Protective factors in schools after the COVID-19 pandemic: Views of school counselors

Çetinkaya A., Bulut S.

Psychology in the Schools, cilt.60, sa.11, ss.4686-4700, 2023 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 60 Sayı: 11
  • Basım Tarihi: 2023
  • Doi Numarası: 10.1002/pits.23009
  • Dergi Adı: Psychology in the Schools
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, ASSIA, IBZ Online, PASCAL, Applied Science & Technology Source, Child Development & Adolescent Studies, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Linguistics & Language Behavior Abstracts, Psycinfo
  • Sayfa Sayıları: ss.4686-4700
  • Anahtar Kelimeler: pandemic, protective factors, resilience, school, school counselors
  • Gazi Üniversitesi Adresli: Evet

Özet

This research examines the protective factors in schools after the coronavirus disease 2019 (COVID-19) pandemic by considering the opinions of school counselors. It was carried out within the scope of phenomenology design, one of the qualitative research methods. The research was conducted in Turkey. The research data were obtained through face-to-face interviews with 20 school counselors who were working in public schools in the fall semester of the 2022–2023 academic year and were determined by the purposeful sampling method. The content analysis method was used to analyze the data. School counselors were asked four questions about protective factors at school, skills needed by students, and the roles of schools and teachers. According to school counselors, the school needs to create a supportive and safe atmosphere. Having skills such as coping with stress, emotion regulation, problem-solving skills, resilience, interpersonal skills, conscious use of technology, and media literacy will increase student adaptation. According to school counselors, having features such as creating a positive atmosphere in schools, monitoring and supporting student development, cooperation, providing counseling services, and creating a safe environment is necessary. It was also emphasized that teachers should have characteristics such as unconditional acceptance, establishing close relationships, being a model, cooperation, and getting to know the student. The results obtained were discussed in light of the literature and suggestions were made.