{"id":121841,"date":"2026-06-28T05:12:44","date_gmt":"2026-06-28T02:12:44","guid":{"rendered":"https:\/\/corludahaber.com\/h\/?p=121841"},"modified":"2026-06-29T05:13:41","modified_gmt":"2026-06-29T02:13:41","slug":"sinav-kaygisi-ve-okul-reddi-yasayan-cocuklarda-aile-yaklasimi","status":"publish","type":"post","link":"https:\/\/corludahaber.com\/h\/sinav-kaygisi-ve-okul-reddi-yasayan-cocuklarda-aile-yaklasimi\/121841","title":{"rendered":"S\u0131nav Kayg\u0131s\u0131 ve Okul Reddi Ya\u015fayan \u00c7ocuklarda Aile Yakla\u015f\u0131m\u0131"},"content":{"rendered":"<div class=\"corlu-icerikten-once_3\" id=\"corlu-3509587798\"><script type='text\/javascript' src='https:\/\/platform-api.sharethis.com\/js\/sharethis.js#property=5ce8cf08af7d000012cb0ca1&product=inline-reaction-buttons' async='async'><\/script>\r\n\r\n<\/div><h1>S\u0131nav Kayg\u0131s\u0131 ve Okul Reddi Ya\u015fayan \u00c7ocuklarda Aile Yakla\u015f\u0131m\u0131<\/h1>\n<p><em>S\u0131nav kayg\u0131s\u0131 ve okul reddi ya\u015fayan \u00e7ocuklarda aile yakla\u015f\u0131m\u0131; \u00e7ocu\u011fu su\u00e7lamadan dinlemek, kayg\u0131s\u0131n\u0131 k\u00fc\u00e7\u00fcmsememek, okuldan ka\u00e7\u0131nmay\u0131 kal\u0131c\u0131 hale getirmemek ve uzman deste\u011fiyle planl\u0131 ilerlemek \u00fczerine kurulmal\u0131d\u0131r. S\u0131nav kayg\u0131s\u0131 ya\u015fayan \u00e7ocuklarda kar\u0131n a\u011fr\u0131s\u0131, mide bulant\u0131s\u0131, uykusuzluk, a\u011flama, s\u0131navdan ka\u00e7\u0131nma, bildi\u011fini yapamama ve ba\u015far\u0131s\u0131zl\u0131k korkusu g\u00f6r\u00fclebilir. Okul reddinde ise \u00e7ocuk okula gitmek istemeyebilir, sabahlar\u0131 yo\u011fun kayg\u0131 ya\u015fayabilir veya bedensel \u015fik\u00e2yetler g\u00f6sterebilir. Bu belirtiler uzun s\u00fcr\u00fcyor, \u00e7ocu\u011fun okul ve aile ya\u015fam\u0131n\u0131 etkiliyorsa \u00e7ocuk psikiyatri de\u011ferlendirmesi al\u0131nmas\u0131 \u00f6nemlidir.<\/em><\/p><div class=\"corlu-icerik-2\" id=\"corlu-151842967\"><!-- Admatic AUTO ads START -->\r\n<ins data-publisher=\"adm-pub-155556240050\" data-ad-network=\"659428a24d11b285b616c18d\"   class=\"adm-ads-area\"><\/ins>\r\n<script type=\"text\/javascript\" src=\"https:\/\/static.cdn.admatic.com.tr\/showad\/showad.min.js\"><\/script>\r\n<!-- Admatic AUTO ads END --><\/div>\n<h2>S\u0131nav Kayg\u0131s\u0131 ve Okul Reddi Neden Birlikte Ele Al\u0131nmal\u0131d\u0131r?<\/h2>\n<p>\u00c7ocukluk ve ergenlik d\u00f6neminde okul ya\u015fam\u0131, yaln\u0131zca akademik ba\u015far\u0131dan ibaret de\u011fildir. \u00c7ocuk i\u00e7in okul; arkada\u015f ili\u015fkileri, \u00f6\u011fretmenle ileti\u015fim, kurallara uyum, \u00f6zg\u00fcven, sorumluluk alma ve sosyal geli\u015fim a\u00e7\u0131s\u0131ndan \u00f6nemli bir aland\u0131r. Bu nedenle okulda ya\u015fanan zorlanmalar, \u00e7ocu\u011fun duygusal d\u00fcnyas\u0131n\u0131 do\u011frudan etkileyebilir. S\u0131nav kayg\u0131s\u0131 ve okul reddi de bu s\u00fcrecin en s\u0131k g\u00f6r\u00fclen ve aileleri zorlayan ba\u015fl\u0131klar\u0131 aras\u0131nda yer al\u0131r.<\/p>\n<p>S\u0131nav kayg\u0131s\u0131 ya\u015fayan \u00e7ocuk, s\u0131nav \u00f6ncesinde ya da s\u0131ras\u0131nda yo\u011fun endi\u015fe duyabilir. Bu kayg\u0131 bazen \u00e7ocu\u011fun bildi\u011fi konular\u0131 hat\u0131rlamas\u0131n\u0131 zorla\u015ft\u0131r\u0131r, performans\u0131n\u0131 d\u00fc\u015f\u00fcr\u00fcr ve zamanla s\u0131navlardan ka\u00e7\u0131nmas\u0131na neden olabilir. Okul reddi ise \u00e7ocu\u011fun okula gitmeyi istememesi, okul zaman\u0131 yo\u011fun bedensel ya da duygusal tepkiler g\u00f6stermesi ve aileyi okula gitmeme konusunda ikna etmeye \u00e7al\u0131\u015fmas\u0131 \u015feklinde ortaya \u00e7\u0131kabilir.<\/p>\n<p>Bu iki durum birbirinden ba\u011f\u0131ms\u0131z olabilece\u011fi gibi birlikte de g\u00f6r\u00fclebilir. S\u0131nav kayg\u0131s\u0131 yo\u011fun olan bir \u00e7ocuk zamanla s\u0131nav g\u00fcnlerinde okula gitmek istemeyebilir. Okul reddi ya\u015fayan bir \u00e7ocuk ise okul ortam\u0131na dair kayg\u0131lar\u0131 nedeniyle akademik s\u00fcre\u00e7lerden uzakla\u015fabilir. Bu nedenle ailelerin yaln\u0131zca \u00e7ocu\u011fun okula gidip gitmedi\u011fine de\u011fil, bu davran\u0131\u015f\u0131n arkas\u0131ndaki duygusal nedenlere de odaklanmas\u0131 gerekir.<\/p>\n<h2>S\u0131nav Kayg\u0131s\u0131 \u00c7ocuklarda Nas\u0131l G\u00f6r\u00fcl\u00fcr?