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    Improvement of General Disaster Preparedness Belief Scale Based on Health Belief Model
    (Cambridge Univ Press, 2018) Inal, Ebru; Dogan, Nuri
    Introduction: The Health Belief Model (HBM) can be used as a guide in enhancing the peoples' awareness, improving the motivation, and providing tools that address beliefs and attitudes toward general disaster preparedness (GDP). Methods: The aim of this study was to improve and re-test all psychometric properties of the published General Disaster Preparedness Belief (GDPB) scale based on HBM carried out in the general population. This scale development study measured by 58 items was prepared under the same structure of the developed GDPB scale that measured 31 items before. This expanded scale was applied to 973 individuals. Firstly, the data from application of the expanded scale was examined under Exploratory Factor Analysis (EFA). Then, the estimations obtained from Confirmatory Factor Analysis (CFA) for the expanded scale with 45 items were compared with the estimations obtained from the previous scale with 31 items. Results: The EFA lead to the removal of 13 items and the retention of 45 items. The items which the factor loadings were below 0.30 and which gave the factor loadings for more dimension were excluded from the data set. A model measured six dimensions with 45 items was hypothesized: six items under perceived susceptibility, four items under perceived severity, six items under perceived benefits, 14 items under perceived barriers, five items under cues to action, and 10 items under self-efficacy. For CFA results, all estimations for factor loadings were significant. The scale with 45 items obtained in this study fit because Comparative Fit Index (CFI), Goodness of Fit Index (GFI), and Adjusted Goodness of Fit Index (AGFI) were over 0.95. Conclusion: These results suggest that the scale with 45 items shows improvement in the scale with 31 items. This study indicates that the GDPB scale with 45 items based on HBM has acceptable validity and reliability. This tool can be used in disaster preparedness surveys.
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    Improving Resilience Capacity of the Policies and Planning for Temporary Shelters in Crises and Disasters
    (Springer International Publishing, 2022) Okay, Nilgün; Inal, Ebru; Yücel, Gül; Rashem, Oya Açikalin
    Previous disasters have pointed out the importance of post-disaster planning for shelter conditions. Providing safety and comfort for everyone in disaster areas, good shelter conditions are essential for preventing diseases and disaster resilience. Temporary shelters are established in terms of operational procedures, shelter management, and basic human needs but not based on spatial factors. Spatial factors can cause social vulnerabilities and lead to difficulties. While many countries are putting efforts into action under the Sendai Framework of Disaster Risk Reduction (SFDRR) and the Sustainable Development Goals (SDGs) at a legislative level, the local implementation of actions for each of these goals is not successful. Neither inclusivity, accessibility, gender, nor resilience (for all) is included in the national and local disaster plans. Post-disaster sheltering demands an integrated and inclusive planning approach to building disaster capacity. In this chapter, the thematic analysis of policies on post-disaster sheltering is presented, and the international and national regulations related to inclusivity and accessibility in terms of gender are presented, and recommendations for disaster resilient sheltering are provided. © Springer Nature Switzerland AG 2022.
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    Okul Öncesi Eğitimin Güvenli Yaşam Kültürü Kapsamında Değerlendirilmesi
    (Hasan Kalyoncu Üniversitesi, 2019) Inal, Ebru; Özcebe, Lütfiye Hilal
    Bu çalışmada, uluslararası göstergeler esas alınarak Okul Öncesi Eğitim Programı’nın güvenli yaşam kültürüne ilişkin kazanım ve göstergelerinin değerlendirilmesi amaçlanmıştır. 2012-2013 yılında MEB tarafından sunulan ‘‘36-72 Aylık Çocuklar İçin Okul Öncesi Eğitim Programı’’ güvenli yaşam kültürü açısından değerlendirilmiştir. Okul öncesi eğitim programında yer alan bilişsel, sosyal ve duygusal gelişim ile öz bakım becerileri gelişimleri içinde yer alan “kazanım” ve “gösterge”ler belirlenmiştir. Programda güvenli yaşama ait ilkeler ‘’tehlike (li), acil durum, afet, incinebilirlik, kaza, güven(li), risk, sorumluluk, sorun (problem), kural, yeterlilik’’ terimleri ve örüntüleri olarak tanımlanmıştır. Araştırmacılar tarafından UNESCO ve UNICEF teknik rehberlerden geliştirilmiş olan kontrol listesi değerlendirme aracı olarak kullanılmıştır. Programda, çocukların günlük yaşama dair sembolleri tanımaları ve sorunlarla karşılaşma durumlarında uygun çözüm yolları sunmaları bilişsel kazanım olarak tanımlanmıştır. Sosyal ve duygusal gelişim kazanımlar, görevi başarma güdülemesinin kazanımı, sorumluluk bilinci, duygularını ifade etme ve kendine olan güven şeklinde yer almaktadır. Öz bakım becerileri olarak ise, kendini tehlike ve kazalardan koruma, acil iletişim numaralarını bilme ve sağlıklı yaşam becerileri olarak belirlenmiştir. Çocukların yaralanmalardan korunmaları için MEB Okul öncesi okul programında güvenli yaşam kültürü bilgi, beceri ve davranışlarının daha da geliştirilmesi gerektiği söylenebilir. 
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    Öğe
    The factors associated to justify the physical partner violence among married women in Turkey
    (Addis Ababa Univ, Dept Community Health, 2020) Inal, Ebru; Ahmed, Fahad; Erbaydar, Nuket Paksoy
    Background: Gender-based violence is widespread in Turkey, and the internalization of patriarchal values is an important barrier for women to develop resistance to such violence. Aims: This study aims to assess the attitudes of married women in Turkey towards the justification of physical partner violence, and to examine the predictors for justifying such violence so that ways of resisting it can be identified. Methods: The data for the study was taken from the 2013 Turkish Demographic and Health Survey. A sub-sample of 6,655 married women of reproductive age were included in the analysis. Binary logistic regression analysis was carried out. Results: In this cross-sectional study, women with no formal education and women who had completed the primary level of education only were more likely to justify the use of physical violence against them (OR = 4.04, 95% CI = 1.96-8.36 and OR = 2.44, 95% CI = 1.24-4.79, respectively) compared to higher educated women. Women who had three or more children were more likely to justify the use of physical violence compared to women with two or fewer children (OR = 1.31, 95% CI = 1.10-1.56). Women who did not use the internet were 1.67 times more likely to justify the use of physical violence compared to women who use the internet (OR = 1.67, 95% CI = 1.27-2.20). Discussion and conclusions: Although women who had fewer children, women who lived in an urban setting, and women in wealthy households justify partner physical violence less than women with more children, women living in a rural setting and women in poor households, the education, and profession of women's partners are critical factors, too. Education and internet access for women are crucial ways of developing strategies to resist partner violence. Such access helps to involve women in the public sphere, assists in the development of internet literacy, can change their way of thinking about violence, and open up the development of resistance strategies.