\u00dcsk\u00fcdar \u00dcniversitesi Sa\u011fl\u0131k Bilimleri Fak\u00fcltesi \u00c7ocuk Geli\u015fimi B\u00f6l\u00fcm\u00fc\u2019nden Dr. \u00d6\u011fr. \u00dcyesi Demet G\u00fclald\u0131, son d\u00f6nemde okullarda art\u0131\u015f g\u00f6steren \u015fiddet vakalar\u0131na ili\u015fkin de\u011ferlendirmelerde bulundu. G\u00fclald\u0131, okul \u015fiddetinin art\u0131k yaln\u0131zca baz\u0131 \u00fclkelerde de\u011fil, T\u00fcrkiye\u2019de de daha g\u00f6r\u00fcn\u00fcr hale geldi\u011fini belirterek, \u00f6zellikle ergenlik d\u00f6nemindeki gen\u00e7lerin bu a\u00e7\u0131dan daha k\u0131r\u0131lgan bir evrede bulundu\u011funu s\u00f6yledi.<\/p>\n
Ergenlik d\u00f6neminin, gen\u00e7lerin yo\u011fun duygusal de\u011fi\u015fimler ya\u015fad\u0131\u011f\u0131 ve kimlik geli\u015fiminin \u00f6ne \u00e7\u0131kt\u0131\u011f\u0131 bir s\u00fcre\u00e7 oldu\u011funu belirten G\u00fclald\u0131, bu ya\u015f grubunda \u00f6fke kontrol\u00fc sorunlar\u0131, akran bask\u0131s\u0131 ve kendini kan\u0131tlama iste\u011fi gibi etkenlerin \u015fiddet davran\u0131\u015flar\u0131n\u0131 tetikleyebildi\u011fini ifade etti. \u015eiddet olaylar\u0131n\u0131n belirli bir okul t\u00fcr\u00fcyle s\u0131n\u0131rl\u0131 olmad\u0131\u011f\u0131n\u0131 vurgulayan G\u00fclald\u0131, riskli sosyal \u00e7evrelerin, d\u00fc\u015f\u00fck okul aidiyetinin ve zay\u0131f destek mekanizmalar\u0131n\u0131n bulundu\u011fu ortamlarda bu vakalar\u0131n daha s\u0131k g\u00f6r\u00fcld\u00fc\u011f\u00fcn\u00fc dile getirdi.<\/p>\n
Ergen beyninin hen\u00fcz tam anlam\u0131yla olgunla\u015fmad\u0131\u011f\u0131na dikkat \u00e7eken G\u00fclald\u0131, bu s\u00fcreci \u201cfrenleri tak\u0131lmam\u0131\u015f g\u00fc\u00e7l\u00fc bir motora sahip araba\u201d benzetmesiyle anlatt\u0131. Planlama, d\u00fcrt\u00fc kontrol\u00fc ve mant\u0131ktan sorumlu beyin alanlar\u0131n\u0131n 20\u2019li ya\u015flar\u0131n ortas\u0131nda tamamland\u0131\u011f\u0131n\u0131 belirten G\u00fclald\u0131, ergenlikte duygusal tepkilerin \u00e7ok h\u0131zl\u0131 geli\u015febildi\u011fini ve kriz anlar\u0131nda gen\u00e7lerin sonu\u00e7lar\u0131n\u0131 d\u00fc\u015f\u00fcnmeden \u00f6fkeyle hareket edebildi\u011fini s\u00f6yledi.<\/p>\n
G\u00fclald\u0131, ergenlik d\u00f6neminde beynin \u00f6zellikle duygularla ilgili b\u00f6lgelerinin \u00e7ok aktif \u00e7al\u0131\u015ft\u0131\u011f\u0131n\u0131, buna kar\u015f\u0131l\u0131k karar verme ve sonu\u00e7lar\u0131 de\u011ferlendirme ile ilgili alanlar\u0131n hen\u00fcz tam geli\u015fmedi\u011fini ifade ederek, bunun ani kararlar, riskli davran\u0131\u015flar ve \u00f6fke an\u0131nda kontrol kayb\u0131 gibi sonu\u00e7lar do\u011furabildi\u011fini kaydetti. Uygun destek ve y\u00f6nlendirme sa\u011flanmad\u0131\u011f\u0131nda d\u00fcrt\u00fcsellik ve risk alma e\u011filiminin \u015fiddet davran\u0131\u015flar\u0131na zemin haz\u0131rlayabilece\u011fini vurgulad\u0131.<\/p>\n
