BOŞANMIŞ AİLE ÇOÇUKLARININ YILMAZLIK ÖZELLİKLERİ VE KORUYUCU FAKTÖRLERİNİN İNCELENMESİ

Bu çalışmada lise öğrencilerinin sahip oldukları yılmazlık özellikleri ve koruyucu faktörler ailelerinin birliktelik-boşanmışlık durumu ve öğrencilerin cinsiyetine göre karşılaştırılmıştır. Araştırma grubunu 70'i anne-babası boşanmış, 82'si anne-babası birlikte yaşayan olmak üzere, toplam 152 öğrenciden oluşmuştur. Bu öğrencilerin 76'sı kız, 76'sı ise erkektir. Araştırmaya katılan öğrenciler Ankara ili Mamak ilçesindeki liselerden seçilmiştir. Öğrencilerin sahip oldukları yılmazlık özellikleri ve koruyucu faktörler Özcan (2005) tarafından Türk kültürüne uyarlanan California Yılmazlık Değerlendirme Ölçeği ile saptanmıştır. Boşanmış aile çocukları ise okul Rehberlik ve Psikolojik Danışma Servislerindeki öğrenci tanıma kartlarından yararlanılarak tespit edilmiştir. Elde edilen verilerin istatistiksel analizinde MANOVA kullanılmıştır. Araştırmada bulguları, anne-babası birlikte olan lise öğrencilerinin sahip olduğu yılmazlık özellikleri ve koruyucu faktörler toplam puanı anne babası boşanmış olanlara göre anlamlı şekilde daha yüksektir. Cinsiyete göre ise anlamlı bir farklılık yoktur. California Yılmazlık Değerlendirme Ölçeği'nin alt ölçeklerinde yapılan karşılaştırmada ise şu bulgular elde edilmiştir: Anne-babası birlikte olan lise öğrencilerinin sahip olduğu toplumdaki koruyucu ilişkiler ve yüksek beklentiler; ailedeki koruyucu ilişkiler, yüksek beklentiler ve anlamlı katılımlar için olanaklar; amaçlar ve özlemler; problem çözme düzeyleri anne-babası boşanmış olanlara göre anlamlı düzeyde daha yüksektir. Okuldaki koruyucu ilişkiler ve yüksek beklentiler; arkadaş grubundaki koruyucu ilişkiler; öz-yetkinlik ve öz-farkındalık; empati ise öğrencilerin ailelerinin birliktelik-boşanmışlık durumuna göre anlamlı düzeyde farklılık göstermemektedir. Cinsiyete göre ise sadece empati düzeyi farklılık göstermektedir. Kız öğrencilerin empati düzeyi erkeklerden daha yüksektir

INVESTIGATION RESILINCE TRAITS AND PROTECTIVE FACTORS OF HIGH SCHOOL STUDENTS FROM DIVORCED FAMILIES

In this study, protective factors and resiliency traits of high school students were compared according to status of students’ families being divorced or nondivorced and gender of students. In the research study group were included 70 divorced family and 82 nondivorced family’s adolescents and totally 152 high school students. 152 of students were equally 76 females and males. These students were chosen from high schools of Mamak/Ankara. California Healthy Kids Survey Resilience and Youth Development Module High School Questionnaire that were adapted to Turkish culture by Ozcan (2005) were applied to measure protective factors and resilience traits of high school students. Divorced families’ children were learnt from student identification cards in Guidance and Psychological Counseling Services of high schools. MONOVA were used to analyze data. The research results showed that students of nondivorced families had significantly higher protective factors and resilience traits than students of divorced families had. There were no significant differences according to gender between two groups. Results of comparison of subtests; Nondivorced families’ adolescents had higher caring relationships and high expectations at community; caring relationships, high expectations and opportunities for meaningful participations at family; goals and aspirations; problem solving level than students of divorced children had. However caring relationships and high expectations at school; caring relationships with peers; self-efficacy and self-awareness; empathy were not significantly different according to having divorced or nondivoreced families. According to gender, only empathy had significant differences. Female had higher empathy level than male had In this study, protective factors and resiliency traits of high school students were compared according to status of students’ families being divorced or nondivorced and gender of students. In the research study group were included 70 divorced family and 82 nondivorced family’s adolescents and totally 152 high school students. 152 of students were equally 76 females and males. These students were chosen from high schools of Mamak/Ankara. California Healthy Kids Survey Resilience and Youth Development Module High School Questionnaire that were adapted to Turkish by Ozcan (2005) were applied to measure protective factors and resilience traits of high school students. Divorced families’ children were learnt from student identification cards in Guidance and Psychological Counseling Services of high schools. MONOVA were used to analyze data. Results The research results showed that high school students’s protective factors and resilience traits were significantly different according to having divorced or nondivorced family (f(1-148)=10.84, p< .01). Students from nondivorced families had higher protective factors and resilience traits than ( =113.17) stududents from divorced family had ( =104.76). Howewer, students’s protective factors and resilience traits were not significantly different according to gender (f(1-148)=000, p>.05). Results of comparison of subscales of CYDÖ; The research results showed that high school students’s protective factors and resilience traits were significantly different according to having divorced or nondivorced family (f(1-148)=10.84, p< .01). Students from nondivorced families had higher protective factors and resilience traits than ( =113.17) stududents from divorced family had ( =104.76). Howewer, students’s protective factors and resilience traits were not significantly different according to gender (f(1-148)=000, p>.05). Protective foctors, firsly one caring relationships and high expectations at community were significantly different according to having divorced or nondivorced family (f(1-148)=5.48, p.05). Second one students’ caring relationships, high expectations and opportunities for meaningful participations at family were significantly different according to having divorced or nondivorced family (f(1-148)=11.78, p.05). Resilience traits, first one goals and aspirations were significantly different according to having divorced or nondivorced family (f(1-148)= 4.52, p.05). Secondly, problem solving were significantly different according to having divorced or nondivorced family (f(1-148)=5.80, p.05). On the contrary, caring relationships and high expectations at school (f(1-148)= 1.68, p>.05), caring relationships with peers (f(1-148)= 2.69, p>.05), self-efficacy and self-awareness (f(1-148)= 3.16, p>.05), and empathy (f(1-148)= .520, p>.05) were not significantly different according to having divorced or nondivorced family. According to gender, only empathy was significant different (f(1- 148)=8.06, p

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