191139

İlköğretim Okullarında Zorbalığın Yaygınlığı ve Doğası

Zorbalık okulda görülen siddet davranıslarının önemli bir bölümünü olusturmaktadır. Bu arastırma ilkögretim okullarında görülen zorbalık davranıslarının yaygınlıgını, türlerini, yasandıgı yerleri, yasanma zamanlarını ve ögrencilerin zorba davranıslar karsısında neler yaptıklarını belirlemek amacıyla gerçeklestirilmistir. Arastırma, yasları 10–14 yasları arasında olan, 212’si kız (%49), 221’i erkek (%51) olmak üzere toplam 433 ögrenci üzerinde yapılmıstır. Verilerin toplanmasında arastırmacılar tarafından hazırlanan anket kullanılmıstır. Arastırma sonucunda okulda daha fazla karsılasılan zorba davranısların “itildim”, “bana küfür edildi”, “sevmedigim isimlerle çagrıldım” “benimle alay edildi”,“elbiseme veya esyalarıma zarar verildi”, “hakkımda dedikodu yapıldı” seklinde oldugu belirlenmistir. Zorba davranıslara maruz kalma açısından kız ve erkek ögrenciler arasında erkeklerin lehine anlamlı farklılıklar bulunmustur. Zorbalıgın en fazla yasandıgı yerin “okul bahçesi” ve en fazla yasandıgı zamanın ise “okuldan eve dönerken” oldugu belirlenmistir. Okulda zorbaca davranıslarda bulunanların daha çok erkek olanlar ve yasça daha büyük ögrenciler oldukları saptanmıstır.

Anahtar Kelimeler:

-

BULLYING AT PRIMARY SCHOOLS: PREVALENCE AND NATURE

The purpose of the study is to determine the prevalence and types of bullying behaviour, times and places where bullying occurs, and reactions of students against bullying behaviour. School children were investigated in a study of 433 pupils, 51% of boys (221), 49% of girls (212), between 10 and 14 years of age. A questionnaire was used by authors which prepared to measure attitudes towards bullying. The results emphasized that the most frequent bullying behaviour types at primary schools were reported as they were “pushed”, “sweared at me”, “called disagreeable names”, “mocked”, “damaged their dresses and belongings”, “spreaded rumours about me”. Significant differences in favor of boys were found between girls and boys who were victims. The findings showed that places, where bullying occurred the most, were the playgrounds and the times, when bullying occurred the most, were the times during the students going back home from the schools. According to the results, it was determined that students who had bullying attitudes were boys and older ones.

Keywords:

