Author :
Abstract
Önemli bir iletişim şekli olan dokunma, diğer iletişim biçimleriyle karşılaştırılamayacak kadar farklı bir gereksinimdir ve bireylerin sağlıklı gelişiminde önemli rol oynamaktadır. Çalışmalar; dokunmanın özellikle eğitim ortamında öğrencilerin sınıf performansını artırdığını ve olumlu davranış göstermelerine yardımcı olduğunu göstermiştir. Ancak dokunmaya yüklenen anlamlar, yorumlar, tepkiler ve dokunmayı çevreleyen tabu, okul ortamında sınırlı araştırmalar yapılmasına neden olmuştur. Mevcut çalışmalar, fiziksel temasın; şekli, süresi, gerekçesi gibi belirli yönlerinin ve gerçekleştiği bağlamın da yorumlanma biçimini etkileyebileceğini göstermiştir. Günümüzde öğretmen öğrenci ilişkisinde yaşanan sorunların fiziksel temas bağlamında dile getirilmesi ve adli soruşturmaya yol açacak düzeyde yaşanması, konuya hassasiyet gösterilmesini gerektirmektedir. Bu hassasiyet, belirli durumlarda öğrenci ihtiyaçlarını, isteklerini, ilgi alanlarını ve amaçlarını ayırt etmeyi ve uygun şekilde karşılık verme yeteneğini içermektedir. Bu çalışmanın amacı, öğretmen- öğrenci ilişkisinde dokunma konusuna ilişkin görüşleri ve ikilemleri ortaya koyarak tartışılmasını sağlamaktır. Bu amaçla ilgili literatür anahtar kelimeler kullanılarak taranmıştır. Konuya ilişkin araştırmaların sınırlı olması nedeniyle çalışmanın alana katkı sağlayacağı düşünülmektedir.
Keywords
Abstract
Touch, which is an important form of communication, is a very different requirement that cannot be compared with other forms of communication and plays an important role in the healthy development of individuals. Studies; has shown that touching helps students improve classroom performance and behave positively, especially in the context of education. However, the meanings, interpretations, reactions and taboo surrounding the touch has been caused limited research in the school environment. Current studies of physical contact or touch; It has shown that its form, duration, rationale, and context in which it takes place can affect the way it is interpreted. Today, it is necessary to show sensitivity to the subject since the problems experienced in the teacher-student relationship are expressed in the context of physical contact and are experienced in a way that will lead to a judicial investigation. This sensitivity also includes the ability to distinguish and respond to student needs, wishes, interests and goals in certain situations. The aim of this study is to reveal the opinions and dilemmas about touch in teacher-student relationship and to eliminate them. For this purpose, the relevant literature has been scanned. It is thought that this study will contribute to the field since the researches on the subject are limited.
Keywords
- Andrzejewski, C. E., Davis. H. A. (2008). Human contact in the classroom: Exploring how teachers talk about and negotiate touching students. Teaching and Teacher Education, 24(3), 779-794.
- Andersson, J., O¨ hman, M., Garrison, J. (2016). Physical education teaching as a caring act—
- Appleton, J, (2005). Losing Touch. The Guardian. Retrieved February 20th, 2008 from http://www.guardian.co.uk/education/2005/feb/08/schools.uk.
- Aultman, P., Meca, W. J., Schutz, P. A. (2009). Boundary Dilemmas in Teacher-Student Relationships: Struggling with "the Line" Teaching and Teacher Education: An International Journal of Research and Studies, v25 n5 p636-646 Jul.
- Bell, L. A. (2010). Storytelling for Social Justice: Connecting arrative and the arts in anrtiracist teaching: Newyork: Routletge.
- Blackwell, P. L. (2000). The influence of touch on child development: Implications for intervention. Infants and Young Children, 13, 25–39.
- Bystrova, K., Ivanova, V., Edhborg, M., Matthiesen, A.S., Ransjö-Arvidson, A.B. Mukhamedrakhimov, R., Uvnäs-Moberg, K., Widström, A. M. (2009). Early contact versus separation: effects on mother-infant interaction one year later. Birth. 36:97–109.
- Cascio, C. J, Moore, D. J., McGlone, F. P. (2019).Social touch and human development. Developmental Cognitive Neuroscience 35: 5–1.
- Cascio, C. J. (2010). Somatosensory processing in neurodevelopmental disorders. J. Neurodev. Disord. 2:62–69.
