{"id":21809,"date":"2015-04-01T13:37:24","date_gmt":"2015-04-01T10:37:24","guid":{"rendered":"https:\/\/bilimvegelecek.com.tr\/?p=21809"},"modified":"2018-03-15T14:31:43","modified_gmt":"2018-03-15T11:31:43","slug":"akademide-yukselen-siddet-mobbing","status":"publish","type":"post","link":"https:\/\/bilimvegelecek.com.tr\/index.php\/2015\/04\/01\/akademide-yukselen-siddet-mobbing","title":{"rendered":"Akademide y\u00fckselen \u015fiddet: Mobbing"},"content":{"rendered":"

\u00dcniversitelerde, ele\u015ftirel ve \u00f6zg\u00fcr d\u00fc\u015f\u00fcnceli olduklar\u0131 i\u00e7in \u201csak\u0131ncal\u0131\u201d g\u00f6r\u00fclen \u00f6\u011fretim elemanlar\u0131n\u0131n g\u00f6revine son veriliyor, atamalar\u0131 yenilenmiyor ya da ders verilmeyerek ve kadro a\u00e7\u0131lmayarak akademik y\u00fckselmelerinin \u00f6n\u00fc kapat\u0131l\u0131yor. Bu t\u00fcr bask\u0131lar i\u00e7erisinde gen\u00e7 akademisyenlerin en s\u0131k kar\u015f\u0131la\u015ft\u0131\u011f\u0131 sorunlar aras\u0131nda ise mobbing yer al\u0131yor.<\/em><\/p>\n

\u00dcniversitelerde soru\u015fturma, angarya, s\u00fcrg\u00fcn, i\u015ften \u00e7\u0131karma, kadro vermeme ve mobbing gibi uygulamalar\u0131n h\u0131zla artt\u0131\u011f\u0131 bir d\u00f6nem i\u00e7erisindeyiz. \u00dcniversitelerin temel i\u015flevleri olan bilgi \u00fcretimi ve bunu toplumla payla\u015fma i\u015flevi b\u00fcy\u00fck \u00f6l\u00e7\u00fcde zedelenmi\u015f durumda. Oysa bilgi \u00fcretimi, ancak her t\u00fcrl\u00fc siyasi otoriteyi kar\u015f\u0131s\u0131na alan ve \u00f6zg\u00fcr d\u00fc\u015f\u00fcnebilen biliminsanlar\u0131 taraf\u0131ndan ger\u00e7ekle\u015ftirilebilir. Bu \u00e7er\u00e7evede bilim ve ara\u015ft\u0131rma \u00f6zg\u00fcrl\u00fc\u011f\u00fcne hi\u00e7bir s\u0131n\u0131r\u0131n konmamas\u0131 kritik bir \u00f6neme sahiptir. Buna kar\u015f\u0131n \u00fcniversitelerde, ele\u015ftirel ve \u00f6zg\u00fcr d\u00fc\u015f\u00fcnceli olduklar\u0131 i\u00e7in \u201csak\u0131ncal\u0131\u201d g\u00f6r\u00fclen \u00f6\u011fretim elemanlar\u0131n\u0131n g\u00f6revine son veriliyor, atamalar\u0131 yenilenmiyor ya da ders verilmeyerek ve kadro a\u00e7\u0131lmayarak akademik y\u00fckselmelerinin \u00f6n\u00fc kapat\u0131l\u0131yor ve bu \u00f6\u011fretim elemanlar\u0131n\u0131n \u00fcniversiteden uzakla\u015ft\u0131r\u0131lmas\u0131 sa\u011flanmaya \u00e7al\u0131\u015f\u0131l\u0131yor. Bu t\u00fcr bask\u0131lar i\u00e7erisinde gen\u00e7 akademisyenlerin en s\u0131k kar\u015f\u0131la\u015ft\u0131\u011f\u0131 sorunlar aras\u0131nda ise mobbing yer al\u0131yor.<\/p>\n

