{"id":1200,"date":"2025-03-04T17:14:44","date_gmt":"2025-03-04T13:14:44","guid":{"rendered":"https:\/\/socialresearchjournal.az\/?p=1200"},"modified":"2025-07-29T01:13:24","modified_gmt":"2025-07-28T21:13:24","slug":"muharibeden-eziyyet-cekmissagirdlerin-rifahinin-yukseldilmesinde-mektebin-rolu","status":"publish","type":"post","link":"https:\/\/socialresearchjournal.az\/index.php\/2025\/03\/04\/muharibeden-eziyyet-cekmissagirdlerin-rifahinin-yukseldilmesinde-mektebin-rolu\/","title":{"rendered":"M\u00dcHAR\u0130B\u018fD\u018fN \u018fZ\u0130YY\u018fT \u00c7\u018fKM\u0130\u015e \u015eAG\u0130RDL\u018fR\u0130N R\u0130FAHININ\u00a0Y\u00dcKS\u018fLD\u0130LM\u018fS\u0130ND\u018f M\u018fKT\u018fB\u0130N ROLU"},"content":{"rendered":"

 <\/p>\n

G\u00fcnay R\u00dcST\u018fML\u0130, <\/strong><\/p>\n

ADA universitetinin magistrant\u0131, T\u0259hsil fak\u00fclt\u0259si<\/em><\/p>\n

ID n\u00f6mr\u0259si: P000017080<\/em><\/p>\n

E-mail: rustemligunay91@gmail.com<\/em><\/p>\n

\u00a0<\/em><\/p>\n

Z\u0259hra ZEYNALOVA<\/strong><\/p>\n

ADA universitetinin magistrant\u0131, T\u0259hsil fak\u00fclt\u0259si<\/em><\/p>\n

ID n\u00f6mr\u0259si: P000016932<\/em><\/p>\n

E-mail: goygol_lisey@mail.ru<\/em><\/p>\n

\u00a0<\/em><\/p>\n

Neym\u0259t R\u00dcST\u018fML\u0130<\/strong><\/p>\n

ADA universitetinin magistrant\u0131, T\u0259hsil fak\u00fclt\u0259si<\/em><\/p>\n

ID n\u00f6mr\u0259si: P000016534<\/em><\/p>\n

E-mail: turksoylu@mail.ru<\/em><\/p>\n

Elmi r\u0259hb\u0259r: Dr. Qo\u015fqar M\u0259h\u0259rr\u0259mov<\/em><\/p>\n

\u00a0<\/strong><\/p>\n

X\u00fclas\u0259: <\/strong>Bu layih\u0259 A\u011fdam rayonunun ke\u00e7mi\u015f c\u0259bh\u0259 x\u0259ttind\u0259 yerl\u0259\u015f\u0259n m\u0259kt\u0259bl\u0259rind\u0259 m\u00fcharib\u0259 n\u0259tic\u0259sind\u0259 travma alan v\u0259 m\u00fcharib\u0259d\u0259n \u0259ziyy\u0259t \u00e7\u0259kmi\u015f IX, X v\u0259 XI sinifl\u0259rd\u0259 t\u0259hsil alan \u015fagirdl\u0259rin rifah\u0131n\u0131n art\u0131r\u0131lmas\u0131nda m\u0259kt\u0259bin \u0259h\u0259miyy\u0259ti v\u0259 rolu il\u0259 ba\u011fl\u0131 t\u0259dqiqat\u0131 \u0259trafl\u0131 \u015f\u0259kild\u0259 t\u0259hlil edir. \u015eagirdl\u0259rl\u0259 apar\u0131lm\u0131\u015f bir sor\u011fu \u0259sas\u0131nda “\u015fagird emosiyalar\u0131” v\u0259 “m\u0259kt\u0259b m\u00fchiti” ba\u015fl\u0131qlar\u0131 alt\u0131nda t\u0259qdim olunan suallar vasit\u0259sil\u0259 \u015fagirdl\u0259rin sosial, emosional v\u0259 psixoloji v\u0259ziyy\u0259ti ara\u015fd\u0131r\u0131l\u0131b. Ara\u015fd\u0131rman\u0131n n\u0259tic\u0259l\u0259ri m\u0259kt\u0259bl\u0259r t\u0259r\u0259find\u0259n t\u0259dris olunan d\u0259rsl\u0259r v\u0259 dig\u0259r d\u0259rsd\u0259nk\u0259nar m\u0259\u015f\u011f\u0259l\u0259rl\u0259 \u015fagirdl\u0259rin m\u0259n\u0259vi v\u0259 intellektual rifah\u0131n\u0131 y\u00fcks\u0259ld\u0259 bil\u0259c\u0259yini vur\u011fulay\u0131r. Bu d\u0259rs v\u0259 m\u0259\u015f\u011f\u0259l\u0259l\u0259r \u015fagirdl\u0259rin emosional v\u0259 sosial inki\u015faf\u0131na m\u00fcsb\u0259t t\u0259sir ed\u0259c\u0259k, onlar\u0131n m\u00fcharib\u0259 zaman\u0131 ya\u015fad\u0131\u011f\u0131 stress, qorxu v\u0259 travman\u0131 unutmas\u0131na k\u00f6m\u0259klik g\u00f6st\u0259r\u0259c\u0259k. N\u0259tic\u0259 v\u0259 t\u0259klifl\u0259r k\u00f6hn\u0259 c\u0259bh\u0259 x\u0259ttind\u0259 yerl\u0259\u015f\u0259n bu m\u0259kt\u0259bl\u0259rin m\u00fcharib\u0259d\u0259n sonrak\u0131 d\u00f6vrd\u0259 \u015fagirdl\u0259rin rifah\u0131n\u0131 art\u0131rmaq \u00fc\u00e7\u00fcn beyn\u0259lxalq t\u0259cr\u00fcb\u0259y\u0259 \u0259saslanaraq, m\u00fcxt\u0259lif istiqam\u0259tl\u0259rd\u0259 islahatlar apar\u0131laca\u011f\u0131n\u0131 v\u0259 m\u0259kt\u0259bin \u015fagirdl\u0259r \u00fc\u00e7\u00fcn do\u011fma bir m\u0259kana \u00e7evril\u0259c\u0259yini g\u00f6st\u0259rir.<\/p>\n

\u00a0<\/strong><\/p>\n

A\u00e7ar s\u00f6zl\u0259r: <\/strong>silahl\u0131 m\u00fcnaqi\u015f\u0259, m\u00fcharib\u0259 travmalar\u0131, \u015fagird rifah\u0131, m\u0259kt\u0259bin rolu, A\u011fdam rayonu<\/p>\n

 <\/p>\n

 <\/p>\n

Giri\u015f<\/strong><\/p>\n

 <\/p>\n

Birl\u0259\u015fmi\u015f Mill\u0259tl\u0259r T\u0259\u015fkilat\u0131n\u0131n U\u015faq H\u00fcquqlar\u0131 Konvensiyas\u0131n\u0131n [4] m\u00fcvafiq b\u0259ndl\u0259rin\u0259 \u0259sas\u0259n, h\u0259r bir u\u015fa\u011f\u0131n sa\u011flam b\u00f6y\u00fcm\u0259k, ya\u015famaq v\u0259 t\u0259hsil almaq h\u00fcququ ya\u015fad\u0131\u011f\u0131 d\u00f6vl\u0259tin \u0259sas \u00f6hd\u0259liyidir. Lakin d\u00fcnyan\u0131n bir \u00e7ox yerl\u0259rind\u0259 t\u0259hsil\u0259 t\u0259sir g\u00f6st\u0259r\u0259n silahl\u0131 m\u00fcnaqi\u015f\u0259l\u0259r ba\u015f verir. M\u00fcnaqi\u015f\u0259 b\u00f6lg\u0259sind\u0259 t\u0259hsil davam etdirils\u0259 d\u0259, bu, birba\u015fa t\u0259hsilin keyfiyy\u0259tin\u0259 m\u0259nfi t\u0259sir edir. M\u00fcharib\u0259l\u0259r zaman\u0131 ya m\u0259kt\u0259bl\u0259r da\u011f\u0131d\u0131l\u0131b, ya \u015fagirdl\u0259r \u00f6ld\u00fcr\u00fcl\u00fcb, ya da \u015fagirdl\u0259r m\u00fcharib\u0259 s\u0259b\u0259bind\u0259n ya\u015fad\u0131\u011f\u0131 \u0259razini t\u0259rk edib, t\u0259hsil h\u00fcququndan m\u0259hrum olunublar [27]. H\u0259r il t\u0259xmin\u0259n 250 milyon u\u015faq silahl\u0131 m\u00fcnaqi\u015f\u0259l\u0259rd\u0259n \u0259ziyy\u0259t \u00e7\u0259kir. 75 milyon u\u015faq is\u0259 m\u00fcharib\u0259 v\u0259 m\u00fcnaqi\u015f\u0259l\u0259r s\u0259b\u0259bind\u0259n t\u0259hsild\u0259n uzaq d\u00fc\u015f\u00fcr [31]. M\u00fcnaqi\u015f\u0259 davam edir v\u0259 m\u00fcnaqi\u015f\u0259 sona \u00e7at\u0131r, n\u0259tic\u0259d\u0259 is\u0259 \u0259razil\u0259r\u0259 at\u0131lan partlay\u0131c\u0131lar v\u0259 silahlar, minalar v\u0259 bombalar h\u0259r il d\u00fcnyada minl\u0259rl\u0259 u\u015fa\u011f\u0131n \u00f6l\u00fcm\u00fcn\u0259 v\u0259 ya \u0259lilliy\u0259 s\u0259b\u0259b ola bilir [27]. 30 ildir ki, Az\u0259rbaycan v\u0259 Erm\u0259nistan aras\u0131nda ba\u015f ver\u0259n silahl\u0131 m\u00fcnaqi\u015f\u0259 zaman\u0131 s\u0259rh\u0259dboyu v\u0259 c\u0259bh\u0259yan\u0131 \u0259razil\u0259rd\u0259 y\u00fczl\u0259rl\u0259 m\u0259kt\u0259bd\u0259 minl\u0259rl\u0259 \u015fagird t\u0259hsil al\u0131b. Bu m\u0259s\u0259l\u0259y\u0259 t\u0259kc\u0259 A\u011fdam regionu aspektind\u0259n baxd\u0131qda g\u00f6r\u00fcn\u00fcr ki, i\u015f\u011faldan \u0259vv\u0259l A\u011fdam rayonunda (1993-c\u00fc il\u0259 q\u0259d\u0259r) 99 m\u0259kt\u0259b, 2966 m\u00fc\u0259llim, 29478 \u015fagird f\u0259aliyy\u0259t g\u00f6st\u0259rib [5]. Lakin rayon \u0259razisinin 70%-i i\u015f\u011fal olunandan sonra, A\u011fdam rayonunun 20 k\u0259ndi 1993-c\u00fc ild\u0259n c\u0259bh\u0259 x\u0259ttin\u0259, bu k\u0259ndl\u0259rd\u0259ki m\u0259kt\u0259bl\u0259r is\u0259 c\u0259bh\u0259 x\u0259ttind\u0259ki t\u0259hsil oca\u011f\u0131na \u00e7evrilib. M\u0259kt\u0259bl\u0259r m\u00fcharib\u0259 zaman\u0131 h\u0259rbi hiss\u0259 kimi istifad\u0259 olunub. At\u0259\u015fk\u0259s d\u00f6vr\u00fcnd\u0259 is\u0259 d\u0259f\u0259l\u0259rl\u0259 at\u0259\u015fk\u0259sin pozulmas\u0131 n\u0259tic\u0259sind\u0259 m\u00fc\u0259ssis\u0259l\u0259r z\u0259r\u0259r g\u00f6r\u00fcb. 2016-c\u0131 il Aprel d\u00f6y\u00fc\u015fl\u0259rind\u0259 v\u0259 2020-ci il V\u0259t\u0259n m\u00fcharib\u0259sind\u0259 A\u011fdam rayonunun c\u0259bh\u0259 x\u0259ttind\u0259 yerl\u0259\u015f\u0259n Sar\u0131cal\u0131, Qarada\u011fl\u0131, Mahr\u0131zl\u0131, G\u00fcl Baharl\u0131 k\u0259ndl\u0259rind\u0259 v\u0259 Baharl\u0131 q\u0259s\u0259b\u0259sind\u0259 yerl\u0259\u015f\u0259n m\u0259kt\u0259bl\u0259r artilleriya z\u0259rb\u0259si il\u0259 da\u011f\u0131d\u0131l\u0131b. At\u0259\u015fk\u0259s rejiminin pozulmas\u0131 zaman\u0131 34 m\u0259kt\u0259bli erm\u0259ni terrorunun v\u0259 minalar\u0131n qurban\u0131 olub, onlardan 14-\u00fc h\u0259lak olub, 20-si yaralan\u0131b [5].<\/p>\n

Erm\u0259nistan\u0131n Az\u0259rbaycan torpaqlar\u0131n\u0131 i\u015f\u011fal etm\u0259si c\u0259bh\u0259 b\u00f6lg\u0259sin\u0259 \u00e7evril\u0259n A\u011fdam rayonunda yuxar\u0131da ifad\u0259 edildiyi kimi t\u0259hsilin k\u0259miyy\u0259t v\u0259 keyfiyy\u0259t g\u00f6st\u0259ricil\u0259rin\u0259 m\u0259nfi t\u0259sir g\u00f6st\u0259rib. Bu t\u0259siri sad\u0259c\u0259 fiziki v\u0259 ya maddi olaraq q\u0259bul etm\u0259k do\u011fru olmaz. Bel\u0259 ki, m\u0259n\u0259vi v\u0259 psixoloji t\u0259sirl\u0259ri uzun m\u00fcdd\u0259t qal\u0131c\u0131 olmu\u015fdur v\u0259 olmaqdad\u0131r.<\/p>\n

Problem<\/strong>: Qaraba\u011f m\u00fcnaqi\u015f\u0259si zaman\u0131 \u015fagirdl\u0259rin t\u0259hsild\u0259n uzaq qalmas\u0131, m\u0259kt\u0259bl\u0259rin silahl\u0131 h\u00fccuma m\u0259ruz qalmas\u0131 onlar\u0131n emosional v\u0259 psixoloji rifah\u0131na m\u0259nfi t\u0259sir edib. Bu t\u0259sirl\u0259r n\u0259tic\u0259sind\u0259 \u015fagirdl\u0259rin akademik n\u0259tic\u0259l\u0259ri z\u0259ifl\u0259yib, m\u0259kt\u0259bl\u0259rd\u0259 m\u0259nfi davran\u0131\u015f g\u00f6st\u0259r\u0259nl\u0259rin k\u0259miyy\u0259ti art\u0131b. M\u0259kt\u0259b is\u0259 bu probleml\u0259r\u0259 h\u0259ll tapmaqda \u00e7\u0259tinlik \u00e7\u0259kib [29].<\/p>\n

