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Liselerde Okuldan Erken Ayrılma: Farklı Paydaşlara Yönelik Bütüncül Bir Önleme ve Müdahale Etme Çalışması

Yıl 2023, Cilt: 6 Sayı: 1, 26 - 50, 30.06.2023
https://doi.org/10.58433/opdd.1264600

Öz

Türkiye’de okuldan erken ayrılma (OEA) oranları, Avrupa Birliği ortalamasının yaklaşık üç katıdır. Devlet İstatistik Enstitüsü Türkiye’de OEA’nın temel nedenin yoksulluk olduğunu rapor etmektedir. Yüksek OEA oranlarına rağmen Türkiye’de kapsamlı bir OEA programının geliştirilmediği görülmektedir. Bu çalışma, Avrupa Birliği’nin Şartlı Nakit Transferi Projesi kapsamında Türkiye’deki OEA oranlarını azaltmak için geliştirilen bütüncül bir danışma programını tanıtmaktadır. Lise öğrencilerine yönelik bu çalışma OEA açısından risk belirtileri göstermeyen için bir psikoeğitim programını, risk belirtilerinden bir ya da daha fazlasını gösteren öğrenciler için bir müdahale programını, aile eğitim programını ve okul personeline yönelik bir seminer çalışmasını içermektedir. Bu programlar öğrencilerin seçimini, süreci ve sonuçları değerlendirmektedir. Program içerikleri, her birine 100 psikolojik danışmanının katıldığı beş ayrı çalıştayda, yaşantısal uygulamalarla revize edilmiştir. Bu programın, Türkiye’de OEA’ya yönelik müdahaleler konusunda yaşanan eksikliği tamamlaması ve OEA riskini azaltması beklenmektedir.

Destekleyen Kurum

WYG Türkiye Proje Yönetimi ve Teknik Danışmanlık

Proje Numarası

Türkiye’de Lise Devam Oranının Artırılması için Şartlı Nakit Transferinin (Şartlı Eğitim Yardımı) Etkisinin Güçlendirilmesi (ŞNT II) Projesi EuropeAid/140285/IH/SER/TR

Kaynakça

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  • Alcaraz, M. (2020). Beyond financial resources: The role of parents’ education in predicting children’s educational persistence in Mexico. International Journal of Educational Development, 75, 102188. https://doi.org/10.1016/j.ijedudev.2020.102188c
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  • Bergin, A., & McGuinness, S. (2021). Who is better off? Measuring cross-border differences in living standards, opportunities and quality of life on the island of Ireland. Irish Studies in International Affairs, 32(2), 143–160. https://doi.org/10.1353/isia.2021.0039
  • Berlinski, S., Busso, M., Dinkelman, T., & Martinez, C. (2016) Reducing parent-school information gaps and improving education outcomes: Evidence from high frequency text messaging in Chile [Unpublished manuscript]. https://bit.ly/3Kws77Q
  • Binanti, L. (2012). Early school leavers and dropouts: A matter of educational appeal. Revista española de educación comparada, (20), 167-198. https://www.proquest.com/scholarly-journals/early-school-leavers-dropouts-matter-educational/docview/1418691913/se-2
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  • Bowers, A. J., Sprott, R., & Taff, S. A. (2013). Do we know who will drop out?: a review of the predictors of dropping out of high school: precision, sensitivity, and specificity. The High School Journal, 96(2), 77–100. https://doi.org/10.1353/hsj.2013.0000
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  • Cohen, J., McCabe, E. M., Michelli, N. M., & Pickeral, T. (2009). School climate: Research, policy, practice, and teacher education. Teachers College Record, 111(1), 180–213. https://doi.org/10.1177/016146810911100108
  • Creative Associates. (2015). Do early warning systems and student engagement activities reduce dropout? Findings from the four-country school dropout prevention pilot program impact evaluation in Timor-Leste. USAID. https://bit.ly/3I4Sije
  • Deli, W., Kaur, A., & Hashim, R. A. (2021). Who delivers it and how it is delivered: effects of social-emotional learning interventions on learning anxiety and dropout intention. Malaysian Journal of Learning and Instruction, 18(1), 1–27. https://doi.org/10.32890/mjli2021.18.1.1
  • Ekonomik Kalkınma ve İş birliği Örgütü bazen de İktisadi İş birliği ve Gelişme Teşkilatı. (2023). Employment by education level. Şubat 22, 2023’te erişildi. https://doi.org/10.1787/26f676c7-en
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  • Estell, D. B., & Perdue, N. H. (2013). Social support and behavioral and affective school engagement: The effects of peers, parents, and teachers. Psychology in the Schools, 50(4), 325–339. https://doi.org/10.1002/pits.21681
  • Estêvão, P., & Álvares, M. (2014). What do we mean by school dropout? Early School Leaving and the shifting of paradigms in school dropout measurement. Portuguese Journal of Social Science, 13(1), 21–32. https://doi.org/10.1386/pjss.13.1.21_1
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  • Gil, A. J., Antelm‐Lanzat, A. M., Cacheiro‐González, M. L., & Pérez‐Navío, E. (2021). The effect of family support on student engagement: Towards the prevention of dropouts. Psychology in the Schools, 58(6), 1082–1095. https://doi.org/10.1002/pits.22490
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Early School Leaving in High Schools: A Prevention and Intervention Program for Various Stakeholders