\"\"Mobbing nedir?<\/strong><\/p>\n

Mobbing; psikolojik \u015fiddet, bask\u0131, taciz, y\u0131ld\u0131rma anlamlar\u0131nda kullan\u0131lan bir terim. Mobbing s\u00f6zc\u00fc\u011f\u00fc Latincede mobile vundus<\/em>; yani g\u00fcruh halinde sald\u0131rma, topluca sald\u0131rma, ata\u011fa ge\u00e7me, etraf\u0131n\u0131 sar\u0131p sarmalama gibi anlamlara geliyor. Bu durumu tan\u0131mlamak i\u00e7in T\u00fcrk\u00e7e\u2019de yayg\u0131n olarak \u201cpsikolojik taciz\u201d s\u00f6zc\u00fc\u011f\u00fc kullan\u0131l\u0131yor; ancak Avrupa\u2019da durumun ciddiyetinin anla\u015f\u0131labilmesi ve etkili \u00f6nlemler al\u0131nabilmesi i\u00e7in \u201cpsiko-ter\u00f6r\u201d s\u00f6zc\u00fc\u011f\u00fc tercih ediliyor. Daha ba\u015flang\u0131\u00e7ta mobbing Kanada\u2019da \u201cd\u00fczeyi y\u00fckseltilmi\u015f nezaketsizlik\u201d \u015feklinde tan\u0131mlanm\u0131\u015f. Daha sonraki evrelerde de ma\u011fdurlar\u0131n kar\u015f\u0131la\u015ft\u0131klar\u0131 a\u011f\u0131r sonu\u00e7lar\u0131 vurgulamak amac\u0131yla \u201csosyal \u00f6l\u00fcm\u201d ifadesi kullan\u0131lmaya ba\u015flanm\u0131\u015f. (1)<\/p>\n

Mobbing, \u00e7al\u0131\u015fma ya\u015fam\u0131n\u0131n pek \u00e7ok alan\u0131nda kar\u015f\u0131 kar\u015f\u0131ya olunan bir sorun. \u0130\u015fyeri \u00f6rg\u00fctl\u00fc\u011f\u00fcn\u00fcn zay\u0131f ve \u00e7al\u0131\u015fanlar aras\u0131nda dayan\u0131\u015fma ba\u011flar\u0131n\u0131n g\u00fc\u00e7s\u00fcz oldu\u011fu i\u015fyerlerinde mobbing daha s\u0131k ya\u015fan\u0131yor.\u00a0Ancak bu sorunu \u00f6zg\u00fcn k\u0131lan, mobbingin di\u011fer sorunlara g\u00f6re daha \u201cg\u00f6r\u00fcnmez\u201d olmas\u0131. Bu durum, mobbinge maruz kalanlar\u0131n \u00e7o\u011fu zaman durumlar\u0131n\u0131 fark etmede g\u00fc\u00e7l\u00fck \u00e7ekmesini de beraberinde getiriyor. Yani ma\u011fdur, kendisine yap\u0131lan sald\u0131r\u0131lar\u0131n nedenini \u00e7o\u011fu kez belki anlayamaz; ama kendisini mercek alt\u0131na al\u0131nm\u0131\u015f hisseder ve kendisine yap\u0131lan\u0131n psikolojik sa\u011fl\u0131\u011f\u0131n\u0131 bozdu\u011funu fark eder. Bu anlamda mobbingin bir alg\u0131lama meselesi oldu\u011funun alt\u0131n\u0131 \u00e7izmek gerekir.<\/p>\n