- Caulfied, R. (2000). Beneficial Effects of Tactile Stimulation on Early Development Early Childhood Education 27 (4) 255-257.
- Cekaite, A. (2010). Shepherding the child: embodied directive sequences in parent--child interactions. Text Talk 30 (1), 1--25.
- Cekaite, A. (2012). Affective stances in teacher-novice student interactions: language, embodiment, and willingness to learn. Lang. Soc. 41, 641—670.
- Crump, C. A. (1996).Teacher immediacy: What students consider to be effective teacher behaviors. (ERIC Document Reproduction Service No. ED 390 099).
- De León, L.(1998). The emergentparticipant:interactive patterns in the socialization of Tzoltzil (Mayan )infants.J.Linguist.Anthropol.8, 131--161.
- De León, L. (2012). Language socialization and multiparty participation frameworks. In: Duranti, A., Ochs, E. & Schieffelin, B. (Eds), The handbook of language socialization. Malden: Wiley Blackwell, pp. 81-112.
- Drotner, K. (1999). Dangerous media? Panic discourses and dilemmas of modernity. Paedagogica Historica, 35(3): 593–619.
- Eaves, D. G., Leathers, M. (2017). Successful Nonverbal Communication: Principles and Applications (5th ed.), Abingdon, UK:Routledge.
- Fenichel., O. (1974). Nevrozların Pskoanalitik Teorisi, Ege Üniversitesi Yayınları, İzmir. Sf.63.
- Field, T., Grizzle, N., Scafidi, F. Abrams, S., Richardson, S., Kuhn, C., et al. (1996). Massage therapy for infants of depressed mothers. Infant Behaviour and Development, 19, 107-112.
- Field, T. (1999). American Adolescents Touch Each Other Less And Are More Aggressive Towards Their Peers As Compared To French Adolescents. Adolescence, 31(124), 9031000.
- Field, T. (1999). Preschoolers in America are touched less and are more aggressive than preschoolers in France. Early Childhood Development and Care, 151, 11–17.
- Field, T. (2000). Touch therapy. London: Churchill Livingstone.
- Field, T., Hernandez-Reif, M., (2001). Sleep problems in infants decrease following massage therapy. Early Child Development and Care, 168, 95-104.
- Field, T. (2002). Touch, Massachusetts: MIT Press. Cambridge.
- Finkelhar, D., Meyer Williams, L. (1998). Nursery Crimes: Sexual abuse in day care. CA: Sage.
- Fleck, B., Chavajay. P. (2009). “Physical Interactions Involving Preschoolers and Kindergartners in a Childcare Center.” Early Childhood Research Quarterly 24: 284.
- Frymier, A. B., Mongeau, P. A. (1997). Communicating With Touch ın the Teacher/Student Relationship. (ERIC Document Reproduction Service No. ED 427 378).
- Frymier, A.B., Mongeau, P. A. (1988). Differentiating Comfortable from Uncomfortable Teacher-Student Touches II: Hugs, Hits, and Handshakes. . Paper presented at the annual meeting of the Eastern Communication Association, Saratoga Springs, NY, April..p.7
- Furedi, F. (2002). Culture of fear: Risk taking and the morality of low expectation. London: Continuum
- Gallace, A., Spence, C. (2010).The science of interpersonal touch: an overview. Neurosci. Biobehav. Rev. 34: 246–259.
- Goodwin, M. (2006). Marjorie In press. Haptic sociality. The embodied interactive construction of intimacy through touch. In: Meyer, C., Streeck, J. & Scott Jordan, J. (Eds.), Intercorporeality: Beyond the body. Oxford: Oxford University Press.
- Goodwin, M. H., Cekaite, A. (2013). Calibration in directive/response sequences in family interactions. J. Pragmat. 46, 122--138.
- Green, L. (2016). The Trouble with Touch? New Insights and Observations on Touch for Social Work and Social Care, British Journal of Social Work 47, 773–792. doi: 10. 1093/bjsw/bcw071.
- Güneş, A. (2011). Hz. Peygamber'in Egitimde Fiziksel Temas Yoluyla Duygusal İletişim Kurmasının Din Egitimi Açısından Değerlendirilmesi. C.Ü. ilahiyat Fakültesi Dergisi. Cilt: XV, Sayı: 2 Sayfa: 235-253.
- Hall, S., Critcher, C., Jefferson, J., Clarke, J., Roberts, B. (1978). Policing the crisis: mugging, the state, and law and order, New York: Holmes & Meier Publishers.
