Publication: İlköğretim birinci sınıf öğrencilerine uygulanan oyun terapisinin psikososyal ve davranışsal sorunlar üzerine etkisi
Abstract
İlköğretim Birinci Sınıf Öğrencilerine Uygulanan Oyun Terapisinin Psikososyal Ve Davranışsal Sorunlar Üzerine Etkisi Öğrenci: Murat KÖPRÜ Danışman: Prof. Dr. Gül ÜNSAL Hemşirelik yatri Hemşireliği Bölümü Amaç: İlköğretim 1. sınıf öğrencilerine uygulanan çocuk merkezli oyun terapinin, çocukların psikososyal ve davranışsal sorunlar üzerine etkisini incelemektir. Gereç ve Yöntem: Randomize olmayan gruplarda ön test son test-kontrol gruplu tasarımında olan araştırmanın örneklemini, Batman ilinde bulunan 2 ilköğretim 1.sınıfta bulunan öğrenciler oluşturmuştur. Resimli Psikososyal ve Davranışsal Sorunlar kontrol listesine göre 35 kesme puanı üzeri alan öğrenciler, çalışmanın deney grubunu (n=74) kesme puanı altında alan öğrenciler, çalışmanın kontrol grubunu (n=66) oluşturmuştur. Veriler Kişisel Bilgi Formu(KBF), Resimli Psikososyal ve Davranışsal Kontrol listesi kullanılarak toplanmıştır. Elde edilen veriler Tanımlayıcı istatistiksel analizler, Mann Withney U, Ki-Kare Testi Ve Fisher’s Exact Testi, Tekrarlayan Ölçümler Varyans Analizi, Tekrarlayan Ölçümlerde Çok Yönlü Varyans Analizi ile değerlendirilmiştir. Bulgular: Katılımcıların özellikleri incelendiğinde deney ve kontrol grubundaki katılımcı çocukların cinsiyet, anaokuluna gitme durumu, kronik hastalık durumu, baba eğitim durumu, baba çalışma durumu ve aile tipi gibi özellikleri arasında anlamlı fark bulunmadığı belirlendi.(p>0,05) Tekrarlı ölçümlerde çok yönlü varyans analizi kullanılarak grupların Resimli Psikososyal ve Davranış Sorunları Kontrol Listesinden aldıkları puan ortalamaları arasında fark olup olmadığına bakılmıştır. Puan ortalamaları arasında hem zaman (F=133.8, p=0.00) hem de zaman-grup (F=102.8, p=0.00) etkileşimi açısından istatistiksel olarak anlamlı bir fark bulunduğu belirlenmiştir. Bu veri, oyun terapi grubunda olmanın Resimli Psikososyal ve Davranış Sorunları Kontrol Listesinden aldıkları puan üzerinde istatistiksel olarak anlamlı bir etkisinin olduğunu ortaya koymaktadır. Dikkat, Dışsallaştırma, İçselleştirme, alt boyutundan alınan puanların oyun terapisi grubunda olma ya da olmama durumundan istatistiksel olarak etkilendiğini ortaya koyduğu belirlendi. (p<0,001) Sonuç: Çocuk Merkezli Oyun Terapi çocuklarda, psikososyal ve davranışsal durumlarda topluma daha uyumlu ve mevcut durumunda bulunan sorunları çözmekte etkilidir. Çocuk Merkezli Oyun Terapinin etkinliği uzun sürelidir. Bu veri, çocuklarda yaşanabilecek psikososyal ve davranışsal sorunların uygulanmasında uzun zaman sonraki iyilik hali için de yarar sağlamaktadır.
