Araştırma Makalesi
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Çabaçam Eğitim Destek Biriminin Deprem Sonrasındaki Gönüllü Eğitim Faaliyetleri: Öğretmen Adayları Destek Uygulaması

Yıl 2025, Cilt: 8 Sayı: 1, 255 - 274, 10.04.2025

Ebru Aktan Acar , Yahya Han Erbaş , Sezen Apaydın , Zeynep Tarhan

https://doi.org/10.35341/afet.1526097

Öz

Bu araştırmada 6 Şubat 2023 depremleri sonrasında Kahramanmaraş ve Adıyaman’da kurulan ve erken çocukluk dönemindeki çocuklara eğitim hizmeti sunan Çaba Çok Amaçlı Erken Çocukluk Eğitim Merkezi (ÇABAÇAM) Eğitim Destek Birimleri’nde gönüllü olarak görev alan öğretmen adaylarının deneyimlerini ortaya çıkarmak amaçlanmıştır. Araştırma kapsamında kurulan merkezlerde gönüllü 29 öğretmen adayının okul öncesi çağındaki depremzede çocuklarla yaptıkları etkinlikler ve çocuklara yönelik gözlemledikleri travmatik durumlar incelenmiştir. Araştırma nitel araştırma yöntemlerinden durum çalışması olarak desenlenmiş olup, veriler yarı-yapılandırılmış görüşme formu ile toplanmıştır. Araştırmanın bulgularına göre, gönüllü öğretmen adaylarının ÇABAÇAM Eğitim Destek Birimlerinde yaklaşık iki ay boyunca yaptıkları etkinlikler iletişim etkinlikleri, sanat etkinlikleri, hareket etkinlikleri, branş etkinlikleri, serbest zaman etkinlikleri ve özel gün çalışmaları başlıkları olmak üzere altı kategoride toplanmıştır. Araştırmanın bulgularına göre özellikle hareket ve sanat etkinlikleri çocuklarda diğer etkinlik türlerine göre daha olumlu etkiler bırakmıştır. Ayrıca katılımcıların ifadelerinden yola çıkılarak Adıyaman ve Kahramanmaraş şehirlerinde kurulan birimlerde eğitim alan çocuklarda ortak olarak yalnızlık kaygısı, kendilerini ifade edememe, tekrar depreme yakalanma korkusu, aşırı sesten irkilme ve sosyalleşememe olarak kategorize edilen travmatik durumlar gözlemlenmiştir. Katılımcıların çocuklarla olan ilişkilerinde kendilerini en çok etkileyen durumlar gönüllü öğretmene aşırı bağlanma, ölümün anlaşılmazlığı, kaybolan ebeveynler ve çocuklar ile tekrar deprem yaşanmasına yönelik söylemler olarak dört başlıkta kategorize edilmiştir.

Anahtar Kelimeler

ÇABAÇAM Eğitim Destek Birimi Depremler Okul Öncesi Eğitimi Öğretmen Adayları

Etik Beyan

Araştırma sürecinin etik açısından incelenmesi için Çanakkale Onsekiz Mart Üniversitesi’nin Etik Kurul’una başvuru yapılmıştır. Etik Kurul 23/05/2023 tarih ve 07/30 sayılı karar ile araştırmanın etik ilkelere uygun olduğunu beyan etmiştir.

Teşekkür

Bu araştırma kapsamında deprem bölgesinde kurulan ÇABAÇAM Eğitim Destek Birimlerinde görev alan gönüllü öğretmen adaylarına teşekkür ederiz.