T\u0259dqiqat\u0131n m\u0259qs\u0259di<\/strong>: Bu layih\u0259nin m\u0259qs\u0259di A\u011fdam rayonunda-k\u00f6hn\u0259 c\u0259bh\u0259 x\u0259ttind\u0259 yerl\u0259\u015f\u0259n k\u0259ndl\u0259rd\u0259 \u015fagirdl\u0259rin rifah s\u0259viyy\u0259sini \u00f6yr\u0259nm\u0259k, onlar\u0131n rifah\u0131nda m\u0259kt\u0259bin rolunu m\u00fc\u0259yy\u0259n etm\u0259k v\u0259 m\u00f6vcud v\u0259ziyy\u0259t\u0259 uy\u011fun t\u0259klifl\u0259r verm\u0259kdir. M\u0259kt\u0259bl\u0259rd\u0259 \u015fagirdl\u0259rin rifah\u0131n\u0131n \u00f6yr\u0259nilm\u0259si \u00fc\u00e7\u00fcn bir \u00e7ox \u00f6lk\u0259l\u0259rd\u0259 m\u00fcxt\u0259lif vaxtlarda t\u0259dqiqatlar apar\u0131l\u0131b. T\u0259bii ki, co\u011frafi m\u0259kan, zaman, sosial, siyasi v\u0259 iqtisadi v\u0259ziyy\u0259t bax\u0131m\u0131ndan f\u0259rqli n\u0259tic\u0259l\u0259r \u0259ld\u0259 olunub [12]. Ancaq Az\u0259rbaycanda \u015fagirdl\u0259rin rifah\u0131n\u0131n \u00f6yr\u0259nilm\u0259si il\u0259 ba\u011fl\u0131 \u0259hat\u0259li v\u0259 data \u0259sasl\u0131 t\u0259dqiqat i\u015fi m\u00f6vcud deyil. Bu layih\u0259 h\u0259m m\u00fcharib\u0259d\u0259n \u0259ziyy\u0259t \u00e7\u0259k\u0259n \u015fagirdl\u0259rin rifah\u0131n\u0131 \u00f6yr\u0259nm\u0259k, h\u0259m d\u0259 rifah\u0131n y\u00fcks\u0259ldilm\u0259si \u00fc\u00e7\u00fcn t\u0259hsilin t\u0259r\u0259fl\u0259rinin n\u0259l\u0259r ed\u0259 bil\u0259c\u0259yini m\u00fc\u0259yy\u0259n etm\u0259k v\u0259 \u015fagirdl\u0259rin m\u00fcharib\u0259 travmas\u0131 s\u0259b\u0259bi il\u0259 yaranan probleml\u0259rin qar\u015f\u0131s\u0131n\u0131n al\u0131nmas\u0131 \u00fc\u00e7\u00fcn t\u0259klifl\u0259r ir\u0259li s\u00fcrm\u0259kdir.<\/p>\n

T\u0259dqiqat sual\u0131: <\/strong>T\u0259dqiqat zaman\u0131 probleml\u0259ri m\u00fc\u0259yy\u0259n etm\u0259k v\u0259 qar\u015f\u0131ya qoyulmu\u015f m\u0259qs\u0259dl\u0259r\u0259 \u00e7atmaq \u00fc\u00e7\u00fcn a\u015fa\u011f\u0131dak\u0131 t\u0259qiqat suallar\u0131ndan istifad\u0259 olunub:<\/p>\n

M\u00fcharib\u0259d\u0259n \u0259ziyy\u0259t \u00e7\u0259kmi\u015f \u015fagirdl\u0259rin rifah s\u0259viyy\u0259si nec\u0259dir?<\/p>\n

M\u0259kt\u0259bd\u0259ki hans\u0131 amill\u0259r \u015fagird rifah\u0131na t\u0259sir edir?<\/p>\n

\u018fd\u0259biyyat icmal\u0131:<\/strong> Bu b\u00f6lm\u0259d\u0259 t\u0259qiqat layih\u0259sinin m\u00f6vusu il\u0259 ba\u011fl\u0131 \u0259ld\u0259 olunmu\u015f \u0259d\u0259biyyatlar t\u0259hlil edilib. Bel\u0259 ki, m\u00fcxt\u0259lif m\u0259nb\u0259l\u0259rd\u0259n – m\u0259qal\u0259, kitab, jurnal v\u0259 hesabatlardan \u0259ld\u0259 edilmi\u015f m\u0259lumatlar\u0131 a\u015fa\u011f\u0131dak\u0131 ba\u015fl\u0131qlar \u015f\u0259klind\u0259 t\u0259qdim etm\u0259k daha m\u0259qs\u0259d\u0259uy\u011fun hesab olunub.<\/p>\n

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  1. Silahl\u0131 m\u00fcnaqi\u015f\u0259 v\u0259 t\u0259hsil: <\/strong>M\u00fcharib\u0259l\u0259r v\u0259 silahl\u0131 m\u00fcnaqi\u015f\u0259l\u0259r d\u00fcnyan\u0131n m\u00fcxt\u0259lif b\u00f6lg\u0259l\u0259rind\u0259 insanlar\u0131n ya\u015famaq v\u0259 t\u0259hsil almaq h\u00fcququnu \u0259lind\u0259n al\u0131r [23]. Bu m\u00fcnaqi\u015f\u0259l\u0259r t\u0259hsil\u0259 m\u0259nfi t\u0259sir g\u00f6st\u0259rir, \u015fagird v\u0259 m\u00fc\u0259lliml\u0259rin \u00f6l\u00fcm\u00fc v\u0259 yaralanmas\u0131, m\u0259kt\u0259bl\u0259rin da\u011f\u0131d\u0131lmas\u0131 kimi n\u0259tic\u0259l\u0259r\u0259 s\u0259b\u0259b olur. UNICEF-in hesabat\u0131na g\u00f6r\u0259, C\u0259nubi Sudanda m\u00fcharib\u0259 m\u0259kt\u0259bl\u0259rin da\u011f\u0131d\u0131lmas\u0131 v\u0259 talan edilm\u0259si, m\u00fc\u0259llim v\u0259 \u015fagirdl\u0259rin zorak\u0131l\u0131\u011fa m\u0259ruz qalmas\u0131 il\u0259 n\u0259tic\u0259l\u0259nib [19]. Yax\u0131n \u015e\u0259rqd\u0259, Suriyadak\u0131 m\u00fcharib\u0259 n\u0259tic\u0259sind\u0259 m\u0259kt\u0259bya\u015fl\u0131 suriyal\u0131 qa\u00e7q\u0131nlar\u0131n say\u0131 art\u0131b v\u0259 T\u00fcrkiy\u0259d\u0259 t\u0259hsil al(a)mayan suriyal\u0131 u\u015faqlar\u0131n 41%-i m\u0259kt\u0259bd\u0259n k\u0259narda qal\u0131b [16]. \u0130raqda is\u0259 silahl\u0131 qar\u015f\u0131durmalar t\u0259hsild\u0259 ciddi probleml\u0259r\u0259 s\u0259b\u0259b olub, bir \u00e7ox \u015fagird t\u0259hsild\u0259n yay\u0131n\u0131b [19]. Y\u0259m\u0259nd\u0259 m\u00fcharib\u0259 n\u0259tic\u0259sind\u0259 minl\u0259rl\u0259 m\u0259kt\u0259b ba\u011flan\u0131b v\u0259 t\u0259hsil infrastrukturu ciddi z\u0259r\u0259r g\u00f6r\u00fcb. T\u00fcrkiy\u0259d\u0259 d\u0259 PKK v\u0259 dig\u0259r terror t\u0259\u015fkilatlar\u0131n\u0131n f\u0259aliyy\u0259ti t\u0259hsil\u0259 m\u0259nfi t\u0259sir g\u00f6st\u0259rib [24]. M\u00fcharib\u0259 v\u0259 m\u00fcnaqi\u015f\u0259l\u0259r u\u015faqlar\u0131n t\u0259hsil h\u00fcquqlar\u0131n\u0131 pozur v\u0259 humanitar yard\u0131m agentlikl\u0259ri bu sah\u0259d\u0259 kifay\u0259t q\u0259d\u0259r i\u015f g\u00f6r\u0259 bilmir [31]. Erm\u0259nistan v\u0259 Az\u0259rbaycan aras\u0131ndak\u0131 m\u00fcnaqi\u015f\u0259 zaman\u0131 da bir \u00e7ox m\u0259kt\u0259b da\u011f\u0131d\u0131l\u0131b v\u0259 t\u0259hsil infrastrukturu z\u0259d\u0259l\u0259nib [10].<\/li>\n
  2. M\u00fcharib\u0259 travmalar\u0131:<\/strong> M\u00fcharib\u0259l\u0259rin da\u011f\u0131d\u0131c\u0131 n\u0259tic\u0259l\u0259ri uzun ill\u0259rdir m\u00fc\u015fahid\u0259 olunan k\u00fctl\u0259vi travma olaraq qalmaqdad\u0131r. M\u00fcharib\u0259l\u0259r yaln\u0131z i\u015ftirak ed\u0259n \u00f6lk\u0259l\u0259r\u0259 deyil, co\u011frafi v\u0259 m\u0259d\u0259ni \u0259laq\u0259si olmayan dig\u0259r \u00f6lk\u0259l\u0259r\u0259 d\u0259 m\u0259nfi t\u0259sir g\u00f6st\u0259r\u0259 bilir [29]. \u018fn \u00e7ox t\u0259sirl\u0259n\u0259nl\u0259r is\u0259 u\u015faqlar v\u0259 yeniyetm\u0259l\u0259rdir, onlar zorak\u0131l\u0131\u011fa m\u0259ruz qal\u0131r v\u0259 yard\u0131ma m\u00f6htac v\u0259ziyy\u0259t\u0259 d\u00fc\u015f\u00fcrl\u0259r. Qa\u00e7q\u0131n u\u015faqlar\u0131n t\u0259hsil s\u0259viyy\u0259si d\u00fcnya ortalamas\u0131ndan a\u015fa\u011f\u0131d\u0131r, ibtidai v\u0259 orta m\u0259kt\u0259b\u0259 davamiyy\u0259tl\u0259ri is\u0259 daha da azd\u0131r [30]. C\u0259nubi Sudanda v\u0259t\u0259nda\u015f m\u00fcharib\u0259si zaman\u0131 m\u0259kt\u0259bl\u0259r\u0259 v\u0259 t\u0259hsil i\u015f\u00e7il\u0259rin\u0259 ciddi ziyan d\u0259yib, \u015fagirdl\u0259r girov g\u00f6t\u00fcr\u00fcl\u00fcb v\u0259 zorla d\u00f6y\u00fc\u015fl\u0259r\u0259 c\u0259lb olunub, m\u0259kt\u0259bya\u015fl\u0131 q\u0131zlar is\u0259 cinsi zorak\u0131l\u0131\u011fa m\u0259ruz qal\u0131b [23]. Az\u0259rbaycanda 44 g\u00fcnl\u00fck m\u00fcharib\u0259d\u0259n z\u0259r\u0259r \u00e7\u0259kmi\u015f \u015fagirdl\u0259r\u0259 d\u0259st\u0259k \u00fc\u00e7\u00fcn m\u00fc\u0259lliml\u0259r\u0259 t\u0259liml\u0259r ke\u00e7irilib [1]. M\u00fcnaqi\u015f\u0259 b\u00f6lg\u0259l\u0259rind\u0259 u\u015faqlar t\u0259hl\u00fck\u0259 il\u0259 \u00fcz-\u00fcz\u0259dir v\u0259 zorak\u0131l\u0131q h\u0259yat t\u0259rzin\u0259 \u00e7evrilir. M\u00fcharib\u0259l\u0259r emosional v\u0259 psixoloji probleml\u0259r\u0259 s\u0259b\u0259b olur v\u0259 u\u015faqlar\u0131n inki\u015faf\u0131na m\u0259nfi t\u0259sir g\u00f6st\u0259rir [24]. K\u00f6\u00e7k\u00fcn u\u015faqlar\u0131n motivasiyas\u0131 azal\u0131r v\u0259 uy\u011funla\u015fma prosesi \u00e7\u0259tinl\u0259\u015fir [27]. M\u00fcharib\u0259 zaman\u0131 v\u0259 m\u00fcharib\u0259d\u0259n sonra u\u015faqlar\u0131n v\u0259 yeniyetm\u0259l\u0259rin c\u0259miyy\u0259t\u0259 qar\u015f\u0131 aqressiv davran\u0131\u015flar\u0131 artmaqdad\u0131r [29]. M\u0259cburi k\u00f6\u00e7l\u0259rin \u0259n \u00e7ox z\u0259r\u0259r \u00e7\u0259k\u0259nl\u0259ri qad\u0131nlar v\u0259 u\u015faqlard\u0131r. Onlar sosial m\u00fchitl\u0259rini, ail\u0259l\u0259rini itirir v\u0259 psixoloji probleml\u0259r ya\u015fay\u0131rlar [25]. M\u00fcharib\u0259d\u0259n qaynaqlanan travma v\u0259 travma sonras\u0131 stress poz\u011funlu\u011fu u\u015faqlar\u0131n akademik v\u0259 koqnitiv inki\u015faf\u0131na m\u0259nfi t\u0259sir edir. M\u00fcharib\u0259 kontekstind\u0259 u\u015faqlar\u0131n depressiya, narahatl\u0131q v\u0259 dig\u0259r psixoloji probleml\u0259rl\u0259 \u00fczl\u0259\u015fm\u0259si geni\u015f m\u00fc\u015fahid\u0259 edilir [25]. U\u015faqlar\u0131n sa\u011flaml\u0131\u011f\u0131 kompleks t\u0259sir\u0259 m\u0259ruz qald\u0131qda, t\u0259hsil\u0259 \u00e7\u0131x\u0131\u015f\u0131n olmamas\u0131 onlar\u0131n m\u00fcdafi\u0259si v\u0259 rifah\u0131 \u00fc\u00e7\u00fcn riskl\u0259ri art\u0131r\u0131r. M\u0259kt\u0259b davamiyy\u0259ti psixoloji v\u0259 sosial normall\u0131q hissini b\u0259rpa etm\u0259y\u0259 k\u00f6m\u0259k edir v\u0259 sosial d\u0259st\u0259yi t\u0259min edir [2].<\/li>\n
  3. \u015eagird rifah\u0131nda m\u0259kt\u0259bin rolu<\/strong>: Bayraml\u0131 [3] qeyd edir ki, sa\u011flam xarakter\u0259 malik \u015f\u0259xsiyy\u0259tin formala\u015fd\u0131r\u0131lmas\u0131 ail\u0259, m\u0259kt\u0259b v\u0259 c\u0259miyy\u0259tin \u0259sas m\u0259qs\u0259dl\u0259rind\u0259n biridir. Bu prosesd\u0259 m\u0259kt\u0259bin rolu x\u00fcsusil\u0259 \u0259h\u0259miyy\u0259tlidir, \u00e7\u00fcnki m\u0259kt\u0259bl\u0259r h\u0259m baza t\u0259hsili t\u0259min edir, h\u0259m d\u0259 sosialla\u015fma m\u0259kan\u0131d\u0131r. M\u0259kt\u0259bl\u0259rd\u0259 u\u015faqlar c\u0259miyy\u0259tin d\u0259y\u0259rl\u0259rini v\u0259 m\u0259d\u0259ni x\u00fcsusiyy\u0259tl\u0259rini \u00f6yr\u0259nir, sosial bacar\u0131qlar\u0131n\u0131 inki\u015faf etdirir v\u0259 g\u0259l\u0259c\u0259kd\u0259 sa\u011flam f\u0259rd kimi c\u0259miyy\u0259t\u0259 inteqrasiya olunurlar. M\u0259kt\u0259bl\u0259rin \u015fagird rifah\u0131n\u0131 t\u0259min etm\u0259si vacibdir, \u00e7\u00fcnki bu, onlar\u0131n akademik v\u0259 sosial-emosional inki\u015faf\u0131na m\u00fcsb\u0259t t\u0259sir g\u00f6st\u0259rir. Aulia (2018) qeyd edir ki, m\u0259kt\u0259bl\u0259r t\u0259hsil m\u0259qs\u0259dl\u0259rin\u0259 xidm\u0259t etm\u0259lidir, \u00e7\u00fcnki t\u0259hsil c\u0259miyy\u0259tl\u0259rin iqtisadi, sosial v\u0259 siyasi inki\u015faf\u0131nda m\u00fch\u00fcm rol oynay\u0131r [8]. M\u00fcasir m\u0259kt\u0259bl\u0259r \u015fagirdl\u0259rin rifah\u0131n\u0131 art\u0131rmaq \u00fc\u00e7\u00fcn m\u00fc\u0259llim v\u0259 valideyn \u0259m\u0259kda\u015fl\u0131\u011f\u0131na \u00f6n\u0259m verir. Ersoy v\u0259 Kocaman [26] bildirir ki, \u015fagirdl\u0259rin rifah\u0131 m\u0259kt\u0259bd\u0259 m\u00fcxt\u0259lif pe\u015f\u0259karlar t\u0259r\u0259find\u0259n t\u0259min edilir. M\u00fcxt\u0259lif pe\u015f\u0259 sahibl\u0259rinin, x\u00fcsus\u0259n d\u0259 sosial i\u015f\u00e7il\u0259rin m\u0259kt\u0259bd\u0259 rolu vacibdir, \u00e7\u00fcnki onlar \u015fagirdl\u0259rin rifah\u0131n\u0131 art\u0131rmaq \u00fc\u00e7\u00fcn m\u00fcxt\u0259lif d\u0259st\u0259k proqramlar\u0131 h\u0259yata ke\u00e7irirl\u0259r. M\u00fc\u0259lliml\u0259rin sosial v\u0259 emosional bilikl\u0259ri \u015fagirdl\u0259rin psixososial v\u0259ziyy\u0259tin\u0259 m\u00fcsb\u0259t t\u0259sir g\u00f6st\u0259rir v\u0259 onlar\u0131n rifah\u0131n\u0131 yax\u015f\u0131la\u015fd\u0131r\u0131r [19]. M\u0259kt\u0259bl\u0259r m\u00fcnaqi\u015f\u0259 zonalar\u0131nda v\u0259 f\u00f6vq\u0259lad\u0259 hallarda da \u015fagirdl\u0259rin rifah\u0131n\u0131 qorumaq \u00fc\u00e7\u00fcn x\u00fcsusi proqramlar h\u0259yata ke\u00e7irir [9]. Az\u0259rbaycanda c\u0259bh\u0259yan\u0131 b\u00f6lg\u0259l\u0259rd\u0259n olan valideynl\u0259r \u00fc\u00e7\u00fcn psixi sa\u011flaml\u0131q v\u0259 psixososial rifah \u00fczr\u0259 vebinarlar t\u0259\u015fkil olunmu\u015fdur [1]. Bu t\u0259dbirl\u0259r \u015fagirdl\u0259rin psixoloji v\u0259 emosional sa\u011flaml\u0131\u011f\u0131n\u0131n inki\u015faf\u0131na y\u00f6n\u0259lmi\u015fdir.<\/li>\n<\/ol>\n

