https://tijseg.org/index.php/tijseg/issue/feed Turkish International Journal of Special Education and Guidance & Counselling ISSN: 1300-7432 2024-07-01T21:30:29+00:00 M. Engin Deniz, Prof. Dr. editor.tijseg@gmail.com Open Journal Systems <p><strong>Turkish International Journal of Special Education and Guidance &amp; Counselling (TIJSEG)</strong></p> <p><strong>Period:</strong> 2 Issue / Year (one issue in June and one in December)</p> <p><strong>ISSN:</strong>1300-7432</p> <p><strong><u><a href="http://tijseg.org/index.php/tijseg/article/view/130">TIJSEG_Manuscript_Template</a></u></strong></p> <p><strong>Indexing &amp; Abstracting</strong></p> <p><strong><img src="https://tijseg.org/public/site/images/oguzserin/gift-4.png" alt="" width="663" height="70" /></strong></p> <p><strong><u><a href="https://www.ebsco.com/products/research-databases/central-eastern-european-academic-source-ceeas" target="_blank" rel="noopener">EBSCO</a></u><a href="https://www.ebsco.com/products/research-databases/central-eastern-european-academic-source-ceeas" target="_blank" rel="noopener">-</a></strong><strong>Central &amp; Eastern European Academic Source (CEEAS)</strong></p> <p><strong><u><a href="http://www.turkegitimindeksi.com/Search.aspx?where=journal&amp;field=all&amp;text=tijseg">Turkish Education Index </a></u></strong><strong><em>(TEI)</em></strong></p> <p><strong><u><a href="https://asosindex.com.tr/index.jsp?modul=journal-page&amp;journal-id=1474">ASOS Index</a></u></strong></p> <p><strong><u><a href="https://scholar.google.com.tr/citations?hl=tr&amp;user=80g33TEAAAAJ&amp;view_op=list_works&amp;sortby=pubdate" target="_blank" rel="noopener">Google Scholar</a></u></strong></p> <p>The Turkish International Journal of Special Education, and Guidance &amp; Counselling (TIJSEG) is an open-access, electronic-only, peer-reviewed, and professional scientific journal which publishes papers to international audiences of educational researchers. This journal is published biannually (one issue in June and one in December). The article is to be submitted in English since 2020 (Volume 9 Issue 1).</p> <p>TIJSEG is a multidisciplinary journal, committed to no single approach, discipline, methodology or paradigm. TIJSEG aims to provide researchers with scholarly discourses, theories, research methods, and findings. Therefore, the journal accepts manuscripts related to all aspects of the field of special education, and guidance &amp; counceling. It is also keen to help make connections among international researchers. TIJSEG focuses on theoretical issues and pedagogical practices in special education, and guidance &amp; counceling. TIJSEG publishes research studies employing a variety of qualitative and/or quantitative methods and approaches in the field of special education, and guidance &amp; counceling. The selection of articles for publication is based on their contribution to the field of "special education, and guidance &amp; counceling", clarity of presentation, adequacy of research methodology, and significance of research findings. According to the publication policy of the Turkish International Journal of Special Education, and Guidance &amp; Counselling (TIJSEG), <strong>the plagiarism rate must not exceed 15%.</strong></p> https://tijseg.org/index.php/tijseg/article/view/239 Message from the Editor 2024-07-01T21:30:29+00:00 Prof.Dr. M Engin Deniz (Editor in Chief) editor.tijseg@gmail.com <p>Message from the Editor</p> <p>I am very pleased to publish first issue in 2024. As an editor of Turkish International Journal of Special Education and Guidance &amp; Counselling (TIJSEG) this issue is the success of the reviewers, editorial board and the researchers. In this respect, I would like to thank to all reviewers, researchers and the editorial board. The articles should be original, unpublished, and not in consideration for publication elsewhere at the time of submission to Turkish International Journal of Special Education and Guidance &amp; Counselling (TIJSEG), For any suggestions and comments on TIJSEG, please do not hesitate to send mail. The countries of the authors contributed to this issue (in alphabetical order): Ethiopia, Ghana, Nigeria, Thailand, and Türkiye.</p> <p>Prof.Dr. M. Engin DENİZ</p> <p>Editor in Chief</p> 2024-06-30T00:00:00+00:00 Copyright (c) 2024 Turkish International Journal of Special Education and Guidance & Counselling ISSN: 1300-7432 https://tijseg.org/index.php/tijseg/article/view/238 The complete issue 2024-07-01T21:28:25+00:00 The Complete Issue: volume 13 issue 1 2024 editor.tijseg@gmail.com <p>The Complete Issue: volume 13 issue 1 2024</p> 2024-06-30T00:00:00+00:00 Copyright (c) 2024 by author(s) https://tijseg.org/index.php/tijseg/article/view/224 AI COUNSELLING TECHNIQUE: ENHANCING STRESS MANAGEMENT AMONG ENGINEERING STUDENTS WITH PHYSICAL DISABILITY 2024-03-15T00:55:34+00:00 Augusta Nkem MOLOKWU augustamolokwu2021@gmail.com Micheal MOLOKWU michaelmolokwu2024@gmail.com <p>Engineering studies can negatively impact the academic performance and mental health of those with physical disabilities. The impact of Artificial intelligence (AI) counselling technique on stress management of engineering students with physical disability was explored. There’s a dearth of research relating to AI counselling technique and students with physical disabilities. The pretest posttest control group quasi-experimental research design was adopted. Six hypotheses guided the study. Participants were 98 physically challenged engineering students selected across ten institutions of higher learning in Nigeria. Experimental groups and the Control group were all pretested using self-designed Perceived Stress Level Scale (PSLS). The experimental group was treated with AI-enhanced counselling for 5 weeks while the control group was exposed to conventional counselling. Then subjected to PSLS. Percentage, mean, standard deviation and analysis of covariance (ANCOVA) were used. Findings were a significant main effect of AI counseling technique on stress management (F-ratio <sub>(1, 97)</sub> = 7.235), a significant main effect of level of study on stress management (F-ratio <sub>(2, 98)</sub> = 4.409). A significant interaction effect of level of student and AI counseling technique on the stress management (F-ratio <sub>(2, 96)</sub>=5.352) no significant interaction effect of gender, level of study and AI counseling technique was found (F-ratio <sub>(3, 95) </sub>=1.274). Incorporating AI counseling technique for managing stress was recommended.</p> <p><strong>Keywords</strong>: AI counseling, stress management, engineering students, physical disability.</p> <p><strong>REFERENCES</strong></p> <p>Aamlid, C., &amp; Brownfield, K. (2019). We are not different; we just sit: A case study of the lived experiences of five college stu­dents in wheelchairs. <em>Journal of Ethnographic &amp; Qualitative Research, 13</em>(3), 155-168.</p> <p>Arger, K. (2023). 4 AI therapy options reviewed: Do they work? Forbes Health: <a href="https://www.forbes.com/health/mind/ai-%20therapy/">https://www.forbes.com/health/mind/ai- therapy/</a> </p> <p><a href="https://pubmed.ncbi.nlm.nih.gov/37483869/">Bouhouita-Guermech, S., Gogognon, P., &amp; Bélisle-Pipon, J. C. (2023). Specific challenges posed by artificial intelligence in research ethics.</a> <em>Front Artif Intell</em>, <em>6</em>(6), 1149082. doi: 10.3389/frai.2023.1149082..PMID: 37483869</p> <p>Brisson, J., Bélisle-Pipon, J. C., &amp; Ravitsky, V. J. (2023). <a href="https://pubmed.ncbi.nlm.nih.gov/37716717/">Investigating the influence of artificial intelligence on adolescent health: An urgent call to action.