In the present study, attitudes of elementary school teachers toward different types of bullying (verbal, physical, and relational) were investigated. Six written vignettes describing all types of bullying were given to 405 elementary school teachers (F = 218; M = 187). Results indicated that teachers perceived relational bullying, specifically, social exclusion, less serious than verbal and physical bullying. Unlike previous findings, however, the teachers considered verbal bullying behaviors more serious than physical bullying behaviors and were also more empathetic toward the victim physically bullied and the victim verbally bullied than the victim relationally bullied. Coherent with the findings of empathy, they were also more likely to intervene in verbal and physical bullying behaviors than relational bullying behaviors. Gender of the participant was a significant factor for all variables. The most rated intervention strategy was having a serious talk with the bully, regardless of the type of victimization. Multiple regression analysis illustrated that seriousness and empathy scores both predicted the need for intervention scores significantly in all types of bullying. The findings of this study highlight the importance of increasing teachers' awareness and knowledge about all types of bullying, their consequences, and intervention skills to lessen bullying behaviors. C 2013 Wiley Periodicals, Inc.

Adaptation of the short-form of the UCLA Loneliness Scale (ULS-8) to Turkish for the Adolescents Objective: The purpose of this study is to adapt short form of the UCLA Loneliness Scale (ULS-8) to Turkish and investigate the validity and reliability of the scale for Turkish adolescents. Method:The participants in this study were 293 high school students aged between 14 and 19. Among the participants 110 (37.5%) were male, 183 (62.5%) were female and mean age was found to be 15.85 (SS=1.20).Exploratory factor analysis and confirmatory factor analysis were used to evaluate the construct validity of the scale. In order to check criterion validity of Turkish version of the ULS-8 scale, the General Belongingness Scale, and the Life Satisfaction Scale were used. For reliability of Turkish version of the ULS-8, average variance extracted (AVE), composit reliability, Cronbach alpha level and test-retest correlation were computed.Results: The factor analysis resulted in one factor. Factor loadings of the items varied between 0.31 and 0.71.All of the fit indices indicated a good-fit model for the ULS-8. Criterion-related validity analysis revealed that there were significant relationships between loneliness and the general belongingness (r=-0.71), life satisfaction (r=-0.42). The results also showed that internal consistency coefficients of the factors were highly satisfactory for whole scale α=0.74. Test-retest reliability scales was found to be (r=0.84, p<0.001) on a sample of 64 high school students in a period of two weeks. Conclusion:Findings suggested that the Turkish version of the ULS-8 was found a valid and reliable instrument for Turkish adolescents.

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According to cognitive theories of personality disorders, antisocial personality disorder (ASPD) is based upon a distinct set of cognitive-behavioral representations. The aim of this study is to examine this supposition by comparing the early maladaptive schemas (EMSs) and core beliefs of young antisocial men with those of a set of socio-demographically matched, psychiatrically healthy individuals. We used the Schema Questionnaire (SQ-SF) and the Social Comparison Scale (SCS) to identify and evaluate subjects’ EMSs and core beliefs. Thirty-eight antisocial individuals and 24 healthy control subjects participated in the study. Results of the SCS indicated that antisocial patients see themselves as unlovable, lonely, and rejected. Results of the SQ-SF indicated that antisocial patients had significantly elevated and clinically relevant scores in comparison to controls in the following areas: emotional deprivation, entitlement/grandiosity, mistrust/abuse, vulnerability to harm and illness, and social isolation. In general, the results of the present study tentatively indicate that while ASPD individuals demonstrate a common profile of core beliefs, these are not unique to individuals diagnosed with ASPD. The implications of these findings are discussed for cognitive behavioral theory, and treatment of ASPD

Yordayıcı değişken olarak araştırmaya dâhil edilen değişkenlerin, okul tükenmişliğini yordama gücünü belirlemek amacıyla Aşamalı Çoklu Regresyon analiz yöntemi kullanılmıştır. Regresyon analizi sonucunda öğretmene bağlanma ve sınıf düzeyi değişkenlerinin toplam okul tükenmişliği puanlarını ve okul tükenmişlik ölçeğinin her bir alt boyutunu anlamlı düzeyde yordadığı sonucuna ulaşılmıştır. Bunlara ek olarak araştırmada yer alan öz-yeterlilik, dershaneye gidip gitmeme durumu, okula bağlanma ve ailelerin gelir düzeylerine göre bulundukları bölgedeki okul değişkenlerinin de okul tükenmişliği ölçeğinin farklı alt boyutlarını anlamlı düzeyde yordadığı bulgularına ulaşılmıştır. Araştırmadan elde edilen bulgular mevcut alan yazın dikkate alınarak tartışılmış ve önerilerde bulunulmuştur.

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