Okul Terkinin Önlenmesi İçin Üniversite Toplum İşbirliğiyle Psikolojik Dayanıklılık Programı: SOYAÇ Örneği

Ainsworth, M. D. S. & Wittig, B. A. (1969). Attachment an exploratory behaviour of one-year-olds in a strange situation. B.M. Foss (Ed.), Determinants of infant behaviour 4. Baskı, (s. 111-136). Londra:Methuen

Bademci, Ö. H., & Karadayi, F. E. (2013). Working with street boys: Importance of creating a socially safe environment through social partnership, and collaboration through peer-based interaction. Child Care in Practice, 19(2), 162-180.

Bademci, H. Ö., Karadayı, E. F., & De Zulueta, F. (2015). Attachment intervention through peer-based interaction: Working with Istanbul's street boys in a university setting. Children and Youth Services Review, 49, 20-31.

Bademci, H. Ö., Karadayı, E. F., ve Bağdatlı Vural, N. (2016). Exploring school exclusion through the perspective of child labourers living in Sultanbeyli, on the periphery of Istanbul, Turkey. International Journal of Educational Development, 50, 51–58. https://doi.org/10.1016/j.ijedudev.2016.06.001

Bademci, H. Ö., Karadayı, E. F., Pur Karabulut, İ. G., & Bağdatlı Vural, N. (2018). Öğrencilerin özsaygılarının artırılması yoluyla okul terkinin önlenmesi. Türk Psikoloji Yazıları. 21(41), 74-77.

Bademci, Ö. (2020). The SOYAÇ approach with street ınvolved children and young people in turkey: social and emotional learning in practice. In Social and Emotional Learning in the Mediterranean (pp. 151-158). Brill Sense.

Boyacı, Öz (2018). Ortaöğretimde okul terki ve sosyal sermaye: nitel bir araştırma. Journal of Economy Culture and Society, 58, 67-89.

Bronfenbrenner, U. (1979). The ecology of human development. Harvard university press.

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa 3,

Cefai, C., Cavioni, V., Bartolo, P., Simoes, C., Miljevic-Ridicki, R., Bouilet, D., & Eriksson, C. (2015a). Social inclusion and social justice: A resilience curriculum for early years and elementary schools in Europe. Journal for Multicultural Education.

Cefai, C., Miljevic-Ridicki, R., Bouillet, D., İvanec, T.P., Milonovic, M., Matsopoulas, A., Gavogiannaki, V., Bartolo, P., Galea, K., Simoes, C., Lebre, P., Santos, A.C., Kimber, B., Eriksson, C. (2015b). Rescur: surfing the wawes a resilience curriculum for early years primary schools a teacher's guide. Malta.

Cheavens, J. S., & Ritschel, L. A. (2014). Hope theory. Handbook of positive emotions, 396-410.

Creswell, J. W., & Miller, D. L. (2000). Determining validity in qualitative inquiry. Theory into practice, 39(3), 124-130.

Dupper, D. (2013). Okul Sosyal Hizmeti: Etkin Uygulamalar İçin Beceri ve Müdahaleler. Y. Özkan & E. Çiftçi (Çev.). Kapital Yayınları: İstanbul.

Durlak, J. A. (1998). Common risk and protective factors in successful prevention programs. American journal of orthopsychiatry, 68(4), 512-520.

Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta‐analysis of school‐based universal interventions. Child development, 82(1), 405-432.

Elias, M. J., Parker, S. J., & Kash, V. M. (2008). Social and emotional learning, moral education, and character education: A comparative analysis and a view toward convergence. In Handbook of moral and character education (pp. 264-282). Routledge.

Fineman, S. (2010). Emotion in organizations—a critical turn. In Emotionalizing organizations and organizing emotions (pp. 23-41). Palgrave Macmillan, London.

Geddes, H. (2006). Attachment in the classroom: The links between children’s early experience, emotional well-being, and performance in school. London: Worth.

Hasateş, C., Bademci, Ö., & Zabcı, N. (2021). Öğretmenlerin kapsayıcı işlevinin öğrenme ilişkileri bağlamında nitel yöntemle araştırılması. Uluslararası Anadolu Sosyal Bilimler Dergisi, 5(4), 1486-1514.

Joseph, S. (2011). What doesn’t kill us: The new psychology of posttraumatic growth. London: Piatkus Little Brown.

Joseph, S. & Linley, P.A. (2008). Psychological assessment of growth following adversity: A review. In S. Joseph & P.A. Linley (Eds.) Trauma, recovery, and growth: Positive psychological perspectives on posttraumatic stress. (pp.21–38). Hoboken, NJ: Wiley

Kara, H. ve Pickering, L. (2017). New directions in qualitative research ethics. International Journal of Social Research Methodology, (20)3, s. 239-241.

