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İlköğretim ve Ortaöğretim Okullarında Reaktif ve Proaktif Saldırganlık: Okul Psikolojik Danışmanlarının Görüş ve Yaklaşımları

Yıl 2012, Cilt: 1 Sayı: 23, 354 - 370, 25.04.2012

Öz

Okul psikolojik danışmanlarının okul ortamlarında karşı karşıya geldikleri en önemli davranışsal sorunlardan biri saldırganlıktır. Bu araştırmanın genel amacı, okul psikolojik danışmanlarının reaktif ve proaktif saldırganlık hakkındaki görüş ve yaklaşımlarını değerlendirmektir. Araştırmanın çalışma grubunu İzmir ili metropol ilçelerinde bulunan ilköğretim ve ortaöğretim kurumlarında görev yapan 208 (152 kadın, 56 erkek) okul psikolojik danışmanı oluşturmaktadır. Sonuçlar, tüm eğitim kademelerinde reaktif saldırganlığın proaktif saldırganlığa göre daha yaygın olduğunu, okul psikolojik danışmanlarının her iki saldırganlık türü hakkındaki bilgi düzeylerini kısmen yeterli olarak algıladıklarını ve yıllar içerisinde reaktif saldırganlığın artmak eğiliminde olduğunu göstermektedir.

Anahtar Sözcükler: Reaktif saldırganlık; proaktif saldırganlık; okul psikolojik danışmanları

Kaynakça

  • görüşme gibi nitel araştırma yöntemlerini kullanarak veri toplamasının konu ile ilgili daha
  • derinlemesine bilgiler elde etmek bakımından yararlı olacağı söylenebilir.
  • Anderson, C. A., & Bushman, B. J. (2002). Human aggression. Annual Review of Psychology, 53, 27-51.
  • Berkowitz, L. (1989). Frustration–aggression hypothesis: examination and reformulation. Psychological Bulletin, 106, 59–73.
  • Brendgen, M.,Vitaro, F., Boivin, M., Dionne, G., & Perusse, D. (2006). Examining genetic and environmental effects on reactive versus proactive aggression. Developmental Psychology, 42 (6), 1299-1312.
  • Brown, K. S., & Parsons, R. D. (1998). Accurate identification of childhood aggression: A key to successful intervention. Professional School Counseling, 2 (2), 135–140.
  • Büyüköztürk, Ş. (2005). Anket geliştirme. Türk Eğitim Bilimleri Dergisi, 2 (3), 133-148.
  • Crick, N. R., & Dodge, K. A. (1996). Social information-processing mechanisms in reactive and proactive aggression. Child Development, 67, 993-1002.
  • Fossati A, Raine A, Borroni S, Bizzozero A, Volpi E, Santalucia I, Maffei C. (2009). A cross- cultural study of the psychometric properties of the reactive-proactive aggression questionnaire among Italian non-clinical adolescents. Psychological Assessment, 11, 131–135.
  • Fung, A.L., Raine, A.,& Gao, Y. (2009). Cross-Cultural Generalizability of the Reactive- Proactive Aggression Questionnaire (RPQ). Journal of Personality Assessment, 91(5), 473–479.
