Gamze

Assist. Prof.

Burcu

Rochlen et al. (2004) described online psychotherapy as a professional type of therapeutic intervention where the interaction between therapists and their clients is achieved using the Internet. Having emerged as a result of rapid developments in technology, online psychotherapy has become an application with the potential to benefit the client and therapist (Grubbs et al., 2015; Hilty et al., 2013; Malhotra et al., 2013). Studies in the literature show that the two main obstacles to developing online psychotherapy to be the inability to establish the therapeutic relationship and ethical concerns. Mental health professionals are understood to perceive some failures to maintain, protect, and violate ethical rules in this context, especially confidentiality (Barak et al., 2009; Childress, 2000; Cook &amp; Doyle, 2002; Germain et al., 2010; Schulze et al., 2019; Simpson et al., 2001). Although many studies are found in the literature about therapeutic alliance and online therapies, therapists’ ethical concerns are not considered to have been sufficiently covered.This study aims to examine online psychotherapy within the framework of ethical codes through scenarios created based on therapists’ reservations about online psychotherapy and to reveal therapists’ possible reactions to hypothetical situations that might occur in online psychotherapy. For this purpose, the study seeks answers to the following questions: 1) How would I react as a therapist if I were in this situation? and 2) What is my ethical stance regarding online therapy in specific situations? The researchers of the current study then separated the reactions that emerged into themes and discussed the related themes by referring to the Code of Ethics of the Turkish Psychological Association. The aim here is to determine therapists’ needs regarding what items should be included in the code of ethics and their proposed solutions if any while determining their personal ethical stances and reactions to the situations they experience.MethodThis study has been conducted with the participation of 43 therapists working in different provinces of Türkiye. The participant sample of the research was determined using the snowball method among therapists who had received postgraduate education, who work as research assistants in university psychology departments, or who work in the field as a therapist. The participants received the link of the study via their email addresses. The number of participants was decided by continuing the process until repeated themes were formed in line with the suggestions of the applied analytical method. The study examined the responses the therapists gave to scenarios involving hypothetical situations and analyzed this data set in order to answer two questions: (1) How would I react as a therapist if I encountered this situation? and (2) What is my ethical stance regarding online therapy in such situations? For this purpose, the study uses Braun and Clarke’s (2006) inductive thematic analysis method.ResultsThe findings are presented in two main headings in order to analyze therapists’ views and reactions regarding the ethics of conducting psychotherapy online. The first heading involves the possible reactions regarding attitudes toward hypothetical situations that may create an ethical dilemma during online therapy, and the second heading evaluates the general views regarding therapists’ ethical evaluations of online therapies. The findings obtained regarding hypothetical situations in online psychotherapy can be grouped under five themes: (1) how to not lose control of the area of responsibility, (2) how to cope with out-of-control situations, (3) how to maintain the limits of competence, (4) how to cope with the lack of nonverbal cues, and (5) a red line not to be crossed (i.e., these therapists do not prefer online therapy). The second stage of the study analyzes the data in detail, as well as the therapists’ responses regarding the ethical issues in terms of their location. With respect to the obtained findings, therapists evaluated the ethical context of online psychotherapy under five different themes: 1) online therapy is completely unethical, 2) online therapy is not ethically appropriate, 3) applying ethical rules in online therapy requires serious care, 4) ethics is not contextual, and 5) ethical rules need to be updated.When analyzing the data obtained in this study, the first and most remarkable theme is seen to indicate the ethical concerns about the protection of privacy. According to the&nbsp;findings obtained in the study, therapists in Türkiye experience ethical concerns similar to those observed in other therapists around the world and to have similar ideas on how to cope with these difficulties (Korkmaz &amp; Şen, 2018; Schulze et al., 2019; Wangberg et al., 2007; Zeren, 2017).DiscussionDifferent from the literature, the current study has presented therapists with compelling hypothetical conditions regarding online psychotherapy with the aim of determining the risk factors and taking precautions for possible at-risk situations by examining the reactions therapists state they would show under specific conditions. The researchers of this study examined the therapists’ responses in line with the in-depth analysis provided by qualitative methods based on the Turkish Psychological Association’s (TPD) Code of Ethics and telepsychology guidelines. Therapists in Türkiye are seen to experience the same ethical concerns as other therapists in the world and to have expressed similar reactions as other therapists regarding how they think they would cope with difficulties (Korkmaz &amp; Şen, 2018; Schulze et al., 2019; Wangberg et al., 2007; Zeren, 2017). The therapists feel great responsibility about not losing control of therapy and worry that online therapy will increase the likelihood of losing control; therefore, they tended to exhibit behaviors indicating they would avoid online psychotherapy in the first place. This situation is understood to occur as a circular causality where they avoid online therapy and increase their internal concerns about its risks in this context (Békés et al., 2022). Consistent with the literature, the current study shows the use of unencrypted communication tools such as unsafe websites or commercially available software that can be easily hacked to be the leading concern in terms of privacy, security, and safety in online psychotherapy (Fantus &amp; Mischna, 2013; Heinlen et al., 2003). While therapists appear toward tending to overestimate existing risks and overemphasize external processes such as technical inadequacies, therapists are also understood to have a high level of perceived responsibility for the psychotherapy but to also have limited experiential foresight. Korkmaz and Şen’s (2018) study is one of the most striking examples of this case and found 85.5% of the participating psychotherapists to state that they would not participate in online psychotherapy because they found it unsafe and anxiety-provoking or because their priority was face-to-face psychotherapy. In fact, both the therapist and the client need to possess technological competence for online psychotherapy, and although both parties require new communication skills for this (Stoll et al., 2020), therapists’ high levels of perceived responsibility in this regard feed their anxiety in a cyclical manner.According to the findings from the current study, although therapists want to take responsibility for maintaining the confidentiality of the interview, they feel less in control in the arrangements made regarding online psychotherapy. When addressing data&nbsp;security, therapists’ concerns also include hardware and technological inadequacies and potential privacy violations that may exceed the therapist’s control (Stoll et al., 2020). According to Korkmaz and Şen’s (2018) research, some therapists stated not preferring online psychotherapy for ethical reasons or viewed it as a substitute or conditional context due to their belief that privacy is not adequately protected when implementing online psychotherapy. Another impression obtainable from the study’s data here was that in some cases, therapists believe that clients will abuse how online therapy is conducted. Griffiths and Cooper’s (2003) study on determining the positive and negative aspects of online therapies perceived the data indicating a risk of abuse related to online psychotherapy to be higher than the risk considered for traditional therapy. One important finding from this study is that the therapists stated their positive attitudes toward online therapy to have become negative when they attributed the idea of abuse to the situation. However, one study conducted in this field showed the perceived risk of abuse compared to the actual situation of abuse to be the main determinant regarding therapists’ perceptions and concerns (Fraser, 2009). The scarcity of evidence-based studies in this area draws attention, and the data from this study is thought to be able to guide new studies. Stoll et al.’s (2020) study produced 32 ethical arguments against online psychotherapy, with their top five arguments involving: (1) privacy and security issues, (2) therapist competence and need for special education, (3) technology-specific communication issues, (4) research gaps, and (5) emergencies; these themes largely overlap with the ones in the current study. Meanwhile, an original finding from the current study is that when studying what the information a client deliberately hides means to the client (e.g., clients who don’t talk about their physical disability), the therapists consider this to be an opportunity for the client to develop certain skills. Other therapists stated thinking this situation to be no different from an emotional issue that the client is not yet ready to bring up. Contrary to studies in the literature suggesting that missing nonverbal cues will prevent therapeutic cooperation (Cook &amp; Doyle, 2002) or that a lack of nonverbal cues is perceived as a serious disadvantage in online therapy (Wangberg et al., 2007), the current study suggested that the participant therapists noteworthily viewed this situation as an important item on the agenda to be resolved during therapy. When generally analyzing all the findings from the study, the participant therapists’ ability to adapt the ethical rules currently valid in the TPD Code of Ethics to online psychotherapy is seen to be quite good. In parallel with the therapists’ concerns about online psychotherapy, avoiding this experience is additionally understood to provide comfort with regard to expressing their negative views, with the biased perceptions in this asymmetry being both the cause and the result.&nbsp;