Yıl 2023, Cilt: 6 Sayı: 1, 26 - 50, 30.06.2023
https://doi.org/10.58433/opdd.1264600

Öz

Early School Leaving (ESL) rates in Türkiye is about three times the European Union average. The Turkish Statistical Institute has reported that poverty is the main reason for ESL in Turkey. Despite the high rates, a comprehensive ESL program has not yet been to be developed in Türkiye. This study presented a holistic program developed to reduce ESL rates in Türkiye under the Conditional Cash Transfer Project provided by the European Union. This study includes a psychoeducation program for students who do not have ESL risk factors, an intervention for students who have one or more ESL risk factors, a family education program, and a seminar for school personnel. These programs evaluate student selection, processes, and outcomes. Program content was reviewed in five workshops, each attended by 100 school counselors. This program could help close the gap in ELS interventions and reduce ESL rates.

Proje Numarası

Türkiye’de Lise Devam Oranının Artırılması için Şartlı Nakit Transferinin (Şartlı Eğitim Yardımı) Etkisinin Güçlendirilmesi (ŞNT II) Projesi EuropeAid/140285/IH/SER/TR

Kaynakça

  • Adalet Bakanlığı. (2022, Mart 31). Ceza infaz kurumlarında bulunan tutuklu ve hükümlülerin öğrenim durumlarına göre dağılımları. Şubat 27, 2023’te erişildi: https://cutt.ly/p8fFBe6
  • Alcaraz, M. (2020). Beyond financial resources: The role of parents’ education in predicting children’s educational persistence in Mexico. International Journal of Educational Development, 75, 102188. https://doi.org/10.1016/j.ijedudev.2020.102188c
  • Barakat, S., Maguire, S., Surgenor, L., Donnelly, B., Miceska, B., Fromholtz, K., Russell, J., Hay, P., & Touyz, S. (2017). The role of regular eating and self-monitoring in the treatment of bulimia nervosa: A pilot study of an online guided self-help CBT program. Behavioral Sciences, 7(4), 39. https://doi.org/10.3390/bs7030039
  • Bergin, A., & McGuinness, S. (2021). Who is better off? Measuring cross-border differences in living standards, opportunities and quality of life on the island of Ireland. Irish Studies in International Affairs, 32(2), 143–160. https://doi.org/10.1353/isia.2021.0039
  • Berlinski, S., Busso, M., Dinkelman, T., & Martinez, C. (2016) Reducing parent-school information gaps and improving education outcomes: Evidence from high frequency text messaging in Chile [Unpublished manuscript]. https://bit.ly/3Kws77Q
  • Binanti, L. (2012). Early school leavers and dropouts: A matter of educational appeal. Revista española de educación comparada, (20), 167-198. https://www.proquest.com/scholarly-journals/early-school-leavers-dropouts-matter-educational/docview/1418691913/se-2
  • Blondal, K. S., & Adalbjarnardottir, S. (2009). Parenting practices and school dropout: A longitudinal study. Family Therapy, 36(3), 125–145.
  • Bowers, A. J., Sprott, R., & Taff, S. A. (2013). Do we know who will drop out?: a review of the predictors of dropping out of high school: precision, sensitivity, and specificity. The High School Journal, 96(2), 77–100. https://doi.org/10.1353/hsj.2013.0000
  • Bronfenbrenner, U. & Morris, P. A. (2006). The bioecological model of human development. Handbook of Child Psychology, John Wiley&Sons, Inc. 793-828.
  • Canenguez, K. M., Farley, A. M., Squicciarini, A. M., Dutta, A., Simonsohn, A., Holcomb, J. M., Peña, F., Leiva, L., Benheim, T. S., Guzmán, J., Jellinek, M., & Murphy, J. M. (2022). Implementation and outcomes of a national school-based mental health program for middle school students in Chile. School Mental Health, 1–12. https://doi.org/10.1007/s12310-022-09541-2
  • Cohen, J., McCabe, E. M., Michelli, N. M., & Pickeral, T. (2009). School climate: Research, policy, practice, and teacher education. Teachers College Record, 111(1), 180–213. https://doi.org/10.1177/016146810911100108
