9-11 Yaşındaki çocukların sosyal problem çözme becerilerinde cinsiyet ve yaş farklılıkları

Bu araştırmanın amacı, Sosyal Problem Çözme Testi Türkçe formunun 9-11 yaşındaki çocuklar için güvenilir ve geçerli bir araç olup olmadığının sınanması ve 9-11 yaş grubundaki çocukların (144 çocuk; 72 erkek ve 72 kız) sosyal problem çözme becerilerinin cinsiyet ve yaş yönünden incelenmesidir. Testin Türkçe formu, test-tekrar test, yargıcı tutarlığı ve Cronbach Alfa iç tutarlık katsayısı açısından değerlendirilmiş ve sonuçlar, Sosyal Problem Çözme Testi’nin ele alınan yaş grubundaki çocukların sosyal problem çözme becerilerini değerlendirmek için uygun bir araç olduğunu ortaya koymuştur. Cinsiyet ve yaşa ilişkin olarak yapılan değerlendirmeler, nesne edinme ve arkadaş edinme durumlarında kızların erkeklere göre daha fazla çözüm ürettiklerini göstermiştir. Ayrıca, 10 ve 11 yaşındaki çocukların, 9 yaşındaki çocuklarla karşılaştırıldığında, nesne edinme durumunda daha fazla çözüm üretebildikleri, 11 yaşındaki çocukların nesne edinmeye ilişkin olarak daha fazla farklı strateji kullanabildikleri ve problemin çözümü başarısız olduğunda problem durumunu çözecek yeni stratejiler oluşturmada daha başarılı oldukları saptanmıştır. Sonuç olarak, SPÇT’nin güvenilir ve geçerli olduğuna ve sosyal problem çözme becerilerinin cinsiyete ve yaşa bağlı olarak farklılaşabildiğine kanıtlar sunan bulguların, sosyal problem çözme becerilerinin değerlendirilmesine ve ileride yapılacak araştırmalara ışık tutacağı düşünülmektedir.

Age and gender differences in social problem solving skills of 9-11 year-old children

The purpose of this research was to test the reliability and validity of Social Problem Solving Skills Test Turkish Form within 9 to 11 years old children, and also to investigate social problem solving skills of children (144 children; 72 boys and 72 girls) with regard to age and sex. The Turkish form was evaluated with the analyses of test-retest, inter-rater consistency, and internal consistency coefficients. For content validity, three experts’ opinions were consulted. Results showed that Social Problem Solving Skills Test Turkish Form is a reliable test, evaluating social problem solving skills of children aged 9 to 11 years. Assessments in relation to sex and age showed that, girls produce more solutions than boys for object acquisition and friendship initiation issues. Additionally, 10-11 aged children produce more solutions in object acquisition issues and 11 aged children use more varied strategies about object acquisition, and if the strategy for solving the problem fails, be more successful with producing new strategies with respect to 9 years old children. In conclusion, it was thought that the results that presented evidence for reliability of Social Problem Solving Test and for age and gender differences in social problem solving skills elucidate assessment of social problem solving skills and future research on this topic.

PDF

___

Akbaş, S. C. (2005). Okul Öncesi Eğitime Devam Eden Altı Yaş Grubu Çocukların Sosyal Problem Çözme Becerilerinin İncelenmesi. Bilim Uzmanlığı Tezi, Hacettepe Üniversitesi, Ankara.
Anlıak, Ş., & Dinçer, Ç. (2005). Farklı Eğitim Yaklaşımları Uygulayan Okul Öncesi Eğitim Kurumlarına Devam Eden Çocukların Kişiler Arası Problem Çözme Becerilerinin Değerlendirilmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 38(1), 149-166.
Asher, S. R., Markell, R. A., & Hymel, S. (1981). Identifying children at risk in peer relations: A critique of the rate-of-interaction approach to assessment. Child Development, 52, 1239- 1245.
