1,720,964 research outputs found
Awareness: The Effect of Group Counseling on Awareness and Acceptance of Self and Others
No full textAbstractIn this research, the effect of raising awareness-oriented group counseling programme, predominated by cognitive behavioral methods, on self-awareness, cognitive structures, emotion regulation, and relationships of university students has been investigated. Study design is pre-post test, experiment and control group model. Self-reflection and Insight Scale, Cognitive Emotion Regulation Questionnaire, and Automatic Thoughts Questionnaire were used as instruments. Mann-Whitney U test and Wilcoxon signed ranks test was used in the data analysis. The results showed that the programme was significant on the self-awareness, automatic thoughts, and emotion regulation. It can be concluded that the training programme may have permanent effects
How Does Group Counseling Work for Adolescents' Mothers to Improve Healthy Relationships?
No full textAdolescence is a developmental stage in which significant changes are experienced. Although some adolescents have achieved successful completion of this stage, some may be in need of professional help. Providing psychological support for the adolescents and their families will contribute to the healthy development of adolescents. The aim of the study was to test the effectiveness of the group counseling program which was developed to establish a healthy relationship between the mothers and the adolescents. Pre-test, post-test and follow up experimental model was used as research design. The sample consists of 16 mothers of adolescents (aged between 12-14 years) who receive individual psychological counseling. Automatic Thoughts Questionnaire and Communication Skills Inventory were used as measurement instruments. The results indicated that there were significant differences among pre-test, post test and follow up scores of mothers' negative automatic thoughts and communication skills. It was observed that the program enabled mothers to learn more about their children while gaining selfawareness. Thus, group counseling contributed to improving family functioning by relying on parent-adolescent interactions
How Do Personality Traits Effect Shame and Guilt?: An Evaluation of the Turkish Culture
No full textProblem Statement: Feelings of shame and guilt as negative social emotions have a deep and continuous impact throughout our lives, particularly on our behaviors in both intrapersonal and interpersonal relationships. It was widely accepted that these feelings originate from a person's early period of life's interpersonal experiences in the family and other key relationships. According to literature, shame and guilt are also related to personality traits; however, research findings were not consistent with each other. At this point, owing to the possible effect of the culture on shame and guilt, it can be considered that the relationship between these emotions and personality needs to be investigated in the cultural context. Purpose of the Study: The aim of the present study is to investigate the predictive power of the Big Five Model's personality traits on shame and guilt in Turkish culture. Methods: The study was designed according to the Relational Survey Model. The sample of the study consisted of 360 (F=183, M=177) students who studied in several faculties and departments of a city university located in the western part of Turkey. The participants' age ranged between 1730 years (M=21.35, SD=1.64). The Shame-Guilt Scale and Five-Factor Personality Inventory (NEO FFI) were used as measurements. Findings and Results: Results showed that shame and guilt were predicted by personality traits. In terms of shame, it was found that neuroticism had the largest effect on both genders. The greater the scores were for neuroticism, the greater was shame. Shame was also predicted by openness to experience for both genders, negatively. Moreover, the results revealed that shame was predicted by conscientiousness and agreeableness among only women. We also determined that guilt was predicted by agreeableness for both genders, but was predicted by conscientiousness among only men. Conclusions and Recommendations: In conclusion, personality traits play a key role in the formation of individuals' shame and guilt. However, the predictive power of personality traits were differentiated in terms of gender, and the findings should be discussed in a cultural context. The findings of the study give clear evidence that besides personality traits based on biological origins, cultural context also has an impact on the development of these feelings. Therefore, the cultural meanings and construction of both these feelings and personality traits should be clearly defined by conducting quantitative research besides qualitative research for further studies
