Scopus İndeksli Yayınlar Koleksiyonu
Permanent URI for this collectionhttps://hdl.handle.net/20.500.14627/7
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Book Part 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.; Cevher, Turker; Cicek, Havvane Sama; Kaya, Alp Giray; Tunca, Ozlem Ozden; Ergul, Esra Betul; Kılıc, Cetin; Cikrikci, AycaThis 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.Article Effect of Gender Equality Education on Health Students Gender Perceptions and Roles: A Randomized Controlled Trial(Routledge Journals, Taylor & Francis Ltd, 2026) Isbay Aydemir, Beyzanur; Sahin Tokatlioglu, Tugba; Kuru Akturk, Nur Bahar; Dikec, GulAim To evaluate the impact of community gender equality education program on health sciences students' perceptions of gender, gender roles, and their awareness of social norms and gender inequality. Design A single-blind, two-arm, parallel-group randomized controlled trial. Methods Conducted with 70 students at a foundation university in Istanbul (2024-2025). The intervention group received two weeks structured training. Data were collected using the Perception of Gender Scale (PGS) and Gender Roles Attitude Scale (GRAS). Results No significant differences were observed at baseline. Post-intervention, the intervention group showed significant improvements in PGS and GRAS scores, while no change was found in the control group. Conclusion Short-term gender equality education program effectively improved students' gender perceptions and attitudes.Article The Effect of Simulation-Based Electroconvulsive Therapy Education on Perception and Knowledge of Nursing Students: a Semiexperimental Study(Lippincott Williams and Wilkins, 2025) Dikeç, G.; Şan, E.Ö.Objectives Despite the recognized benefits and safety of electroconvulsive therapy (ECT) for treating mental disorders, negative perceptions persist among both the public and mental health professionals. This stigma is often rooted in historical practices and media portrayals, despite modern advancements in the technique. This study aimed to assess the impact of simulation-based ECT education on nursing students' perceptions and knowledge regarding ECT before and after the procedure. Methods This study was planned to use a single-group pretest and posttest quasi-experimental design with a 3-month follow-up. Simulation-based ECT education involved 1 hour of theoretical instruction followed by hands-on learning using a high-fidelity mannequin. Final-year nursing students enrolled in a psychiatric and mental health nursing course were examined on their knowledge and perceptions of ECT before, immediately after, and 3 months following the intervention. Results Students reported statistically significant improvements in their perception and knowledge levels after participating in the simulation-based ECT education. The results were similar at the 3-month follow-up. Conclusions Simulation-based ECT education can be effectively integrated into both undergraduate and graduate nursing curricula to foster positive perceptions and enhance knowledge about ECT. Copyright © 2025 Wolters Kluwer Health, Inc. All rights reserved.