{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,2,21]],"date-time":"2026-02-21T02:08:33Z","timestamp":1771639713819,"version":"3.50.1"},"reference-count":73,"publisher":"Wiley","issue":"11","license":[{"start":{"date-parts":[[2023,7,5]],"date-time":"2023-07-05T00:00:00Z","timestamp":1688515200000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Psychology in the Schools"],"published-print":{"date-parts":[[2023,10]]},"abstract":"<jats:title>Abstract<\/jats:title><jats:p>This research examines the protective factors in schools after the coronavirus disease 2019 (COVID\u201019) pandemic by considering the opinions of school counselors. It was carried out within the scope of phenomenology design, one of the qualitative research methods. The research was conducted in Turkey. The research data were obtained through face\u2010to\u2010face interviews with 20 school counselors who were working in public schools in the fall semester of the 2022\u20132023 academic year and were determined by the purposeful sampling method. The content analysis method was used to analyze the data. School counselors were asked four questions about protective factors at school, skills needed by students, and the roles of schools and teachers. According to school counselors, the school needs to create a supportive and safe atmosphere. Having skills such as coping with stress, emotion regulation, problem\u2010solving skills, resilience, interpersonal skills, conscious use of technology, and media literacy will increase student adaptation. According to school counselors, having features such as creating a positive atmosphere in schools, monitoring and supporting student development, cooperation, providing counseling services, and creating a safe environment is necessary. It was also emphasized that teachers should have characteristics such as unconditional acceptance, establishing close relationships, being a model, cooperation, and getting to know the student. The results obtained were discussed in light of the literature and suggestions were made.<\/jats:p>","DOI":"10.1002\/pits.23009","type":"journal-article","created":{"date-parts":[[2023,7,5]],"date-time":"2023-07-05T10:13:24Z","timestamp":1688552004000},"page":"4686-4700","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":3,"title":["Protective factors in schools after the COVID\u201019 pandemic: Views of school counselors"],"prefix":"10.1002","volume":"60","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-6029-5021","authenticated-orcid":false,"given":"Ali","family":"\u00c7etinkaya","sequence":"first","affiliation":[{"name":"Department of Educational Sciences Military Academy, National Defense University Ankara Turkey"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-6557-3668","authenticated-orcid":false,"given":"Safiye Sar\u0131c\u0131","family":"Bulut","sequence":"additional","affiliation":[{"name":"Department of Educational Sciences Faculty of Education, Gazi University Ankara Turkey"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"311","published-online":{"date-parts":[[2023,7,5]]},"reference":[{"key":"e_1_2_8_2_1","doi-asserted-by":"publisher","DOI":"10.1037\/0022-0663.94.4.795"},{"key":"e_1_2_8_3_1","doi-asserted-by":"publisher","DOI":"10.1006\/ceps.1998.0978"},{"issue":"2","key":"e_1_2_8_4_1","first-page":"99","article-title":"Pandemi s\u00fcrecinde okul \u00f6ncesi \u00f6\u011fretmenlerinin ya\u015fad\u0131klar\u0131 problemlerin incelenmesi","volume":"1","author":"Aral N.","year":"2021","journal-title":"K\u0131r\u015fehir Ahi Evran \u00dcniversitesi Sa\u011fl\u0131k Bilimleri Dergisi"},{"key":"e_1_2_8_5_1","unstructured":"Bacanl\u0131 H.(2008).Sosyal beceri e\u011fitimi.Asal."},{"key":"e_1_2_8_6_1","unstructured":"Bak\u0131rc\u0131o\u011flu R.(1985).\u0130lk\u00f6\u011fretim orta\u00f6\u011fretim ve y\u00fcksek \u00f6\u011fretimde rehberlik ve psikolojik dan\u0131\u015fma. 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