The aim of the present study was to examine the levels of anxiety, depression and coping of adolescents during the Covid-19 pandemic. The study was carried out with 3058 students (2080 females, 978 males) who are continuing their secondary and high school educations at Şahinbey District of Gaziantep. Personal Information Form, The Revised Child Anxiety and Depression Scale -Child Version and Coping Scale for Children and Adolescents were used for data collection. Independent Samples t-Test and One-Way ANOVA were used for data analysis. Based on the results of the study; the ratios of adolescents with high depression, anxiety as well as depression and anxiety were 45.6%, 48.6% and 47.12% respectively in the present study. It was determined that women, adolescents at high school, those with parents having low education level, individuals with separated parents, those with increased social media use and adolescents with number of siblings greater than three have higher anxiety and depression levels. Adolescents with high levels of depression and anxiety were found to use more avoidant and negative coping strategies. It can be stated that the prevalence of mental health problems of adolescents during the epidemic process is high and that studies in the field of mental health of adolescents are needed.
The purpose of this study was to examine the effects of conflict resolution, peace education and peer mediation on the conflict resolution skills of students via meta-analysis method.23 studies were determined to be in accordance with the study criteria. According to research findings conflict resolution, peace education and peer mediation education programs have a wide range of effect on the conflict resolution skills of students. In addition to this, the education program, education level, the type of application, publication type , the duration of application have been examined and evaluated. As a result, it can be stated that conflict resolution, peace education or peer mediation is effective in the constructive development of conflict resolution skills of the students.
The aim of this study is to investigate the effect of cognitive-behavioral group psycho-education program on psychological resilience, irrational beliefs, and wellbeing. In the study, 29 high school students participated. As a data collection, The Resilience Scale, the Irrational Beliefs Scale-Adlescent Form, the Subjective Wellbeing Scale-High School Form and The Determination of Risk Factors were used. In the study, psycho-education program based on cognitive behavioral approach was applied to experimental group in 10 sessions, once a week. No study was performed with the control group. 2 × 3 experimental design was used in the research. The posttest was administered after the research was completed and follow-up measurements were performed five months later. As a result of the analyzes, it is concluded that there is an increase in psychological resilience levels and a decrease in irrational belief levels of students who participated in psycho-education program based on cognitive behavioral approach. It is concluded that there isn't change in the subjective well-being of the students before and after the application.
Kabul ve Adanmışlık Terapisi (Acceptance and Commitment Therapy-ACT) davranışçı terapilerin üçüncü dalga yaklaşımları arasında yer alan, felsefi temelleri İşlevsel Bağlamsalcılık kuramına, kuramsal temeli ise dil-biliş ilişkisi üzerine temellendirilen İlişkisel Çerçeve kuramına dayanan, radikal davranışçı ve süreç temelli bir psikoterapi modelidir. ACT, bireylerin kontrolü dışında gerçekleşen ve onları olumsuz etkileyen olay ya da durumları olduğu gibi kabul etmeleri ve yaşamlarını daha anlamlı ve zengin kılacak davranışları sürdürmelerine yardımcı olmayı hedeflemektedir. Bu derleme çalışmasının amacı ACT'ı genel hatlarıyla ele almak ve tanıtmaktır. Bu bağlamda, öncelikle Davranışçı Terapilerin üç kuşağı incelenecek ve Kabul ve Adanmışlık Terapisinin ortaya çıkış süreci ele alınacaktır. Ardından ACT'ın kurucusu olan Steven C. Hayes'in hayatına yer verilecek, bu kısımdan sonra ACT'ın felsefi temelini oluşturan İşlevsel Bağlamsalcılık ve kuramsal zeminini oluşturan İlişkisel Çerçeve Kuramı üzerinde durulacaktır. Ardından kuramın insan doğasına bakışı, temel kavramları ve terapi süreci incelenecek sonrasında ise ACT'ın etkililiğine dair yapılan çalışmaların sonuçları incelenecek ve son olarak ACT'a yapılan eleştirilere yer verilerek çalışma sonlandırılacaktır.
<span>The purpose of this study is to examine the impact of the program for coping with test anxiety based on the cognitive-behavioral approach on the levels of test anxiety, irrational thoughts, coping levels and academic self-efficacy perceptions of adolescents in the 8th grade. The study was performed as a semi-experimental study based on pre-test and post-test model with an experimental group and a control group. </span><span lang="IN">There were </span><span>32 students studying in the 8th grade in Kilis during the 2018-2019 school year </span><span lang="IN">participated</span><span> in the study. While a seven-session Coping with Test Anxiety program based on Cognitive-Behavioral approach was applied to the students in the experimental group, no study was conducted with the control group. The Mann-Whitney U Test, Friedman Test, and Wilcoxon Signed-Rank Test were used in the analyses of data obtained from the study. According to study results, it can be said that the program for coping with test anxiety based on the cognitive-behavioral approach was significantly effective in the levels of test anxiety, irrational beliefs and active and avoidant coping levels of the adolescents while it was not effective in academic self-efficacy perceptions and negative avoidant coping levels.</span>
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