Obsesif Kompulsif Bozukluk Ölçeği Çocuk Formunun Türkçeye Uyarlanması: Güvenirlik ve Geçerlilik Çalışması

The purpose of this study is to adapt Child Version of obsessive compulsive inventory developed by Foa, Coles, Huppert, Franklin and March (2010) into Turkish culture. The work group of the study is formed of 1187 secondary and high school students, 633 boys and 604 girls, who get educated in Erzurum city center and were selected with appropriate sampling method. Experts’ opinions were asked for language validity of the scale in adaptation process and after the language validity had been granted, Confirmatory Factor Analysis was used to determine the scale’s adaptation level to Turkish culture, and it was found that the model fit indices of the six-factor structure of the scale are at good level. The model fit of this six-factor structure of the scale was tested with Confirmatory Factor Analysis and model fit indices were found to be in good level. The internal consistency coefficient was found as .86 for the total scale and .73, .76, .81, .78, .79 and .78, respectively for the sub-dimensions. According to the evidence obtained through the study, the child form of obsessive compulsive symptoms scale is a valid and reliable assessment tool to use in the analysis of factors related obsessive compulsive disorder.Bu araştırmanın amacı Foa, Coles, Huppert, Franklin ve March (2010) tarafından geliştirilen Obsesif Kompulsif Bozukluk Ölçeği Çocuk Formunun Türk kültürüne uyarlanmasıdır. Araştırmanın çalışma grubu Erzurum şehir merkezinde öğrenim gören ve uygun örneklem yöntemiyle seçilen 633’ü erkek ve 604’ü kız toplam 1187 ortaokul ve lise öğrencisinden oluşmaktadır. Türkçe’ye uyarlama sürecinde dil geçerliği için uzman görüşüne başvurulmuş ve dil geçerliği sağlandıktan sonra ölçeğin Türk kültüründe model uyumunu belirlemek için doğrulayıcı faktör analizi kullanılmış ve ölçeğin altı faktörlü yapısının model uyum indekslerinin iyi düzeyde olduğu bulunmuştur. Ölçeğin iç tutarlılık katsayısının ölçek toplamı için .86 ve alt boyutlar için sırasıyla .73, .76, .81, .78, .79 ve .78 olduğu bulunmuştur. Araştırmadan elde edilen bulgular doğrultusunda Obsesif Kompulsif Bozukluk Ölçeği Çocuk Formunun obsesif kompulsif bozukluk ile ilişkili olduğu düşünülen faktörlerin incelenmesinde kullanılabilecek güvenilirliği ve geçerliliği olan bir ölçme aracı olduğu söylenebilir

Parent-Child Interaction Therapy

Parent-child interaction therapy is a parent-mediated therapy approach that focuses on solving internalization-externalization problems observed in children aged 2-7. The approach based on parenting styles, attachment theory, behavioral theory, and social learning theories aims to teach play therapy skills to parents. In this direction, each stage was organized as teaching and coaching sessions in an approach that included two phases: a child-directed interaction phase and parent-directed interaction. The first stage, which is the child-directed stage, it is aimed to developing a sincere and warm relationship between the parent and the child by following the child's lead.. In the second phase, the parent-directed interaction phase, effective discipline methods are taught to parents and coached at the point of use, depending on the goal of increasing their child's adaptation skills. Therapy is not time-limited and is performance-oriented. In this study, the general characteristics of parent-child interaction therapy, its historical development, theoretical foundations, the structure of therapy sessions, the intervention process, and parent-child interaction therapy research are included. As a result of the review, depending on the international literature, can be said to be parent-child interaction therapy is an early-term, parent-oriented and evidence-based approach that is effective on early childhood compliance and behavior problems, including children with neurodevelopmental problems, parenting stress, parental efficacy perception, and family harmony

Coping with School Burnout

School burnout has been the subject of research as the form of professional burnout seen in students who continue their education life. In the relevant literature, it is seen that the factors that increase or decrease school burnout and the negativities caused by school burnout are examined. However, it is noteworthy that the issue of coping with school burnout, which is a common problem that almost every student experiences at certain times in their education life, is not addressed. In this review study, the concept of school burnout was first explained, and then the concepts of coping and coping with school burnout were discussed

THE VALIDITY AND RELIABILITY STUDY OF THE TURKISH VERSION OF PARENT EMOTION REGULATION SCALE

The purpose of this study is to adapt Parent Emotion Regulation Scale to Turkish. Original scale was developed by Pereira et. al. (2017) in order to evaluate regulation of negative emotions in parenting context. In the present study, after linguistic equivalance examined, the form was applied to 311 fathers and mothers of 3 to 15 year-old children. Internal consistency was assessed by Cronbach’s alpha and split half methods with adequete internal consistency. Confirmatory factor analysis showed a three-factor structure with good fit. Overall our results provide evidence that the PERS-T migt be a promising tool for the assessment parent emotion regulation in the Turkish context.  Article visualizations

Meaning in life, religious coping, and loneliness during the coronavirus health crisis in Turkey

Since December 2019, the COVID-19 pandemic has caused serious mental health challenges and consequently the Turkish population has been adversely affected by the virus. The present study examined how meaning in life related to loneliness and the degree to which religious coping strategies mediated these relations. Participants were a sample of 872 adults (242 males and 360 females) drawn from general public in Turkey. Data were collected using Meaning in Life Questionnaire, UCLA Loneliness Scale, and the Religious Coping Measure. Meaning in life was associated with more positive religious coping and less negative religious coping and loneliness. Positive religious coping was associated with less loneliness, while negative religious coping was associated with more loneliness. Religious coping strategies mediated the impact of meaning in life on loneliness. These findings suggest that greater meaning in life may link with lesser loneliness due to, in part, an increased level of positive religious coping strategies and a decreased level of negative coping strategies.Ataturk University SBA-2020-859

