Although the role of excessive efforts to exert mental control over one's unwanted intrusive thoughts has been successfully explained and documented in the cognitive-behavioural models of obsessive-compulsive disorder (OCD), individual's beliefs regarding the controllability of events, that is, locus of control (LOC), have been largely ignored in recent cognitive formulations of OCD. The present study aimed to examine the relationship between these two control-related cognitions by comparing their roles in obsessive-compulsive (OC) and depression symptoms. Measures of LOC, obsessive-related beliefs, depression, anxiety and OCD symptoms were administered to a sample of 530 Turkish university students. Results showed that while external LOC was positively associated with depression symptoms, the relation was different for OC symptoms. The interaction of LOC with a high desire for thought control was significantly associated with general OC symptoms, particularly with checking symptoms. The findings suggest that beliefs regarding the controllability of events are critical factors in OC symptomatology, but only when there is also a high desire of thought control.

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The aim of this study is to investigate the professional help-seeking attitudes of university students from their gender, gender roles, the perspective of socioeconomic level and self concealment. Professional Help-Seeking Attitudes Scale-Short Form, Self-Concealment Scale, Bem Gender Role Inventory, and personal information form have been used as data gathering tools. Data were analyzed by using descriptive statistics, t-test and one way anova. The results of the study show that professional help-seeking attitudes among female students are more positive than the male students; those in low or middle socioeconomic level has more positive attitudes; those with female gender roles and those with high androgens have more positive attitudes than male and ambiguous gender roles; and the students who have high levels of selfconcealment have negative attitudes toward seeking psychological help.

In this study, the amount of time that school counselors devote for program development, implementation and evaluation processes for generating and implementing comprehensive counseling and guidance program, which is based on the School Counseling and Guidance Services Model, as well as the problems they encountered were explored. Total of 207 school counselors, 113 of which from elementary and 94 of which from high schools participated in the study. The Survey of Roles and Responsibilities of Counselors were administered to school counselors. The quantitative data were analyzed using frequency distribution and qualitative data were analyzed by descriptive content analysis method. The findings indicate that, the implementation of comprehensive counseling and guidance program in schools, were evaluated positively especially in terms of ensuring the integrity of applications, meeting the developmental needs of students, and identity and visibility of school counselors are evaluated positively. However, some difficulties have been identified in terms of the school counseling program content and scope of competence of personnel in program implementation.

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