Investigating Online Psychotherapy in the Framework of  Ethical Codes

Seda

Enisa

Tuğba

Epistemic Curiosity Scale for Young Children:  A Scale Adaptation to Turkish

Zeynep

Işıl

Childhood experiences significantly impact behavioral and psychological problems in childhood, adolescence, and adulthood (Khaleque &amp; Rohner, 2002; Rohner &amp; Rohner, 1980). Negative childhood experiences can result in alexithymia and somatization (Kooiman et al., 2004), and research supports the idea that both are linked to perceived parental acceptance and rejection (Hussain &amp; Ahmad, 2014; Katon et al., 2001). According to Stuart and Noyes (1999), one of the key theories for how somatic complaints emerge is connected to childhood events. Additionally, they have contended adversity in infancy to play a significant role in the formation of insecure attachment styles, which in turn leads to somatization as a form of unhealthy attention seeking. Despite the fact that the majority of research concentrates on the effects of physical and sexual abuse (see Irish et al., 2010; Leserman et al., 1998; Nickel &amp; Egle, 2006), emotional abuse and neglect during childhood have also been reported to be linked to somatic complaints in adulthood (Brown et al., 2005).Negative thoughts and feelings tend to be expressed through somatic complaints in later years if the ability to comprehend and express emotions is not gained in childhood (Lumley, 2000). Furthermore, research has suggested these difficulties expressing emotions to be closely related to early interactions with primary carers (Berenbaum &amp; James, 1994; Guzzo et al., 2014). Research has also revealed negative early experiences, parental neglect, and aggression to all predict alexithymia (Berenbaum &amp; James, 1994; Brown et al., 2016; Kooiman et al., 2014). Guzzo et al. (2014) discovered the primary caregiver’s responsiveness and sensitivity to be the most important factors regulating disturbing emotions and relationships with others in alexithymic people. As a result, benefit could be had in investigating the function alexithymia has on the connection between early experiences and adulthood somatic complaints.Different theoretical approaches in developmental psychology indicate that, in order to maintain normal development, early childhood experiences should be emotionally nurturing and supportive (Ainsworth &amp; Wittig, 1969; Bartholomew &amp; Horowitz, 1991; Giddens &amp; Bowlby, 1970; Bartholomew &amp; Horowitz, 1991). The interpersonal acceptance-rejection theory (IPARTheory) proposes that childhood experiences of acceptance and rejection by caregivers influence psychological adjustment and has emerged as an evidence-based theory focusing on lifelong development (Rohner, 1986, 2005; Rohner, 2016; Rohner et al., 2019; Rohner &amp; Lansford, 2017; Rohner &amp; Rohner, 1980). Researchers who’ve tested the theory attempted to predict and explain the underlying causes and effects of parental acceptance and rejection (Khaleque &amp; Rohner, 2002). Initially known as the parental acceptance-rejection theory (PART), the theory was later expanded to include close relationships in adulthood; relationships with siblings, peers, and grandparents; and important interpersonal relationships throughout life and renamed the interpersonal acceptance rejection theory (Rohner, 2021). Although the theory was renamed in 2014, research continues to concentrate on the effects of perceived parental acceptance-rejection on childhood and adulthood (Rohner, 2021). Children and adults (Rohner et al., 2008) evaluate the warmth they receive from their parents to determine whether they are loved by their parents. Also according to Rohner (1986), acceptance is at the positive end of the warmth dimension and encompasses the compassion, interest, warmth, and closeness parents show to their offspring. Extensive cross-cultural research involving PART and IPARTheory over the last half-century has revealed parental rejection to be able to manifest as any combination of four major expressions: (1) coldness or lack of affection (i.e., opposite of warmth and affection), (2) hostility or aggression, (3) indifference or neglect, and (4) undifferentiated rejection. Undifferentiated rejection refers to people believing that their parents do not truly care about or love them, even if no obvious behavioral indicators are present that their parents have been neglectful, unloving, or aggressive toward them (Rohner et al., 2012). Parental rejection has been shown to be associated with many psychiatric and behavioral disorders such as schizophrenia, conduct disorder, psychosomatic reactions, psychological&nbsp;functioning problems/unemployment, and interpersonal relationship problems (Akün, 2017; Akün &amp; Batıgün, 2019; Dural &amp; Yalçın, 2014; Ibrahim et al., 2015; Ki et al., 2018; Rohner &amp; Rohner, 1980; Şirvanlı Özen &amp; Olgaç, 2019; Tezcan et al., 2017).The majority of parenting studies have focused on perceived maternal warmth and love, with the father’s role having gotten less attention (Khaleque &amp; Rohner, 2002; Rohner &amp; Veneziano, 2001). Other studies have compared the psychological effects of maternal and paternal rejection, but their findings vary (Ibrahim et al., 2015; Lila et al., 2007; Rohner &amp; Britner, 2002). The goal of this study is to contribute to the literature by looking into the effect perceived maternal and paternal rejection have on somatic complaints and the subdimensions of alexithymia, as well as to separately address the quality of the relationship with each parent. The current study also aims to make an original contribution to the literature by exploring the possible roles the subdimensions of alexithymia have on the relationship between parental rejection and somatization. According to the literature, alexithymia’s subdimension of expressive thinking differs from the sub-dimensions of difficulty identifying emotions and of difficulty expressing emotions; thus, alexithymia can be considered as having a two-factor structure (Gignac et al., 2007). Taylor et al. (2004) reviewed 18 scale adaptation studies and reported a three-factor structure being supported. This study will test the mediating effects of the subdimensions on the relationship between parental rejection and somatization based on the different opinions and findings regarding the subdimensions of alexithymia (Bagby et al., 2020; Schroeders et al., 2021), and the research hypotheses are as follows: H1: Perceived maternal rejection will predict somatic complaints in adulthood. H2: Perceived paternal rejection will predict somatic complaints in adulthood. H3: Alexithymia predicts somatic complaints. H4: Perceived maternal rejection will predict alexithymia in adulthood. H5: Perceived paternal rejection will predict alexithymia in adulthood. H6: Alexithymia mediates the relationship between perceived maternal rejection and adult somatic complaints. H7: Alexithymia mediates the relationship between perceived paternal rejection and adult somatic complaints.&nbsp;MethodAfter obtaining ethical permission to conduct the study, an online survey was carried out to recruit participants over 18 years of age. The sample consists of 328 participants from Türkiye, of whom 104 are males and 224 are females. All participants filled out a sociodemographic form, the Somatization Subscale of the Symptom Checklist 90-R (SCL90-R; Derogatis, 1977), the mother and father versions of the Adult Parental AcceptanceRejection Questionnaire (Rohner &amp; Khaleque, 2005), and the Toronto Alexithymia Scale (TAS-20; Bagby et al., 1994). Two simple mediation models were tested to examine the mediating effect of alexithymia on the relationship between perceived parental rejection in childhood and somatic complaints in adulthood. The mediation models were tested using the PROCESS macro for SPSS (Hayes, 2012), while the bootstrapping procedure was used to test the significance of the indirect effects (Preacher &amp; Hayes, 2008). A 5,000 bootstrap resampling was used to evaluate the bias-corrected bootstrap confidence interval of 95%, with the effect being considered statistically significant when the interval contains no zero.ResultsThe main purpose of this study is to test the mediating roles of the sub-dimensions of alexithymia on the relationship between perceived parental rejection and somatic complaints in adulthood. Two mediation models were tested separately, and the effects of the participants’ sociodemographic characteristics (e.g., sex, age, having had a psychiatric diagnosis, gotten psychological help) were controlled statistically. The findings revealed that after controlling for the effect from the paternal rejection scores, maternal rejection was seen to have a significant effect on somatic complaints in adulthood. Maternal rejection also has a direct effect on the alexithymia sub-dimensions of difficulty identifying feelings and of difficulty describing feelings. The findings reveal difficulty identifying feelings to have a mediating role on the relationship between maternal rejection and somatization (B = .07; 95% CI [.03, .21]), and this model explains 27% of the variance in the somatization score (R2 = .27, F(9, 318) = 14.61,&nbsp;p&nbsp;&lt; .001). The second model tested the effect of paternal rejection on alexithymia and somatization. After controlling for the effect from the maternal rejection scores, paternal rejection was found to not be associated with somatization or the subdimensions of alexithymia.DiscussionThis study has examined the relationship among perceived parental rejection, alexithymia, and somatic complaints in adulthood. The mediation models showed perceived maternal rejection to play a vital role in having difficulty identifying one’s feelings, and this may lead to somatic complaints. Because of cultural norms and beliefs about motherhood, mothers are generally considered the primary caregivers. This cultural myth might explain how a child’s perception of maternal rejection plays an essential role in acquiring the ability to understand, identify, describe, and regulate their emotions. If a child is not given the chance to learn and mirror their caregiver’s expressiveness, difficulties in defining and expressing feelings become physical arousals that appear as somatic complaints (Raffagnato et al., 2020; Schore, 1994). Thus, clinical interventions that focus on somatic complaints and alexithymia can be more effective if they also address perceived parental rejection.Due to the current study’s cross-sectional and correlational design, the strength and direction of the relationships between variables could not be interpreted clearly. Childhood experiences with caregivers might be the roots of adulthood experiences, but environmental factors such as sociodemographic characteristics, later experiences, and other early developmental experiences involving attachment styles are also crucial in understanding personality traits and interpersonal relationship problems. Future longitudinal studies with larger sample sizes that take these characteristics into consideration would provide a clearer developmental perspective for understanding the roots of somatic complaints.&nbsp;

The Mediating Role of Alexithymia in the Relationship Between Perceived Parental Rejection and Somatization

Res. Assist.

Zehra

Prof.

Meaning in Life as A Mediator of Associations  Between Self-Esteem and Psychological  Adjustment Among Middle-Aged Women with  Breast Cancer

Sait

Assoc. Prof.