Olumlu okul ikliminin \u015fiddeti azaltan en \u00f6nemli etkenlerden biri oldu\u011funu belirten G\u00fclald\u0131, \u00f6\u011frencilerin kendilerini g\u00fcvende hissettikleri, kabul g\u00f6rd\u00fckleri ve aidiyet duygusu geli\u015ftirdikleri ortamlarda \u015fiddet davran\u0131\u015flar\u0131n\u0131n belirgin bi\u00e7imde azald\u0131\u011f\u0131n\u0131 s\u00f6yledi. Okul ikliminin yaln\u0131zca akademik ba\u015far\u0131y\u0131 de\u011fil, sosyal ili\u015fkileri ve psikolojik iyi olu\u015fu da do\u011frudan etkiledi\u011fini kaydeden G\u00fclald\u0131, \u00f6\u011fretmen ve akran ili\u015fkilerinin bu noktada kritik oldu\u011funu ifade etti.<\/p>\n
\u00d6\u011frencilerin sorunlar\u0131n\u0131 payla\u015fabilecekleri yeti\u015fkinlere ula\u015fabilmesinin \u00f6nemine dikkat \u00e7eken G\u00fclald\u0131, rehberlik servislerinin bu s\u00fcre\u00e7te \u00e7ok kritik bir rol \u00fcstlendi\u011fini ancak bir\u00e7ok okulda psikolojik dan\u0131\u015fman say\u0131s\u0131n\u0131n yetersiz kald\u0131\u011f\u0131n\u0131 s\u00f6yledi. \u00d6nleyici \u00e7al\u0131\u015fmalar\u0131n g\u00fc\u00e7lendirilmesinin, okul \u015fiddetini azaltmada temel ad\u0131mlardan biri oldu\u011funu belirtti.<\/p>\n
Aile i\u00e7i ileti\u015fimin de \u00e7ocuklar\u0131n \u015fiddete y\u00f6nelmesinde belirleyici bir unsur oldu\u011funu vurgulayan G\u00fclald\u0131, evde \u015fiddete maruz kalan ya da \u015fiddete tan\u0131k olan \u00e7ocuklar\u0131n, bu davran\u0131\u015flar\u0131 okul ortam\u0131na ta\u015f\u0131ma riskinin daha y\u00fcksek oldu\u011funu s\u00f6yledi. Aile i\u00e7indeki sert ileti\u015fim, \u00e7at\u0131\u015fma, bask\u0131c\u0131 tutumlar ve \u015fiddet i\u00e7eren davran\u0131\u015flar\u0131n, \u00e7ocu\u011fun bunlar\u0131 bir problem \u00e7\u00f6zme y\u00f6ntemi olarak i\u00e7selle\u015ftirmesine yol a\u00e7abilece\u011fini ifade etti.<\/p>\n
Buna kar\u015f\u0131l\u0131k a\u00e7\u0131k ileti\u015fimin kuruldu\u011fu, \u00e7ocu\u011fun duygular\u0131n\u0131n dinlendi\u011fi ve s\u0131n\u0131rlar\u0131n sa\u011fl\u0131kl\u0131 \u015fekilde belirlendi\u011fi ailelerde sosyal becerilerin daha g\u00fc\u00e7l\u00fc geli\u015fti\u011fini belirten G\u00fclald\u0131, bu \u00e7ocuklar\u0131n \u015fiddete y\u00f6nelme olas\u0131l\u0131\u011f\u0131n\u0131n daha d\u00fc\u015f\u00fck oldu\u011funu kaydetti.<\/p>\n
