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Duygu ve Davranış Bozukluğu Olan Öğrenciler için Öz-Güven Becerileri

Year 2024, Volume: 1 Issue: 1, 58 - 69, 31.12.2024

F. Kıvanç Erdoğan , Necdet Karasu

Abstract

Özgüven becerisi bireyin kendi haklarını savunurken başkalarına karşı saygısını koruduğu dinamik ve karmaşık bir davranışları içerir. Bu çalışmada duygu ve davranış bozukluğu (DDB) olan çocukların özellikleri ve öz-belirleme kuramı içerisinde yer alan özgüvenli davranışlar hakkında bilgi verilerek, özgüven becerilerinin önemi aktarılmaktadır. Özgüvenli davranışların DDB’li bireyler için önemi, yaşamına kalitesi ile ilişkisi açıklanmaktadır.

Keywords

duygu ve davranış bozuklukları öz-savunma becerileri özgüven

Ethical Statement

Bu derleme çalışmasının her aşamasında bilimsel etik ilke ve kurallarına uygun davrandığımı; bu çalışma kapsamında elde edilmeyen tüm veri ve bilgiler için kaynak gösterdiğimi ve bu kaynaklara kaynakçada yer verdiğimi; kullanılan verilerde herhangi bir değişiklik yapmadığımı, çalışmanın Committee on Publication Ethics (COPE)' in tüm şartlarını ve koşullarını kabul ederek etik görev ve sorumluluklara riayet ettiğimi beyan ederim.

References

  • Alberti, R., & Emmons, M. (2017). Your Perfect Right. Oakland, CA: Impact Publishers.
  • Anderson, L. K. (2022). Autistic experiences of applied behavior analysis. Autism, 0(0), 1-14.
  • APA. (2013). The Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition, Text Revision (DSM-5-TR). Washington: American Psychiatric Association Publishing.
  • Benitez, D. T., Lattimore, J., & Wehmeyer, M. L. (2005). Promoting the Involvement of Students With Emotional and Behavioral Disorders in Career and Vocational Planning and Decision-Making: The Self-Determined Career Development Model. Behavioral Disorders, 30(4), 431-447.
  • Bower, E. M. (1960). Early identification of emotionally handicapped children in school.
  • Carter, E. W., Trainor, A. A., Ditchman, N., & Owens, L. (2011). A Pilot Study Connecting Youth With Emotional or Behavioral Difficulties to Summer Work Experiences. Career Development for Exceptional Individuals, 34(2), 95-106.
  • Cole, T., Daniels, H., & Visser, J. (2013). The Routledge International Companion to Emotional and Behavioural Difficulties. New York: Routledge Taylor & Francis Group.
  • Erol, N., & Şimşek, Z. (1998). Çocuk ve gençlerde ruh sağlığı: Yeterlik alanları, davranış ve duygusal sorunların dağılımı. Türkiye Ruh Sağlığı Profili Raporu. T.C. Sağlık Bakanlığı Temel Sağlık Hizmetleri Genel Müdürlüğü. Ankara: Eksen Tanıtım.
  • Forness, S. R., Freeman, S. F., Paparella, T., Kauffman, J. M., & Walker, H. M. (2012). Special Education Implications of Point and Cumulative Prevalence for Children With Emotional or Behavioral Disorders. Journal of Emotional and Behavioral Disorders, 20(1), 4-18.
  • IDEA. (1997). Individiuals with Disabilities Education Act. Washington: U.S. Department of Education.
  • Kaufman, J. M., & Landrum, T. J. (2017). Characteristics of emotional and behavioral disorders of children and youth. London: Pearson.
  • Mohagheghi, M., Pourmohamadreza-Tajrishi, M., Shahshahanipour, S., Movallali, G., & Vahdedi, M. (2022). he Effectiveness of Assertiveness Training on Anxiety Symptoms in Children With Special Learning Disabilities of School Age. Archives of Rehabilitation, 22(4), 408-429.
  • Nezu, C. M., Nezu, A. M., & Arean, P. (1991). Assertiveness and Problem-Solving Training for Mildly Mentally Retarded Persons With Dual Diagnoses. Research in Developmental Disabilities, 12, 371-386.
  • Page, R. C., Holland, B., Rand, M. E., Gartin, B. C., & Dpwling, D. A. (1981). Assertiveness Training Groups With the Disabled: A pilot Study. Journal of Rehabilitation, 47(2), 52-56.
  • Rakkos, R. F. (1991). Assertive Behavior Theory, Research, and Training. New York: Routledge.
  • Swee, M. B., Kaplan, S. C., & Heimberg, R. G. (2018). Assertive behavior and assertion training as important foci in a clinical context: The case of social anxiety disorder.
  • Trout, A. L., Nordness, P. D., Pierce, C. D., & Epstein, M. H. (2003). Research on the Academic Status of Children with Emotional and Behavioral Disorders: A Review of the Literature From 1961 to 2000. Journal of Emotional and Behavioral Disorders, 11(4), 198-210.
  • Vaughn, S. R., Bos, C. S., & Schumm, J. S. (2018). Teaching students who are exceptional, diverse, and at risk in the general education classroom. New York: Pearson.
  • Voltan-Acar, N., & Öğretmen, T. (2007). Kendini belirleme (güvengenlik) ölçeği geliştirme çalışmaları. Türk Psikolojik Danışma ve Rehberlik Dergisi, 3(27), 67-78.
  • Wehmeyer, M. L., & Field, S. L. (2007). Self-determination: Instructional and assesment strategies. California, USA: Corwin Press.
  • Wehmeyer, M. L., & Field, S. L. (2007). Self-determination: Instructional and assesment strategies. California, USA: Corwin Press.
  • Wolpe, J., & Lazarus, A. A. (1966). Behavior therapy techniques: A guide to the treatment of neuroses. Oxford: Pergamon Press.