Ferhunde

Brief intelligence tests are defined as cognitive tools that can be applied quickly, provide information about the general characteristics of intelligence, but offer a relatively narrow measurement framework (Homack &amp; Reynolds, 2007). The main features that distinguish short intelligence tests from large batteries are seen to be the scope of the test and the application time. The scores obtained from these tools are expected to parallel the scores of large batteries (Reynolds &amp; Kamphaus, 2003). Despite the advantages they provide in terms of application time and ease of application, the most important limitation of such measurement tools is their inadequacy for clinical diagnosis (Homack &amp; Reynolds, 2007). The Raven Standard Matrices Test (Raven, 1960) and Peabody Picture Vocabulary Test (Dunn &amp; Dunn, 1981) are among the oldest examples of such scanning tools in Türkiye. The Kaufman Short Intelligence Test-Second Edition (KBIT-2; Kaufman &amp; Kaufman, 1990) is widely used for research and practice at the international level and has recently been adapted and standardized to Turkish (Öktem &amp; Uluç, 2015). This study evaluates the structural features of KBIT-2 by comparing them with the Version Four of the Wechsler Intelligence Scale for Children.One of the most traditional ways to demonstrate concurrent validity of a newly adapted or developed cognitive measurement tool is to compare it with a reliable and comprehensive battery accepted in the field (Bain &amp; Jaspers, 2010). Early studies indicated that IQ scores from KBIT showed moderate or high correlations with IQ scores from other&nbsp;batteries (Canivez, 1995; Levinson &amp; Folino, 1994; Naugle et al., 1993; Prewett &amp; McCaffery, 1993; Prewett, 1992a, 1992b, 1995). More recent studies investigating the relationship between KBIT and the Wechsler Intelligence Scale for Children-III (WISC-III) scores are not as consistent as previous studies (Canivez, 1995; Levinson &amp; Folino, 1994; Prewett, 1995), with different studies finding weak, moderate, or highly significant correlations (Grados &amp; Russo-Garcia, 1999). A similar variation is found among studies that focus on determining whether significant differences exist between the overall intelligence scores from the two tests. Some studies have stated no significant difference to occur between the overall scores on K-BIT and WISC-III (Canivez, 1995; Levinson &amp; Folino, 1994), while others have indicated significant differences (Canivez et al., 2005; Grados &amp; Russo-Garcia, 1999; Prewett, 1995). Canivez et al. (2005) pointed out that, although the observed differences were statistically significant, their effect sizes and clinical significance were low.The most important commonality between KBIT-2 and WISC-IV is that the revision process of both measurement tools was carried out within the framework of the CattellHorn-Carroll (CHC) theory. Thus, the cognitive abilities represented by the subtests have become comparable within the framework of a common terminology. This study discusses which cognitive abilities defined in WISC-IV can better predict KBIT-2 scores, as well as the general concurrent validity of KBIT-2.MethodThe study involves a total of 103 primary and high school students composed of 46 boys (Mage = 10.79, SD = 2.79) and 57 girls (Mage = 10.94, SD = 2.71) between the ages of 6-15 years. This study provided the participants with a demographic information form in addition implementing the KBIT-2 and WISC-IV on them. Psychologists with practitioner certificates administered the tests to the participants one week apart, first giving them the WISC-IV and then the KBIT-2. The KBIT-2 has three subtests: Matrix, Riddles, and Verbal Knowledge. Verbal and non-verbal intelligent quotient (IQ) scores can be obtained from KBIT-2, as well as the full-scale IQ (FSIQ). Five composite scores are obtainable from WISC-IV: verbal comprehension (VC), perceptual reasoning (PC), working memory (WM), processing speed (PS), and full-scale IQ (FSIQ; Öktem et al., 2016).ResultsThe study calculated the relationships between the WISC-IV and KBIT-2 composite scores using the Pearson correlation coefficient. A moderately significant correlation was found between their FSIQ scores (r = .64), with weakly and moderately significant correlations being observed between the other composite scores of the two tests. A significant (r = .62) relationship exists between the VC score from WISC-IV and the verbal score from KBIT-2. This study found a moderately significant correlation between the non-verbal score from KBIT-2 and the PC score from WISC-IV (r = 58). Similar findings were obtained in previous studies (r = .56 in Kaufman &amp; Kaufman [2004] and r = .67 in Mitchell [2005]). The processing speed (PS) and working memory (WM) scores from WISC-IV showed low but significant correlations with both the verbal and nonverbal scores from KBIT-2 (r = .21 and r = .31, respectively). Although Mitchell’s (2005) study arrived at similar correlations, the results were not found to be significant due to the smaller sample. When considering that a certain processing speed is required for all mental processes and that applying this to a certain level of working memory is inevitable, that the PS and WM scores show a low correlation with KBIT-2 scores can be considered a natural result.The analysis results show the difference between the two tests’ FSIQ scores to be statistically significant (t (100) = 8.20, p &lt; .001) and the KBIT-2’s FSIQ score (M = 98.58, SD = 10.83) to be higher than the WISC-IV’s FSIQ score (M = 89.56, SD = 14.74).In order to determine the predictors of the verbal intelligence and non-verbal intelligence composite scores from KBIT-2, two separate multiple regression models were established in which the standard scores from the WISC-IV subtests were used as predictors. The similarities (β = .23, t = 2.24, p = .028) and vocabulary (β = .33, t = 3.08, p = .003) subtests from WISC-IV significantly predict the verbal intelligence scores from KBIT-2 (R = .67, R2 = .45, F(10,100) = 7.34, p = .000). The block design (β = .19, t = 1.84, p = .049) and matrix reasoning (β = .35, t = 3.19, p = .002) subtests from WISC-IV also significantly predict the non-verbal intelligence scores from KBIT-2 (R = .61, R2 = .37, F(10,100) = 5.23, p = .000).DiscussionThis study evaluated within its scope the structural features of the KBIT-2 test, which has been newly adapted into Turkish and conducted as a national norm study, by comparing it to the WISC-IV battery, for which a national norm study has already been conducted (Öktem, et al., 2011). One of the main objectives of this comparison was to determine whether the intelligence scores obtained through the short intelligence measurement are consistent with the measurements obtained using a large battery. The analyses indicate a statistically significant relationship to exist between the FSIQ score obtained from KBIT-2 and the FSIQ score obtained from WISC-IV. This result indicates KBIT-2 to have the potential to be used as a preliminary assessment or screening tool for estimating general intelligence levels. When comparing the verbal score from KBIT-2 with the VC score from WISC-IV, this study observed a statistically significant relationship to exist between them, although slightly&nbsp;less significant compared to previous studies. The study also found a moderately significant relationship between the non-verbal score from KBIT-2 and the PC score from WISC-IV, with similar findings having been obtained from previous studies (Kaufman ve Kaufman, 2004; Mitchell 2005). Low but significant correlations were found between the processing speed (PS) and working memory (WM) scores from WISC-IV and the verbal and nonverbal scores from KBIT-2. Although Mitchell’s (2005) study reached similar correlation coefficients, the results were not found to be significant due to the study’s sample being relatively small.The findings indicate significant differences to exist between the KBIT-2 and WISC-IV complete test intelligence scores. When considered in the clinical context, this difference is seen to correspond to about half a standard deviation. This study determined KBIT-2 scores to be higher than WISC-IV scores, which is consistent with the original norm study by Kaufman and Kaufman (2004), as well as Mitchell’s (2005) comparative study. This finding indicates that, although the KBIT-2 results are a good predictive indicator, they are insufficient for diagnostic clarity.Which of the WISC-IV subtests could predict the verbal intelligence score of KBIT-2 was evaluated by regression analysis. Analyzes showed that the Similarities and Vocabulary subtests of the WISC-IV were predictors of the Verbal intelligence score of the KBIT-2. The similarities and vocabulary subtests are accepted as indicators of verbal concept formation, fluent intelligence (Gf), crystallized intelligence (Gc), and long-term memory (Glr) (Uluç et al., 2011). Vocabulary test, which is part of the verbal intelligence score from KBIT-2, is associated with crystallized intelligence (Gc) and long-term memory (Glr). The puzzles test is also closely related to the verbal expression of fluent intelligence (Gf/Gc). In this context, the evaluation with WISC-IV indicates the verbal intelligence score from KBIT-2 to be a good indicator of crystallized intelligence (Gc).Similar analyses were conducted to interpret the nonverbal intelligence score from KBIT-2. The findings show the object assembly and matrix subtests from WISC-IV to be predictors of KBIT-2’s nonverbal intelligence score. The object assembly and matrix subtests are also accepted as good indicators of fluent intelligence (Gf). In addition, the object assembly subtest indicates the ability of visual concept formation (Gv).The findings from this study indicate KBIT-2 to be a ready-to-use candidate for meeting the need of a quick easy-to-use intelligence test, which Türkiye heavily needs. The findings also indicate the results obtained from the KBIT-2 test to be interpretable within the CHC theory and the results to also be comparable to those obtained from the WISC-IV battery. Again, the results from this study indicate the most beneficial use of KBIT-2 to likely be for&nbsp;screening rather than for diagnostic purposes.The most important limitation of the study is the limited number of samples. This problem is also seen to have been encountered in previous studies. The fact that the large batteries that have been compared are both very expensive and take a long time was an important determinant of this limitation. Therefore, conducting new studies with different measurement tools will be greatly important in terms of evaluating the reliability of the obtained results.&nbsp;

Comparing the Kaufman Intelligence Brief Test Second  Edition (KBIT-2) with the Wechsler Intelligence Scale for Children Fourth Edition (WISC-IV)