Toplumsal kutupla\u015fma ve \u00f6fke dilinin de gen\u00e7ler \u00fczerinde etkili oldu\u011funu s\u00f6yleyen G\u00fclald\u0131, gen\u00e7lerin yaln\u0131zca ailelerinden ve okullar\u0131ndan de\u011fil, ya\u015fad\u0131klar\u0131 toplumdan da \u00f6\u011frendiklerini ifade etti. Toplumda artan kutupla\u015fman\u0131n okul ortam\u0131na da yans\u0131d\u0131\u011f\u0131n\u0131 belirten G\u00fclald\u0131, bu durumun \u201c\u00f6tekile\u015ftirme\u201d davran\u0131\u015flar\u0131n\u0131 besledi\u011fini ve \u00f6\u011frencilerin psikolojik iyi olu\u015funu olumsuz etkiledi\u011fini s\u00f6yledi.<\/p>\n
PISA 2022 verilerine g\u00f6re T\u00fcrkiye\u2019deki \u00f6\u011frencilerin OECD ortalamas\u0131na k\u0131yasla okulda kendilerini daha fazla yabanc\u0131la\u015fm\u0131\u015f, d\u0131\u015flanm\u0131\u015f ve yaln\u0131z hissettiklerine dikkat \u00e7eken G\u00fclald\u0131, \u00f6zellikle \u201cdi\u011fer \u00f6\u011frenciler taraf\u0131ndan kas\u0131tl\u0131 olarak yaln\u0131z b\u0131rak\u0131lma\u201d oran\u0131n\u0131n T\u00fcrkiye\u2019de y\u00fczde 12,3 ile OECD ortalamas\u0131 olan y\u00fczde 7\u2019nin olduk\u00e7a \u00fczerinde oldu\u011funu belirtti.<\/p>\n
Sosyal medyada kullan\u0131lan sert dilin gen\u00e7lerin ileti\u015fim tarz\u0131n\u0131 da etkiledi\u011fini kaydeden G\u00fclald\u0131, siber zorbal\u0131\u011f\u0131n yaln\u0131zca \u00e7evrim i\u00e7i ortamla s\u0131n\u0131rl\u0131 kalmad\u0131\u011f\u0131n\u0131, okul i\u00e7indeki fiziksel \u015fiddete de d\u00f6n\u00fc\u015febildi\u011fini s\u00f6yledi. Sosyal medya \u00fczerinden yap\u0131lan a\u015fa\u011f\u0131lama, d\u0131\u015flama ve tehditlerin \u00f6\u011frenciler aras\u0131nda gerginli\u011fi art\u0131rd\u0131\u011f\u0131n\u0131 belirten G\u00fclald\u0131, bunun zamanla okulda fiziksel \u00e7at\u0131\u015fmalara d\u00f6n\u00fc\u015febildi\u011fine dikkat \u00e7ekti.<\/p>\n
Bu nedenle dijital ortamlarda ya\u015fanan zorbal\u0131\u011f\u0131n da okul g\u00fcvenli\u011fi ve \u00f6\u011frenci ruh sa\u011fl\u0131\u011f\u0131 a\u00e7\u0131s\u0131ndan ciddiye al\u0131nmas\u0131 gerekti\u011fini vurgulayan G\u00fclald\u0131, gen\u00e7lerin dijital d\u00fcnyada daha bilin\u00e7li y\u00f6nlendirilmesinin \u00f6nemine i\u015faret etti.<\/p>\n
\u0130ngiltere\u2019de \u00f6zellikle Londra\u2019da g\u00fcndeme gelen \u201cRed-Blue School Wars\u201d \u00f6rne\u011fini de hat\u0131rlatan G\u00fclald\u0131, baz\u0131 okullardaki \u00f6\u011frencilerin sosyal medya \u00fczerinden organize olarak kar\u015f\u0131 kar\u015f\u0131ya geldiklerini, k\u0131rm\u0131z\u0131 ve mavi renklerle sembolle\u015fen bu grupla\u015fmalar\u0131n zaman zaman ciddi \u015fiddet olaylar\u0131na d\u00f6n\u00fc\u015ft\u00fc\u011f\u00fcn\u00fc anlatt\u0131. Bu \u00f6rne\u011fin, gen\u00e7lerin aidiyet ihtiyac\u0131n\u0131n yanl\u0131\u015f y\u00f6nlendirilmesi halinde rekabet ve \u00e7at\u0131\u015fmaya d\u00f6n\u00fc\u015febilece\u011fini g\u00f6sterdi\u011fini s\u00f6yledi.<\/p>\n