<\/h2>\n<p>S\u0131nav kayg\u0131s\u0131, \u00e7ocu\u011fun s\u0131nav ya da de\u011ferlendirme s\u00fcrecini oldu\u011fundan daha tehdit edici alg\u0131lamas\u0131yla ortaya \u00e7\u0131kan yo\u011fun endi\u015fe halidir. \u00c7ocuk s\u0131nav \u00f6ncesinde ba\u015far\u0131s\u0131z olaca\u011f\u0131n\u0131, ailesini hayal k\u0131r\u0131kl\u0131\u011f\u0131na u\u011frataca\u011f\u0131n\u0131, \u00f6\u011fretmeninden olumsuz geri bildirim alaca\u011f\u0131n\u0131 veya arkada\u015flar\u0131yla k\u0131yaslanaca\u011f\u0131n\u0131 d\u00fc\u015f\u00fcnebilir. Bu d\u00fc\u015f\u00fcnceler \u00e7ocu\u011fun zihinsel ve bedensel tepkilerini etkileyebilir.<\/p>\n<p><a href=\"https:\/\/www.cocukpsikiyatridoktoru.com\/\"><strong>s\u0131nav kayg\u0131s\u0131 \u00e7ocuk<\/strong><\/a> d\u00f6neminde farkl\u0131 \u015fekillerde g\u00f6r\u00fclebilir. Baz\u0131 \u00e7ocuklar s\u0131navdan \u00f6nce kar\u0131n a\u011fr\u0131s\u0131, mide bulant\u0131s\u0131, ba\u015f a\u011fr\u0131s\u0131, terleme, titreme, \u00e7arp\u0131nt\u0131 veya uyku problemleri ya\u015fayabilir. Baz\u0131lar\u0131 ise s\u0131nava \u00e7al\u0131\u015fmay\u0131 s\u00fcrekli erteleyebilir, s\u0131nav konu\u015fuldu\u011funda a\u011flayabilir, \u00f6fkelenebilir veya tamamen i\u00e7ine kapanabilir. Baz\u0131 \u00e7ocuklar s\u0131nav s\u0131ras\u0131nda bildi\u011fi konular\u0131 hat\u0131rlayamaz, sorular\u0131 okuyup anlamakta zorlan\u0131r ya da s\u00fcresini do\u011fru kullanamaz.<\/p>\n<p>Bu belirtiler k\u0131sa s\u00fcreli ve hafif d\u00fczeydeyse geli\u015fimsel olarak anla\u015f\u0131labilir. Ancak s\u0131nav kayg\u0131s\u0131 \u00e7ocu\u011fun performans\u0131n\u0131 belirgin \u015fekilde etkiliyor, okul motivasyonunu azalt\u0131yor, aile i\u00e7inde s\u00fcrekli \u00e7at\u0131\u015fmaya neden oluyor veya bedensel \u015fik\u00e2yetlerle birlikte s\u0131k tekrarl\u0131yorsa uzman de\u011ferlendirmesi \u00f6nemlidir. Burada ama\u00e7 yaln\u0131zca s\u0131nav ba\u015far\u0131s\u0131n\u0131 art\u0131rmak de\u011fil, \u00e7ocu\u011fun kayg\u0131yla ba\u015f etme becerilerini g\u00fc\u00e7lendirmektir.<\/p>\n<h2>Okul Reddi Nedir?<\/h2>\n<p>Ailelerin en s\u0131k sordu\u011fu sorulardan biri <a href=\"https:\/\/www.cocukpsikiyatridoktoru.com\/\"><strong>okul reddi nedir<\/strong><\/a> sorusudur. Okul reddi, \u00e7ocu\u011fun okula gitmekte yo\u011fun diren\u00e7 g\u00f6stermesi, okul zaman\u0131 belirgin kayg\u0131 ya\u015famas\u0131 veya okula devam etmekte zorlanmas\u0131 olarak a\u00e7\u0131klanabilir. Bu durum basit bir isteksizlikten farkl\u0131d\u0131r. \u00c7ocuk ger\u00e7ekten yo\u011fun bir duygusal zorlanma ya\u015fayabilir ve bu zorlanma bedensel belirtilerle de kendini g\u00f6sterebilir.<\/p>\n<p>Okul reddi ya\u015fayan \u00e7ocuk sabahlar\u0131 kar\u0131n a\u011fr\u0131s\u0131, mide bulant\u0131s\u0131, ba\u015f a\u011fr\u0131s\u0131, a\u011flama, \u00f6fke, titreme, anne babadan ayr\u0131lmak istememe veya yo\u011fun panik hali g\u00f6sterebilir. Baz\u0131 \u00e7ocuklar okul kap\u0131s\u0131na kadar gider ancak i\u00e7eri girmek istemez. Baz\u0131lar\u0131 ise okul konusu a\u00e7\u0131ld\u0131\u011f\u0131nda bile huzursuzla\u015f\u0131r. Bu belirtiler tatil g\u00fcnlerinde azal\u0131yor, okul zaman\u0131 tekrar art\u0131yorsa okul reddi a\u00e7\u0131s\u0131ndan de\u011ferlendirme gerekebilir.<\/p>\n<p>Okul reddi her zaman tek bir nedene ba\u011fl\u0131 de\u011fildir. Ayr\u0131l\u0131k kayg\u0131s\u0131, sosyal kayg\u0131, s\u0131nav kayg\u0131s\u0131, akran zorbal\u0131\u011f\u0131, \u00f6\u011fretmenle ya\u015fanan sorunlar, akademik g\u00fc\u00e7l\u00fckler, aile i\u00e7i stres, ta\u015f\u0131nma, okul de\u011fi\u015fikli\u011fi veya \u00e7ocu\u011fun ruhsal durumundaki farkl\u0131l\u0131klar okul reddine katk\u0131 sa\u011flayabilir. Bu nedenle \u00e7ocu\u011fu yaln\u0131zca \u201cokula gitmek istemiyor\u201d \u015feklinde de\u011ferlendirmek yeterli de\u011fildir.<\/p>\n<h2>\u00c7ocuklarda Kayg\u0131 Bozuklu\u011fu Okul Ya\u015fam\u0131n\u0131 Nas\u0131l Etkiler?<\/h2>\n<p>Kayg\u0131, \u00e7ocuklar\u0131n geli\u015fiminde zaman zaman g\u00f6r\u00fclebilen do\u011fal bir duygudur. Ancak kayg\u0131 yo\u011funla\u015ft\u0131\u011f\u0131nda, uzun s\u00fcrd\u00fc\u011f\u00fcnde ve g\u00fcnl\u00fck ya\u015fam\u0131 k\u0131s\u0131tlad\u0131\u011f\u0131nda profesyonel de\u011ferlendirme gerektirebilir. Okul ya\u015fam\u0131 da kayg\u0131n\u0131n en g\u00f6r\u00fcn\u00fcr hale geldi\u011fi alanlardan biridir. \u00c7ocuk s\u0131navdan, \u00f6\u011fretmenden, arkada\u015flar\u0131ndan, ba\u015far\u0131s\u0131z olmaktan, ailesinden ayr\u0131lmaktan veya s\u0131n\u0131fta hata yapmaktan yo\u011fun \u015fekilde korkabilir.