Hiyerar\u015fik yap\u0131 mobbinge zemin haz\u0131rl\u0131yor<\/strong><\/p>\n

Bunun d\u0131\u015f\u0131nda mobbing \u00f6zellikle hiyerar\u015fik yap\u0131lanman\u0131n g\u00fc\u00e7l\u00fc oldu\u011fu gruplarda g\u00f6r\u00fcl\u00fcr. Bu ba\u011flamda Y\u00d6K eliyle son y\u0131llarda birbiri ard\u0131na a\u00e7\u0131lan \u00fcniversitelerdeki hiyerar\u015fik yap\u0131lanma ve bunun i\u00e7erisinde yer alan bask\u0131c\u0131 ve otoriter ili\u015fkiler sisteminin \u00fcniversitelerde mobbinge zemin yaratt\u0131\u011f\u0131n\u0131 s\u00f6yleyebiliriz. Esnek ve g\u00fcvencesiz ko\u015fullarda \u00e7al\u0131\u015fan ve g\u00f6rev tan\u0131mlar\u0131 belirsiz, hiyerar\u015fik yap\u0131lanman\u0131n en alt\u0131nda bulunan ara\u015ft\u0131rma g\u00f6revlilerinin, idari amirleri yan\u0131nda bir de dan\u0131\u015fmanlar\u0131n\u0131n bask\u0131s\u0131 alt\u0131nda oldu\u011fu bilinen bir ger\u00e7ek. Ara\u015ft\u0131rma g\u00f6revlilerinin dan\u0131\u015fmanlar\u0131 \u00e7o\u011fu kez \u201cidari amir\u201d gibi davran\u0131yor, dan\u0131\u015fmanlar\u0131n b\u00f6l\u00fcm ba\u015fkan\u0131, dekan vb. konumlarda olmas\u0131 ise bask\u0131y\u0131 daha da art\u0131ran etkenler. Bu kesimlerin i\u015f g\u00fcvencesinin di\u011fer kesimlere g\u00f6re daha d\u00fc\u015f\u00fck olmas\u0131 ya da hi\u00e7 olmamas\u0131, olabildi\u011fince esnek ve kurals\u0131z \u00e7al\u0131\u015ft\u0131r\u0131lmalar\u0131na zemin haz\u0131rl\u0131yor, bu durum mobbing uygulamalar\u0131n\u0131 da beraberinde getiriyor. Bu anlamda \u00fcniversitede mobbingin g\u00f6r\u00fclebilme zemininin en y\u00fcksek oldu\u011fu kesimler en g\u00fcvencesiz ve esnek \u00e7al\u0131\u015ft\u0131r\u0131lan, akademik personel hiyerar\u015fisinde en altta bulunanlar. Yani ba\u015fta ara\u015ft\u0131rma g\u00f6revlileri olmak \u00fczere t\u00fcm \u00f6\u011fretim yard\u0131mc\u0131s\u0131 s\u0131n\u0131f\u0131ndakiler. (2) Yap\u0131lan ara\u015ft\u0131rmalarda mobbinge maruz kalan akademisyenlerin y\u00fczde 60 civar\u0131nda ara\u015ft\u0131rma g\u00f6revlisi oldu\u011fu ortaya \u00e7\u0131k\u0131yor ki bu olduk\u00e7a y\u00fcksek bir oran.<\/p>\n

\u00dcniversitelerde ya\u015fanan mobbingin bir di\u011fer yak\u0131c\u0131 \u00f6zelli\u011fi, ma\u011fdurun bu t\u00fcr davran\u0131\u015flardan kurtulmas\u0131ndaki g\u00fc\u00e7l\u00fckler. Kamuda atama yoluyla ba\u015fka bir kuruma ge\u00e7erek ya da i\u015fyerinden istifa ederek bu soruna \u00e7\u00f6z\u00fcm bulmak bir miktar daha kolay; ancak \u00fcniversitede mobbinge maruz kalmaya ba\u015flan\u0131nca, y\u00fcksek lisans, ard\u0131ndan doktora ve daha sonra yard\u0131mc\u0131 do\u00e7entlik a\u015famas\u0131na, yani t\u00fcm akademik s\u00fcre\u00e7lere yans\u0131yan bir s\u00fcre\u00e7 haline gelebiliyor.<\/p>\n