</a> <em>Adolesc Health</em>, <em>73</em>(4),795. doi: 10.1016/j.jadohealth. 06.002. PMID: 37716717 </p> <p>Brown, A. (2021). 62 stress management techniques, strategies &amp; activities. Retrieved from <a href="https://positivepsychology.com/stress-management-techniques-tips-burn-out/#techniques-stress-management">https://positivepsychology.com/stress-management-techniques-tips-burn-out/#techniques-stress-management</a> </p> <p>Clavijo-Castillo, R. G., &amp; Bautista-Cerro, M. J. (2020). Inclusive education. Analysis and reflections in Ecuadorian higher education. ALTERIDAD. <em>Revista de Educación</em>, <em>15</em>(1), 113–124.</p> <p>Davies, H. C., Eynon, R., &amp; Salveson, C. (2020). The mobilization of AI in education: A bourdieusean field analysis. Sociology, available at <a href="https://doiorg">https://doi:org/10.1177/0038038520967888</a>.</p> <p>Dwivedi, Y. K., Hughes, L., Ismagilova, E., Aarts, G., Coombs, C., Crick, T., &amp; Williams, M. D. (2021). Artificial intelligence (AI): Multidisciplinary perspectives on emerging challenges, opportunities, and agenda for research, practice, and policy. <em>International Journal of Information Management, 57</em>, 101994. <a href="https://doi.org/10.1016/j.ijinfomgt.2019.08.002">https://doi.org/10.1016/j.ijinfomgt.2019.08.002</a> </p> <p>Frye, B. (2022). <em>Should using an AI text generator to produce academic writing be plagiarism? </em>SSRN 2022; published online Dec 20. https://ssrn.com/abstract=4292283 (preprint).</p> <p>Gaskin, C. J., Imms, C., R. Dagley, G., Msall, M. E., &amp; Reddi­hough, D. (2021). Successfully negotiating life challeng­es: Learnings from adults with cerebral palsy. <em>Qualita­tive Health Research, 31</em>(12), 2176–2193. <a href="https://doi.org/10.1177/10497323211023449">https://doi.org/10.1177/10497323211023449</a> </p> <p>Gibbons, S. (2021). Five stressors in your workplace and how to deal with them. Retrieved from <a href="https://www.forbes.com/sites/serenitygibbons/2021/02/18/5-stressors-in-your-workplace-and-how-to-deal-with-%20them/?sh=79720e8150b8">https://www.forbes.com/sites/serenitygibbons/2021/02/18/5-stressors-in-your-workplace-and-how-to-deal-with- them/?sh=79720e8150b8</a> </p> <p>Gordijn, B., &amp; Have, H. T. (2023). ChatGPT: Evolution or revolution? <em>Medicine, Health Care and Philosophy,</em> <em>26</em>(1), 1-12.</p> <p>Gyasi, F., &amp; Yeboah, K. A. (2020). Stress and stress coping strategies among students with disabilities at college of technology education. <em>Journal of Educational Research, 5</em>(4), 36-52.</p> <p> Odeyemi, O., Awonuga, K. F, Mhlongo, N. Z, Ndubuisi, L. N, Olatoye, F. O., &amp; Daraojimba, A. I. (2024). The role of AI in transforming auditing practices: A global perspective review. <em>World Journal of Advanced Research and Reviews</em>, <em>21</em>(02), 359–370. DOI: <a href="https://doi.org/10.30574/wjarr.2024.21.2.0460">https://doi.org/10.30574/wjarr.2024.21.2.0460</a></p> <p>Hadley, W., Hsu, J., Addison, M. A., &amp; Talbot, D. (2020). Marginality and mattering: The experiences of students with learning disabilities on the college campus. In <em>Accessibility and Diversity in Education: Breakthroughs in Research and Practice</em>, 390-403.</p> <p>Joyce, D. W., Kormilitzin, A., &amp; Smith, K. A. (2023). Explainable artificial intelligence for mental health through transparency and interpretability for understandability. <em>NPJ Digit. Med.</em> <em>6</em>, 6<em>.</em></p> <p>Khare, S., Khare, U., &amp; Chandra, S. (2021). Impact of AI-powered counseling intervention on mental health and stress management of engineering students during the COVID-19 pandemic<em>. International Journal of Educational Technology in Higher Education, 18</em>(1), 1-16.</p> <p>Khawaja Z, Bélisle-Pipon JC. (2023). Your robot therapist is not your therapist: understanding the role of AI-powered mental health chatbots. <em>Front Digit Health, 8</em>(5), 278186. doi: 10.3389/fdgth.2023.1278186. </p> <p>Kotera, Y., Chircop, J., &amp; Hutchinson, L. (2021). Loneliness in online students with disabilities: Qualitative investigation for experience, understanding and solutions. <em>International Jour­nal of Educational Technology in Higher Education, 18</em>(1), 64. <a href="https://doi.org/10.1186/s41239-021-00301-xt">https://doi.org/10.1186/s41239-021-00301-xt</a></p> <p>Liu, X., Zheng, Y., Du, Z., Ding, M., Qian, Y., Yang, Z., &amp; Tang, J. (2021). GPT understands, too. <a href="https://doi.org/10.48550/arXiv.2103.10385">https://doi.org/10.48550/arXiv.2103.10385</a> </p> <p>Nagar, R., Quirk, H. D., &amp; Anderson, P. L. (2023). User experiences of college students using mental health applications to improve self-care: Implications for improving engagement. <em>Internet Interventions</em>, <em>34</em>, 100676.</p> <p>Naznin, T., &amp; Nayak, B, S. (2021). Gender Stereotypes and Their Impact on Women’s Career Progressions from a Managerial Perspective. <em>IIM Kozhikode Society &amp; Management Review 10</em>(2), 192–208. <a href="https://doi.org/10.1177/2277975220975513">https://doi.org/10.1177/2277975220975513</a>.</p> <p>Obi, N. C. (2020) Stress and employee productivity in selected manufacturing firms in South-East Nigeria; <em>International Journal of Research and Innovation in Applied Science, 5</em>(12), 54-69.</p> <p>Odita, A. O. (2023) Stress management strategies and employee performance: An application of correlational research design on manufacturing firms in Edo State, Nigeria; <em>Journal of Economics, Finance and Management Studies, 6</em>(2), 678-690.</p> <p>Pasquarella &amp; Daley, L. (2021). AI and Gender Bias (Trend Brief). Catalyst, <a href="https://www.catalyst.org/research/trend-brief-gender-bias-in-ai/">https://www.catalyst.org/research/trend-brief-gender-bias-in-ai/</a>.</p> <p>Salt, E., &amp; Jahoda, A. (2020). Comparing everyday autonomy and adult identity in young people with and without intellectual disabilities. <em>Journal of Applied Research in Intellectual Dis­abilities, 33</em>(6), 1318–1327. <a href="https://doi.org/10.1111/jar.12751">https://doi.org/10.1111/jar.12751</a> </p> <p>Silva, B. D. (2022). The potential of artificial intelligence for enhancing psychotherapy and reducing clinical mental health symptoms: A review of the literature. <em>Journal of Mental Health, 31</em>(2), 220-227.</p> <p>Singh, S., Singh, A., Sharma, L., &amp; Prasad, R. (2021). Impact of online stress management intervention on engineering students during the COVID-19 lockdown. <em>International Journal of Educational Methodology, Research and Development, 1</em>(4), 440-448.</p> <p>Srivastava, A., Saxena, Y. R., &amp; Baijal, A. (2024). Leveraging AI for enhancing the mental health and well-being of job seeking youth <em>International Research Journal of Modernization in Engineering Technology and Science, 6</em>(01). </p> <p>Tahir, Z., Thambapillay, S., Yusoff, J. Z., &amp; Rahman, A. S. (2020). Undang-undang Berkenaan orang Kurang Upaya: Satu Analisis Perkembangan Perundangan di Malaysia. <em>The Malaysian Journal of Social Administration, 14</em>(1), 96-114.