<\/p>\n<p><a href=\"https:\/\/www.cocukpsikiyatridoktoru.com\/\"><strong>\u00e7ocuklarda kayg\u0131 bozuklu\u011fu<\/strong><\/a> belirtileri her zaman a\u00e7\u0131k\u00e7a \u201ckorkuyorum\u201d \u015feklinde ifade edilmez. \u00c7ocuk bedensel \u015fik\u00e2yetler g\u00f6sterebilir, okula gitmek istemeyebilir, s\u00fcrekli g\u00fcvence arayabilir, anneden ya da babadan ayr\u0131lmakta zorlanabilir, sosyal ortamlardan ka\u00e7\u0131nabilir veya uyku problemleri ya\u015fayabilir. Baz\u0131 \u00e7ocuklar ise kayg\u0131lar\u0131n\u0131 \u00f6fke, a\u011flama, inatla\u015fma ya da i\u00e7e kapanma yoluyla g\u00f6sterebilir.<\/p>\n<p>Kayg\u0131 bozuklu\u011fu olan \u00e7ocuklarda okul ba\u015far\u0131s\u0131 da etkilenebilir. \u00c7ocuk bilgi eksikli\u011finden de\u011fil, kayg\u0131n\u0131n yaratt\u0131\u011f\u0131 zihinsel bask\u0131dan dolay\u0131 performans\u0131n\u0131 g\u00f6steremeyebilir. S\u0131nav s\u0131ras\u0131nda donakalma, bildi\u011fi konuyu unutma, hata yapma korkusuyla sorular\u0131 tekrar tekrar kontrol etme veya s\u0131navdan tamamen ka\u00e7\u0131nma g\u00f6r\u00fclebilir. Bu nedenle akademik sorunlar yaln\u0131zca ders \u00e7al\u0131\u015fma al\u0131\u015fkanl\u0131\u011f\u0131 a\u00e7\u0131s\u0131ndan de\u011fil, kayg\u0131 d\u00fczeyi a\u00e7\u0131s\u0131ndan da ele al\u0131nmal\u0131d\u0131r.<\/p>\n<h2>Aileler \u00c7ocu\u011fun Kayg\u0131s\u0131n\u0131 K\u00fc\u00e7\u00fcmsememelidir<\/h2>\n<p>S\u0131nav kayg\u0131s\u0131 veya okul reddi ya\u015fayan \u00e7ocuklara \u201cKorkacak ne var?\u201d, \u201cAbart\u0131yorsun\u201d, \u201cHerkes okula gidiyor\u201d, \u201cBu kadar b\u00fcy\u00fctme\u201d gibi c\u00fcmlelerle yakla\u015fmak \u00e7o\u011fu zaman i\u015fe yaramaz. Bu ifadeler \u00e7ocu\u011fun kayg\u0131s\u0131n\u0131 azaltmak yerine anla\u015f\u0131lmad\u0131\u011f\u0131n\u0131 hissetmesine neden olabilir. \u00c7ocuk zaten ya\u015fad\u0131\u011f\u0131 duyguyu kontrol etmekte zorlan\u0131rken, bir de su\u00e7luluk ya da yetersizlik hissi ya\u015fayabilir.<\/p>\n<p>Ailelerin ilk ad\u0131m\u0131 \u00e7ocu\u011fun duygusunu kabul etmek olmal\u0131d\u0131r. \u201cOkula gitmek senin i\u00e7in zor g\u00f6r\u00fcn\u00fcyor\u201d, \u201cS\u0131navla ilgili \u00e7ok kayg\u0131land\u0131\u011f\u0131n\u0131 fark ediyorum\u201d, \u201cBunu birlikte anlamaya \u00e7al\u0131\u015fal\u0131m\u201d gibi c\u00fcmleler \u00e7ocu\u011fun kendini daha g\u00fcvende hissetmesini sa\u011flayabilir. Duyguyu kabul etmek, okuldan ka\u00e7\u0131nmay\u0131 onaylamak anlam\u0131na gelmez. Aksine, \u00e7\u00f6z\u00fcm i\u00e7in g\u00fcvenli bir ileti\u015fim zemini olu\u015fturur.<\/p>\n<p>\u00c7ocu\u011fun kayg\u0131s\u0131 kabul edildikten sonra, aile sakin ve tutarl\u0131 \u015fekilde okul devam\u0131n\u0131 desteklemelidir. Kayg\u0131 nedeniyle \u00e7ocu\u011fun s\u00fcrekli evde kalmas\u0131na izin vermek, k\u0131sa vadede rahatlama sa\u011flasa da uzun vadede ka\u00e7\u0131nma davran\u0131\u015f\u0131n\u0131 g\u00fc\u00e7lendirebilir. Bu nedenle aile yakla\u015f\u0131m\u0131 hem \u015fefkatli hem de planl\u0131 olmal\u0131d\u0131r.<\/p>\n<h2>Okuldan Ka\u00e7\u0131nmay\u0131 Kal\u0131c\u0131 Hale Getirmemek Neden \u00d6nemlidir?<\/h2>\n<p>Okul reddinde \u00e7ocuk okula gitmedi\u011finde k\u0131sa s\u00fcreli rahatlama ya\u015fayabilir. Kar\u0131n a\u011fr\u0131s\u0131 azalabilir, a\u011flama durabilir veya aile i\u00e7indeki kriz o an i\u00e7in sona erebilir. Ancak \u00e7ocuk her kayg\u0131land\u0131\u011f\u0131nda okuldan uzak kald\u0131\u011f\u0131nda, zihninde \u201cOkula gitmezsem rahatlar\u0131m\u201d ba\u011flant\u0131s\u0131 g\u00fc\u00e7lenebilir. Bu durum okul reddinin daha kal\u0131c\u0131 hale gelmesine yol a\u00e7abilir.<\/p>\n<p>Bu nedenle okul reddinde ama\u00e7 \u00e7ocu\u011fu zorla ve haz\u0131rl\u0131ks\u0131z \u015fekilde okula g\u00f6ndermek de\u011fil, uzman deste\u011fiyle a\u015famal\u0131 ve g\u00fcvenli bir d\u00f6n\u00fc\u015f plan\u0131 olu\u015fturmakt\u0131r. \u00c7ocu\u011fun kayg\u0131s\u0131n\u0131n nedeni anla\u015f\u0131lmal\u0131, okul ile ileti\u015fim kurulmal\u0131, gerekiyorsa s\u0131n\u0131f \u00f6\u011fretmeni, rehberlik servisi ve uzman birlikte hareket etmelidir. Bazen kademeli d\u00f6n\u00fc\u015f, k\u0131sa s\u00fcreli okulda kalma, g\u00fcvenli ki\u015fi deste\u011fi veya okul i\u00e7i d\u00fczenlemeler gerekebilir.