific reviews. Chicago, IL: Collaborative for Academic, Social, and Emotional Learning.
  • Powers, J. D., Bowen, N. K. ve Bowen, G. L. (2010). Evidence-based programs in school settings: barriers and recent advances. Journal of Evidence-Based Social Work, 7, 313–331.
  • Smith, P. (2004). Violence in schools: a European perspective. 2 Mart 2012 tarihinde http://www.oecd.org/edu/innovation-education/34739292.pdf adresinden erişildi.
  • Thapa, A., Cohen, J., Guffey, S. ve Higgins-D’Alessandro, A. (2013). A review of school climate research. Review of Educational Research, 83(3), 357-385. doi:10.3102/0034654313483907
  • United Nations of Educational, Scientific and Cultural Organization. (2007). Stopping violence in schools: a guide for teachers. 2 Mart 2012 tarihinde http://www.unesco.org/education adresinden erişildi.
  • Walker, H. M. (2004). Use of evidence-based interventions in schools: Where we've been, where we are, and where we need to go. School Psychology Review, 33(3), 398-407.
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Year 2019, Issue: 50, 254 - 282, 26.04.2019
https://doi.org/10.21764/maeuefd.435175

Abstract

References

  • Author. (2013, Eylül). Teachers’ ideas of a program for developing children’s socio-emotional skills. European Conference on Educational Research Konferansında sunulan bildiri, Bahçeşehir Üniversitesi, İstanbul. Erişim adresi: http://www.eera-ecer.de/ecer-programmes/conference/8/contribution/21879/
  • Author. (2014, Mayıs). The effects of collaborative and participatory games on the first grade students’ transitions to school. 19th International Play Association World Konferansında sunulan bildiri, İstanbul Teknik Üniversitesi, İstanbul. Erişim adresi: www.ipa2014.org
  • Author. (2016). The Lions Quest Program in Turkey: teachers’ views and classroom practices. The International Journal of Emotional Education, 8(2), 60-69.
  • Author. (2017). The Effectiveness of the Lions Quest Program: Skills for Growing on School Climate, Students’ Behaviors, Perceptions of School, and Conflict Resolution Skills. European Early Childhood Education Research Journal. 25(4), 575-594. doi: http://dx.doi.org/10.1080/1350293X.2016.1182311
  • Berkowitz, M. W. (1999). Obstacles to teacher training in character education, Action in Teacher Education, 20(4), 1-10. doi:10.1080/01626620.1999.10462930
  • Berkowitz, M. W. ve Bier, M. C. (2005). What works in character education: A report for policy makers and opinion leaders. 28 Nisan 2013 tarihinde http://www.character.org/uploads/PDFs/White_Papers/White_Paper_What_Works_Policy.pdf adresinden erişildi.
  • Bosworth, K. ve Judkins, M. (2014). Tapping into the power of school climate to prevent bullying: One application of school-wide positive behavior interventions and supports, Theory Into Practice, 53(4), 300-307. doi: 10.1080/00405841.2014.947224
  • Botvin, G. J., Baker, E., Dusenbury, L., Botvin, E. M. ve Diaz, T. (1995). Long-term follow-up results of a randomized drug abuse prevention trial in a white middle-class population. Journal of the American Medical Association, 273(14), 1106-1112.
  • Bulut, S. (2008). Okullarda gorulen ogrenciden ogrenciye yonelik siddet olaylarinin bazi degiskenler acisindan arsiv arastirmasi yontemiyle incelenmesi. Abant Izzet Baysal Universitesi Egitim Fakultesi Dergisi, 8(2), 23-38.
  • Bywater, T. ve Sharples, J. (2012). Effective evidence-based interventions for emotional well-being: lessons for policy and practice. Research Papers in Education, 27(4), 389-408. doi:10.1080/02671522.2012.690242
  • Chitiyo, M., May, M. E. ve Chitiyo, G. (2012). An assessment of the evidence-base for school-wide positive behavior support. Education and Treatment of Children, 35(1), 1-24.
  • Clayton, C. J., Ballif-Spanvill, B. ve Hunsaker, M. D. (2001). Preventing violence and teaching peace: A review of promising and effective antiviolence, conflict-resolution, and peace programs for elementary school children. Applied and Preventive Psychology, 10(1), 1-35.
  • Collaborative for Academic, Social, and Emotional Learning. (2013). The missing piece: a national teacher survey on how social and emotional learning can empower children and transform schools. Chicago, IL.