- Hamedoğlu, M. A. (2014). Sınıf İçi İletişim, M. Çelikten ve M. Teyfur (Editör), Yaplandırmacı yaklaşıma göre sınıf yönetimi içinde, (s.133-168), Ankara: Anı Yayıncılık.
- Harris, S. (2008). Teachers ordered not to risk touching children for fear of legal action. Daily Mail. Retrieved May 25th, 2008 from http://www.dailymail.co.uk/news/article518289/Teachers-orderedrisk-touching-children.
- Harrison, L. L., Leeper, J., Yoon, M. (1991). “Early Parental touch and preterm Infants. JOGN Nursing 20:4.
- Hertenstein, M. (2002). Touch: Its communicative functions in infancy. Human Development, 45, 70-94.
- Hoff-Sommers, C. (2000). The war against boys. New York: Simon and Shuster.
- Hollinger, L. M., Buschmann, M. B. (1993). Factors influencing the perception of touch by elderly nursing home residents and their health caregivers. International Journal of Nursing Studies, 30(5), 445–461
- Johnson, D.W., Johnson, F. (1997). Joining togeth-er: Group theory and group skills (6th ed.). Boston: Allyn & Bacon.
- Johnson, R. T. (2000). Hands Off! The disappearance of touch in the care of children, New York: Peter Lang Publishing.
- Johnson, D. W., Johnson, R. T. (2003). Student motivation in co-operative groups: Social interdependence theory. In R. M. Gillies & A. F. Ashman (Eds.), Co-operative learning: The social and intellectual outcomes of learning in groups (p. 136–176). Routledge.
- Jones, A. (2002). Risk anxiety in the classroom: Teachers touching children. Presented at the British Education Research Association Annual Conference, University of Exeter, England.
- Jones, A. (2003a). Primary Teacher Trainees: identify formation in an age of anxiety. Asia Pacific Journal of Teacher Education, 31(3), 181-193. 82.
- Jones, A. (2004). “Social Anxiety, Sex, Surveillance and the ‘Safe’ Teacher.” British Journal of Sociology of Education 24 (1): 53–66. doi:10.1080/0142569032000155935.
- Katz, D. (1989). The World of Touch, trans. L. E. Krueger (Hillsdale, NJ, Lawrence Erlbaum Associates).
- Lahelma, E. (2000). Lack of male teachers: a problem for students or teachers? Pedagogy, Culture and Society, 8, 173-186.
- Lange-Alberts M, Shott S.(1994). Nutritional Intake: Use of Touch and Verbal Cueing. Journal of Gerontological Nursing. 20(2):36–40.
- Le Breton, D. (2003) ‘Touching another in suffering’, Revue de Sciences Sociales, 31, pp. 200– 5.
- Legg, A., Wilson, H. J. (2013). Instructor touch enhanced college students’ evaluations. Social Psychology of Education. Volume 16, Issue 2, pp 317–327.
- Linden, D.J. (2015). Touch: The Science of Hand, Hearth and mind. Newyork. Penguin.
- Maclean, K. (2003) ‘The impact of institutionalization on child development’, Development and Psychopathology, 15, pp. 853–84.
- Martirosyan, M. (2008). Lack of adult male role models in secondary schools of Aremenia and its impact on Armenian male teenagers conceptualisations of masculinity. Journal of Education and Human Development, 2(1), 1 – 18.
- Mazur, S. Pekor, C. (1985). Can teachers touch children anymore: physical contact and its value in child development. Young Children, 40, 10–12.
- Mc Callum, K. (2006). Close-up. [Television broadcast]. Television New Zealand, TV1.
- McCarthy, A. (2008). Arms length schooling- BBC World News. Retrieved December 18, 2008, from http://news.bbc.co.uk/2/hi/uk_news/politics/7725563.stm
- McIlvenny, P. (2009). Communicating a ‘‘time-out’’ in parent–child conflict: Embodied interaction, domestic space and discipline in a reality TV parenting programme. Journal of Pragmatics 41. 2017–2032.
- McWilliam, E. Jones, A. (2005). An unprotected species? On teachers as risky subjects.
- British Educational Research Journal, 31,109-120. https://doi.org/10.1080/0141192052000310056.
- Mehrabian, A. (1969). Measures of achieving tendency. Educational and Psychological Measurement, 29, 445-451.
- Morris, D. (1986). Sevmek, Dokunmaktır. İnkılâp Kitabevi, İstanbul
- Nelson, B. (2004). Myths about men who work with young children. Child Care Information Exchange, 160, 16-17.
