Evaluating The State of Mind of Sports Leaders of Children wıth Autism (Case of The Anatolian Area of Istanbul)
AbstractThis research was designed to assess the state of mind of sports leaders of children with autism. Their moods were analyzed using age and gender variables. Also, suggestions were made at the end of the research based on the results of the evaluation. The population of the research comprised of sports leaders of children with autism; the sample of the research was 50 sports leaders (26 female, 24 male) of autistic children in the Anatolian area of Istanbul. The Symptoms Checklist-90 Revised (SCL-90-R) was used to determine the moods of the sports leaders. This scale was developed by Derogatis et al. (Derogatis, Lipman, Richels, 1974), and its validity and reliability studies were actualized by Kılıç (Kılıç, 2016) in Turkey. Regarding the analysis of data, frequency and percentage analyses were utilized to specify the descriptive characteristics of the sports leaders that participated in the study. T-test and Tukey test were used to review the differences in psychological symptom levels based on the descriptive characteristics of the sample group. There was no statistically significant difference in the gender variable of sports leaders of children with autism (p>0.05). As age increases, the levels of obsessive-compulsive disorder, interpersonal sensitivity, depression, anxiety, anger-hostility, phobic anxiety, paranoid thought, and General Severity Index (GSI) also increase. However, a significant difference was found solely in the anxiety sub-dimension (ANX) (p<0.05). An abstract is a brief, comprehensive summary of the contents of the article; it allows readers to survey the Keywords: Autism, Sports Leader, Psychological Symptoms, Sports
Akkök, F. (2003). Bayan Perşembeler, Following Psychological Counseling Groups with Mothers with Different Characteristics. İstanbul: Özgür Yayın Dağıtım
Akten S (2007), Investigation ofOccupational Burnout Levels of Counselors, Trakya UniversitySocial Sciences Institute, Master's thesis.
American Psychiatric Association (APA). (2000). Diagnostic and Statistical Manual Of Mental Disorders-Fourth Edition, Text Revision. Washington, DC: American Psychiatric Association.
Aslan, Y. G.,&Özgüç, C. S. (2017). A Mentoring Program For Special Education Teachers Working With Students With Autism Spectrum Disorders İn Their First Year Of Career, Journal Of Human Sciences, 14(1), 528-559.
Aştı, N., Acar, G., Bağcı, H., & Bağcı, İ. (2011). Mental Status and Approaches of Students Who Will Grow as Health Care Professionals. Journal of Social and Humanities Research, 1(15).
Atiyat OK (2017), The Level of Psychological Burnout at the Teachers of Students with Autism Disorders in Light of a Number of Variables in Al-Riyadh Area, Journal of Education and Learning; Vol. 6, No. 4
Avşaroğlu S, Okutan H (2018), Investigation of Life Satisfaction, Optimism and Psychological Symptom Levels of Families with Mentally Handicapped Children, MANAS Journal of Social Research, Volume: 7 Issue: 1
Aydemir, Ö., Köroğlu, E. (2007). Clinical Scales Used in Psychiatry. Physicians Publication Association, Ankara, 33-40.
Aydemir, H., Diken, İ., K., Yikmiş, A., Aksoy, V., Özokçu, O. (2015). Examination of burnout levels and life satisfaction of special education teachers. Abantİzzet Baysal University Journal of Faculty of Education, 15 (Special Issue), 68-86.
Bingöl G, Demir A, Karabek R, Kepenek B, Yıldırım N, Kaytaz EG. Investigation of depression levels of individuals over 65 years in terms of some variables. Göztepe Medical Journal. 2010; 25(4): 169-76.
Çitemel, N. (2010). Investigation of the Relationship Between Moral Judicial Abilities and Psychological Symptoms of Graduate Students. Unpublished Master's Thesis. SakaryaÜniversitesi, Adapazarı.
