CEZALANDIRICI OKUL DİSİPLİNİNİN OKUL SOSYAL HİZMETİ VE ONARICI ADALET AÇISINDAN FENOMENOLOJİK YAKLAŞIMLA DEĞERLENDİRİLMESİ
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Today, children as students become victims of numerous social forces that negatively affect them. Unmet physical and emotional needs of children negatively affect their learning and adaptation at school. It is inevitable that these children, who are at risk, cause violence and show risky behavior in the school system. Current disciplinary practices in secondary education institutions in Turkey is based on the traditional methods such as punishment and removal from the school. What is more, although there are many studies show that disciplinary punishments are not effective and functional in the schools, they have been applied in schools in our country since the existence of schools. From a critical point of view of, it can be concluded that students are considered “problems" and that procedures focus on punishment. Building on this state, the universe of this research was chosen as teachers, students and parents who are important actors of the school system. Using the interpretive phenomenological approach as qualitative research approach, the aim of this study is to explore the experiences of students with risky behavior at secondary level in Rize and their parents and teachers within traditional disciplinary practices. Using the interpretative perspective, students and teachers and parents' experiences in the disciplinary processes, sanctions and post-sanction experiences are focused. In this context, in-depth interviews were conducted with 16 students, 15 teachers and 12 parents. The data obtained from the interviews were interpreted under three main themes as students' experiences, teachers' experiences and parents' experiences by using interpretive phenomenological analysis method. In the light of these findings, a restorative school social work intervention model was proposed as an alternative to traditional disciplinary methods that based on ix deficiency in schools, which enables positive school climate and culture, respectful social relations and healthy relational functions.
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