Hope as a Unique Agent of Resilience in Socio-economically Disadvantaged Adolescents

The aim of this study was to explore the predictive effect of hope for resilience in socio-economically disadvantaged adolescents. Participants of the study were 692 (395 female, 297 male) students attending to 9th, 10th and 11th grades. The age range of the sample was 14-19 (M = 16.24, SD=.89). A convenient sampling was used to select the participants who are picked from four high schools located in low income regions. In order to collect data, The 14-Item Resilience Scale (Wagnild, 2010) and Dispositional Hope Scale (Snyder et al., 1991) were used as data collection instruments. The predictive effect of hope on resilience was analyzed through linear regression. Regression analysis yielded that hope explains 48% of the variance in the resilience scores of participants. This result indicates that hope is a powerful significant predictor of resilience for socio-economically disadvantaged adolescents

The Role of Trait Mindfulness, Self-Compassion, and Caring for Bliss in Life Satisfaction: Controlling for Perceived Stress during the COVID-19 Pandemic

Having gathered data from 341 participants (210 females and 131 males) over the age of 18, we investigated the predictive role of mindfulness, self-compassion, and caring for bliss in life satisfaction, controlled by perceived stress during the COVID-19 pandemic. The results of a confirmatory factor analysis acknowledged the single-factor structure of the Caring for Bliss Scale adapted within the scope of this study. The mean life satisfaction scores indicated that the sample was “displeased with the life” in the midst of the pandemic. In addition, the results of a hierarchical regression showed that, after controlling for perceived stress, mindfulness, caring for bliss, and self-compassion respectively explain a significant variance of life satisfaction scores during the COVID-19 pandemic. The hierarchical model proposed was found to account for 35% of variance in the life satisfaction levels of the participants across the relevant period. The results indicate that the Caring for Bliss Scale is a valid and reliable instrument to be used in Turkish culture. In addition, mindfulness, self-compassion, and caring for bliss could be accepted as possible protective factors to be cultivated in order to enhance life satisfaction during the pandemic

The relationship between interpersonal emotion regulation and interpersonal competence controlled for emotion dysregulation

The aim of this study is to examine the role of interpersonal emotion regulation on interpersonal competency when controlled for emotion dysregulation. The sample of the study consists of 342 (235 female; 107 male) undergraduate students attending to the various departments of a private university in Turkey. The average age of participants was 20.81 (SD=2.29). The Interpersonal Emotion Regulation Scale, Difficulties in Emotion Regulation Scale and Interpersonal Competency Scale were used. Analyses were conducted through the SPSS 20 (IBM, 2011). Results of hierarchical regression analysis revealed that interpersonal emotion regulation and emotion dysregulation seem to predict interpersonal competency. After controlling for the effect of emotion dysregulation, interpersonal emotion regulation alone explains 18% of the overall variance in interpersonal competency. Interpersonal emotion has the highest contribution on interpersonal competency followed by emotion dysregulation

THE PSYHOMETRIC PROPERTIES OF MINDFULNESS IN PARENTING QUESTIONNAIRE (MIPQ) IN TURKISH SAMPLE

The aim of the study is to examine the psychometric properties of the Mindfulness in Parenting Questionnaire developed by McCaffrey, Reitman and Black (2017) in Turkish parents. At the beginning of the study, linguistic equivalence was examined. After observing that the scale is linguistically equivalent to the original form, the Confirmatory Factor Analysis (CFA) was applied for the construct validity. Confirmatory Factor Analysis was employed to calculate fit indices and the results showed that goodness of fit indices of the scale are within acceptable limits for two factor (χ2/sd=1.927, RMSEA=.049, GFI=.90, CFI=.90, IFI=.90) and for the one factor model (χ2/sd=1.904, RMSEA=.049, GFI=.90, CFI=.90, TLI=.90). The Cronbach’s alpha internal consistency coefficient was found to range between .73 and .87 for each subscale and the total scale. The results revealed that corrected item total correlations were between .50 and .85 and the t-test results for the upper 27% and lower 27% of scores were significant (p<.05). Also, it was found to significantly correlated with the Parent-Child Communication Scale and the Mindful Attention Awareness Scale. To conclude, Mindfulness in Parenting Questionnaire appears to be a valid and reliable measure for Turkish parents.  Article visualizations