Çopuroğlu Y C, Mengi A (2014). Social Exclusion and Autism. Electronic Turkish Studies, 9(5).
Dağ İ (1991). Symptom Scan List. ReliabilityandValidity of (Scl-90-R) forUniversityStudents. Turkish Journal of Psychiatry 2(1); 5-12.
Darıca N, S. Tuş (Gümüşçü) Ve Ü. Abidoğlu (Pişkin) (2000).Autism And Autistic Children, Özgüryay. Ankara,
Deniz, P. (2015). Obsessive Compulsive Symptoms in Working and Not Working Women; Investigation of Anxiety and Temperament Characteristics, Department of Clinical Psychology in Institute of Social Sciences of Üsküdar University, Master Thesis. İstanbul.
Demirel, S. A., Eğlence, R., &Kaçmaz, E. (2011) Determination of Mental Status of University Students. Nevşehir Hacı Bektaş Veli University Sbe Journal, 1(1).
Derogatis, L. R. (1977) Symptom Checklist-90 Manual. Baltimore, MD: Johns Hopkins Univer. School Of Medicine. Google Scholar.
Derogatis, L.R., R.S. Lipman, K. Rıchels et al. (1974) «The Hopkins Checklist (HSCL) : A Self-Report Symptom Inventory» Behavioral Science. 19, 1-15.
Eichstaedt, CB.,Lavay, BW. (1992). Physical Activity Forİndividuals With Mental Retardation. Illinois: Human Kinetics Books, 463.
Erdem, F, Akel, B.S (2014) Quality of Life of Caregivers of Autism Individuals and Investigation of Factors Affecting Time Management, Journal of Occupational Therapy and Rehabilitation 2(3) , 121-129
Girgin, G., Baysal A (2005) OccupationalBurnout Level of Teachers of MentallyHandicappedandSomeVariables (İzmir Case), Pamukkale University Journal of Education, Volume 18, Issue 18
Gözüağc, D. (2004). Mental Problems of Nursing Students and Determination of Problem Areas. Atatürk University Institute of Health Sciences Department of Psychiatric Nursing. Master’s Thesis. Erzurum.
Green, D., Charman, T., Pickles, A., Chandler, S., Loucas, T., Simonoff, E., & Baird, G. (2009). Impairment İn Movement Skills Of Children With Autistic Spectrum Disorders. Developmental Medicine & Child Neurology, 51(4), 311-316.
İlhan, L. (2008). Effect of Physical Education and Sport on Socialization Levels in Mentally Retarded Educable Children. Kastamonu Journal of Education, 16(1), 315-324.
İlhan, L. (2009). Evaluation of the Approaches of Mentally Handicapped Children to Physical Education and Sports Activities in the Special Education Process. NiğdeUniversity Journal of Physical Education and Sports Sciences, 3 (1), 38-47
Kapi, A.,Veltsista, A., Sovio, U., Järvelin, M. R., &Bakoula, C. (2007). Comparison Of Self‐Reported Emotional And Behavioral Problems in Adolescents From Greece And Finland. Acta Paediatrica, 96(8), 1174-1179.
Karasar, N. (2004). Scientific Research Methods. Ankara: Nobel Publishing House.
Keloğlu, T. (2017). Examination of 200 Female Cases Based on Scl-90 Psychological Symptom Scan Test in Kadıköy Mental Health Service(Unpublished Master's Thesis) Haliç University Social Sciences Institute, İstanbul.
Kılıç, M. (2016). SymptomScanList, ReliabilityandValidity of (Scl. 90-R). Journal of Turkish Psychological Counseling and Guidance, 1(2).
Küçüksüleymanoğlu R (2011), Burnout Syndrome Levels of Teachers In Special Education Schools in Turkey, International Journal of Special EducationVol 26 No 1.
Lang, R., Koegel, L. K., Ashbaugh, K., Regester, A., Ence, W., & Smith, W. (2010). Physical Exercise Andİndividuals With Autism Spectrum Disorders: A Systematic Review. Research İn Autism Spectrum Disorders, 4(4), 565-576.