Kaynakça

  • Aktan-Acar, E., ve Türk, A. (2024). Toplum temelli erken müdahale programlarına bir örnek: ÇABAÇAM modeli. In Çocuk ve Ergenler İçin Önleyici Müdahale Programları.
  • Aktaş Salman, U., Arık, B. M., Gencer, E. G., Tunca E., Kesbiç, K., Korlu, Ö. ve Akay, S. S. (2023). 6 Şubat 2023 tarihli Kahramanmaraş merkezli depremlerin eğitime etkileri bilgi notu - 1. Eğitim Reformu Girişimi. https://www.egitimreformugirisimi.org/wp-content/uploads/2023/03/6Subat2023TarihliKahramanmarasMerkezliDepremlerinEgitimeEtkileri_BilgiNotu_1.pdf (Erişim tarihi: 28.07.2024)
  • Bensalah, K. (2002). Guidelines for education in situations of emergency and crisis. https://unesdoc.unesco.org/ark:/48223/pf0000128214 adresinden erişildi.
  • Caprano, R. M., Capraro, M. M., Capraro, R. M., ve Helfeldt, J. (2010). Do differing types of field experiences make a difference in teacher candidates’ perceived level of competence? Teacher Education Quarterly, 37(1), 131–154.
  • Chemtob, C. M., Nakashima, J. P., ve Hamada, R. S. (2002). Psychosocial intervention for postdisaster trauma symptoms in elementary school children: A controlled community field study. Archives of Pediatrics ve Adolescent Medicine, 156(3), 211–216.
  • Cohen, J. A., Mannarino, A. P., ve Knudsen, K. (2004). Treating childhood traumatic grief: A pilot study. Journal of the American Academy of Child ve Adolescent Psychiatry, 43(10), 1225-1233. Copeland, W. E., Keeler, G., Angold, A., ve Costello, E. J. (2007). Traumatic events and posttraumatic stress in childhood. Archives of General Psychiatry, 64(5), 577-584. doi:10.1001/archpsyc.64.5.577
  • Delicado, A., Rowland, J., Fonseca, S., de Almeida, A. N., Schmidt, L., ve Ribeiro, A. S. (2017). Children in disaster risk reduction in portugal: policies, education, and (non) participation. International Journal of Disaster Risk Science, 8(3), 246-257. doi: 10.1007/s13753-017-0138-5
  • de Roos, C., Greenwald, R., den Hollander-gijsman, M., Noorthoorn, E., van Buuren, S., ve de Jongh, A. (2011). A randomised comparison of cognitive behavioural therapy (CBT) and eye movement desensitisation and reprocessing (EMDR) in disaster-exposed children. European Journal of Psychotraumatology, 2(1), 1-11. doi:10.3402/ejpt.v2i0.5694
  • Dugan, E. M., Snow, M. S., ve Crowe, S. R. (2010). Working with children affected by Hurricane Katrina: two case studies in play therapy. Child and Adolescent Mental Health, 15(1), 52-55.
  • Eisner, E. W. (2002). The arts and the creation of mind. Yale University Press.
  • Felix E., Hernandez L.A., Bravo M., Ramirez R., Cabiya J., Canino G., (2011), Natural disaster and risk of psychiatric disorders in Puerto Rican children. Journal of Abnormal Child Psychol, 39(4), 589-600.
  • Fetihi, L., ve Gülay, H. (2011). The Effect of Earthquake Awareness Development Program (EADP) on 6 years old children. International Online Journal of Educational Sciences, 3(2), 1-17.
  • Frankenberg, E., Sikoki, B., Sumantri, C., Suriastini, W., ve Thomas, D. (2013). Education, vulnerability, and resilience after a natural disaster. Ecology and Society, 18(2), 1-23. https://doi.org/10.5751/ES-05377-180216
  • Garfin, D. R., Silver, R. C., Gil-Rivas, V., Guzmán, J., Murphy, J. M., Cova, F., Rincón, P. P., Squicciarini, A. M., George, M., Guzmán, M. P. (2014). Children’s reactions to the 2010 Chilean earthquake: The role of trauma exposure, family context, and school-based mental health programming. Psychological Trauma: Theory, Research, Practice, and Policy, 6(5), 563–573. doi: 10.1037/a0036584
  • GFDRRveThe World Bank. (2019). Education Sector Recovery. https://www.gfdrr.org/sites/default/files/publication/EDUCATION_NOTE_01042019_web.pdf adresinden erişildi.
  • Hillman, C. H., Erickson, K. I., ve Kramer, A. F. (2008). Be smart, exercise your heart: exercise effects on brain and cognition. Nature Reviews Neuroscience, 9(1), 58-65.
