Suffering and happiness in Turkish folk poetry in the context of positive psychology: The examples of Asik Mahzuni Serif and Neset Ertas

The widespread adoption of positive psychology at the beginning of the century has fortified the scholarly foundations of “happiness.” Thus, researchers have focused on “happiness” rather than “suffering” in boosting the joy of life within positive psychology, aiming for individuals to achieve peace with themselves and society. With the developments in positive psychology, over recent years, the idea of integrating both positive and negative aspects of human nature to build a better life for oneself and others has contributed to the rise of second-wave positive psychology (PP 2.0). The present study aimed to explore suffering and happiness in Turkish folk culture through a sample of poems by Asik Mahzuni Serif and Neset Ertas. The study results indicated that suffering-themed concepts were mentioned more than happiness-themed concepts. Within the theme of suffering, the world was the most frequently mentioned concept in Mahzuni’s works. He emphasizes in his works that the world is the source of many sufferings. In Ertas’s poems, moreover, love was found to be the most frequently mentioned suffering-themed concept. Ertas considers love to be the most significant source of suffering. It was also determined that while separation is the least used concept in the theme of suffering in Mahzuni’s verses, it is never mentioned in Ertas’s poems. Other concepts pointing to the theme of suffering are poverty, ignorance, longing, death, and slavery. We found that the theme of happiness is mentioned much less frequently than the theme of suffering. While the most used happiness-themed concept is misery/remedy, in Mahzuni’s words, love is cited in Ertas’s poems. Expressing the view that suffering can be an opportunity for people, Mahzuni emphasizes in his poems that people can grow by learning lessons from their suffering. Ertas, moreover, sees love as the most important source of happiness. The other concepts referencing happiness in the poems were friend, mother, soft answer, and spring. Overall, the results suggest that suffering is an important source of building resilience, which, in turn, can produce happiness. People can grow with the help of the experience of suffering so that this experience can contribute to their flourishing

Lise Öğrencilerinde Reddedilmişlik Duygusu, Akademik Başarı, Akademik Yeterlik ve Eğitimsel Amaçlar Arasındaki İlişki

The purpose of this study is to investigate the direct and indirect relationships between sense of rejection, academic achievement, academic efficacy, and educational purpose in high school students.  Participants consisted of 353 students at 9th – 12th grades which have different socioeconomic levels. Participants’ age ranged from 14 to 19 (mean = 16.93, standard deviation = .95), and there were 217 female (615%) and 136 male (38.5%) students. Structural equation modeling and correlation analysis were used to analyze the data with LISREL 8.5 and SPSS 22. Findings of correlation analysis indicated that the sense of rejection is negatively related to educational purpose, academic efficacy, and academic achievement; academic achievement is positively related to educational purpose and academic efficacy. Moreover, findings of structural equation modeling showed that the sense of rejection negatively predicted the educational purpose, academic efficacy, and academic achievement. On the other hand, the academic efficacy and educational purpose positively predicted academic achievement. To sum up, it is concluded that academic efficacy and educational purpose have partial mediator roles in the relationship between sense of rejection and students’ academic achievement.Bu çalışmanın amacı lise öğrencilerinde reddedilmişlik duygusu, akademik başarı, akademik yeterlik ve eğitimsel amaçlar arasındaki doğrudan ve dolaylı ilişkileri incelemektir. Çalışma grubu farklı sosyoekonomik düzeylere sahip ve 9-12 sınıfta okuyan 217 (%61.5) kız ve 136 (%38.5) erkek olmak üzere 353 öğrenciden oluşmaktadır. Öğrencilerin yaşları 15 ile 19 arasında değişmektedir (Ortalama = 16.93 ve standart sapma = .95). Verilerin analizinde SPSS 22 ve LISREL 8.5 programları aracılığıyla korelasyon analizi ve yapısal eşitlik modeli kullanılmıştır. Analiz sonuçları, reddedilmişlik duygunun akademik yeterlik, eğitimsel amaçlar ve akademik başarı ile negatif, akademik yeterlik ve eğitimsel amaçların akademik başarı ile pozitif yönde ilişkili olduğunu göstermiştir. Ayrıca yapısal modele ilişkin sonuçlar, reddedilmişlik duygusunun eğitimsel amaçlar, akademik yeterlik ve akademik başarıyı negatif yönde yordadığını göstermiştir. Diğer yandan, akademik yeterlik ve eğitimsel amaçlar akademik başarıyı pozitif yönde yordamıştır. Sonuç olarak eğitimsel amaçların ve akademik yeterliğin reddedilmişlik duygusu ve öğrencilerin akademik başarısı arasındaki ilişkide kısmi aracılık rolü üstlendiği görülmektedir