    Metodologiya<\/strong>: Bu ara\u015fd\u0131rma A\u011fdam rayonunun k\u00f6hn\u0259 c\u0259bh\u0259 x\u0259ttind\u0259 yerl\u0259\u015f\u0259n m\u0259kt\u0259bl\u0259rind\u0259 m\u00fcharib\u0259d\u0259n t\u0259sirl\u0259n\u0259n \u015fagirdl\u0259rin rifah\u0131n\u0131 t\u0259dqiq edir. T\u0259dqiqat zaman\u0131\u00a0 m\u00fcharib\u0259 zonas\u0131nda – k\u00f6hn\u0259 c\u0259bh\u0259 x\u0259ttind\u0259 yerl\u0259\u015f\u0259n 10 m\u0259kt\u0259bd\u0259 t\u0259hsil alan 782 n\u0259f\u0259r IX, X v\u0259 XI sinif \u015fagirdl\u0259rinin rifah s\u0259viyy\u0259sini m\u00fc\u0259yy\u0259n etm\u0259k \u00fc\u00e7\u00fcn k\u0259miyy\u0259t metodundan istifad\u0259 edilib. T\u0259dqiqat k\u0259miyy\u0259t yana\u015fmas\u0131n\u0131n t\u0259sviri t\u0259dqiqat alt \u00fcsuluna aiddir. Bu \u00fcsul bir fenomenin populyasiyadak\u0131 durumu haqq\u0131nda fikirl\u0259r verir, v\u0259ziyy\u0259ti t\u0259svir edir [6]. K\u0259miyy\u0259t metodunda t\u0259dqiqat\u00e7\u0131 r\u0259q\u0259ml\u0259r v\u0259 \u0259d\u0259dl\u0259rl\u0259 i\u015fl\u0259yir [6]. K\u0259miyy\u0259t yana\u015fmas\u0131n\u0131 icra ed\u0259rk\u0259n t\u0259dqiqatda \u015fagirdl\u0259rin rifah s\u0259viyy\u0259l\u0259rini qiym\u0259tl\u0259ndirm\u0259k \u00fc\u00e7\u00fcn \u015fagirdl\u0259r aras\u0131nda sor\u011fu apar\u0131l\u0131b.<\/p>\n

    Tap\u0131nt\u0131lar<\/strong>: Bu ara\u015fd\u0131rman\u0131n m\u0259qs\u0259di m\u00fcharib\u0259d\u0259n \u0259ziyy\u0259t \u00e7\u0259kmi\u015f \u015fagirdl\u0259rin rifan\u0131n\u0131n \u00f6yr\u0259nilm\u0259si idi. Bunun \u00fc\u00e7\u00fcn A\u011fdam\u0131n ke\u00e7mi\u015f c\u0259bh\u0259yan\u0131 \u0259razisind\u0259 yerl\u0259\u015f\u0259n, at\u0259\u015fk\u0259s v\u0259 m\u00fcharib\u0259 zaman\u0131 h\u00fccuma m\u0259ruz qalm\u0131\u015f 10 k\u0259nd m\u0259kt\u0259binin IX, X v\u0259 XI sinfind\u0259 t\u0259hsil alan 782 \u015fagird h\u0259d\u0259f qrupu olaraq se\u00e7ilib. Bu ara\u015fd\u0131rma layih\u0259sind\u0259 k\u0259miyy\u0259t metodundan istifad\u0259 edildiyi \u00fc\u00e7\u00fcn \u015fagirdl\u0259r 34 sualdan ibar\u0259t anket sor\u011fusunu cavabland\u0131r\u0131blar. \u015eagirdl\u0259rd\u0259n 716 n\u0259f\u0259ri sor\u011fuda i\u015ftirak edib. Suallar h\u0259d\u0259f qrupuna iki ba\u015fl\u0131q alt\u0131nda (\u015eagird emosiyalar\u0131; M\u0259kt\u0259b m\u00fchiti) t\u0259qdim edilib.<\/p>\n

    \u00a0<\/strong><\/p>\n

    1.\u015eagird emosiyalar\u0131<\/strong><\/p>\n

    Bu b\u00f6lm\u0259d\u0259 \u015fagirdl\u0259r\u0259 t\u0259qdim olunmu\u015f 18 sual onlar\u0131n hissl\u0259rini, emosiyalar\u0131n\u0131, \u00f6zl\u0259rini nec\u0259 hiss etm\u0259l\u0259rini, xo\u015fb\u0259xtlik v\u0259 h\u0259yatdan m\u0259mnunluq d\u0259r\u0259c\u0259sini m\u00fc\u0259yy\u0259n etm\u0259k \u00fc\u00e7\u00fcn n\u0259z\u0259rd\u0259 tutulub. Bununla \u0259laq\u0259dar Beyn\u0259lxalq Qiym\u0259tl\u0259ndirm\u0259y\u0259 (P\u0130SA, 2022) n\u0259z\u0259r sald\u0131qda g\u00f6r\u00fcr\u00fck ki, sor\u011fuda i\u015ftirak ed\u0259n az\u0259rbaycanl\u0131 \u015fagirdl\u0259rin 75 faizi m\u0259kt\u0259bd\u0259 \u00f6z\u00fcn\u0259 asanl\u0131qla dost tapa bildiyini deyib. Eyni sayda \u015fagird is\u0259 \u00f6z\u00fcn\u00fc m\u0259kt\u0259bin\u0259 aid hiss edir. Bu g\u00f6st\u0259ricil\u0259r OECD \u00f6lk\u0259l\u0259ri \u00fczr\u0259 d\u0259 eyni s\u0259viyy\u0259d\u0259dir. Ancaq az\u0259rbaycanl\u0131 \u015fagirdl\u0259r aras\u0131nda m\u0259kt\u0259bd\u0259 \u00f6z\u00fcn\u00fc yaln\u0131z (t\u0259k) hiss ed\u0259nl\u0259rin g\u00f6st\u0259ricisi 25%-dir. Bu da OECD \u00f6lk\u0259l\u0259ri il\u0259 m\u00fcqayis\u0259d\u0259 16% daha y\u00fcks\u0259kdir. Bu sor\u011funun ancaq Bak\u0131 m\u0259kt\u0259bl\u0259ri aras\u0131nda ke\u00e7irildiyini n\u0259z\u0259r\u0259 alaraq, A\u011fdam rayonunda m\u00fcharib\u0259d\u0259n \u0259ziyy\u0259t \u00e7\u0259kmi\u015f \u015fagirdl\u0259rin rifah\u0131n\u0131 \u00f6yr\u0259nm\u0259k \u00fc\u00e7\u00fcn bu sor\u011funun n\u0259tic\u0259sind\u0259 m\u0259kt\u0259bl\u0259r\u0259 t\u0259qdim edilmi\u015f \u201cM\u00fcharib\u0259d\u0259n \u0259ziyy\u0259t \u00e7\u0259kmi\u015f \u015fagirdl\u0259rin rifah\u0131n\u0131n y\u00fcks\u0259ldilm\u0259sind\u0259 istifad\u0259 olunan t\u0259cr\u00fcb\u0259l\u0259r\u201d adl\u0131 bro\u015f\u00fcrun faydal\u0131 olaca\u011f\u0131 ehtimal olunur.<\/p>\n

    Qrafik 1-\u0259 baxd\u0131qda g\u00f6r\u00fcr\u00fck ki, h\u0259d\u0259f se\u00e7ilmi\u015f 10 m\u0259kt\u0259bd\u0259 t\u0259hsil alan 782 n\u0259f\u0259r IX, X v\u0259 XI sinif \u015fagirdind\u0259n 716 n\u0259f\u0259ri sor\u011fuda i\u015ftirak edib. Sor\u011fuda i\u015ftirak ed\u0259n \u015fagirdl\u0259rin 40 % -i IX sinif, 30% -i X sinif, 30% -i is\u0259 XI sinifd\u0259 t\u0259hsil al\u0131r.<\/p>\n

    Qrafik 3-d\u0259 birinci suala cavab ver\u0259n \u015fagirdl\u0259rin 42%-i h\u0259y\u0259canl\u0131 olmad\u0131\u011f\u0131n\u0131, 16%-i bu suala cavab verm\u0259kd\u0259 q\u0259rars\u0131z qald\u0131\u011f\u0131n\u0131, 42%-i is\u0259 \u00f6z\u00fcn\u00fc h\u0259y\u0259canl\u0131 hiss etdiyini bildirib. \u0130kinci sual\u0131 cavabland\u0131ran \u015fagirdl\u0259rin 39 %-i \u00f6z\u00fcn\u00fc xo\u015fb\u0259xt hiss etm\u0259diyini, 16%-i bu suala cavab verm\u0259kd\u0259 q\u0259rars\u0131z qald\u0131\u011f\u0131n\u0131, 45%-i is\u0259 \u00f6z\u00fcn\u00fc xo\u015fb\u0259xt hiss etdiyini vur\u011fulay\u0131b. \u00dc\u00e7\u00fcnc\u00fc suala cavab ver\u0259n \u015fagirdl\u0259rin 38%-i \u00f6z\u00fcn\u00fc \u0259zizl\u0259n\u0259n v\u0259 qay\u011f\u0131 g\u00f6r\u0259n hiss etm\u0259diyini, 17%-i bu suala cavab verm\u0259kd\u0259 q\u0259rars\u0131z oldu\u011funu, 45%-i is\u0259 \u00f6z\u00fcn\u00fc \u0259zizl\u0259n\u0259n v\u0259 qay\u011f\u0131 g\u00f6r\u0259n hiss etdiyini bildirib.<\/p>\n