<\/p>\n<p>Ailelerin okul reddini yaln\u0131zca disiplin sorunu olarak g\u00f6rmemesi \u00f6nemlidir. Cezaland\u0131rma, tehdit, k\u0131yaslama veya utand\u0131rma \u00e7ocu\u011fun kayg\u0131s\u0131n\u0131 art\u0131rabilir. Bunun yerine \u00e7ocu\u011fun okula d\u00f6n\u00fc\u015f\u00fcn\u00fc destekleyen net, tutarl\u0131 ve uygulanabilir ad\u0131mlar planlanmal\u0131d\u0131r.<\/p>\n<h2>S\u0131nav Kayg\u0131s\u0131nda Ba\u015far\u0131 Bask\u0131s\u0131 Nas\u0131l Etki Eder?<\/h2>\n<p>\u00c7ocuklarda s\u0131nav kayg\u0131s\u0131n\u0131 art\u0131ran \u00f6nemli etkenlerden biri ba\u015far\u0131 bask\u0131s\u0131d\u0131r. Aileler \u00e7o\u011fu zaman iyi niyetle \u00e7ocu\u011fun ba\u015far\u0131l\u0131 olmas\u0131n\u0131 ister; ancak s\u00fcrekli y\u00fcksek beklenti, k\u0131yaslama, sonu\u00e7 odakl\u0131 konu\u015fmalar ve hata yapmaya tahamm\u00fcls\u00fczl\u00fck \u00e7ocukta yo\u011fun kayg\u0131 olu\u015fturabilir. \u00c7ocuk zamanla s\u0131nav\u0131 yaln\u0131zca bilgi \u00f6l\u00e7en bir s\u00fcre\u00e7 olarak de\u011fil, de\u011ferini belirleyen bir durum gibi alg\u0131layabilir.<\/p>\n<p>\u201cBu s\u0131nav \u00e7ok \u00f6nemli\u201d, \u201cMutlaka y\u00fcksek almal\u0131s\u0131n\u201d, \u201cBak arkada\u015f\u0131n ne kadar iyi yapm\u0131\u015f\u201d gibi ifadeler \u00e7ocu\u011fun motivasyonunu art\u0131rmak yerine kayg\u0131s\u0131n\u0131 y\u00fckseltebilir. \u00d6zellikle hassas, m\u00fckemmeliyet\u00e7i veya onay ihtiyac\u0131 y\u00fcksek \u00e7ocuklarda bu t\u00fcr mesajlar daha g\u00fc\u00e7l\u00fc etki g\u00f6sterebilir. \u00c7ocuk ba\u015far\u0131s\u0131z olursa sevilmeyece\u011fini ya da de\u011fer kaybedece\u011fini d\u00fc\u015f\u00fcnebilir.<\/p>\n<p>Ailelerin sonucu de\u011fil, s\u00fcreci desteklemesi daha sa\u011fl\u0131kl\u0131 olur. \u00c7ocu\u011fun \u00e7abas\u0131n\u0131 fark etmek, ger\u00e7ek\u00e7i hedefler koymak, hata yapman\u0131n \u00f6\u011frenmenin par\u00e7as\u0131 oldu\u011funu anlatmak ve s\u0131nav sonucunu \u00e7ocu\u011fun ki\u015fili\u011fiyle ili\u015fkilendirmemek \u00f6nemlidir. Bu yakla\u015f\u0131m, s\u0131nav kayg\u0131s\u0131n\u0131 azaltmaya ve \u00e7ocu\u011fun \u00f6\u011frenme motivasyonunu korumaya yard\u0131mc\u0131 olabilir.<\/p>\n<h2>Bedensel \u015eik\u00e2yetler Ger\u00e7ek Olabilir<\/h2>\n<p>S\u0131nav kayg\u0131s\u0131 ve okul reddi ya\u015fayan \u00e7ocuklarda kar\u0131n a\u011fr\u0131s\u0131, ba\u015f a\u011fr\u0131s\u0131, mide bulant\u0131s\u0131, kusma hissi, terleme, titreme, \u00e7arp\u0131nt\u0131, nefes darl\u0131\u011f\u0131 veya halsizlik gibi bedensel belirtiler g\u00f6r\u00fclebilir. Aileler bazen bu \u015fik\u00e2yetleri \u201cbahane\u201d olarak de\u011ferlendirebilir. Oysa kayg\u0131 bedende ger\u00e7ek belirtiler olu\u015fturabilir. \u00c7ocuk bu \u015fik\u00e2yetleri bilin\u00e7li olarak \u00fcretmiyor olabilir.<\/p>\n<p>Bedensel belirtiler s\u0131k tekrar ediyorsa \u00f6ncelikle gerekli t\u0131bbi de\u011ferlendirmeler yap\u0131lmal\u0131d\u0131r. T\u0131bbi bir neden bulunamad\u0131\u011f\u0131nda, belirtilerin kayg\u0131 ile ili\u015fkili olabilece\u011fi d\u00fc\u015f\u00fcn\u00fclmelidir. \u00d6zellikle \u015fik\u00e2yetler okul g\u00fcnlerinde art\u0131yor, hafta sonu veya tatillerde azal\u0131yor ve okul konusu a\u00e7\u0131ld\u0131\u011f\u0131nda belirginle\u015fiyorsa duygusal s\u00fcre\u00e7ler a\u00e7\u0131s\u0131ndan de\u011ferlendirme \u00f6nemlidir.<\/p>\n<p>Ailelerin bu noktada \u00e7ocu\u011fa \u201cBir \u015feyin yok\u201d demek yerine, \u201cBedenin kayg\u0131ya b\u00f6yle tepki veriyor olabilir, bunu birlikte anlamam\u0131z gerekiyor\u201d \u015feklinde yakla\u015fmas\u0131 daha destekleyicidir. Bu yakla\u015f\u0131m hem \u00e7ocu\u011fun ya\u015fad\u0131\u011f\u0131 bedensel belirtileri ciddiye al\u0131r hem de sorunun \u00e7\u00f6z\u00fcm\u00fc i\u00e7in do\u011fru kap\u0131y\u0131 a\u00e7ar.<\/p>\n<h2>Okul ve Aile \u0130\u015f Birli\u011fi S\u00fcrecin Temel Par\u00e7as\u0131d\u0131r<\/h2>\n<p>S\u0131nav kayg\u0131s\u0131 ve okul reddi ya\u015fayan \u00e7ocuklarda yaln\u0131zca evde al\u0131nan \u00f6nlemler yeterli olmayabilir. Okul ortam\u0131, \u00f6\u011fretmen yakla\u015f\u0131m\u0131, s\u0131n\u0131f ili\u015fkileri, rehberlik deste\u011fi ve akademik beklentiler s\u00fcreci do\u011frudan etkiler. Bu nedenle ailelerin okul ile i\u015f birli\u011fi kurmas\u0131 \u00f6nemlidir.