Developing Bystander Intervention Skills in Bullying of Gifted Students

Neşe Kurt Demirbaş; Seda Sevgili Koçak

Article Details

Developing Bystander Intervention Skills in Bullying of Gifted Students

Authors:

Neşe Kurt Demirbaş | Seda Sevgili Koçak

Publisher:

Ankara University

Main Topics:

Özel Yetenekli Eğitimi

Journal:

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi Vol.25 Issue 3, pp.247-259

Document Type:

Article

Publication Date:

1/2024

Document Language:

English

Document ID (Org No.):

2001326385

pISSN:

1304-7639

Keywords:

Abstract:

 Introduction: The purpose of this study is to implement and evaluate the effect of an online psychoeducation program aimed at enhancing bystander intervention skills in bullying of gifted secondary school students. For this purpose, the present study examined the effect of the bullying bystander intervention psychoeducation program called FASKU notice, interpret immediately, take responsibility, decide, and apply on the intervention skills of gifted secondary school students who were bystanders to bullying. Method: The study was carried out with a group of gifted students enrolled in the 5th and 6th grades at the Science and Art Center. A study group was formed with 22 gifted students, including the experimental 11 students and control 11 students groups. In the study, data were obtained with Bystander Intervention Scale in Bullying BISB. Within the scope of this study, the experimental group received a 6-session online psychoeducation program, whereas the control group did not undergo any intervention. The research design is a quasi-experimental model with experimental and control groups pretest, posttest, and follow-up test. Findings: The findings of the study indicated that the psychoeducation program implemented in the experimental group led to a discernible improvement in the bystander intervention skills of the gifted students. Based on this result, it can be inferred that the psychoeducation program demonstrates efficacy in enhancing the bystander intervention abilities of gifted students. Discussion: Upon evaluating the results obtained in this regard, it becomes evident that the program exhibits efficacy in enhancing the bystander intervention abilities of students in bullying within the experimental group, who were subjected to the program. Bystander intervention psychoeducation program in bullying, psychoeducational programs applied to gifted students, and online therapy issues were discussed. Result and Recommendations: A statistically significant difference was noted between the pretest and posttest scores of the experimental group; however, the posttest scores did not vary statistically from the follow-up test scores. It was concluded that the posttest scores of the experimental group were significantly different from the posttest scores of the control group, and there was no significant difference between the posttest scores and pretest scores of the control group from the bystander intervention scale in bullying.

 Introduction: The purpose of this study is to implement and evaluate the effect of an online psychoeducation program aimed at enhancing bystander intervention skills in bullying of gifted secondary school students. For this purpose, the present study examined the effect of the bullying bystander intervention psychoeducation program called FASKU notice, interpret immediately, take responsibility, decide, and apply on the intervention skills of gifted secondary school students who were bystanders to bullying. Method: The study was carried out with a group of gifted students enrolled in the 5th and 6th grades at the Science and Art Center. A study group was formed with 22 gifted students, including the experimental 11 students and control 11 students groups. In the study, data were obtained with Bystander Intervention Scale in Bullying BISB. Within the scope of this study, the experimental group received a 6-session online psychoeducation program, whereas the control group did not undergo any intervention. The research design is a quasi-experimental model with experimental and control groups pretest, posttest, and follow-up test. Findings: The findings of the study indicated that the psychoeducation program implemented in the experimental group led to a discernible improvement in the bystander intervention skills of the gifted students. Based on this result, it can be inferred that the psychoeducation program demonstrates efficacy in enhancing the bystander intervention abilities of gifted students. Discussion: Upon evaluating the results obtained in this regard, it becomes evident that the program exhibits efficacy in enhancing the bystander intervention abilities of students in bullying within the experimental group, who were subjected to the program. Bystander intervention psychoeducation program in bullying, psychoeducational programs applied to gifted students, and online therapy issues were discussed. Result and Recommendations: A statistically significant difference was noted between the pretest and posttest scores of the experimental group; however, the posttest scores did not vary statistically from the follow-up test scores. It was concluded that the posttest scores of the experimental group were significantly different from the posttest scores of the control group, and there was no significant difference between the posttest scores and pretest scores of the control group from the bystander intervention scale in bullying.

 Introduction: The purpose of this study is to implement and evaluate the effect of an online psychoeducation program aimed at enhancing bystander intervention skills in bullying of gifted secondary school students. For this purpose, the present study examined the effect of the bullying bystander intervention psychoeducation program called FASKU notice, interpret immediately, take responsibility, decide, and apply on the intervention skills of gifted secondary school students who were bystanders to bullying. Method: The study was carried out with a group of gifted students enrolled in the 5th and 6th grades at the Science and Art Center. A study group was formed with 22 gifted students, including the experimental 11 students and control 11 students groups. In the study, data were obtained with Bystander Intervention Scale in Bullying BISB. Within the scope of this study, the experimental group received a 6-session online psychoeducation program, whereas the control group did not undergo any intervention. The research design is a quasi-experimental model with experimental and control groups pretest, posttest, and follow-up test. Findings: The findings of the study indicated that the psychoeducation program implemented in the experimental group led to a discernible improvement in the bystander intervention skills of the gifted students. Based on this result, it can be inferred that the psychoeducation program demonstrates efficacy in enhancing the bystander intervention abilities of gifted students. Discussion: Upon evaluating the results obtained in this regard, it becomes evident that the program exhibits efficacy in enhancing the bystander intervention abilities of students in bullying within the experimental group, who were subjected to the program. Bystander intervention psychoeducation program in bullying, psychoeducational programs applied to gifted students, and online therapy issues were discussed. Result and Recommendations: A statistically significant difference was noted between the pretest and posttest scores of the experimental group; however, the posttest scores did not vary statistically from the follow-up test scores. It was concluded that the posttest scores of the experimental group were significantly different from the posttest scores of the control group, and there was no significant difference between the posttest scores and pretest scores of the control group from the bystander intervention scale in bullying.

