The aim of this study was to investigate bullying behaviours and their associations with health and health risk behaviours. This study involved completion of the Health Behaviour in School-Aged Children (HBSC) and Youth Self Report (YSR) questionnaires by 3,519 students. Of the students, 59.4% (n=2,091) were neither bullies/nor victims, 22% (n=774) victims, 9.4% (n=331) bully/victims and 9.2% (n=323) bullies. Generally, students involved in bullying behaviours were more likely to have higher YSR scale scores than students who were not involved in bullying behaviours. Bully/victims had higher scores on the YSR subscales than others. Students involved in bullying behaviours were more likely not to use seat belts, to watch TV >or= 4 h/day, to be involved in a physical fight, to skip class and to spend time with friends than students who were not involved in bullying behaviours. Bully/victims and bullies were more likely to smoke cigarettes, to drink alcohol, to be drunk, to play computer games and to be sexually active than others. Bully/victims were more likely to have less educated mothers and to have difficulty in talking to both parents than others. Victims were more likely to have a lower socioeconomic status, to have difficulty in talking to opposite gender friends and to have difficulty in making new friends than others. Bullying behaviour is common and associated with other risk behaviours and psychological health problems in Istanbul high school students. Health professionals should be aware of the influence of bullying on health and particularly on bully/victims' health. There is a strong need for bullying prevention programmes in schools in Turkey.

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In this study, Individualized Education Programs (lEPs) for students in resource and inclusive settings were compared. Participants were 108 students with mild disabilities (50 in resource settings and 58 in inclusive settings) in Grades 1 through 6 with lEPs in reading. lEPs for students in resource programs had more service minutes, more long-range goals, and used more sources of information than IEPs for students in inclusive programs. Furthermore, there was a better concordance between IEP components and student ability level in resource programs, and differences in IEPs by disability category were more pronounced in resource programs than in inclusive programs. Finally, the relation between the IEP level of service intensity and the number of minutes allocated to reading each day was greater for students in inclusive programs than for students in resource programs. Results are discussed in terms of the extent to which educational programs are "individualized" for students in resource and inclusive settings.

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The attachment patterns, mourning reactions and dysfunctional romantic relationship beliefs of young adults were examined in relation to early parental loss experience. Participants included 423 students at a public university in İstanbul. An online survey package was used in data collection. Analyses indicated no attachment pattern difference by loss status. For the early parental loss group, the dismissing attachment pattern and dysfunctional romantic relationship beliefs; and for the no loss group, preoccupied attachment pattern and dysfunctional romantic relationship beliefs had positive relations. Participants with dismissing attachment patterns and high levels of mourning had more dysfunctional romantic relationship beliefs. Behavioral and physical types were the most; emotional and cognitive types were the least common mourning reactions.