<\/p>\n<p>\u00d6\u011fretmenler \u00e7ocu\u011fun s\u0131n\u0131f i\u00e7indeki davran\u0131\u015flar\u0131n\u0131, s\u0131nav performans\u0131n\u0131, arkada\u015f ili\u015fkilerini ve okulda kayg\u0131 ya\u015fad\u0131\u011f\u0131 durumlar\u0131 g\u00f6zlemleyebilir. Rehberlik servisi, \u00e7ocu\u011fun okul i\u00e7indeki uyumunu destekleyebilir. Aile ise evdeki belirtileri, sabah rutinlerini ve \u00e7ocu\u011fun duygusal tepkilerini payla\u015fabilir. Bu bilgiler bir araya geldi\u011finde daha do\u011fru bir destek plan\u0131 olu\u015fturulabilir.<\/p>\n<p>Okul i\u015f birli\u011fi yap\u0131l\u0131rken \u00e7ocu\u011fun mahremiyetine ve duygusal g\u00fcvenli\u011fine dikkat edilmelidir. \u00c7ocu\u011fun arkada\u015flar\u0131 \u00f6n\u00fcnde etiketlenmesi, \u00f6\u011fretmen taraf\u0131ndan s\u00fcrekli \u00f6zel olarak uyar\u0131lmas\u0131 veya kayg\u0131s\u0131n\u0131n g\u00f6r\u00fcn\u00fcr hale getirilmesi onu daha fazla zorlayabilir. Bu nedenle okul d\u00fczenlemeleri dikkatli, sayg\u0131l\u0131 ve \u00e7ocu\u011fun ihtiyac\u0131na uygun \u015fekilde yap\u0131lmal\u0131d\u0131r.<\/p>\n<h2>Aileler Evde Nas\u0131l Bir Rutin Olu\u015fturmal\u0131?<\/h2>\n<p>Kayg\u0131 ya\u015fayan \u00e7ocuklar i\u00e7in \u00f6ng\u00f6r\u00fclebilir rutinler rahatlat\u0131c\u0131 olabilir. Sabah haz\u0131rl\u0131klar\u0131n\u0131n son dakikaya b\u0131rak\u0131lmamas\u0131, uyku d\u00fczeninin korunmas\u0131, okul \u00e7antas\u0131n\u0131n ak\u015famdan haz\u0131rlanmas\u0131, s\u0131nav d\u00f6nemlerinde \u00e7al\u0131\u015fma plan\u0131n\u0131n k\u00fc\u00e7\u00fck par\u00e7alara b\u00f6l\u00fcnmesi ve \u00e7ocu\u011fa net ama sakin y\u00f6nergeler verilmesi s\u00fcreci kolayla\u015ft\u0131rabilir.<\/p>\n<p>S\u0131nav kayg\u0131s\u0131 olan \u00e7ocuklarda uzun, belirsiz ve yo\u011fun \u00e7al\u0131\u015fma programlar\u0131 kayg\u0131y\u0131 art\u0131rabilir. Bunun yerine k\u0131sa \u00e7al\u0131\u015fma aral\u0131klar\u0131, d\u00fczenli molalar, tekrar plan\u0131 ve ger\u00e7ek\u00e7i hedefler daha etkili olabilir. \u00c7ocu\u011fun yaln\u0131zca eksiklerine odaklanmak yerine, \u00f6\u011frendi\u011fi konular\u0131n da fark edilmesi \u00f6nemlidir.<\/p>\n<p>Okul reddi ya\u015fayan \u00e7ocuklarda sabah saatleri genellikle daha zor ge\u00e7er. Bu nedenle sabah tart\u0131\u015fmalar\u0131n\u0131 azaltmak i\u00e7in \u00f6nceki ak\u015famdan plan yapmak, \u00e7ocu\u011fa ne olaca\u011f\u0131n\u0131 anlatmak ve aile bireylerinin tutarl\u0131 davranmas\u0131 faydal\u0131 olabilir. Ancak yo\u011fun okul reddi durumunda yaln\u0131zca rutin d\u00fczenlemek yeterli olmayabilir; uzman deste\u011fiyle daha kapsaml\u0131 bir plan gerekebilir.<\/p>\n<h2>\u00c7ocu\u011fu Zorlamak m\u0131, Desteklemek mi?<\/h2>\n<p>Aileler okul reddi ve s\u0131nav kayg\u0131s\u0131 kar\u015f\u0131s\u0131nda \u00e7o\u011fu zaman iki u\u00e7 aras\u0131nda kal\u0131r. Bir yandan \u00e7ocu\u011fun kayg\u0131s\u0131n\u0131 g\u00f6r\u00fcp korumak isterler, di\u011fer yandan okuldan uzak kalmas\u0131n\u0131n do\u011fru olmad\u0131\u011f\u0131n\u0131 bilirler. Bu noktada ama\u00e7 \u00e7ocu\u011fu ezici \u015fekilde zorlamak de\u011fil, kayg\u0131s\u0131yla ba\u015f edebilece\u011fi g\u00fcvenli ad\u0131mlar olu\u015fturmakt\u0131r.<\/p>\n<p>\u00c7ocu\u011fun kayg\u0131s\u0131 nedeniyle t\u00fcm okul sorumluluklar\u0131ndan uzakla\u015ft\u0131r\u0131lmas\u0131 ka\u00e7\u0131nmay\u0131 art\u0131rabilir. Ancak \u00e7ocu\u011fun kayg\u0131s\u0131 hi\u00e7 dikkate al\u0131nmadan bask\u0131yla okula g\u00f6nderilmesi de g\u00fcven ili\u015fkisini zedeleyebilir. Sa\u011fl\u0131kl\u0131 yakla\u015f\u0131m, \u00e7ocu\u011fun duygusunu kabul edip davran\u0131\u015f hedefini korumakt\u0131r. Yani \u201cKayg\u0131n\u0131 anl\u0131yorum, ama okul s\u00fcrecini birlikte ad\u0131m ad\u0131m s\u00fcrd\u00fcrece\u011fiz\u201d mesaj\u0131 verilmelidir.<\/p>\n<p>Bu s\u00fcre\u00e7te ailelerin net, sakin ve tutarl\u0131 olmas\u0131 \u00f6nemlidir. Anne ve baba farkl\u0131 mesajlar verirse \u00e7ocuk daha fazla belirsizlik ya\u015fayabilir. Bir ebeveyn okula gitmesini isterken di\u011feri evde kalmas\u0131na izin veriyorsa, okul reddi s\u00fcreci daha karma\u015f\u0131k hale gelebilir. Bu nedenle aile i\u00e7inde ortak tutum belirlenmelidir.<\/p>\n<h2>Ne Zaman Uzman Deste\u011fi Al\u0131nmal\u0131d\u0131r?<\/h2>\n<p>S\u0131nav kayg\u0131s\u0131 veya okul reddi k\u0131sa s\u00fcreli ve hafif d\u00fczeydeyse aile ve okul deste\u011fiyle y\u00f6netilebilir. Ancak belirtiler birka\u00e7 haftadan uzun s\u00fcr\u00fcyorsa, \u00e7ocuk okula d\u00fczenli devam edemiyorsa, bedensel \u015fik\u00e2yetler s\u0131kla\u015f\u0131yorsa, s\u0131navlar \u00e7ocu\u011fun ya\u015fam\u0131nda yo\u011fun krizlere neden oluyorsa veya aile i\u00e7i ileti\u015fim belirgin \u015fekilde bozulduysa uzman de\u011ferlendirmesi al\u0131nmal\u0131d\u0131r.