The Effect of Play Therapy Applied to Primary School First Grade Students on Psychosocial and Behavioral Problems Student: Murat KÖPRÜ Supervisor: Prof. Dr. Gül ÜNSAL Department: School of Nursing, Department of Psychiatry Nursing Aim: The aim of this study is to examine the effect of child-centered play therapy applied to primary school first grade students on children's psychosocial and behavioral problems. Materials and Method: The sample of the research, which was in the design with pre-test and post-test control groups in non-random groups, consisted of 1st grade students in 2 primary schools in the province of Batman. According to the Pictorial Psychosocial and Behavioral Problems checklist, students who scored above 35 cut-off points formed the experimental group (n=74), and students who scored below the cut-off score formed the control group (n=66). ) of the study. Data were collected using the Personal Information Form (PIF), Pictorial Psychosocial and Behavioral Checklist. The data obtained were evaluated with Descriptive statistical analyses, Mann Withney U, Chi-Square Test and Fisher's Exact Test, Analysis of Variance for Repeated Measurements, Multiple Analysis of Variance for Repeated Measurements. Results: When the characteristics of the participants were examined, it was determined that there was no significant difference between the gender, the status of going to kindergarten, the status of chronic illness, the educational status of the father, the employment status of the father and the family type characteristics of the children in the experimental and control groups.(p>0.05). Multidirectional analysis of variance was used in repeated measurements to determine whether there was a difference between the mean scores of the groups from the Pictorial Psychosocial and Behavioral Problems Checklist. It was determined that there was a statistically significant difference between the mean scores in terms of both time (F=133.8, p=0.00) and time-group (F=102.8, p=0.00) interactions. This data reveals that being in the play therapy group has a statistically significant effect on the scores they get from the Pictorial Psychosocial and Behavioral Problems Checklist. It was determined that the scores obtained from the sub-dimension Attention, Externalization, Internalization were statistically affected by being in the play therapy group or not. (p<0.001) Conclusion: Child-Centered Play Therapy is effective in solving problems in children, psychosocial and behavioral situations, more compatible with society and in their current situation. The effectiveness of Child-Centered Play Therapy is long-term. This data also provides benefits for long-term well-being in the implementation of psychosocial and behavioral problems that may be experienced in children.
The Effect of Play Therapy Applied to Primary School First Grade Students on Psychosocial and Behavioral Problems Student: Murat KÖPRÜ Supervisor: Prof. Dr. Gül ÜNSAL Department: School of Nursing, Department of Psychiatry Nursing Aim: The aim of this study is to examine the effect of child-centered play therapy applied to primary school first grade students on children's psychosocial and behavioral problems. Materials and Method: The sample of the research, which was in the design with pre-test and post-test control groups in non-random groups, consisted of 1st grade students in 2 primary schools in the province of Batman. According to the Pictorial Psychosocial and Behavioral Problems checklist, students who scored above 35 cut-off points formed the experimental group (n=74), and students who scored below the cut-off score formed the control group (n=66). ) of the study. Data were collected using the Personal Information Form (PIF), Pictorial Psychosocial and Behavioral Checklist. The data obtained were evaluated with Descriptive statistical analyses, Mann Withney U, Chi-Square Test and Fisher's Exact Test, Analysis of Variance for Repeated Measurements, Multiple Analysis of Variance for Repeated Measurements. Results: When the characteristics of the participants were examined, it was determined that there was no significant difference between the gender, the status of going to kindergarten, the status of chronic illness, the educational status of the father, the employment status of the father and the family type characteristics of the children in the experimental and control groups.(p>0.05). Multidirectional analysis of variance was used in repeated measurements to determine whether there was a difference between the mean scores of the groups from the Pictorial Psychosocial and Behavioral Problems Checklist. It was determined that there was a statistically significant difference between the mean scores in terms of both time (F=133.8, p=0.00) and time-group (F=102.8, p=0.00) interactions. This data reveals that being in the play therapy group has a statistically significant effect on the scores they get from the Pictorial Psychosocial and Behavioral Problems Checklist. It was determined that the scores obtained from the sub-dimension Attention, Externalization, Internalization were statistically affected by being in the play therapy group or not. (p<0.001) Conclusion: Child-Centered Play Therapy is effective in solving problems in children, psychosocial and behavioral situations, more compatible with society and in their current situation. The effectiveness of Child-Centered Play Therapy is long-term. This data also provides benefits for long-term well-being in the implementation of psychosocial and behavioral problems that may be experienced in children.