  • Hubbard, J. A., Dodge, K. A., Coie, C., & Schwartz, D. (2001). The dyadic nature of social information processing in boys’ reactive and proactive aggression. Journal of Personality and Social Psychology, 80 (2), 268-280.
  • Marsee, M. A. & Frick, P. J. (2007). Exploring the cognitive and emotional correlates to proactive and reactive aggression in a sample of detained girls. Journal of Abnormal Child Psychology, 35, 969-981.
  • McAdams, C.R., Schmidt, C.D., & Christopher, D. (2007). How to help a bully: Recommendations for counseling the proactive aggressor. Professional School Counseling, 11(2), 121-128.
  • McAdams, C., Shillingford, M. A., & Trice-Black, S. (2011). Putting research into practice in school violence prevention & intervention: How is school counseling doing?Journal http://www.jsc.montana.edu/articles/v9n12.pdf 9 (12). Retrieved from
  • McAdams, C. R. (2002). Trends in the Occurrence of Reactive and Proactive Aggression Among Children and Adolescents: Implications for Preparation and Practice in Child and Youth Care. Child & Youth Care Forum, 31(2), 89-109.
  • Poulin, F. & Boivin, M. (2000). Reactive and proactive aggression: Evidence of a two- factor model. Psychological Assessment, 12 (2), 115-122.
  • Rahman, A. K. M. R. (2009). Cultural differences in aggression: A case study in Bangladesh. Journal of Life and Earth Science, 3-4, 43-46.
  • Raine, A., Dodge, K., Loeber, R., Gatzke-Kopp, L., Lynam, D., Reynolds, C., et al. (2006). The Reactive-Proactive Aggression (RPQ) Questionnaire: Differential correlates of reactive and proactive aggression in adolescent boys. Aggressive Behavior, 32, 159- 171.
  • Uz Baş, A. ve Topçu Kabasakal, Z. (2010). Teachers’ views and knowledge about reactive and proactive aggression: Findings from a survey in Turkey. Procedia Social and Behavioral Sciences, 2, 1654–1659.
  • Uz Baş, A. ve Yurdabakan, İ. (2012). Factor Structure of the Reactive-Proactive Aggression Questionnaire in Turkish Children and Gender, Grade-Level, and Socioeconomic Status Differences in Reactive and Proactive Aggression. Journal of Psychoeducational Assessment, 30, 284-297.
  • Vitaro, F., Gendreau, P. L., Tremblay, R. E., & Oligny, P. (1998). Reactive and proactive aggression differentially predict later conduct problems. Journal of Child Psychology and Psychiatry, 39 (3), 377-385.
  • Vitaro, F., Brendgen, M., & Barker, E. D. (2006). Subtypes of aggressive behaviors: A developmental perspective. International Journal of Behavioral Development, 30 (1), 12-19.
  • Walker, B. L. (2010). Cultural differences in relational aggression in elementary school-age sample. Masters Theses & Specialist Projects (Paper 177). Retrieved from http://digitalcommons.wku.edu/theses/177
Yıl 2012, Cilt: 1 Sayı: 23, 354 - 370, 25.04.2012