Figen

Feyza

Elif

Executive function skills develop rapidly in early childhood through the integration of biological and environmental factors (Diamond, 2009; Müller &amp; Kerns, 2015). Executive functions that consist of the components of cognitive flexibility, working memory, and inhibitory control, contribute to critical skills in school and predict children’s subsequent socioemotional adjustment (Micalizzi et al., 2019; Schoemaker et al., 2013). Meanwhile, children who have difficulties with executive functions are at risk for later developmental problems such as behavioral and emotional disorders or academic problems (Moffitt et al., 2011). When considering how these negative outcomes are associated with poor executive functions, investigating the factors associated with the development of these skills is of particular importance. The attention of research in recent years has increased toward environmental chaos, which characterizes the microsystems that have high levels of crowding, noise, and disorganizations and few regularities or routines that make children feel safe (Evans &amp; Wachs, 2010). Home and child care are two prominent microsystems for preschool-aged children. However, most research so far has only addressed the negative relationship between home chaos and children’s executive functions (Andrews, Atkinson et al., 2021; Andrews, Dunn et al., 2021; Brieant et al., 2017; Brown et al., 2013). As a result, no study has yet examined the relationship between executive functions and child care chaos or the interaction between home and child care chaos. In other words, little is known&nbsp;about how the relation between home chaos and children’s developmental outcomes changes based on the level of chaos children are exposed to in child care. According to the bioecological model of human development (Bronfenbrenner, 2005), the mesosystem (i.e., the relation between microsystems) must be considered in order to better understand child development. This implies the need to examine the role environmental chaos both at home and child care, as well as how these interact and work together regarding child development. With this aim, the present study investigates how the interaction between home and child care chaos relates to preschool children’s executive function skills.The study proposes the&nbsp;following&nbsp;hypotheses: 1) High levels of environmental chaos in each environment are expected to negatively relate to performance requiring the use of executive functions, and 2) The link between home chaos and preschool children’s executive function skills is moderated by child care chaos. Specifically, the relationship between the level of home chaos and children’s executive functions is expected to be stronger when the level of child care chaos is also high. Meanwhile, children who experience high levels of home chaos are expected to be affected less negatively if they attend child care with a low level of chaos.MethodThe present study involves a total of 244 (121 girls, 123 boys) preschool-aged children (Mage = 60.89 months; SD = 8.39), as well as their mothers (Mage = 34.56 years, SD = 4.42) and teachers. Home and child care chaos were measured by respectively having mothers fill out the Confusion, Hubbub, and Order Scale (CHAOS; Matheny et al., 1995) and teachers fill out the Life in Early Childhood Programs Scale (LECP; Kontos &amp; Wachs, 2000). Executive functions (EFs) were evaluated with a battery of four tasks (Kochanska et al., 1996) that assess children’s ability to slow down (i.e., Bridge and Walk-A-Line Slowly) and suppress their prepotent responses at the experimenter’s request (i.e., Bear-Dragon and Day and Night).ResultsAccording to the correlational analyses, older children were significantly more likely to show better EF skills (r = .43, p &lt; .001). In addition, EF scores are significantly and negatively associated with the chaos level at home (r = -0.15, p = .02) and at child care (r = -0.15, p = .02). Accordingly, children’s EF skills are shown to increase with age and to decrease as the level of environmental chaos at home and at child care increase. The study tested the main and interactive relations of home and child care chaos by performing a moderation analysis using PROCESS Macro for SPSS (Model 1; Hayes, 2022). The results indicate a significant interaction to exist between the levels of chaos in both environmental contexts after accounting for children’s ages (b = -0.45, t (239) = -3.48, p &lt; .001). Simple intercepts and slopes were estimated at low (SD &lt; 1 away from the mean), average, and high (SD &gt; 1 away from the mean) levels of chaos in both contexts. The pattern of this interaction revealed the relationship between home chaos and EF to be statistically significant and negative for high levels of child care chaos (b = -0.30, t = -3.85, p &lt; .001). However, this relationship was not statistically significant for average (b = -0.09, t = -1.53, p &gt; .05) or low (b = .12, t = 1.30, p &gt; .05) levels of child care chaos.children’s ages (b = -0.45, t (239) = -3.48, p &lt; .001). Simple intercepts and slopes were estimated at low (SD &lt; 1 away from the mean), average, and high (SD &gt; 1 away from the mean) levels of chaos in both contexts. The pattern of this interaction revealed the relationship between home chaos and EF to be statistically significant and negative for high levels of child care chaos (b = -0.30, t = -3.85, p &lt; .001). However, this relationship was not statistically significant for average (b = -0.09, t = -1.53, p &gt; .05) or low (b = .12, t = 1.30, p &gt; .05) levels of child care chaos.DiscussionThe present study has aimed to examine the relationship home and child care chaos have with children’s executive functions by considering the interaction of the level of environmental chaos in these two environments. Although the correlation-based analyses indicate that children scored lower in EF skills as the environmental chaos at home and in child care increased, the results did not show a main effect from home chaos or child care chaos after controlling for child age. The non-significant main effects of this study may be explained by the fact that age is a stronger predictor of children’s EF skills than the level of environmental chaos; also, previous research results have found a weaker link between home chaos and EFs when using observational EF measures (Andrews, Atkinson et al., 2021). Furthermore, previous research has mainly focused on only one component of child care chaos, whether noise (Hambrick-Dixon, 1988, 2002; Maxwell, 2010) or crowding (Evans &amp; Lepore, 1993) in relation to children’s cognitive development. Teachers’ ratings regarding child care chaos as obtained in the present study include multiple components of environmental chaos, such as teachers’ perceptions of crowding (too many children in the available space), ambient background noise, disruptions to daily routines, and structural disorganization (clutter, messiness) in the classroom.The current study’s results have revealed a significant interaction between home and child care chaos. The interaction results remained significant even after controlling for children’s age, which is a significant predictor of EF skills. The pattern of this interaction revealed higher levels of home chaos to be related to lower EF only in the presence of higher levels of child care chaos. Children from highly disorganized and crowded homes with few regularities who also attend a relatively chaotic child care classroom show the worst outcomes regarding EFs. This suggests that greater chaos levels in both contexts accentuates the risk for EF difficulties by creating a double jeopardy. The pattern of the interaction detected in the present study also points to the protective role a calm, structured, and predictable environment in child care has for children with high levels of home chaos. In line with the pattern detected in the present study, past research has also revealed a critical relationship regarding a high-quality child care environment for children from disadvantaged home environments (Crosnoe et al., 2010; Kamp Dush et al., 2013; Maxwell, 1996; Moore et al., 2000; Watamura et al., 2011). According to these studies, having a high quality child care environment provides significant attention, stimulation, and new learning environments for at-risk children (Seiler et al., 2017) and may contribute to protective processes regarding EF skills by providing children with opportunities they cannot access at home (Caughy et al., 1994). In addition, low levels of chaos in child care settings have been associated with teachers perceiving themselves as being able to manage classroom processes more effectively (Jeon et al. 2016, 2018).This study has a number of strengths. First, the present study also takes child care chaos into consideration by going beyond past research that has mainly focused on environmental chaos at home in relation to EFs (Andrews et al., 2020; Brieant et al., 2017; Brown et al., 2013). Therefore, this study has the unique aspect of investigating the relationship between environmental chaos under two basic microsystems both independently and interactively, as well as children’s EFs. Second, the present study contributes to the literature by investigating the relationship between child care chaos and children’s developmental outcomes for the first time with a sample from Turkey, where early childhood education institutions are more crowded and quality indicators are significantly lower. Furthermore, by measuring environmental chaos based on mothers’ and teachers’ self-reports and basing the children’s EFs on observations, the present study prevented both variables from being evaluated by the same person. This approach takes into account the principle of data independence.When integrating the results of previous research that show poorer EF skills for emerging adults under environmental conditions of stress and fatigue (Boksem et al., 2005; Schoofs et al., 2009) with the findings from the present study, supporting families and teachers in reducing chaos at home and at child care appears to be important. Programs for EF skills rarely target both home and child care environments; however, the findings from the present study point to the importance of setting routines and implementing structural organization at home and in class in order to reduce not only overstimulation but also children’s stress and fatigue associated with chaotic environments.&nbsp;

Examining the Relationship of Home and Child Care Chaos  to Children’s Executive Functions

İlknur

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@JOURNAL_BOX_EARLYVIEW

Aslı

Narrative competence plays a crucial role in the development of children’s linguistic and cognitive skills in many respects. Therefore, investigating children’s narrative skills provides enriched information in both domains. Narrative competence involves an integration of multiple systems of language as it requires the simultaneous planning of a meaningful content in terms of a coherent structure, a cohesive language use and a concern for the listeners’ informational needs (Johnston, 2008).&nbsp;Producing narratives requires a coherent organization of the events making up the story around a goal in a way that renders them meaningful in terms of the intentional states of the characters and to express them by use of complex syntactic structures and appropriate lexical items. (Berman &amp; Slobin, 1994; Johnston, 2008). Research on bilingual children’s narrative development is often limited to specific language-pairings (i.e. Spanish/English) and minority contexts where low-socioeconomic status (SES) is another variable playing a key role (Miller et al., 2006).&nbsp;The present study aimed to investigate the effects of L2 (L2: Second language, English) on L1 (L1: Mother tongue, Turkish) and language competence reflected in narratives, both in structural and linguistic aspects. To investigate these questions, narrative skills task was performed with monolingual and bilingual children utilizing the wordless Frog, Where are you? (Mayer, 1969).&nbsp;Method One hundred and twelve five- and seven-year-old monolingual (N = 61) and bilingual (N = 51) children participated in the study. Narrative skills were evaluated only for Turkish for monolingual children, whereas bilingual children were tested in English as well, the latter test taking place on a separate day. In order to assess vocabulary competence for L1 and L2 Türkçe İfade Edici ve Alıcı Dil Testi (TIFALDI, Kazak-Berument &amp; Güven, 2013) and Peabody Picture Vocabulary Test-4 (PPVT-4, Dunn &amp; Dunn, 2012) were administered. In order to assess executive functioning – working memory, the backward digit span task of the Wechsler Intelligence Scale for Children- R (WISC-R, Wechsler, 1974) was used.ResultsNarratives were transcribed and narrative quality was evaluated using Pearson (2002) coding scheme. Narratives were coded on four dimensions: Frog story elements, which refers to the episodic components of the story, sequence, which refers to overall plotline of the story, perspective-and-affect, which refers to referencing and internal states, and engagement, which corresponds to effort for listener engagement (Pearson, 2002). For each dimension 2 (Age: 5-and 7-year-olds) x 2 (Language group: monolingual and bilingual) factorial ANOVAs were conducted. For frog story elements, monolinguals (M = 6.13, SD = 2.81) performed better than bilinguals (M = 4.25, SD = 2.91) for both age groups, F(1, 107) = 12.18, p &lt; .001, η p 2 = .10. For sequence, monolinguals (M = 7.73, SD = 2.59) again performed better than bilinguals (M = 5.35, SD = 2.36), F(1, 107) = 27.39, p &lt; .001, η p 2 = .20. For perspective and affect, monolinguals was a main effect of language group (F(1, 107) = 23.87, p &lt; .001, η p 2 = .18) as well as language and age interaction (F(1, 107) = 30.08, p &lt; .001, η p 2 = .02). Post-hoc t-test showed that five-year-old monolinguals and bilinguals did not differ in their performance, (t(51) = 0.36, p = .72), whereas seven-year-old monolinguals (M = 7.36, SD = 1.45) were better than bilinguals (M = 2.60, SD = 2.63), t(56) = 8.79, p &lt; .001. Finally, for engagement, monolinguals was a main effect of language group (F(1, 107) = 40.48, p &lt; .001, η p 2 = .27) as well as language and age interaction (F(1, 107) = 15.04, p &lt; .001, η p 2 = .12). Post-hoc t-tests indicate that there was no difference between five-year-old bilingals and monolinguals, t(51) = 1.78, p = .08. Seven-year-old monolinguals (M = 5.85, SD = 0.91) were better than bilinguals (M = 3.00, SD = 2.04), t(56) = 7.16, p &lt; .001. Monolingual children (M = .50, SD = .15) were better at incorporating more complex linguistic structures into their narratives compared to bilinguals (M = .36, SD = .19), F(1, 107) = 16.99, p &lt; .001 η p 2 = .14.&nbsp;&nbsp;DiscussionOverall, the present study made it possible to see the effects of early and intense L2 exposure on L1 by utilizing narratives elicited in both L1 and L2. Narratives of bilingual&nbsp;children have been studied more often in societies where L1 is not the dominant language (e.g., Akinci, Jisa, &amp; Kern, 2001; Kaufman, 2001; Kupersmitt &amp; Berman, 2001; Viberg, 2001), with a focus on the development of L2 and often with no data for L1 monolinguals that match the minority’s L1, with some exceptions (e.g., Verhoeven &amp; Boeschoten, 1986). In this respect the results of the current study are important as they provide information on bilingual narrative development in an L1 dominant, high-SES context. Findings raise questions regarding how early immersion schooling should start and how it should be designed to enhance both L1 and L2.