  • INEE. (2010). Minimum standards for education: Preparedness, Response, Recovery. An International Network for Education in Emergencies. https://inee.org/sites/default/files/resources/INEE_Minimum_Standards_Handbook_2010%28HSP%29_EN.pdf adresinden erişildi.
  • Janssen, I., ve LeBlanc, A. G. (2010). Systematic review of the health benefits of physical activity and fitness in school-aged children and youth. International Journal of Behavioral Nutrition and Physical Activity, 7, 1-16.
  • Jordan, B., Perryman, K., ve Anderson, L. (2013). A case for child-centered play therapy with natural disaster and catastrophic event survivors. International Journal of Play Therapy, 22(4), 219-230. Kawasaki, H., Yamasaki, S., Rahman, M. M., Murata, Y., Iwasa, M., ve Teramoto, C. (2020). Teachers-parents cooperation in disaster preparation when schools become as evacuation centers. International Journal of Disaster Risk Reduction, 44, 1-7. Doi: 10.1016/j.ijdrr.2019.101445
  • Kalkuloğlu, A. (2022). Pandemi ve deprem sürecini yaşayan okul öncesi çocuklarının sosyal- duygusal iyi oluş ve psikolojik sağlamlıklarının incelenmesi. (Yayımlanmamış Yüksek Lisans Tezi). Hasan Kalyoncu Üniversitesi Lisansüstü Eğitim Enstitüsü, Gaziantep
  • Kesbiç, K., Tunca, E., ve Gencer, G. E. (2023). 6 Şubat 2023 Tarihli Kahramanmaraş Merkezli Depremlerin Eğitime Etkileri Bilgi Notu 2. https://www.egitimreformugirisimi.org/wp-content/uploads/2023/06/KahramanmarasMerkezliDepremlerinEgitimeEtkileriBilgiNotu_2.pdf adresinden erişildi.
  • Kılıç Ekici, Ö. (2023, March). 6 Şubat Depremleri. TUBİTAK Bilim ve Teknik Dergisi. https://bilimteknik.tubitak.gov.tr/system/files/makale/6_subat.pdf adresinden erişildi.
  • Kirk, J. (2008). Building back better: post-earthquake responses and educational challenges in Pakistan. In Education in emergencies and reconstruction: case studies. https://www.iiep.unesco.org/en/publication/building-back-better-post-earthquake-responses-and-educational-challenges-pakistan adresinden erişildi.
  • Knack, J. M., Chen, Z., Williams, K. D., ve Jensen-Campbell, L. A. (2006). Opportunities and challenges for studying disaster survivors. Analyses of Social Issues and Public Policy, 6(1), 175-189. doi:10.1111/j.1530-2415.2006.00116.x
  • Lowenfeld, V., ve Brittain, W. L. (1987). Creative and mental growth. Macmillan Publishing Company
  • Lusebrink, V. B. (2004). Art therapy and the brain: An attempt to understand the underlying processes of art expression in therapy. Art Therapy, 21(3), 125-135.
  • Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco, CA: Jossey-Bass.
  • Mutch, C. (2014). The role of schools in disaster preparedness, response and recovery: What can we learn from the literature? Pastoral Care in Education, 32(1), 5-22. doi:10.1080/02643944.2014.880123
  • Muttarak, R., ve Lutz, W. (2014). Is education a key to reducing vulnerability to natural disasters and hence unavoidable climate change? Ecology and Society 19(1), 42. Doi:10.5751/ES-06476-190142
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  • Özoruç, N., ve Sığırtmaç, A. D. (2024). Okul öncesi öğretmenlerinin deprem kaygısı ve eğitim öğretim sürecine yansımaları. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 33(1), 380-396. doi: 10.35379/cusosbil.1400448
  • Pertiwiwati, E., Maulana, I., Zahra, F. A., ve Yuliana, I. (2021). Play therapy as a method of trauma healing in ptsd children victims of flood disaster in West Martapura, South Kalimantan. Berkala Kedokteran, 17(2), 125-132. Doi:10.20527/jbk.v17i2.11673
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The Post-Earthquake Volunteer Education Activities of ÇABAÇAM Education Support Unit: A Support Program for Teacher Candidates