Mobbingin en \u00f6nemli \u00f6zelliklerinden biri; ki\u015filik haklar\u0131na ve mesleki yeterlili\u011fe sald\u0131r\u0131y\u0131 i\u00e7ermesi. Bunun yan\u0131nda mobbing; kas\u0131tl\u0131, uzun s\u00fcreli ve sistematik uygulamalar \u015feklinde kar\u015f\u0131m\u0131za \u00e7\u0131kar. Ancak \u201csistematik\u201d tespitinin yap\u0131lmas\u0131 i\u00e7in, en az alt\u0131 ayl\u0131k bir s\u00fcre \u00f6ng\u00f6r\u00fcl\u00fcyor. Anl\u0131k, stresten kaynaklanan sorunlar mobbing kapsam\u0131na girmiyor. Mobbing, ki\u015fiyi i\u015f ya\u015fam\u0131ndan d\u0131\u015flamak amac\u0131yla benlik sayg\u0131s\u0131n\u0131 ve toplumsal itibar\u0131n\u0131 zedelemeye d\u00f6n\u00fck davran\u0131\u015flar \u015feklinde kar\u015f\u0131m\u0131za \u00e7\u0131kar. Bu s\u00fcre\u00e7 \u00e7o\u011funlukla mobbinge maruz kalan ki\u015finin ge\u00e7imsiz ve sorunun kayna\u011f\u0131 olarak yaftalanmas\u0131na yol a\u00e7ar. En s\u0131k uygulanan mobbing y\u00f6ntemleri; izolasyon, hakaret, i\u011fneleme, de\u011fersizle\u015ftirme, a\u015fa\u011f\u0131lama, i\u015f y\u00fckleme, i\u015f eksiltme, k\u0131nama, fiziksel \u015fiddet ve cinsel taciz \u015feklinde kar\u015f\u0131m\u0131za \u00e7\u0131k\u0131yor. Ayr\u0131ca mobbing, sadece idari amir ya da lisans\u00fcst\u00fc dan\u0131\u015fman\u0131 taraf\u0131ndan uygulanm\u0131yor. \u00c7al\u0131\u015f\u0131lan birimdeki hiyerar\u015fik yap\u0131lanma, ortamdaki di\u011fer ki\u015filerin de fark\u0131nda olarak ya da olmadan \u00e7al\u0131\u015fanlar \u00fczerinde mobbing uygulamas\u0131n\u0131n zeminini haz\u0131rlayabiliyor.<\/p>\n

Mobbing uygulanan ki\u015finin \u00f6zg\u00fcvenini ve mesleki itibar\u0131n\u0131 do\u011frudan hedef alan bu davran\u0131\u015flar sonunda \u00e7o\u011funlukla ki\u015fi i\u015fyerinden ayr\u0131lmaya zorlanarak bu durumun kendi tercihiymi\u015f gibi g\u00f6sterilmesi s\u00f6z konusu olur. Bu durumla ba\u015fa \u00e7\u0131kmakta g\u00fc\u00e7l\u00fck \u00e7eken ve ya\u015fanan s\u00fcre\u00e7te utan\u00e7, \u00f6fke, korku ya\u015fayan ki\u015fi; bir de y\u00fcksek tansiyon, uyku bozukluklar\u0131, depresyon, panik atak gibi ciddi sa\u011fl\u0131k sorunlar\u0131yla u\u011fra\u015fmak durumunda kal\u0131r. Bunun sonucunda ma\u011fdur sadece psikolojik de\u011fil; ekonomik -terapi vb. tedavi i\u00e7in ciddi sa\u011fl\u0131k harcamalar\u0131 yapma- ve sosyal bak\u0131mdan da -aile ve arkada\u015fl\u0131k ili\u015fkileri- zarar g\u00f6r\u00fcr. Mobbing davran\u0131\u015flar\u0131, \u00f6zellikle \u00fcniversitede akademik personelin verdi\u011fi derslerin kalitesini etkileyebilir ve yapt\u0131\u011f\u0131 akademik \u00e7al\u0131\u015fmalarda ciddi konsantre sorunlar\u0131 ya\u015famas\u0131na ve \u00e7al\u0131\u015fma veriminin d\u00fc\u015fmesine neden olur.<\/p>\n