Examination of positive teacher traits in terms of professional self-esteem and school climate
No full textBu çalışma, mesleki benlik saygısı ve okul ikliminin pozitif öğretmen özellikleri üzerindeki yordayıcı rolünün incelenmesi amacı ile gerçekleştirilmiştir. Öğrencilerin gelişimlerini desteklemek, uyum sorunlarında sağlıklı rehberlik hizmeti sunmak ve öğretmen iyi oluşuna etki eden faktörleri açığa çıkarmak adına öğretmen özelliklerini mesleki benlik saygısı ve okul iklimi çerçevesinde ele almanın gerekli olduğu düşünülmüştür. Araştırmada pozitif öğretmen özelliklerinin yordanmasında, mesleki benlik saygısı ve okul ikliminin rolünü belirlemek amacıyla ''ilişkisel tarama modeli'' kullanılmıştır. Araştırmanın çalışma grubu İstanbul ili Bayrampaşa İlçesi Millî Eğitim Bakanlığı'na bağlı resmi eğitim kurumlarındaki 217'si kadın 93'ü erkek 310 öğretmenden oluşmaktadır. Veriler "Kişisel Bilgi Formu", "Pozitif Öğretmen Ölçeği", "Mesleki Benlik Saygısı Ölçeği" ve "Okul İklimi Ölçeği" gibi veri toplama araçları kullanılarak elde edilmiştir. Analizlerde pozitif öğretmen özellikleri ile mesleki benlik saygısı ve okul iklimi puanları arasındaki ilişki, mesleki benlik saygısı ve okul ikliminin öğretmenler tarafından algılanan pozitif öğretmen özelliklerini yordayıp yordamadığı ve öğretmenler tarafından algılanan pozitif öğretmen özellikleri demografik değişkenler açısından incelenmiştir. Araştırmanın değişkenleri arasındaki ilişkilerin analizi Pearson Momentler Çarpımı Korelasyon Katsayısı ve Hiyerarşik Regresyon Analizi ile gerçekleştirilmiştir. Demografik özelliklerde Kruskal Wallis H-testi, Bağımsız Grup t testi ve post hoc testi olarak ise Mann Whitney U-testi tercih edilmiştir. Pozitif öğretmen özellikleri ile mesleki benlik saygısı ve okul iklimi değişkenleri arasındaki korelasyon katsayıları incelendiğinde değişkenler arasında orta düzeyde pozitif yönde anlamlı ilişkinin olduğu görülmüştür. Pozitif öğretmen özelliklerinin yordayıcısı olarak mesleki benlik saygısı ve okul iklimi birlikte toplam varyansın %25'ini açıklamaktadır. Pozitif öğretmen özellikleri katılımcıların cinsiyet, medeni durum, branş ve çocuk sayısına göre anlamlı bir farklılık göstermemektedir. Pozitif öğretmen özelliklerinin yaş gruplarına göre anlamlı bir farklılık gösterip göstermediğini belirlemek amacıyla yapılan analiz sonucuna göre 25 ile 29 yaş arasında bulunan öğretmenler lehine anlamlı farklılık saptanmıştır. Mesleki kıdem analizinde gruplar arasında 0-4 yıl arasında mesleki kıdeme sahip katılımcı grubu lehine anlamlı farklılık görülmüştür. Görev yaptıkları okul türlerine göre katılımcıların dağılımları incelenmiş ve ilkokulda görev yapan katılımcı grubu lehine istatistiksel olarak anlamlı farklılık saptanmıştır. Araştırmanın verileri, literatür ışığında yorumlanmış, sonraki çalışma ve araştırmacılar için öneriler sunulmuştur.This study was carried out to examine the predictive role of professional self-esteem and school climate on positive teacher traits. It is thought that it is necessary to consider teacher traits within the framework of professional self-esteem and school climate in order to support the development of students, provide healthy guidance services in adaptation problems and reveal the factors affecting teacher well-being. In the research, "relational screening model" was used to determine the role of professional self-esteem and school climate in predicting positive teacher traits. The sample of the study consists of 310 teachers, 217 women and 93 men, in official education institutions affiliated to the Ministry of National Education in Bayrampasa District of Istanbul. Data were obtained by using data collection tools such as "Personal Information Form", "Positive Teacher Scale", "Professional Self-Esteem Scale" and "School Climate Scale". In the analyzes, the relationship between positive teacher traits and professional self-esteem and school climate scores, whether professional self-esteem and school climate predict positive teacher traits perceived by teachers, and positive teacher traits perceived by teachers were examined in terms of demographic variables. The analysis of the relationships between the variables of the research was carried out with Pearson Product Moments Correlation Coefficient and Hierarchical Regression Analysis. For demographic traits, Kruskal Wallis H-test, Independent Group t-test and Mann Whitney U-test were preferred as post hoc test. When the correlation coefficients between positive teacher traits, professional self-esteem and school climate variables were examined, it was seen that there was a moderately positive and significant relationship between the variables. Professional