</p> 2024-06-30T00:00:00+00:00 Copyright (c) 2024 Augusta Nkem MOLOKWU, Micheal MOLOKWU https://tijseg.org/index.php/tijseg/article/view/222 PEER BULLYING IN THE PRE-SCHOOL PERIOD STUDIES IN TURKEY 2024-01-07T08:11:14+00:00 Zeynep Bilge KOÇAK zeynepbilgekocak@gmail.com Hulya GÜLAY OGELMAN hulyagulay7@hotmail.com <p>This research aims to examine the studies on peer bullying in the preschool period completed between 2000 and 2020 in Turkey. The sample of the research consists of 32 studies, including 18 theses and 14 articles. According to the findings, it was determined that master's theses were more than doctoral theses. In the distribution by years, it is seen that the most theses were prepared in 2017 and 2019, and the most articles were prepared in 2019 and 2020. While the quantitative research approach is preferred the most in theses and articles; qualitative approach was not found in doctoral theses, and the mixed approach was not found in master's theses and articles. Descriptive and correlational survey model were used the most in theses, correlational survey model was used most in articles. The most common sample group in theses and articles is “preschool children”. In theses and articles, three measurement tools are used the most frequently; and the data collection tool is the most frequently used scale. The cross-sectional method was used in all theses and most of the articles. It has been determined that the most preferred topic in theses and articles is demographic variables.</p> <p><strong>Keywords:</strong> Preschool period, peer bullying, bullied children, victim children, peer relations.</p> <p><strong>REFERENCES </strong></p> <p>Anderson, G. (1990). <em>Fundamentals of educational research</em>. London: The Falmer Press.</p> <p>Baki, A., &amp; Gökçek, T. (2012). A general overview of mixed method researches. <em>Electronic Journal of Social Sciences, 11</em>(42), 1-21.</p> <p>Balcı, A. (2016). <em>Research in social sciences: Methods, techniques and principles</em>. Ankara: Pegem.</p> <p>Başaran, M., &amp; Aksoy, A. B. (2020). School readiness in pre-school period: a systematic review. <em>Kırşehir Education Faculty Journal (KEFAD), 21</em>(2), 1122-1166.</p> <p>Büyüköztürk, Ş. (2007). <em>Data analysis handbook for social sciences: Statistics, research design, SPSS applications and commentary</em>. Ankara: Pegem.</p> <p>Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., &amp; Demirel, F. (2008). <em>Scientific research methods</em>. Ankara: Pegem.</p> <p>Cohen, L., &amp; Manion, L. (2007). <em>Research methods in education</em>. Fourth edition. London and New York: Routledge.</p> <p>Çıngı, H. (1994). <em>Sampling theory</em> (second edition). Ankara: Hacettepe University Publication.</p> <p>Doğan, Ş. (2022). School-based bullying prevention review of programs. <em>Journal of Social Research and Behavioral Sciences, 8</em>(16), 661-679.</p> <p>Ergül Topçu, A. (2018). A review of prevalence and nature of peer bullying at schools. <em>Crisis Journal, 26</em>(2),0-0.</p> <p>Fraenkel, J. R., &amp; Wallen, N. E. (2006). <em>How to design and evaluate research in education</em>. (Sixth edition). New York: McGraw-Hill International Edition.</p> <p>Gülay, H. (2008). <em>Standardization of a scale for measuring peer relations among 5-6 years old children and studying the relations between some familial variables and peer relations of children at this age</em> (Unpublished Doctoral dissertation). Marmara University, Turkey.</p> <p>Gülay Ogelman, H. (2014). Researches on preschool social skills in Turkey: examination of the theses between 2000-2013. <em>Kahramanmaraş Sütçü İmam University Journal of Social Sciences, 11</em>(2), 41-65.</p> <p>Gülay Ogelman, H., &amp; Güngör, H. (2015). Investigating the studies on environmental education in preschool period in turkey: investigating the articles and dissertations between 2000-2014. <em>Mustafa Kemal University Journal of Social Sciences Institute, 12</em>(32), 180-194.</p> <p>Gülay Ogelman, H., &amp; Güngör, H. (2022). Examining peer relations thesis completed between 2000-2021 in the field of preschool education. <em>Humanistic Perspective, 4</em>(3), 658-680.</p> <p>Karagöz Y. (2019). <em>SPSS AMOS META applied quantitative-qualitative-mixed scientific research methods and publication ethics</em>, (pp. 979-989), (second edition). Ankara: Nobel Publishing.</p> <p>Karasar, N. (2020). <em>Scientific research methods</em>. Ankara: Nobel Publishing.</p> <p>Kılınç, S. (2023). Systematic analysis of studies on peer bullying in Turkey (2010-2020). <em>Çankırı Karatekin University Journal of Faculty of Letters (KAREFAD), 11</em>(1), 97-115.</p> <p>Korkmaz, T., Erkin, M., &amp; Atbaşı, Z. (2021). Examining the concept of peer bullying in postgraduate theses. <em>Turkish Special Education Journal: International TSPED, 3</em>(1), 1-19.</p> <p>Korkut, E. S. (2019). <em>Investigation of the relationship between bully-victim behaviors and social skills of preschool children</em> (Unpublished Master thesis). Karabük University, Turkey.</p> <p>Koyutürk Koçer, N. (2020). <em>Investigation of the effectiveness of the peer violence prevention training program in preschool period</em> (Unpublished Doctoral dissertation). Gazi University, Turkey.</p> <p>Olweus, D. (1978). <em>Aggression in the schools: Bullies and whipping boys</em>. (pp. 259-270). Oxford, England: Hemisphere Press.</p> <p>Metin Aslan, Ö. (2013). <em>Analysis of childrens play behavior attending kindergarten and bullying behavior appearing during play</em> (Unpublished Doctoral dissertation) Hacettepe University, Turkey.</p> <p>Pasin, S. (2017). <em>Investigation by pre-school vien (3-6 years) from teacher opinions</em> (Unpublished Master thesis). Toros University, Turkey.</p> <p>Pekel Uludağlı, N., &amp; Uçanok, Z. (2005). Loneliness, academic achievement and types of bullying behaviour according to sociometric status in bully/victim groups. <em>Turkish Journal of Psychology, 20</em>(56), 77-95.</p> <p>Salı, G. (2014). An examination of peer relationships and exposure to peer violence among pre-school children in terms of different variables. <em>Çukurova University Faculty of Education Journal, 43</em>(2), 195-216.</p> <p>Seçer, Z., Gülay Ogelman, H., Şimşek, H., Önder, A., &amp; Bademci, D. (2014). Analysis of 5-6 year of preschool children school adjustment differences according to peer victimisation. <em>Dicle University Ziya Gökalp Faculty of Education Journal, 23</em>, 351-375.</p> <p>Şahin, S., &amp; Arslan, M. C. (2014). The effects of teacher strategies used against undesirable student behaviours on students according to student and teacher opinions. <em>Turkish Studies International Periodical for The Languages, Literature and History of Turkish or Turkic, 9</em>(2), 1399-1415.</p> <p>Taner Derman, M. (2022). <em>Conceptual aggression and bullying</em>. H. Gülay Ogelman (Ed.). Aggression and Bullying in Young Children (pp. 1-44). Ankara: Nobel Publication.</p> <p>Toksöz Barlas, F. (2022). <em>Method analysis of environmental education thesis in the field of pre-school education done in Turkey between 2005-2020</em> (Unpublished Master thesis). Bahçeşehir University, Turkey.</p> <p>Wolke, D., &amp; Lereya, S. T. (2015) Long-term effects of bulling. <em>Archives of Disease in Childhood, 100</em>(9), 879-885.</p> <p>Yalçıntaş Sezgin, E. (2018). Views and perceptions of preschool teachers regarding peer bullying: their descriptions of bullying behaviours; the strategies they carry out and the precautions they take in the face of bullying behaviours. <em>Pamukkale University Journal of Social Sciences Institute</em> (33), 85-104.</p> <p>Yıldırım, A., &amp; Şimşek, H. (2016). <em>Qualitative research methods in the social sciences</em>. Ankara: Seçkin.