Üstün Yetenekli Öğrencilerin Zorbalığa Seyirci Müdahale Becerilerinin Geliştirilmesi

Abstract

Introduction: The purpose of this study is to implement and evaluate the effect of an online psychoeducation program aimed at enhancing bystander intervention skills in bullying of gifted secondary school students. For this purpose, the present study examined the effect of the bullying bystander intervention psychoeducation program called FASKU (notice, interpret immediately, take responsibility, decide, and apply) on the intervention skills of gifted secondary school students who were bystanders to bullying. Method: The study was carried out with a group of gifted students enrolled in the 5th and 6th grades at the Science and Art Center. A study group was formed with 22 gifted students, including the experimental (11 students) and control (11 students) groups. In the study, data were obtained with Bystander Intervention Scale in Bullying (BISB). Within the scope of this study, the experimental group received a 6-session online psychoeducation program, whereas the control group did not undergo any intervention. The research design is a quasi-experimental model with experimental and control groups (pretest, posttest, and follow-up test). Findings: The findings of the study indicated that the psychoeducation program implemented in the experimental group led to a discernible improvement in the bystander intervention skills of the gifted students. Based on this result, it can be inferred that the psychoeducation program demonstrates efficacy in enhancing the bystander intervention abilities of gifted students. Discussion: Upon evaluating the results obtained in this regard, it becomes evident that the program exhibits efficacy in enhancing the bystander intervention abilities of students in bullying within the experimental group, who were subjected to the program. Bystander intervention psychoeducation program in bullying, psychoeducational programs applied to gifted students, and online therapy issues were discussed. Result and Recommendations: A statistically significant difference was noted between the pretest and posttest scores of the experimental group; however, the posttest scores did not vary statistically from the follow-up test scores. It was concluded that the posttest scores of the experimental group were significantly different from the posttest scores of the control group, and there was no significant difference between the posttest scores and pretest scores of the control group from the bystander intervention scale in bullying.