The middle school period is the period when children begin to experience physical, emotional and social development and try to adapt to psychological changes. In this age group, which is seen as a transition period, the child's academic success and acceptance by peers and friends are also important. The problems experienced during this period can continue in adulthood and children are more likely to experience loneliness, sleep disorders, depression, anxiety, eating disorders, low self-esteem, suicidal thoughts, absenteeism and a decrease in academic success. For this reason, early detection of risky behaviors that threaten children's health and evaluation of health promotion practices are very important issues for child health nursing. In recent years, peer bullying, aggression and social exclusion have increased and continue to increase in the middle school period, also called early adolescence. For this purpose, a study was needed to identify the situation in middle school students and reduce this negativity. In this respect, it is thought that the study will contribute to the literature. In addition, if the hypotheses of the study are confirmed, it is expected that similar training will be provided in other schools and contribute to the reduction of risky behaviors. The aim of this study is to determine the effects of motivational interviewing-based education on peer bullying, social exclusion and aggression in secondary school students and to offer suggestions for situations where deficiencies are observed based on the findings obtained.
Age range
12 Years – 13 Years
Sex
ALL
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EFFECTS OF MOTIVATIONAL INTERVIEWING-BASED EDUCATION GIVEN TO SECONDARY SCHOOL STUDENTS ON PEER BULLYING, SOCIAL EXCLUSION AND AGGRESSION
Timeframe: First, a pre-test will be applied to students in both the experimental and control groups. A post-test will be applied to students in the control group after 6 weeks and a control test will be applied 3 months after the post-test. No intervention will be