</p> <p>Yoon, J. S., &amp; Barton, E. (2008). <em>The role of teachers in school violence and bulling prevention</em>. In T.W. Miller (ed.), School Violence and Primary Prevention, (pp. 249-275), Springer.</p> <p>Yörük, M. (2016). <em>The investigation of the peer bullying and peer victimization/exposing to peer bullying of 3-6 age group children</em> (Unpublished Master thesis). Mehmet Akif Ersoy University, Turkey.</p> <p>Yüce, G. (2015). <em>Peer relationships and the level of peer victimization among children with special needs who receive special education and children with normal development</em> (Unpublished Master thesis). Mehmet Akif Ersoy University, Turkey.</p> 2024-06-30T00:00:00+00:00 Copyright (c) 2024 Zeynep Bilge KOÇAK, Hülya GÜLAY OGELMAN https://tijseg.org/index.php/tijseg/article/view/223 WORK-VALUE CLARIFICATION AND COGNITIVE INFORMATION PROCESSING THERAPIES IN THE MANAGEMENT OF CAREER DECISION-MAKING DIFFICULTY OF SECONDARY SCHOOL STUDENTS IN OSUN STATE, NIGERIA 2024-02-08T15:45:02+00:00 Omowumi Abeke ILORI omowumi.ilori@uniosun.edu.ng Moses Oluwafemi OGUNDOKUN femtopng@gmail.com <p>Career decision-making difficulty is the inability of secondary school students to make correct career decision. Studies have shown that the problem of career decision-making of secondary school students in Osun State, Nigeria is on the increase, which could lead to wrong choice of school subjects and career frustration. Previous studies on career decision-making difficulty have focused largely on emotional intelligence, academic motivation and occupational preferences with little attention paid to interventions such as Work-value Clarification and Cognitive Information Processing Therapy. This study, therefore, was carried out to determine the effects of Work-value Clarification and Cognitive Information Processing Therapies in the management of Career decision-making difficulty of secondary school students in Osun State, Nigeria. The moderating effects of Career self-efficacy and gender were also examined. The study was anchored to Miller-Tiedeman’s Life Career Theory, while the pretest-posttest control group quasi‑experimental design with a 3x2x2 factorial matrix was adopted. The multistage procedure was used. Simple random sampling technique was used to select three local government areas (Ayedaade, Isokan and Ede) in Osun State. Simple random sampling technique was used to select one senior secondary school from each of the selected local government area. The participants who scored high on Germeijs and Boecks’ indecisiveness scale as against the threshold of 50 were selected. The schools were randomly assigned to Work-value clarification Therapy (40), Cognitive Information Processing Therapy (40) and Control (40) groups. The instruments used were career decision-making difficulty (α=.78) and career self-efficacy (α=.87) scales. The treatments lasted eight weeks. Data were analysed using descriptive statistics, Analysis of covariance and Scheffe post-hoc test at .05 level of significance. Participants’ age were 15.36 <u>+</u> 3.51 years, and 54.2% were females. There was a significant main effect of treatments in the career decision-making difficulty of the senior secondary school (F<sub>(2;119)</sub>=9.26, partial η<sup>2</sup>=.15). The participants in the Cognitive Information Processing Therapy ( =134.97) improved on their career decision-making difficulty better than those in the Work-value clarification Therapy (=135.25) and the control (=152.55) groups. Work-value clarification and Cognitive information processing therapies were effective in the management of career decision-making difficulty of secondary school students in Osun State, Nigeria, regardless of gender. Counselling and educational psychologists should utilise these interventions to manage career decision-making difficulty.</p> <p><strong>Keywords:</strong> Work-value clarification, cognitive information processing therapies, career decision-making difficulty, secondary school students.</p> <p><strong>REFERENCES</strong></p> <p>Abesha, A. G. (2012). <em>Effects of parenting styles, academic self-efficacy, and achievement motivation on the academic achievement of university students in Ethiopia </em>(Unpublished doctoral thesis). Edith Cowan University.</p> <p>Adeyemo, D. A. (2005). Parental involvement, interest in schooling and school environment as predictors of academic self-efficacy among fresh secondary school student in Oyo State, Nigeria. <em>Electronic Journal of Research in Educational Psychology</em>, 5(3), 163-180.</p> <p>Agbaje, A. A., &amp; Agbaje A. O. (2014). Understanding problems of vocational counselling information seeking behaviour in the modern Nigeria. <em>Journal of Humanities and Social Science, 19(5), 50-57.</em></p> <p>Akpochafo, G. O. (2020). Career decision-making difficulty among secondary school students in Nigeria. <em>Universal Journal of Educational Research</em>, <em>8</em>(11B), 5918 - 5925.</p> <p>Akpochafo, G. O. (2011). 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Retrieved from <a href="https://doi.org/10.1111/j.1540-6261.2008.01396.x">https://doi.org/10.1111/j.1540-6261.2008.01396.x</a>.</p> 2024-06-30T00:00:00+00:00 Copyright (c) 2024 Omowumi Abeke ILORI, Moses Oluwafemi OGUNDOKUN https://tijseg.org/index.php/tijseg/article/view/234 FACTORS THAT PROMOTE ACADEMIC SUCCESS OF SPECIAL NEEDS CHILDREN AT THE BASIC SCHOOL LEVEL IN THE UPPER EAST REGION OF GHANA 2024-05-14T15:38:21+00:00 Clothilda BAPONG clothildabapong@gmail.com Seth WIREDU sethwiredu432@gmail.com Charles WAAWULA cwaawula@gmail.com Hannah ALAGBE hannahalagbe330@gmail.com <p>This study explores the determinants of academic success among Special Needs Children in Basic Schools in the Upper East Region of Ghana. Rieser's Social Model of Disability is the theoretical framework upon which the study is built. Utilizing Simple Random Sampling and Purposive Sampling, the research focused on parental involvement, teaching methods, and the attitudes of special needs pupils. Questionnaire, interviews, and observation were employed for data collection, and the findings are presented through Tables and graphs. The study highlights significant parental involvement, including financial support, and active monitoring of children's progress. Teachers exhibit openness, employ tailored instructional methods, and create inclusive environments. Special needs pupils actively participate, displaying motivation and a positive attitude towards learning. The study recommends collaborative efforts between school authorities and the District Assembly for funding hearing and visual aids. School management is advised to partner with NGOs for resources supporting Special Needs Education. Parents are also encouraged to increase school visit frequently to foster a motivating and positive learning environment. 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Educational reforms in Ghana: Past and present. <em>Journal of Education and Human Development, 5</em>(3), 158-172.</p> <p>Service, G. E. (2008). <em>Education Act</em>. Retrieved September 13, 2022, from https://sapghana.com/data/documents/Education-Act-778.pdf</p> <p>UNESCO. (1994). <em>The Salamanca Statement and Framework for Action on Special Needs Education.</em> Salamanca, Spain: UNESCO.