MINDFUL SELF-CARE DIMENSIONS AS AGENTS OF WELL-BEING FOR STUDENTS IN MENTAL HEALTH FIELDS

The purpose of the study was to examine the role of mindful self-care along with the sub-dimensions of physical care, supportive relationships, mindful awareness, self-compassion and purpose, mindful relaxation, and supportive structure in predicting well-being levels of students attending to mental health programs. A total of 262 undergraduate students (191 female, 71 male) within the departments of psychological counseling and guidance and psychology formed the sample group. The mean age of the participants was 20.31 (SD=1.45). The data were obtained through Mindful Self-care Scale (Cook-Cottone and Guyker 2018) and The Well Star Scale (Korkut-Owen, Doğan, Demirbaş-Çelik and Owen, 2016). The results of multiple linear regression analysis yielded that all of the mindful self-care dimensions significantly predict well-being. Regarding the contribution of each self-care dimension on well-being scores; supportive structure has the highest contribution followed by self-compassion and purpose, supportive relationships, mindful awareness, physical care and mindful relaxation. In addition, mindful self-care was found to explain 39% of the variance of the well-being scores in candidate mental health professionals.  Article visualizations

İlişkide Otantiklik Ölçeği: Türk Kültürüne Uyarlama Ve Geçerlik Çalışması

DergiPark: 770310tredBu çalışmanın amacı, Lopez ve Rice (2006) tarafından geliştirilen İlişkide Otantiklik Ölçeği’nin Türk örneklemindeki psikometrik özelliklerini incelemektir. Araştırmanın çalışma grubu, 263 lisans öğrencisinden oluşmaktadır. İlişkide Otantiklik Ölçeği’nin yapı geçerliğini değerlendirmek amacıyla doğrulayıcı faktör analizi yapılmıştır. Bulgular, uyum iyiliği indekslerinin yeterli düzeyde olduğunu ve ölçeğin iki faktörlü yapısının doğrulandığını göstermiştir (?2 / df= 1.8; GFI= 0.88; CFI= 0.90; TLI= .88; RMSEA= 0.05). Ölçeğin Cronbach Alfa iç tutarlılık katsayısı .80 bulunmuştur. Ölçeğin yakınsak geçerliğini saptamak amacıyla, Otantiklik Ölçeği ve İlişki Doyumu Ölçeği kullanılmıştır. Buna göre, İlişkide Otantiklik Ölçeği ile Otantiklik Ölçeği ve İlişki Doyumu Ölçeği arasında pozitif yönde anlamlı ilişkiler bulunmuştur. Yanı sıra, ölçme değişmezliği analizinin sonuçları, kadınların ve erkeklerin ölçek maddelerine verdikleri yanıtların benzer bir örüntüde olduğunu ortaya koymuştur. Bu nedenle, İlişkide Otantiklik Ölçeği’nin cinsiyet faktörü açısından ölçme değişmezliğine sahip olduğu söylenebilir. Sonuç olarak, mevcut çalışmanın bulguları, İlişkide Otantiklik Ölçeği’nin Türk kültüründe geçerli ve güvenilir bir ölçek olarak kullanılabileceğini göstermektedir.The aim of the current study is to investigate the psychometric properties of Authenticity in Relationships Scale (AIRS) developed by Lopez and Rice (2006) in Turkish sample. The study carried out with 263 undergraduate students that were included with purposive sampling method. To examine the construct validity of AIRS, confirmatory factor analysis was conducted. The results showed that goodness of fit indices meet the model fit requirements for the two-factor structure of the scale (?2 / df= 1.8; GFI= 0.88; CFI= 0.90; TLI= .88; RMSEA= 0.05). The internal consistency coefficient was found .80. As an evidence for the convergent validity, Authenticity in Relationships Scale was found to have significantly positive correlations with the Authenticity Scale and Relationship Assessment Scale. Moreover, the results of measurement invariance analysis showed that scale has the same measurement body of items in females and males and the answer patterns are similar in both genders indicating a sound metric variance for AIRS. In conclusion, it can be concluded that AIRS is a reliable and valid measure of relationship authenticity in Turkish culture