  • Collaborative for Academic, Social, and Emotional Learning. (2015). CASEL Guide: Effective social and emotional learning programs, middle and high school edition. Chicago, IL.
  • Creswell, J. W. (2012). Qualitative inquiry and research design: Choosing among five approaches. California: CA, Sage Publications.
  • Denzin, N. K. & Lincoln, Y. S. (2011). The SAGE handbook of qualitative research. California: CA, Sage Publications.
  • Diken, İ. H., Çavkaytar, A., Batu, S., Bozkurt F. ve Kurtyılmaz, Y. (2011). Effectiveness of the Turkish version of “First Step to Success Program” in preventing antisocial behaviors. Education and Science, 36(161), 145-158.
  • Domitrovich, C. E., Bradshaw, C. P., Poduska, J. M., Hoagwood, K., Buckley, J. A., Olin, S., . . . N. S. Ialongo. (2008). Maximizing the implementation quality of evidence-based preventive interventions in schools: a Conceptual Framework. Advances in School Mental Health Promotion, 1(3), 6-28.
  • Donat Bacıoğlu, S. (2014). Şiddet ve saldırganlığın azalmasında önleme ve müdahale programlarının etkililiği: Meta analiz çalışması. Türk Psikolojik Danışma ve Rehberlik Dergisi, 5(42), 294-304.
  • Durlak, J. A., Taylor, R. D., Kawashima, K., Pachan, M. K., DuPre, E. P., Celio, C., . . . Weissberg, R. P. (2007). Effects of positive youth development programs on school, family, and community systems. American Journal of Community Psychology, 39(3-4), 269-286.
  • Durlak, J. A., Weissberg, R. P. ve Pachan, M. (2010). A meta-analysis of after-school programs that seek to promote personal and social skills in children and adolescents. American Journal of Community Psychology, 45(3-4), 294–309.
  • Durlak, J. A., Weissberg R. P., Dymnicki A. B., Taylor, R. D. ve Schellinger, K. B. (2011). The impact of enhancing students' social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405-432.
  • Eisen, M., Zellman, G. L., Massett, H. A. ve Murray, D. M. (2002). Evaluating the Lions-Quest “Skills for Adolescence” education program second year behavior outcomes. Addictive Behaviors, 28, 883-897.
  • Eisen, M., Zellman, G. L. ve Murray, D. (2003). Evaluating the Lions-Quest “Skills for Adolescence” drug education program first year behavior outcomes. Addictive Behaviors, 27, 619-632.
  • Elias, M. J. ve Moceri, D. C. (2012). Developing social and emotional aspects of learning: the American experience. Research Papers in Education, 27(4), 423-434. doi: 10.1080/02671522.2012.690243
  • Foxcroft, D. R. ve Tsertsvadze, A. (2012). Universal alcohol misuse prevention programmes for children and adolescents: Cochrane systematic reviews. Perspectives in Public Health, 132(3), 128-133.
  • Gittins, C. (2006). Europe and violence in schools – How to make a difference: A handbook, Council of Europe, Strasbourg.
  • Golly, A. ve Snead, C. (2004). Indicators of an orderly, positive and fully engaged classroom. Eugene, OR.
  • Gresham, F. M. (2009). Evolution of the treatment integrity concepts: current status and future directions. School Psychology Review, 38, 533-540.
  • Han, S. S. ve Weiss, B. (2005). Sustainability of teacher implementation of school-based mental health programs. Journal of Abnormal Child Psychology, 33, 665-679.
  • Jennings, P. A. ve Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491-525. doi: 10.3102/0034654308325693
  • Jones, T. S. (2004). Conflict resolution education: The field, the findings, and the future. Conflict Resolution Quarterly, 22(1-2), 233-267.
  • Kapçı, E. G. (2004). İlköğretim öğrencilerinin zorbalığa maruz kalma türünün ve sıklığının depresyon, kaygı ve benlik saygısıyla ilişkisi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 37, 1-13.
  • Kilian, J. M., Fish, M. C. ve Maniago, E. B. (2007). Making schools safe. Journal of Applied School Psychology, 23(1), 1-30. doi: 10.1300/J370v23n01_01
  • Kramer, T. J., Caldarella, P., Young, K. R., Fischer, L. ve Warren, J. S. (2014). Implementing strong kids school-wide to reduce internalizing behaviors and increase prosocial behaviors. Education and Treatment of Children, 37(4), 659-680. doi: 10.1353/etc.2014.0031