</p> <p>Vorhaus, L. M. (2012). The impact of pupil behaviour and wellbeing on educational outcomes. https://www.gov.uk/government/publications/the-impact-of-pupil-behaviour-and-wellbeing-on-educational-outcomes </p> 2024-06-30T00:00:00+00:00 Copyright (c) 2024 Clothilda BAPONG, Seth WIREDU, Charles WAAWULA, Hannah ALAGBE https://tijseg.org/index.php/tijseg/article/view/232 LECTURERS’ ATTITUDE TOWARDS INFORMATION AND COMMUNICATION TECHNOLOGY UTILISATION IN TEACHING STUDENTS WITH SPECIAL NEEDS IN OYO STATE, NIGERIA 2024-04-19T20:47:53+00:00 Kelechi Uchemadu LAZARUS ppadaeze@yahoo.com <p>Information and Communication Technology has been widely used to facilitate career, business, economic and social activities as well as to augment classroom lessons among learners with or without unique educational challenges. Given the paucity of literature on the use of information and communication technology for providing instruction to tertiary education learners who have special educational needs in the South-West Nigerian educational setting, this study set out to investigate lecturers' attitudes toward using information and communication technology applications for providing instruction in two higher institutions of learning in the South-West Nigeria. The descriptive research design was adopted which involved the purposive selection of the University of Ibadan and the Federal College of Education (Special) Oyo, Oyo State. Participants comprised 80 lecturers who were randomly selected from both institutions. The data collected were analysed using descriptive and inferential statistics at p&lt;.05. To compare group differences, the Cohen’s d was also computed. Findings showed that lecturers have positive attitude toward utilising information and communication technology applications for providing instruction to students who have special educational needs. It was found that the demographic factors: gender, institutional affiliation and educational roles are not potent predictors of lecturers’ attitude toward the usage of information and communication technology for providing instruction to learners who experience special educational needs. The study concluded that suitable information and communication technology applications useful for teaching students with special needs should be provided to lecturers in Nigerian universities and colleges of education.</p> <p><strong>Keywords:</strong> Attitude towards ICT utilisation, information and communication technology, institutional affiliation, general and special educators, special education. </p> <p><strong>REFERENCES</strong></p> <p>Alanazy, M. M., &amp; Alrusaiyes, R. F. (2021). Saudi pre-service special education teachers' knowledge and perceptions toward using computer technology. <em>International Education Studies</em>, <em>14</em>(3), 125-137. <a href="https://eric.ed.gov/?id=EJ1287925">https://eric.ed.gov/?id=EJ1287925</a></p> <p>Alkahtani, K. D. (2013). Teachers’ knowledge and use of assistive technology for students with special educational needs. <em>Journal of Studies in Education</em>, <em>3</em>(2), 65-86. <a href="https://www.academia.edu/download/47505416/Assistietech_project.pdf">https://www.academia.edu/download/47505416/Assistietech_project.pdf</a></p> <p>Alkhasawneh, S., &amp; Alanazy, S. (2015). Adopt ICT among academic staff in Aljouf University: Using UTAUT model. <em>Mediterranean Journal of Social Sciences</em>, <em>6</em>(1), 490. <a href="https://www.mcser.org/journal/index.php/mjss/article/view/5488">https://www.mcser.org/journal/index.php/mjss/article/view/5488</a></p> <p>Blândul, V. C., &amp; Bradea, A. (2016). The status and role of ICT in the education of students with special educational needs: a research from Bihor county, Romania. <em>Problems of Education in the 21<sup>st</sup> Century</em>, <em>71</em>, 6. <a href="https://www.ceeol.com/search/article-detail?id=951759">https://www.ceeol.com/search/article-detail?id=951759</a></p> <p>Danko, M., Dečman, M., Keržič, D., &amp; Zorko, V. (2020). The effect of gender on university teachers’ ict use. <a href="https://www.researchgate.net/profile/Mitja-Decman/publication/345034555">https://www.researchgate.net/profile/Mitja-Decman/publication/345034555</a></p> <p>Demirok, M. S., Gunduz, N., Yergazina, A. A., Maydangalieva, Z. A., &amp; Ryazanova, E. L. (2019). Determining the opinions of special education teachers regarding the use of assistive technologies for overcoming reading difficulties. <em>International Journal of Emerging Technologies in Learning</em>, <em>14</em>(22). <a href="https://pdfs.semanticscholar.org/dc99/afc224f5a74044e31d63efa058c8e40f9fe5.pdf">https://pdfs.semanticscholar.org/dc99/afc224f5a74044e31d63efa058c8e40f9fe5.pdf</a></p> <p>Egomo, J. E., Enyi, B. I., &amp; Tah, M. M. (2012). 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In <em>General and special education inclusion in an age of change: Roles of professionals involved</em>. Emerald Group Publishing Limited. <a href="https://www.emerald.com/insight/content/doi/10.1108/S0270-401320160000032003/full/html">https://www.emerald.com/insight/content/doi/10.1108/S0270-401320160000032003/full/html</a></p> <p>Kpolovie, P. J., &amp; Awusaku, O. K. (2016). ICT adoption attitude of lecturers. <em>European Journal of Computer Science and Information Technology</em>, <em>4</em>(5), 9-57. <a href="https://www.researchgate.net/publication/310124017_ICT_ADOPTION_ATTITUDE_OF_LECTURERS">https://www.researchgate.net/publication/310124017_ICT_ADOPTION_ATTITUDE_OF_LECTURERS</a></p> <p>Lazarus, K. U. (2018). Availability, accessibility and acceptance (3As) of advanced digital technologies among higher education students with special needs in Oyo State, Nigeria. <a href="http://ir.library.ui.edu.ng/handle/123456789/7395">http://ir.library.ui.edu.ng/handle/123456789/7395</a></p> <p>Olafare, F. O., Adeyanju, L. O., &amp; Fakorede, S. O. A. (2018). Colleges of education lecturers’ attitude towards the use of information and communication technology in Nigeria. <em>MOJES: Malaysian Online Journal of Educational Sciences</em>, <em>5</em>(4), 1-12. <a href="https://ejournal.um.edu.my/index.php/MOJES/article/download/12515/8084">https://ejournal.um.edu.my/index.php/MOJES/article/download/12515/8084</a></p> <p>Olasedidun, O. K., &amp; Ganiyu, R. S. (2020). Colleges of education lecturers’ attitude and intention towards using social media in instruction in South-West, Nigeria. <em>International Journal of Innovative Technology Integration in Education</em>, <em>4</em>(2), 1-8. <a href="https://www.ijitie.aitie.org.ng/index.php/ijitie/article/view/141">https://www.ijitie.aitie.org.ng/index.php/ijitie/article/view/141</a></p> <p>Onasanya, S. A., Shehu, R. A., Oduwaiye, R. O., &amp; Shehu, L. A. (2010). Higher institutions lecturers’ attitude towards integration of ICT into teaching and research in Nigeria. <em>Research Journal of Information Technology</em>, <em>2</em>(1), 1-10. <a href="https://scholar.google.com/citations?user=faAnVLAAAAAJ&amp;hl=en&amp;oi=sra">https://scholar.google.com/citations?user=faAnVLAAAAAJ&amp;hl=en&amp;oi=sra</a></p> <p>Onwuagboke, B. B. C., &amp; Singh, T. K. R. (2016). Faculty attitude and use of ICT in instructional delivery in tertiary institutions in a developing nation. <em>International Journal of Research Studies in Educational Technology</em>, <em>5</em>(1), 77-88. <a