     <\/p>\n

    4-c\u00fc qrafikd\u0259 suallar \u00fczr\u0259 cavablar a\u015fa\u011f\u0131dak\u0131 kimi \u0259ks olumu\u015fdur. D\u00f6rd\u00fcnc\u00fc suala cavab ver\u0259n \u015fagirdl\u0259rin 35%-i \u00f6z\u00fcn\u00fc t\u0259hl\u00fck\u0259sizlikd\u0259 hiss etm\u0259diyini, 15%-i bu suala cavab verm\u0259kd\u0259 q\u0259rars\u0131z qald\u0131\u011f\u0131n\u0131, 50%-i is\u0259 \u00f6z\u00fcn\u00fc t\u0259hl\u00fck\u0259sizlikd\u0259 hiss etdyini vur\u011fulay\u0131b. Be\u015finci suala cavab ver\u0259n \u015fagirdl\u0259rin 32%-i \u00f6zl\u0259rini \u00fcmidsiz hiss etdiyini, 17%-i bu suala cavab verm\u0259kd\u0259 \u00e7\u0259tinlik \u00e7\u0259kdiyini, 51%-i is\u0259 \u00f6z\u00fcn\u00fc \u00fcmidli hiss etdyini bildirib. Alt\u0131nc\u0131 suala cavab ver\u0259nl\u0259rin 34 %-i \u00f6z\u00fcn\u00fc q\u0259z\u0259bli hiss etm\u0259diyini, 14%-i bu suala cavab verm\u0259kd\u0259 t\u0259r\u0259dd\u00fcd etdiyini, 52%-i is\u0259 \u00f6z\u00fcn\u00fc q\u0259z\u0259bli hiss etdiyini bildiribdir.<\/p>\n

    5-ci qrafikd\u0259 yeddinci sual\u0131 cavabland\u0131rark\u0259n \u015fagirdl\u0259rin 37%-i \u00f6z\u00fcn\u00fc yaln\u0131z hiss etm\u0259diyini, 16%-i bu suala cavab verm\u0259kd\u0259 q\u0259rars\u0131z oldu\u011funu, 47%-i is\u0259 \u00f6z\u00fcn\u00fc yaln\u0131z hiss etdiyini t\u0259sdiq etmi\u015fdir. S\u0259kkinizinci sual\u0131 cavablayan \u015fagirdl\u0259rin 38 %-i \u00f6z\u00fcn\u00fc k\u0259d\u0259rli hiss etm\u0259diyini, 15%-i is\u0259 bu sual\u0131 cavabland\u0131rmaqda q\u0259rars\u0131z oldu\u011funu, 47%-i is\u0259 \u00f6z\u00fcn\u00fc k\u0259d\u0259rli hiss etdiyini qeyd edib. Doqquzuncu suala cavab ver\u0259nl\u0259rin 34%-i \u00f6z\u00fcn\u00fc narahat hiss etm\u0259diyini, 15%-i bu suala cavab verm\u0259kd\u0259 \u00e7\u0259tinlik \u00e7\u0259kdiyini, 51%-i is\u0259 \u00f6z\u00fcn\u00fc narahat hiss etdiyini vur\u011fulay\u0131b.<\/p>\n

    6-c\u0131 qrafikd\u0259 onuncu sual\u0131 cavabland\u0131ran \u015fagirdl\u0259rin 41%-i \u00f6z\u00fcn\u00fc m\u0259yus hiss etm\u0259diyini, 17%-i bu suala cavab verm\u0259kd\u0259 t\u0259r\u0259dd\u00fcd etdiyini, 42 %-i is\u0259 \u00f6z\u00fcn\u00fc m\u0259yus hiss etdiyini bildirib. On birinci sual\u0131 cavabland\u0131ran \u015fagirdl\u0259rin 41%-i xo\u015fag\u0259lm\u0259z hadis\u0259 olanda \u00f6z\u00fcn\u00fc \u0259l\u0259 alma\u011f\u0131 bacarmad\u0131\u011f\u0131n\u0131, 15%-i bu sual\u0131 cavabland\u0131rmaqda \u00e7\u0259tinlik \u00e7\u0259kdiyini, 44%-i is\u0259 \u00f6z\u00fcn\u00fc \u0259l\u0259 alma\u011f\u0131 bacad\u0131\u011f\u0131n\u0131 vur\u011fulay\u0131b. On ikinci sual\u0131 cavabland\u0131ran \u015fagirdl\u0259rin 42%-i qorxdu\u011fu zaman \u00f6z\u00fcn\u00fc sakitl\u0259\u015fdirm\u0259yi bacarmad\u0131\u011f\u0131n\u0131, 12%- i bu sual\u0131 cavabland\u0131rmaqda t\u0259r\u0259dd\u00fcd etdiyini, 46%-i is\u0259 qorxdu\u011fu zaman \u00f6z\u00fcn\u00fc sakitl\u0259\u015fdirm\u0259yi bacard\u0131\u011f\u0131n\u0131 qeyd edib.<\/p>\n

    7-ci qrafikd\u0259n on \u00fc\u00e7\u00fcnc\u00fc sual\u0131 cavabland\u0131ran \u015fagirdl\u0259rin 48%-i hirsl\u0259ndiyi zaman \u00f6z\u00fcn\u00fc \u0259l\u0259 alma\u011f\u0131 bacarmad\u0131\u011f\u0131n\u0131, 14%-i bu suala cavab verm\u0259kd\u0259 q\u0259rars\u0131z qald\u0131\u011f\u0131n\u0131, 38%-i is\u0259 hirsl\u0259diyi zaman \u00f6z\u00fcn\u00fc sakitl\u0259\u015fdirm\u0259yi bacard\u0131\u011f\u0131n\u0131 vur\u011fulay\u0131b. On d\u00f6rd\u00fcnc\u00fc suala cavab ver\u0259nl\u0259rin 36%-i hissl\u0259rini idar\u0259 etm\u0259yi bacarmad\u0131\u011f\u0131n\u0131, 15%-i bu sual\u0131 cavabland\u0131rmada \u00e7\u0259tinlik \u00e7\u0259kdiyini, 49%-i is\u0259 hissl\u0259rini idar\u0259 etm\u0259yi bacard\u0131\u011f\u0131n\u0131 qeyd edibdir. On be\u015finci sual\u0131 cavabland\u0131ran \u015fagirdl\u0259rin 41%-i \u00f6z\u00fcn\u00fc yax\u015f\u0131 hiss etm\u0259dikd\u0259 \u00f6z\u00fc il\u0259 motivasiyaedici s\u00f6hb\u0259t apara bilm\u0259diyini, 13% \u015fagird bu suala cavab verm\u0259kd\u0259 q\u0259rars\u0131z oldu\u011funu, 46% \u015fagird is\u0259 \u00f6z\u00fcn\u00fc yax\u015f\u0131 hiss etm\u0259dikd\u0259n \u00f6z\u00fc il\u0259 motivasiyaedici s\u00f6hb\u0259t aparma\u011f\u0131 bacard\u0131\u011f\u0131n\u0131 vur\u011fulay\u0131b.<\/p>\n

    8-ci qrafikd\u0259 on alt\u0131nc\u0131 sual\u0131 cavabland\u0131ran \u015fagirdl\u0259rin 42%-i qeyd edib ki, \u00f6z\u00fcm\u00fc yax\u015f\u0131 hiss etm\u0259dikd\u0259 dostum v\u0259 ya r\u0259fiq\u0259ml\u0259 s\u00f6hb\u0259t etm\u0259yi bacarm\u0131ram. 9% \u015fagird bu suala cavab verm\u0259kd\u0259 q\u0259rars\u0131z qald\u0131\u011f\u0131n\u0131, 49% \u015fagird is\u0259 \u00f6z\u00fc\u00fcn\u00fc yax\u015f\u0131 hiss etm\u0259dikd\u0259 dostu v\u0259 ya r\u0259fiq\u0259si il\u0259 s\u00f6hb\u0259t etdiyini bildirib. On yeddinci sual\u0131 cavabland\u0131ran respondentl\u0259rin 37%-i xo\u015fag\u0259lm\u0259z fikirl\u0259rin qar\u015f\u0131s\u0131n\u0131 alma\u011f\u0131 bacarmad\u0131\u011f\u0131n\u0131 vur\u011fulay\u0131b. 19% \u015fagird bu suala cavab verm\u0259kd\u0259 \u00e7\u0259tinlik \u00e7\u0259kdiyini, 44%-i is\u0259 xo\u015fag\u0259lm\u0259z fikirl\u0259r zaman\u0131 bunun qar\u015f\u0131s\u0131n\u0131 alma\u011f\u0131 bacard\u0131\u011f\u0131n\u0131 qeyd edib. On s\u0259kkizinci sual\u0131 cavabland\u0131ranlar\u0131n 39%-i ba\u015f vermi\u015f hadis\u0259 bar\u0259sind\u0259 narahatl\u0131\u011f\u0131n\u0131n \u00f6hd\u0259sind\u0259n g\u0259lm\u0259yi bacarmad\u0131\u011f\u0131n\u0131, 19 %-i bu sual\u0131 cavabland\u0131rmaqda q\u0259rars\u0131z oldu\u011funu, 42%-i is\u0259 hadis\u0259 ba\u015f verdikd\u0259 narahatl\u0131\u011f\u0131n\u0131n \u00f6hd\u0259sind\u0259n g\u0259lm\u0259yi bacard\u0131\u011f\u0131n\u0131 vur\u011fulay\u0131b.<\/p>\n

      \n
    1. M\u0259kt\u0259b m\u00fchiti<\/strong><\/li>\n<\/ol>\n

       <\/p>\n

      M\u0259kt\u0259bd\u0259 v\u0259 m\u0259kt\u0259bd\u0259nk\u0259nar m\u00fchitd\u0259 \u015fagirdl\u0259rin bir-biri il\u0259 \u0259m\u0259kda\u015fl\u0131\u011f\u0131, m\u00fc\u0259lliml\u0259r v\u0259 dig\u0259r \u00fczvl\u0259rl\u0259 m\u00fcnasib\u0259tl\u0259r, m\u0259kt\u0259bin \u015fagirdl\u0259r \u00fc\u00e7\u00fcn sevil\u0259n, t\u0259hl\u00fck\u0259siz bir yer olub-olmad\u0131\u011f\u0131n\u0131 19-34-c\u00fc suallar vasit\u0259sil\u0259 \u00f6yr\u0259nm\u0259k m\u00fcmk\u00fcn olub. Bel\u0259 ki, sor\u011funun n\u0259tic\u0259l\u0259ri Az\u0259rbaycanda ke\u00e7irilmi\u015f Beyn\u0259lxalq Qiym\u0259tl\u0259ndirm\u0259nin (P\u0130SA,2022) n\u0259tic\u0259l\u0259ri il\u0259 \u00fcst-\u00fcst\u0259 d\u00fc\u015f\u00fcr. P\u0130SA sor\u011fusunda i\u015ftirak ed\u0259n az\u0259rbaycanl\u0131 \u015fagirdl\u0259rin 23 %-i bildirib ki, onlar m\u0259kt\u0259b\u0259 ged\u0259rk\u0259n v\u0259 m\u0259kt\u0259bd\u0259 \u00f6zl\u0259rini t\u0259hl\u00fck\u0259siz hiss etmirl\u0259r. M\u00fcqayis\u0259 \u00fc\u00e7\u00fcn bildir\u0259k ki, OECD (\u0130qtisadi \u018fm\u0259kda\u015fl\u0131q v\u0259 \u0130nki\u015faf T\u0259\u015fkilat\u0131) \u00f6lk\u0259l\u0259ri \u00fczr\u0259 eyni g\u00f6st\u0259rici c\u0259mi 8%-dir. Y\u0259ni Az\u0259rbaycanda qeyd\u0259 al\u0131nan g\u00f6st\u0259rici OECD \u00f6lk\u0259l\u0259ri il\u0259 m\u00fcqayis\u0259d\u0259 t\u0259xmin\u0259n \u00fc\u00e7 d\u0259f\u0259 y\u00fcks\u0259kdir.<\/p>\n

      Az\u0259rbaycanla ba\u011fl\u0131 diqq\u0259t \u00e7\u0259k\u0259n m\u0259qamlardan biri d\u0259 \u015fagirdl\u0259rin h\u0259tta sinif ota\u011f\u0131nda bel\u0259 \u00f6zl\u0259rini t\u0259hl\u00fck\u0259siz hiss etm\u0259m\u0259 g\u00f6st\u0259ricisinin y\u00fcks\u0259k olmas\u0131 il\u0259 ba\u011fl\u0131d\u0131r. Az\u0259rbaycandan sor\u011fuda i\u015ftirak ed\u0259n \u015fagirdl\u0259rin 20%-i sinif otaqlar\u0131nda \u00f6zl\u0259rini t\u0259hl\u00fck\u0259siz hiss etm\u0259diyini bildirib. Bu g\u00f6st\u0259rici \u00fczr\u0259 sor\u011fuda i\u015ftirak \u00f6lk\u0259l\u0259r aras\u0131nda \u0259n y\u00fcks\u0259k n\u0259tic\u0259 Az\u0259rbaycanda qeyd\u0259 al\u0131n\u0131b. Sinifd\u0259 \u00f6z\u00fcn\u00fc t\u0259hl\u00fck\u0259siz hiss etm\u0259y\u0259nl\u0259rin g\u00f6st\u0259ricisi OECD \u00f6lk\u0259l\u0259ri \u00fczr\u0259 ortalama 7 %-dir.<\/p>\n

      \u018fks\u0259r d\u00fcnya \u00f6lk\u0259l\u0259rind\u0259 oldu\u011fu kimi, bizd\u0259 d\u0259 m\u0259kt\u0259bl\u0259r \u015fagirdl\u0259rin ist\u0259k v\u0259 arzular\u0131na deyil, \u015fagirdl\u0259r m\u0259kt\u0259bl\u0259rin standartlar\u0131na uy\u011funla\u015fd\u0131r\u0131l\u0131b [13]. N\u0259tic\u0259d\u0259 \u015fagirdl\u0259rin \u0259ks\u0259riyy\u0259ti m\u0259kt\u0259bd\u0259 xo\u015fb\u0259xt deyill\u0259r, \u00f6zl\u0259rini t\u0259hl\u00fck\u0259siz m\u00fchitd\u0259 hiss etmirl\u0259r v\u0259 \u0259n \u0259sas\u0131, d\u0259rs\u0259 h\u0259v\u0259ssiz g\u0259lirl\u0259r (P\u0130SA, 2022).<\/p>\n