<\/p>\n<p>Ayr\u0131ca \u00e7ocu\u011fun kayg\u0131s\u0131na depresif belirtiler, yo\u011fun i\u00e7e kapanma, uyku ve i\u015ftah de\u011fi\u015fiklikleri, tak\u0131nt\u0131lar, panik belirtileri, dikkat sorunlar\u0131 veya kendine zarar verme d\u00fc\u015f\u00fcnceleri e\u015flik ediyorsa de\u011ferlendirme geciktirilmemelidir. Kendine zarar verme, \u00f6lmek isteme veya g\u00fcvenlik riski varsa acil destek al\u0131nmal\u0131d\u0131r.<\/p>\n<p>\u00c7ocuk psikiyatri de\u011ferlendirmesi, kayg\u0131n\u0131n t\u00fcr\u00fcn\u00fc, \u015fiddetini, okul reddinin nedenlerini ve \u00e7ocu\u011fun ihtiya\u00e7lar\u0131n\u0131 anlamaya yard\u0131mc\u0131 olur. Gerekli durumlarda terapi y\u00f6nlendirmesi, aile g\u00f6r\u00fc\u015fmeleri, okul i\u015f birli\u011fi, davran\u0131\u015fsal planlama veya t\u0131bbi tedavi se\u00e7enekleri de\u011ferlendirilebilir. Her \u00e7ocuk i\u00e7in ayn\u0131 yol izlenmez; s\u00fcre\u00e7 \u00e7ocu\u011fun ihtiyac\u0131na g\u00f6re planlan\u0131r.<\/p>\n<h2>S\u0131nav Kayg\u0131s\u0131 Ya\u015fayan \u00c7ocuklarda Sa\u011fl\u0131kl\u0131 \u00c7al\u0131\u015fma Plan\u0131<\/h2>\n<p>S\u0131nav kayg\u0131s\u0131 olan \u00e7ocuklarda \u00e7al\u0131\u015fma d\u00fczeni kayg\u0131y\u0131 art\u0131rmayacak \u015fekilde planlanmal\u0131d\u0131r. \u00c7ocu\u011fa uzun saatler boyunca kesintisiz \u00e7al\u0131\u015fmas\u0131n\u0131 s\u00f6ylemek yerine, k\u0131sa ve ula\u015f\u0131labilir hedefler koymak daha faydal\u0131 olabilir. \u00d6rne\u011fin \u201cBug\u00fcn t\u00fcm konular\u0131 bitireceksin\u201d demek yerine, belirli bir konuya odaklanmak ve tamamlanan ad\u0131mlar\u0131 g\u00f6r\u00fcn\u00fcr k\u0131lmak \u00e7ocu\u011fun kontrol hissini art\u0131r\u0131r.<\/p>\n<p>\u00c7ocu\u011fun s\u0131nav \u00f6ncesi uyku d\u00fczeni, beslenmesi, ekran kullan\u0131m\u0131 ve dinlenme zaman\u0131 da \u00f6nemlidir. Son gece yo\u011fun \u00e7al\u0131\u015fma, kayg\u0131y\u0131 art\u0131rabilir ve performans\u0131 olumsuz etkileyebilir. D\u00fczenli tekrar, deneme s\u0131nav\u0131 deneyimi, nefes egzersizleri, ger\u00e7ek\u00e7i hedefler ve olumlu i\u00e7 konu\u015fma becerileri destekleyici olabilir.<\/p>\n<p>Ancak s\u0131nav kayg\u0131s\u0131 yo\u011fun d\u00fczeydeyse yaln\u0131zca \u00e7al\u0131\u015fma plan\u0131 yapmak yeterli olmayabilir. \u00c7ocuk s\u0131navlardan ka\u00e7\u0131n\u0131yor, bedensel belirtiler ya\u015f\u0131yor, performans\u0131 ciddi \u015fekilde d\u00fc\u015f\u00fcyor veya kendini s\u00fcrekli ba\u015far\u0131s\u0131z hissediyorsa uzman deste\u011fi almak daha sa\u011fl\u0131kl\u0131 olur.<\/p>\n<h2>Okul Reddinde \u00c7ocu\u011fa Nas\u0131l Konu\u015fulmal\u0131?<\/h2>\n<p>Okul reddi ya\u015fayan \u00e7ocukla konu\u015furken sakin, a\u00e7\u0131k ve yarg\u0131lamayan bir dil kullan\u0131lmal\u0131d\u0131r. \u00c7ocu\u011fu su\u00e7lamak, utand\u0131rmak veya \u201cSenin y\u00fcz\u00fcnden i\u015fe ge\u00e7 kal\u0131yorum\u201d gibi ifadeler kullanmak kayg\u0131y\u0131 art\u0131rabilir. Bunun yerine \u00e7ocu\u011fun ya\u015fad\u0131\u011f\u0131 zorlanmay\u0131 anlamaya y\u00f6nelik sorular sormak daha faydal\u0131d\u0131r.<\/p>\n<p>Aile, \u201cOkula gitmek istemedi\u011fini g\u00f6r\u00fcyorum, okulda seni en \u00e7ok ne zorluyor?\u201d gibi a\u00e7\u0131k u\u00e7lu sorularla \u00e7ocu\u011fun duygusunu anlamaya \u00e7al\u0131\u015fabilir. Baz\u0131 \u00e7ocuklar hemen yan\u0131t veremeyebilir. Bu durumda \u0131srar etmek yerine g\u00fcvenli bir konu\u015fma ortam\u0131 olu\u015fturmak \u00f6nemlidir. \u00c7ocu\u011fun anlatt\u0131klar\u0131 dikkatle dinlenmeli, k\u00fc\u00e7\u00fcmsenmemeli ve hemen \u00e7\u00f6z\u00fcm dayat\u0131lmamal\u0131d\u0131r.<\/p>\n<p>Konu\u015fman\u0131n sonunda \u00e7ocu\u011fa okuldan tamamen uzakla\u015faca\u011f\u0131 mesaj\u0131 verilmemelidir. \u201cBunu birlikte \u00e7\u00f6zece\u011fiz, \u00f6\u011fretmeninle ve gerekirse uzmanla g\u00f6r\u00fc\u015ferek sana yard\u0131mc\u0131 olaca\u011f\u0131z\u201d gibi g\u00fcven veren c\u00fcmleler kullan\u0131labilir. Bu yakla\u015f\u0131m, \u00e7ocu\u011fa hem anla\u015f\u0131ld\u0131\u011f\u0131n\u0131 hem de s\u00fcrecin plans\u0131z b\u0131rak\u0131lmayaca\u011f\u0131n\u0131 hissettirir.