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The aim of this study is to examine the relationship between gender and the temperamental characteristics of children between the ages of five and six, as well as to assess their behavioural problems. The sample included 128 children selected by simple random sampling from 5-6 year old children, receiving preschool education in the city centre of İzmir province in Turkey. Of the children, 65 were girls (50.8%) and 63 (49.2%) were boys. The data collection instruments were the Preschool and Kindergarten Behavior Scales and the Short Temperament Scale for Children, respectively. The results of this study reveal that there is no significiant difference between gender and the child temperament subscales of approach/withdrawal; persistence and rhythmicity; and a child's behavioural problems, respectively. However, the gender of the children was found to be significantly related to the reactivity sub-dimension of their temperament (p < 0.05). Moreover, a significant correlation was observed between the temperament subscale of reactivity and externalising problems subscale of behavioural problems (p < 0.05). On the other hand, a negative correlation was observed between the persistence temperament dimension and the behavioural problem dimension of self-centredness (p < 0.05). In the opinion of the researcher, it is important to know the children's personality features, monitor their behaviour, and take respective measures when necessary. These research results contributed positively to this end. [ABSTRACT FROM AUTHOR]

Bases of research: The present study focuses on the school as an organization. Schools offer life-preparatory education to children, the future members of a society, until they are old enough to participate effectively in the society. Thus, schools are a tool for supporting the development and socialization of individuals. The present study developed a new program by assuming that teachers would be more passionate and creative and their organizational depression would decrease if they learned to see themselves, their lives and environment in a new light and diversified their interests. Purpose of research: The aim of this research is to examine the effect of hobby therapy practice, which is integrated with cognitive-behavioral approach, on organization depression of an education institution. Method: In the study pretest-posttest experimental control group design was used. The permission was obtained to conduct the experimental study in two schools in Ankara. Which school would be experimental or control group was determined at randomly. The six-week hobby therapy practice, which is integrated with cognitive-behavioral approach, was applied to the experimental group and the knowledge on class management was given to the control group for three weeks. The experimental group consisted of 22 teachers while the control group consisted of 20 teachers. The findings were examined using the variance analysis for mixed design. Results and Conclusions: In conclusion, hobby therapy practice, which is integrated with cognitive-behavioral approach is effective in reducing depression level and its effect lasted after two months. The ODS was applied before and after the study and also was applied to all two groups after two months.The findings were discussed considering the literature on cognitive-behavioral approach and on effects of hobby therapy practice on depression and organisation depression. Suggestions:Researchers can develop similar programs for different vocational groups, hobby threapy available for different problems and groups, the effects of cognitive behavioral approaches and hobiterapi can be tested separately, experimental researchs with teachers can be made in different subjects, descriptive studies can be done about the organization depression etc. [ABSTRACT FROM AUTHOR]

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