      9-cu qrafikd\u0259 on doqquzuncu sual\u0131 cavabland\u0131ran \u015fagirdl\u0259rin 33%-i m\u0259kt\u0259bd\u0259 ona k\u00f6m\u0259k ed\u0259 bil\u0259c\u0259k m\u00fc\u0259lliminin v\u0259 ya hans\u0131sa birinin olmad\u0131\u011f\u0131n\u0131, 9%-i bu suala cavab verm\u0259kd\u0259 \u00e7\u0259tinlik \u00e7\u0259kdiyini, 58%-i is\u0259 m\u0259kt\u0259bd\u0259 ona k\u00f6m\u0259k ed\u0259 bil\u0259c\u0259k \u015f\u0259xsl\u0259rin oldu\u011funu d\u00fc\u015f\u00fcn\u00fcr. \u0130yirminci suala cavab ver\u0259n \u015fagirdl\u0259rin 34%-i m\u0259kt\u0259bd\u0259 inand\u0131\u011f\u0131 bir yolda\u015f\u0131n\u0131n olmad\u0131\u011f\u0131n\u0131, 9%-i bu suala cavab verm\u0259kd\u0259 \u00e7\u0259tinlik \u00e7\u0259kdiyini, 57%- is\u0259 inand\u0131\u011f\u0131 bir m\u0259kt\u0259b yolda\u015f\u0131n\u0131n oldu\u011funu vur\u011fulay\u0131b. \u0130yirmi birinci suala cavab ver\u0259n \u015fagirdl\u0259rin 35%-i m\u0259kt\u0259bd\u0259 \u00f6z\u00fcn\u00fc yan\u0131nda arxay\u0131n v\u0259 g\u00fcv\u0259nli hiss ed\u0259c\u0259yi bir \u015f\u0259xsin olmad\u0131\u011f\u0131n\u0131, 13%-i bu suala cavab verm\u0259kd\u0259 \u00e7\u0259tinlik \u00e7\u0259kdiyini, 52%-i is\u0259 m\u0259kt\u0259bd\u0259 \u00f6z\u00fcn\u00fc yan\u0131nda arxay\u0131n v\u0259 g\u00fcv\u0259nd\u0259 hiss ed\u0259c\u0259yi bir \u015f\u0259xsin oldu\u011funu d\u00fc\u015f\u00fcn\u00fcr.<\/p>\n

      10-cu qrafikd\u0259 iyirmi ikinci suala cavab ver\u0259n \u015fagirdl\u0259rin 31%-i onun m\u0259kt\u0259bd\u0259 dinl\u0259yib ciddi q\u0259bul ed\u0259n m\u00fc\u0259lliml\u0259rinin olmad\u0131\u011f\u0131n\u0131, 14%-i bu suala cavab verm\u0259kd\u0259 \u00e7\u0259tinlik \u00e7\u0259kdiyini, 55%-i is\u0259 m\u00fc\u0259lliml\u0259rinin onu dinl\u0259yib ciddi q\u0259bul etdiyini bildirib. \u0130yirmi \u00fc\u00e7\u00fcnc\u00fc sual\u0131 cavabland\u0131ran \u015fagirdl\u0259rin 30%-i m\u00fc\u0259lliml\u0259rinin onu oldu\u011fu kimi q\u0259bul etm\u0259diyini, 14%-i bu suala cavab verm\u0259kd\u0259 \u00e7\u0259tinlik \u00e7\u0259kdiyini, 56%-i is\u0259 m\u00fc\u0259lliml\u0259rinin onu oldu\u011fu kimi q\u0259bul etdiyini qeyd edib. \u0130yirmi d\u00f6rd\u00fcnc\u00fc sual\u0131 cavabland\u0131ran \u015fagirdl\u0259rin 37%-i m\u00fc\u0259lliml\u0259rin\u0259 etibar ed\u0259 bilm\u0259diyini, 17%-i bu suala cavab verm\u0259kd\u0259 q\u0259rars\u0131z oldu\u011funu,46 %-i is\u0259 m\u00fc\u0259lliml\u0259rin\u0259 etibar etdiyini vur\u011fulay\u0131b.<\/p>\n

      11-ci qrafikd\u0259 iyirmi be\u015finci sual\u0131 cavabland\u0131ran \u015fagirdl\u0259rin 29 %-i m\u00fc\u0259lliml\u0259ri il\u0259 m\u00fcnasib\u0259tinin yax\u015f\u0131 olmad\u0131\u011f\u0131n\u0131, 13%-i bu suala cavab verm\u0259kd\u0259 t\u0259r\u0259dd\u00fcd etdiyini, 58%- i is\u0259 m\u00fc\u0259lliml\u0259ri il\u0259 m\u00fcnasib\u0259tinin yax\u015f\u0131 oldu\u011funu bildirib. \u0130yirmi alt\u0131nc\u0131 sual\u0131 cavabland\u0131ran \u015fagirdl\u0259rin 34%-i m\u00fc\u0259lliml\u0259rin onun qay\u011f\u0131s\u0131na qalmad\u0131\u011f\u0131n\u0131, 16%-i bu suala cavab verm\u0259kd\u0259 \u00e7\u0259tinlik \u00e7\u0259kdiyini, 50%-i is\u0259 m\u00fc\u0259lliml\u0259rinin onun qay\u011f\u0131s\u0131na qald\u0131\u011f\u0131n\u0131 qeyd edib. \u0130yirmi yeddinci suala cavab ver\u0259n \u015fagirdl\u0259rin 37%-i m\u00fc\u0259lliml\u0259rinin onun g\u00fccl\u00fc t\u0259r\u0259fl\u0259rini bilm\u0259diyini, 19%-i bu suala cavab verm\u0259kd\u0259 q\u0259rars\u0131z oldu\u011funu, 44%-i is\u0259 m\u00fc\u0259lliml\u0259rinin onun g\u00fccl\u00fc t\u0259r\u0259fini bildiyini vur\u011fulay\u0131b.<\/p>\n

      12-ci qrafikd\u0259 iyirmi s\u0259kkizinci sual\u0131 cavabland\u0131ran \u015fagirdl\u0259rin 35%-i m\u00fc\u0259lliml\u0259rin onun bacar\u0131qlar\u0131n\u0131 qiym\u0259tl\u0259ndirm\u0259diyini, 16%-i bu suala cavab verm\u0259kd\u0259 q\u0259rars\u0131z qald\u0131\u011f\u0131n\u0131, 49%-i is\u0259 m\u00fc\u0259lliml\u0259rinin onun bacar\u0131qlar\u0131n\u0131 qiym\u0259tl\u0259ndirdiyini bildirib. \u0130yirmi doqquzuncu suala cavab ver\u0259n \u015fagirdl\u0259rin 33%-i m\u00fc\u0259lliml\u0259rinin onun bacar\u0131qlar\u0131n\u0131 n\u00fcmayi\u015f etdirm\u0259sin\u0259 imkan verm\u0259diyini, 16%-i bu suala cavab verm\u0259kd\u0259 \u00e7\u0259tinlik \u00e7\u0259kdiyini, 51%-i is\u0259 m\u00fc\u0259lliml\u0259rinin ona bacar\u0131qlar\u0131n\u0131 n\u00fcmayi\u015f etdirm\u0259y\u0259 imkan yaratd\u0131\u011f\u0131n\u0131 qeyd edib. Otuzuncu suala cavab ver\u0259n \u015fagirdl\u0259rin 34%-i m\u0259kt\u0259bd\u0259 \u00f6z\u00fcn\u00fc t\u0259hl\u00fck\u0259sizlikd\u0259 hiss etm\u0259diyini, 16 %-i bu suala cavab verm\u0259kd\u0259 \u00e7\u0259tinlik \u00e7\u0259kdiyini, 50%-i is\u0259 m\u0259kt\u0259bd\u0259 \u00f6z\u00fcn\u00fc t\u0259hl\u00fck\u0259sizlikd\u0259 hiss etdiyini bildirib.<\/p>\n

      13-c\u00fc qrafikd\u0259 otuz birinci suala cavab ver\u0259nl\u0259rin 31%-i \u00f6z\u00fcn\u00fc m\u0259kt\u0259bd\u0259 xo\u015fb\u0259xt hiss etm\u0259diyini, 17%-i bu suala cavab verm\u0259kd\u0259 q\u0259rars\u0131z qald\u0131\u011f\u0131n\u0131, 52%-i is\u0259 m\u0259kt\u0259bd\u0259 \u00f6z\u00fcn\u00fc xo\u015fb\u0259xt hiss etdiyini vur\u011fulay\u0131b. Otuz ikinci sual\u0131 cavabland\u0131ran \u015fagirdl\u0259rin 35%-i m\u0259kt\u0259bd\u0259 fikirl\u0259rini rahat \u015f\u0259kild\u0259 ifad\u0259 ed\u0259 bilm\u0259diyini, 15%-i bu suala cavab verm\u0259kd\u0259 q\u0259rars\u0131z oldu\u011funu, 50%-i is\u0259 m\u0259kt\u0259bd\u0259 fikirl\u0259rini rahat \u015f\u0259kild\u0259 ifad\u0259 ed\u0259 bildiyini qeyd edib. Otuz \u00fc\u00e7\u00fcnc\u00fc sual\u0131 cavabland\u0131ran \u015fagirdl\u0259rin 30%-i m\u0259kt\u0259bd\u0259 sinif yolda\u015flar\u0131 il\u0259 \u0259m\u0259kda\u015fl\u0131q etm\u0259diyini, 16%-i bu suala cavab verm\u0259kd\u0259 \u00e7\u0259tinlik \u00e7\u0259kdiyini, 54%-i is\u0259 sinif yolda\u015flar\u0131 il\u0259 \u0259m\u0259kda\u015fl\u0131q etdiyini bildiribdir. Otuz d\u00f6rd\u00fcnc\u00fc suala cavab ver\u0259n \u015fagirdl\u0259rin 41%-i d\u0259rs olmayanda m\u0259kt\u0259b \u00fc\u00e7\u00fcn dar\u0131xmad\u0131\u011f\u0131n\u0131, 14%-i bu suala cavab verm\u0259kd\u0259 q\u0259rars\u0131z oldu\u011funu, 45 %-i is\u0259 d\u0259rs olmayanda m\u0259kt\u0259b \u00fc\u00e7\u00fcn dar\u0131xd\u0131\u011f\u0131n\u0131 qeyd edib.<\/p>\n

       <\/p>\n

      T\u018fKL\u0130FL\u018fR<\/strong><\/p>\n

       <\/p>\n

      T\u0259hsil c\u0259miyy\u0259tl\u0259rin g\u0259l\u0259c\u0259yinin planla\u015fd\u0131r\u0131lmas\u0131, haz\u0131rlanmas\u0131 v\u0259 ictimai h\u0259yat\u0131n yenid\u0259n qurulmas\u0131d\u0131r [23]. Bu g\u00fcn\u00fcn m\u0259kt\u0259bi sabah\u0131n c\u0259miyy\u0259ti, bu g\u00fcn\u00fcn m\u0259kt\u0259blisi is\u0259 sabah c\u0259miyy\u0259tin bir f\u0259rdidir. \u0130nsan\u0131n sosial varl\u0131q olaraq ya\u015fad\u0131\u011f\u0131 c\u0259miyy\u0259t\u0259, \u00f6z\u00fcn\u0259 v\u0259 ba\u015fqalar\u0131na qar\u015f\u0131 m\u00fc\u0259yy\u0259n \u00f6hd\u0259likl\u0259ri var [16]. Bu v\u0259zif\u0259l\u0259rini d\u0259rk etm\u0259k, do\u011fmalar\u0131 il\u0259 yana\u015f\u0131, ba\u015fqalar\u0131n\u0131n da qay\u011f\u0131s\u0131na qalmaq, \u0259vv\u0259lc\u0259 ail\u0259d\u0259 sonra is\u0259 m\u0259kt\u0259bd\u0259 ald\u0131\u011f\u0131 t\u0259rbiy\u0259 v\u0259 g\u00f6rd\u00fcy\u00fc m\u00fcnasib\u0259tl\u0259 m\u00fcmk\u00fcnd\u00fcr [21]. Buna \u0259sas\u0259n dey\u0259 bil\u0259rik ki, m\u00fcharib\u0259d\u0259n \u0259ziyy\u0259t \u00e7\u0259kmi\u015f \u015fagirdl\u0259rin rifah\u0131n\u0131n y\u00fcks\u0259ldilm\u0259sind\u0259 ail\u0259 il\u0259 b\u0259rab\u0259r, \u0259n m\u00fch\u00fcm rolu m\u0259kt\u0259b oynaya bil\u0259r [22]. Ancaq sor\u011funun n\u0259tic\u0259si onu g\u00f6st\u0259rir ki, ist\u0259r \u201c\u015fagird emosiyalar\u0131\u201d, ist\u0259rs\u0259 d\u0259 \u201cm\u0259kt\u0259b m\u00fchiti\u201d il\u0259 ba\u011fl\u0131 suallar\u0131 cavabland\u0131ran \u015fagirdl\u0259rin \u0259n az\u0131 50%-i h\u0259l\u0259 d\u0259 m\u00fcharib\u0259nin yaratd\u0131\u011f\u0131 travmalar\u0131, pisxoloji v\u0259 emosianal probleml\u0259ri ya\u015famaqdad\u0131r. \u018fn pisi d\u0259 odur ki, h\u0259min \u015fagirdl\u0259r bu probleml\u0259rd\u0259n xilas olmaq \u00fc\u00e7\u00fcn m\u0259kt\u0259bd\u0259 m\u00fc\u0259lliml\u0259rind\u0259n, psixoloqdan v\u0259 m\u0259kt\u0259b yolda\u015flar\u0131ndan laz\u0131mi d\u0259st\u0259yi ala bilmir. A\u015fa\u011f\u0131dak\u0131 strategiyalar\u0131 t\u0259cr\u00fcb\u0259 zaman\u0131 istifad\u0259 etm\u0259k v\u0259 sinifd\u0259 m\u0259hsuldar atmosferin olmas\u0131 \u00fc\u00e7\u00fcn innovativ metod v\u0259 yana\u015fmalar\u0131 t\u0259tbiq etm\u0259k laz\u0131md\u0131r [32].<\/p>\n

