Eğitim Bilimleri Bölümü

Permanent URI for this communityhttps://hdl.handle.net/20.500.12514/38

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Citation - WoS: 9
Citation - Scopus: 10
Delayed educational services during Covid-19 and their relationships with the mental health of individuals with disabilities
(Wiley Online Library, 2021) Sakız, Halis
During the coronavirus disease 2019 (Covid-19) pandemic, individuals with disabilities (IWD), like many others, have not been able to benefit effectively from educational and school-based mental health services, which are vital to achieving mental good health. This study aimed to collect views of IWD about how their mental health was affected by the school closure during Covid-19. Thirty-one IWD were interviewed and data were analyzed thematically. Findings indicated that the educational delay, combined with the pressure of the preventive measures against Covid-19 was associated with (i) difficulties in emotional well-being, structured routines, learning, and socialization, (ii) enhanced feelings of isolation and pain, and (iii) negative perceptions of academic-self-efficacy and therapy-related outcomes. The findings of the study highlight the importance of urgent short-term and long-term measures to provide safe and individually oriented educational services to compensate for the consequences of the pandemic.
Citation - WoS: 14
Citation - Scopus: 17
Inclusive Mental Health Support for International Students: Unveiling Delivery Components in Higher Education
(Cambridge Univ Press, 2024) Sakiz, Halis; Jencius, Marty
This study examines the delivery components of inclusive mental health services in higher education, centering on international university students. Through interviews with 32 participants at a state university in the United States, including students, counseling staff, and faculty, six key themes emerged: mental health professionals' multicultural self-awareness, focus on reparative services, mainstream mental health theories and approaches, professionals' cultural background, faculty involvement and physical space and confidentiality. These findings underscore the importance of training for professionals, expansive mental health offerings, incorporation of diverse approaches, confidentiality, active faculty participation and suitable physical environments. By addressing these components, universities can enhance the quality of mental health support for international student populations, promoting their overall well-being and academic success.
Citation - Scopus: 3
Quality of Education From a Social Justice and Capabilities Perspective: The Case of Turkey
(Sage Journals, 2022) Sakız, Halis; Çuhadar, Pınar; Çirkin, Zeynep
We explore how a social justice and capabilities perspective serves as a conceptual tool to understand the quality of education (QoE) in Turkey so that policy can be developed to make the education system inclusive of all learners, provide relevant education, and allow stakeholders’ democratic participation. We provide a critical discussion about the Turkish education system and continue with a critical analysis of the three interrelated dimensions of QoE from a social justice and capabilities perspective; that is, inclusive education, relevance, and democracy. Finally, we make recommendations to improve QoE in Turkey by strengthening social justice and developing appropriate capabilities in education.
Citation - WoS: 6
Citation - Scopus: 15
Self-advocacy experiences of students with specific learning disabilities
(SpringerLink, 2023) Sakız, Halis; Duygu Betül Koca, Zeynep Hande Sart, Deniz Albayrak-Kaymak
Discussions about students with specific learning disabilities (SLD) often center on finding solutions for the difficulties they face in school. However, there is a lack of emphasis on the self-advocacy experiences of these students. Self-advocacy can empower students with SLD to pursue their interests, understand their rights, and effectively address any violations of those rights. Drawing on self-advocacy, which encompasses four domains (knowledge of self, knowledge of rights, communication, and leadership), this study explores the self-advocacy experiences of students with SLD enrolled in vocational high schools in Istanbul, Turkey. Twelve students (50.0% females; Mage=15.91 years; SD=1.08; range=14–18 years) participated in semi-structured interviews. The findings revealed that: (i) the students had limited knowledge of their SLD conditions, characteristics, and rights, despite having some self-awareness; (ii) they emphasized the difficulties and negative aspects when describing themselves and their school experiences; (iii) they were able to communicate their needs and preferences to school staff, but they were not frequently understood or responded to; and (iv) they rarely demonstrated leadership behaviors when advocating for others. These findings suggest that students with SLD may lack self-advocacy skills and are not effectively advocating for themselves and others in vocational high schools in Turkey.
Citation - WoS: 27
Citation - Scopus: 27
Self-esteem and perceived social competence protect adolescent students against ostracism and loneliness
(Journal of Psychologists and Counsellors in Schools, 2021) Sakız, Halis; Mert, Abdullah; Sarıçam, Hakan
The purpose of this research was to examine the associations between self-esteem, perceived social competence, ostracism and loneliness among adolescent students. For the investigation of self-esteem and perceived social competence as key developmental constructs concerning negative experiences such as ostracism and loneliness, it is important to understand the experiences that may inhibit individual development in adolescence. Participants were 542 presecondary and secondary school students who completed the Rosenberg Self-Esteem Scale, the Perceived Social Competence Scale, the Ostracism Experience Scale for Adolescents, and the Loneliness Scale for Children. The data were analysed with Pearson moments correlation analysis and multiple regression analysis. Findings showed that: (1) self-esteem, perceived social competence, ostracism and loneliness were related to each other; (2) self-esteem and perceived social competence were negatively related to ostracism and loneliness; (3) ostracism had a positive relationship with loneliness and a negative impact on self-esteem; and (4) an increase in the level of perceived social competence predicted a decrease in the levels of ostracism and loneliness. The results were discussed in the light of relevant literature.

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