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Liselerde Okuldan Erken Ayrılma: Farklı Paydaşlara Yönelik Bütüncül Bir Önleme ve Müdahale Etme Çalışması

Year 2023, Volume: 6 Issue: 1, 26 - 50, 30.06.2023

Buse Aras Arif Özer

https://doi.org/10.58433/opdd.1264600

Abstract

Türkiye’de okuldan erken ayrılma (OEA) oranları, Avrupa Birliği ortalamasının yaklaşık üç katıdır. Devlet İstatistik Enstitüsü Türkiye’de OEA’nın temel nedenin yoksulluk olduğunu rapor etmektedir. Yüksek OEA oranlarına rağmen Türkiye’de kapsamlı bir OEA programının geliştirilmediği görülmektedir. Bu çalışma, Avrupa Birliği’nin Şartlı Nakit Transferi Projesi kapsamında Türkiye’deki OEA oranlarını azaltmak için geliştirilen bütüncül bir danışma programını tanıtmaktadır. Lise öğrencilerine yönelik bu çalışma OEA açısından risk belirtileri göstermeyen için bir psikoeğitim programını, risk belirtilerinden bir ya da daha fazlasını gösteren öğrenciler için bir müdahale programını, aile eğitim programını ve okul personeline yönelik bir seminer çalışmasını içermektedir. Bu programlar öğrencilerin seçimini, süreci ve sonuçları değerlendirmektedir. Program içerikleri, her birine 100 psikolojik danışmanının katıldığı beş ayrı çalıştayda, yaşantısal uygulamalarla revize edilmiştir. Bu programın, Türkiye’de OEA’ya yönelik müdahaleler konusunda yaşanan eksikliği tamamlaması ve OEA riskini azaltması beklenmektedir.

Keywords

okuldan erken ayrılma akademik motivasyon özdüzenlemeli öğrenme öfke yönetimi iletişim becerileri

Supporting Institution

WYG Türkiye Proje Yönetimi ve Teknik Danışmanlık

Project Number

Türkiye’de Lise Devam Oranının Artırılması için Şartlı Nakit Transferinin (Şartlı Eğitim Yardımı) Etkisinin Güçlendirilmesi (ŞNT II) Projesi EuropeAid/140285/IH/SER/TR

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Early School Leaving in High Schools: A Prevention and Intervention Program for Various Stakeholders

Year 2023, Volume: 6 Issue: 1, 26 - 50, 30.06.2023

Buse Aras Arif Özer

https://doi.org/10.58433/opdd.1264600

Abstract

Early School Leaving (ESL) rates in Türkiye is about three times the European Union average. The Turkish Statistical Institute has reported that poverty is the main reason for ESL in Turkey. Despite the high rates, a comprehensive ESL program has not yet been to be developed in Türkiye. This study presented a holistic program developed to reduce ESL rates in Türkiye under the Conditional Cash Transfer Project provided by the European Union. This study includes a psychoeducation program for students who do not have ESL risk factors, an intervention for students who have one or more ESL risk factors, a family education program, and a seminar for school personnel. These programs evaluate student selection, processes, and outcomes. Program content was reviewed in five workshops, each attended by 100 school counselors. This program could help close the gap in ELS interventions and reduce ESL rates.

Keywords

Early school leaving academic motivation self-regulated learning anger management communication skills

Project Number

Türkiye’de Lise Devam Oranının Artırılması için Şartlı Nakit Transferinin (Şartlı Eğitim Yardımı) Etkisinin Güçlendirilmesi (ŞNT II) Projesi EuropeAid/140285/IH/SER/TR