      1.M\u0259kt\u0259bd\u0259 d\u0259st\u0259kl\u0259yici m\u00fchitin yarad\u0131lmas\u0131:<\/strong> H\u0259r \u015fagirdin f\u0259rqli g\u00fcc\u00fc, ehtiyaclar\u0131 v\u0259 t\u0259l\u0259bl\u0259ri var. Bu f\u0259rqlilikl\u0259ri q\u0259bul edib, buna uy\u011fun f\u0259rqli \u00f6yr\u0259nm\u0259 \u00fcsullar\u0131na m\u00fcraci\u0259t edilm\u0259lidir. Buna g\u00f6r\u0259 d\u0259 m\u0259kt\u0259b r\u0259hb\u0259rliyi, m\u00fc\u0259lliml\u0259r, sinif r\u0259hb\u0259rl\u0259ri v\u0259 pisxoloqlar\u0131 \u015fagirdl\u0259rin \u00f6zl\u0259rini rahat v\u0259 t\u0259hl\u00fck\u0259siz hiss etm\u0259l\u0259ri \u00fc\u00e7\u00fcn s\u0259mimi v\u0259 d\u0259st\u0259kl\u0259yici bir sinif m\u00fchiti yaratma\u011fa \u00e7al\u0131\u015fmal\u0131d\u0131rlar. Buraya sosial, emosional, psixoloji v\u0259 akademik d\u0259st\u0259yi inki\u015faf etdirm\u0259k, h\u0259r bir \u015fagirdin u\u011furunu t\u0259qdir etm\u0259k v\u0259 f\u0259rdi yana\u015fmaq daxildir [1].<\/p>\n

      2.T\u0259dris prosesin\u0259 valideynl\u0259rin c\u0259lb edilm\u0259si:<\/strong> M\u0259kt\u0259b \u015fagirdl\u0259r\u0259 d\u0259st\u0259k olmaq v\u0259 onlara travma, psixoloji g\u0259rginlikl\u0259rin \u00f6hd\u0259sind\u0259n g\u0259lm\u0259kd\u0259 k\u00f6m\u0259k etm\u0259k \u00fc\u00e7\u00fcn \u015fagirdl\u0259rin valideynl\u0259ri il\u0259 birlikd\u0259 \u00e7al\u0131\u015fmal\u0131d\u0131r. Sinifd\u0259 nizaml\u0131 v\u0259 s\u0259m\u0259r\u0259li d\u0259rs prosesinin gedi\u015fat\u0131 \u00fc\u00e7\u00fcn m\u00fc\u0259llimin b\u0259z\u0259n qaydalar\u0131 yum\u015faltmas\u0131 laz\u0131m g\u0259lir [12].<\/p>\n

      3.M\u0259kt\u0259bd\u0259 fiziki v\u0259 emosianal f\u0259aliyy\u0259t:<\/strong> M\u0259kt\u0259bd\u0259 fiziki v\u0259 emosional f\u0259aliyy\u0259tl\u0259r \u015fagirdl\u0259rin rifah\u0131n\u0131n y\u00fcks\u0259ldilm\u0259si \u00fc\u00e7\u00fcn \u0259h\u0259miyy\u0259tli rol oynay\u0131r [14]. M\u00fcnt\u0259z\u0259m fiziki f\u0259aliyy\u0259tl\u0259 m\u0259\u015f\u011ful olan \u015fagirdl\u0259r, ad\u0259t\u0259n, stressin \u00f6hd\u0259sind\u0259n daha yax\u015f\u0131 g\u0259l\u0259 bilirl\u0259r. M\u00fc\u0259lliml\u0259r t\u0259r\u0259find\u0259n \u015fagirdl\u0259r m\u0259kt\u0259b saatlar\u0131nda v\u0259 ya d\u0259rsd\u0259n sonra m\u0259kt\u0259bdaxili, rayon v\u0259 regional idman yar\u0131\u015flar\u0131na, intelektual, sosial m\u00fcsabiq\u0259l\u0259r\u0259, debatlara v\u0259 ya dig\u0259r fiziki f\u0259aliyy\u0259tl\u0259r\u0259 c\u0259lb edil\u0259 bil\u0259r [27].<\/p>\n

      4.M\u0259kt\u0259b \u015fagirdl\u0259rin \u0259yl\u0259nc\u0259 v\u0259 sosialla\u015fma m\u0259kan\u0131 kimi:<\/strong> M\u0259lumdir ki, m\u00fcharib\u0259d\u0259n \u0259ziyy\u0259t \u00e7\u0259k\u0259n \u015fagirdl\u0259rin ya\u015fad\u0131\u011f\u0131 Agdam rayonunun k\u0259ndl\u0259rind\u0259 m\u0259kt\u0259bd\u0259n ba\u015fqa, \u015fagirdl\u0259rin bir-biri il\u0259 \u00fcnsiyy\u0259t quraca\u011f\u0131 bir yer, \u0259yl\u0259nc\u0259 m\u0259rk\u0259zi, oyun salonu, istirah\u0259t park\u0131 v\u0259 dig\u0259r sosial infastrukturlar yoxdur. M\u0259kt\u0259b t\u0259r\u0259find\u0259n teatr, konsert, s\u0259rgi v\u0259 s. kimi m\u0259d\u0259ni v\u0259 sosial t\u0259dbirl\u0259r t\u0259\u015fkil edilm\u0259li, bu t\u0259dbirl\u0259r \u015fagirdl\u0259rin m\u0259d\u0259niyy\u0259t v\u0259 inc\u0259s\u0259n\u0259t\u0259 maraq g\u00f6st\u0259rm\u0259sin\u0259, yeni insanlarla tan\u0131\u015f olmalar\u0131na v\u0259 sosial bacar\u0131qlar\u0131n\u0131 inki\u015faf etdirm\u0259l\u0259rin\u0259 k\u00f6m\u0259k ed\u0259c\u0259kdir. Buna \u0259sas\u0259n dey\u0259 bil\u0259rik ki, m\u0259kt\u0259bd\u0259 \u015fagirdl\u0259r\u0259 \u0259yl\u0259nc\u0259 v\u0259 sosialla\u015fma m\u0259kan\u0131 yaratmaq onlar\u0131n ruh sa\u011flaml\u0131\u011f\u0131n\u0131 v\u0259 sosial bacar\u0131qlar\u0131n\u0131 inki\u015faf etdirm\u0259k \u00fc\u00e7\u00fcn \u00e7ox \u0259h\u0259miyy\u0259tlidir [18].<\/p>\n

      5.\u015eagirdl\u0259r\u0259 stressin idar\u0259 edilm\u0259si bacar\u0131qlar\u0131n\u0131n \u00f6yr\u0259dilm\u0259si:<\/strong> \u015eagirdl\u0259r\u0259 stressi idar\u0259 etm\u0259k \u00fc\u00e7\u00fcn bacar\u0131qlar\u0131n \u00f6yr\u0259dilm\u0259si onlar\u0131n rifah\u0131n\u0131n v\u0259 \u00f6yr\u0259nm\u0259 v\u0259rdi\u015fl\u0259rinin inki\u015faf\u0131 \u00fc\u00e7\u00fcn \u0259h\u0259miyy\u0259tli bir add\u0131md\u0131r [32]. D\u00fcnyada ba\u015f ver\u0259n t\u0259bii f\u0259lak\u0259t, pandemiya v\u0259 m\u00fcharib\u0259l\u0259r insanlar aras\u0131nda psixoloji g\u0259rginliy\u0259 s\u0259b\u0259b olur. Bu g\u0259rginlik \u015f\u0259xsiyy\u0259tl\u0259raras\u0131 m\u00fcnasib\u0259tl\u0259rin pozulmas\u0131na, ail\u0259daxili m\u00fcnaqi\u015f\u0259l\u0259rin artmas\u0131na, u\u015faq v\u0259 yeniyetm\u0259l\u0259rd\u0259 stressin, qorxunun d\u0259rinl\u0259\u015fm\u0259sin\u0259 g\u0259tirib \u00e7\u0131xar\u0131r. Sadalanan probleml\u0259rin aradan qald\u0131r\u0131lmas\u0131 \u00fc\u00e7\u00fcn ehtiyaca uy\u011fun psixo-sosial d\u0259st\u0259yin g\u00f6st\u0259rilm\u0259si ara\u015fd\u0131rmalara g\u00f6r\u0259 u\u011furlu \u00e7\u0131x\u0131\u015f yoludur [32].<\/p>\n

      6.M\u0259kt\u0259b \u0259m\u0259kda\u015fl\u0131\u011f\u0131n t\u0259m\u0259lidir:<\/strong> M\u0259kt\u0259b \u0259m\u0259kda\u015fl\u0131\u011f\u0131 r\u0259hb\u0259rlik, m\u00fc\u0259llim v\u0259 \u015fagirdl\u0259r aras\u0131nda t\u0259r\u0259fda\u015fl\u0131\u011fa, g\u00f6z\u0259l anla\u015fma\u011fa v\u0259 birlikd\u0259 i\u015fl\u0259m\u0259 qabiliyy\u0259tin\u0259 \u0259saslan\u0131r. Bunun \u00fc\u00e7\u00fcn m\u00fc\u0259lliml\u0259r \u015fagirdl\u0259rin t\u0259cr\u00fcb\u0259l\u0259rini, probleml\u0259rini v\u0259 stresl\u0259rini b\u00f6l\u00fc\u015fm\u0259k \u00fc\u00e7\u00fcn qrup m\u00fczakir\u0259l\u0259ri t\u0259\u015fkil ed\u0259 bil\u0259rl\u0259r [14].<\/p>\n

      7.Q\u0259rarlar\u0131n q\u0259bulunda \u015fagirdl\u0259rin i\u015ftirak\u0131:<\/strong> M\u00fc\u0259lliml\u0259r d\u0259rsin hans\u0131 metod v\u0259 \u00fcsulla t\u0259\u015fklini, layih\u0259l\u0259rin se\u00e7ilm\u0259sini, t\u0259dqiqat m\u00f6vzular\u0131n\u0131n m\u00fc\u0259yy\u0259n edilm\u0259sini v\u0259 ya qiym\u0259tl\u0259ndirm\u0259 metodlar\u0131n\u0131n se\u00e7ilm\u0259si kimi q\u0259rarlar\u0131n q\u0259buluna \u015fagirdl\u0259ri c\u0259lb ed\u0259 bil\u0259r v\u0259 \u015fagirdl\u0259ri n\u00f6vb\u0259ti layih\u0259nin m\u00f6vzusuna s\u0259s verm\u0259y\u0259 d\u0259v\u0259t ed\u0259 v\u0259 ya yekun i\u015fin t\u0259qdim edilm\u0259si \u00fc\u00e7\u00fcn bir ne\u00e7\u0259 format t\u0259klif ed\u0259 bil\u0259rl\u0259r [14].<\/p>\n

      8.\u015eagirdl\u0259rd\u0259 \u00f6z\u00fcn\u0259inam v\u0259 g\u00fccl\u00fc t\u0259r\u0259fl\u0259rin d\u0259rk edilm\u0259si: <\/strong>M\u00fc\u0259lliml\u0259r \u015fagirdl\u0259r\u0259 \u00f6z g\u00fccl\u00fc t\u0259r\u0259fl\u0259rini tapmaqda k\u00f6m\u0259k etm\u0259k \u00fc\u00e7\u00fcn m\u00fctl\u0259q m\u00fcxt\u0259lif vasit\u0259l\u0259rd\u0259n istifad\u0259 etm\u0259lidir. \u00d6z\u00fcn\u0259inam \u00f6z d\u0259y\u0259rini v\u0259 potensial\u0131n\u0131 d\u0259rk etm\u0259k dem\u0259kdir. Bu, \u015fagirdl\u0259rin \u00f6z bacar\u0131qlar\u0131, maraqlar\u0131 v\u0259 m\u0259qs\u0259dl\u0259ri haqq\u0131nda bilikl\u0259rini art\u0131rma\u011fa k\u00f6m\u0259k edir. Bu zaman m\u00fcv\u0259ff\u0259qiyy\u0259t\u0259 \u00e7atmaq v\u0259 h\u0259d\u0259fl\u0259r\u0259 nail olmaq asanla\u015f\u0131r [20].<\/p>\n

      9.M\u0259kt\u0259bd\u0259 seminar v\u0259 master-klasslar\u0131n ke\u00e7irilm\u0259si:<\/strong> M\u0259kt\u0259b r\u0259hb\u0259rl\u0259ri u\u011furlu rol modell\u0259ri v\u0259 rifah sah\u0259sind\u0259 m\u00fct\u0259x\u0259ssisl\u0259ri seminarlar v\u0259 master-klasslar ke\u00e7irm\u0259k \u00fc\u00e7\u00fcn d\u0259v\u0259t ed\u0259 bil\u0259rl\u0259r [2]. Seminarlar v\u0259 master-klasslar\u0131n ke\u00e7irilm\u0259si m\u00fc\u0259lliml\u0259rin \u015fagirdl\u0259rin psixoloji sa\u011flaml\u0131\u011f\u0131n\u0131 d\u0259st\u0259kl\u0259m\u0259k, akademik nailiyy\u0259tl\u0259rini art\u0131rmaq, u\u011furlu rol modell\u0259ri il\u0259 t\u0259mas qurmaq v\u0259 rifah sah\u0259sind\u0259 m\u00fct\u0259x\u0259ssisl\u0259rd\u0259n d\u0259rsl\u0259r almaq \u00fc\u00e7\u00fcn effektiv bir yoldur [1].<\/p>\n

      10.\u0130mtahan stressin\u0259 qar\u015f\u0131 m\u00fcbariz\u0259 strategiyas\u0131:<\/strong> Pozitiv d\u00fc\u015f\u00fcnc\u0259l\u0259r v\u0259 \u00f6z\u0259l s\u00f6zl\u0259rl\u0259 d\u0259st\u0259kl\u0259nm\u0259k, ail\u0259 \u00fczvl\u0259rind\u0259n v\u0259 m\u00fc\u0259lliml\u0259rind\u0259n d\u0259st\u0259k almaq imtahan stressin\u0259 qar\u015f\u0131 m\u00fcbariz\u0259d\u0259 \u0259h\u0259miyy\u0259tli rol oynay\u0131r [13]. M\u00fc\u0259lliml\u0259r v\u0259 valideynl\u0259r yax\u015f\u0131 bilir ki, b\u00f6lg\u0259d\u0259 ya\u015fayan \u015fagirdl\u0259rin m\u00fcharib\u0259 il\u0259 ba\u011fl\u0131 ciddi travmalar\u0131 var. Bunun \u00fcz\u0259rin\u0259 ali m\u0259kt\u0259b\u0259 haz\u0131rl\u0131\u011f\u0131n, burax\u0131l\u0131\u015f v\u0259 q\u0259bul imtahanlar\u0131n\u0131n stressi g\u0259ldikd\u0259 h\u0259min \u015fagirdl\u0259rin hans\u0131 v\u0259ziyy\u0259td\u0259 oldu\u011funu t\u0259s\u0259vv\u00fcr etm\u0259k o q\u0259d\u0259r d\u0259 \u00e7\u0259tin deyil. H\u0259r bir m\u00fc\u0259llim \u015fagirdl\u0259r\u0259 haz\u0131rl\u0131q, vaxt\u0131n idar\u0259 edilm\u0259si, istirah\u0259t v\u0259 h\u0259mya\u015f\u0131dlar\u0131na d\u0259st\u0259k d\u0259 daxil olmaqla, imtahan stressinin \u00f6hd\u0259sind\u0259n g\u0259lm\u0259k strategiyalar\u0131n\u0131 inki\u015faf etdirm\u0259y\u0259 k\u00f6m\u0259k ed\u0259 bil\u0259r [14].<\/p>\n

