Investigation of school age children's books in terms of protective and risk factors within the scope of psychological resilience

The aim of the study is to describe how protective and risk factors in the context of psychological resilience are handled with developmental focal points in the content of school-age children's books and to interpret the current situation. The design is document analysis from qualitative research designs. Through purposive sampling, 79 of the 100 most borrowed books, which were written for school-age children, contained risk and protective factors in the context of psychological resilience, had realistic or surrealistic fiction, and did not contain pure information, were included in the sample, provided that they met the criteria. The data were collected with the Book Information Form and the Psychological Resilience Risk and Protective Factors Identification Form, which were prepared by the researcher by reviewing the literature and taking expert opinion. In the examined school-age children's books; problem solving is the most common protective factor in the individual context, negative life events as a risk factor, positive-negative parental attitude as a protective and risk factor in the familial context, peer support and negative peer relations as protective and risk factors in the environmental context, respectively. In the study, it was determined that protective factors, various perspectives and support factors were included in school-age children's books in terms of psychological resilience. However, in the context of psychological resilience, the coping and supporting processes of the main and other characters,their attitudes, the relevance of the content to the child, and the characteristics of the developmental period were found to be superficial and in complete. It is recommended that studies should be planned to increase the knowledge and awareness levels of the relevant professionals and children in order to complete the deficiencies, to include protective factors to prevent risks, and to provide children with qualified books with development-supportive elements.