Amaç: Tüm dünyada özellikle ilkokul çocukları arasında yadsınamayacak bir sorun olan akran zorbalığı okul temelli programlarla önlenebilmektedir. Bu çalışmada ilkokullar için geliştirilen bibliyoterapi ve yaratıcı drama temelli akran zorbalığı müdahale programı tanıtılmıştır. Öğrenci merkezli ve tematik olan öğretim programı ilerlemeci felsefeye dayanmaktadır. Yöntem: Programın içeriği zorbalık davranışının ortaya çıkması ile ilişkilendirilen dört tema (duygular, farklılıklar, zorbalık ve mültecilik) etrafında şekillendirilmiştir. Hedef kitlesi zorbalığın üç aktörü (zorba, kurban ve izleyici/tanık) olan programda, ilkokulun dört sınıf düzeyi için her bir temaya uygun olarak seçilen resimli hikâye kitapları kullanılarak bibliyoterapi temelli ders planları hazırlanmıştır. Program her sınıf düzeyi için haftalık iki ders saati olmak üzere 4 oturum olarak planlanmıştır. Bibliyoterapi temelli ders planlarında yaratıcı drama, grup çalışması, tartışma gibi tekniklerin ve dijital eğitim platformlarının kullanılması gibi öğrencilerin aktif katılımını gerektiren çeşitli etkinliklere yer verilmiştir. Programın pilot uygulaması 2019-2020 eğitim öğretin yılının sonbahar döneminde Çankırı ilinde iki ilkokulda, toplam 590 öğrenci ile yapılmıştır. Bulgular: Öğretmenlerle yapılan görüşmeler, programın öğrencilerde farkındalık yaratma ve zorbalıkla baş etme konusunda yeni çözümler bulmalarına yardımcı olduğunu göstermiştir. Sonuç: Programın uzun süreli etkilerinin izlenmesi için daha büyük gruplarla ve daha uzun sürede denenmesi gerekmektedir. Özgünlük: Türkiye’de ilkokul düzeyinde geliştirilmiş bibliyoterapi’ye dayalı ilk akran zorbalığını önleme programıdır.
Purpose: Bullying, which is an undeniable problem especially among primary school children over the world, can be prevented with school-based programs. In this study, bibliotherapy and creative drama-based peer bullying intervention program developed for primary schools were introduced. The student-centered and thematic curriculum is based on a progressive philosophy. The content of the program is shaped around 4 themes (emotions, differences, bullying and refugee) associated with the emergence of bullying behavior. Method: The content of the program was shaped around four themes (emotions, differences, bullying and refugee) associated with the emergence of bullying behavior. In the program, whose target audience is the three actors of bullying (bully, victim and bystander/witness), bibliyotherapy-based lesson plans were prepared for four grade levels of primary school by using picture storybooks selected in accordance with each theme. 4 sessions with two lesson hours per week are planned for each grade level. Various activities that require active participation of students, such as the use of techniques such as creative drama, group work, discussion, and digital education platforms are included in the lesson plans. The pilot implementation of the program was carried out in the fall semester of the 2019-2020 academic year in two primary schools in Çankırı with a total of 590 students. Findings: Interviews with teachers have shown that the program helps students to raise awareness and find new solutions to bullying. Implications: In order to monitor the long-term effects of the program, it should be tested with larger groups and over a longer period of time. Originality: It is the first peer bullying prevention program based on bibliotherapy developed at primary school level in Turkey.
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