Effects of Second Language Acquisition on Narrative Structure and Linguistic Processes in Preschool and SchoolAged Children

Esra

In current study, it was aimed to systematically review studies examining the effectiveness of forgiveness interventions for children and adolescents.Method This study was a systematic review. The literature review was conducted for 2010-2019 years, in the databases of Wiley Online Library, Taylor and Francis, Springer Link, Scopus, Science Direct, Sage Journals, EBSCOhost and TR Index, between November 2018 and March 2019. The terms of “forgiveness intervention”, “forgiveness group”, “forgiveness therapy”, “forgiveness education” and “forgiveness program” were used for the search. The following selection criteria were identified: (a) studies involving forgiveness group intervention for children and adolescents, (b) studies involving information about the content of intervention programs, (c) studies showing the effects of applied programs by using statistical data. The exclusion criteria were as follows: (a) studies not writing in Turkish or English, (b) studies with only an abstract, (c) studies not using group intervention, (d) review studies, and (e) descriptive studies. A total of 529 research articles were reached and 6 articles have been selected for inclusion within the scope of the study.Results In terms of research group and study design, obtained results are following: Park, et al. (2013) conducted the study with female adolescents (N = 48, Mage = 15.79). This study was based on 3 (pre-test, post-test, follow up test) x 3 (experimental, control, and placebo group) mixed design. Enright, et al. (2014) conducted the study with 8th grade students (N = 132, Mage = 13.48). This study was based on 3 (experimental group) x 2 (pre-test, post-test) mixed design. Taysi and Vural (2016) carried out their study with 4th grade students (N = 122, Mage = 10.00). Their study was based on 3 (pre-test, post-test, follow up test) x 2 (experimental and control group) mixed design. In the study of Vassilopoulos, et.al (2018), the participants were 6th grade students (N = 42, Mage = 11.14). This study was based on mixed design including qualitative and quantitative methods. Quantitative dimension was based on 2 (pre-test and post-test) x 2 (experimental and control group) mixed design. Freedman (2018) conducted the study with high school students (N = 21, Mage = 17.3). Research design was mixed design including qualitative and quantitative methods. Quantitative dimension was based on 2 (pre- and post-test) x 2 (experimental and control group) mixed design. Finally, Rahman, et al. (2018) conducted the study with female early adolescents (N = 8, age range: 11-12). Research design was 3 (pre-test, post-test, follow up test) x 2 (experimental and control group) mixed design.&nbsp;When the studies examined in terms of features of applied programs, following results were obtained. Park et al. (2013) applied “Forgiveness Program for Aggressive Victims”. Enright et al. (2014) applied a class guidance program based on process model. Program focuses importance of forgiveness, aims to gain forgiveness understanding and decrease anger. Taysi and Vural (2016) applied a class guidance program based on process model. Program is “Joyful Forgiveness” for 9-11 age children. Vassilopoulos et al. (2018) applied a class guidance program. Program includes recognition and expression of emotions, relations among emotions, thoughts and behaviors, value of love, forgiveness, developing an act plan for applying forgiveness. Freedman (2018) applied a small group guidance program based on process model. Program includes offence, anger, commitment to forgive, reframing, empathy, compassion and absorption of pain. Rahman et al. (2018) applied forgiveness therapy based on process model. The first 16 sessions were applied as individual therapy; the latter 16 sessions were applied as group therapy.&nbsp;When the studies examined in terms of results, following results were obtained. In the study of Park et al. (2013), after intervention forgiveness, empathy and grades increased, anger, hostile attribution, aggression and delinquency decreased in experimental group. In the study of Enright et al. (2014); after intervention, forgiveness, and willingness to forgive&nbsp;increased, and prejudice decreased in all groups. In the study of Taysi and Vural (2016), forgiveness and hope scores of experimental group increased at post-test. Anger scores of experimental group increased at follow up test. In the study of Vassilopoulos et al. (2018), at post-test, forgiveness and life satisfaction increased, anger decreased in favor of experimental group. In the study of Freedman (2018), a significant difference in favor of experimental group was found in terms of forgiveness, anxiety, depression and hope; however, there wasn’t significant difference between groups in terms of self-esteem. In the study of Rahman et al. (2018), after intervention, forgiveness increased and anger decreased in experimental group.&nbsp;Discussion According to obtained results, forgiveness group interventions for children and adolescents are effective on enhancing of information and skills about forgiveness and development of positive attitudes towards forgiveness. Besides, forgiveness interventions help children and adolescents to cope anger, to decrease depression and to increase hope, and so positively affect mental health.

Forgiveness Interventions for Children and Adolescents: Systematic Review

@JOURNAL_BOX_FEATURED

Tülay

Zeynep Merve

In recent years, different methods for controlling the emotional effects caused by the demands in work place began to attract attention. The job demands-resources model is a functional model for assessing the well-being of the employee (Demerouti &amp; Bakker, 2011). Schaufeli and Bakker (2004), pointed out that it should be more effective to decrease the job demands rather than to increase job resources. From this point of view, it is considered that it is important to prevent a negative job-related affective well-being perception in order to enhance the factors related to quality of work life. Humor is an important phenomenon that can have a positive effect on the individual’s perception of well-being. It may decrease the negative job-related affective well-being perception. Based on this idea, this study aims to investigate the moderating role of occupational humorous coping on the relationship between job demands and a negative perception job-related affective wellbeing.MethodThe sample of this research constitutes 319 employees from various cities of Turkey working in the education and health sectors. For measuring job demands, a scale (Xanthopoulou, Bakker, Demerouti, &amp; Schaufeli, 2007) with four sub-scales including workload (4 items), emotional demands (6 items), emotional dissonance (5 items) and organizational changes (7 items); for measuring the negative job-related affective wellbeing perception, 10 items measuring negative job-related affective well-being perception of the Job-related Affective Well-being Scale (Van Katwyk, Fox, Spector, &amp; Kelloway, 2000) and for measuring occupational humorous coping, the Occupational Humorous Coping Scale (23 items), which was developed by Doosje, De Goede, Van Doornen and Goldstein (2010), was used.Results For testing the hypotheses, hierarchical regression and simple slope analyses were conducted. According to the hierarchical regression results, in the first model, job demands have a positive effect on the negative job-related affective well-being perception (B = 0.45, SH = 0.06; R2 = .19, p &lt; .001). In the second model, when occupational humorous coping was added to the equation, the explanatory strength of the model increased (ΔR2 = .18, p &lt; .001) and it was revealed that occupational humorous coping has a negative effect on the negative job-related affective well-being perception (B = -0.44, SH = 0.05). In the third model, the interaction of job demands and occupational humorous coping has an effect (B = -0.15, SH = 0.05) on the negative job-related affective well-being perception (ΔR2 = .02, p &lt; .001). Occupational humorous coping has a moderating effect on the relationship between job demands and the negative job-related affective well-being perception. Thereafter, simple slope analysis and a test for difference in simple slopes revealed that high occupational humorous coping weakens the positive relationship between job demands and the negative job-related affective well-being perception (for high occupational humorous coping: b = .24, t = 3.816, p &lt; .001; for low occupational humorous coping: b = .41, t = 9.171, p &lt; .001; for difference in simple slopes t(604) = 2.096, p &lt; .05). According to this, as the occupational humorous coping tendency increases, the positive relationship between job demands and the negative job-related affective well-being perception decreases.&nbsp;DiscussionThe results of this study showed that employees who have a low ability of occupational humorous coping are at a disadvantage when compared to employees who have a high ability of occupational humorous coping in the context of a negative job-related affective well-being perception against job demands. According to this, it can be said that the occupational humorous coping skills are not only important for the health of employees, but also important for responding to job demands. People are more sensitive to negative stimuli than to positive stimuli (Garcia, Rosenberg, Erlandsson, &amp; Siddiqui, 2010), and the increase in negative feelings in the workplace lead to increasing counterproductive behavior (Fox, Spector, &amp; Miles, 2001). In this context, this study examined the negative jobrelated affective well-being perception. Turkey is a high power distance country (Kabasakal &amp; Dastmalchian, 2001), which means that the status differences in organizations are important. It is thought that high power distance can be a restrictive factor for using humor in the workplace. From this point of view, there can be a greater need for an encouraging organizational climate. The negative and positive affective well-being perceptions can be examined separately. The decrease in negative affective well-being perception does not mean an increase in positive affective well-being perception. Therefore, in future studies, it will be useful to examine the positive job-related affective well-being perception in relation to job demands and also the effects of occupational humorous coping in the context of these relationships.

The Power of Humor: Its Buffering Effect on Negative Job-related Affective Well-being against Job Demands

Canan

Arzu

The Cognitive, Emotional and Behavioral Indicators of Dispositional Gratitude in Close Friendship: The Case of Turkey

@JOURNAL_BOX_MOSTREAD

Studies in Psychology – Psikoloji Çalışmaları is an open access, peer-reviewed, scholarly, international journal published triannually in April, August and December . It has been an official publication of Istanbul University, Faculty of Letters, Department of psychology since 1956.The journal is covered in Web of Science - Emerging Sources Citation Index (ESCI), TÜBİTAK-ULAKBİM TR Index and Türk Psikiyatri Dizini (Turkish Psychiatry Index). The manuscripts submitted for publication in the journal must be scientific and original work in Turkish or English.

