Literaturnachweis - Detailanzeige
| Autor/inn/en | Çetinkaya, Ali; Bulut, Safiye Sarici |
|---|---|
| Titel | Protective Factors in Schools after the COVID-19 Pandemic: Views of School Counselors |
| Quelle | In: Psychology in the Schools, 60 (2023) 11, S.4686-4700 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Çetinkaya, Ali) ORCID (Bulut, Safiye Sarici) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0033-3085 |
| DOI | 10.1002/pits.23009 |
| Schlagwörter | COVID-19; Pandemics; School Counselors; Counselor Attitudes; Teacher Role; School Role; Educational Environment; Skill Development; Coping; Problem Solving; Resilience (Psychology); Self Control; Interpersonal Competence; Computer Use; Media Literacy; Student Needs; Counselor Role; Teacher Characteristics |
| Abstract | This research examines the protective factors in schools after the coronavirus disease 2019 (COVID-19) pandemic by considering the opinions of school counselors. It was carried out within the scope of phenomenology design, one of the qualitative research methods. The research was conducted in Turkey. The research data were obtained through face-to-face interviews with 20 school counselors who were working in public schools in the fall semester of the 2022-2023 academic year and were determined by the purposeful sampling method. The content analysis method was used to analyze the data. School counselors were asked four questions about protective factors at school, skills needed by students, and the roles of schools and teachers. According to school counselors, the school needs to create a supportive and safe atmosphere. Having skills such as coping with stress, emotion regulation, problem-solving skills, resilience, interpersonal skills, conscious use of technology, and media literacy will increase student adaptation. According to school counselors, having features such as creating a positive atmosphere in schools, monitoring and supporting student development, cooperation, providing counseling services, and creating a safe environment is necessary. It was also emphasized that teachers should have characteristics such as unconditional acceptance, establishing close relationships, being a model, cooperation, and getting to know the student. The results obtained were discussed in light of the literature and suggestions were made. (As Provided). |
| Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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