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Educational Sciences - Ii ACADEMIC STUDIES IN EDUCATIONAL SCIENCES - II Edtor : ASSOC. PROF. DR. ONUR ZAHAL İmtiyaz Sahibi / Publisher • Yaşar Hız Genel Yayın Yönetmeni / Editor in Chief • Eda Altunel Editör / Edıtor • Assoc. Prof. Onur Zahal Kapak & İç Tasarım / Cover & Interior Design • Karaf Ajans Birinci Basım / First Edition • © HAZİRAN 2020 ISBN • 978-625-7884-56-3 © copyright Bu kitabın yayın hakkı Gece Kitaplığı’na aittir. Kaynak gösterilmeden alıntı yapılamaz, izin almadan hiçbir yolla çoğaltılamaz. The right to publish this book belongs to Gece Kitaplığı. Citation can not be shown without the source, reproduced in any way without permission. Gece Kitaplığı / Gece Publishing Türkiye Adres / Turkey Address: Kızılay Mah. Fevzi Çakmak 1. Sokak Ümit Apt. No: 22/A Çankaya / Ankara / TR Telefon / Phone: +90 312 384 80 40 web: www.gecekitapligi.com e-mail: [email protected] Baskı & Cilt / Printing & Volume Sertifika / Certificate No: 47083 Academic Studies in Educational Sciences - II Editor Assoc. Prof. Onur Zahal TABLE OF CONTENTS Chapter 1 GROUP COUNSELING WITH ADOLESCENTS: PROBLEM BEHAVIORS AND EFFECTIVE GROUP LEADER INTERVENTIONS Betül MEYDAN, Burcu PAMUKÇU ............................................................ 1 Chapter 2 DEVELOPMENT OF FRACTION CONCEPTS IN CHILDREN Cahit AYTEKİN ............................................................................................. 21 Chapter 3 EXAMINING THE EFFECTIVENESS OF AN AUTONOMY SUPPORT TRAINING PROGRAM BASED ON SELF-DETERMINATION THEORY: A MIXED MODEL STUDY Duygu KANDEMİRCİ BAYIZ, Zeynep CİHANGİR ÇANKAYA ............... 49 Chapter 4 INCLUSIVE EDUCATION AND APPLICATION OF INCLUSIVE EDUCATION TODAY Neriman ARAL, Gül KADAN ...................................................................... 83 Chapter 5 PERIOPERATIVE PRESSURE INJURIES: RISK FACTORS AND RISK ASSESSMENT Nurten TAŞDEMİR, Münevver SÖNMEZ, Banu Ece ÇETİNKAYA ........... 103 Chapter 6 PERSPECTIVES ON CHALLENGES OF TEACHING FOREIGN LANGUAGE ONLINE ACROSS THE WORLD Ozan Deniz YALÇINKAYA ........................................................................... 113 Chapter 7 EFFECTIVE TEACHING QUALITIES OF INSTRUCTORS Serap Nur DUMAN ....................................................................................... 137 Chapter 8 DETERMINATION OF STUDENTS’ MISTAKE PROFILES WITH ERROR Q MATRIX METHOD IN COGNITIVE DIAGNOSTIC MODELS T. Oğuz BAŞOKÇU, Duygu Baykal YETİMLER ........................................ 155 Chapter 9 A STUDY ON 3D GEOMETRIC MODELING OF THE T.A. VITALI’S SOL MINOR CHACONNE IN VARIATION FORM WORKS Rasim Erol DEMİRBATIR, Rıdvan EZENTAŞ ............................................................................. 177 Chapter 1 GROUP COUNSELING WITH ADOLESCENTS: PROBLEM BEHAVIORS AND EFFECTIVE GROUP LEADER INTERVENTIONS Betül MEYDAN1, Burcu PAMUKÇU2 1 Araştırma Görevlisi Doktor, Ege Üniversitesi Eğitim Fakültesi Eğitim Bilimleri Bölümü Reh- berlik ve Psikolojik Danışmanlık Anabilim Dalı, [email protected] 2 Araştırma Görevlisi Doktor, Ege Üniversitesi Eğitim Fakültesi Eğitim Bilimleri Bölümü Reh- berlik ve Psikolojik Danışmanlık Anabilim Dalı, Academic Studies in Educational Sciences - II 3 Introduction Adolescence is one of the developmental stages during which physical and cognitive growth takes place rapidly as well as psychological changes. According to the data of Turkish Statistical Institution in 2018, approxi- mately 16% of the population in Turkey is made up of adolescents. The results of the survey on Adolescent Profile in Turkey (TEPA, 2013) indi- cated that 55% of the adolescents have difficulty adapting to the changes they experience during the period of adolescence. Adolescence, which can also be defined as a period of development of ego identity, individuals may have problems and need support in many issues from family relations to friendship relations, from academic issues to self-esteem. It is a fact that adolescents who have trouble in dealing with these problems encountered during this period and cannot receive adequate help may even display sev- eral risky behaviors such as resorting to violence, substance abuse, school drop-out, running away from home and committing crime (TEPA, 2013). Therefore, it is extremely important that individuals can get the psycho- logical help they need in order to complete their development in a healthy way during adolescence. Considering that 89% of the adolescents aged 12-18 living in Turkey are school students (TEPA, 2013), schools appear to be the most convenient places to reach adolescents and offer them preventive and remedial psycho- logical services. Group studies conducted within the scope of counseling ser- vices in schools seem to be advantageous from some aspects. Groups play a role in adolescents’ coming together