Kaya, Alp Giray

Profile URL
https://hdl.handle.net/20.500.14627/727
Name Variants
Kaya, A.
Job Title
Doktor Öğretim
Email Address
alp.kaya@fbu.edu.tr
Main Affiliation
Psikoloji Bölümü
Status
Website
ORCID ID
0000-0002-9010-3876
Scopus Author ID
Turkish CoHE Profile ID
Google Scholar ID
WoS Researcher ID
CYT-3567-2022
Files
photo_179923.jpg.JPG (2.68 MB)

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Now showing 1 - 2 of 2
  • Article
    Citation - Scopus: 1
    Using Media by Nurses: a Case of Novel Coronavirus Disease
    (Association of Executive Nurses, 2021) Kaya, A.; Seren, A.K.H.
    The term “media” used to explain the mass media provides the transmission of messages and information regarding the society. According to the researches, media has an important power in influencing the masses in terms of public interests and policies. By addressing the media as a priority, through individual or professional organizations, nurses can be effective in exposing the profession’s image in the media and policy issues affecting the profession. A more consistent approach to presenting nursing research to the public and using the media for this purpose will enable the public to perceive nursing as it is and support the use of research. In this review, basic knowledge tried to be provided by the nurses about what to do through the media and, the actions taken in the media related to the novel coronavirus disease which emerged first at the end of 2019 in Wuhan Province of China and in March 2020 in Turkey, were examined. © 2021 SHYD.
  • 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, Ayca
    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.