Ergenlik d\u00f6neminde gen\u00e7lerin g\u00fc\u00e7l\u00fc bir aidiyet ihtiyac\u0131 hissetti\u011fini belirten G\u00fclald\u0131, bu ihtiyac\u0131n sa\u011fl\u0131kl\u0131 sosyal ortamlar yerine \u00e7at\u0131\u015fma ve grupla\u015fma \u00fczerinden kar\u015f\u0131lanmas\u0131n\u0131n okul i\u00e7i \u015fiddeti art\u0131rabilece\u011fini ifade etti. Okullarda ya\u015fanan \u015fiddet olaylar\u0131n\u0131n yaln\u0131zca bireysel bir sorun olarak g\u00f6r\u00fclmemesi gerekti\u011fini vurgulayan G\u00fclald\u0131, bu olaylar\u0131n \u00e7o\u011fu zaman bireysel, ailevi, okul temelli ve toplumsal fakt\u00f6rlerin birle\u015fimiyle ortaya \u00e7\u0131kt\u0131\u011f\u0131n\u0131 s\u00f6yledi.<\/p>\n
\u00c7\u00f6z\u00fcm\u00fcn de \u00e7ok boyutlu olmas\u0131 gerekti\u011fini belirten G\u00fclald\u0131, okullarda sosyal-duygusal becerileri geli\u015ftiren programlar\u0131n art\u0131r\u0131lmas\u0131, psikolojik destek hizmetlerinin g\u00fc\u00e7lendirilmesi, ailelerle i\u015f birli\u011finin geli\u015ftirilmesi ve dijital ortamlar\u0131n daha bilin\u00e7li kullan\u0131lmas\u0131n\u0131n \u00f6nemli ad\u0131mlar olaca\u011f\u0131n\u0131 kaydetti.<\/p>\n
G\u00fclald\u0131, gen\u00e7lerin kendilerini g\u00f6r\u00fclm\u00fc\u015f, anla\u015f\u0131lm\u0131\u015f ve de\u011ferli hissettikleri g\u00fcvenli ortamlar\u0131n olu\u015fturulmas\u0131n\u0131n en kritik ba\u015fl\u0131k oldu\u011funu belirterek, bir \u00f6\u011frencinin kendini ger\u00e7ekten ait hissetti\u011fi bir okulda sorunlar\u0131n\u0131 konu\u015fabilece\u011fi yeti\u015fkinler buldu\u011funda \u015fiddete ba\u015fvurma ihtimalinin \u00f6nemli \u00f6l\u00e7\u00fcde azald\u0131\u011f\u0131n\u0131 s\u00f6yledi.<\/p>\n","protected":false},"excerpt":{"rendered":"
Uzmanlara g\u00f6re ergenlik d\u00f6nemi, yo\u011fun duygusal de\u011fi\u015fimlerin ve kimlik aray\u0131\u015f\u0131n\u0131n \u00f6ne \u00e7\u0131kt\u0131\u011f\u0131 hassas bir s\u00fcre\u00e7 olarak dikkat \u00e7ekiyor. Bu d\u00f6nemde d\u00fcrt\u00fcsellik, akran bask\u0131s\u0131, sosyal medya etkisi ve aile i\u00e7i ileti\u015fim sorunlar\u0131, okul ortam\u0131ndaki \u015fiddet davran\u0131\u015flar\u0131n\u0131 besleyebiliyor.<\/p>\n","protected":false},"author":6,"featured_media":12472,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[2535,19],"tags":[3814,4624,4625],"class_list":["post-12471","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-3-bolge","category-egitim","tag-ergenlik","tag-okul-siddeti","tag-siber-zorbalik"],"yoast_head":"\n