Year 2024, Volume: 1 Issue: 1, 58 - 69, 31.12.2024

F. Kıvanç Erdoğan , Necdet Karasu

Abstract

References

  • Alberti, R., & Emmons, M. (2017). Your Perfect Right. Oakland, CA: Impact Publishers.
  • Anderson, L. K. (2022). Autistic experiences of applied behavior analysis. Autism, 0(0), 1-14.
  • APA. (2013). The Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition, Text Revision (DSM-5-TR). Washington: American Psychiatric Association Publishing.
  • Benitez, D. T., Lattimore, J., & Wehmeyer, M. L. (2005). Promoting the Involvement of Students With Emotional and Behavioral Disorders in Career and Vocational Planning and Decision-Making: The Self-Determined Career Development Model. Behavioral Disorders, 30(4), 431-447.
  • Bower, E. M. (1960). Early identification of emotionally handicapped children in school.
  • Carter, E. W., Trainor, A. A., Ditchman, N., & Owens, L. (2011). A Pilot Study Connecting Youth With Emotional or Behavioral Difficulties to Summer Work Experiences. Career Development for Exceptional Individuals, 34(2), 95-106.
  • Cole, T., Daniels, H., & Visser, J. (2013). The Routledge International Companion to Emotional and Behavioural Difficulties. New York: Routledge Taylor & Francis Group.
  • Erol, N., & Şimşek, Z. (1998). Çocuk ve gençlerde ruh sağlığı: Yeterlik alanları, davranış ve duygusal sorunların dağılımı. Türkiye Ruh Sağlığı Profili Raporu. T.C. Sağlık Bakanlığı Temel Sağlık Hizmetleri Genel Müdürlüğü. Ankara: Eksen Tanıtım.
  • Forness, S. R., Freeman, S. F., Paparella, T., Kauffman, J. M., & Walker, H. M. (2012). Special Education Implications of Point and Cumulative Prevalence for Children With Emotional or Behavioral Disorders. Journal of Emotional and Behavioral Disorders, 20(1), 4-18.
  • IDEA. (1997). Individiuals with Disabilities Education Act. Washington: U.S. Department of Education.
  • Kaufman, J. M., & Landrum, T. J. (2017). Characteristics of emotional and behavioral disorders of children and youth. London: Pearson.
  • Mohagheghi, M., Pourmohamadreza-Tajrishi, M., Shahshahanipour, S., Movallali, G., & Vahdedi, M. (2022). he Effectiveness of Assertiveness Training on Anxiety Symptoms in Children With Special Learning Disabilities of School Age. Archives of Rehabilitation, 22(4), 408-429.
  • Nezu, C. M., Nezu, A. M., & Arean, P. (1991). Assertiveness and Problem-Solving Training for Mildly Mentally Retarded Persons With Dual Diagnoses. Research in Developmental Disabilities, 12, 371-386.
  • Page, R. C., Holland, B., Rand, M. E., Gartin, B. C., & Dpwling, D. A. (1981). Assertiveness Training Groups With the Disabled: A pilot Study. Journal of Rehabilitation, 47(2), 52-56.
  • Rakkos, R. F. (1991). Assertive Behavior Theory, Research, and Training. New York: Routledge.
  • Swee, M. B., Kaplan, S. C., & Heimberg, R. G. (2018). Assertive behavior and assertion training as important foci in a clinical context: The case of social anxiety disorder.
  • Trout, A. L., Nordness, P. D., Pierce, C. D., & Epstein, M. H. (2003). Research on the Academic Status of Children with Emotional and Behavioral Disorders: A Review of the Literature From 1961 to 2000. Journal of Emotional and Behavioral Disorders, 11(4), 198-210.
  • Vaughn, S. R., Bos, C. S., & Schumm, J. S. (2018). Teaching students who are exceptional, diverse, and at risk in the general education classroom. New York: Pearson.
  • Voltan-Acar, N., & Öğretmen, T. (2007). Kendini belirleme (güvengenlik) ölçeği geliştirme çalışmaları. Türk Psikolojik Danışma ve Rehberlik Dergisi, 3(27), 67-78.
  • Wehmeyer, M. L., & Field, S. L. (2007). Self-determination: Instructional and assesment strategies. California, USA: Corwin Press.
  • Wehmeyer, M. L., & Field, S. L. (2007). Self-determination: Instructional and assesment strategies. California, USA: Corwin Press.
  • Wolpe, J., & Lazarus, A. A. (1966). Behavior therapy techniques: A guide to the treatment of neuroses. Oxford: Pergamon Press.
There are 22 citations in total.

Details

Primary Language Turkish
Subjects Special Education and Disability (Other)
Journal Section Reviews
Authors

F. Kıvanç Erdoğan 0000-0003-4339-9966

Necdet Karasu 0000-0001-7507-4109

Publication Date December 31, 2024
Submission Date November 19, 2024
Acceptance Date December 18, 2024
Published in Issue Year 2024 Volume: 1 Issue: 1

Cite

APA Erdoğan, F. K., & Karasu, N. (2024). Duygu ve Davranış Bozukluğu Olan Öğrenciler için Öz-Güven Becerileri. Ordu Üniversitesi Eğitim Fakültesi Dergisi, 1(1), 58-69.
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