  • Laird, M. ve Black, S. (1999). Service-learning evaluation project: Program effects for at-risk students. Newark, OH: Lions Quest, Lions Clubs International Foundation. 17 Nisan 2012 tarihinde http://www.lions-quest.org/pdfs/ServiceLearningSFCEvaluation.pdf adresinden erişildi.
  • Lendrum, A. ve Humphrey, N. (2012). The importance of studying the implementation of interventions in school settings. Oxford Review of Education, 38(5), 635-652. doi:10.1080/03054985.2012.734800
  • Lions Clubs International. (2013a). International overview. 30 Mart 2014 tarihinde http://www.lions-quest.org/international.php adresinden erişildi.
  • Lions Clubs International. (2013b). Program overview. 30 Mart 2014 tarihinde http://www.lions-quest.org/progoverview.php adresinden erişildi.
  • Lions Clubs International. (n.d.). Lions Quest PreK-8 Scope and Sequence. 12 Mart 2016 tarihinde https://www.lions-quest.org/wp-content/uploads/2015/11/SFG-Scope-and-Sequence-spreads.pdf adresinden erişildi.
  • Milli Eğitim Bakanlığı. (2007). Ortaöğretim okullarında görevli yöneticilerin şiddet konusundaki bilgi ve becerilerine ilişkin mevcut durum analizi 25 Nisan 2015 tarihinde http://www.meb.gov.tr/earged/earged/siddet_arastirmasi_yonetici.pdf adresinden erişildi.
  • Milli Eğitim Bakanlığı. (2008). Öğrencilerin şiddet algısı 25 Nisan 2015 tarihinde http://www.meb.gov.tr/earged/earged/siddet_algisi.pdf adresinden erişildi.
  • Moore, K., Jones, N. ve Broadbent, E. (2008). School violence in OECD countries. London: Plan International.
  • Quest International. (1995). Report for U.S. Department of Education expert panel on safe, disciplines, and drug-free schools: Lions-quest skills for growing. Newark, OH: Quest.
  • Observational Checklists for Prosocial Behaviors of Elementary School Children. (n.d.). 6 Ocak 2010 tarihinde http://www.lionsquest.org/pdfs/ObservationalChecklistsForProsocialBehaviors.pdf adresinden erişildi.
  • Ohsako, T. (1999). Violence at school: global issues and interventions. Paris: UNESCO.
  • Özçebe, H., Çetik H. ve Üner S. (2006). Adolesanlarda şiddet davranışları. Şiddet ve okul: Okul ve Çevresinde Çocuğa Yönelik Şiddet ve Alınabilecek Tedbirler Sempozyumu. (272-275). 28-30 Mart, Istanbul, Turkey.
  • Payton, J. W., Wardlaw, M. D., Graczyk, P. A., Bloodworth, M. R., Tompsett, C. J. ve Weissberg, R. P. (2000). Social Emotional Learning: A framework for promoting mental health and reducing risk behavior in children and youth. Journal of School Health, 70(5), 179-185.
  • Payton, J., Weissberg, R. P., Durlak, J. A., Dymnicki, A. B., Taylor, R. D., Schellinger, K. B. ve Pachan, M. (2008). The positive impact of social and emotional learning for kindergarten to eighth-grade students: Findings from three scientific reviews. Chicago, IL: Collaborative for Academic, Social, and Emotional Learning.
  • Powers, J. D., Bowen, N. K. ve Bowen, G. L. (2010). Evidence-based programs in school settings: barriers and recent advances. Journal of Evidence-Based Social Work, 7, 313–331.
  • Smith, P. (2004). Violence in schools: a European perspective. 2 Mart 2012 tarihinde http://www.oecd.org/edu/innovation-education/34739292.pdf adresinden erişildi.
  • Thapa, A., Cohen, J., Guffey, S. ve Higgins-D’Alessandro, A. (2013). A review of school climate research. Review of Educational Research, 83(3), 357-385. doi:10.3102/0034654313483907
  • United Nations of Educational, Scientific and Cultural Organization. (2007). Stopping violence in schools: a guide for teachers. 2 Mart 2012 tarihinde http://www.unesco.org/education adresinden erişildi.
  • Walker, H. M. (2004). Use of evidence-based interventions in schools: Where we've been, where we are, and where we need to go. School Psychology Review, 33(3), 398-407.
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There are 57 citations in total.

Details

Primary Language Turkish
Journal Section Makaleler
Authors

Mine Göl-güven 0000-0002-2104-0381

Publication Date April 26, 2019
Submission Date June 20, 2018
Published in Issue Year 2019 Issue: 50

Cite

APA Göl-güven, M. (2019). LİONS QUEST YAŞAM BECERİLERİ PROGRAMININ TÜRKİYE’DEKİ UYGULAMA ÖRNEĞİ. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi(50), 254-282. https://doi.org/10.21764/maeuefd.435175