Yıl 2025, Cilt: 8 Sayı: 1, 255 - 274, 10.04.2025

Ebru Aktan Acar , Yahya Han Erbaş , Sezen Apaydın , Zeynep Tarhan

https://doi.org/10.35341/afet.1526097

Öz

This study aims to reveal the experiences of pre-service teachers who volunteered at the Çaba Multipurpose Early Childhood Education Center (ÇABAÇAM) Education Support Units, established in Kahramanmaraş and Adıyaman following the earthquakes on February 6, 2023, to provide educational services to children in early childhood. Within the scope of the research, the activities of 29 volunteer pre-service teachers in these centers with preschool-age earthquake survivor children and the traumatic situations they observed in the children were examined. The research was designed as a case study from qualitative research methods, and the data were collected using a semi-structured interview form. According to the findings of the study, the activities carried out by volunteer pre-service teachers in the ÇABAÇAM Education Support Units over approximately two months were categorized into six groups: communication activities, art activities, movement activities, branch activities, free time activities, and special day activities. The findings indicated that, particularly, movement and art activities had more positive effects on children compared to other types of activities. Additionally, based on the statements of the participants, traumatic situations such as being alone, inability to express themselves, fear of being caught in another earthquake, being startled by loud noises, and difficulty in socializing were observed in children who received education in the units established in Adıyaman and Kahramanmaraş. The situations that most affected the participants in their interactions with the children were categorized under four headings: excessive attachment to the volunteer teacher, incomprehension of death, missing parents, and conversations about children and earthquakes.

Anahtar Kelimeler

ÇABAÇAM Education Support Unit Early Childhood Education Earthquakes Teacher Candidates