-,

PDF

___

Baldry, A.C. ve Farrington D.P. (1999). Types of bullying among Italian school children. Journal of Adolescence, 22, 423
Bernstein, J.Y. ve Watson, M.W. (1997). Children who targets of bullying: A victim pattern. Journal of Interpersonel Violence, 12, 483-498.
Boulton, M.J. ve Underwood, K. (1992). Bully/victim problems among middle school children. British Journal of Educational Psychology, 62, 73-87.
Craig, W.M., Pepler, D. ve Atlas, R. (2000). Observations of bullying in the playground and in the classroom. Social Psychology International, 21(1), 22- 36.
Crick, N., Bigbee, M.A. ve Howes, C. (1996). Gender differences in childeren’s normative beliefs about aggression: How do I hurt thee? Let me count tha ways. Child Development, 67, 1003-1014.
Crothers, L. M. ve Levinson, E. M., (2004). Assessment of bullying: A review of methods and instruments. Journal of Counseling & Development, 82, 496-503.
Delfabbro, P., Winefield, T., Trainor, S., Dollard, M., Anderson, S., Metzer, J. ve Hammarstrom, A. (2006). Peer and teacher bullying/victimization of South Australian secondary school students: Prevalence and psychosocial profiles. British Journal of Educational Psychology, 76, 71-90.
Furniss, C. (2000). Bullying in schools: it’s not crime- is it?.Education and The Law, 12, 1, 9-29.
Genta, M.L., Menesini, E., Fonzi, A., Costabile, A. ve Smith, P.K. (1996). Bullies and Victims in Schools in Central and Southern Italy. European Journal of Psychology of Education, 11, 97– 110
Hazler, R.J. (1996) Breaking the cycle of violence: interventions for bullying and victimization. Washington, D.C: Accelerated Development.
Kaltiala-Heino, R., Rimpela, M., Marttunnen, M., Rimpela, A. ve Rantanen, P. (1999). Bullying, depression, and suidal ideation in Finnish adolescents: School survey. BMJ, 319, 348-351.
Kapçı, E. G. (2004). İlköğretim öğrencilerinin zorbalığa maruz kalma türünün ve sıklığının depres- yon,kaygı ve benlik saygısıyla ilişkisi. Ankara Üniver- sitesi Eğitim Bilimleri Fakültesi Dergisi, 37, 1, 1-13.
Karatzias, A., Power, K.G. ve Swanson, V. (2002). Bullying and victimization in Scottish secondary schools: Same of separate entities. Aggressive Behavior, 28, 45-61.
Kepenekçi, Y.K. ve Çınkır, Ş. (2006). Bullying among Turkish high school students. Child Abuse & Neglect, 30, 193-204.
Lagerspetz, K.M.J., Bjorkquist, K. ve Peltonen, T. (1988). Is indirect aggression typical of females? Gender differences in aggressiveness in 11-12 year old children. Aggressive Behavior, 14, 403-414. Maynard, H. ve Joseph, S. (1997). Bully/Victim problems and their association with Eysenck’s Personality Dimensions in 8 to 13 year olds. British Journal of Educational Psychology, 66, 447- 456.
Olweus, D. (1993). Bullying at school. Cambridge: Blackwell.
O’Moore, M. ve Kirkham, C. (2001). Self- esteem and its relationship to bullying behavior. Aggressive Behavior, 27, 269-283.
Page, R.M. ve Page, S.T. (2003). Fostering emotional well-being in the classroom. Massachusetts:Jones & Barlett Publishers.
Pateraki, L. ve Houndoumadi, A. (2001) Bullying Among Primary School Children in Athens, Greece, Educational Psychology, 21 (2), pp. 167–73.
Pereira, B., Mendonça, D., Neto, C., Valente L. ve Smith P.K. (2004) Bullying in Portuguese schools. School Psychology International, 25(2), 241- 254.
Rigby, K. (2000). Effects of peer victimization in schools and perceived social support on adolescent well-being. Journal of Adolescence, 23, 57-68.
Rigby, K. (2002). New perspectives on bullying. London: Jessica Kingsley.
Rigby, K. (2004). Addressing bullying in schools theoratical perspectives and their implications. School Psychology International, 25(3), 287-300.
Rigby, K. ve Slee, P.T. (1991) Bullying among Australian school children: Reported behavior and attitudes toward victims. Journal of Social Psychology, 131(5).
Rivers, L. ve Simith, P.K. (1994). Types of bullying behavior and their correlates. Aggressive Behavior, 20, 359-368.
Roffey, S. (2000). Adressing bully in schools: organisational factors from policy to practice. Educational and Child Psychology, 17(1), 6-19.
Seals, D. ve Young, J (2003). Bullying And Victimization: Prevalence And Relationship To Gender, Grade Level, Ethnicity, Self-Esteem, and Depression. Adolescence, 38, 735-747.
Shmith, P.K. ve Sharp, S. (1994). The problem of school bullying. In P.K. Shmith, & S.Sharp (Eds.), School Bullying Insights and Perpectives. London: Routledge.
Slee, P. T. ve Rigby, K. (1993). The relationship of Eysenk’s Personality Factors and self- esteem to bully/victim behavior in Australian school boys. Personality and Individual Differences, 14, 371- 373.
Sutton, J. ve Keogh (2000). Social competition in school: Relationships with bullying, Machiavellianism and personality. British Journal of Educational Psychology, 70, 443-457.
Williams, K., Chambers, M., Logan, S. ve Robinson, D. (1996). Association of common health symptoms with bullying in primary school children. BMJ, 313, 17-19.
Whitney, I. ve Smith, P. K. (1993). A Survey of Nature and Extent of Bullying in Junior/Middle and econdary Schools. Educational Research, 35 (1), 3–25.
Yıldırım, S. (2001). Zorbalık, Aile Ortamı ve Popülarite Arasındaki İlişkiler. Yayınlanmamış Yüksek Lisans Tezi, Orta Doğu Teknik Üniversitesi, Sosyal Bilimler Enstitüsü, Ankara.
Yurtal F. (2004) Name Calling and peer beliefs among primary school children in Turkey, Pastoral Care in Education, 22(2), 39-41