\"\"Mobbing uygulamalar\u0131nda yayg\u0131n olarak kullan\u0131lan taktikler iki grupta toplan\u0131r; eylemler ve i\u015flemler. Eylemler davran\u0131\u015flarla ve s\u00f6zlerle; i\u015flemler ise yaz\u0131l\u0131 olarak yap\u0131lan sald\u0131r\u0131lard\u0131r. Yaz\u0131l\u0131 yap\u0131lanlar\u0131n \u00f6nemli bir \u00f6zelli\u011fi, hukuki zeminde yap\u0131ld\u0131\u011f\u0131 izlenimi uyand\u0131rmas\u0131. \u00d6rne\u011fin s\u00fcrekli disiplin cezas\u0131 verme, ge\u00e7ici g\u00f6revlendirme, sicilini bozma, performans notunu d\u00fc\u015f\u00fcrme gibi ya da mail yoluyla s\u00fcrekli olarak verilen i\u015fi de\u011fi\u015ftirme, kapasitesinin miktar\u0131n\u0131 art\u0131rma, s\u00fcreyi k\u0131saltma gibi sanki hukuki zeminde davran\u0131l\u0131yormu\u015f gibi yap\u0131lan i\u015flemler. D\u0131\u015far\u0131dan bak\u0131ld\u0131\u011f\u0131nda bunlar\u0131n normal, ola\u011fan i\u015f ili\u015fkisi oldu\u011fu zannedilir. Ama ger\u00e7ekte i\u015fyerinde ba\u015fkalar\u0131na yap\u0131lmayan sald\u0131r\u0131lar tek bir ki\u015fiye yap\u0131ld\u0131\u011f\u0131nda mobbing kapsam\u0131na girer. (3) \u00dcniversitede mobbing uygulamalar\u0131 \u00fczerine yap\u0131lan bir ara\u015ft\u0131rmada yer alan ma\u011fdurun a\u015fa\u011f\u0131daki ifadeleri, tipik akademik mobbing g\u00f6stergelerindendir:<\/p>\n

\u201cBa\u015fka bir \u00fcniversitedeki b\u00f6l\u00fcm ba\u015fkan\u0131na olup bitenleri anlatt\u0131m. O beni kendi b\u00f6l\u00fcm\u00fcne ald\u0131, orada akademik \u00e7al\u0131\u015fmalar\u0131m\u0131 bitirdim. Do\u00e7ent stat\u00fcs\u00fcnde \u00e7al\u0131\u015f\u0131yorum. Eski fak\u00fcltede \u00e7al\u0131\u015fan ara\u015ft\u0131rma g\u00f6revlilerinin bir k\u0131sm\u0131 ayr\u0131l\u0131p ba\u015fka i\u015f yapmaya ba\u015flad\u0131lar. Ayr\u0131lmayanlar tez a\u015famas\u0131nda ba\u015far\u0131s\u0131z bulunup, fak\u00fclteden at\u0131ld\u0131lar. Mahkeme karar\u0131yla ba\u015far\u0131l\u0131 olanlar ise, doktora yeterlilikte sorun ya\u015fad\u0131lar. E\u015fim h\u00e2l\u00e2 o fak\u00fcltede, h\u00e2l\u00e2 doktoral\u0131 ara\u015ft\u0131rma g\u00f6revlisi. \u0130nat etti ayr\u0131lmad\u0131. Onun y\u00fcz\u00fcne bakt\u0131k\u00e7a y\u0131llar\u0131n yorgunlu\u011funu g\u00f6r\u00fcyorum. Fiziksel ve psikolojik sorunlar\u0131 var. Bazen eski arkada\u015flar\u0131mla bulu\u015fuyor, dertle\u015fiyoruz. Ya\u015fad\u0131klar\u0131m\u0131z\u0131 anlatt\u0131k\u00e7a g\u00f6zlerimiz doluyor, i\u00e7in i\u00e7in a\u011fl\u0131yoruz.\u201d (4)<\/p>\n

S\u0131ra d\u0131\u015f\u0131 d\u00fc\u015f\u00fcneni biat ettirme arac\u0131<\/em><\/strong><\/p>\n