Kaynakça

  • Aktan-Acar, E., ve Türk, A. (2024). Toplum temelli erken müdahale programlarına bir örnek: ÇABAÇAM modeli. In Çocuk ve Ergenler İçin Önleyici Müdahale Programları.
  • Aktaş Salman, U., Arık, B. M., Gencer, E. G., Tunca E., Kesbiç, K., Korlu, Ö. ve Akay, S. S. (2023). 6 Şubat 2023 tarihli Kahramanmaraş merkezli depremlerin eğitime etkileri bilgi notu - 1. Eğitim Reformu Girişimi. https://www.egitimreformugirisimi.org/wp-content/uploads/2023/03/6Subat2023TarihliKahramanmarasMerkezliDepremlerinEgitimeEtkileri_BilgiNotu_1.pdf (Erişim tarihi: 28.07.2024)
  • Bensalah, K. (2002). Guidelines for education in situations of emergency and crisis. https://unesdoc.unesco.org/ark:/48223/pf0000128214 adresinden erişildi.
  • Caprano, R. M., Capraro, M. M., Capraro, R. M., ve Helfeldt, J. (2010). Do differing types of field experiences make a difference in teacher candidates’ perceived level of competence? Teacher Education Quarterly, 37(1), 131–154.
  • Chemtob, C. M., Nakashima, J. P., ve Hamada, R. S. (2002). Psychosocial intervention for postdisaster trauma symptoms in elementary school children: A controlled community field study. Archives of Pediatrics ve Adolescent Medicine, 156(3), 211–216.
  • Cohen, J. A., Mannarino, A. P., ve Knudsen, K. (2004). Treating childhood traumatic grief: A pilot study. Journal of the American Academy of Child ve Adolescent Psychiatry, 43(10), 1225-1233. Copeland, W. E., Keeler, G., Angold, A., ve Costello, E. J. (2007). Traumatic events and posttraumatic stress in childhood. Archives of General Psychiatry, 64(5), 577-584. doi:10.1001/archpsyc.64.5.577
  • Delicado, A., Rowland, J., Fonseca, S., de Almeida, A. N., Schmidt, L., ve Ribeiro, A. S. (2017). Children in disaster risk reduction in portugal: policies, education, and (non) participation. International Journal of Disaster Risk Science, 8(3), 246-257. doi: 10.1007/s13753-017-0138-5
  • de Roos, C., Greenwald, R., den Hollander-gijsman, M., Noorthoorn, E., van Buuren, S., ve de Jongh, A. (2011). A randomised comparison of cognitive behavioural therapy (CBT) and eye movement desensitisation and reprocessing (EMDR) in disaster-exposed children. European Journal of Psychotraumatology, 2(1), 1-11. doi:10.3402/ejpt.v2i0.5694
  • Dugan, E. M., Snow, M. S., ve Crowe, S. R. (2010). Working with children affected by Hurricane Katrina: two case studies in play therapy. Child and Adolescent Mental Health, 15(1), 52-55.
  • Eisner, E. W. (2002). The arts and the creation of mind. Yale University Press.
  • Felix E., Hernandez L.A., Bravo M., Ramirez R., Cabiya J., Canino G., (2011), Natural disaster and risk of psychiatric disorders in Puerto Rican children. Journal of Abnormal Child Psychol, 39(4), 589-600.
  • Fetihi, L., ve Gülay, H. (2011). The Effect of Earthquake Awareness Development Program (EADP) on 6 years old children. International Online Journal of Educational Sciences, 3(2), 1-17.
  • Frankenberg, E., Sikoki, B., Sumantri, C., Suriastini, W., ve Thomas, D. (2013). Education, vulnerability, and resilience after a natural disaster. Ecology and Society, 18(2), 1-23. https://doi.org/10.5751/ES-05377-180216
  • Garfin, D. R., Silver, R. C., Gil-Rivas, V., Guzmán, J., Murphy, J. M., Cova, F., Rincón, P. P., Squicciarini, A. M., George, M., Guzmán, M. P. (2014). Children’s reactions to the 2010 Chilean earthquake: The role of trauma exposure, family context, and school-based mental health programming. Psychological Trauma: Theory, Research, Practice, and Policy, 6(5), 563–573. doi: 10.1037/a0036584
  • GFDRRveThe World Bank. (2019). Education Sector Recovery. https://www.gfdrr.org/sites/default/files/publication/EDUCATION_NOTE_01042019_web.pdf adresinden erişildi.
  • Hillman, C. H., Erickson, K. I., ve Kramer, A. F. (2008). Be smart, exercise your heart: exercise effects on brain and cognition. Nature Reviews Neuroscience, 9(1), 58-65.
  • INEE. (2010). Minimum standards for education: Preparedness, Response, Recovery. An International Network for Education in Emergencies. https://inee.org/sites/default/files/resources/INEE_Minimum_Standards_Handbook_2010%28HSP%29_EN.pdf adresinden erişildi.