  • Creative Associates. (2015). Do early warning systems and student engagement activities reduce dropout? Findings from the four-country school dropout prevention pilot program impact evaluation in Timor-Leste. USAID. https://bit.ly/3I4Sije
  • Deli, W., Kaur, A., & Hashim, R. A. (2021). Who delivers it and how it is delivered: effects of social-emotional learning interventions on learning anxiety and dropout intention. Malaysian Journal of Learning and Instruction, 18(1), 1–27. https://doi.org/10.32890/mjli2021.18.1.1
  • Ekonomik Kalkınma ve İş birliği Örgütü bazen de İktisadi İş birliği ve Gelişme Teşkilatı. (2023). Employment by education level. Şubat 22, 2023’te erişildi. https://doi.org/10.1787/26f676c7-en
  • Erbaş, M. M., & Kağnıcı, D. Y. (2017). Seçim kuramına dayalı psikoeğitim programının ergenlerin riskli davranışları ve iyilik hali üzerindeki etkisinin incelenmesi. Electronic Journal of Social Sciences, 16(64), 1594–1615. https://doi.org/10.17755/esosder.327488
  • Estell, D. B., & Perdue, N. H. (2013). Social support and behavioral and affective school engagement: The effects of peers, parents, and teachers. Psychology in the Schools, 50(4), 325–339. https://doi.org/10.1002/pits.21681
  • Estêvão, P., & Álvares, M. (2014). What do we mean by school dropout? Early School Leaving and the shifting of paradigms in school dropout measurement. Portuguese Journal of Social Science, 13(1), 21–32. https://doi.org/10.1386/pjss.13.1.21_1
  • European Commission. (2013). Reducing early school leaving: Key messages and policy support. Education and Training, 1–46. https://bit.ly/3pMexBI
  • Frank, J. R. (1990). High school dropout: A new look at family variables. Children & Schools, 13(1), 34–47, https://doi.org/10.1093/cs/13.1.34
  • Freeman, J., & Simonsen, B. (2015). Examining the impact of policy and practice interventions on high school dropout and school completion rates. Review of Educational Research, 85(2), 205–248. https://doi.org/10.3102/0034654314554431
  • Gil, A. J., Antelm‐Lanzat, A. M., Cacheiro‐González, M. L., & Pérez‐Navío, E. (2021). The effect of family support on student engagement: Towards the prevention of dropouts. Psychology in the Schools, 58(6), 1082–1095. https://doi.org/10.1002/pits.22490
  • González-Rodríguez, D., Vieira, M.-J., & Vidal, J. (2019). Factors that influence early school leaving: A comprehensive model. Educational Research, 1–17. https://doi.org/10.1080/00131881.2019.1596034
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  • Jenner, E., Lass, K., Walsh, S., Demby, H., Leger, R., & Falk, G. (2022). Effects of cross-age peer mentoring program within a randomized controlled trial. Journal of Research on Educational Effectiveness, 1–28. https://doi.org/10.1080/19345747.2022.2130119
  • Jia, Y., Konold, T. R., & Cornell, D. (2015). Authoritative school climate and high school dropout rates. School Psychology Quarterly, 31(2), 289–303. https://doi.org/10.1037/spq0000139
  • Jordan, W. J., Lara, J., & McPartland, J. M. (1994). Exploring the complexity of early dropout casual structures. http://files.eric.ed.gov/fulltext/ED375227.pdf
  • Kanter, J. W., Manos, R. C., Bowe, W. M., Baruch, D. E., Busch, A. M., & Rusch, L. C. (2010). What is behavioral activation? A review of the empirical literature. Clinical Psychology Review, 30(6), 608–620. https://doi.org/10.1016/j.cpr.2010.04.001
  • Kazantzis, N., Whittington, C., Zelencich, L., Kyrios, M., Norton, P. J., & Hofmann, S. G. (2016). Quantity and quality of homework compliance: A meta-analysis of relations with outcome in cognitive behavior therapy. Behavior Therapy, 47(5), 755–772. https://doi.org/10.1016/j.beth.2016.05.002
  • Kotok, S., Ikoma, S., & Bodovski, K. (2016). School climate and dropping out of school in the era of accountability. American Journal of Education, 122(4), 569–599. https://doi.org/10.1086/687275
  • Ledlow, S. (1992). Is cultural discontinuity an adequate explanation for dropping out?. Journal of American Indian Education, 31(3), 21-36.