Mobbinge u\u011frayanlar\u0131n ortak \u00f6zelliklerine bak\u0131ld\u0131\u011f\u0131nda; \u00e7o\u011funlukla zeki, yetenekli, ba\u015far\u0131l\u0131, ba\u011f\u0131ms\u0131z ve yarat\u0131c\u0131 ki\u015filik \u00f6zelliklerine sahip, farkl\u0131 g\u00f6r\u00fc\u015fler ve alternatif yakla\u015f\u0131mlar geli\u015ftirebilen ki\u015filer olduklar\u0131 g\u00f6r\u00fcl\u00fcyor. Bu ki\u015filer ayr\u0131ca belirli \u00e7al\u0131\u015fma ilkelerine sahip ve mesleki etik anlay\u0131\u015flar\u0131 olduk\u00e7a geli\u015fkin oldu\u011fundan bunlardan taviz vermeleri pek m\u00fcmk\u00fcn olmuyor ve bu ilkeleri korumak ad\u0131na sonuna kadar m\u00fccadele etme perspektifiyle hareket ediyorlar. Bu a\u00e7\u0131dan s\u0131ra d\u0131\u015f\u0131 d\u00fc\u015f\u00fcnen, \u00f6zg\u00fcn nitelikleri olan ya da yap\u0131lan haks\u0131zl\u0131klara ses \u00e7\u0131karan ki\u015filerin d\u00fc\u015f\u00fcnceleri ve \u00e7al\u0131\u015fmalar\u0131 k\u0131skan\u00e7l\u0131k konusu oluyor ve bu ki\u015filer daha fazla mobbinge maruz kal\u0131yorlar. Buna kar\u015f\u0131l\u0131k mobbing uygulayan ki\u015filerin de alan\u0131nda yetkin olmama, otorite zafiyeti ve g\u00fcce ba\u011f\u0131ml\u0131l\u0131k gibi birtak\u0131m \u00f6zelliklere sahip olduklar\u0131 biliniyor. Yani \u00f6zg\u00fcven problemi olan ve biat k\u00fclt\u00fcr\u00fcyle yeti\u015fmi\u015f bu tip insanlar y\u00f6netici konumunda olup g\u00fcc\u00fc ellerine ald\u0131klar\u0131nda, s\u0131n\u0131rlar\u0131 olduk\u00e7a geni\u015f olan yetkilerini keyfi kullanmaktan ve \u00f6zellikle kendisinden daha donan\u0131ml\u0131 \u00e7al\u0131\u015fanlar\u0131na kar\u015f\u0131 \u00e7e\u015fitli bask\u0131 y\u00f6ntemleri uygulamaktan \u00e7ekinmiyorlar. (5)<\/p>\n

Denetim ve hak arama mekanizmalar\u0131n\u0131n yeterince \u00e7al\u0131\u015fmamas\u0131 da sorunun di\u011fer bir boyutunu olu\u015fturuyor. Yap\u0131lan ara\u015ft\u0131rmalar, mobbinge u\u011frayanlar\u0131n buna kar\u015f\u0131 bir duru\u015f sergilemekten ya da yasal yollara ba\u015fvurmaktan ka\u00e7\u0131nd\u0131\u011f\u0131n\u0131, sadece arkada\u015flar\u0131na anlatarak rahatlamaya \u00e7al\u0131\u015ft\u0131klar\u0131n\u0131 g\u00f6steriyor. Ma\u011fdurlar\u0131n soruna \u00e7\u00f6z\u00fcm \u00fcretemeyip sadece yak\u0131n \u00e7evreleri ile payla\u015fmas\u0131, akademisyenlerin b\u00fcy\u00fck \u00f6l\u00e7\u00fcde \u00e7al\u0131\u015fma ya\u015fam\u0131nda yaln\u0131zla\u015ft\u0131r\u0131lm\u0131\u015f olmas\u0131ndan kaynaklan\u0131yor. Ba\u015fka bir deyi\u015fle \u00e7\u00f6z\u00fcm\u00fcn \u00f6nemli bir b\u00f6l\u00fcm\u00fc sendikal ya da \u00e7e\u015fitli \u00f6\u011fretim elemanlar\u0131 dernekleri \u00e7at\u0131s\u0131 alt\u0131nda \u00f6rg\u00fctlenmekten ge\u00e7iyor. Bunun yan\u0131nda \u00e7al\u0131\u015fanlar\u0131n b\u00fcy\u00fck \u00e7o\u011funlu\u011fu bu konuda yasal haklar\u0131n\u0131 bilmiyorlar. Oysa Anayasa\u2019da ve di\u011fer yasalarda mobbing ile ilgili baz\u0131 d\u00fczenlemeler yap\u0131lm\u0131\u015f. Bunlardan biri T\u00fcrk Ceza Kanunu\u2019nda mobbingi su\u00e7 olarak belirleyen h\u00fck\u00fcm. Bunun yan\u0131 s\u0131ra \u00fcniversite personelinin de ba\u011fl\u0131 bulundu\u011fu Devlet Memurlar\u0131 Kanunu, \u201camirlerin mahiyetindekilere k\u00f6t\u00fc davranmas\u0131n\u0131\u201d ve \u201cmahiyetindekilere fiili tecav\u00fcz\u00fc\u201d disiplin cezas\u0131 yapt\u0131r\u0131m\u0131na ba\u011flam\u0131\u015ft\u0131r. Dolay\u0131s\u0131yla ma\u011fdur, kuruma ve mobbing uygulayana kar\u015f\u0131 maddi ve manevi tazminat davas\u0131 a\u00e7ma hakk\u0131na sahiptir.<\/p>\n

