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Journals / Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi / 2009 / Sayı: 26

SCHOOL ADJUSTMENT OF MIGRANT AND NON-MIGRANT CHILDREN

İÇ GÖÇ YAŞAMIŞ VE YAŞAMAMIŞ ÇOCUKLARIN OKULDA UYUMU

Gonca Polat ULUOCAK
Pages
35–44
Publication Date
2009-12-01
DOI
—
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The results of the study emphasized the importance of collaborative work between educational, health and social institutions to ensure the mental adjustment of migrant children in school.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Migration experience can be regarded as a risk factor for many mental and social problems.
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Key Findings & Data:The frequency of mental maladjustment among migrant children was found 37% and significantly different from their nonmigrant peers.
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Conclusion & Impact:The results of the study emphasized the importance of collaborative work between educational, health and social institutions to ensure the mental adjustment of migrant children in school.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:İç Göç · Çocuk · Okulda Ruh Sağlığı

Abstract

Migration experience can be regarded as a risk factor for many mental and social problems. In the case of school-aged children, migration is a more complex process. In this study, aims were to determine the mental adjustment status of migrant children in school and to compare mental adjustment of migrant and non-migrant children in both school and home settings. The frequency of mental maladjustment among migrant children was found 37% and significantly different from their nonmigrant peers. Teachers reported more internalizing problems for migrant students. The agreement between teachers’ and mothers’ reporting was low. Teachers reported academic failure, twitching, nail biting, as the most common problems among migrant children. The results of the study emphasized the importance of collaborative work between educational, health and social institutions to ensure the mental adjustment of migrant children in school.

Özet

Göç yaşantısı, birçok ruhsal ve sosyal problem açısından bir risk faktörü olarak ele alınmaktadır. Okul çağı çocukları için göç yaşantısı daha karmaşık bir süreçtir. İç göç yaşayan çocukların okulda ruhsal uyum durumlarının ortaya konması ve göç yaşayan ve yaşamayan çocukların ev ve okul ortamında ruhsal uyum durumlarının farklılaşıp farklılaşmadığının belirlenmesi amacıyla planlanan bu araştırmada, göç yaşamış çocuklarda ruhsal uyumsuzluk sıklığı %37 olarak tespit edilmiştir ve göç yaşamamış gruptan anlamlı olarak fazla bulunmuştur (p0.05). Öğretmenler, göç yaşamış çocuklarda görülen ruhsal uyum problemleri arasında en fazla okul başarısızlığı, tik, tırnak yeme problemlerini ifade etmişlerdir. Araştırmanın sonucunda, göç yaşamış çocukların okulda uyumlarının sağlanması amacıyla, eğitim, sağlık ve sosyal hizmet kuruluşlarının eşgüdümlü çalışmalarının gereği vurgulanmıştır.

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Cite This Article

ULUOCAK, G. P. (2009). SCHOOL ADJUSTMENT OF MIGRANT AND NON-MIGRANT CHILDREN. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, Sayı: 26, 35–44. https://ajindex.com/articles/117681

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