Turkiye Klinikleri Journal of Health Sciences

.: ORIGINAL RESEARCH
Okul Çağı Kekemelikte Akran Zorbalığı: Dil ve Konuşma Terapistlerinin Algı ve Uygulamalarının Kısa Hikâyeler Yöntemiyle Değerlendirilmesi: Kesitsel Araştırma
Peer Bullying in School-Age Stuttering: Evaluation of Perception and Practices of Speech and Language Therapists by Short Stories Method: Cross-Sectional Research
Ahsen ERİMa, Ayşe AYDIN UYSALb
aSağlık Bilimleri Üniversitesi Hamidiye Sağlık Bilimleri Fakültesi, Dil ve Konuşma Terapisi Bölümü, İstanbul, Türkiye
bKocaeli Üniversitesi Eğitim Fakültesi, Özel Eğitim Bölümü, Kocaeli, Türkiye
Turkiye Klinikleri J Health Sci. 2022;7(3):726-38
doi: 10.5336/healthsci.2021-86274
Article Language: TR
Full Text
ÖZET
 Amaç: Bu araştırmada, dil ve konuşma terapistlerinin (DKT), kekemeliği olan çocukların maruz kalabileceği akran zorbalığına yönelik algı ve uygulamalarının incelenmesi amaçlanmıştır. Gereç ve Yöntemler: Araştırmaya, Türkiye'nin farklı şehirlerinde hizmet veren 104 DKT katılmıştır (yaş ortalaması=24, 77±2,2). Araştırmacılar tarafından ilgili alanyazın taranarak oluşturulan bir anket, veri toplama aracı olarak kullanılmıştır. Anketin ilk kısmı, 7 maddeden oluşmakta ve katılımcıların özelliklerini tanımlamayı amaçlamaktadır. Anketin 2. bölümü 16 maddedir. Bu bölüm, kısa hikâyeler ve bu hikâyelerdeki durumu değerlendirmeye yönelik maddelerden oluşmaktadır. Anket içerisinde kullanılan kısa hikâyeler, daha önce Blood ve ark. tarafından yürütülen çalışmada kullanılan kısa hikâyeler temel alınarak oluşturulmuştur. Bulgular: DKT'lerin anlatılan akran zorbalığı durumunu önemseme düzeyleri ve duruma ilişkin müdahale etme olasılıkları, akran zorbalığı ile ilgili ders alma, eğitim ya da seminere katılma ve okuma ya da araştırma yapma durumlarından etkilenmemektedir. Ayrıca çalışmaya katılan DKT'ler, belirli bir zorbalık türünü diğerlerine kıyasla daha önemli ya da daha çok müdahale edilmesi gereken bir durum olarak algılamamaktadırlar. 'Danışan ile duyarsızlaşma çalışmaları yapma' (%26,9), 'Çocuk ile psikolojik dayanıklılık, problem çözme ve baş etme stratejileri üzerine çalışma' (%13,5) ve 'Aile, öğretmen bilgilendirmesi ile birlikte çocuk ile de çalışma' (%11,5) yanıtları ise DKT'lerin, akran zorbalığına maruz kalan kekeleyen danışanlarına yönelik en sık belirttikleri uygulamalar olmuştur. Sonuç: DKT'lerin, kekemeliği olan çocuklara yönelik akran zorbalığı müdahalesi konusunda klinik uygulamalarını zenginleştirmeleri önerilmektedir.

Anahtar Kelimeler: Akran zorbalığı; akran zorbalığı müdahalesi; kekemelik; okul çağı kekemelik
ABSTRACT
 Objective: It was aimed to examine the perceptions and practices of language and speech therapists (SLT) towards peer bullying that children with stuttering may be exposed to. Material and Methods: A total of 104 SLTs serving in different cities of Turkey participated in this research (average age=24, 77±2.2). A questionnaire prepared by the researchers by scanning the relevant literature was used as a data collection tool. The first part of the questionnaire consists of 7 demographic items. The second part of the questionnaire consists of 16 items. This section consists of short stories and items to evaluate the situation in these stories. The stories used in the questionnaire prepared by based on the stories that previously published by Blood et al. Results: The level of caring of the SLTs about the described bullying situation and their probability of intervening in the situation are not affected by taking a course, attending a training or seminar, reading or doing a research about the bullying. In addition, SLTs did not perceive a certain type of bullying as more important than others or as a situation that needs more intervention. 'Doing desensitization studies with the client' (26.9%), 'Working with the child on psychological resilience, problem solving and coping strategies' (13.5%) and 'Working with the child together with the family and the teacher' (11.5%) were most frequently stated practices of SLTs for their stuttering clients. Conclusion: It is recommended that SLTs enrich their clinical practice in the intervention of bullying for children with stuttering.

Keywords: Peer bullying; peer bullying intervention; stuttering; school-age stuttering
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