  • Lessard, A., Butler-Kisber, L., Fortin, L., & Marcotte, D. (2014). Analyzing the discourse of dropouts and resilient students. The Journal of Educational Research, 107(2), 103–110. https://doi.org/10.1080/00220671.2012.753857
  • Lever, N., Sander, M. A., Lombardo, S., Randall, C., Axelrod, J., Rubenstein, M., & Weist, M. D. (2004). A drop-out prevention program for high-risk inner-city youth. Behavior Modification, 28, 513–527. https://doi.org/10.1177/0145445503259520
  • Lyche, C. (2010), Taking on the completion challenge: A literature review on policies to prevent dropout and early school leaving, OECD Education Working Papers, No. 53, OECD Publishing. http://dx.doi.org/10.1787/5km4m2t59cmr-en
  • Mac Iver, M. A. (2011). The challenge of improving urban high school graduation outcomes: findings from a randomized study of dropout prevention efforts. Journal of Education for Students Placed at Risk (JESPAR), 16(3), 167–184. https://doi.org/10.1080/10824669.2011.5844
  • Maynard, B. R., Salas-Wright, C. P., & Vaughn, M. G. (2015). High school dropouts in emerging adulthood: Substance use, mental health problems, and crime. Community Mental Health Journal, 51(3), 289–299. https://doi.org/10.1007/s10597-014-9760-5
  • McGrath, B. (2009). School disengagement and ‘structural options’ narrative illustrations on an analytical approach. Young, 17(1), 81–101. https://doi.org/10.1177/110330880801700106
  • Millî Eğitim Bakanlığı. (2022, Eylül 9). Milli Eğitim İstatistikleri, Örgün Eğitim (2021/2022). Şubat 25, 2023’te erişildi: http://bit.ly/416KohQ
  • Montgomery, P., Hennegan, J., Dolan, C., Wu, M., Steinfield, L., & Scott, L. (2016). Menstruation and the cycle of poverty: a cluster quasi-randomised control trial of sanitary pad and puberty education provision in Uganda. Plos One, 11(12), 1–26. https://doi.org/10.1371/journal.pone.0166122
  • Murta, S. G., Vinha, L. G. do A., Nobre-Sandoval, L. de A., Rocha, V. P. S., Duailibe, K. D., Gomes, M. do S. M., Farias, D. A., & Foxcroft, D. (2020). Exploring the short-term effects of the Strengthening Families Program on Brazilian adolescents: a pre-experimental study. Drugs: Education, Prevention and Policy, 28(3), 1–11. https://doi.org/10.1080/09687637.2020.1769
  • Nouwen, W., Praag, L. V., Caudenberg, R. V., Clycq, N., & Timmerman, C. (2016). School-based prevention and intervention measures and alternative learning approaches to reduce early school leaving. Reducing Early School Leaving in Europe. Centre for Migration and Intercultural Studies, University of Antwerp. Şubat 22, 2023’te erişildi. https://education.ec.europa.eu/sites/default/files/early-school-leaving-group2013-report_en.pdf
  • Oelsner, J., Lippold, M. A., & Greenberg, M. T. (2011). Factors influencing the development of school bonding among middle school students. The Journal of Early Adolescence, 31(3), 463–487. https://doi.org/10.1177/0272431610366244
  • Oreopoulos, P. (2007). Do dropouts drop out too soon? Wealth, health and happiness from compulsory schooling. Journal of Public Economics, 91(11–12), 2213–2229. https://doi.org/10.1016/j.jpubeco.2007.02.002
  • Orman, M. (2012). Velilerin sosyoekonomik durumu, sınıf veli toplantılarına katılımı ve öğrencilerin başarısı: Tahir Merzeci İlköğretim Okulu örneği (Yayımlanmamış Doktora Tezi). Dokuz Eylül Üniversitesi.
  • Orpinas, P., & Raczynski, K. (2016). School climate associated with school dropout among tenth graders. Pensamiento Psicológico, 14(1), 9–20. https://doi.org/10.11144/Javerianacali.PPSI14-1.scsd
  • Öğülmüş, S., Aypay, A., Taşpınar, M., Çabuk-Kaya, N., Varçın, R., Pişkin, M., Çınkır, Ş., Sever, M., Önen, E., Ekşisu, M., & Çam, Z. (2013). Ortaöğretimde sınıf tekrarı, okul terk sebepleri ve örgün eğitim dışında kalan çocuklar politika önerileri formu. Milli Eğitim Bakanlığı-UNICEF. https://shorturl.at/opuxQ
