The emotional intelligence program may have positive effects on quality of life and well-being of individuals with type 2 diabetes.

Purpose: The purpose of this study was to investigate the effects of a cognitive behavioral therapy-oriented anger management and stress control program on smokers' quit rates.Methods: Of 2348 smokers, 350 were randomly allocated into study and control groups (n ‫؍‬ 175 each). An individualized therapy cessation technique was selected for each participant (combination of behavioral counseling, nicotine replacement therapy, and/or pharmacotherapy). The participants in the control group attended a standard quit program, whereas the study group also received an additional 5-session (90 minutes each) cognitive behavioral therapy-oriented program aimed at improving their anger and stress coping skills. At the beginning of the study, both groups were asked to complete the Trait Anger Scale (TAS) of the State and Trait Anger Scale and the Self-Confident (SCS) and Hopeless (HS) subscales of the Stress Coping Styles Inventory; pretest smoking status of both groups and their coping skills were compared with each other as soon as the program ended (post-test results) and after 3 and 6 months (first and second follow-up tests).Results: Although there was no difference between pretest scores on the TAS (P ‫؍‬ .234), SCS (P ‫؍‬ .130), and HS (P ‫؍‬ .148) subscales, post-test results indicate that the study groups' TAS and HS scores decreased and SCS scores increased (P < .001), whereas there was no change in the control group (P > .05). The study group had a better quit level after 6 months compared with the control group (44% vs 27.4%; P < .001). The anger management and stress control program was found to have a significant effect on cessation (odds ratio, 2.09; 95% confidence interval, 1.14 -3.85). The importance and effectiveness of primary care interventions in preventing smoking are well known. Conclusion 1As part of health promotion activities, one priority has been to increase the success rates of smoking cessation.2,3 However, up to 75% of smokers start to smoke again within 6 months, even though they receive behavioral support, nicotine replacement therapy (NRT), or drugs (bupropion or varenicline). 4 Many studies have been performed to understand the interacting physiological and psychological factors involved in relapse.5 Some sociodemographic risk factors (sex, education level, marital status, living alone, and income) have been identified. Nicotine-a very potent psychological and neurological stimulant that influences behaviors, emotions, and mood-is implicated as the main factor responsible for initiation, maintenance, and relapse in terms of smoking. [6][7][8][9] In recent years a strong relation between anger, stress, and smoking has been noticed. 10,11 Smokers report that they smoke more when they are stressed, angry, anxious, or sad and that they expect that smoking will alleviate these negative moods. 12 There is strong evidence that nicotine reduces emotions of stress and anger because deprivation causes increases in feelings of anger and stress, despite whether they are amplified by other distressing wit...

Background: Couples are usually advised to improve their communication skills to increase harmony and avoid conflicts. However, studies aimed at increasing marital adjustment in primary care are limited.Methods: A Couple Communication Program was announced at the Ondokuz Mayis University Permanent Education Center, and the Dyadic Adjustment Scale was administered to 67 couples who volunteered. Twenty-eight persons (14 couples) with the lowest test scores were randomized into study and control groups. At the end of the program (post-test), the scale was again administered to the study group. Afterward, the pretest and post-test scores of the study and control groups were compared. The study group's pretest, post-test, and follow-up test scores were also examined.Results: No difference in marital adjustment was found between the study and control groups before the start of the program (P > .05). The post-test scores of the couples attending the Couple Communication Program proved to be higher in total than the scores of those who did not attend (P < .001). The post-test and follow-up scores of the study group were significantly higher than their pretest scores (P < .001). There was no significant difference between the post-test and follow-up scores of the study group (P ‫؍‬ 1.0). Conclusion

Following the announcement that a Couple Communication Program was to be held at the Ondokuz Mayis University Permanent Education Center, the Active Conflict Subscale of the Conflict Tendency Scale (Dokmen, 1989) and Conflict Resolution Scale (Akbalik, 2001) were administered to 122 Turkish couples who volunteered to participate. The 40 couples with the worst test scores were randomized into study and control groups. No differences in the test scores were determined between the two groups before the start of the program (P > 0.05). After attending the program, the test scores of the study group were better in total than those of the control group (P < 0.001). Benefits are retained at 3 and 6 months following (P = 1).