WHY DO PEOPLE HIGH IN COVID-19 WORRY HAVE MORE MENTAL HEALTH DISORDERS? THE ROLES OF RESILIENCE AND MEANING IN LIFE

Background: The existing literature has not adequately studied the influence of COVID-19 worry on mental health disorders. This study tested the mediating roles of resilience and meaning in life between COVID-19 worry and mental health disorders. Subjects and methods: We recruited 284 Arabic speaking young adults (60.6% females; mean age = 26.25±7.57 years) to complete the COVID-19 Worry Scale, Brief Resilience Scale, Meaning in Life Measure, and Patient Health Questionnaire-9. Results: Results showed that COVID-19 worry negatively predicted resilience and meaning in life and positively predicted mental health disorders. Furthermore, indirect effect of COVID-19 worry on mental health disorders via resilience and meaning in life was significant. Conclusion: These results will contribute to find effective measures to prevent mental health disorders and promote reduced mental health disorders from the perspective of mitigating COVID-19 worry and increasing resilience and meaning in life

Multipl miyelom tanılı hastalarda EORTC QLQ ile yaşam kalitesi değerlendirmesi: Çok merkezli çalışma

Objective: Both the length of the treatment period and the diversity of the agents used in the treatment significantly affect the quality of life (QoL) of the patients with multiple myeloma (MM). With the aid of the EORTC Quality of Life Questionnaire Consisting of 30 Questions “EORTC QLQ-C30” and the Quality of Life Questionnaire Multiple Myeloma Module “QLQ-MY20”, we aimed to obtain data on quality of life in MM patients in a representative sample of the general population of our country. Methods: One hundred sixty eight patients from 6 different centers followed between 2018-2020 were included in the study. The QLQ-C30, and the QLQ-MY20 questionnaires specific for MM patients were used and the results were reported statistically. Results: Seventy eight (46%) of the patients were female, while 90 (54%) were male. The median age was 64 (22-84). When the findings were analysed, it was found that there was a greater effect on the symptom scale compared to the functional scale. Conclusion: The importance of the treatment-related side effect management, together with the adequate administration of appropriate symptomatic treatment in holistic treatment management were emphasized as effective factors in terms of the QoL of patients with MM.Amaç: Hem tedavi süresinin uzunluğu, hem de tedavide kullanılan ajanların çeşitliliği multipl miyelomlu (MM) hastaların yaşam kalitesini (YK) önemli ölçüde etkiler. Otuz sorudan oluşan EORTC Yaşam Kalitesi Anketi “EORTC QLQ-C30” ve Yaşam Kalitesi Anketi-Multipl Miyelom Modülü “QLQ-MY20” yardımıyla MM hastalarında yaşam kalitesine ilişkin verileri elde etmeyi amaçladık. Yöntem: 2018-2020 yılları arasında takip edilen, 6 farklı merkezden 168 hasta çalışmaya dahil edildi. MM hastalarına özel QLQ-C30 ve QLQ-MY20 anketleri kullanılmış ve sonuçlar istatistiksel olarak rapor edilmiştir. Bulgular: Hastaların 78’i (%46) kadın, 90’ı (%54) erkekti. Ortanca yaş 64 (22-84) idi. Bulgular incelendiğinde semptom ölçeğinde fonksiyonel ölçeğe göre daha fazla etkinin olduğu görüldü. Sonuç: Bütüncül tedavi yönetiminde, uygun tedavinin yeterli uygulanması ile birlikte tedaviye bağlı yan etki yönetiminin önemi, MM’li hastaların yaşam kalitesi açısından etkili faktörler olarak vurgulanmıştır

An International Study on Psychological Coping During COVID-19: Towards a Meaning-Centered Coping Style

Background/Objective This study examined the role of different psychological coping mechanisms in mental and physical health during the initial phases of the COVID-19 crisis with an emphasis on meaning-centered coping. Method A total of 11,227 people from 30 countries across all continents participated in the study and completed measures of psychological distress (depression, stress, and anxiety), loneliness, well-being, and physical health, together with measures of problem-focused and emotion-focused coping, and a measure called the Meaning-centered Coping Scale (MCCS) that was developed in the present study. Validation analyses of the MCCS were performed in all countries, and data were assessed by multilevel modeling (MLM). Results The MCCS showed a robust one-factor structure in 30 countries with good test-retest, concurrent and divergent validity results. MLM analyses showed mixed results regarding emotion and problem-focused coping strategies. However, the MCCS was the strongest positive predictor of physical and mental health among all coping strategies, independently of demographic characteristics and country-level variables. Conclusions The findings suggest that the MCCS is a valid measure to assess meaning-centered coping. The results also call for policies promoting effective coping to mitigate collective suffering during the pandemic

Understanding the Association between School Belonging and Emotional Health in Adolescents

Given the literature suggesting the link between school belonging and various outcomes in adolescents, it is substantial to gain a more detailed understanding of the sense of belonging and its effects at school. Despite this literature, its potential impacts on emotional health have remained relatively unexplored. To this end, the present study reports the role of the school belonging in promoting emotional health based on the bidimensional model in high school adolescents. Participants comprised of 413– 49.7% female and 50.3% male– adolescents, ranging in age between 11 and 18 years (M = 13.96, SD = 1.64). Findings from the present study demonstrated that adolescents with high levels of the school belonging have low levels of the emotional distress, yet high levels of the emotional wellbeing. Additionally, significant main effects for emotional wellbeing, emotional distress, and bidimensional emotional health were observed across all school belonging scales. Considering the outcomes of the bidimensional emotional health, the larger effect size for the bidimensional emotional health main effect was found for school belonging, comparing with unidimensional emotional wellbeing and distress.  Results of the study provide important implications for research and practice in term of mental health services in school settings.