  • Parr, A. K., & Bonitz, V. S. (2015). Role of family background, student behaviors, and school-related beliefs in predicting high school dropout. The Journal of Educational Research, 108(6), 504–514. https://doi.org/10.1080/00220671.2014.9172
  • Pérez-Salas, C. P., Parra, V., Sáez-Delgado, F., & Olivares, H. (2021). Influence of teacher-student relationships and special educational needs on student engagement and disengagement: A correlational study. Frontiers in Psychology, 12, 1–12. https://doi.org/10.3389/fpsyg.2021.708157
  • Ramsdal, G. H., Bergvik, S., & Wynn, R. (2018). Long-term dropout from school and work and mental health in young adults in Norway: A qualitative interview-based study. Cogent Psychology, 5(1), 1455365. https://doi.org/10.1080/23311908.2018.1455365
  • Ricard, N. C., & Pelletier, L. G. (2016). Dropping out of high school: The role of parent and teacher, self-determination support, reciprocal friendships and academic motivation. Contemporary Educational Psychology, 44-45, 32–40. https://doi.org/10.1016/j.cedpsych.2015.12
  • Sáez-Delgado F, Mella-Norambuena J, López-Angulo Y, Olea-González C, García-Vásquez H and Porter B. (2021). Association between self-regulation of learning, forced labor insertion, technological barriers, and dropout intention in Chile. Frontiers in Education 6, 1–10. https://doi.org/10.3389/feduc.2021.801865
  • Sarıgül, N. (2021). Lise öğrencilerine yönelik öz-şefkat geliştirme programının riskli davranışlar üzerindeki etkisi (Yayımlanmamış yüksek lisans tezi). Hasan Kalyoncu Üniversitesi.
  • Smyth, E., & McCoy, S. (2009). Investing in education: Combating educational disadvantage. ESRI. Statistical Office of the European Communities. (2022a, May). Early leavers from education and training. Şubat 25 2023’te erişildi: http://bit.ly/3kb0PJv
  • Statistical Office of the European Communities. (2022b, May). Early leavers from education and training by sex and labour status. Şubat 25 2023’te erişildi: https://bit.ly/3xAEWGC
  • Tabak, H. (2020). Eğitime aile katılımı: Sosyo-ekonomik özellikler etkiliyor mu? Ondokuz Mayıs University Journal of Education Faculty, 39(1), 104–121. https://doi.org/10.7822omuefd.652220
  • Türkçapar, M. H., Kahraman, M. S., & Sargın, A. E. (2015). Bir teknik: Sokratik sorgulama ile yönlendirilmiş keşif. Bilişsel Davranışçı Psikoterapi ve Araştırmalar Dergisi, 1, 47–53.
  • Türkiye İstatistik Kurumu. (2022, 1 Nisan). Türkiye aile yapısı araştırması, 2021. https://bit.ly/3Z7X3zm
  • Türkiye İstatistik Kurumu Çocuk Eğitim İstatistikleri. (2022). İstatistiklerle çocuk. Türkiye İstatistik Kurumu Yayınları.
  • United Nations Children's Fund. (2018). Early warning systems for students at risk of dropping out. UNICEF Series on Education Participation and Dropout Prevention, 2, 1–20. https://shorturl.at/cDSY4
  • Vallerand, R. J., Fortier, M. S., & Guay, F. (1997). Self-determination and persistence in a real-life setting: toward a motivational model of high school dropout. Journal of Personality and Social Psychology, 72(5), 1161-1173.
  • Vogt, K. C. (2017). Age norms and early school leaving. European Societies, 20(2), 281–300. https://doi.org/10.1080/14616696.2017.1358
  • Wang, H., Chu, J., Loyalka, P., Xin, T., Shi, Y., Qu, Q., & Yang, C. (2016). Can social-emotional learning reduce school dropout in developing countries? Journal of Policy Analysis and Management, 35(4), 818–847. https://doi.org/10.1002/pam.21915
  • Weinstein, J., Villares, E., & Brigman, G. (2021). The effect of the student success skills small group intervention on factors associated with dropout potential. The Journal for Specialists in Group Work, 46(3), 256–271. https://doi.org/10.1080/01933922.2021.1945175
  • Wood, L., Kiperman, S., Esch, R. C., Leroux, A. J., & Truscott, S. D. (2017). Predicting dropout using student-and school-level factors: An ecological perspective. School Psychology Quarterly, 32(1), 35–49. https://doi.org/10.1037/spq0000152
Toplam 67 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Buse Aras 0000-0002-7734-2514