<\/p>\n<h2>Aile Tutumu \u00c7ocu\u011fun Kayg\u0131yla Ba\u015f Etmesini Destekler<\/h2>\n<p>\u00c7ocuklar kayg\u0131yla ba\u015f etmeyi b\u00fcy\u00fck \u00f6l\u00e7\u00fcde ailelerinden \u00f6\u011frenir. Ailenin kayg\u0131ya verdi\u011fi tepki, \u00e7ocu\u011fun kendi duygusunu nas\u0131l yorumlayaca\u011f\u0131n\u0131 etkiler. Aile a\u015f\u0131r\u0131 panikledi\u011finde \u00e7ocuk kayg\u0131s\u0131n\u0131n ger\u00e7ekten tehlikeli oldu\u011funu d\u00fc\u015f\u00fcnebilir. Aile tamamen g\u00f6rmezden geldi\u011finde ise \u00e7ocuk yaln\u0131z ve anla\u015f\u0131lmam\u0131\u015f hissedebilir.<\/p>\n<p>Sa\u011fl\u0131kl\u0131 aile tutumu; \u00e7ocu\u011fun duygusunu kabul eden, ancak ka\u00e7\u0131nmay\u0131 kal\u0131c\u0131 hale getirmeyen dengeli bir yakla\u015f\u0131md\u0131r. \u00c7ocu\u011fa g\u00fcven vermek, duygular\u0131n\u0131 ifade etmesine izin vermek, k\u00fc\u00e7\u00fck ad\u0131mlar\u0131 takdir etmek ve gerekti\u011finde uzman deste\u011fi almak bu yakla\u015f\u0131m\u0131n temel par\u00e7alar\u0131d\u0131r.<\/p>\n<p>Ailelerin kendi kayg\u0131lar\u0131n\u0131 da fark etmesi gerekir. Baz\u0131 aileler \u00e7ocu\u011fun ba\u015far\u0131s\u0131z olmas\u0131ndan, okuldan geri kalmas\u0131ndan veya sosyal olarak zorlanmas\u0131ndan yo\u011fun endi\u015fe duyabilir. Bu kayg\u0131 \u00e7ocu\u011fa yans\u0131d\u0131\u011f\u0131nda s\u00fcre\u00e7 daha zor hale gelebilir. Bu nedenle ailelerin de sakin, tutarl\u0131 ve \u00e7\u00f6z\u00fcm odakl\u0131 kalmas\u0131 \u00f6nemlidir.<\/p>\n<h2>Do\u011fru Destekle Okul Ya\u015fam\u0131 Yeniden G\u00fc\u00e7lenebilir<\/h2>\n<p>S\u0131nav kayg\u0131s\u0131 ve okul reddi, \u00e7ocu\u011fun akademik ba\u015far\u0131s\u0131n\u0131, \u00f6zg\u00fcvenini, aile ili\u015fkilerini ve sosyal ya\u015fam\u0131n\u0131 etkileyebilen \u00f6nemli s\u00fcre\u00e7lerdir. Ancak do\u011fru zamanda fark edildi\u011finde ve uygun destekle ele al\u0131nd\u0131\u011f\u0131nda y\u00f6netilebilir. Burada temel hedef, \u00e7ocu\u011fu zorla ba\u015far\u0131l\u0131 hale getirmek de\u011fil, kayg\u0131s\u0131n\u0131 anlamas\u0131na ve ba\u015f etme becerilerini geli\u015ftirmesine yard\u0131mc\u0131 olmakt\u0131r.<\/p>\n<p>Aileler \u00e7ocuklar\u0131nda s\u0131nav \u00f6ncesi yo\u011fun kayg\u0131, okula gitmek istememe, bedensel \u015fik\u00e2yetler, okuldan ka\u00e7\u0131nma, ba\u015far\u0131s\u0131zl\u0131k korkusu, a\u011flama krizleri veya akademik s\u00fcre\u00e7lerden tamamen uzakla\u015fma g\u00f6zlemliyorsa uzman de\u011ferlendirmesi i\u00e7in ileti\u015fime ge\u00e7ebilir ve randevu olu\u015fturabilir. Erken destek, \u00e7ocu\u011fun okul ya\u015fam\u0131na daha g\u00fcvenli ve sa\u011fl\u0131kl\u0131 \u015fekilde devam etmesine yard\u0131mc\u0131 olabilir.<\/p>\n<p>\u00c7ocu\u011fun kayg\u0131s\u0131n\u0131 anlamak, okul ile i\u015f birli\u011fi kurmak, evde tutarl\u0131 rutinler olu\u015fturmak ve gerekti\u011finde \u00e7ocuk psikiyatri deste\u011fi almak s\u00fcrecin daha sa\u011fl\u0131kl\u0131 ilerlemesini sa\u011flar. Do\u011fru yakla\u015f\u0131m sayesinde \u00e7ocuk hem okul sorumluluklar\u0131n\u0131 s\u00fcrd\u00fcrebilir hem de duygusal olarak daha g\u00fc\u00e7l\u00fc bir ba\u015f etme becerisi geli\u015ftirebilir.<\/p>\n<h2>S\u0131k\u00e7a Sorulan Sorular<\/h2>\n<p><strong>S\u0131nav kayg\u0131s\u0131 \u00e7ocuklarda nas\u0131l anla\u015f\u0131l\u0131r?<\/strong><br \/>\nS\u0131nav kayg\u0131s\u0131 ya\u015fayan \u00e7ocuklarda kar\u0131n a\u011fr\u0131s\u0131, mide bulant\u0131s\u0131, ba\u015f a\u011fr\u0131s\u0131, uykusuzluk, a\u011flama, \u00f6fke, s\u0131navdan ka\u00e7\u0131nma, bildi\u011fini unutma veya ba\u015far\u0131s\u0131zl\u0131k korkusu g\u00f6r\u00fclebilir. Belirtiler s\u0131k tekrarl\u0131yor ve \u00e7ocu\u011fun performans\u0131n\u0131 etkiliyorsa uzman deste\u011fi al\u0131nabilir.<\/p>\n<p><strong>Okul reddi nedir?<\/strong><br \/>\nOkul reddi, \u00e7ocu\u011fun okula gitmekte yo\u011fun diren\u00e7 g\u00f6stermesi, okul zaman\u0131 belirgin kayg\u0131 ya\u015famas\u0131 ve okula devam etmekte zorlanmas\u0131d\u0131r. Bu durum basit isteksizlikten farkl\u0131 olabilir ve altta kayg\u0131, ayr\u0131l\u0131k kayg\u0131s\u0131, s\u0131nav stresi, akran sorunlar\u0131 veya farkl\u0131 ruhsal s\u00fcre\u00e7ler bulunabilir.<\/p>\n<p><strong>Okul reddi ya\u015fayan \u00e7ocuk zorla okula g\u00f6nderilmeli mi?<\/strong><br \/>\n\u00c7ocu\u011fun kayg\u0131s\u0131 g\u00f6rmezden gelinerek zorla okula g\u00f6nderilmesi do\u011fru olmayabilir. Ancak s\u00fcrekli evde kalmas\u0131na izin vermek de ka\u00e7\u0131nmay\u0131 art\u0131rabilir. En sa\u011fl\u0131kl\u0131 yakla\u015f\u0131m, \u00e7ocu\u011fun kayg\u0131s\u0131n\u0131 anlayarak okul, aile ve uzman i\u015f birli\u011fiyle planl\u0131 bir d\u00f6n\u00fc\u015f s\u00fcreci olu\u015fturmakt\u0131r.