Exploring the Association between School Belonging and Emotional Health in Adolescents

The purpose of the present study is to investigate the association between school belonging and wellbeing, distress, and emotional health status yielded from a bidimensional model among adolescents. Participants comprised of 413– 49.7% female and 50.3% male– adolescents, ranging in age between 11 and 18 years (M = 13.96, SD = 1.64). Findings from the preliminary analyses showed a large positive association between school belonging and emotional wellbeing variables, whereas a moderate negative association between school belonging and emotional distress variables. Additionally, primary analyses demonstrated that adolescents with high levels of the school belonging have low levels of the emotional distress, yet high levels of the emotional wellbeing. Significant main effects for emotional wellbeing, emotional distress, and bidimensional emotional health were observed across all school belonging scales. A larger effect size for the bidimensional emotional health main effect was found for school belonging, comparing with unidimensional emotional wellbeing and distress. Results of the study provide important implications for research and practice in term of mental health services.El propósito del presente estudio es investigar la asociación entre la pertenencia a la escuela y el bienestar, la angustia y el estado de salud emocional producido a partir de un modelo bidimensional entre los adolescentes. Participantes compuestos por 413 –49.7% mujeres y 50.3% hombres– adolescentes, con edades comprendidas entre 11 y 18 años (M = 13,96, DE = 1,64). Los resultados de los análisis preliminares mostraron una asociación positiva grande entre las variables pertenecientes a la escuela y el bienestar emocional, mientras que una asociación negativa moderada entre la pertenencia a la escuela y las variables de angustia emocional. Además, los análisis primarios demostraron que los adolescentes con altos niveles de pertenencia a la escuela tienen bajos niveles de angustia emocional, sin embargo, altos niveles de bienestar emocional. Se observaron efectos principales significativos para el bienestar emocional, la angustia emocional y la salud emocional bidimensional en todas las escalas de pertenencia a la escuela. Se encontró un mayor efecto para el efecto principal de la salud emocional bidimensional para la pertenencia a la escuela, en comparación con el bienestar emocional unidimensional y la angustia. Los resultados del estudio proporcionan importantes implicaciones para la investigación y la práctica

Ergenlerde Ruh Sağlığı ve İyilik Halinin Desteklenmesinde Okul Temelli Pozitif Psikoloji Müdahalesinin Etkililiği

Son yıllarda yapılan çalışmalar pozitif psikoloji temelli müdahalelerin ruh sağlı ve iyilik hali üzerindeki etkisine sıkça vurgu yapmaktadır. Ergenler için ruh sağlığını koruyucu etkenler arasında okulun önemli bir yeri vardır. Bu çalışma ile okul ortamında pozitif psikoloji temelli müdahale programının geliştirilip, ergen ruh sağlığını ve iyilik halinin desteklenmesi ve psikolojik sağlamlığın güçlendirilmesi amaçlanmıştır. Bu amaçla 13-15 yaş aralığında bulunan 36 ortaokul öğrencisiyle, ön-test – son-test kontrol gruplu deneysel desen kullanılmıştır. Deney grubunda bulunan 18 öğrenciye 8 hafta boyunca pozitif psikoloji temelli okul müdahale programı uygulanmış, kontrol grubuna ise herhangi bir çalışma yapılmamıştır. Programdan önce ve program sonrasında Çocuk ve Genç Psikolojik Sağlamlık Ölçeği, Sosyal-Duygusal Sağlık Ölçeği ve Genç İçselleştirilmiş Davranışlar Ölçeği uygulanarak, programın etkililiği kovaryans analizi (ANCOVA) ile değerlendirilmiştir. Buna göre, iyilik halinin bileşenlerinden olan psikolojik sağlamlık, minnettarlık, iyimserlik ve yaşam coşkusunun deney grubundaki öğrencilerde kontrol grubundaki öğrencilere göre daha yüksek olduğu ve depresyon ve kaygı belirtilerinin deney grubundaki öğrencilerde daha düşük olduğu görülmüştür. Çalışmanın sonuçları okul odaklı pozitif psikoloji uygulamalarının çocuk ve ergenlerin ruh sağlığı gelişimini desteklemede faydalı olduğu göstermiştir. Bu tarz müdahale programlarının, öğrencilerin davranış gelişimini zenginleştirebileceği, problemler karşısında etkin çözümler üretmesini destekleyebileceği, riskli durumlar karşısında kendisini koruyabilmesine ve yaşamdan doyum almasına katkı sunabileceği düşünülmektedir