      11.M\u0259kt\u0259b idar\u0259\u00e7il\u0259rinin v\u0259 m\u00fc\u0259lliml\u0259rin t\u0259liml\u0259r\u0259 c\u0259lb olunmas\u0131: <\/strong>M\u0259kt\u0259b idar\u0259\u00e7il\u0259ri v\u0259 m\u00fc\u0259lliml\u0259ri \u015fagirdl\u0259rd\u0259 yaranm\u0131\u015f m\u00fcharib\u0259 travmas\u0131, stressl\u0259ri v\u0259 diqq\u0259t probleml\u0259ri il\u0259 m\u00fcbariz\u0259 aparmaq \u00fc\u00e7\u00fcn t\u0259liml\u0259r\u0259 c\u0259lb edilm\u0259lidir. Bu t\u0259liml\u0259r m\u0259kt\u0259b r\u0259hb\u0259rliyin\u0259 v\u0259 m\u00fc\u0259lliml\u0259r\u0259 \u015fagirdl\u0259r\u0259 d\u0259st\u0259k olmaq, m\u0259n\u0259vi v\u0259 psixoloji yard\u0131m etm\u0259k \u00fc\u00e7\u00fcn nec\u0259 k\u00f6m\u0259k ed\u0259 bil\u0259c\u0259yi bar\u0259d\u0259 f\u0259rdi v\u0259 kollektiv t\u0259cr\u00fcb\u0259l\u0259r t\u0259qdim ed\u0259c\u0259kdir. Bu, \u015fagirdl\u0259rin yax\u015f\u0131 t\u0259hsil almalar\u0131 v\u0259 psixoloji olaraq sa\u011flam olmalar\u0131, m\u0259kt\u0259bd\u0259 \u00f6zl\u0259rini t\u0259hl\u00fck\u0259siz m\u00fchitd\u0259 hiss etm\u0259l\u0259ri v\u0259 g\u00fcv\u0259n yaratmaq \u00fc\u00e7\u00fcn \u0259h\u0259miyy\u0259tli bir add\u0131md\u0131r [1].<\/p>\n

       <\/p>\n

       <\/p>\n

      \u0130ST\u0130FAD\u018f ED\u0130LM\u0130\u015e \u018fD\u018fB\u0130YYAT<\/strong><\/p>\n

       <\/p>\n

      Az\u0259rbaycan dilind\u0259:<\/strong><\/p>\n

        \n
      1. Az\u0259rbaycan Respublikas\u0131n\u0131n T\u0259hsil \u0130nstitutu. (2021, aprel-may). F\u00f6vq\u0259lad\u0259 v\u0259ziyy\u0259t \u015f\u0259raitind\u0259 u\u015faqlara v\u0259 yeniyetm\u0259l\u0259r\u0259 m\u0259kt\u0259b \u0259sasl\u0131 psixososial d\u0259st\u0259yin g\u00f6st\u0259rilm\u0259si. -https:\/\/www.arti.edu.az\/nodupload\/editor\/files\/Hesabat%20(Aprel-may%202021).pdf<\/li>\n
      2. Babayeva, \u00dc., \u00d6m\u0259rova, N. (2022). Az\u0259rbaycanda m\u0259kt\u0259b\u0259sasl\u0131 psixososial d\u0259st\u0259k proqram\u0131. – https:\/\/www.muallim.edu.az\/news.php?id=21432<\/li>\n
      3. Bayraml\u0131, R. (2023). \u015e\u0259xsiyy\u0259tin formala\u015fmas\u0131nda m\u0259kt\u0259bin rolu. \/\/ “F\u00fcyuzat” d\u0259rgisi. -https:\/\/fuyuzat.az\/sexsiyyetin-formalasmasinda-mektebin-rolu<\/li>\n
      4. BMT. (1990). U\u015faq H\u00fcquqlar\u0131 Konvensiyas\u0131. – https:\/\/www.coe.int\/az\/web\/compass\/convention-on-the-rights-of-the-child<\/li>\n
      5. \u0130brahimova, L. (2022, oktyabr 25-26). Ki\u00e7ik \u00fcr\u0259kl\u0259rin b\u00f6y\u00fck d\u0259rdl\u0259ri. – https:\/\/525.az\/news\/204130-kicik-ureklerin-boyuk-derdleri<\/li>\n
      6. \u015eahbazov, \u0130. (2019). T\u0259dqiqat metdolar\u0131: Sosial elml\u0259r v\u0259 biznes ara\u015fd\u0131rmalar\u0131. Bak\u0131: TEAS Press N\u0259\u015friyyat evi.<\/li>\n
      7. \u015e\u00fck\u00fcrb\u0259yli, \u0130., Faiqo\u011flu, N. (2016). Q\u0259tl edilmi\u015f u\u015faqlar. Bak\u0131: Aspoliqraf n\u0259\u015friyyat\u0131.<\/li>\n<\/ol>\n

         <\/p>\n

        \u0130ngilis dilind\u0259:<\/strong><\/p>\n

          \n
        1. Aulia, F. (2018). Improving student well-being in school. Proceeding of Conference of Mental Health, Neuroscience, and Cyberpsychology, October 14-15, Padang, Indonesia. – https:\/\/doi.org\/10.32698\/25275<\/li>\n
        2. Baker, J. A., Kamphaus, R. W., Horne, A., & Winsor, A. P. (2006). Evidence for population-based perspectives on children\u2019s behavioral adjustment and needs for service delivery in schools. School Psychology Review, 35, 31-46.<\/li>\n
        3. GCPEA. (2022). Education under attack. – https:\/\/protectingeducation.org\/wp-content\/uploads\/eua_2022_azerbaijan.pdf<\/li>\n
        4. ICRC. (2021). Nagorno-Karabakh conflict: Building mental health. – https:\/\/www.icrc.org\/en\/document\/nagorno-karabakh-conflict-mental-health-resilience-communities<\/li>\n
        5. Jordans, M., Broek, M., Brown, F., Coetzee, A., Ellermeijer, R., Hartog, K., Steen, F., & Kenneth, E. (2018). Children affected by war: Towards an evidence based care system. In Mental Health of Refugee and Conflict-Affected Populations (pp. 261-281). – https:\/\/doi.org\/10.1007\/978-3-319-97046-2_13<\/li>\n
        6. Kinley, S., Wangmo, S., & Dorji, D. (2020). Impact of classroom wellbeing on student learning: Bhutanese students’ perceptions. Journal of the International Society for Teacher Education, 24(2).<\/li>\n
        7. Liu, W., Mei, J., Tian, L., & Huebner, E. S. (2016). Age and gender differences in the relation between school-related social support and well-being in school among students. Social Indicator Research. – https:\/\/doi.org\/10.1007\/s11205-015-0873-1<\/li>\n
        8. Moulton, S., & Gehlbach, H. (2021, March 1). Panoram well-being survey. New York, USA.<\/li>\n
        9. Muthanna, A., Almahfali, M., & Haider, A. (2022). The interaction of war impacts on education: Experiences of school teachers and leaders. Journal of Educational Sciences, 12 (10), 1-15. -https:\/\/doi.org\/10.3390\/educsci12100719<\/li>\n
        10. Programme for International Student Assessment (PISA). (2022). Baku (Azerbaijan) student performance. – https:\/\/www.oecd.org\/publication\/pisa-2022-results\/country-notes\/baku-azerbaijan-20c688c8\/<\/li>\n
        11. Tian, L., Du, M., & Huebner, E. S. (2014). Effects of gratitude on elementary school students’ subjective well-being in schools: The mediating role of prosocial behavior. Social Indicator Research, 122 (3), 887-904. https:\/\/doi.org\/10.1007\/s11205-014-0712-9<\/li>\n
        12. UNICEF. (2015). Syria Education Sector Analysis: The effects of the crisis on education in areas controlled by the government of Syria, 2010\u20132015.<\/li>\n
        13. Vranda, M. N. (2015). Promotion of mental health and well-being of adolescents in schools: A NIMHANS model. J Psychiatry, 18, 303.<\/li>\n<\/ol>\n

           <\/p>\n

          T\u00fcrk dilind\u0259:<\/strong><\/p>\n

            \n
          1. Alemin, E., & Bekce, F. \u00d6. \u00c7. (2021). Suriyeli g\u00f6\u00e7men \u00e7ocuklar\u0131n e\u011fitim gereksinimleri ve okula uyum s\u00fcre\u00e7lerinde kar\u015f\u0131la\u015ft\u0131klar\u0131 g\u00fc\u00e7l\u00fckler. Disiplinleraras\u0131 \u00c7ocuk Haklar\u0131 Ara\u015ft\u0131rmalar\u0131 Dergisi, (2), 55-72.<\/li>\n
          2. Aydo\u011fan, O. B., & Uy\u011fur, U. E. (2017). II D\u00fcnya sava\u015f\u0131 sonras\u0131 \u0130ngiltere\u2019de toplumsal hayat, s\u0131n\u0131f sistemi ve yabanc\u0131la\u015fma. A\u00dcDTCF, Antropoloji Dergisi, 33, 109-121. https:\/\/doi.org\/10.1501\/antro_0000000343<\/li>\n
          3. Baran, M. A. (2021). G\u00fcney Sudan Cumhuriyeti\u2019nde i\u00e7 sava\u015f\u0131n e\u011fitime etkileri. Uluslararas\u0131 Liderlik \u00c7al\u0131\u015fmalar\u0131 Dergisi: Kuram ve Uygulama, 4 (1), 51-61.<\/li>\n
          4. Bilgin, R. (2014). \u00c7at\u0131\u015fma ve \u015fiddet ortam\u0131nda b\u00f6y\u00fcy\u0259n \u00e7ocuklar\u0131n sorunu. F\u0131rat \u00dcniversitesi Sosyal Bilimler Dergisi, 24 (1), 135-151. https:\/\/doi.org\/10.18069\/fusbed.51605<\/li>\n
          5. Ero\u011flu, M. (2020). Etnik kimlik, sava\u015f ve g\u00f6\u00e7 olgular\u0131n\u0131n \u00e7ocuklar v\u0259 ergenler \u00fcz\u0259rind\u0259ki psixolojik etkileri. Uluslararas\u0131 Sosyal Bilgilerde Yeni Yakla\u015f\u0131mlar Dergisi, 4 (1), 94-105. https:\/\/doi.org\/10.38015\/sbyy.721964<\/li>\n
          6. Ersoy, A. F., & Kocaman, F. (2021). \u00d6\u011frenci refah\u0131na y\u00f6nelik \u00e7al\u0131\u015fmalarda okul sosyal hizmet uzmanlar\u0131 ve \u00f6\u011fretmenlerin yetki s\u0131n\u0131rlar\u0131. Uluslararas\u0131 T\u00fcrk K\u00fclt\u00fcr Co\u011frafyas\u0131nda Sosyal Bilimler Dergisi, 6 (1), 79-92.<\/li>\n
          7. Gencer, T. E. (2017). G\u00f6\u00e7 ve e\u011fitim ili\u015fkisi \u00fcz\u0259rin\u0259 bir de\u011ferlendirme: Suriyeli \u00e7ocuklar\u0131n e\u011fitim gereksinimi ve okulla\u015fma s\u00fcre\u00e7lerinde kar\u015f\u0131la\u015ft\u0131klar\u0131 g\u00fc\u00e7l\u00fckler. Uluslararas\u0131 Sosyal Ara\u015ft\u0131rmalar Dergisi, 10, 839-851. http:\/\/dx.doi.org\/10.17719\/jisr.20175434652<\/li>\n
          8. \u0130ncekar, M. \u00c7., & Y\u0131ld\u0131z, S. (2022). Sava\u015ftan etkilenen \u00e7ocuklar\u0131n sa\u011fl\u0131k sorunlar\u0131: Sistematik derleme. Y\u00fcksek \u0130htisas \u00dcniversitesi Sa\u011fl\u0131k Bilimleri Dergisi, 3, 62-68. https:\/\/doi.org\/10.51261\/yiu.2022.00049<\/li>\n
          9. Karako\u00e7, S. (2022). Sava\u015f\u0131n \u00e7ocuklar \u00fczerinde etkisi. Klinik Psikiyatri Dergisi, 25, 3-4. http:\/\/doi.org\/10.5505\/kpd.2022.03323<\/li>\n
          10. K\u0131l\u0131\u00e7, G., & \u00d6zkor, D. (2019). Sureyli \u00e7ocuklar\u0131n e\u011fitimi ara\u015ft\u0131rma raporu. Mavi Kalem Sosyal Yard\u0131mla\u015fma ve Dayan\u0131\u015fma Derne\u011fi, 5, 1-65.<\/li>\n
          11. Maya Vakf\u0131. (2019). Travmaya duyarl\u0131 okul program\u0131. https:\/\/www.mayavakfi.org\/wp-content\/uploads\/2020\/09\/FINAL_Maya-Vakfi_Travmaya-Duyarli-Okul-Programi_RAPOR.pdf<\/li>\n
          12. Sezgin, F., & T\u0131nmaz, A. (2017). Okulun sosyal sorumluluk rol\u00fc hakk\u0131nda okul m\u00fcd\u00fcr\u00fc, s\u0131n\u0131f ve sosyal bilgiler \u00f6\u011fretmenlerinin g\u00f6r\u00fc\u015fleri. T\u00dcBAV Bilim Dergisi, 10 (2), 77-92.<\/li>\n<\/ol>\n

            \u00a0<\/strong><\/p>\n

            \u00a0<\/strong><\/p>\n

            Gunay Rustamli, Zahra Zeynalova,\u00a0<\/strong>Neymat Rustamli<\/strong><\/p>\n

            SCHOOLS’ ROLE IN ENHANCING WELL-BEING OF <\/strong>WAR-AFFECTED STUDENTS<\/strong><\/p>\n