Kegerreis, S. (2013). ‘Knowing all this just makes it harder’: psychodynamic ıdeas on the frontline: 2011 Ellen Noonan Annual Counselling Lecture, Birkbeck College, University of London. Psychodynamic Practice, 19(1), 4-21.

Kramer, T. L., Sigel, B. A., Conners-Burrow, N. A., Savary, P. E., & Tempel, A. (2013). A statewide introduction of trauma-informed care in a child welfare system. Children and Youth Services Review, 35(1), 19-24. https://doi.org/10.1016/j.childyouth.2012.10.014

Lemay, R., & Ghazal, H. (2001). Resilience and positive psychology. Finding hope. Child & Family, (1). 10-21.

Linley, P. A., & Joseph, S. (2011). Meaning in life and posttraumatic growth. Journal of Loss and Trauma, 16(2), 150–159. https://doi.org/10.1080/15325024.2010.519287

Masten, A. S. (2001). Ordinary Magic: Lessons from research on resilience in human development. Education Canada, 49(3), 28-32.

Masten, A. S. (2011). Resilience in children threatened by extreme adversity: Frameworks for research, practice, and translational synergy. Development and psychopathology, 23(2), 493-506.

Payton, J., Weissberg, R. P., Durlak, J. A., Dymnicki, A. B., Taylor, R. D., Schellinger, K. B., & Pachan, M. (2008). The positive impact of social and emotional learning for kindergarten to eighth-grade students. Chicago, IL: Collaborative for Academic, Social, and Emotional Learning.

Pianta, R. C., & Walsh, D. J. (1998). Applying the construct of resilience in schools: Cautions from a developmental systems perspective. School Psychology Review, 27(3), 407–417.

Ruiz-Román, C., Calderón-Almendros, I., & Pérez-Cea, J. J. (2017). Resilience as a way of resisting social exclusion: a comparative analysis of case studies. Pedagogía Social. Revista Interuniversitaria, (29), 129-141

Salzberger-Wittenberg, I., Henry, G. & Osborne, E. (1983). The emotional experience of learning and teaching. London: Routledge

Seligman, M. E. (2011). Building resilience. Harvard business review, 89(4), 100-106.

Silverman, D. (2013). What counts as qualitative research? Some cautionary comments. Qualitative Sociology Review, 9(2), 48-55.

Sirin, S. R., & Rogers-Sirin, L. (2015). The educational and mental health needs of Syrian refugee children , Washington, DC: Migration Policy Institute.

Smith, J. A., & Osborn, M. (2004). Interpretative phenomenological analysis. Doing social psychology research, 229-254.

Sofuoğlu, Ş., & Pur-Karabulut, İ. G. (2019). Gelişimsel travmaya okul ortamında bağlanma odaklı terapötik müdahale. Eğitimde Nitel Araştırmalar Dergisi, 7(2), 606-638.

Souers, K., & Hall, P. (2016). Fostering resilient learners: Strategies for creating a trauma-sensitive classroom. ASCD.

Sunar, S. (2016). Türkiye’de ve başka ülkelerde okul terkleri ve devamsızlık. Öğretmen Dünyası Dergisi, 37(435), 15.

Taş, A., Selvitopu, A. Bora, V. Demirkaya, Y. (2013). Meslek lisesi öğrencilerinin okul terk nedenleri, kuram ve uygulamada eğitim bilimleri. Educational Sciences: Theory & Practice, 13(3), 1551-1566. DOI: 10.12738/estp.2013.3.1398

Türnüklü, A. (2004). Okullarda sosyal ve duygusal öğrenme. Kuram ve Uygulamada Eğitim Yönetimi, 10(37), 136-152.

Ungar, M. (2012). Researching and theorizing resilience across cultures and contexts. Preventive Medicine: An International Journal Devoted to Practice and Theory. https://doi.org/10.1016/j.ypmed.2012.07.021

Woolf, A. M. (2012). Social and emotional aspects of learning: teaching and learning or playing becoming? Pastoral Care in Education, 31(1), 28-42.

Van der Kolk, B. A. (2018). Beden Kayıt Tutar: Travmanın iyileşmesinde beyin, zihin ve beden. Ankara: Nobel Yaşam Yayıncılık.

Zins, J. E., Bloodworth, M. R., Weissberg, R. P., & Walberg, H. J. (2007). The scientific base linking social and emotional learning to school success. Journal of Educational & Psychological Consultation, 17(2-3), 191–210. https://doi.org/10.1080/10474410701413145

Zorbaz, O., & Özer, A. (2020). Okul terk riskini etkileyen öğrenci özellikleri, bir okuldan diğerine farklı mıdır?. Eğitim ve Bilim, 45(202).

https://maltepe.edu.tr/soyac/tr/okuldayiz--uskudar-projesi-2019-devam-ediyor