  • Janssen, I., ve LeBlanc, A. G. (2010). Systematic review of the health benefits of physical activity and fitness in school-aged children and youth. International Journal of Behavioral Nutrition and Physical Activity, 7, 1-16.
  • Jordan, B., Perryman, K., ve Anderson, L. (2013). A case for child-centered play therapy with natural disaster and catastrophic event survivors. International Journal of Play Therapy, 22(4), 219-230. Kawasaki, H., Yamasaki, S., Rahman, M. M., Murata, Y., Iwasa, M., ve Teramoto, C. (2020). Teachers-parents cooperation in disaster preparation when schools become as evacuation centers. International Journal of Disaster Risk Reduction, 44, 1-7. Doi: 10.1016/j.ijdrr.2019.101445
  • Kalkuloğlu, A. (2022). Pandemi ve deprem sürecini yaşayan okul öncesi çocuklarının sosyal- duygusal iyi oluş ve psikolojik sağlamlıklarının incelenmesi. (Yayımlanmamış Yüksek Lisans Tezi). Hasan Kalyoncu Üniversitesi Lisansüstü Eğitim Enstitüsü, Gaziantep
  • Kesbiç, K., Tunca, E., ve Gencer, G. E. (2023). 6 Şubat 2023 Tarihli Kahramanmaraş Merkezli Depremlerin Eğitime Etkileri Bilgi Notu 2. https://www.egitimreformugirisimi.org/wp-content/uploads/2023/06/KahramanmarasMerkezliDepremlerinEgitimeEtkileriBilgiNotu_2.pdf adresinden erişildi.
  • Kılıç Ekici, Ö. (2023, March). 6 Şubat Depremleri. TUBİTAK Bilim ve Teknik Dergisi. https://bilimteknik.tubitak.gov.tr/system/files/makale/6_subat.pdf adresinden erişildi.
  • Kirk, J. (2008). Building back better: post-earthquake responses and educational challenges in Pakistan. In Education in emergencies and reconstruction: case studies. https://www.iiep.unesco.org/en/publication/building-back-better-post-earthquake-responses-and-educational-challenges-pakistan adresinden erişildi.
  • Knack, J. M., Chen, Z., Williams, K. D., ve Jensen-Campbell, L. A. (2006). Opportunities and challenges for studying disaster survivors. Analyses of Social Issues and Public Policy, 6(1), 175-189. doi:10.1111/j.1530-2415.2006.00116.x
  • Lowenfeld, V., ve Brittain, W. L. (1987). Creative and mental growth. Macmillan Publishing Company
  • Lusebrink, V. B. (2004). Art therapy and the brain: An attempt to understand the underlying processes of art expression in therapy. Art Therapy, 21(3), 125-135.
  • Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco, CA: Jossey-Bass.
  • Mutch, C. (2014). The role of schools in disaster preparedness, response and recovery: What can we learn from the literature? Pastoral Care in Education, 32(1), 5-22. doi:10.1080/02643944.2014.880123
  • Muttarak, R., ve Lutz, W. (2014). Is education a key to reducing vulnerability to natural disasters and hence unavoidable climate change? Ecology and Society 19(1), 42. Doi:10.5751/ES-06476-190142
  • Orland-Barak, L., ve Wang, J. (2021). Teacher mentoring in service of preservice teachers’ learning to teach: Conceptual bases, characteristics, and challenges for teacher education reform. Journal of Teacher Education, 72(1), 86-99.
  • Özel, Ö., ve Ersoy, B. (2023). Depremden etkilenen okul öncesi dönem çocuklarının okula uyum sürecine ilişkin öğretmen görüşlerinin incelenmesi. EKEV Akademi Dergisi, (Özel Sayı), 465-481.
  • Özer, M. (2023). Education Policy Actions by the Ministry of National Education after the earthquake disaster on February 6, 2023 in Türkiye. Bartın Üniversitesi Eğitim Fakültesi Dergisi, 12(2), 219-232. doi:10.14686/buefad.1261101
  • Özoruç, N., ve Sığırtmaç, A. D. (2024). Okul öncesi öğretmenlerinin deprem kaygısı ve eğitim öğretim sürecine yansımaları. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 33(1), 380-396. doi: 10.35379/cusosbil.1400448
  • Pertiwiwati, E., Maulana, I., Zahra, F. A., ve Yuliana, I. (2021). Play therapy as a method of trauma healing in ptsd children victims of flood disaster in West Martapura, South Kalimantan. Berkala Kedokteran, 17(2), 125-132. Doi:10.20527/jbk.v17i2.11673
  • Pfefferbaum B., Houston J.B., North C.S., Regens J.L., (2008), Youth’s reactions to disaster and the factors that ınfluence their response. The Prevention Researcher, 15(3), 3-6. doi: 10.1901/jaba.2008.15-3
