Browsing by Author "Tunca O.O."

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    Preventing Violence in Schools: A Psychoeducation Program Examining the Effects on Teachers Perceptions and Attitudes Toward Violence and Bullying
    (AHFE International, 2026) Tunca O.O.; Kaya A.G.; Cikrikci A.; Kılıc C.; Cicek H.S.; Cevher T.; Ergul E.B.
    This study experimentally examined changes in teachers’ and school counseling (SC) professionals’ perceptions and attitudes toward violence and peer bullying through the psychoeducational program “Preventing Violence in Schools: Where Do I Stand?”, developed by the researchers. An explanatory sequential mixed-methods design was employed. Following quantitative data collection, results were examined using a phenomenological design.The sample consisted of 36 participants 20 SC professionals and 16 subject-area teachers working in public schools in Istanbul. To test the significance of the psychoeducation, the sample was divided into two groups consisting of subject-area teachers showing similar distribution parallel to the SCs. Participants completed the Personal Information Form, “Teacher Attitudes Toward School Bullying Scale” before and after the eight-week intervention. Additionally, qualitative data were collected via the “Interview Form on Perceptions of Bullying and Violence” to obtain a deeper understanding of participants’ views. Results indicated no statistically significant differences between pre-test and post-test scores. Professional seniority and age showed significant positive correlations with the “harsh attitude” subdimension. When groups were compared, “harsh attitude” scores differed significantly, with subject teachers scoring higher. Participants’ number of children positively correlated with the “indifference attitude” dimension. Qualitative findings showed both groups perceived bullying as repetitive power dynamic. Subject teachers linked prevention gaps to systemic issues, while SCs identified stakeholders closedness to cooperation and administrative indifference as main difficulties. Regarding interventions, teachers prioritized disciplinary systems, observation, rules, whereas SCs favored child-centered consultation for all stakeholders. Both groups emphasized victim safety, emotional support, cooperation, a holistic approach in case analyses. © 2026 The Authors.