            \u00a0<\/strong>Abstract<\/strong><\/p>\n

            \u00a0<\/strong><\/p>\n

            This capstone project thoroughly examines the role of secondary schools in improving the well-being of high school students who have experienced trauma and hardship due to war, particularly in schools located in the former frontline areas of the Aghdam region. Based on a survey conducted with students, the social, emotional, and psychological well-being of students is explored under the topics of “student emotions” and “school environment.”<\/p>\n

            The research findings emphasize that both academic and extracurricular activities offered by schools can significantly enhance students’ emotional and intellectual well-being. These activities play a crucial role in supporting students’ emotional and social development, helping them cope with the stress, fear, and trauma experienced during the war. The results and recommendations suggest that, drawing on international experience, various improvements can be made to further support the well-being of students in these schools, transforming them into nurturing environments.<\/p>\n

            Keywords: <\/strong>armed conflict, war trauma, student well-being, role of school, Aghdam region<\/p>\n

             <\/p>\n

            \u0413\u044e\u043d\u0430\u0439 \u0420\u0443\u0441\u0442\u0430\u043c\u043b\u0438, \u0417\u0430\u0445\u0440\u0430 \u0417\u0435\u0439\u043d\u0430\u043b\u043e\u0432\u0430,\u00a0<\/strong>\u041d\u0435\u0439\u043c\u0430\u0442\u0430 \u0420\u0443\u0441\u0442\u0430\u043c\u043b\u0438<\/strong><\/p>\n

            \u0420\u041e\u041b\u042c \u041e\u0411\u0420\u0410\u0417\u041e\u0412\u0410\u0422\u0415\u041b\u042c\u041d\u042b\u0425 \u0423\u0427\u0420\u0415\u0416\u0414\u0415\u041d\u0418\u0419 \u0412 \u0423\u041b\u0423\u0427\u0428\u0415\u041d\u0418\u0418 <\/strong>\u0411\u041b\u0410\u0413\u041e\u041f\u041e\u041b\u0423\u0427\u0418\u042f \u0423\u0427\u0410\u0429\u0418\u0425\u0421\u042f, \u041f\u041e\u0421\u0422\u0420\u0410\u0414\u0410\u0412\u0428\u0418\u0425 \u041e\u0422 \u0412\u041e\u0419\u041d\u042b<\/strong><\/p>\n

            \u00a0<\/strong>\u0420\u0435\u0437\u044e\u043c\u0435<\/strong><\/p>\n

             <\/p>\n

            \u0414\u0430\u043d\u043d\u044b\u0439 \u0438\u0441\u0441\u043b\u0435\u0434\u043e\u0432\u0430\u0442\u0435\u043b\u044c\u0441\u043a\u0438\u0439 \u043f\u0440\u043e\u0435\u043a\u0442 \u0434\u0435\u0442\u0430\u043b\u044c\u043d\u043e \u0430\u043d\u0430\u043b\u0438\u0437\u0438\u0440\u0443\u0435\u0442 \u0432\u0430\u0436\u043d\u043e\u0441\u0442\u044c \u0438 \u0440\u043e\u043b\u044c \u0441\u0440\u0435\u0434\u043d\u0438\u0445 \u0448\u043a\u043e\u043b \u0432 \u0443\u043b\u0443\u0447\u0448\u0435\u043d\u0438\u0438 \u0431\u043b\u0430\u0433\u043e\u043f\u043e\u043b\u0443\u0447\u0438\u044f \u0443\u0447\u0430\u0449\u0438\u0445\u0441\u044f IX, X \u0438 XI \u043a\u043b\u0430\u0441\u0441\u043e\u0432, \u043a\u043e\u0442\u043e\u0440\u044b\u0435 \u043f\u0435\u0440\u0435\u0436\u0438\u043b\u0438 \u0442\u0440\u0430\u0432\u043c\u044b \u0432 \u0440\u0435\u0437\u0443\u043b\u044c\u0442\u0430\u0442\u0435 \u0432\u043e\u0439\u043d\u044b, \u0432 \u0443\u0447\u0435\u0431\u043d\u044b\u0445 \u0437\u0430\u0432\u0435\u0434\u0435\u043d\u0438\u044f\u0445, \u0440\u0430\u0441\u043f\u043e\u043b\u043e\u0436\u0435\u043d\u043d\u044b\u0445 \u043d\u0430 \u0431\u044b\u0432\u0448\u0435\u0439 \u043b\u0438\u043d\u0438\u0438 \u0444\u0440\u043e\u043d\u0442\u0430 \u0432 \u0410\u0433\u0434\u0430\u043c\u0441\u043a\u043e\u043c \u0440\u0430\u0439\u043e\u043d\u0435. \u041d\u0430 \u043e\u0441\u043d\u043e\u0432\u0435 \u043e\u043f\u0440\u043e\u0441\u0430, \u043f\u0440\u043e\u0432\u0435\u0434\u0435\u043d\u043d\u043e\u0433\u043e \u0441\u0440\u0435\u0434\u0438 \u0448\u043a\u043e\u043b\u044c\u043d\u0438\u043a\u043e\u0432, \u0438\u0437\u0443\u0447\u0430\u044e\u0442\u0441\u044f \u0438\u0445 \u0441\u043e\u0446\u0438\u0430\u043b\u044c\u043d\u043e\u0435, \u044d\u043c\u043e\u0446\u0438\u043e\u043d\u0430\u043b\u044c\u043d\u043e\u0435 \u0438 \u043f\u0441\u0438\u0445\u043e\u043b\u043e\u0433\u0438\u0447\u0435\u0441\u043a\u043e\u0435 \u0441\u043e\u0441\u0442\u043e\u044f\u043d\u0438\u0435 \u0432 \u0440\u0430\u043c\u043a\u0430\u0445 \u0442\u0435\u043c \u00ab\u044d\u043c\u043e\u0446\u0438\u0438 \u0443\u0447\u0430\u0449\u0438\u0445\u0441\u044f\u00bb \u0438 \u00ab\u0448\u043a\u043e\u043b\u044c\u043d\u0430\u044f \u0441\u0440\u0435\u0434\u0430\u00bb.<\/p>\n

            \u0420\u0435\u0437\u0443\u043b\u044c\u0442\u0430\u0442\u044b \u0438\u0441\u0441\u043b\u0435\u0434\u043e\u0432\u0430\u043d\u0438\u044f \u043f\u043e\u0434\u0447\u0435\u0440\u043a\u0438\u0432\u0430\u044e\u0442, \u0447\u0442\u043e \u0437\u0430\u043d\u044f\u0442\u0438\u044f \u0438 \u0432\u043d\u0435\u043a\u043b\u0430\u0441\u0441\u043d\u044b\u0435 \u043c\u0435\u0440\u043e\u043f\u0440\u0438\u044f\u0442\u0438\u044f, \u043f\u0440\u0435\u0434\u043b\u0430\u0433\u0430\u0435\u043c\u044b\u0435 \u0448\u043a\u043e\u043b\u0430\u043c\u0438, \u043c\u043e\u0433\u0443\u0442 \u0441\u0443\u0449\u0435\u0441\u0442\u0432\u0435\u043d\u043d\u043e \u0443\u043b\u0443\u0447\u0448\u0438\u0442\u044c \u0434\u0443\u0445\u043e\u0432\u043d\u043e\u0435 \u0438 \u0438\u043d\u0442\u0435\u043b\u043b\u0435\u043a\u0442\u0443\u0430\u043b\u044c\u043d\u043e\u0435 \u0431\u043b\u0430\u0433\u043e\u043f\u043e\u043b\u0443\u0447\u0438\u0435 \u0443\u0447\u0430\u0449\u0438\u0445\u0441\u044f. \u042d\u0442\u0438 \u043c\u0435\u0440\u043e\u043f\u0440\u0438\u044f\u0442\u0438\u044f \u043e\u043a\u0430\u0437\u044b\u0432\u0430\u044e\u0442 \u043f\u043e\u043b\u043e\u0436\u0438\u0442\u0435\u043b\u044c\u043d\u043e\u0435 \u0432\u043b\u0438\u044f\u043d\u0438\u0435 \u043d\u0430 \u044d\u043c\u043e\u0446\u0438\u043e\u043d\u0430\u043b\u044c\u043d\u043e\u0435 \u0438 \u0441\u043e\u0446\u0438\u0430\u043b\u044c\u043d\u043e\u0435 \u0440\u0430\u0437\u0432\u0438\u0442\u0438\u0435 \u0448\u043a\u043e\u043b\u044c\u043d\u0438\u043a\u043e\u0432, \u043f\u043e\u043c\u043e\u0433\u0430\u044f \u0438\u043c \u043f\u0440\u0435\u043e\u0434\u043e\u043b\u0435\u0442\u044c \u0441\u0442\u0440\u0435\u0441\u0441, \u0441\u0442\u0440\u0430\u0445 \u0438 \u0442\u0440\u0430\u0432\u043c\u044b, \u043f\u043e\u043b\u0443\u0447\u0435\u043d\u043d\u044b\u0435 \u0432\u043e \u0432\u0440\u0435\u043c\u044f \u0432\u043e\u0439\u043d\u044b. \u0412 \u0438\u0441\u0441\u043b\u0435\u0434\u043e\u0432\u0430\u043d\u0438\u0438 \u043f\u0440\u0435\u0434\u0441\u0442\u0430\u0432\u043b\u0435\u043d\u044b \u043f\u0440\u0435\u0434\u043b\u043e\u0436\u0435\u043d\u0438\u044f \u043f\u043e \u0432\u043d\u0435\u0434\u0440\u0435\u043d\u0438\u044e \u0443\u043b\u0443\u0447\u0448\u0435\u043d\u0438\u0439 \u043d\u0430 \u043e\u0441\u043d\u043e\u0432\u0435 \u043c\u0435\u0436\u0434\u0443\u043d\u0430\u0440\u043e\u0434\u043d\u043e\u0433\u043e \u043e\u043f\u044b\u0442\u0430, \u043d\u0430\u043f\u0440\u0430\u0432\u043b\u0435\u043d\u043d\u044b\u0445 \u043d\u0430 \u043f\u043e\u0432\u044b\u0448\u0435\u043d\u0438\u0435 \u0431\u043b\u0430\u0433\u043e\u043f\u043e\u043b\u0443\u0447\u0438\u044f \u0443\u0447\u0430\u0449\u0438\u0445\u0441\u044f \u0432 \u0448\u043a\u043e\u043b\u0430\u0445 \u043d\u0430 \u0431\u044b\u0432\u0448\u0435\u0439 \u043b\u0438\u043d\u0438\u0438 \u0444\u0440\u043e\u043d\u0442\u0430, \u0447\u0442\u043e\u0431\u044b \u0441\u043e\u0437\u0434\u0430\u0442\u044c \u0431\u043b\u0430\u0433\u043e\u043f\u0440\u0438\u044f\u0442\u043d\u0443\u044e \u0441\u0440\u0435\u0434\u0443 \u0434\u043b\u044f \u0438\u0445 \u0440\u0430\u0437\u0432\u0438\u0442\u0438\u044f.<\/p>\n

             <\/p>\n

            \u041a\u043b\u044e\u0447\u0435\u0432\u044b\u0435 \u0441\u043b\u043e\u0432\u0430: <\/strong>\u0432\u043e\u043e\u0440\u0443\u0436\u0435\u043d\u043d\u044b\u0439 \u043a\u043e\u043d\u0444\u043b\u0438\u043a\u0442, \u0432\u043e\u0435\u043d\u043d\u0430\u044f \u0442\u0440\u0430\u0432\u043c\u0430, \u0431\u043b\u0430\u0433\u043e\u043f\u043e\u043b\u0443\u0447\u0438\u0435 \u0443\u0447\u0430\u0449\u0438\u0445\u0441\u044f, \u0440\u043e\u043b\u044c \u0448\u043a\u043e\u043b\u044b, \u0410\u0433\u0434\u0430\u043c\u0441\u043a\u0438\u0439 \u0440\u0435\u0433\u0438\u043e\u043d<\/p>\n

            Download\u00a0 \u00a0\"\"<\/a><\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

              G\u00fcnay R\u00dcST\u018fML\u0130, ADA universitetinin magistrant\u0131, T\u0259hsil fak\u00fclt\u0259si ID n\u00f6mr\u0259si: P000017080 E-mail: rustemligunay91@gmail.com \u00a0 Z\u0259hra ZEYNALOVA ADA universitetinin magistrant\u0131, T\u0259hsil fak\u00fclt\u0259si ID n\u00f6mr\u0259si: P000016932 E-mail: goygol_lisey@mail.ru \u00a0 Neym\u0259t R\u00dcST\u018fML\u0130 ADA universitetinin magistrant\u0131, T\u0259hsil fak\u00fclt\u0259si ID n\u00f6mr\u0259si: P000016534 E-mail: turksoylu@mail.ru Elmi r\u0259hb\u0259r: Dr. Qo\u015fqar M\u0259h\u0259rr\u0259mov \u00a0 X\u00fclas\u0259: Bu layih\u0259 A\u011fdam rayonunun ke\u00e7mi\u015f c\u0259bh\u0259 x\u0259ttind\u0259 yerl\u0259\u015f\u0259n m\u0259kt\u0259bl\u0259rind\u0259 […]<\/p>\n","protected":false},"author":3,"featured_media":1201,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-1200","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-cild-1--1"],"_links":{"self":[{"href":"https:\/\/socialresearchjournal.az\/index.php\/wp-json\/wp\/v2\/posts\/1200","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/socialresearchjournal.az\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/socialresearchjournal.az\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/socialresearchjournal.az\/index.php\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/socialresearchjournal.az\/index.php\/wp-json\/wp\/v2\/comments?post=1200"}],"version-history":[{"count":3,"href":"https:\/\/socialresearchjournal.az\/index.php\/wp-json\/wp\/v2\/posts\/1200\/revisions"}],"predecessor-version":[{"id":1325,"href":"https:\/\/socialresearchjournal.az\/index.php\/wp-json\/wp\/v2\/posts\/1200\/revisions\/1325"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/socialresearchjournal.az\/index.php\/wp-json\/wp\/v2\/media\/1201"}],"wp:attachment":[{"href":"https:\/\/socialresearchjournal.az\/index.php\/wp-json\/wp\/v2\/media?parent=1200"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/socialresearchjournal.az\/index.php\/wp-json\/wp\/v2\/categories?post=1200"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/socialresearchjournal.az\/index.php\/wp-json\/wp\/v2\/tags?post=1200"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}