ABSTRACT. In this resaarch, the effect of communication and conflict resolution skill training program with 10 sessions which was developed by researcher on the social skill levels of university students are examined. The study was carried out on the 28 students, 14 participants in the control group, 14 participants in the experimental group who are students Ondokuz Mayıs University. The desing of the research was based on an experimental pre-test and posttest model. Students' social skill levels was measured by means of Social Skill Inventory which was adopted to Turkish by Yüksel (2000). Data analysis was applied Independent Samples t-test, Paired Samples t-test and One-Way ANOVA for Repeated Measures techniques were applied for statistical analysis. The research pointed out that social skill levels of students who attended communication and conflict resolution skill training program were higher than those of others (p<.001). In general, results have showed that Communication and Conflict Resolution Skill Training Program may effect university students social skill levels positively. After the posttest application with three months and six months follow after studies it was found that there was no significant difference between Social Skill Inventory test scores of post-test, first following study, and second following study.

Aim/background: To investigate the effect of a stress and anxiety coping programme on anxiety and objective structured clinical exam (OSCE) performance in medical students. Material and methods: First-year medical students about to sit their first OSCE were randomised into experimental (n = 75) and control (n = 78) groups at the Ondokuz Mayıs University Medical Faculty in 2009-2010. Before the study, the state-trait anxiety inventory (STAI) was applied to both groups (pre-tests). The volunteer medical students in the experimental group received nine sessions (one 30 min session per week for 9 weeks) of an anxiety-and stress-coping programme. At the end of the programme (posttest) and 3 months later, following an overview session with the experimental group, the STAI was readministered to both groups (1st follow-up test). One month later, the experimental group performed deep diaphragmatic breathing and listened to gentle classical music in the test room while waiting to sit the OSCE, while the control group waited in a silent room. Both groups retook the STAI (2nd follow-up) just before sitting the OSCE. The groups' pre-, post-, 1st and 2nd follow-up STAI scores and the relations with OSCE performance and anxiety were investigated within the groups. Results: Although there was no difference in the pre-test STAI results between the experimental and control groups (state p = .213, trait p = .122), the experimental group had lower post-test, 1st and 2nd follow-up STAI scores (p < .001, respectively). The OSCE results of the experimental group were higher than those of the control group (p < .001).In a linear regression model, post-test, 1st and 2nd follow-up trait anxiety (p = .023, p = .014 and p < .0001, respectively) and state anxiety (p = .032, p = .026 and p < .001, respectively) were identified as independent factors for higher OSCE scores. Conclusion: Our results indicate that the participants in the experimental group achieved lower scores on post-STAI and improved OSCE performance.

Neurotic Symptoms, Self-Actualization and Reading Habituation in University Students SUMMARY Purpose: The study examined relationships among neurotic symptoms, self -actualization, reading habituation, gender and class in university students. Methods: 787, first and fourth year 19 May›s University students were assessed using the Hacettepe Personality Inventory which was developed by Özgüven (1992) and Democraphic variables. The data were analyzed by ANOVA, t -test and LSD techniques. Findings:The results were as follow: With regard to reading habituation significant differences were found between students in terms of neurotic symptoms. Neurotic symptoms lewels were higher in students who were never read any books different from text books. With regard to reading habituation significant differences were found in terms of self -actualization. Self -actualization levels of students who read philosophical and ideological books were higher than other students; self -actualization levels of students who never any books were lower than other students. The self -actualization levels of the fourth year students were higher than the first year students. Results: Implication of findings were discussed in the light of literature. In general, results showed that there was a significiant relationship between reading habituation and neurotic tendency, selfactualization.

Bu çalışmanın amacı sokakta çalışan çocukların yalnızlık ve depresyon düzeylerinin çeşitli değişkenlere göre incelenmesidir. Çalışma grubunu İstanbul'da sokakta çalışan 651 çocuk oluşturmaktadır. Araştırmada değişkenleri ölçmek için "UCLA Yalnızlık Ölçeği" ve "Çocuklar İçin Depresyon Ölçeği" ve kişisel bilgi formu kullanılmıştır. Elde edilen bulgular, annesi hayatta olmayan ve üvey anneye sahip olan çocukların depresyon ve yalnızlık düzeylerinin diğerlerinden daha yüksek olduğunu göstermiştir. Bununla birlikte babası hayatta olmayan ve üvey babaya sahip olan çocukların depresyon düzeylerinin diğerlerinden daha yüksek olduğu saptanmıştır. Araştırmada ayrıca ebeveynleri birlikte olan çocukların depresyon ve yalnızlık düzeylerinin diğerlerine göre anlamlı derecede düşük olduğu ve sokakta çalışan çocuklarda yalnızlığın depresyon için anlamlı bir yordayıcı olduğu saptanmıştır. Elde edilen bulgular alan yazın ışığında tartışılmış, ruh sağlığı çalışanlarına ve ileride yapılacak araştırmalara yönelik önerilerde bulunulmuştur.