Studies in Psychology publishes  qualitative and/or quantitave empirical research articles regarding pscyhology and its sub fields. It covers theoretical, metodological and review articles and book reviews as well. It welcomes inter disciplinary articles combining pscyhology with different fields such as sociology, psychiatry, geriatry, education, business, occupational health, communication, political sciences etc. The target group of the journal consists of academicians, researchers, professionals, students, related professional and academic bodies and institutions.

All expenses of the journal are covered by the Istanbul University. Processing and publication are free of charge with the journal. There is no article processing charges or submission fees for any submitted or accepted articles.

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Studies in Psychology-Psikoloji Çalışmaları is an open access, peer-reviewed, scholarly, international journal published triannually in April, August and December. It has been an official publication of Istanbul University, Faculty of Letters, Department of Psychology since 1956. The manuscripts submitted for publication in the journal must be scientific and original work in Turkish or English.Studies in Psychology-Psikoloji Çalışmaları aims to be a platform that enables knowledge generated within the fundamental and applied fields of psychology support each other. Within this frame, it welcomes both research articles from all sub fields of psychology and inter disciplinary studies covering fields such as cognitive sciences, neurology, genetics, psychiatry, geriatry, educationinal sciences, communication sciences and antropology.The target group of the journal consists of academicians, researchers, professionals, students, related professional and academic bodies and institutions.

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<div><ul><li>Web of Science - Emerging Sources Citation Index (ESCI) (since acceptance in 2018, issues included in WoS date back from 2005 to present) </li><li>TÜBİTAK-ULAKBİM TR Index</li><li>Türk Psikiyatri Dizini</li><li>DOAJ (Directory of Open Access Journals)</li><li>SOBİAD</li><li>EBSCO Academic Search Ultimate</li><li>EBSCO Central &amp; Eastern European Academic Source </li><li>ERIH PLUS</li><li>Cabells Journalytics </li> </ul></div>

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Studies in Pscyhology - Psikoloji Çalışmaları is committed to upholding the highest standards of publication ethics and pays regard to Principles of Transparency and Best Practice in Scholarly Publishing published by the Committee on <a href="https://publicationethics.org/" target="_blank">Publication Ethics (COPE)</a>, the <a href="https://doaj.org/apply/transparency/#principles-of-transparency-and-best-practice-in-scholarly-publishing" target="_blank">Directory of Open Access Journals (DOAJ)</a>, the <a href="https://oaspa.org/" target="_blank">Open Access Scholarly Publishers Association (OASPA)</a>, and the <a href="https://www.wame.org/" target="_blank">World Association of Medical Editors (WAME)</a> on <a href="https://publicationethics.org/resources/guidelines-new/principles-transparency-and-best-practice-scholarly-publishing" target="_blank">https://publicationethics.org/resources/guidelines-new/principles-transparency-and-best-practice-scholarly-publishing</a>All submissions must be original, unpublished (including as full text in conference proceedings), and not under the review of any other publication synchronously. Each manuscript is reviewed by one of the editors and at least two referees under double-blind peer review process. Plagiarism, duplication, fraud authorship/denied authorship, research/data fabrication, salami slicing/salami publication, breaching of copyrights, prevailing conflict of interest are unethical behaviors.All manuscripts not in accordance with the accepted ethical standards will be removed from the publication. This also contains any possible malpractice discovered after the publication. In accordance with the code of conduct we will report any cases of suspected plagiarism or duplicate publishing.Additionally, Ethics Codes of Turkish Psychological Association is taken into consideration. Authors who are members of Turkish Psychological Association are accountable to the Ethical Committee of Turkish Psychological Association.

Ethics

Studies in Pscyhology - Psikoloji Çalışmaları adheres to the highest standards in research ethics and follows the principles of international research ethics as defined below. The authors are responsible for the compliance of the manuscripts with the ethical rules.<ul><li>Principles of integrity, quality and ransparency should be sustained in designing the research, reviewing the design and conducting the research.</li><li>The research team and participants should be fully informed about the aim, methods, possible uses and requirements of the research and risks of participation in research.</li><li>The confidentiality of the information provided by the research participants and the confidentiality of the respondents should be ensured. The research should be designed to protect the autonomy and dignity of the participants.</li><li>Research participants should participate in the research voluntarily, not under any coercion.</li><li>Any possible harm to participants must be avoided. The research should be planned in such a way that the participants are not at risk.</li><li>The independence of research must be clear; and any conflict of interest or must be disclosed.</li><li>In experimental studies with human subjects, written informed consent of the participants who decide to participate in the research must be obtained. In the case of children and those under wardship or with confirmed insanity, legal custodian’s assent must be obtained.</li><li>If the study is to be carried out in any institution or organization, approval must be obtained from this institution or organization.</li><li>In studies with human subject, it must be noted in the method’s section of the manuscript that the informed consent of the participants and ethics committee approval from the institution where the study has been conducted have been obtained.</li></ul>

It is authors’ responsibility to ensure that the manuscript is in accordance with scientific and ethical standards and rules. Submitting their manuscripts, authors are deemed to ensure that submitted work is original and certify that the manuscript has not previously been published elsewhere or is not currently being considered for publication elsewhere, in any language.Copyright material (e.g. tables, figures or extensive quotations) must be reproduced only with appropriate permission and acknowledgement. It is authors’ responsibility to get necessary permissions. Applicable copyright laws and conventions must be followed.The author(s) of the original research articles is defined as a person who is significantly involved in “conceptualization and design of the study”, “collecting the data”, “analyzing the data”, “writing the manuscript”, “reviewing the manuscript with a critical perspective” and “planning/conducting the study of the manuscript and/or revising it”. All the authors of a submitted manuscript must have direct scientific and academic contribution to the manuscript. The author(s) must meet all these criteria described above.Fund raising, data collection or supervision of the research group are not sufficient roles to be accepted as an author. The individuals who do not meet the authorship criteria but contributed to the study must take place in the acknowledgement section. Individuals providing technical support, assisting writing, providing a general support, providing material or financial support are examples to be indicated in acknowledgement section.The order of names in the author list of an article must be a co-decision and it must be indicated in the signed <a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/D7BF20BDE3084DC1B02AF88660EA36E8" target="_blank">Copyright Agreement Form.</a> If not indicated, alphabetical order according to surnames is used. All authors must disclose all issues concerning financial relationship and conflict of interest that may potentially influence the results of the research or scientific judgment.Author(s) are to take into consideration the required revisions in accordance with the review reports sent by the editor. Author(s) must send the rearranged article to the editor togather with the list of done/undone revisions writing the reasons.When an author discovers a significant error or inaccuracy in his/her own published paper, it is the author’s obligation to promptly cooperate with the Editor-in-Chief to provide retractions or corrections of mistakes.

Editors evaluate manuscripts for their scientific content without regard to all kinds of discrimination and prejudice. They are responsible for providing a fair double-blind peer review of the submitted articles for publication.Editor(s) ensures that all the information related to submitted manuscripts is kept as confidential before publishing. Editor(s) is obliged to keep the unaccepted manuscripts, the decisions about the manuscripts and the reports providing the basis for the decisions, confidential, and not to disclose to anybody, except the board members of Studies in Psychology, these information.Editor(s) has the full authority to assign a reviewer and is responsible for final decision for publication of the manuscripts in the Journal. Editor(s) does not allow any conflicts of interest between the authors, and reviewers.In case that the manuscript is in line with the general scientific and formal principles, editor(s) presents the submitted manuscript to at least two national and/or international reviewers. If the reviewers have conflict of judgement, the editor(s) assigns a third reviewer. Editor(s) accepts the manuscript for publication after author(s) does the revisions considered necessary by the reviewers. In case that there is conflict between the revisions suggested by the reviewers, the editor(s) carries the authority to make the final decision taking into consideration the reasoned explanations of the authors.Reviewers evaluate manuscripts based on content without regard to all kinds of discrimination and prejudice. They must reach an objective judgment as a result of their reviews and justify it. They must be careful that their reports include constructive criticism and review for authors.They must ensure that all the information related to submitted manuscripts is kept as confidential and must report to the Editor if they are aware of copyright infringement and plagiarism on the author’s side.A reviewer who feels unqualified to review the topic of a manuscript or knows that its prompt review will be impossible should notify the Editor and excuse himself from the review process.The reviewers cannot discuss the manuscripts with other persons.The reviewers are not allowed to have copies of the manuscripts for personal use and they cannot share manuscripts with others without permission of the editor.Unless the authors and editor permit, the reviews of referees cannot be published or disclosed.In particular situations, the editor may share the review of one reviewer with other reviewers to clarify a particular point. The anonymity of the referees is important.

Only those manuscripts approved by its every individual author and that were not published before in or sent to another journal, are accepted for evaluation.Submitted manuscripts that pass preliminary control are scanned for plagiarism using iThenticate software. After plagiarism check, the eligible ones are evaluated by editor-in-chief for their originality, methodology, the importance of the subject covered and compliance with the journal scope.The editor hands over the papers matching the formal rules to at least two national/international referees for double-blind peer review evaluation and gives green light for publication upon modification by the authors in accordance with the referees’ claims.

