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Positive psychotherapy is a therapy model that stands out with its analytical and humanistic features. According to the positive psychotherapy approach, one of the important conflicts is the basic conflict. The conflicts between the concepts developed by the clients form the basis of the basic conflict. In order to solve the basic conflicts of the clients, it is first necessary to formulate their basic conflicts. This study aims to present a systematic model for formulating the basic conflict. In this direction, the DYNAMICS method was developed in the study. In this method, clients go through eight stages and examine their basic conflicts multi-faceted. With this method, clients realize their unmet needs and how they create pathological and healthy patterns to meet these needs. Psychotherapists can also help clients formulate their basic conflicts through this method. Concurrently, this method is compatible with the five stages of positive psychotherapy. The effectiveness of this model investigated by empirical research can be revealed in the future.

This research was conducted to explore the outcomes following the implementation of the self-help strategies recommended in "Psychological Transformation Journey and Finding Yourself Guide: 52 Weeks of Rebirth from a Positive Psychotherapy Perspective." Utilizing a mixed-methods approach, the study employed a single-group pre-test-post-test design for quantitative analysis and a phenomenological approach for qualitative insights. Data collection tools included a Demographic Information Form, a Qualitative Evaluation Form, and the Positive-Negative Affect Scale. The participant pool consisted of 179 psychological counselors and their 179 clients, who varied in educational background and profession. Quantitative results indicated notable enhancements in both positive and negative affect dimensions across areas such as achievement, body image, relationships, and fantasy-spirituality. Qualitatively, the study documented changes in participants' attitudes toward seeking psychological help, increased self-awareness, experimentation with new behaviors, enhanced social support, and self-acceptance. These findings suggest that guided self-reflection and support are critical in overcoming personal challenges and fostering growth and self-awareness, as reflected by participants' expressed gratitude and heightened motivation to tackle personal difficulties.

When the common features of the problems encountered in adolescence are examined, impulse control problems draw our attention. At this point, preventive and developmental studies are needed to help adolescents control impulses. It is important to examine the structures that can be used to explain impulsive behavior in order to transform impulsivity into a functional form. This study aims to examine whether primary and secondary capabilities, which are the basic concepts of positive psychotherapy, predict the impulsive behaviors of adolescents. The dependent variable in this research is impulsivity, its independent variables are primary and secondary capabilities. The participant group of the research is 225 male adolescent individuals between the ages of 14-19 who continue their secondary education. The Personal Information Form, the Barrat Impulsivity Scale (BIS-11), and the Wiesbaden Positive Psychotherapy and Family Therapy Inventory were used as data collection tools in the study. The data were analyzed by multiple regression analysis. As a result of the analysis, primary capabilities (R=0.376; R2=0.141; F=4.305; p

This study investigates the problems that are encountered in learning writing in a foreign language from primary school to university in the Turkish context. It focuses particularly on the problems that teachers/instructors face in teaching writing in English to students concerning students' challenges. Forty teachers were interviewed in all levels, ten participants for each. Here, the challenges that the teachers observed their students faced in the learning process of writing in English were identified. Then, ten students at a tertiary level institution were interviewed about their experiences in learning writing in English in a retrospective manner. The devised FEDCom model illustrated the development of EFL writing of learners in each level of education. The model may be considered as the big picture of learning EFL writing in all education level of Turkey. It may help researchers, teacher trainers, and teachers who want to put forth solutions to the difficulties that learners may experience in learning writing in English.

Learning does not happen immediately; it takes time and effort. Thus, patience is a virtue required for any type of successful learning. Given the increasing prevalence of online learning, understanding students' patience is necessary to devise ways to sustain it. In this study, we define online learning patience as the ability to steadily continue studying or practicing in the online learning environments, even when it becomes difficult or takes a long time. The present study aimed to develop and validate a new instrument, the Student Online Learning Patience Scale (SOLPS), using a cross-sectional research design. The study participants, distributed across four distinct groups: Exploratory (n = 250 students), Confirmatory (n = 266 students), Validity for Impulsivity and Test-anxiety (n = 486 students), and Validity for Self-control (n = 232 students). The items in the scale were based on the literature and analysis of interviews with students. The scale structure was examined through Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA), and reliability and validity were tested. The final SOLPS consists of 10 items with one dimension and can be used to create teaching methods and strategies that increase students' online learning patience.

This study examined the significance of self-worth as a crucial factor in human mental health and psychosocial development. The study explores self-worth interventions, mental disorders, and available resources. A comprehensive analysis of the conceptual and theoretical aspects of self-worth is undertaken. To begin with, the study offers conceptual justifications drawn from the self-worth literature, elucidating theoretical perspectives on the formation of self-worth in individuals. It elaborates on related concepts and their interconnections with self-worth. Furthermore, the examination extends to the influence of culture on self-worth development and emotions. Theoretical discussions on self-worth are approached through Psychoanalytic theory, Psychosocial development theory, Transactional analysis theory, and Attachment theory. The research scrutinizes the association between various mental disorders and self-worth, investigating how a lack of self-worth may exacerbate or precipitate certain psychopathologies. Previous interventions aimed at enhancing self-worth are outlined, accompanied by an exploration of methods for measuring self-worth. The study emphasizes the pivotal role of self-worth in individuals' mental health, considering the implications of concepts like unconditional self-worth and contingencies of self-worth. Recommendations are provided for individuals, parents, and mental health professionals based on the findings.

The process of positive psychotherapy works to resolve the key, actual and basic conflicts of the clients. Although many practitioners resolve these conflicts in their own way, standard and effective methods are needed. The aim of this study is to investigate the Trust-PHAL Method, which includes resolving actual conflict in five stages with five capabilities. There are five capabilities that we use in this method to resolve actual conflict: trustworthiness, politeness, honesty, achievement, loyalty. In other words, the method can be expressed as Trust (trustworthiness) P (Politeness) H (Honesty)A (Achievement) L(Loyalty). Each capability used is consistent with the five phases of positive psychotherapy. In the study, an example is given of how the Trust-PHAL Method is used in the psychotherapy process.