The Effect of Group Counseling Program on 8th Grade Students’ Assertiveness Levels

This study is conducted to determine the effects of group counseling program on elementary school 8th grade students’ assertiveness skills. Study group was formed of 100 students getting educated in Erzurum Kültür Elementary School in 2011-2012 education years. RAE-Rathus Assertiveness Schedule was applied on this group to gather data. 30 students getting lower scores from the inventory have been randomly divided into experimental and control groups. Each group is formed of 15 students. Group counseling program has been carried out for 8 weeks on the experimental group to improve the students’ assertiveness skills. Single-way and two-way analysis of covariance (ANCOVA) has been used in the analysis of the data. The data is analyzed with SPSS 19.00. The results of the study show that assertiveness skills of the students who participate in the group counseling program has increased significantly compared to the control group and to the preexperimental circumstances. Besides, it is determined that the change observed in the experimental group has been occurred separately from the age and socio-economic level variables, and it is determined with the monitoring test applied after four months that this affect is continued. According to this result, it can be said that the applied group counseling program is an effective means to improve the assertiveness skills of elementary school student

Evaluation of Anxiety Disorders and Protective-Risk Factors in Children during Pandemic Process

In this study, the possible negative effects of the pandemic process on children with anxiety disorders or anxiety sensitivity, risk factors and protective factors are discussed from a psychological point of view. In this context, were tried to review risk factors and protective factors by compiling the studies published in the literature on behavioral and emotional disorders observed in children, especially during the pandemic period. As risk factors are discussed mainly personal psychological characteristics such as traumatic experiences etc. As protective factors, personal qualities such as psychological resilience are discussed from a broad perspective. The aim of the chapter is to draw attention to the possible risk factors of children with anxiety disorders during pandemic process and their disadvantageous position resulting from this. At the same time, it is to contribute to the awareness of protective factors and measures that can be taken to strengthen children against this disadvantageous position

The Analysis of the School Burnout in Secondary Education Students in Terms of Various Variables

In this research, the burnout levels of the secondary education students was analyzed if the burnout levels differentiate according to sex, high school type, academic success, academic department and taking private teaching institutions’ classes or not. The study group of this study that is aimed to analyze school burnout in secondary education students is formed of 282 females and 221 males, in total 503 students who get educated in secondary schools in Erzurum Yakutiye and Palandöken counties. School burnout inventory developed by Aypay (2011) and personal data form were used to collect data. t test and multivariate analysis of variance (MANOVA) were used in the analysis of the data.According to the evidence obtained from the study, the burnout levels of secondary education students differentiate in a meaningful level according to sex, school type, academic success, academic department and taking private teaching institutions’ classes or not

Eğitim Stres Ölçeğinin Türk Kültürüne Uyarlanması: Güvenirlik ve Geçerlik Çalışması

The aim of this research is to analyze the psychometric specialties of the Educational Stress Scale that was developed by Sun, Dunne, Hou and Xu through carrying out adapting activities to Turkish. The scale is a five-Likert type scale composed of 16 items with five dimensions in itself. The participants of the study are 625 students studying at primary and secondary schools in the city center of Erzurum. After the translation processes, expert opinions were taken for the language validity. For the structure validity, exploratory and confirmative factor analyses were conducted. The results of describing factor analysis indicated that the scale explained four-dimension variations by 62,31 % and it was also found that the result of confirmative factor analysis showed well conformity with this four-dimension structure (RMSEA=.054, RMR= .013, NFI=.90, CFI=.96, IFI=.97, RFI=.92, AGFI=.90, GFI=.92). These sub-dimensions are working press, workload, success anxiety and desperateness of expectancy. As a result of the reliability analysis of the scale, consistency coefficiency was found for all scale .86 while it was found .81 for test retest reliability of the scaleBu araştırmanın amacı, Sun, Dunne, Hou ve Xu tarafından geliştirilen Eğitim Stres Ölçeğinin Türkçeye uyarlama çalışmalarının yapılarak ölçeğin psikometrik özelliklerinin incelenmesidir. Ölçek özgün hâlinde beş boyutta 16 maddeden oluşan beşli likert tipi bir ölçme aracıdır. Araştırmanın çalışma grubunu, Erzurum şehir merkezindeki ilköğretim ve ortaöğretim okullarında öğrenim görmekte olan 625 öğrenci oluşturmaktadır. Çeviri işlemleri sonrasında dil geçerliliği için uzman görüşü alınmıştır. Yapı geçerliliği için Açımlayıcı ve Doğrulayıcı faktör analizi çalışmaları yapılmıştır. Açımlayıcı faktör analizi sonuçları ölçeğin dört boyutta % 62,31 varyans açıkladığını ve doğrulayıcı faktör analizinde ikinci düzey DFA sonucunda dört boyutlu bu yapının iyi uyum verdiği bulunmuştur (RMSEA=.054, RMR= .013, NFI=.90, CFI=.96, IFI=.97, RFI=.92, AGFI=.90, GFI=.92). Bu alt boyutlar; çalışma baskısı, ders yükü, başarı kaygısı ve beklentiye karşılık umutsuzluk alt boyutlarıdır. Ölçeğin güvenirlik analizi sonucunda iç tutarlılık katsayısının .86, test tekrar test güvenirliğinin ise .81 olduğu bulunmuştu