Peer Review

Only those manuscripts approved by its every individual author and that were not published before in or sent to another journal, are accepted for evaluation.Submitted manuscripts that pass preliminary control are scanned for plagiarism using iThenticate software. After plagiarism check, the eligible ones are evaluated by Editor-in-Chief for their originality, methodology, the importance of the subject covered and compliance with the journal scope. Editor-in-Chief evaluates manuscripts for their scientific content without regard to ethnic origin, gender, citizenship, religious belief or political philosophy of the authors and ensures a fair double-blind peer review of the selected manuscripts.The selected manuscripts are sent to at least two national/international referees for evaluation and publication decision is given by Editor-in-Chief upon modification by the authors in accordance with the referees’ claims.Editor-in-Chief does not allow any conflicts of interest between the authors, editors and reviewers and is responsible for final decision for publication of the manuscripts in the Journal.Reviewers’ judgments must be objective. Reviewers’ comments on the following aspects are expected while conducting the review.- Does the manuscript contain new and significant information?- Does the abstract clearly and accurately describe the content of the manuscript?- Is the problem significant and concisely stated?- Are the methods described comprehensively?- Are the interpretations and consclusions justified by the results?- Is adequate references made to other Works in the field?- Is the language acceptable?Reviewers must ensure that all the information related to submitted manuscripts is kept as confidential and must report to the editor if they are aware of copyright infringement and plagiarism on the author’s side.A reviewer who feels unqualified to review the topic of a manuscript or knows that its prompt review will be impossible should notify the editor and excuse himself from the review process.The editor informs the reviewers that the manuscripts are confidential information and that this is a privileged interaction. The reviewers and editorial board cannot discuss the manuscripts with other persons. The anonymity of the referees is important.

<div>Manuscpript is to be submitted online via <a href="https://iupress.istanbul.edu.tr/en/journal/sp/home" target="_blank">https://iupress.istanbul.edu.tr/en/journal/sp/home</a> and it must be accompanied by a cover letter indicating that the manuscript is intended for publication, specifying the article category (i.e. research article, review etc.) and including information about the manuscript (see the Submission Checklist). In addition, Ethics Committee Approval Certificatei <a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/D7BF20BDE3084DC1B02AF88660EA36E8" target="_blank">Copyright Agreement Form</a> that has to be signed by all authors must be submitted.</div>1. The author who submitted the manuscript online becomes the corresponding author for the evaluation and publication process.2. MS Office Word in either .doc or .docx file formats should be used for the manuscript preparation. Entire manuscript should be A4 paper sized with 3 cm page margins, 12 pt. Times New Roman and double spaced.3. Manuscript that does not include any author information should be prepared as follows:3.1.    The first page should include a summary (250-300 words) and 3-6 keywords beneath it.3.2.    The second page should be composed of the English translation of the abstract (250-330 words) and 3-6 keywords.3.3. The third page should include an extended abstract in English (1500-2000 words). Extended abstract in English is mandatory for the manuscripts in Turkish. It is not required for the manuscript is in English.3.4. The main text with title of the manuscript should start on the page following the abstracts/extended abstract. Running head, in parentheses, should be written under title.3.5. All articles should be no more than 8000 words, excluding abstracts, appendices and bibliography. If the article contains more than one study, the word count may increase.3.6. Research articles should be composed of introduction, method, results and discussion sections. It is not necessary to put “introduction” heading in introduction section. Review papers should include an introduction section framing the issue (without an “introduction” heading) and a discussion section.3.7. The author(s) may create additional sub/headings that they found useful. Letters or numbers must not be used for heading. APA Style 7th edition’s heading system should be utilized.3.8. The placement of tables and figures should be stated in main text with specific mention to its number (For instance, “Figure 3 should be placed here.”). Tables should be prepared in line with the APA 7th edition guideline.3.9. References section must start on a separate page following main text. References must be in line witht APA 7th editon guidelines and must be carefully checked. References must be ordered alphabetically by the author last names. Any reference in references section must have been mentioned in main text and any citation in main text must be mentioned in references section.3.10. Figures and tables, respectively, should be placed on separate pages following references section with any titles and explanations if it exists.4. Any text editing except MS Word auto-check must not be used throughout the manuscript preparation (especially automatic numbering must not be used).5. The final edition of the manuscript after peer-review process must be organized for publication as explained above. A cover page having the fully descriptive title of the manuscript and, affiliation, title, e-mail address, postal address, phone and fax number of the author(s) must be added before abstract section. 6. The pre-publish confirmation copy that was sent from the publisher is shared with the corresponding author. It is requested to be checked by author(s) within the highlighted timespan. Any possible typesetting errors should be reported. This latest copy that was checked by the author(s) is published after the correction of typesetting errors, if any, following the final confirmation of the editorial team.7. Every academician who has studied in psychology or related fields may be a reviewer of the Studies in Psychology. You may send your academic CV to editor-in-chief (<a href="mailto:sp@istanbul.edu.tr" target="_blank">sp@istanbul.edu.tr</a>) to apply to be a reviewer.

Author Guidelines

Before beginning the online submission process please read the Information for Authors and make sure you have the followings available:Cover letter to the editor<ul type="disc"> <ul type="circle"> <li style="text-align: left;">The category of the manuscript</li> <li style="text-align: left;">Confirming that “the paper is not under consideration for publication in another journal”.</li> <li style="text-align: left;">Including disclosure of any commercial or financial involvement.</li> <li style="text-align: left;">Confirming that the statistical design of the research article is reviewed.</li> <li style="text-align: left;">Confirming that last control for fluent English was done.</li> <li style="text-align: left;">Confirming that journal policies detailed in Information for Authors have been reviewed.</li> <li style="text-align: left;">Confirming that the references cited in the text and listed in the references section are in line with APA 7.</li> </ul> </ul><a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/D7BF20BDE3084DC1B02AF88660EA36E8" target="_blank">Copyright Agreement Form</a>Permission of previous published material if used in the present manuscript<a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/A98FD1D3903F4C7A95465ECE0BE680F2" target="_blank">Title page</a><ul type="disc"> <ul type="circle"> <li style="text-align: left;">The category of the manuscript</li> <li style="text-align: left;">The title of the manuscript both in Turkish and in English</li> <li style="text-align: left;">All authors’ names and affiliations (institution, faculty/department, city, country), e-mail addresses</li> <li style="text-align: left;">Corresponding author’s email address, full postal address, telephone and fax number</li> <li style="text-align: left;">ORCIDs of all authors.</li> </ul> </ul>Main Manuscript Document<ul type="disc"> <ul type="circle"> <li style="text-align: left;">The title of the manuscript both in Turkish and in English</li> <li style="text-align: left;">Abstracts 250-300 words in Turkish and 250-300 words in English</li> <li style="text-align: left;">Key words: 3 to 6 words both in Turkish and in English</li> <li style="text-align: left;">Extended Abstract (1500-2000 words) in English (only for Turkish articles)</li> <li style="text-align: left;">Main article sections</li> <li style="text-align: left;">Grant support (if exists)</li> <li style="text-align: left;">Conflict of interest (if exists)</li> <li style="text-align: left;">Acknowledgement (if exists)</li> <li style="text-align: left;">References</li> <li style="text-align: left;">All tables, illustrations (figures) (including title, description, footnotes)</li> </ul> </ul>Manuscript Submission<ul type="disc"> <li style="text-align: left;">DergiPark manuscript submission site of the journal is: <a href="https://dergipark.org.tr/tr/journal/502/submission/step/manuscript/new" target="_blank">https://dergipark.org.tr/tr/journal/502/submission/step/manuscript/new</a></li> <li style="text-align: left;">The manuscript must be submitted through the account of the corresponding author. The account of authors other than the corresponding author or someone else who is not included as an author in the work must not be used for submission. All correspondence regarding the submission is made with the corresponding author through e-mail via the DergiPark system.</li> <li style="text-align: left;">While uploading Main Document, make sure that the main document has no information that clarify the author’s identity. Due to double blind peer review, Main Document must not include Title Page, the name of author or any other detail that can disclose the author identity.</li> </ul><ul type="disc"> </ul>Files to be uploaded separately<ul><li>Copyright Agreement Form</li><li>Permissions obtained for previously published material if used in the present manuscript</li><li>Title page<ul><li>Financial Support (please specify if any)</li><li>Conflict of Interest (please specify if any)</li><li>Acknowledgments (please specify if any)</li><li>Notes: This information is given if the work that is the subject of the article was presented in a congress or produced from a thesis</li></ul></li><li>Main Manuscript Document</li></ul>The title of the manuscript both in Turkish and in EnglishAbstracts 250-300 words in Turkish and 250-300 words in EnglishKey words: 3 to 6 words both in Turkish and in EnglishExtended Abstract (1500-2000 words) in English (only for Turkish articles)Main article sectionsConflict of interest (if exists)Acknowledgement (if exists)ReferencesAll tables, illustrations (figures) (including title, description, footnotes)Ethics committee approval form, if available.<ul type="disc"> </ul>