 Giriş: Bu araştırmanın amacı üstün yetenekli ortaokul öğrencilerinin zorbalığa seyirci müdahale becerilerinin geliştirilmesine yönelik çevrimiçi psikoeğitim programını uygulamak ve etkisini incelemektir. Bu amaç doğrultusunda mevcut araştırmada zorbalığa seyirci müdahale psikoeğitim programı FASKUnun fark etme, acil yorumlama, sorumluluğunu üstlenme, karar verme ve uygulama zorbalığa seyirci olan üstün yetenekli ortaokul öğrencilerinin müdahale becerilerine etkisi incelenmiştir. Yöntem: Araştırma Bilim ve Sanat Merkezine devam eden 5. ve 6. sınıf düzeyindeki üstün yetenekli öğrencilerle yürütülmüştür. Deney 11 öğrenci ve kontrol 11 öğrenci grubu olmak üzere 22 üstün yetenekli öğrenci ile çalışma grubu oluşturulmuştur. Araştırmada veriler Zorbalığa Seyirci Müdahale Ölçeği ZSMÖ ile elde edilmiştir. Araştırma kapsamında deney grubuna 6 oturumluk çevrimiçi psikoeğitim programı uygulanmış, kontrol grubuna ise herhangi bir çalışma yapılmamıştır. Araştırma deseni, deney ve kontrol gruplu öntest, sontest ve izleme testi yarı deneysel bir modeldir. Bulgular: Araştırmadan elde edilen bulgular, uygulanan psikoeğitim programının deney grubundaki üstün yetenekli öğrencilerin zorbalığa seyirci müdahale becerilerinde farklılaşma sağladığını ortaya koymuştur. Bu sonuçlar doğrultusunda, üstün yetenekli öğrencilerin zorbalığa seyirci müdahale becerilerinde psikoeğitim programının etkili olduğu anlaşılmaktadır. Tartışma: Bu doğrultuda elde edilen bulgular değerlendirildiğinde programın uygulandığı deney grubundaki öğrencilerin zorbalığa seyirci müdahale becerisini geliştirmede etkili olduğunu göstermektedir. Zorbalığa seyirci müdahale psikoeğitim programı, üstün yetenekli öğrencilerde uygulanan psikoeğitim programları ve çevrimiçi terapi konuları ele alınıp tartışılmıştır. Sonuç ve Öneriler: Deney grubunun sontest puanlarının öntest puanlarından anlamlı düzeyde farklı olduğu görülmüştür. Deney grubunun izleme testi ile sontest puanları arasında anlamlı bir fark olmadığı bulunmuştur. Deney grubunun sontest puanlarının kontrol grubunun sontest puanlarından anlamlı düzeyde farklı olduğu sonucuna ulaşılmıştır. Kontrol grubunun zorbalığa seyirci müdahale ölçeğinden aldıkları sontest puanları ile öntest puanları arasında anlamlı bir fark olmadığı tespit edilmiştir.

Article Details

Developing Bystander Intervention Skills in Bullying of Gifted Students

Authors:

Neşe Kurt Demirbaş | Seda Sevgili Koçak

Publisher:

Ankara University

Main Topics:

Özel Yetenekli Eğitimi

Journal:

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi Vol.25 Issue 3, pp.247-259

Document Type:

Article

Publication Date:

1/2024

Document Language:

English

Document ID (Org No.):

2001326385

pISSN:

1304-7639

Gifted

bullying

bystander

bystander intervention in bullying

psychoeducational program

quasi-experimental modelüstün yetenekli

zorbalık

zorbalığa seyirci

zorbalığa seyirci müdahale

psiko-eğitim programı

yarı deneysel model

Issues

Article Details

Authors: Neşe Kurt Demirbaş | Seda Sevgili Koçak

Publisher: Ankara University

Main Topics: Özel Yetenekli Eğitimi

Journal: Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi Vol.25 Issue 3, pp.247-259

Document Type: Article

Publication Date: 1/2024

Document Language: English

Document ID (Org No.): 2001326385

pISSN: 1304-7639

Issues

Authors:

Neşe Kurt Demirbaş | Seda Sevgili Koçak

Publisher:

Ankara University

Main Topics:

Özel Yetenekli Eğitimi

Journal:

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi Vol.25 Issue 3, pp.247-259

Document Type:

Article

Publication Date:

1/2024

Document Language:

English

Document ID (Org No.):

2001326385

pISSN:

1304-7639