References

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  • Alcaraz, M. (2020). Beyond financial resources: The role of parents’ education in predicting children’s educational persistence in Mexico. International Journal of Educational Development, 75, 102188. https://doi.org/10.1016/j.ijedudev.2020.102188c
  • Barakat, S., Maguire, S., Surgenor, L., Donnelly, B., Miceska, B., Fromholtz, K., Russell, J., Hay, P., & Touyz, S. (2017). The role of regular eating and self-monitoring in the treatment of bulimia nervosa: A pilot study of an online guided self-help CBT program. Behavioral Sciences, 7(4), 39. https://doi.org/10.3390/bs7030039
  • Bergin, A., & McGuinness, S. (2021). Who is better off? Measuring cross-border differences in living standards, opportunities and quality of life on the island of Ireland. Irish Studies in International Affairs, 32(2), 143–160. https://doi.org/10.1353/isia.2021.0039
  • Berlinski, S., Busso, M., Dinkelman, T., & Martinez, C. (2016) Reducing parent-school information gaps and improving education outcomes: Evidence from high frequency text messaging in Chile [Unpublished manuscript]. https://bit.ly/3Kws77Q
  • Binanti, L. (2012). Early school leavers and dropouts: A matter of educational appeal. Revista española de educación comparada, (20), 167-198. https://www.proquest.com/scholarly-journals/early-school-leavers-dropouts-matter-educational/docview/1418691913/se-2
  • Blondal, K. S., & Adalbjarnardottir, S. (2009). Parenting practices and school dropout: A longitudinal study. Family Therapy, 36(3), 125–145.
  • Bowers, A. J., Sprott, R., & Taff, S. A. (2013). Do we know who will drop out?: a review of the predictors of dropping out of high school: precision, sensitivity, and specificity. The High School Journal, 96(2), 77–100. https://doi.org/10.1353/hsj.2013.0000
  • Bronfenbrenner, U. & Morris, P. A. (2006). The bioecological model of human development. Handbook of Child Psychology, John Wiley&Sons, Inc. 793-828.
  • Canenguez, K. M., Farley, A. M., Squicciarini, A. M., Dutta, A., Simonsohn, A., Holcomb, J. M., Peña, F., Leiva, L., Benheim, T. S., Guzmán, J., Jellinek, M., & Murphy, J. M. (2022). Implementation and outcomes of a national school-based mental health program for middle school students in Chile. School Mental Health, 1–12. https://doi.org/10.1007/s12310-022-09541-2
  • Cohen, J., McCabe, E. M., Michelli, N. M., & Pickeral, T. (2009). School climate: Research, policy, practice, and teacher education. Teachers College Record, 111(1), 180–213. https://doi.org/10.1177/016146810911100108
  • Creative Associates. (2015). Do early warning systems and student engagement activities reduce dropout? Findings from the four-country school dropout prevention pilot program impact evaluation in Timor-Leste. USAID. https://bit.ly/3I4Sije
  • Deli, W., Kaur, A., & Hashim, R. A. (2021). Who delivers it and how it is delivered: effects of social-emotional learning interventions on learning anxiety and dropout intention. Malaysian Journal of Learning and Instruction, 18(1), 1–27. https://doi.org/10.32890/mjli2021.18.1.1
  • Ekonomik Kalkınma ve İş birliği Örgütü bazen de İktisadi İş birliği ve Gelişme Teşkilatı. (2023). Employment by education level. Şubat 22, 2023’te erişildi. https://doi.org/10.1787/26f676c7-en
  • Erbaş, M. M., & Kağnıcı, D. Y. (2017). Seçim kuramına dayalı psikoeğitim programının ergenlerin riskli davranışları ve iyilik hali üzerindeki etkisinin incelenmesi. Electronic Journal of Social Sciences, 16(64), 1594–1615. https://doi.org/10.17755/esosder.327488
  • Estell, D. B., & Perdue, N. H. (2013). Social support and behavioral and affective school engagement: The effects of peers, parents, and teachers. Psychology in the Schools, 50(4), 325–339. https://doi.org/10.1002/pits.21681
  • Estêvão, P., & Álvares, M. (2014). What do we mean by school dropout? Early School Leaving and the shifting of paradigms in school dropout measurement. Portuguese Journal of Social Science, 13(1), 21–32. https://doi.org/10.1386/pjss.13.1.21_1
  • European Commission. (2013). Reducing early school leaving: Key messages and policy support. Education and Training, 1–46. https://bit.ly/3pMexBI
  • Frank, J. R. (1990). High school dropout: A new look at family variables. Children & Schools, 13(1), 34–47, https://doi.org/10.1093/cs/13.1.34
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There are 67 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Buse Aras 0000-0002-7734-2514