Neler yap\u0131labilir?<\/strong><\/p>\n

Mobbing ile m\u00fccadelede en temel ad\u0131m, kan\u0131tlamad\u0131r. Ya\u015fananlar\u0131 kayda ge\u00e7irme bu anlamda \u00f6nemli bir y\u00f6ntemdir. Mobbinge maruz kalanlar\u0131n yapmas\u0131 gerekenler \u015fu \u015fekilde \u00f6zetlenebilir:<\/p>\n

1) Kimli\u011fe, sosyal stat\u00fcye, cinsiyete vb. alanlara kar\u015f\u0131 mobbing yap\u0131lmas\u0131 durumunda TCK\u2019n\u0131n 216. maddesinde belirtilen su\u00e7u olu\u015fturdu\u011funa istinaden savc\u0131l\u0131\u011fa su\u00e7 duyurusunda bulunulmal\u0131 veya \u00e7al\u0131\u015f\u0131lan kurumun personel m\u00fcd\u00fcrl\u00fc\u011f\u00fc\/insan kaynaklar\u0131 genel koordinat\u00f6rl\u00fc\u011f\u00fcne bu durum bildirilmelidir.<\/p>\n

2) Verilen g\u00f6rev tan\u0131m\u0131n\u0131 a\u015fan emirler vb. t\u00fcm mobbing uygulamalar\u0131 yaz\u0131l\u0131 olarak kaydedilmeli ve g\u00fcvenilir, gerekirse tan\u0131kl\u0131k edebilecek ki\u015filer harekete ge\u00e7irilmelidir.<\/p>\n

3) \u0130lk f\u0131rsatta mobbing uygulayan ki\u015fi yetkili birine rapor edilmeli, kan\u0131t olu\u015fturabilmek i\u00e7in de gerekiyorsa, t\u0131bbi ve psikolojik yard\u0131m al\u0131nmal\u0131d\u0131r.<\/p>\n

4) Mobbing s\u00fcrecinde s\u00fcrekli ve s\u0131kl\u0131kla ya\u015fanan bask\u0131 sonucu ortaya \u00e7\u0131kan psikosomatik ve psikolojik rahats\u0131zl\u0131klar\u0131n psikolojik tacizden kaynakland\u0131\u011f\u0131 t\u0131bbi raporlarla belgelenmelidir.<\/p>\n

5) \u0130\u015f arkada\u015flar\u0131 ile ya\u015fan\u0131lanlar payla\u015f\u0131lmal\u0131, daha fazla etkili olmak i\u00e7in grup\u00e7a yetkili birim\/ki\u015fiye ba\u015fvurulmal\u0131d\u0131r.<\/p>\n

6) Tan\u0131\u011f\u0131n olmad\u0131\u011f\u0131 bir yerde tacize u\u011fran\u0131l\u0131rsa, en yak\u0131n arkada\u015fa anlat\u0131lmal\u0131, daha sonraki geli\u015fmeler i\u00e7in onlar\u0131n tan\u0131kl\u0131\u011f\u0131 \u015fimdiden haz\u0131rlanmal\u0131 ve tacizci ile yaln\u0131z \u00e7al\u0131\u015fmay\u0131 gerektiren ortamlarda da di\u011fer \u00e7al\u0131\u015fanlar haberdar edilmelidir.<\/p>\n