İlköğretim 5.,6., ve 7. sınıflarda görülen duygusal ve davranışsal sorunların bazı değişkenler açısından incelenmesi (Adana ili merkez örneği)

TEZ4896Tez (Yüksek Lisans) -- Çukurova Üniversitesi, Adana, 2003.Kaynakça (s. 79-85) var.iv, 87 s. ; 30 cm.ç

The effects of skills enhancement group program which is based on problem solving therapy on college students' social problem solving skills, anger related behaviours and cognitions, trait-anxiety levels.

TEZ8027Tez (Doktora) -- Çukurova Üniversitesi, Adana, 2009.Kaynakça (s. 181-198) var.xix, 312 s. : res., tab. ; 29 cm.In this study, the effects of social problem solving skills training on university students' social problem solving, behaviors and thoughts related with anger and trait anxiety levels is examined. The research was carried out on the students that are registered at 2008-2009 academic year of Çukurova University from the Department of Education, Primary Education Training, Pre-school Teaching Training and Psychological Counseling and Guidance. Students were chosen from the volunteers of 2nd and 3rd level students that want to take part in the study. The research is a kind of quasi-experimental study. 34 students took part in the study that 17 of them were in the experiment group and 17 of them were in the control group. During the selection time of students to the groups, volunteered students that want to take part in the study and students having low level of social problem solving skills were considered as test subjects. During the designation time of students to the groups, equalization process was done. In this research, a psycho-educational program composed of eight sessions which is formed considering the Problem Solving Therapy (D' Zurilla ve Nezu, 2007; Nezu, Nezu and D' Zurilla, 2007) was performed to the experiment group and during this time control group did not take any of them. Each session was composed of 2-2,5 hour program carried out once a week. Problem solving skills training is a psychoeducational group intervention which was carried out on experiment group aimed to improve skills, it has educational content and includes a lot of exercises, also, sessions were composed of Cognitive-Behavioral Therapy's different techniques, including experimental and interactional interaction at the same time. The data was gathered by using both qualitative and quantitative methods...Bu araştırmada sosyal problem çözme beceri eğitiminin üniversite öğrencilerinin sosyal problem çözme, öfkeyle ilişkili davranışlar ve düşünceler ile sürekli kaygı düzeylerine etkisi incelenmiştir. Araştırma, 2008-2009 öğretim yılında Çukurova Üniversitesi Eğitim Fakültesi Sınıf Öğretmenliği, Okul Öncesi Öğretmenliği ve Psikolojik Danışma ve Rehberlik Ana Bilim Dalında öğrenimlerine devam eden ikinci ve üçüncü sınıf öğrencilerinden araştırmaya katılmaya gönüllü bir grup öğrenci üzerinde gerçekleştirilmiştir. Araştırma yarı-deneysel desen türündedir. Deney grubunda 17 ve kontrol grubunda 17 olmak üzere toplam 34 öğrenci araştırmaya katılmıştır. Deney ve kontrol gruplarına deneklerin seçiminde araştırmaya katılmaya gönüllü ve aynı zamanda sosyal problem çözme becerisi normalin altında olan öğrenciler dikkate alınmıştır. Gruplara deneklerin atanması ise grupların eşitlenmesi işlemine dayalı olarak gerçekleştirilmiştir. Araştırmada deney grubuna Problem Çözme Terapisi (D' Zurilla ve Nezu, 2007; Nezu, Nezu ve D' Zurilla, 2007) temel alınarak oluşturulan sekiz oturumluk psikoeğitimsel içerikli bir program uygulanırken kontrol grubuna herhangi bir uygulama yapılmamıştır. Deney grubuna uygulanan müdahale programı haftada bir gün olmak üzere ortalama 2 - 2,5 saatlik oturumlardan oluşmuştur. Deney grubuna uygulanan sosyal problem çözme beceri eğitimi beceri geliştirme amaçlı, ağırlıklı olarak eğitimsel içeriğe sahip, çok sayıda çeşitli egzersizlerin yer aldığı, Bilişsel-Davranışçı Terapilerin çeşitli teknik ve yöntemlerinin kullanıldığı, yapılandırılmış oturumlardan oluşan ve aynı zamanda yaşantısal-etkileşimsel süreci de içeren bir psiko-eğitimsel grup müdahalesidir. Araştırmanın verileri, nicel ve nitel yöntemler kullanılarak elde edilmiştir...Bu çalışma Ç.Ü. Bilimsel Araştırma Projeleri Birimi tarafından desteklenmiştir. Proje No: EF2004D1

