Cognitive group therapy for depressive students: The case study

The aims of this study were to assess whether a course of cognitive group therapy could help depressed students and to assess whether assimilation analysis offers a useful way of analysing students' progress through therapy. “Johanna” was a patient in a group that was designed for depressive students who had difficulties with their studies. The assimilation of Johanna's problematic experience progressed as the meetings continued from level one (unpleasant thoughts) to level six (solving the problem). Johanna's problematic experience manifested itself as severe and excessive criticism towards herself and her study performance. As the group meetings progressed, Johanna found a new kind of tolerance that increased her determination and assertiveness regarding the studies. The dialogical structure of Johanna's problematic experience changed: she found hope and she was more assertive after the process. The results indicated that this kind of psycho-educational group therapy was an effective method for treating depression. The assimilation analysis offered a useful way of analysing the therapy process

The Effect of Drama Education on the Level of Empathetic Skills of University Students

The research was conducted to investigate the effect of drama education on the empathetic skills of university students. A total of 73 undergraduate students, 36 in the experimental group and 37 in the control group, from Gazi University participated in this study. Data were obtained through the use of the Empathetic Skills Scale - Form B developed by Dökmen. The Empathetic Skills Scale – Form B was administered to both groups of students as a pre-test. Then, drama education was provided once a week for 14 weeks for the experimental group. No procedure was applied to the control group during the same period. The same scale was applied again to the experimental and control groups as a post test one week after the drama education was completed. The data were analyzed by using a covariance analysis (ANCOVA). The results showed that drama education had a statistically significant effect on the empathetic skills of students in the experimental group

Effect of molten caustic leaching on demineralization and desulfurization of asphaltite

Molten caustic leaching process is effective in reducing significant amounts of ash-forming minerals, pyritic sulfur, and organic sulfur from solid fossil fuels. The effect of leaching asphaltite samples from Seguruk and Harbul collieries of Sirnak and Silopi asphaltite fields (situated in the Southeast Anatolia region of Turkey) with molten sodium hydroxide and followed by mild acid on demineralization and desulfurization was investigated. The effects of alkali/asphaltite ratio, time, and temperature on the leaching efficiency were detailed, and the experimental results are presented here. Chemical demineralization and desulfurization of asphaltite samples using molten sodium hydroxide were investigated in the temperature range of 200 degrees C-400 degrees C. The percentage of demineralization and desulfurization increased with the increase in alkali/asphaltite ratio. The removal of total sulfur and ash increased with increasing leaching temperature and time. Most of the inorganic sulfur and a significant portion of the organic sulfur were removed