Öz

Kaynakça

  • görüşme gibi nitel araştırma yöntemlerini kullanarak veri toplamasının konu ile ilgili daha
  • derinlemesine bilgiler elde etmek bakımından yararlı olacağı söylenebilir.
  • Anderson, C. A., & Bushman, B. J. (2002). Human aggression. Annual Review of Psychology, 53, 27-51.
  • Berkowitz, L. (1989). Frustration–aggression hypothesis: examination and reformulation. Psychological Bulletin, 106, 59–73.
  • Brendgen, M.,Vitaro, F., Boivin, M., Dionne, G., & Perusse, D. (2006). Examining genetic and environmental effects on reactive versus proactive aggression. Developmental Psychology, 42 (6), 1299-1312.
  • Brown, K. S., & Parsons, R. D. (1998). Accurate identification of childhood aggression: A key to successful intervention. Professional School Counseling, 2 (2), 135–140.
  • Büyüköztürk, Ş. (2005). Anket geliştirme. Türk Eğitim Bilimleri Dergisi, 2 (3), 133-148.
  • Crick, N. R., & Dodge, K. A. (1996). Social information-processing mechanisms in reactive and proactive aggression. Child Development, 67, 993-1002.
  • Fossati A, Raine A, Borroni S, Bizzozero A, Volpi E, Santalucia I, Maffei C. (2009). A cross- cultural study of the psychometric properties of the reactive-proactive aggression questionnaire among Italian non-clinical adolescents. Psychological Assessment, 11, 131–135.
  • Fung, A.L., Raine, A.,& Gao, Y. (2009). Cross-Cultural Generalizability of the Reactive- Proactive Aggression Questionnaire (RPQ). Journal of Personality Assessment, 91(5), 473–479.
  • Hubbard, J. A., Dodge, K. A., Coie, C., & Schwartz, D. (2001). The dyadic nature of social information processing in boys’ reactive and proactive aggression. Journal of Personality and Social Psychology, 80 (2), 268-280.
  • Marsee, M. A. & Frick, P. J. (2007). Exploring the cognitive and emotional correlates to proactive and reactive aggression in a sample of detained girls. Journal of Abnormal Child Psychology, 35, 969-981.
  • McAdams, C.R., Schmidt, C.D., & Christopher, D. (2007). How to help a bully: Recommendations for counseling the proactive aggressor. Professional School Counseling, 11(2), 121-128.
  • McAdams, C., Shillingford, M. A., & Trice-Black, S. (2011). Putting research into practice in school violence prevention & intervention: How is school counseling doing?Journal http://www.jsc.montana.edu/articles/v9n12.pdf 9 (12). Retrieved from
  • McAdams, C. R. (2002). Trends in the Occurrence of Reactive and Proactive Aggression Among Children and Adolescents: Implications for Preparation and Practice in Child and Youth Care. Child & Youth Care Forum, 31(2), 89-109.
  • Poulin, F. & Boivin, M. (2000). Reactive and proactive aggression: Evidence of a two- factor model. Psychological Assessment, 12 (2), 115-122.
  • Rahman, A. K. M. R. (2009). Cultural differences in aggression: A case study in Bangladesh. Journal of Life and Earth Science, 3-4, 43-46.
  • Raine, A., Dodge, K., Loeber, R., Gatzke-Kopp, L., Lynam, D., Reynolds, C., et al. (2006). The Reactive-Proactive Aggression (RPQ) Questionnaire: Differential correlates of reactive and proactive aggression in adolescent boys. Aggressive Behavior, 32, 159- 171.
  • Uz Baş, A. ve Topçu Kabasakal, Z. (2010). Teachers’ views and knowledge about reactive and proactive aggression: Findings from a survey in Turkey. Procedia Social and Behavioral Sciences, 2, 1654–1659.
  • Uz Baş, A. ve Yurdabakan, İ. (2012). Factor Structure of the Reactive-Proactive Aggression Questionnaire in Turkish Children and Gender, Grade-Level, and Socioeconomic Status Differences in Reactive and Proactive Aggression. Journal of Psychoeducational Assessment, 30, 284-297.
  • Vitaro, F., Gendreau, P. L., Tremblay, R. E., & Oligny, P. (1998). Reactive and proactive aggression differentially predict later conduct problems. Journal of Child Psychology and Psychiatry, 39 (3), 377-385.
  • Vitaro, F., Brendgen, M., & Barker, E. D. (2006). Subtypes of aggressive behaviors: A developmental perspective. International Journal of Behavioral Development, 30 (1), 12-19.
  • Walker, B. L. (2010). Cultural differences in relational aggression in elementary school-age sample. Masters Theses & Specialist Projects (Paper 177). Retrieved from http://digitalcommons.wku.edu/theses/177
Toplam 23 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Aslı Uz Baş

F. Selda Öz

Zekavet Topçu Kabasakal Bu kişi benim

Yayımlanma Tarihi 25 Nisan 2012
Gönderilme Tarihi 27 Şubat 2012
Yayımlandığı Sayı Yıl 2012 Cilt: 1 Sayı: 23

Kaynak Göster

APA Uz Baş, A., Öz, F. S., & Topçu Kabasakal, Z. (2012). İlköğretim ve Ortaöğretim Okullarında Reaktif ve Proaktif Saldırganlık: Okul Psikolojik Danışmanlarının Görüş ve Yaklaşımları. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 1(23), 354-370.