<\/p>\n<p><strong>S\u0131nav kayg\u0131s\u0131 i\u00e7in aileler ne yapmal\u0131?<\/strong><br \/>\nAileler \u00e7ocu\u011fun kayg\u0131s\u0131n\u0131 k\u00fc\u00e7\u00fcmsememeli, sonucu de\u011fil \u00e7abay\u0131 desteklemeli, ger\u00e7ek\u00e7i \u00e7al\u0131\u015fma plan\u0131 olu\u015fturmal\u0131, k\u0131yaslama yapmamal\u0131 ve s\u0131nav\u0131 \u00e7ocu\u011fun de\u011feriyle ili\u015fkilendirmemelidir. Kayg\u0131 yo\u011fun ve i\u015flevselli\u011fi bozuyorsa uzman de\u011ferlendirmesi al\u0131nmal\u0131d\u0131r.<\/p>\n<p><strong>\u00c7ocuklarda kayg\u0131 bozuklu\u011fu ne zaman uzman deste\u011fi gerektirir?<\/strong><br \/>\nKayg\u0131 haftalarca s\u00fcr\u00fcyorsa, \u00e7ocuk okula gitmekte zorlan\u0131yorsa, bedensel \u015fik\u00e2yetler s\u0131kla\u015f\u0131yorsa, sosyal ya\u015fam\u0131 ve okul ba\u015far\u0131s\u0131 etkileniyorsa veya aile i\u00e7i ileti\u015fim bozuluyorsa \u00e7ocuk psikiyatri de\u011ferlendirmesi al\u0131nmal\u0131d\u0131r.<\/p>\n<div class=\"corlu-icerikten-sonra_3\" id=\"corlu-119558875\"><p><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter\" src=\"https:\/\/www.corludahaber.com\/bahcesehir.jpg\" alt=\"\" width=\"624\" height=\"196\" \/><\/p>\n<table style=\"text-align: left; width: 100%;\" border=\"1\" cellspacing=\"2\" cellpadding=\"2\">\n<tbody>\n<tr>\n<td style=\"background-color: #050805;\"><span style=\"font-size: 12pt;\"><small><small><em><strong><big><span style=\"color: #ff0000;\">Haber ve resimlerin telif haklar\u0131ndan dolay\u0131 kullan\u0131m\u0131 yasakt\u0131r<span style=\"color: #000000;\">.<\/span><\/span><span style=\"color: #000000;\">\u00a0<\/span><span style=\"color: #ffffff;\">Yaz\u0131l\u0131 izni al\u0131nmadan hi\u00e7bir yaz\u0131l\u0131, g\u00f6rsel, i\u015fitsel i\u00e7erik kopyalanamaz, de\u011fi\u015ftirilemez, yay\u0131nlanamaz veya sat\u0131lamaz. Aksi halde<\/span>\u00a0<span style=\"color: #ff0000;\">5846<span style=\"color: #ffffff;\">\u00a0<\/span><\/span><span style=\"color: #ffffff;\">say\u0131l\u0131 Fikir ve Sanat Eserleri Kanunu\u2019na ve<\/span>\u00a0<span style=\"color: #800000;\"><span style=\"color: #ff0000;\">6102<\/span><span style=\"color: #ffffff;\">\u00a0<\/span><\/span><span style=\"color: #ffffff;\">say\u0131l\u0131 maddesine g\u00f6re<\/span>\u00a0<span style=\"color: #ff0000;\">gerekli i\u015flemler uygulanacakt\u0131r.<\/span><br \/>\n<span style=\"color: #ffffff;\">\u00a9 Copyright 2014<\/span><\/big><\/strong><\/em><\/small><\/small><\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><small><small>\u00a0<\/small><\/small><\/p>\n<\/div>","protected":false},"excerpt":{"rendered":"<p>S\u0131nav Kayg\u0131s\u0131 ve Okul Reddi Ya\u015fayan \u00c7ocuklarda Aile Yakla\u015f\u0131m\u0131 S\u0131nav kayg\u0131s\u0131 ve okul reddi ya\u015fayan \u00e7ocuklarda aile yakla\u015f\u0131m\u0131; \u00e7ocu\u011fu su\u00e7lamadan dinlemek, kayg\u0131s\u0131n\u0131 k\u00fc\u00e7\u00fcmsememek, okuldan ka\u00e7\u0131nmay\u0131 kal\u0131c\u0131 hale getirmemek ve uzman deste\u011fiyle planl\u0131 ilerlemek \u00fczerine kurulmal\u0131d\u0131r. S\u0131nav kayg\u0131s\u0131 ya\u015fayan \u00e7ocuklarda kar\u0131n a\u011fr\u0131s\u0131, mide bulant\u0131s\u0131, uykusuzluk, a\u011flama, s\u0131navdan ka\u00e7\u0131nma, bildi\u011fini yapamama ve ba\u015far\u0131s\u0131zl\u0131k korkusu g\u00f6r\u00fclebilir. Okul reddinde &hellip;<\/p>\n","protected":false},"author":151,"featured_media":121842,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1982],"tags":[8025,838,9376,15478,35034,35035,10086,35037,3661,35036,1260],"class_list":["post-121841","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-seo","tag-asayis","tag-cocuklarda","tag-corlu-kaza","tag-corlu-son-dakika-kaza","tag-kaygisi","tag-reddi","tag-sinav","tag-sinav-kaygisi-ve-okul-reddi-yasayan-cocuklarda-aile-yaklasimi","tag-son-dakika-kaza","tag-yaklasimi","tag-yasayan"],"yoast_head":"<!-- This site is optimized with the Yoast SEO Premium plugin v23.3 (Yoast SEO v23.3) - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>S\u0131nav Kayg\u0131s\u0131 ve Okul Reddi Ya\u015fayan \u00c7ocuklarda Aile Yakla\u015f\u0131m\u0131 | \u00c7orlu&#039;da Haber<\/title>\n<meta name=\"description\" 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