Namlı, S. (2012). Comparison of Behavior and Motor Performances of Autistic Disabled Individuals with and without Sports (Unpublished Master's Thesis). Sakarya University Institute of Educational Sciences, Sakarya.
Odabaş, C. (2016). Investigation of the Effects of Regular Sports Education on Individual Skills in Educable Children with Autism(Master's Thesis, BartınUniversity, Institute of Educational Sciences).
Okyay, P., Atasoylu G, Önde M, DereboyÇ, Beşer E. (2012). How is quality of life affected in women in the presence of symptoms of anxiety and depression? A cross-sectionalfieldstudy. Turkish Journal of Psychiatry, 23(3): 178-188
Saatçi, E.,Gereklioğlu, Ç., Bozdemir, N., Akpınar, E. (2006). Level of hepatitis B awareness among high school students in Adana. Journal of Turkish Family Physicians., 10(1): 25-30.
Saraç. I.H. (2018), Investigation of Burnout Level of Special Education Teachers, T.C. MaltepeUniversity, Social Sciences Institute, Master's thesis.
Sarçam H, Sakız H (2014), Burnout and teacher self-efficacy among teachers working in special education institutions in Turkey, Educational Studies, Vol. 40, No. 4, 423–437
Simpson, L. R. (2004). Finding Effective İnterventionAndPersonel Preparation Practices For
Students With Autism Spectrum Disorders. Exceptional Children, 70 (2), 135-144.
Sinott EC, Afonso MS, Bicca Ribeiro JA, Farias GM (2014), Burnout syndrome: a study of Physical Education teachers, Porto Alegre, v. 20, n. 2, p. 519-537
Şahin, F., Şahin.D.(2012), Determination of Burnout Level of Special Education Teachers Working with Disabled Individuals, Journal of Teacher Education and Educators/Volume 1, Number 2, 275-294
Şanlı Ö,and Tan Ç (2017), Investigation of Teachers' Burnout Levels in Terms of Various Variables, The Journal of International Social Sciences Volume: 27, Issue: 2, Page: 131-142
Temel, G., Yıldız, T., Turan, M. B., & Karaoğlu, B. (2017). Investigation of theEffect of Sport on AggressivenessandSocialAdjustmentLevels in ChildrenwithAutism. İstanbul UniversityJournal of Sports Sciences, 7(3), 25-33.
Toro, L.B.,Ursúa, M.P. (2014) Absenteeism, Burnout and Symptomatology of Teacher Stress: Sex Differences, International Journal of Educational Psychology, Vol. 3 No. 2, pp. 175-201
Top FÜ (2008) Examination of the problems experienced by families with mentally handicapped children. Özveri Journal; 5:2.
Yiğit, A. (2007).Investigation of Job Satisfaction, Burnout and Mental Health Levels of Teachers Working in Special Education Institutions in Terms of Various Variables. Niğde University.
Yorulmaz, Y.İ., Altınkurt Y (2018), The examination of teacher burnout in Turkey: A meta-analysis, Turkish Journal of Education (TURJE ), Volume 7, Issue 1 .
Duran, S. (2018) Families Of Mentally Handicapped Children and Psychiatric Nursing, Https://Www.Researchgate.Net/Publication/324056697
Submission of an article implies that the work described has not been published previously (except in the form of an abstract or as part of a published lecture or academic thesis), that it is not under consideration for publication elsewhere, that its publication is approved by all authors and tacitly or explicitly by the responsible authorities where the work was carried out, and that, if accepted, will not be published elsewhere in the same form, in English or in any other language, without the written consent of the Publisher. The Editors reserve the right to edit or otherwise alter all contributions, but authors will receive proofs for approval before publication.
Copyrights for articles published in International Journal of Curriculum and Instruction are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.