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Copyright of Ilkogretim Online is the property of Ilkogretim Online and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Dicle University Journal of Ziya Gokalp Education Faculty / Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi is the property of Dicle University Journal of Ziya Gokalp Education Faculty and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Early school children should adapt to school life; rules, environment and relations. At the same time, some children may reflect problem behaviours towards school life. The purpose of this study is to find out the problem behaviours of preschool children. The frequencies of such problem behaviours, the factors underlying them and the ways to overcome them were investigated depending on preschool teachers' experiences and opinions. Data were collected by semi structured interview form. Interviews were made with 20 women preschool teachers. Data were analysed by descriptives. Results showed that the problem behaviours which preschool teachers indicated mostly are lying, eating ability problems, seperation anxiety, jealousy, speaking problems and nail-biting respectively. The factors underlying these problem behaviours indicated mostly are parental dependency and related anxiety; deprivation of sharing. Preschool teachers indicated that they need help in coping with these problem behaviours of children either by cooperating with family or school counseling and guidance services. Results emphasize the importance of counseling and guidance services during preschool education. [ABSTRACT FROM AUTHOR]

Effective counselor has to integrate personal and scientific competencies together successfully. In Turkey, there is no scale to assess technical knowledge and personal characteristics and effectiveness of counselors generally as a whole. The aim of this study is to develop a scale to assess intellectual competency, energy, flexibility, support, goodwill, and self-awareness characteristics of counselors. 283 women and 111 men, totally 394 counselor composed participants. The six factorial theoretical model was statistically confirmed by second level confirmatory factor analysis. Results showed that the six factorial structure of Effective Counselor Characteristics Assessment Scale (ECCAS) was confirmed, items were important exponents of their factors, standardized parameter estimations were positive. As a result, it is believed that the data obtained by ECCAS will contribute to determine both the existing states of counselors and counselor trainees and their developmental and educational needs. [ABSTRACT FROM AUTHOR]

Copyright of Electronic Turkish Studies is the property of Electronic Turkish Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective: Responsibility assumptions mean facing consequences of one's own behaviors or an event within his or her province. An inflated sense of responsibility is defined as the over importance of thoughts and beliefs about the importance of controlling one's thoughts. Coles and Schofield (2008) developed a self-report measure to asses Pathways to Inflated Responsibility Beliefs (PIRBS) including specific childhood experiences proposed to contribute to the development of such beliefs. The aim of present study was to standardize this measure to Turkish culture. Moreover the predictive effect of obsessive compulsive disorder symptoms on inflated responsibility beliefs was investigated. Method: Present study is a standardization study. Participants were 389 students (55.80% of them were girl, 44.20% of them were boy) from Dokuz Eylül University. PIRBS, Maudsley Obsessive-Compulsive Questionnaire, Rosenberg Self-Esteem Inventory and a questionnaire were used to collect data. Findings: Confirmatory factor analysis supported the four- factor structure of the scale. Total correlations of the items were sufficient and distinguished the groups. Results indicated that men had higher heightened responsibility, rigid rules, action caused/influenced, and total point levels than women. There were significant relations between OCD symptoms and the pathways indicating that OCD symptoms predicted rigid rules and total level. Discussion and Conclusion: Standardization study results indicated that PIRBS had 23 items ranging through four factors was a psychometrically strong self-report measure, valid and reliable for Turkish culture. This scale can be used to assess childhood experiences hypothesized to lead to the development of inflated responsibility beliefs and to determine vulnerability to OCD symptoms both in clinical and nonclinical samples. [ABSTRACT FROM AUTHOR]

The aim in this research was to determine the assertiveness levels of counselor trainees in relation to their personal perceptions about their personality characteristics and sociodemographic properties in order to achieve good mental health among those working as counselors and to provide suggestions for counselor education. The data were gathered using the Rathus Assertiveness Schedule (Rathus, 1973) as validated by Voltan (1980) with a questionnaire developed by the researcher. Participants were 233 trainee counselors from universities in Izmir, Turkey. Findings indicated that identifying negative feelings and thoughts, talkativeness in front of an audience, giving accurate feedback, using I-language, and having a positive self-image are statistically effective in assessment of counselor trainees' assertiveness levels. There were no differences according to gender or socioeconomic status. [ABSTRACT FROM AUTHOR]

Copyright of Ilkogretim Online is the property of Ilkogretim Online and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this study was to investigate the relationship between emotional intelligence levels and life satisfaction of students who goes on to 6., 7.and 8. grades in Izmir center according to various socio-demographic variables. Participants were 293 students; 151 girls (51.54%), 142 boys (48.46%). Data were analyzed using statistical techniques. According to results a positive correlation was found between life satisfaction and emotional intelligence of the participants. There is a significant difference between overall emotional intelligence subscale according to gender, parents attitude and parents education variable. Implications for education, counseling and guidance process at the elementary level were discussed. [ABSTRACT FROM AUTHOR]