Begum Salili
Examination of Emotional Neglect Behaviors Applied to Children by Their Mothers
Instructor See. Dr. Esra KINAY FLOWER
Measurement and Evaluation ABD Faculty of Education
Instructor See. Ceren KOÇAK, Child Development Program,Vocational School of Social Sciences
Instructor See. Deniz BETTEMIR
Research
summary
The aim of this study is to determine the emotional neglect behaviors applied to children aged 0-9 by their mothers. For this purpose, first of all, emotional neglect was defined and neglected in 10 different categories (Deprivation of Emotional Needs, Overprotection, Isolation/Isolation, Rejection/Ignorance, Insufficient Control, Excessive Tolerance/Tolerance, Guilt, Self-Benevolence, Mental, Medical and Educational Education). Failure to Follow the Development, Unrealistic Expectation) was determined to occur. Operational definitions of emotional neglect behaviors were prepared for each category. Then, semi-structured interview forms consisting of questions that could reveal maternal behaviors in emotional neglect categories were created. Interview forms were prepared in 3 different forms (0-2 years, 2-6 years, 6-9 years old) taking into account the characteristics of age and developmental period, in order to search for traces of emotional neglect in the daily routine of mothers' interactions with their children. Data were collected through face-to-face and online interviews with a total of 13 mothers, 3 with children between the ages of 0-2, 6 with children between the ages of 2-6, and 4 mothers with children between the ages of 6-9. The data were analyzed through content analysis. It was determined that the mothers were mostly between the ages of 31-40, their perceived socioeconomic level was medium, they had undergraduate and higher education, and they worked full-time.
Mothers in the 0-2 age group mostly encountered behaviors in the categories of Overprotection and Rejection-Ignoring emotional neglect. It was determined that each of the 3 mothers interviewed performed emotional neglect behaviors in at least 3 categories. In addition, all of the mothers exhibited emotional neglect behavior in the Deny-Ignore category.
Mostly, behaviors in the categories of Overprotection and Rejection-Ignoring emotional neglect were encountered in mothers in the 2-6 age group. It was determined that each of the 6 mothers interviewed performed emotional neglect behaviors in at least 3 categories. In addition, all of the mothers exhibited emotional neglect behavior in the categories of Criminalization, Rejection-Ignoring, and Overprotection.
Mostly, behaviors in the categories of Overprotection and Unrealistic Expectation emotional neglect were encountered in mothers aged 6-9 years. It was determined that each of the 4 mothers interviewed performed emotional neglect behaviors in at least 6 categories. In addition, all of the mothers exhibited emotional neglect in the categories of Unrealistic Expectation, Guilt, Insufficient Control, Overprotection, and Deprivation of Emotional Needs.
As a result, all interviewed mothers made statements suggesting emotional neglect.
Metaphorical Perceptions of University Students on the Concept of Emotional Neglect
Dr. Fatma Ozsert, Baskent University, Ankara
exp. Mine Kazak, Nero Psychology, Ankara
Research
summary
Emotional neglect is an issue of increasing importance, but has lagged behind to some extent as child abuse appears to be more important in the growing process of children and focuses on the importance of supporting emotional development in the growing process. Although emotional neglect is included in the concept of "child abuse and neglect", research on this subject is quite limited. It seems important to reveal how the subject is perceived at the conceptual level and the current awareness of the subject on different groups. This research was carried out in order to reveal how university students conceptualize the issue of "emotional neglect" through metaphors.
This research was carried out with 106 university students studying in different departments, programs and classes of a foundation university in the fall semester of the 2021-2022 academic year and participating voluntarily through accessible sampling. The opinions of the students participating in the research were collected with a questionnaire consisting of open-ended questions developed by the researchers, and the data were evaluated qualitatively by content analysis.
According to the findings obtained in the research; metaphors are divided into human, animal, plant, inanimate objects, action/process categories. It is noteworthy that students mostly use the metaphors of "orphan/lonely/child in the dark", "abandoned pet", "unwatered/dry plant", "abandoned village", "wall", "sea" in their metaphors.
Beyond categorizing students' metaphors describing emotional neglect, the reasons for these analogies were also examined, and the reasons for choosing metaphors; “not showing enough attention and love”, “not meeting the basic needs of the child”, “rejection/exclusion/ignoring/ignoring”, “leaving alone”, “lack of support/not supporting abilities”, “deprivation,/deficiency/inhibition”, “ emotional neglect accompanying emotional and physical abuse”, “fear/anxiety, inability to resist/helplessness” and “inconsistency”.
This study, which offers a perspective on how university students define and make sense of the concept of emotional neglect, serves as a basis for future research.