ÖZET Amaç:Çocuk ihmali; bir çocuğun sağlık, eğitim, beslenme, barınma, duygusal gelişim gibi farklı alanlardaki gereksinimlerinin sağlanmasında oluşan yetersizlik durumudur. İstismar ise çocuklara bakıp gözetmek ve eğitmekle görevli olan kişiler ya da yabancılar tarafından, beden ve/veya psikolojik sağlıklarına zarar verecek, sosyal gelişimlerini engelleyecek biçimde uygulanan tüm fiziksel, duygusal ya da cinsel tutumları olarak tanımlanmaktadır. Bu çalışmada amacımız; çocukların ailesinden sonra en fazla birlikte zaman geçirdikleri öğretmenlerin çocuk istismarı ve ihmali açısından farkındalıklarını ve bilgi düzeylerini artırmaktır.Yöntem: Çalışmamız 129 öğretmenin katılımı ile gerçekleştirilmiştir.Öğretmenlerden imzalı onay alındıktan sonra anket uygulanmış sonrasında çocuk ihmali ve istismarı hakkında bilgilendirme yapılmış ve eğitim sonrası anket tekrarlanmıştır. Bulgular: Çalışmamıza katılan 129 öğretmenin 70'i erkek 59'u bayan olup yaş ortalaması 32,6±7,9 (22-64) yıl olarak bulunmuş, mesleki tecrübelerine bakıldığında ortalama 8,2±7,4 (1-37) yıldır öğretmenlik yaptıkları gözlenmiştir. 129 katılımcıdan alınan anketin sonuçları değerlendirildiğinde; eğitim öncesi ortalama puan 58,4± 4,9 (48-69) iken eğitim sonrasında ortalama puan 65,9± 6,4 (50-80) ve istatistik olarak anlamlı bulunmuştur (p<0,001).Sonuç: Öğretmenler, çocuk istismar ve ihmali durumlarında çocuğa uygun yaklaşım ve tutumlar konusunda ve yasal sorumluluk veya zorunluluklar konularında bilinçlendirilmelidir. Öğretmenlere bu konu ile ilgili düzenli olarak seminer, sempozyum ve konferanslar düzenlenmelidir. Psikolojik Danışmanlık ve Rehberlik öğretmenlerinin okullarda daha aktif ve etkin çalışmaları sağlanmalıdır. Çocuklar için cinsel eğitimin önemi vurgulanmalı ve okul müfredat programları içine yerleştirilmelidir. Okullarda verilecek cinsel eğitim programları; sağlıklı cinsel gelişim bilgisi vermeyi ve çocukların kendilerini cinsel istismardan koruma yollarını öğretmeyi hedefleyen nitelik ve içerikte olmalıdır.Anahtar Kelimeler: İhmal, istismar, öğretmen, eğitim ABSTRACT Objective: Child neglect refers to deficiencies in meeting a child's needs in various areas, such as health, education, nutrition, accommodation and emotional development. Abuse, on the other hand, is defined as all physical, emotional or sexual attitudes on the part of individuals charged with caring for and educating the child, or of strangers, in such a way as to damage the child's physical and/or psychological health or obstruct social development. Our purpose in this study was to increase levels of awareness and information in terms of child abuse and neglect among teachers, with whom children spend most of their time, after their families. Method:Our study was performed with 129 participants. Following receipt of written consent, teachers were administered a questionnaire and then received information concerning child abuse and neglect. The questionnaire was re-administered after this training. Results:The 129 teachers enrolled consisted of 70 men and 59 women, with a mean ...
Objective: It has been proposed that anything does not kill you make you stronger. Although it might be true in adult cases, children whose psychological life begin in the parental mind and shaped by the experiences during the early period of life are not as strong as adult against adverse effects of stressful events. Internalization of objects and emerging of internally working models, concept of normality and abnormality that will be the main ground for the understanding of the world in later life are emerged during childhood. That is why anything does not kill a child will shape its mind that might have everlasting effects on child. The clinical characteristics and pharmacological treatment process of a 10-yearold boy with Autism Spectrum Disorder who had drug refractory self-injurious behaviour Hasan Cem Aykutlu and Işık GörkerDepartment of Child and Adolescent Psychiatry, Trakya University School of Medicine, Edirne, Turkey E-mail address: hasancemay@hotmail.com ABSTRACT Objective: Irritability is the most common co-occurring symptom and common target of pharmacotherapy in children with Autism Spectrum Disorders (ASD) [1][2][3]. FDA-approved agents risperidone and aripiprazole are commonly used in irritability and became the firstline treatment, but the growing evidence has shown that a group of children with ASD comorbid, especially with intellectual disability, do not respond to the treatment [1,3]. In a recent research, drug refractory behaviours in children with ASD defined as aggression, selfinjury, and tantrums requiring medication adjustment despite trials of risperidone and aripiprazole or three or more psychotropic drugs targeting irritability [1]. In this presentation, it is aimed to review current literature with the case report of a child with ASD who had drug refractory self-injurious behaviour. Case presentation: Ten-year-old boy, who diagnosed with ASD and attention-deficit/hyperactivity disorder (ADHD) and intellectual disability, has been followed in our outpatient clinic since he was 3 years old. He had been prescribed risperidone up to 2 mg/day for irritability and hyperactivity between 3 and 9 years old, and had responded well to the treatment. At age 10, his family described the increase in irritability, aggression, tantrums, and severe self-injurious behaviour with his ongoing treatment. His Clinic Global Impression (CGI)-Severity score was 7/7, Aberrant Behaviour Checklist (ABC)-Irritability score was 41/45 and ABC-Hyperactivity score was 40/48. Neurological and medical comorbidities were not detected in the examination. There was limited or no response to the treatment with various trials of risperidone, aripiprazole, haloperidol, zuclopenthixol, benzodiazepines, methylphenidate, atomoxetine, valproate, and PSYCHIATRY AND CLINICAL PSYCHOPHARMACOLOGY, 2018 VOL. 28, NO. S1, 297-391 https://doi.org/10.1080/24750573.2018 naltrexone. After the combined treatment of risperidone 2 mg/day with clonidine 0.3 mg/day, well and sustainable treatment response of irritability and self-in...
ÖzZorbalığa maruz kalmak, özellikle çocuk ve ergenlerin gelişim süreçlerini sekteye uğratır ve ömür boyu devam edebilen olumsuz izler bırakır. Birçok psikopatolojinin ortaya çıkmasını tetikleyebilen bir zemin oluşturması açısından da önemlidir. Bu çalışmada akran zorbalığı, duygusal zorbalık ve siber zorbalık içerikli iki olgu üzerinden tartışılmıştır. Olguların her ikisinde de depresif belirtiler ön plana çıkmış ve aile tutumlarında sorunlar olduğu görülmüştür. Zorbalığa karşı koruyucu tedbirlerin alınması ve faydalı olabilecek ampirik sosyal destek türünün belirlenmesi gerekmektedir. Anahtar Sözcükler: zorbalık; siber zorbalık; akran zorbalığı. AbstractExposure to bullying impedes the development of children and adolescents particularly and leaves marks that may have lifelong negative effects. It is also important in the sense that it can trigger development of some psychopathologies. In this paper, we discussed peer bullying over two clinical cases that involve emotional bullying and cyber bullying. In the both cases, depressive symptoms became prominent and problems concerning the families' attitudes were observed. We need that precautions be taken against bullying and a useful type of empirical social support be determined.
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