Comparison of teachers and students' Ideas about dealing with misbehaviour in secondary schools

Bu araştırmanın amacı, öğretmenler ile öğrencilerin okuldaki istenmeyen davranışlarla baş etme konusundaki görüşlerini karşılaştırmaktır. Araştırmanın örneklemini Adana'da alt sosyo-ekonomik düzeydeki beş ortaöğretim kurumunda görev yapan sınıf öğretmenleri ve öğrenciler oluşturmaktadır. Araştırmada 20 öğretmen ve 35 öğrenci ile paralel sorulardan oluşan yarı yapılandırılmış bir görüşme formu kullanılarak görüşme yapılmıştır. Öğretmenler istenmeyen davranışlarla baş etmek için olumlu yöntemleri (uyarma, konuşma, Öğüt ve öneri verme, çatışmayı ayırma ve uzlaştırma gibi) olumsuzlara (ceza verme, bağırma ve komut verme, notla tehdit etme) göre daha fazla kullandıklarını belirtirken öğlenciler öğretmenlerinin olumsuz stratejilere daha çok başvurduklarını vurgulamışlardır. Bu nedenle de öğrenciler öğretmenlerinin daha çok olumlu yöntemleri kullanmaları yönünde önerilerde bulunmuşlardır. Öğretmenlerin hemen hemen yarısı diğer Öğretmenlerle birlikte istenmeyen davranışlarla baş etmeye yönelik çalışma yaptığını, geri kalanı ise böyle bir çalışma yapmadığını belirtmiştir. Öğretmenler istenmeyen davranışlarla baş etmede öğrenci ya da çocukla ilgili önemli kişilerin birlikte ve tutarlı bir biçimde hareket etmesinin ve üzerine düşen görevler doğrultusunda davranmasının Önemli olduğunu, bazı problemlerin ancak işbirliği ile çözülebileceğini vurgulamışlardır.The purpose of this study is to identify the ideas of teachers and students on dealing with misbehaviour. Sample for this study consists of 20 teachers and 35 students from five different high schools in Adana. Interview as a qualitative research method was used to collect data in this study. Thus, a semi-structured interview was conducted to elicit participants'views about the issue of dealing With misbehaviour in their schools. Results revealed that teachers are more likely to use positive strategies (e.g. warning, talking, giving advice, negotiating) than negative ones (e.g. punishment, shouting, giving order, threathing). However, students believed that their teachers apply negative methods more. Almost half of the teachers reported that they collaborated with other teachers in dealing with misbehaviour. Collaboration and consistency among school personnel were emphasised by teachers to solve behaviour problems while students suggested that their teachers should use more positive strategies to cope with misbehaviour