Asher, S. R., & Dodge K. A. (1986). Identifying children who are rejected by their peers. Developmental Psychology, 22, 444-449.
Asher, S. R., & Williams, G. A. (1987). Helping children without friends in home and school. Children’s Social Development: Information for Teachers and Parents. ERIC Clearinghouse on Elementary and Early Childhood Education.
Ashford, J. B., LeCroy, C. W., & Lortie, K. L. (2001). Human behavior in the social environment: A multidimensional perspective (2th ed.). Belmont, CA: Wadsworth, Thomas Learning.
Bandura, A., & Walters, R. H. (1963). Social learning and personality development. New York: Holt, Rinehart, Winston.
Barbarasch, B. S. (1997). The effect of parenting style and social problem solving thinking skills on sixth graders’ adaptation to middle school. Unpublished doctoral dissertation, Temple University. USA.
Biggam, F. H., & Power, K. G. (1999). Social problem solving skills and psychological distress among incarcerated young offenders: The issue of bullying and victimization. Cognitive Therapy and Research, 23(3), 307-326.
Burgess, K. B., Wojslawowicz, J. C., Rubin, K. H., Rose-Krasnor, L., & Booth- LaForce, C. (2006). Social information processing and coping strategies of shy/withdrawn and aggressive children: Does friendship matter? Child Development, 7(2), 371-383.
Chang, E. C., D’Zurilla, T. J., & Sanna, L. J. (2004). Social problem solving: Theory, research and training. Washington, DC: American Psychological Association.
Chasse, K. T. (2004). Individual and family factors that influence the social problem solving skills of inner city African American pre-adolescents. Unpublished master of art thesis, Columbia University, USA.
Cillessen, A. H. N., & Bellmore, A. D. (2002). Social skills and interpersonal perception in early and middle childhood. P. K. Smith & C. H. Hart (Eds.), Blackwell handbook of childhood social development (pp. 355-374). USA: Blackwell Publishers.
Coie, J. D., & Dodge, K. A. (1998). Aggression and antisocial behavior. W. Damon (Ed.), Handbook of child psychology (5th ed., vol. 3). New York: John Wiley and Sons.
Collins, W. A. (1984). The status of basic research on middle childhood. W. A. Collins (Ed.), Development during middle childhood: The years from six to twelve. Washington, DC: National Academy Press.
Crick, N. R., & Dodge, K. A. (1994). A review and reformulation of social information-processing mechanisms in children’s social adjustment. Psychological Bulletin 115(1), 74-101.
Crombie, G.,& Gold, D. (2001) Compliance and problem solving competence in girls and boys. The Journal of Genetic Psychology, 150 (3), 281–291.
Davies, D. (1999). Child development: A practitioner’s guide. NY: Guilford Press.
Dinçer, Ç. (1995). Anaokuluna Devam Eden 5 Yaş Grubu Çocuklarına Kişiler Arası Problem Çözme Becerilerinin Kazandırılmasında Eğitimin Etkisinin İncelenmesi. Doktora tezi, Hacettepe Üniversitesi, Ankara.
D’Zurilla, T. J., & Chang, E. C. (1995). The relations between social problem solving and coping. Cognitive Therapy and Research, 19(5), 547-562.
Elias, M. J., Rothbaum, P. A.,& Gara, M. (1986) Social-cognitive problem solving in children: Assessing the knowledge and application of skills. Journal of Applied Developmental Psychology, 7, 77–94.
Erikson, E. H. (1963). Childhood and society. New York: W. W. Norton.
Erikson, E. H. (1984). İnsanın Sekiz Çağı, B. Üstün ve V. Şar (Çev.). Ankara: Birey ve Toplum.
Erwin, P. G. (1993). Friendship and peer relations in children. England: Wiley.
Erwin, P. G., Firth, K., & Purves, D. G. (2004). Task characteristics and performance in interpersonal cognitive problem solving. Journal of Psychology, 38(2), 185-191.