- Ochs, E., Solomon, O., Sterponi, L.(2005). Limitations and transformations of habitus in child- directed communication. Discourse Studies 7 (4-5), 547-583.
- Öhman, M. (2017). Losing touch – Teachers’ self-regulation in physical education 2017, Vol. 23(3) 297–310 European Physical Education Revie sagepub.co.uk/journalsPermissions.nav DOI: 10.1177/1356336X15622159 journals.sagepub.com/home/epe.
- Palmquist S. (2001) Touch: Sexual Harassment or Sacred Healing? http://www.hkbu.edu.hk/~ppp/srp/arts/Touch.html.
- Piper, H., Smith, H. (2003). Touch in Educational and Child Care Settings: Dilemmas and Responses', British Educational Research Journal, 29 (6) 879-894.
- Piper, H., Stronach, I. (2008). Don’t Touch! the Educational Story of Panic. London: Routledge.
- Powell, J. (2001). Making Contact Community Care. 12 April, p.22.
- Reite, M., (1990). Touch, attachment, and health: is there a relationship? In: Bernard, K.E., Brazelton, T.B. (Eds.), Touch: The Foundation of Experience. International Universities Press, Madison, WI, pp. 195–228.
- Rueger, A. R. (2001). Dokunmanın Mtluluğu, (s.9-14) Okyanıs Yayıncılık, İstanbul.
- Sargent, P. (2001). Real men or real teachers: Contradictions in the lives of men elementary teachers. Harriman, TN: Men's Studies Press, (2001), 248 pp.
- Scott, C. (2013). “The Australian Situation: Not so Touchy?” Sport, Education and Society 18 (5): 599–614. doi:10.1080/13573322.2012.717067.
- Shapiro, L.E. (2004). 101 Ways To Teach Chıldren Socıal Skılls. A Ready-To-Use, Reproducıble Actıvıty Book. ISBN10: 1-56688-725-9. ISBN 13: 978-1-56688-725-0.
- Sharp, H., Pickles A., Meaney, M., Marshall, K., Tibu, F., Hill, J. (2012). Frequency of infant stroking reported by mothers moderates the effect of prenatal depression on infant behavioural and physiological outcomes. PLoS ONE. 7, e45446.
- Slunt, E. T. (1994) Living the Call Authentically, in M. E. Lashley, M. T. Neal, E. T. Slunt, L. M. Berman & F. H. Hultgren Being Called To Care Albany, Suny (Eds Press).
- Skelton, C. (2001). Schooling the boys. Buckingham: Open University Press.
- Skelton, C. (2003). Male primary teachers and perceptions of masculinity Education Review, 55(2), 195-209.
- Smith, H. (2000. Touch in Childcare Settings: investigating the conflict between policy and practice unpublished dissertation, Manchester Metropolitan University.
- Tobin, J. (1997) Making a place for pleasure in early childhood education New Haven and London, Yale University Press.
- Trevitt, C. (2006). Teachers can touch children, says union. The New Zealand Herald. p.A23.
- Trower, C. (2001). Promoting child mental health through massage in primary schools. Manchester, England.
- Tulbert, E., Goodwin, M:H:. (2011). "Choreographies of Attention: Multimodality in a Routine Family Activity." In Embodied Interaction: Language and Body in the Material World, edited by Jurgen Streeck, Charles Goodwin, and Curt D. LeBaron, 79-92. Cambridge, UK: Cambridge University Press.
- Wang, R., Quek, F. (2010). Touch & talk: contextualizing remote touch for affective interaction. In Proceedings of the fourth international conference on Tangible, embedded, and embodied interaction (pp. 13-20). ACM.
- Weiss, S. (1990). Effects of differential touch on nervous system arousal of patients recovering from cardiac disease. Heart and Lung, 19, 474–480.
- Wilhelm, F., Kochar, A., Roth, W., Gross, J. (2001). Social anxiety and response to touch: incongruence between self-evaluative and physiological reactions. Biological Psychology, 58, 181-202.
- Wilson, J. H., Stadler, J. R., Schwartz, B. M., Goff, D. M. (2009). Touching your students: the impact of a handshake on the first day of class. Journal of the Scholarship of Teaching and Learning, Vol. 9, No. 1, pp. 108- 117.
- Zirkel, P.A. (2000). Don’t Touch! Principal 79 (4) 77-79. Today, the subject of touch in teacher-student communication has started to attract attention