Arif Özer 0000-0001-6512-8070

Project Number Türkiye’de Lise Devam Oranının Artırılması için Şartlı Nakit Transferinin (Şartlı Eğitim Yardımı) Etkisinin Güçlendirilmesi (ŞNT II) Projesi EuropeAid/140285/IH/SER/TR
Publication Date June 30, 2023
Published in Issue Year 2023 Volume: 6 Issue: 1

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APA Aras, B., & Özer, A. (2023). Liselerde Okuldan Erken Ayrılma: Farklı Paydaşlara Yönelik Bütüncül Bir Önleme ve Müdahale Etme Çalışması. Okul Psikolojik Danışmanlığı Dergisi, 6(1), 26-50. https://doi.org/10.58433/opdd.1264600
AMA Aras B, Özer A. Liselerde Okuldan Erken Ayrılma: Farklı Paydaşlara Yönelik Bütüncül Bir Önleme ve Müdahale Etme Çalışması. OPDD / JSC. June 2023;6(1):26-50. doi:10.58433/opdd.1264600
Chicago Aras, Buse, and Arif Özer. “Liselerde Okuldan Erken Ayrılma: Farklı Paydaşlara Yönelik Bütüncül Bir Önleme Ve Müdahale Etme Çalışması”. Okul Psikolojik Danışmanlığı Dergisi 6, no. 1 (June 2023): 26-50. https://doi.org/10.58433/opdd.1264600.
EndNote Aras B, Özer A (June 1, 2023) Liselerde Okuldan Erken Ayrılma: Farklı Paydaşlara Yönelik Bütüncül Bir Önleme ve Müdahale Etme Çalışması. Okul Psikolojik Danışmanlığı Dergisi 6 1 26–50.
IEEE B. Aras and A. Özer, “Liselerde Okuldan Erken Ayrılma: Farklı Paydaşlara Yönelik Bütüncül Bir Önleme ve Müdahale Etme Çalışması”, OPDD / JSC, vol. 6, no. 1, pp. 26–50, 2023, doi: 10.58433/opdd.1264600.
ISNAD Aras, Buse - Özer, Arif. “Liselerde Okuldan Erken Ayrılma: Farklı Paydaşlara Yönelik Bütüncül Bir Önleme Ve Müdahale Etme Çalışması”. Okul Psikolojik Danışmanlığı Dergisi 6/1 (June 2023), 26-50. https://doi.org/10.58433/opdd.1264600.
JAMA Aras B, Özer A. Liselerde Okuldan Erken Ayrılma: Farklı Paydaşlara Yönelik Bütüncül Bir Önleme ve Müdahale Etme Çalışması. OPDD / JSC. 2023;6:26–50.
MLA Aras, Buse and Arif Özer. “Liselerde Okuldan Erken Ayrılma: Farklı Paydaşlara Yönelik Bütüncül Bir Önleme Ve Müdahale Etme Çalışması”. Okul Psikolojik Danışmanlığı Dergisi, vol. 6, no. 1, 2023, pp. 26-50, doi:10.58433/opdd.1264600.
Vancouver Aras B, Özer A. Liselerde Okuldan Erken Ayrılma: Farklı Paydaşlara Yönelik Bütüncül Bir Önleme ve Müdahale Etme Çalışması. OPDD / JSC. 2023;6(1):26-50.
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İletişim Adresi: Türk Psikolojik Danışma ve Rehberlik Derneği, Sağlık Mah. Süleyman Sırrı Cad. Sağlık İş Hanı No: 21/18, Çankaya/Ankara Tel: 0850 756 96 76