Feldman, E., & Dodge, K. A. (1987). Social information processing and sociometric status: Sex, age, and situational effects. Journal of Abnormal Child Psychology, 15, 211-227.
Fraser, M. W., Galinsky, M. J., Smokowski, P. R., Day, S. H., Terzian, M. A., Rose, R. A., & Guo, S. (2005). Social information-processing skills training to promote social competence and prevent aggressive behavior in the third grade. Journal of Consulting and Clinical Psychology, 73(6), 1045–1055.
Gander, M. J., & Gardiner, H. W. (1993). Çocuk ve ergen gelişimi. B. Onur (Çev.), Ankara: İmge.
Goodman, S. H., Brogan, D., Lynch, M. E., & Fielding, B. (1993). Social and emotional competence in children of depressed mothers. Child Development, 64, 516-531.
Green V. A., Cillessen, A. H. N., Rechis, R., Patterson, M. M., & Hughes, J. M. (2008). Social problem solving and strategy use in young children. Journal of Genetic Psychology, 169(1), 92-112.
Guerra N. G., & Slaby, R. G. (1989). Evaluative factors in social problem solving by aggressive boys. Journal of Abnormal Psychology, 17, 277-289.
Haaga, D. A., Fine, J. A., & Beck, A. T. (1995). Social problem- solving deficits, dependency and depressive symptoms. Cognitive Therapy and Research, 19(2), 147-158.
Hartup, W. W. (1992). Peer relations in early and middle childhood. V. B. Van Hasselt & M. Hersen (Eds.). Handbook of social development: A lifespan perspective (pp. 257-281). New York: Plenum Press.
Hartup, W. W., & Stevens, N. (1999). Friendships and adaptation across the life span. Current Directions in Psychological Science, 8(3), 76-79.
Hopmeyer, A., & Asher, S. R. (1997). Children’s responses to peer conflicts involving rights infractions. Merrill-Palmer Quarterly, 43(2), 235-253.
Howing, P. T., Wodarski, J. S., Kurtz, P. D., & Gaudin, J. M. (1990). The empirical base for the implementation of social skills training with maltreated children. Social Work, 35(5), 460- 467.
Lindeman, M., Harakka, T., & Keltikangas-Järvinen, L. (1997). Aggression, prosociality and withdrawal as social problem-solving strategies in adolescence. Journal of Youth Adolescence, 26, 339–351.
Malik, S., Balda, S., & Punia, S. (2005). Promoting social competence of 6-8 years old socially incompetent girls. Journal of Social Science, 10(3), 233-236.
Malik, S., Balda, S., & Punia, S. (2006). Socio-emotional behaviour and social problem solving skills of 6-8 years old children. Journal of Social Science, 12(1), 55-58.
McCabe, R., Blankstein, K. R., & Mills, J. (1999). Interpersonal sensitivity and social problemsolving: Relations with academic and social self- esteem, depressive symptoms and academic performance. Cognitive Therapy and Research, 23(6), 587-604.
Öğülmüş, S. (2001). Kişiler Arası Sorun Çözme Becerileri ve Eğitimi. İstanbul: Nobel Yayın Dağıtım.
Parke, R. D., & Slaby, R. G. (1983). The development of aggression. P. H. Mussen (Series Ed.), E. M. Hetherington (Volume Ed.). Handbook of child psychology volume IV (pp: 547–641). New York: Wiley.
Parker, J. G., & Asher, S. R. (1987). Peer relations and later personal adjustment: Are low-accepted children at risk? Psychology Bulletin, 102, 357-389.
Parker, J. G., & Asher, S. R. (1993). Friendship and friendship quality in middle childhood: Links with peer group acceptance and feelings of loneliness and social dissatisfaction. Developmental Psychology, 29, 611–621.
Payton, J., Weissberg, R. P., Durlak, J. A., Dymnicki, A. B., Taylor, R. D., Schellinger, K. B., & Pachan, M. (2006). The positive impact of social and emotional learning for kindergarten to eighth-grade student: Findings from three scientiﬁc reviews. Chicago, IL: Collaborative for Academic, Social, and Emotional Learning.