with other individuals who have similar experiences to theirs, sense of belonging to a group and being accepted by their peers, which are specific to this period (Malekoff, 2014; Rose, 1998). In addition, group experience is effective on adolescents in terms of gain- ing awareness, developing social skills and feeling understood. Groups also have a critical role in facilitating modeling each others’ positive behaviors among peers. From school counselors’ perspective, group counseling is quite economical as it allows for reaching more students in a certain period of time. Considering the fact that the number of students at schools in Turkey is high in the face of the limited number of school counselors, turning to group counseling is an effective way to reach more students. Besides being eco- nomical, group counseling at schools is frequently preferred since it provides the adolescents with the opportunity to use the effect of their peers on them healthily during this process of development and change. Looking at the types of group counseling conducted in schools, psy- cho-education and counseling groups stand out. Within the scope of the counselor’s informing services, group guidance is often used. In terms of their functions, it can be claimed that schools carry out both preventive and remedial group counseling. Regardless of their type and function, it is 4 Betül MEYDAN, Burcu PAMUKÇU clear that group counseling is an effective way of intervention in the de- velopment of adolescents and solving their problems just like in other age groups (Hoag & Burlingame, 1997). However, some problems may as well be encountered while counseling in groups; some resulting from the nature of the group some from individual and developmental characteristics of adolescents (Gladding, 2008; McMurray, 1992). This section presents information concerning the definition of adoles- cence, stages of adolescence, characteristics of the adolescence and devel- opmental tasks, problem behaviors to be encountered in adolescent groups and the interventions that can be used by group leaders in dealing with these behaviors. Adolescence Stage and Developmental Tasks of School-Age Adolescents The Latin origin word adolescence means growing, progressing, de- veloping and maturing (Şahin & Özçelik, 2016). The World Health Or- ganization defines individuals aged 10-19 as adolescents and those aged 15-24 as the young (WHO, 2019). UNESCO considers individuals aged 15-24 who continue their education, have not started to work to make a liv- ing and have not their own home as adolescents (UNESCO, 2019). In the sociological context, on the other hand, youth is defined as a period whose upper age limit is determined according to the expectations of the society from the individual (Koç, 2004). The period of adolescence is divided into three sub-stages as early ad- olescence, middle adolescence and late adolescence which are subsequent to each other in terms of developmental characteristics. Early adolescence usually refers to the period between the ages of 10 and 14. During this period, the adolescent experiences rapid physical changes like growth in height, increase in body mass and changes in body regions (Derman, 2008; Kılıçcı, 2006; Kulaksızoğlu, 1998; Parlaz et al., 2012). Thus, the individ- ual tries to adapt to the rapid physical changes s/he is going through (Der- man, 2008; Kılıçcı, 2006) and it seems important that s/he has acquired the necessary coping skills to adapt to these changes in a healthy way. Middle adolescence is usually defined as the period between the ages of 15 and 17. The development of the early adolescence goes on during this period while the adolescent also experiences intensive hormonal and cognitive changes as well. Therefore, middle adolescence period can be accepted as the stage during which the foundations are laid for the adolescent’s sexual identity development and personality development. In this respect, this period is highly important for the individual healthfully to accept and adapt to the sexual and cognitive change s/he is going through. Late adolescence, on the other hand, usually covers the period between 18 and 21 ages. At this Academic Studies in Educational Sciences - II 5 stage, the individual is expected to complete his/her identity development, start establishing close and intimate relationships, display behavior appro- priate with his/her roles in the relationships; which features personality development, social and emotional development (Derman, 2008; Erikson, 1977; Kılıçcı, 2006). In the light of the given stages of adolescence, it is possible to claim that school-age adolescents have certain developmental tasks expected from them. A developmental task is an individual’s showing expected characteristics specific
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