Reference Style and FormatStudies in Pscyhology- Psikoloji Çalışmaları complies with APA (American Psychological Association) style 7th Edition for referencing and quoting. For more information:-    American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). APA.-    <a href="http://www.apastyle.org" target="_blank">http://www.apastyle.org</a>Citations in the TextCitations must be indicated with the author surname and publication year within the parenthesis.If more than one citation is made within the same paranthesis, separate them with (;).Samples:More than one citation;(Esin et al., 2002; Karasar, 1995)Citation with one author;(Akyolcu, 2007)Citation with two authors;(Sayıner &amp; Demirci, 2007)Citation with three, four, five authors;In references with three or more authors, valid for the first use; (Ailen et al., 2000)Citations in the ReferenceAll the citations done in the text should be listed in the References section in alphabetical order of author surname without numbering. Below given examples should be considered in citing the references.Basic Reference TypesBooka) Turkish BookKarasar, N. (1995). Araştırmalarda rapor hazırlama (8th ed.) [Preparing research reports]. 3A Eğitim Danışmanlık Ltd.b) Book Translated into TurkishMucchielli, A. (1991). Zihniyetler [Mindsets] (A. Kotil, Trans.). İletişim Yayınları. (Original work was published in 1990, 7th Edition.)c) Edited BookÖren, T., Üney, T., &amp; Çölkesen, R. (Eds.). (2006). Türkiye bilişim ansiklopedisi [Turkish Encyclopedia of Informatics]. Papatya Yayıncılık.d) Turkish Book with Multiple AuthorsTonta, Y., Bitirim, Y., &amp; Sever, H. (2002). Türkçe arama motorlarında performans değerlendirme [Performance evaluation in Turkish search engines]. Total Bilişim.e) Book in EnglishKamien R., &amp; Kamien A. (2014). Music: An appreciation.  McGraw-Hill Education.f) Chapter in an Edited BookBassett, C. (2006). Cultural studies and new media. In G. Hall &amp; C. Birchall (Eds.), New cultural studies: Adventures in theory (pp. 220–237). Edinburgh University Press.g) Chapter in an Edited Book in TurkishErkmen, T. (2012). Örgüt kültürü: Fonksiyonları, öğeleri, işletme yönetimi ve liderlikteki önemi [Organization culture: Its functions, elements and importance in leadership and business management]. In M. Zencirkıran (Ed.), Örgüt sosyolojisi [Organization sociology] (pp. 233–263). Dora Basım Yayın.h) Book with the same organization as author and publisherAmerican Psychological Association. (2009). Publication manual of the American psychological association (6th ed.). Author.Articlea) Turkish ArticleMutlu, B., &amp; Savaşer, S. (2007). Çocuğu ameliyat sonrası yoğun bakımda olan ebeveynlerde stres nedenleri ve azaltma girişimleri [Source and intervention reduction of stress for parents whose children are in intensive care unit after surgery]. Istanbul University Florence Nightingale Journal of Nursing, 15(60), 179–182.b) English Articlede Cillia, R., Reisigl, M., &amp; Wodak, R. (1999). The discursive construction of national identity. Discourse and Society, 10(2), 149–173. http://dx.doi.org/10.1177/0957926599010002002c) Journal Article with DOI and More Than Twenty AuthorsKalnay, E., Kanamitsu, M., Kistler, R., Collins, W., Deaven, D., Gandin, L., Iredell, M., Saha, S., White, G., Woollen, J., Zhu, Y., Chelliah, M., Ebisuzaki, W., Higgins, W., Janowiak, J., Mo, K. C., Ropelewski, C., Wang, J., Leetmaa, A., . . . Joseph, D. (1996). The NCEP/NCAR 40- year reanalysis project. Bulletin of the American Meteorological Society, 77(3), 437–471. <a href="http://doi.org/fg6rf9" target="_blank">http://doi.org/fg6rf9</a>d) Journal Article from Web, without DOISidani, S. (2003). Enhancing the evaluation of nursing care effectiveness. Canadian Journal of Nursing Research, 35(3), 26-38. Retrieved from http://cjnr.mcgill.cae) Journal Article wih DOITurner, S. J. (2010). Website statistics 2.0: Using Google Analytics to measure library website effectiveness. Technical Services Quarterly, 27, 261–278. http://dx.doi.org/10.1080/07317131003765910f) Advance Online PublicationSmith, J. A. (2010). Citing advance online publication: A review. Journal of Psychology. Advance online publication. http://dx.doi.org/ 10.1037/a45d7867g) Article in a MagazineHenry, W. A., III. (1990, April 9). Making the grade in today’s schools. Time, 135, 28–31.Doctoral Dissertation, Master’s Thesis, Presentation, Proceedinga) Dissertation/Thesis from a Commercial DatabaseSarı, E. (2008). Cultural identity and politics: Interculturalism in Mardin. (Unpublished PhD Thesis). Ankara University.b) Dissertation/Thesis from an Institutional DatabaseVan Brunt, D. (1997). Networked consumer health information systems (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 9943436)c) Dissertation/Thesis from WebYaylalı-Yıldız, B. (2014). University campuses as places of potential publicness: Exploring the politicals, social and cultural practices in Ege University (Doctoral dissertation). Retrieved from Retrieved from: http://library.iyte.edu.tr/tr/hizli-erisim/iyte-tez-portalid) Dissertation/Thesis abstracted in Dissertations Abstracts InternationalTonta, Y. A. (1992). An analysis of search failures in online library catalogs (Doctoral dissertation, University of California, Berkeley). http://yunus.hacettepe.edu.tr/~tonta/yayinlar /phd/ickapak.htmle) Master's/PhD Thesis in Dissertations Abstracts InternationalAppelbaum, L. G. (2005). Three studies of human information processing: Texture amplifica&#173;tion, motion representation, and figure-ground segregation. Dissertation Abstracts International: Section B. Sciences and Engineering, 65(10), 5428.f) Symposium ContributionKrinsky-McHale, S. J., Zigman, W. B., &amp; Silverman, W. (2012, August). Are neuropsychiatric symptoms markers of prodromal Alzheimer’s disease in adults with Down syndrome? In W. B. Zigman (Chair), Predictors of mild cognitive impairment, dementia, and mortality in adults with Down syndrome. Symposium conducted at the meeting of the American Psychological Association, Orlando, FL.g) Conference Paper Abstract Retrieved OnlineLiu, S. (2005, May). Defending against business crises with the help of intelligent agent based early warning solutions. Paper presented at the Seventh International Conference on Enterprise Information Systems, Miami, FL. Abstract retrieved from http://www.iceis.org/iceis2005/abstracts_2005.htmh) Conference Paper - In Regularly Published Proceedings and Retrieved OnlineHerculano-Houzel, S., Collins, C. E., Wong, P., Kaas, J. H., &amp; Lent, R. (2008). The basic nonuniformity of the cerebral cortex. Proceedings of the National Academy of Sciences, 105, 12593–12598. http://dx.doi.org/10.1073/pnas.0805417105i) Proceeding in Book FormSchneider, R. (2013). Research data literacy. S. Kurbanoğlu ve ark. (Ed.), Communications in Computer and Information Science: Vol. 397. Worldwide Communalities and Challenges in Information Literacy Research and Practice in (s. 134–140). Cham, İsviçre: Springer. http://dx.doi.org/10.1007/978-3-319-03919-0j) Paper PresentationNguyen, C. A. (2012, August). Humor and deception in advertising: When laughter may not be the best medicine. Paper presented at the meeting of the American Psychological Association, Orlando, FL.Other Sourcesa) Newspaper ArticleBrowne, R. (2010, March 21). This brainless patient is no dummy. Sydney Morning Herald, 45.b) Newspaper Article with no AuthorNew drug appears to sharply cut risk of death from heart failure.(1993, July 15). The Washington Post, p. A12.c) Web Page/Blog PostBordwell, D. (2013, June 18). David Koepp: Making the world movie-sized [Web log post]. Retrieved from http://www.davidbordwell.net/blog/page/27/d) Online Encyclopedia/DictionaryIgnition. (1989). In Oxford English online dictionary (2nd ed.). Retrieved from http://dictionary.oed.comMarcoux, A. (2008). Business ethics. In E. N. Zalta (Ed.). The Stanford encyclopedia of philosophy. Retrieved from http://plato.stanford.edu/entries/ethics-business/e) PodcastDunning, B. (Producer). (2011, January 12). inFact: Conspiracy theories [Audio podcast].  http://itunes.apple.com/f) Single Episode in a Television SeriesEgan, D. (Writer), &amp; Alexander, J. (Director). (2005). Failure to communicate. [Television series episode]. In D. Shore (Executive producer), House; New York, NY: Fox Broadcasting.g) MusicFuchs, G. (2004). Light the menorah. On Eight nights of Hanukkah [CD]. Brick, NJ: Kid Kosher.

<a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/D7BF20BDE3084DC1B02AF88660EA36E8" target="_blank">Copyright Agreement Form</a><a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/656EF70E3DFF4B26ACAF35F268C46B2B" target="_blank">Title page</a><a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/978DE9B66C7A448EA42CDB08033C8ABC" target="_blank">Author Form</a>

Ensure that the following items are present:●    Cover letter to the editor•    The category of the manuscript•    Confirming that “the paper is not under consideration for publication in another journal”.•    Including disclosure of any commercial or financial involvement.•    Confirming that the statistical design of the research article is reviewed.•    Confirming that last control for fluent English was done.•    Confirming that journal policies detailed in Information for Authors have been reviewed.•    Confirming that the references cited in the text and listed in the references section are in line with APA 7.●    <a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/D7BF20BDE3084DC1B02AF88660EA36E8" target="_blank">Copyright Agreement Form</a>●    Permission of previous published material if used in the present manuscript●    <a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/55968BAB7E2B4FB690F1F53AFB79E24D" target="_blank">Title page</a>•    The category of the manuscript•    The title of the manuscript both in Turkish and in English•    All authors’ names and affiliations (institution, faculty/department, city, country), e-mail addresses•    Corresponding author’s email address, full postal address, telephone and fax number•    ORCIDs of all authors.●    <a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/334611D7C63745B7B059DFD72749560F" target="_blank">Main Manuscript Document:</a>•    The title of the manuscript both in Turkish and in English•    Abstracts (250-300 words) both in Turkish and in English (250-330 words)•    Key words: 3 to 6 words both in Turkish and in English •    Extended Abstract (1500-2000 words) in English (only for Turkish articles)•    Main article sections•    References•    All tables, illustrations (figures) (including title, description, footnotes

Issue Type	Regular
Editor(s)	İlknur Özalp Türetgen
Cover (PDF)
Front Pages (PDF)

Studies in Psychology

VOLUME 43, ISSUE 1, 2023

Investigating Online Psychotherapy in the Framework of Ethical Codes

Epistemic Curiosity Scale for Young Children: A Scale Adaptation to Turkish

The Mediating Role of Alexithymia in the Relationship Between Perceived Parental Rejection and Somatization

Meaning in Life as A Mediator of Associations Between Self-Esteem and Psychological Adjustment Among Middle-Aged Women with Breast Cancer

Comparing the Kaufman Intelligence Brief Test Second Edition (KBIT-2) with the Wechsler Intelligence Scale for Children Fourth Edition (WISC-IV)

Examining the Relationship of Home and Child Care Chaos to Children’s Executive Functions

INFORMATION

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