href="https://www.researchgate.net/profile/Bede-Onwuagboke/publication/297650673_Faculty_attitude_and_use_of_ICT_in_instructional_delivery_in_tertiary_institutions_in_a_developing_nation/links/56efc94c08ae440dde5ae94c/Faculty-attitude-and-use-of-ICT-in-instructional-delivery-in-tertiary-institutions-in-a-developing-nation.pdf">https://www.researchgate.net/profile/Bede-Onwuagboke/publication/297650673_Faculty_attitude_and_use_of_ICT_in_instructional_delivery_in_tertiary_institutions_in_a_developing_nation/links/56efc94c08ae440dde5ae94c/Faculty-attitude-and-use-of-ICT-in-instructional-delivery-in-tertiary-institutions-in-a-developing-nation.pdf</a></p> <p>Perera-Rodríguez, V. H., &amp; Moriña Díez, A. (2019). Technological challenges and students with disabilities in higher education. <em>Exceptionality,</em> 27(1), 65-76. doi: 10.1080/09362835.2017.1409117</p> <p>Sánchez, A. B., Marcos, J. J. M., González, M. A., &amp; GuanLin, H. (2012). In service teachers’ attitudes towards the use of ICT in the classroom. <em>Procedia-Social and Behavioural Sciences</em>, <em>46</em>, 1358-1364. <a href="https://www.sciencedirect.com/science/article/pii/S1877042812014310">https://www.sciencedirect.com/science/article/pii/S1877042812014310</a></p> <p>Seale, J., Georgeson, J., Mamas, C., &amp; Swain, J. (2015). Not the right kind of ‘digital capital’? An examination of the complex relationship between disabled students, their technologies and higher education institutions. <em>Computers &amp; Education</em>, <em>82</em>, 118-128. <a href="https://www.sciencedirect.com/science/article/pii/S0360131514002541">https://www.sciencedirect.com/science/article/pii/S0360131514002541</a></p> <p>Strnadová, I., Hájková, V., &amp; Květoňová, L. (2015). Voices of university students with disabilities: Inclusive education on the tertiary level–A reality or a distant dream? <em>International Journal of Inclusive Education</em>, <em>19</em>(10), 1080-1095. <a href="https://www.tandfonline.com/doi/abs/10.1080/13603116.2015.1037868">https://www.tandfonline.com/doi/abs/10.1080/13603116.2015.1037868</a></p> <p>van Jaarsveldt, D. E., &amp; Ndeya-Ndereya, C. N. (2015). ‘It’s not my problem’: Exploringlecturers’ distancing behaviour towards students with disabilities. <em>Disability &amp; Society,</em> 30(2), 199-212. DOI: 10.1080/09687599.2014.994701</p> 2024-06-30T00:00:00+00:00 Copyright (c) 2024 Kelechi Uchemadu LAZARUS https://tijseg.org/index.php/tijseg/article/view/228 CHILD ABUSE AND SOCIO-DEMOGRAPHIC FACTORS PREDICTING AGGRESSIVE BEHAVIOR AMONG IN-SCHOOL ADOLESCENTS 2024-03-29T12:16:23+00:00 Emmanuel UYE emmanuel.e.uye@gmail.com Omowonuola RAJI omowonuolaraji@gmail.com Esohe EHONDOR esoheehondor@yahoo.com <p>This study examines child abuse, class of study and gender as predictors of aggressive behavior among in-school adolescents in Ibadan, Oyo State, Nigeria. The study adopted across-sectional survey design while a simple random sampling technique was used to select five secondary schools in the study area. Validated questionnaires were used to gather data from 195 in-school adolescents. Data collected were analyzed using multiple regression, t-test of independent samples and one-way analysis of variance. Three hypotheses were tested and accepted at a p &lt; .05 level of significance. The result revealed that dimensions of child abuse jointly predicted aggressive behavior among in-school adolescents. Also, the result indicated that class of study significantly influences aggressive behavior. However, gender marginally influences aggressive behavior among study participants. The study concluded that child abuse and class of study are significant contributors to aggressive behavior. It is recommended that parents, teachers and other stakeholders should help to reduce incidence and prevalence of child abuse in order to reduce aggressive behavior.</p> <p><strong>Keywords</strong>: Aggressive behavior, child abuse, class of study, gender, in-school adolescents.</p> <p><strong>REFERENCES </strong></p> <p>Abdulmalik, J., Ani, C., &amp; Ajuwon, A. J. (2016). Effects of problem-solving interventions on aggressive behaviors among primary school pupils in Ibadan, Nigeria. <em>Child Adolescents Psychiatry Mental Health, 10</em>(31), <a href="https://doi.org/10.1186/s13034-016-0116-5">https://doi.org/10.1186/s13034-016-0116-5</a></p> <p>Afifi, T. O., Mota, N., Sareen, J., &amp; MacMillan, H. L. (2017). The relationships between harsh physical punishment and child maltreatment in childhood and intimate partner violence in adulthood. <em>BMC Public Health</em>, 17(1), 1-10. doi:10.1186/s12889-017-4359-8 </p> <p>Allen, B. (2017). Children with sexual behavior problems: Clinical characteristics and relationship to child maltreatment. <em>Child Psychiatry Human Development, 48</em>(2), 189-199. doi:10.1007/s10578-016-0633-8.PMID:26923833. </p> <p>Archer, J., &amp; Coyne, S. M. (2005). An integrated review of indirect, relational, and social aggression. <em>Personality and Social Psychology Review, 9</em>(3), 212-230.</p> <p>Auslander, W., McGinnis, H., Tlapek, S., Smith, P., Foster, A., Edmond, T., &amp; Dunn, J. (2017). Adaptation and implementation of a trauma-focusd cognitive behavioral intervention for girls in child welfare. <em>American Journal of Orthopsychiatry 87, </em>206-215. <a href="https://doi.org/10.1037/ort0000233">https://doi.org/10.1037/ort0000233</a> </p> <p>Bandura, A. (1999). <em>A social cognitive theory of personality</em>. In L. Pervin &amp; O. John (Ed.). <em>Handbook of Personality </em>(2nd ed., 154-196). Guilford Publications.</p> <p>Berkowitz, L. (1989). Frustration-aggression hypothesis: Examination and reformulation. <em>Psychological Bulletin, 106</em>(1), 59-73.</p> <p>Berzenski, S. R., &amp; Yates, T. M. (2010).A developmental process analysis of the impact of emotional abuse on relationship violence. <em>Journal of Aggression, Maltreatment, and Trauma, 19</em>(2), 180-203.</p> <p>Brendgen, M., Dionne, G., Girard, A., Boivin, M., Vitaro, F., &amp; Pe'russe, D. (2005).Examining genetic and environmental effects on social aggression: A study of 6-year-old twins. <em> Child Development, 76</em>, 930-946.</p> <p>Breuer, J., &amp; Elson, M. (2017). <em>Frustration-aggression theory</em>. In P. Sturmey (Ed.). The Wiley Handbook of Violence and Aggression (pp. 1-12). Chichester: Wiley Blackwell</p> <p>Buss A. H., &amp; Perry, M. (1992).The aggression questionnaire. <em>Journal of Personality and Social Psychology, 63</em>, 452-459. doi: 10.1037/0022-3514.63.3.452</p> <p>Card, N. A., Stucky, B. D., Sawalani, G. M., &amp; Little, T. D. (2008). Direct and indirect aggression during childhood and adolescence: A meta-analytic review of gender differences, intercorrelations, and relations to maladjustment. <em>Child Development, 79, </em>1185-1229.</p> <p>Choudhary, Y., Kumar, M., Mahore, R., Lanke, G. W., &amp; Dubey, M. (2022). Aggression, self-esteem, and resilience among children: A school-based cross-sectional study from central India. <em>Asian Journal of Social &amp; Health Behavior, 5,</em>115-21</p> <p>Dodge, K. A.. &amp; Coie, J. D. (1987). Social-information-processing factors in reactive and proactive aggression in children's peer groups. <em>Journal of Personality &amp; Social Psychology, 53</em>(6), 1146-1158.</p> <p>Dollard, J., Miller, N. E., Doob, L. W., Mowrer, O. H., &amp; Sears, R. R. (1939). Frustration and aggression. Yale University Press. doi:10.1037/10022-000.OCLC 256003. </p> <p>Elmasry, N. M., Fouad, A. A., Khalil, D. M., &amp; Sherra, K. S. (2016).Physical and verbal aggression among adolescent school students in Sharkia, Egypt: Prevalence and risk factors. <em>Egyptian Journal Psychiatry, 37</em>, 166-173. <a href="https://new.ejpsy.eg.net/text.asp?2016/37/3/166/195547">https://new.ejpsy.eg.net//text.asp?2016/37/3/166/195547</a></p> <p>Faris, N. H., Ishak, N. A., &amp; Ahmad Ramli, F. Z. (2016). Validity and reliability of the aggression questionnaire instrument to high school students. <em>Journal of Humanities and Social Science</em>, <em>21</em>(12), 27-32.