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Journals / Iğdır Üniversitesi Sosyal Bilimler Dergisi / 2026 / Sayı: 43

Are School Psychological Counsellors Prepared to Prevent Bullying of Students with Special Needs?

Okul Psikolojik Danışmanları Özel Gereksinimi Olan Öğrencilere Yapılan Zorbalığı Önlemeye Hazırlar Mı?

Yusuf Yalçın(Şehit Yakup Sürücü Anadolu Lİsesi)0009-0003-9520-411X
Gamze Alak(ATATÜRK ÜNİVERSİTESİ, KAZIM KARABEKİR EĞİTİM FAKÜLTESİ)0000-0002-4054-5617
Pages
354–381
Publication Date
2026-10-15
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AI Summary & Key Takeaways

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

Overall, the findings suggest that strengthening school psychological counsellors’ prevention and intervention competencies is critical for ensuring the safety and psychosocial well-being of students with special needs and for developing inclusive anti-bullying policies.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study examines school psychological counsellors’ perceptions and experiences regarding their readiness to address bullying targeting students with special needs.
📊
Key Findings & Data:The participants were 16 school psychological counsellors working in middle and high schools across three central districts of Erzurum, Türkiye, all of whom had experience with bullying incidents involving students with special needs.
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Conclusion & Impact:Overall, the findings suggest that strengthening school psychological counsellors’ prevention and intervention competencies is critical for ensuring the safety and psychosocial well-being of students with special needs and for developing inclusive anti-bullying policies.
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:Özel gereksinimli öğrenciler · Okul psikolojik danışmanları · Zorbalık

Abstract

This study examines school psychological counsellors’ perceptions and experiences regarding their readiness to address bullying targeting students with special needs. A phenomenological design within a qualitative framework was employed. The participants were 16 school psychological counsellors working in middle and high schools across three central districts of Erzurum, Türkiye, all of whom had experience with bullying incidents involving students with special needs. Data were collected through semi-structured interviews and a supplementary survey. Interview data were analysed using reflexive thematic analysis, while survey data were analysed using descriptive statistics. The findings yielded four overarching themes comprising ten themes and thirty-one subthemes. School psychological counsellors defined bullying as verbal, social, and physical acts and reported a perceived increase in cyberbullying. Participants perceived students with special needs as being particularly vulnerable to bullying, referring to social and communication difficulties and limited peer awareness. Most participants indicated that interventions were largely reactive rather than preventive, emphasising the need for systematic, school-wide approaches. The importance of collaboration among teachers, administrators, parents, and specialists was also highlighted. Participants noted inadequacies in undergraduate and postgraduate training, as well as gaps in policy frameworks and structured intervention programmes. Overall, the findings suggest that strengthening school psychological counsellors’ prevention and intervention competencies is critical for ensuring the safety and psychosocial well-being of students with special needs and for developing inclusive anti-bullying policies.

Özet

Bu çalışma, okul psikolojik danışmanlarının özel gereksinimli öğrencilere yönelik zorbalıkla baş etme konusundaki hazırbulunuşluklarına ilişkin algı ve deneyimlerini incelemektedir. Araştırmada nitel çerçevede fenomenolojik desen kullanılmıştır. Katılımcılar, Erzurum’un üç merkez ilçesindeki ortaokul ve liselerde görev yapan ve özel gereksinimli öğrencilerin dâhil olduğu zorbalık olaylarıyla karşılaşmış 16 okul psikolojik danışmandan oluşmaktadır. Veriler, yarı yapılandırılmış görüşmeler ve tamamlayıcı bir anket yoluyla toplanmıştır. Görüşme verileri refleksif tematik analizle, anket verileri ise betimsel istatistiklerle analiz edilmiştir. Bulgular, on tema ve otuz bir alt temayı kapsayan dört üst tema ortaya koymuştur. Okul psikolojik danışmanları zorbalığı sözel, sosyal ve fiziksel davranışlar olarak tanımlamış ve siber zorbalıkta algıladıkları artışa dikkat çekmiştir. Katılımcılar, özel gereksinimli öğrencileri sosyal ve iletişim güçlükleri ile sınırlı akran farkındalığı nedeniyle zorbalığa karşı daha savunmasız olarak algılamıştır. Katılımcıların çoğu, müdahalelerin önleyici olmaktan çok tepkisel olduğunu ifade etmiş ve okul genelinde sistematik yaklaşımlara ihtiyaç olduğunu vurgulamıştır. Ayrıca öğretmenler, yöneticiler, ebeveynler ve uzmanlar arasındaki iş birliğinin önemi öne çıkmıştır. Katılımcılar, lisans ve lisansüstü eğitimlerin yetersizliğine, politika çerçeveleri ile yapılandırılmış müdahale programlarındaki eksikliklere dikkat çekmiştir. Bulgular, özel gereksinimli öğrencilerin güvenliğini ve psikososyal iyi oluşunu sağlamak ve kapsayıcı zorbalık karşıtı politikalar geliştirmek için okul psikolojik danışmanlarının önleme ve müdahale yetkinliklerinin güçlendirilmesinin kritik önem taşıdığını göstermektedir.

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Cite This Article

Yalçın, Y., Alak, G. (2026). Are School Psychological Counsellors Prepared to Prevent Bullying of Students with Special Needs?. Iğdır Üniversitesi Sosyal Bilimler Dergisi, Sayı: 43, 354–381. https://doi.org/10.54600/igdirsosbilder.1955490

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