self-esteem and school climate as predictors of positive teacher traits together explain 25% of the total variance. Positive teacher traits do not show a significant difference according to participants' gender, marital status, branch, and number of children. According to the results of the analysis conducted to determine whether positive teacher traits show a significant difference according to age groups, a significant difference was found in favor of teachers between the ages of 25 and 29. In the analysis of professional seniority, there was a significant difference between the groups in favor of the participant group with professional seniority between 0-4 years. The distribution of the participants according to the school types they work in was examined and a statistically significant difference was found in favor of the participant group working in the primary school. The data of the study were interpreted in the light of the literature, and suggestions were presented for future studies and researchers
The Use of Cognitive-Behavioral Therapy in Coping with Internet Addiction: A Case Study
No full textAlong with the increasing use of the internet due to the wide availability of computers and smartphones, many studies have revealed an increase in problems experienced in work, school, family, and social life. The effects of internet addiction are defined as difficulties experienced in social, work, and school life due to an inability to control one's internet use and excessive use of the internet. There are a wide range of studies in the world regarding the definition, causes, and effects of internet addiction, however, research on the problem and solutions for internet addiction seem to be limited in Turkey. This study assessed the effectiveness of cognitive-behavioral counseling to develop coping skills in the treatment of internet addiction. In this respect, seven sessions were conducted with a 14-year-old girl diagnosed with internet addiction. The effectiveness of the program was tested with Young's Internet Addiction Test (YIAT) by comparing pre-test and post-test results and descriptive data. The results of the study revealed a decrease in the level of dependence in the subject. The subject has gained a healthy behavior surrounding the internet, and her school performance, and family and peer relationships have improved
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
How Does Group Counseling Work for Adolescents’ Mothers to Improve Healthy Relationships?
Get PDFErgenlik, birçok değişimin yaşandığı bir gelişim dönemidir. Bazı ergenler bu uyum sürecini başarı ile tamamlarken, bazıları profesyonel yardım almaya ihtiyaç duyabilmektedirler. Bu noktada sadece ergene değil aynı zamanda ergenin ailesine de psikolojik yardım hizmetlerinin verilmesi, ergenin sağlıklı gelişimine katkı sağlayacaktır. Bu araştırmada, ergenler ve anneleri arasında sağlıklı ilişki geliştirmelerine yardımcı olmak amacıyla annelere yönelik hazırlanan grupla psikolojik danışma programın etkililiğini sınamak amaçlanmıştır. Araştırma tek grup ön-son test ve izleme deneme modellinde hazırlanmıştır. Araştırmaya, 12-14 yaş aralıklarında bireysel psikolojik danışma hizmeti alan 16 ergen annesi katılmıştır. Veri toplama aracı olarak Otomatik Düşünceler Ölçeği ve İletişim Becerileri Envanteri kullanılmıştır. Bulgular, annelerin olumsuz otomatik düşünceler ve iletişim becerileri ön-test, son-test ve izleme puanlarında farklılıkların oluştuğunu göstermektedir.Adolescence is a developmental stage in which significant changes are experienced. Although some adolescents have achieved successful completion of this stage, some may be in need of professional help. Providing psychological support for the adolescents and their families will contribute to the healthy development of adolescents. The aim of the study was to test the effectiveness of the group counseling program which was developed to establish a healthy relationship between the mothers and the adolescents. Pre-test, post-test and follow up experimental model was used as research design. The sample consists of 16 mothers of adolescents (aged between 12-14 years) who receive individual psychological counseling. Automatic Thoughts Questionnaire and Communication Skills Inventory were used as measurement instruments. The results indicated that there were significant differences among pre-test, post test and follow up scores of mothers’ negative automatic thoughts and communication skills. It was observed that the program enabled mothers to learn more about their children while gaining self-awareness. Thus, group counseling contributed to improving family functioning by relying on parent-adolescent interactions
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