Problem Little is known about the emotional reactions of children who have migrated to another country fleeing a war in their home. Purpose This descriptive study was conducted to compare the emotional indicators and anxiety levels of Syrian children who have migrated to Turkey following the war with anxiety levels of Turkish children. Methods The study has been completed with 125 children who migrated from Syria and 168 children who are living in Turkey. The demographic data form, the Spielberger state and trait anxiety inventory (STAI) and Koppitz Draw‐A‐Person test were used for data collection. Findings The average ages of Syrian and Turkish children who participated in the study are 9.14 ± 1.11; 8.89 ± 0.76, respectively. Emotional indicators such as impulsivity, anxiety, and anger appear more frequently in Syrian children's drawings compared to the drawings of Turkish children. State anxiety scores were 47.44 ± 8.09 in Syrian children and 32.16 ± 10.46 in Turkish children. Trait anxiety scores were 49.08 ± 7.98 in Syrian children and 39.76 ± 8.58 in Turkish children. The STAI score of Syrian children was higher compared to the score of Turkish children. Conclusions Anxiety scores of children who have migrated are significantly higher than those of children residing in their country of origin. The physical and psychological evaluation of children who have witnessed warfare and have migrated is an important nursing initiative.
Kaynaştırma eğitimi alan çocuklarda okul sağlığı hemşiresinin rolleri Roles of school health nurses in children with inculisive education Özel gereksinimi olan çocuk, çeşitli nedenlerle bireysel ve gelişim özellikleri ile eğitim yeterlilikleri açısından akranlarından beklenilen düzeyden anlamlı farklılık gösteren çocuk olarak tanımlanmaktadır. Özel gereksinimli çocukların fiziksel, duygusal, sosyal ve eğitim gereksinimleri sağlıklı akranlarına göre farklılık göstermektedir. Özel gereksinimi olan çocuklara yönelik verilen eğitim hizmetlerinden biride kaynaştırma eğitimidir. Kaynaştırma eğitimine devam eden çocuklar okulda boşaltım ve hareket gereksinimini karşılayabilme, okula ulaşımı sağlama, ilaçlarını kullanabilme gibi fiziksel gereksinimlerini karşılamakta güçlük yaşayabilmektedir. Ayrıca arkadaşları ve öğretmenleri ile iletişim kurma, sosyal aktivitelere katılma ve akranları ile vakit geçirme gibi psikososyal gereksinimlerini karşılamada sorunlar yaşayabilmektedir. Kaynaştırma eğitimi alan çocukların ebeveynleri zamanlarının çoğunu okulda çocukları ile beraber geçirme, kendilerine zaman ayıramama, sosyal çevreden uzaklaşma gibi sorunlar yaşamaktadırlar. Bu çocukların ve ailelerin gereksinimlerinin karşılanması okul sağlığı hemşiresinin önemli rolleri arasındadır. Okul sağlığı hemşiresinin bakım verici, eğitici, araştırıcı, danışmanlık verici, karar verici, koruyucu ve savunucu olma rolleri bulunmaktadır. Özel gereksinimi olan çocukların ve ailelerinin bakım gereksinimlerinin hemşireler tarafından karşılanması, ailelerin bakım yükünü azaltması, çocuk ve ailenin yaşam kalitesinin artması açısından önemlidir. Bu derlemede kaynaştırma eğitimi alan çocukların ve ailelerinin gereksinimleri ve okul sağlığı hemşiresinin rolleri ele alınmıştır. Anahtar Sözcükler: Kaynaştırma eğitimi; okul sağlığı hemşiresi; ozel bakım gereksinimli çocuk. A child with a special needs is defined as a child who for a variety of reasons has individual and developmental characteristics and educational qualifications that differ significantly from the level expected from their peers. Physical, emotional, social and educational needs of children with special needs differ according to their healthy peers. One of the educational services for children with special needs is integration education. The children who continuing integration education may have difficulty doing their physical needs, such as defecation at school, movement needs, going to school , stepping stairs, and taking daily medicine by himself/herself. They can also experience problems in meeting psycho-social needs such as communicating with friends and teachers, participating in social activities in school and spending time with their peers. Parents of this kind of children often have problems as, unable to take their own special time, and isolation from social environment, which can reduce the quality of life of parents. Meeting the needs of these children and their families is one of the important roles of the school health nurse. The school health nurse has roles to be caring...
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