Arif Özer 0000-0001-6512-8070

Proje Numarası Türkiye’de Lise Devam Oranının Artırılması için Şartlı Nakit Transferinin (Şartlı Eğitim Yardımı) Etkisinin Güçlendirilmesi (ŞNT II) Projesi EuropeAid/140285/IH/SER/TR
Yayımlanma Tarihi 30 Haziran 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 6 Sayı: 1

Kaynak Göster

APA Aras, B., & Özer, A. (2023). Liselerde Okuldan Erken Ayrılma: Farklı Paydaşlara Yönelik Bütüncül Bir Önleme ve Müdahale Etme Çalışması. Okul Psikolojik Danışmanlığı Dergisi, 6(1), 26-50. https://doi.org/10.58433/opdd.1264600
AMA Aras B, Özer A. Liselerde Okuldan Erken Ayrılma: Farklı Paydaşlara Yönelik Bütüncül Bir Önleme ve Müdahale Etme Çalışması. OPDD / JSC. Haziran 2023;6(1):26-50. doi:10.58433/opdd.1264600
Chicago Aras, Buse, ve Arif Özer. “Liselerde Okuldan Erken Ayrılma: Farklı Paydaşlara Yönelik Bütüncül Bir Önleme Ve Müdahale Etme Çalışması”. Okul Psikolojik Danışmanlığı Dergisi 6, sy. 1 (Haziran 2023): 26-50. https://doi.org/10.58433/opdd.1264600.
EndNote Aras B, Özer A (01 Haziran 2023) Liselerde Okuldan Erken Ayrılma: Farklı Paydaşlara Yönelik Bütüncül Bir Önleme ve Müdahale Etme Çalışması. Okul Psikolojik Danışmanlığı Dergisi 6 1 26–50.
IEEE B. Aras ve A. Özer, “Liselerde Okuldan Erken Ayrılma: Farklı Paydaşlara Yönelik Bütüncül Bir Önleme ve Müdahale Etme Çalışması”, OPDD / JSC, c. 6, sy. 1, ss. 26–50, 2023, doi: 10.58433/opdd.1264600.
ISNAD Aras, Buse - Özer, Arif. “Liselerde Okuldan Erken Ayrılma: Farklı Paydaşlara Yönelik Bütüncül Bir Önleme Ve Müdahale Etme Çalışması”. Okul Psikolojik Danışmanlığı Dergisi 6/1 (Haziran 2023), 26-50. https://doi.org/10.58433/opdd.1264600.
JAMA Aras B, Özer A. Liselerde Okuldan Erken Ayrılma: Farklı Paydaşlara Yönelik Bütüncül Bir Önleme ve Müdahale Etme Çalışması. OPDD / JSC. 2023;6:26–50.
MLA Aras, Buse ve Arif Özer. “Liselerde Okuldan Erken Ayrılma: Farklı Paydaşlara Yönelik Bütüncül Bir Önleme Ve Müdahale Etme Çalışması”. Okul Psikolojik Danışmanlığı Dergisi, c. 6, sy. 1, 2023, ss. 26-50, doi:10.58433/opdd.1264600.
Vancouver Aras B, Özer A. Liselerde Okuldan Erken Ayrılma: Farklı Paydaşlara Yönelik Bütüncül Bir Önleme ve Müdahale Etme Çalışması. OPDD / JSC. 2023;6(1):26-50.

İletişim Adresi: Türk Psikolojik Danışma ve Rehberlik Derneği, Sağlık Mah. Süleyman Sırrı Cad. Sağlık İş Hanı No: 21/18, Çankaya/Ankara Tel: 0850 756 96 76