  • Pica, R. (2007). Moving and learning across the curriculum: More than 300 activities and games to make learning fun. Thomson Delmar Learning.
  • Proulx, K., ve Aboud, F. (2019). Disaster risk reduction in early childhood education: Effects on preschool quality and child outcomes. International Journal of Educational Development, 66, 1–7. doi:10.1016/j.ijedudev.2019.01.007
  • Rolfsnes, E. S., ve Idsoe, T. (2011). School-based intervention programs for PTSD symptoms: A review and meta-analysis. Journal of Traumatic Stress, 24(2), 155-165. Doi:10.1002/jts.20622
  • Ronan, K. R., Alisic, E., Towers, B., Johnson, V. A., ve Johnston, D. M. (2015). Disaster preparedness for children and families: A critical review. Current Psychiatry Reports, 17(7), 1-9. doi:10.1007/s11920-015-0589-6
  • Sakarya, D., ve Güneş, C. (2013). Van Depremi sonrasında travma sonrası stres bozukluğu belirtilerinin psikolojik dayanıklılık ile ilişkisi. Kriz Dergisi, 21(1), 25-32. doi:10.1501/Kriz_0000000335
  • Seddighi, H., Yousefzadeh, S., López López, M., ve Sajjadi, H. (2020). Preparing children for climate-related disasters. BMJ Paediatrics Open, 4(1), 1-5. Doi:10.1136/bmjpo-2020-000833
  • Sinclair, M. (2007). Education in emergencies. Commonwealth Education Partnership. https://www.cedol.org/wp-content/uploads/2012/02/52-56-2007.pdf adresinden erişildi.
  • Sönmez, D., ve Hocaoglu, C. (2023). Post-Traumatic Stress Disorder After Natural Disasters: A Review. Duzce Medical Journal, 25(2), 103-114. doi:10.18678/dtfd.1277673
  • Stake, R. E. (2005). Qualitative case studies. In N. K. Denzin ve Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (3rd ed., pp. 443-466). Thousand Oaks, CA: Sage Publications.
  • Szente, J. (2018). Introduction: Assisting young children caught in disasters. In Assisting Young Children Caught in Disasters. Doi:10.1007/978-3-319-62887-5_1
  • Talbert-Johnson, C. (2006). Preparing highly qualified teacher candidates for urban schools: The importance of dispositions. Education and Urban society, 39(1), 147-160.
  • Thompson, C. M. (Ed.). (1995). The visual arts and early childhood learning. National Art Education Association.
  • Trentini, C., Lauriola, M., Giuliani, A., Maslovaric, G., Tambelli, R., Fernandez, I., ve Pagani, M. (2018). Dealing with the aftermath of mass disasters: A field study on the application of EMDR integrative group treatment protocol with child survivors of the 2016 Italy earthquakes. Frontiers in Psychology, 9, 1-13. Doi:10.3389/fpsyg.2018.00862
  • Triasari, L., Yusuf, A., Retno, S., Triyana, P. D., ve Abidin, Z. (2020). Play Therapy to Reduce Traumatic Stress in Earthquake-affected Children in North Lombok, West Nusa Tenggara. International Journal of Nursing and Health Services (IJNHS), 3(1), 133-140.
  • UNICEF. (2005). Core commitments for children in emergencies. https://ec.europa.eu/echo/files/evaluation/watsan2005/annex_files/UNICEF/UNICEF1%20-%20Core%20commitments%20for%20children%20in%20emergencies.pdf adresinden erişildi.
  • Vidal, M. M., Lousada, M., ve Vigário, M. (2020). Music effects on phonological awareness development in 3-year-old children. Applied Psycholinguistics, 41(2), 299-318.
  • Villegas, A. M., ve Lucas, T. (2002). Educating culturally responsive teachers: A coherent approach. Albany: State University of New York Press.
  • Wang, L., Gao, L., Chen, Y., Li, R., He, H., ve Feng, X. (2023). Earthquake disaster preparedness training programme for hearing-impaired children: a randomized quasi-experimental trial. International Journal of Disaster Risk Reduction, 92, 1-14. Doi:10.1016/j.ijdrr.2023.103716
  • Wolmer, L., Laor, N., ve Yazgan, Y. (2003). School reactivation programs after disaster: Could teachers serve as clinical mediators? Child and Adolescent Psychiatric Clinics of North America, 12(2), 363-381. Doi:10.1016/S1056-4993(02)00104-9
  • Zeichner, K. M. (1999). The new scholarship in teacher education. Educational Researcher, 28(9), 4-15.
Toplam 55 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Sosyoloji (Diğer)
Bölüm Makaleler
Yazarlar