Pellegrini, D. S. (1985). Social cognition and competence in middle childhood. Child Development, 56(1), 253-264.
Pellegrini, D. S., & Urbain, E. S. (1985). An evaluation of interpersonal cognitive problem solving training with children. Journal of Child Psychology and Psychiatry, 26(1), 17-41.
Pettit, G. S., Dodge, K. A., & Brown, M. M. (1988). Early family experience, social problem solving patterns, and children’s social competence. Child Development, 59, 107-120.
Piaget, J. (1932). The moral judgement of the child. New York: Harcourt, Brace, and World.
Platt, J. J., Spivack, G., Altman, N., & Altman, D. (1974). Adolescent problem- solving thinking. Journal of Consulting and Clinical Psychology, 42(6), 787-793.
Rubin, K. H., & Rose-Krasnor, L. R. (1983). Age and gender differences in the development of a representative social problem solving skill. Journal of Applied Developmental Psychology, 4, 463-475.
Rubin K. H., Daniels- Bierness, T., & Bream, L. (1984). Social isolation and social problem solving: A longitudinal study. Journal of Counsulting and Clinical Psychology, 52(1), 17-25.
Rubin, K. H. (1988). Social problem- solving test (SPST-R). USA: University of Waterloo.
Rubin, K. H., & Rose-Krasnor, L. (1992). Interpersonal problem solving. V. Hasselt & M. Hersen (Eds.). Handbook of social development. New York: Plenum.
Rubin, K. H., Burgess, K. B., & Coplan, R. J. (2002). Social withdrawl and shyness. P. K. Smith & C. Hart (Eds.). Blackwell’s handbook of childhood social development (pp. 329- 352). USA: Blackwell Publishers.
Rubin, K. H., Dwyer, K. M., Booth-Laforce, C., Kim, A. H., & Rose-Krasnor, L. (2004). Attachment, friendship, and psychosocial functioning in early adolescence. Journal of Early Adolescence, 24(4), 326-356.
Rudolph, K. D., & Heller, T. L. (1997). Interpersonal problem solving, externalizing behavior, and social competence in preschoolers: A knowledge-performance discrepancy? Journal of Applied Developmental Psychology, 18, 107-118.
Spivack, G., & Shure, M. B., (1972). Means-ends thinking, adjustment and social class among elementary school-aged children. Journal of Consulting and Clinical Psychology, 38, 348-353.
Shure, M. B., & Spivack, G. (1982). Interpersonal problem-solving in young children: A cognitive approach to prevention. American Journal of Community Psychology, 10(3), 341-355.
Tavşancıl, E. (2000). Tutumların ölçülmesi ve SPSS ile veri analizi. Ankara: Nobel Yayınevi.
Toro, P. A., Weissberg, R. P., Guare, J., & Liebenstein, N. L. (1990). A comparison of children with and without learning disabilities on social problem solving skill, school behavior and family background. Journal of Learning Disability, 23, 115-120.
Walker, S., Irving, K., & Berthelsen, D. (2002). Gender influences on preschool children’s social problem- solving strategies. The Journal of Genetic Psychology, 163(2), 197-209.
Waschbusch, D. A., Walsh, T. M., Andrade, B. F., King, S., & Carrey, N. J. (2007). Social problem solving, conduct problems, and callous-unemotional traits in children. Child Psychiatry and Human Development, 37, 293-305.
Werner, N. E., & Crick, N. R. (2004). Maladaptive peer relationships and the development of relational and physical aggression during middle childhood. Social Development, 13(4), 495-514.
Yaban, E. H., & Yükselen A. (2007). Korunmaya Muhtaç Yedi-On Bir Yaş Grubundaki Çocukların Sosyal Problem Çözme Becerilerinin İncelenmesi. Toplum ve Sosyal Hizmet, 18(1), 49-67.