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Okul Öncesi ve Sınıf Öğretmenlerinin Çocuk Cinsel İstismarının Bildirimine Yönelik Tutumlarını Etkileyen Etmenlerin İncelenmesi

Year 2021, Volume: 10 Issue: 2, 715 - 737, 26.06.2021

Münevver Can , Ümit Ünsal Kaya , Nezahat Hamiden Karaca

https://doi.org/10.30703/cije.753489

Abstract

Bu araştırma, öğretmenlerin çocuk cinsel istismarının bildirimine yönelik tutumlarını etkileyen etmenlerin incelenmesi amacıyla yapılmıştır. Araştırmanın çalışma grubuna, 2019-2020 eğitim-öğretim yılında Afyonkarahisar merkez ilçelerinde Milli Eğitim Müdürlüğüne bağlı anaokulları ve ilkokullarda görev yapan 213 sınıf eğitimi ve 207 okul öncesi öğretmeni dahil edilmiştir. Araştırmada veri toplama aracı olarak, öğretmenlerin kişisel bilgilerini belirlemek amacıyla "Genel Bilgi Formu" ve öğretmenlerin çocuk cinsel istismarının bildirimine yönelik tutumlarını belirlemek amacıyla “Çocuk Cinsel İstismarının Bildirimine Yönelik Öğretmen Tutum Ölçeği” kullanılmıştır. “Çocuk Cinsel İstismarının Bildirimine Yönelik Tutum Ölçeği” den elde edilen veriler sonucunda; öğretmenlerin cinsiyetlerine, öğretmenlerin mezun oldukları programa, okul öncesi öğretmenlerin meslekteki kıdemlerine, öğretmenlerin çocuk ihmal ve istismarı konusunda eğitim alma durumuna, öğretmenlerin Milli Eğitim politikaları kapsamında çocuk ihmal ve istismarı şüphesi bildirim yükümlülüğü durumuna ve öğretmenlerin Çocuk Koruma Kanunu (ÇKK) hakkında bilgi sahibi olma durumuna göre anlamlı farklılıklar tespit edilmiştir.

Keywords

Okul öncesi dönem Okul öncesi öğretmeni cinsel istismar bildirim tutum

References

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Year 2021, Volume: 10 Issue: 2, 715 - 737, 26.06.2021

Münevver Can , Ümit Ünsal Kaya , Nezahat Hamiden Karaca

https://doi.org/10.30703/cije.753489

Abstract

References

  • Abrahams, N., Casey, K., and Daro, D. (1992). Teachers' knowledge, attitudes, and beliefs about child abuse and its prevention. Child Abuse & Neglect, 16(2), 229-238. https://doi.org/10.1016/0145-2134(92)90030-U
  • Akgül, E. (2015). Okul öncesi eğitim kurumlarında çalışan personelin cinsel istismar bildirim durumları. (Yayınlanmamış Yüksek Lisans Tezi). Hacettepe Üniversitesi Eğitim Bilimleri Enstitüsü. Ankara.
  • Aksel, Ş. ve Yılmaz Irmak, T. (2015). Çocuk Cinsel İstismarı Konusunda Öğretmenlerin Bilgi ve Deneyimleri. Ege Eğitim Dergisi 16(2), 373-391. https://doi.org/10.12984/eed.60194
  • Alaggia, R., Collin-Vezina, D., and Lateef, R. (2017). Facilitators and barriers to child sexual abuse (CSA) disclosures: A research update (2000-2016). Trauma, Violence and Abuse,1–24. https://doi.org/10.1177/1524838017697312.
  • American Psychological Association (2014). Child sexual abuse: what parents should know overview. https://www.apa.org/pi/families/resources/understanding-child-abuse Erişim Tarihi: 06.06.2020
  • Ayeş Aslan, E. ve Çelik, İ. (2020). Okul öncesi öğretmenlerinin çocuk istismarına yönelik farkındalık düzeyinin incelenmesi. Akdeniz Üniversitesi Eğitim Fakültesi Dergisi, 3(1), 40-56 . https://doi.org/10.21565/ozelegitimdergisi.799776
  • Ayraler-Taner, H., Çetin, F. H., Işık, Y., ve İşeri, E. (2015). Cinsel istismara uğrayan çocuk ve ergenlerde psikopatoloji ve ilişkili risk etmenleri. Anadolu Psikiyatri Dergisi, 16(4), 294-300. https://doi.org/10.5455/apd.162514
  • Aral, N. ve Gürsoy, F. (2001). Çocuk hakları çerçevesinde çocuk ihmal ve istismarı. Milli Eğitim Dergisi, 151(1), 4-5.
  • Baginsky, M. (2003). Newly qualified teachers and child protection: A survey of their views, training and experiences. Child Abuse Review, 12(2), 119-127. https://doi.org/10.1002/car.783
  • Bakır, E. ve Kapucu, S. (2017). Çocuk ihmali ve istismarının Türkiye’de yapılan araştırmalara yansıması: bir literatür incelemesi. Hacettepe Üniversitesi Hemşirelik Fakültesi Dergisi, 4(2), 13-24.
  • Beck, K.A., Ogloff, J.R.P., and Corbishley, A. (1994). Knowledge, compliance, and attitudes of teachers towards mandatory child abuse reporting in British Columbia. Canadian Journal of Education, 19(1), 15-29. https://doi.org/10.2307/1495304
  • Behun, R.J., Cerrito, J.A., Delmonico, D.L., and Kolbert, J.B. (2019). The influence of personal and professional characteristics on school counselors' recognition and reporting of child sexual abuse. Journal of School Counseling, 17(13), 1-34.
  • Borg, K., Snowdon, C., and Hodes, D. (2014). Child sexual abuse: Recognition and response when there is a suspicion or allegation. Pediatrics and Child Health, 24(12), 536-543. https://doi.org/10.1016/j.paed.2014.07.012
  • Can Yaşar, M., İnal Kızıltepe, G., ve Kandır, A. (2014). Öğretmen adaylarının çocuklardaki fiziksel istismar belirtilerine ilişkin farkındalıkları. Kuramsal Eğitimbilim Dergisi, 7(3), 286-303. https://doi.org/10.5578/keg.7295
  • Can Yaşar, M., Şenol, F.B., ve Akyol, T. (2015). Öğretmen adaylarının çocuğa yönelik cinsel istismar tutumlarının incelenmesi. Hacettepe University Faculty of Health and Sciences Journal, 1(2), 228-241.
  • Can Yaşar, M., Karaca, N.H., ve Kaya, Ü.Ü. (2018). Çocuk cinsel istismarının bildirimine yönelik öğretmen tutum ölçeği'nin Türkçe’ye uyarlama çalışması. PESA International Journal of Social Studies, 4(2), 265-273.
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There are 78 citations in total.

Details

Primary Language Turkish
Journal Section Research Article
Authors

Münevver Can 0000-0003-1987-8393

Ümit Ünsal Kaya 0000-0001-7662-8089

Nezahat Hamiden Karaca 0000-0002-7424-7669

Publication Date June 26, 2021
Published in Issue Year 2021Volume: 10 Issue: 2

Cite

APA Can, M., Kaya, Ü. Ü., & Hamiden Karaca, N. (2021). Okul Öncesi ve Sınıf Öğretmenlerinin Çocuk Cinsel İstismarının Bildirimine Yönelik Tutumlarını Etkileyen Etmenlerin İncelenmesi. Cumhuriyet Uluslararası Eğitim Dergisi, 10(2), 715-737. https://doi.org/10.30703/cije.753489
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