Ebru Aktan Acar 0000-0002-9944-9013

Yahya Han Erbaş 0000-0003-0802-4536

Sezen Apaydın 0000-0002-9927-1331

Zeynep Tarhan 0009-0004-0624-832X

Erken Görünüm Tarihi 8 Nisan 2025
Yayımlanma Tarihi 10 Nisan 2025
Gönderilme Tarihi 1 Ağustos 2024
Kabul Tarihi 30 Mart 2025
Yayımlandığı Sayı Yıl 2025 Cilt: 8 Sayı: 1

Kaynak Göster

APA Aktan Acar, E., Erbaş, Y. H., Apaydın, S., Tarhan, Z. (2025). Çabaçam Eğitim Destek Biriminin Deprem Sonrasındaki Gönüllü Eğitim Faaliyetleri: Öğretmen Adayları Destek Uygulaması. Afet Ve Risk Dergisi, 8(1), 255-274. https://doi.org/10.35341/afet.1526097
AMA Aktan Acar E, Erbaş YH, Apaydın S, Tarhan Z. Çabaçam Eğitim Destek Biriminin Deprem Sonrasındaki Gönüllü Eğitim Faaliyetleri: Öğretmen Adayları Destek Uygulaması. Afet ve Risk Dergisi. Nisan 2025;8(1):255-274. doi:10.35341/afet.1526097
Chicago Aktan Acar, Ebru, Yahya Han Erbaş, Sezen Apaydın, ve Zeynep Tarhan. “Çabaçam Eğitim Destek Biriminin Deprem Sonrasındaki Gönüllü Eğitim Faaliyetleri: Öğretmen Adayları Destek Uygulaması”. Afet Ve Risk Dergisi 8, sy. 1 (Nisan 2025): 255-74. https://doi.org/10.35341/afet.1526097.
EndNote Aktan Acar E, Erbaş YH, Apaydın S, Tarhan Z (01 Nisan 2025) Çabaçam Eğitim Destek Biriminin Deprem Sonrasındaki Gönüllü Eğitim Faaliyetleri: Öğretmen Adayları Destek Uygulaması. Afet ve Risk Dergisi 8 1 255–274.
IEEE E. Aktan Acar, Y. H. Erbaş, S. Apaydın, ve Z. Tarhan, “Çabaçam Eğitim Destek Biriminin Deprem Sonrasındaki Gönüllü Eğitim Faaliyetleri: Öğretmen Adayları Destek Uygulaması”, Afet ve Risk Dergisi, c. 8, sy. 1, ss. 255–274, 2025, doi: 10.35341/afet.1526097.
ISNAD Aktan Acar, Ebru vd. “Çabaçam Eğitim Destek Biriminin Deprem Sonrasındaki Gönüllü Eğitim Faaliyetleri: Öğretmen Adayları Destek Uygulaması”. Afet ve Risk Dergisi 8/1 (Nisan 2025), 255-274. https://doi.org/10.35341/afet.1526097.
JAMA Aktan Acar E, Erbaş YH, Apaydın S, Tarhan Z. Çabaçam Eğitim Destek Biriminin Deprem Sonrasındaki Gönüllü Eğitim Faaliyetleri: Öğretmen Adayları Destek Uygulaması. Afet ve Risk Dergisi. 2025;8:255–274.
MLA Aktan Acar, Ebru vd. “Çabaçam Eğitim Destek Biriminin Deprem Sonrasındaki Gönüllü Eğitim Faaliyetleri: Öğretmen Adayları Destek Uygulaması”. Afet Ve Risk Dergisi, c. 8, sy. 1, 2025, ss. 255-74, doi:10.35341/afet.1526097.
Vancouver Aktan Acar E, Erbaş YH, Apaydın S, Tarhan Z. Çabaçam Eğitim Destek Biriminin Deprem Sonrasındaki Gönüllü Eğitim Faaliyetleri: Öğretmen Adayları Destek Uygulaması. Afet ve Risk Dergisi. 2025;8(1):255-74.
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