7) \u00c7al\u0131\u015fanlar\u0131n i\u015fyerinde ya da i\u015fle ba\u011flant\u0131l\u0131 olarak psikolojik taciz konusunda bilin\u00e7lenmesi, bilgilenmesi ve bu t\u00fcr davran\u0131\u015flardan korunmas\u0131na y\u00f6nelik t\u00fcm uygun \u00f6nlemler al\u0131nmal\u0131d\u0131r.<\/p>\n

8) Mobbing yapanlar ve bilgisi oldu\u011fu halde bunu \u00f6nlemeyenler, \u00f6ncelikli olarak uyar\u0131lmal\u0131d\u0131r.<\/p>\n

9) Psikolojik taciz yapanlar\u0131n \u00fcstleri de yaz\u0131l\u0131 olarak konudan haberdar edilmelidir.<\/p>\n

10) Mobbing ma\u011fdurunun s\u00fcrekli teknik ve psikolojik destek alabilece\u011fi ileti\u015fim hatt\u0131 olu\u015fturulmal\u0131d\u0131r. (6)<\/p>\n

Dipnotlar<\/strong><\/p>\n

1) Mobbing Paneli De\u015fifresi, TAH\u0130DEB (Odt\u00fc Psikolojik Taciz (Mobbing), Cinsel Taciz ve Hak \u0130hlalleri Ara\u015ft\u0131rma ve Destek Birimi, Nisan 2013.<\/p>\n

2) DE\u00dc \u00d6\u011fretim Yard\u0131mc\u0131lar\u0131 Mobbing Raporu, Sorunlar ve \u00c7\u00f6z\u00fcm \u00d6nerilerimiz<\/em>, E\u011fitim Sen E\u011fitim ve Bilim Emek\u00e7ileri Sendikas\u0131 \u0130zmir 3 No\u2019lu \u015eube, Aral\u0131k 2014, s.1-2.<\/p>\n

3) Mobbing Paneli De\u015fifresi<\/em>, s.2.<\/p>\n

4) Mobbing Paneli De\u015fifresi<\/em>, s.10.<\/p>\n

5) \u0130\u015fyerinde psikolojik y\u0131ld\u0131rma Mobbing,\u00a0 <\/em>E\u011fitim Sen Yay\u0131nlar\u0131, 2010.<\/p>\n

6) DE\u00dc \u00d6\u011fretim Yard\u0131mc\u0131lar\u0131 Mobbing Raporu, s.15-17.<\/p>\n","protected":false},"excerpt":{"rendered":"

\u00dcniversitelerde, ele\u015ftirel ve \u00f6zg\u00fcr d\u00fc\u015f\u00fcnceli olduklar\u0131 i\u00e7in \u201csak\u0131ncal\u0131\u201d g\u00f6r\u00fclen \u00f6\u011fretim elemanlar\u0131n\u0131n g\u00f6revine son veriliyor, atamalar\u0131 yenilenmiyor ya da ders verilmeyerek ve kadro a\u00e7\u0131lmayarak akademik y\u00fckselmelerinin \u00f6n\u00fc kapat\u0131l\u0131yor. Bu t\u00fcr bask\u0131lar i\u00e7erisinde gen\u00e7 akademisyenlerin en s\u0131k kar\u015f\u0131la\u015ft\u0131\u011f\u0131 sorunlar aras\u0131nda ise mobbing yer al\u0131yor. \u00dcniversitelerde soru\u015fturma, angarya, s\u00fcrg\u00fcn, i\u015ften \u00e7\u0131karma, kadro vermeme ve mobbing gibi uygulamalar\u0131n h\u0131zla […]<\/p>\n","protected":false},"author":624,"featured_media":21815,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[171,1464,215],"tags":[610,276,2647,2185],"class_list":["post-21809","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-134-sayi","category-dosya","category-egitim-bilimleri","tag-akademi","tag-egitim","tag-mobbing","tag-universiteler"],"acf":[],"aioseo_notices":[],"aioseo_head":"\n\t\t\n\t\n\t\n\t\n\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t