</p> <p>Giles, J. W., &amp; Heyman, G. D. (2005).Young children's beliefs about the relationship between gender and aggressive behavior. <em>Child Development, 76</em>(1), 107-121. <a href="http://www.jstor.org/stable/3696712">http://www.jstor.org/stable/3696712</a> </p> <p>Jenkins, L. N., Demaray, M. K., &amp; Tennant, J. (2017). 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Efficacy of positive reinforcement and self control in the management of aggressive behavior among pupils. <em>The Counsellor, 33</em>(2),163-174.</p> <p>Obradovic-Tomasevic, B., Santric-Milicevic, M., Vasic, V., Vukovic, D., Sipetic-Grujicic, S., Bjegovic-Mikanovic, V., Terzic-Supic, Z., Tomasevic, R. Todorovic, J., &amp; Babic, U. (2019). Prevalence and predictors of violence victimization and violent behavior among youths: A population-based study in Serbia. <em>International Journal of Environmental Research &amp; Public Health, 16</em>, 3203.</p> <p>Oostendorp, H. (2003). <em>Cognition in a digital world</em>. Lawrence Erlbaum Associates Publishers.</p> <p>Ostrov, J. M., &amp; Keating, C. F. (2004). Gender differences in preschool aggression during free play and structured interactions: An observational study. <em>Social Development, 13</em>, 255-277.</p> <p>Park, S., Chiu, W., &amp; Won, D. (2017). Effects of physical education, extracurricular sports activities, and leisure satisfaction on adolescent aggressive behavior: A latent growth modeling approach. <em>Plos one</em>, <em>12</em>(4), e0174674.</p> <p>Verma, R., Kumar, G., Yadav, R. K., Chayal, V., Kalhan, M., Bhalla, K., ... &amp; Sagar, V. (2021). Association of psychosocial factors with aggression among school going rural adolescents in Haryana. <em>Journal of family medicine and primary care</em>, <em>10</em>(10), 3720-3724.</p> <p>Rub, M. A. (2018). An assessment of bullying/victimization behaviors among third-graders in Jordanian public schools. <em>International Journal of Research in Education, 42</em>, 337-367.</p> <p>Taylor, C. A, Manganello, J. A, Lee, S. J, &amp; Rice, J. C. (2010).Mothers' spanking of 3-year old children and subsequent risk of children's aggressive behavior. <em>Pediatrics, 125</em>(5), e1057-65.</p> <p>United Nations Children's Fund (UNICEF), (2022).<em>The state of the world's children: Adolescence an age of opportunity</em>. New York, NY: UNICEF.</p> <p>Verma , L., Gary, V. K., &amp; Meena, S. K. (2021). Analysis of medico-legal deaths in adolescence: An autopsy based study at coaching city, Kota.<em> JIAFM, 43</em>(2), 126-129.</p> <p>Wang, X, Fengjiao, D., Chang, C, Jiayue, H., Xiang, W., &amp; Shuqiao, Y. (2022). Psychometric properties and measurement invariance of the childhood trauma questionnaire (Short Form) across genders, time points and presence of major depressive disorder among Chinese adolescents. <em>Psychology for Clinical Setings</em>, 13, - <a href="https://doi.org/10.3389/fpsyg.2022.816051">https://doi.org/10.3389/fpsyg.2022.816051</a></p> <p>Wendy, A. P., Sterzing, J. T, Donald, G., &amp; Tonya, E. (2017). Childhood abuse and aggression in adolescent girls involved in child welfare. <em>Journal of Child Adolescents Trauma, 9</em>, 1-10. doi:10.1007/s40653-016-0090-3 </p> 2024-06-30T00:00:00+00:00 Copyright (c) 2024 Emmanuel E. UYE, Omowonuola H. RAJI, Eshoe G. EHONDOR https://tijseg.org/index.php/tijseg/article/view/215 THE ROLE OF AFRICAN REGIONAL ORGANIZATIONS IN PREVENTION OF HUMAN RIGHTS VIOLATION: A CASE STUDY IN ESWATINI 2023-10-22T09:08:07+00:00 Naisiligaki LOISIMAYE naisiligakijaphet45@gmail.com <p>This paper has addressed the growing wave of unrest in Eswatini and analysed the role of African regional organizations in the prevention of human rights violation. This qualitative research has studied and answered three fold questions; what are the role played, challenges faced and suggestions towards African regional organizations in the prevention of human rights violation in Eswatini. The findings from documented analysis revealed that African regional organizations; African Union and Southern African Development Community respectively mainly focus on resolving conflict at present rather than human rights violation. The regional organizations face numerous challenges such as political interference, mistrust from civilians, and African governments undermining regional human rights bodies by failing to comply with their decisions, ignoring their urgent appeals, and neglecting to report. This paper has suggested that it is very important for African regional organizations to incorporate both human rights and conflict resolution bodies to work alongside in preventing human rights violation and promoting peace without separating the two bodies otherwise a wide gap shall continue to persist.</p> <p><strong>Keywords</strong>: African regional organizations, au, Eswatini, human rights violation and SADC.</p> <p><strong>REFERENCES</strong></p> <p>Africa News (2021). Eswatini King Calls for Dialogue as Protests Escalate. Source: Africa news. Published on October 25, 2021. Retrieved from; <a href="https://www.africanews.com/2021/10/25/eswatini-king-calls-for-dialogue-as-protests-escalate/">https://www.africanews.com/2021/10/25/eswatini-king-calls-for-dialogue-as-protests-escalate//</a></p> <p>Amnesty International<strong> (2020). Africa: Regional human rights bodies struggle to uphold rights amid political headwinds. Published on October 21, 2020.</strong> Source: Amnesty International. Retrieved from: <a href="http://www.npwj.org/content/Africa-Regional-human-rights-bodies-struggle-uphold-rights-amid-political-headwinds.html">http://www.npwj.org/content/Africa-Regional-human-rights-bodies-struggle-uphold-rights-amid-political-headwinds.html</a></p> <p>AlJazeera (2021). African nations deploy envoys to Eswatini to help stem unrest. Published on October 21, 2021. Source: AlJazeera English. Retrieved from; <a href="https://www.aljazeera.com/news/2021/10/21/african-nations-deploy-envoys-to-eswatini-to-help-stem-unrest">https://www.aljazeera.com/news/2021/10/21/african-nations-deploy-envoys-to-eswatini-to-help-stem-unrest</a></p> <p>Burke, J. (2021). Eswatini protests: ‘We are fighting a liberation struggle’. Source: The Guardian Newspaper. Retrieved from; <a href="https://www.theguardian.com/world/2021/jul/08/eswatini-protests-we-are-fighting-a-liberation-struggle">https://www.theguardian.com/world/2021/jul/08/eswatini-protests-we-are-fighting-a-liberation-struggle</a></p> <p>Dlamini, Z. (2021). Gross human rights abuses’ in Eswatini. Source: The Mail &amp; Guardian. Published by M&amp;G Media in Johannesburg, South Africa. Retrieved from; <a href="https://mg.co.za/africa/2021-11-13-gross-human-rights-abuses-in-eswatini/">https://mg.co.za/africa/2021-11-13-gross-human-rights-abuses-in-eswatini/</a></p> <p>Dumay, C. (2021). Protests in Eswatini, Africa’s last absolute monarchy, long for democracy. Source: France 24 News. Retrieved from; <a href="https://www.france24.com/en/tv-shows/focus/20211020-protesters-in-eswatini-africa-s-last-absolute-monarchy-long-for-democracy">https://www.france24.com/en/tv-shows/focus/20211020-protesters-in-eswatini-africa-s-last-absolute-monarchy-long-for-democracy</a></p> <p>Gavin, M. (2021). Crisis in eSwatini Raises Uncomfortable Questions for SADC. Source: The Council on Foreign Relations. Retrieved from; <a href="https://www.cfr.org/blog/crisis-eswatini-raises-uncomfortable-questions-sadc">https://www.cfr.org/blog/crisis-eswatini-raises-uncomfortable-questions-sadc</a></p> <p>Kadri, J. (2020). Eswatini in the 21<sup>st</sup> Century. Source: icds.ee. Retrieved from; <a href="https://icds.ee/en/eswatini-in-the-21st-century/">https://icds.ee/en/eswatini-in-the-21st-century/</a></p> <p>Lederach, J. P. (1996). Preparing for peace: Conflict transformation across cultures. Syracuse University Press.</p> <p>Pillay, V. (2006). Building peace: Sustainable Reconciliation in Divided Societies, John Paul Lederach: Book Review. <em>Conflict Trends</em>, <em>2006</em>(1), 55-56</p> <p>Ramdeen, M. (2021). Reflections on the unrest and violence in Eswatini amidst a Third wave of the Pandemic. Source: ACCORD. Retrieved from; <a href="https://www.accord.org.za/analysis/reflections-on-the-unrest-and-violence-in-eswatini-amidst-a-third-wave-of-the-pandemic/">https://www.accord.org.za/analysis/reflections-on-the-unrest-and-violence-in-eswatini-amidst-a-third-wave-of-the-pandemic/</a></p> <p>Renata, S., &amp; Monica, H. (2017). Regional Organization, Human Rights, and Conflict Resolution. In <em>Human Rights and Conflict Resolution</em> (Ch 5). Routledge Publishers</p> <p>SADC: Regional Leaders must fix the Deteriorating Human Rights situation across the Region. Published on August 14, 2020. Source: Amnesty International. Retrieved from; <a href="https://www.amnesty.org/en/latest/news/2020/08/sadc-regional-leaders-must-fix-the-deteriorating-human-rights-situation-across-the-region/">https://www.amnesty.org/en/latest/news/2020/08/sadc-regional-leaders-must-fix-the-deteriorating-human-rights-situation-across-the-region/</a></p> <p>Sherinda, M. (2021). Human Rights Violations in the Kingdom of Eswatini. Source: The Helen Suzman Foundation. Retrieved from; <a href="https://hsf.org.za/publications/hsf-briefs/human-rights-violations-in-the-kingdom-of-eswatini">https://hsf.org.za/publications/hsf-briefs/human-rights-violations-in-the-kingdom-of-eswatini</a></p> <p>Ssenyonjo, M. (2018). Responding to human rights violations in Africa: Assessing the role of the African Commission and Court on Human and Peoples’ Rights (1987–2018). <em>International Human Rights Law Review</em>, <em>7</em>(1), 1-42.</p> <p>Stiftung, B. (2020). BTI Country Report — Eswatini. Source: Bertelsmann Stiftung. Retrieved from; <a href="https://www.ecoi.net/en/file/local/2029530/country_report_2020_SWZ.pdf">https://www.ecoi.net/en/file/local/2029530/country_report_2020_SWZ.pdf</a></p> 2024-06-30T00:00:00+00:00 Copyright (c) 2024 Naisiligaki LOISIMAYE https://tijseg.org/index.php/tijseg/article/view/227 INCLUSIVE EDUCATION FOR STUDENTS WITH AUTISM SPECTRUM DISORDER: A COMPREHENSIVE SYSTEMATIC REVIEW 2024-03-21T13:32:50+00:00 Habtamu DEBASU debasuhabtamu@gmail.com Asnakech Yitayew CHEKOL asnakechyitayew42@gmail.com <p>The aim of reviewing inclusive education for Students with Autism Spectrum Disorder is to ensure that all students have access to high-quality education, support their holistic development, promote inclusivity and equity, and foster collaboration among stakeholders to create a more supportive and inclusive learning environment for Students with Autism Spectrum Disorder. Autism Spectrum Disorder as a neurodevelopmental disorder characterized by persistent challenges in social communication and interaction, as well as restricted and repetitive patterns of behavior, interests, or activities. The challenges faced by Students with Autism Spectrum Disorder, including difficulties in social interaction, communication, sensory sensitivities, academic support and adaptation, behavioral and emotional regulation, peer acceptance, teachers’ knowledge and training, collaboration and executive functioning. It emphasizes the importance of understanding and addressing these challenges to create an inclusive learning environment. However, various strategies to overcome the challenges faced by Students with Autism Spectrum Disorder. These strategies include providing individualized support, such as visual support, structured routines, social skills training, and assistive technology. It emphasizes the significance of collaboration among teachers, support staff, specialists, and families to implement these strategies effectively. Furthermore, the benefits of Inclusive Education for Students with Autism Spectrum Disorder state that inclusive education promotes social inclusion, academic achievement, and the development of essential life skills. It emphasizes that inclusive classrooms provide opportunities for peer interactions, positive role modeling, and the development of self-advocacy skills.</p> <p><strong>Keywords: </strong>Autism spectrum disorder, inclusion, inclusive education.</p> <p><strong>REFERENCES</strong></p> <p>Abadi, R. (2020). Global prevalence of autism spectrum disorder: A meta-analysis. <em>Journal of Developmental Psychology, 35</em>(2), 89-102.</p> <p>Alnasser, R. (2023). Early detection and intervention for autism spectrum disorder. <em>Journal of Child Development, 45</em>(1), 67-79.</p> <p>American Psychiatric Association. 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(2012). Participation in social activities among adolescents with an autism spectrum disorder. <em>PLoS ONE, 7</em>(4), e35722.</p> <p>Slee, R. (2011). <em>The irregular school: Exclusion, schooling, and inclusive education</em>. Routledge.</p> <p>Snow, C. (2017). If you show up, they’ll surprise you. <em>Educational Leadership, 74</em>(7), 30-34.</p> <p>Srinivasa, A. (2004). Prevalence studies of autism spectrum disorder in different regions. <em>Journal of Psychiatry and Mental Health, 14</em>(3), 145-158.</p> <p>Tadesse, A., &amp; Abebe, M. (2019). Prevalence of autism spectrum disorder among school-aged children in Ethiopia. <em>Journal of Autism and Developmental Disorders, 49</em>(10), 3619-3628.</p> <p>Tager-Flusberg, H., Paul, R., &amp; Lord, C. (2005). Language and communication in autism. <em>Handbook of Autism and Pervasive Developmental Disorders, 1</em>, 335-364.</p> <p>UNESCO. (2019). Education 2030: Incheon Declaration and Framework for Action for the Implementation of Sustainable Development Goal 4. United Nations Educational, Scientific and Cultural Organization.</p> <p>Wigham, S., Rodgers, J., South, M., McConachie, H., &amp; Freeston, M. (2015). The interplay between sensory processing abnormalities, intolerance of uncertainty, anxiety and restricted and repetitive behaviours in autism spectrum disorder. <em>Journal of Autism Developmental Disorder, 45</em>, 943-952.</p> <p>Willott, J. (2011). Prevalence of autism spectrum disorder in a South Korean Community. <em>Journal of Autism Research, 27</em>(4), 210-223.</p> <p>World Health Organization (WHO). (2021). <em>Autism spectrum disorders</em>. Retrieved from <a href="https://www.who.int/news-room/fact-sheets/detail/autism-spectrum-disorders">https://www.who.int/news-room/fact-sheets/detail/autism-spectrum-disorders</a></p> <p>Zager, D. (2010). Inclusion strategies for students with autism spectrum disorders. <em>Intervention in School and Clinic, 46</em>(5), 259‑267.</p> 2024-06-30T00:00:00+00:00 Copyright (c) 2024 Habtamu DEBASU, Asnakech Yitayew CHEKOL