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Öğe Coping Strategies and Depression Among College Students Following Child Sexual Abuse in Turkey(Routledge Journals, Taylor & Francis Ltd, 2016) Irmak, Turkan Yilmaz; Aksel, Seyda; Thompson, DennisThe objective of this study was to investigate the relationship between type of coping style and depression in college students with child sexual abuse experience. A total of 1,055 college students completed self-report measures to assess depressive symptoms, coping strategies, and child sexual abuse history. This study was conducted with a subset of 125 college students who reported that they had been sexually abused in childhood. They were divided into depressive and nondepressive groups according to their depressive symptoms. Data was collected with the Childhood Sexual Abuse Measurement, the Beck Depression Inventory, and the Coping Styles of Stress Scale. Family characteristics were measured with a demographic questionnaire. Analyses involved multiple regression to test for predictive effects. Among college students with child sexual abuse histories, parental education level and both problem-focused and emotion-focused strategies significantly explained depression scores.Öğe Effectiveness of the Community Reintegration Program for Adult Offenders(Istanbul Univ, Fac Letters, Dept Psychology, 2021) Mihci, Aylin; Kiziltepe, Rukiye; Irmak, Turkan YilmazOffenders experience a number of problems integrating into society after being released from prison. There are examples of many programs that have been developed and implemented in prisons to ensure the reintegration of offenders. The purpose of this study was to examine the effectiveness of the Community Reintegration Program, which was developed for offenders in an open prison. The participants included 60 male offenders between 26 and 44 years of age (M - 36.02, SD = 6.24). the participants were either assigned to an education group (N = 30) or comparison group (N 30). To evaluate the effectiveness of the education program, the participants completed the Anger Expression and Trait Anger Scale, Perceived Stress Scale. Communication Skills Scale. and Personal Information Form before and after the intervention. The education group participated in a six-week Community Reintegration Program. which comprised three sessions that included communication skills and coping with stress and anger. A series of 2 X 2 repeated measures ANOVA and ANCONA analyses were conducted to investigate the program's effectiveness. The findings revealed that the interaction effects between group and time were significant for the scores of the subscales of the Communication Skills Scale. specifically, basic skills and personal/self-expression, caring communication, willingness to communicate. active listening and non-verbal communication, and complying with communication principles as well as the three subscales of the Anger Expression and Trait Anger Scale, namely, anger-in, anger-out, and anger control. In relation to communication skills and anger management, the program was found to be effective among those in the education group. However, with regard to trait anger, insufficient self-efficacy, and perceived stress/distress, the program was ineffective. Despite its limitations, this study contributed significantly to the literature on intervention programs for adult offenders. It is recommended that the effectiveness of the program be explored in various institutions. It is further suggested that anger and stress should be measured after the program is improvedÖğe Evaluation of the Effectiveness of the Our Lesson: Safe Relationships Program in Preventing Child Sexual Abuse(Turkish Psychologists Assoc, 2022) Eslek, Duygu; Irmak, Turkan YilmazThe present study aimed to evaluate the effectiveness of the sexual abuse prevention program developed for early adolescents. The participants were aged between 9-13 years (M = 10.7, SD = 0.7). While 62% of the participants were females (n = 143), 38% were males (n = 89). They were randomly assigned to the groups of education (n = 60), first comparison (n = 81), and second comparison (n = 91). Pre-test, post-test, and follow-up measurements were performed to the early adolescents through the Sexual Health Information and Attitude Inventory, the Internet-related Abuse Knowledge Scale (IAKS), the Safe and Unsafe Situation Assessment Form (SUSA), the Emotion Awareness Questionnaire (EAQ), the Social Anxiety Scale for Adolescents (SAS-A). Pre-test and post-test measurements were taken from the parents through the Parental Information Form. The effectiveness of the program was examined by analysis of variance (ANOVA), analysis of covariance (ANCOVA), and Wilcoxon Signed-Ranks test for repeated measures and t-test for paired samples. It was found that the education group's knowledge and skills of protection from sexual abuse and its knowledge of sexuality, adolescence development, and gender issues increased statistically from pre-test to posttest, while the scores of the comparison groups did not differ significantly. There was no statistical difference among the groups in the topics of internet-related abuse, establishing safe relationships, and being able to say No from pre-test to post-test. Overall, the results suggested the effectiveness of the program in protection from sexual abuse.Öğe An Evaluation of the I am Learning to Protect Myself with Mika Program Using the What If Situations Test(Routledge Journals, Taylor & Francis Ltd, 2022) Eslek, Duygu; Kiziltepe, Rukiye; Irmak, Turkan Yilmaz; Mert, Serdal; Bozkurt, Husniye RanaDespite the recent development of a plethora of child sexual abuse prevention programs in recent years, few studies have attempted to evaluate their effectiveness using a standardized measure. Therefore, we attempted to test the effectiveness of the I am learning to protect myself with Mika program using a valid and reliable tool: the What If Situations Test (WIST). Eighty-one preschool children and their parents and teachers participated in this study. Ultimately, we compared the data of 43 children (M = 66.78, SD = 8.84) in the intervention group and 38 children (M = 69.28, SD = 6.78) in the wait-list group. The findings revealed that the intervention group had increased knowledge of inappropriate touching recognition and personal safety. The say, tell, report, and WIST total skill scores also increased in the intervention group. These findings are promising and may pave the way for disseminating the program in Turkish preschools.Öğe Exposure to Recurring Community Violence Scale: A validity and reliability study in Turkey(Wiley, 2022) Kiziltepe, Rukiye; Korkmaz, Mediha; Irmak, Turkan YilmazRecent years have witnessed a substantial increase in the interest in violence occurring at home or school, as well as in neighborhoods. Yet, there is no standardized instrument to measure community violence in Turkey. Thus, the present study aimed to adapt the Exposure to Recurring Community Violence Scale into Turkish and explore its psychometric properties. The sample consisted of 210 participants (57% were females) between 18 and 64 years (Mage = 38.33, SD = 10.67). For criterion-related validity, we evaluated the participants' scores on the Brief Symptom Inventory (BSI), the Traumatic Life Events Form, the Relationship Quality Scale, and a Demographic Information Form. We performed all statistical analyses using the FACTOR and SPSS v.20 programs. Exploratory factor analysis revealed a 2-factor structure for the scale (victimization and witnessing), explaining 52% of the total variance. As expected, the witnessing and victimization scores were correlated with the subscales of the BSI, the number of traumatic life events, and the subscales of The Relationship Quality Scale. For reliability concerns, we calculated Cronbach's alpha coefficients to be 0.79 for the victimization and 0.90 for the witnessing. Besides, the findings revealed acceptable psychometric properties for the Turkish version of the Exposure to Recurring Community Violence Scale. Thereby, we concluded that the scale can be used as a reliable and valid measure in the Turkish context. Overall, the scale will likely allow further research to scrutinize the risk factors and consequences of community violence.Öğe I am Learning to Protect Myself with Mika: A Teacher-based Child Sexual Abuse Prevention Program in Turkey(Sage Publications Inc, 2022) Kiziltepe, Rukiye; Eslek, Duygu; Irmak, Turkan Yilmaz; Gungor, DuyguThis study aimed to explore the effectiveness of a teacher-based child sexual abuse prevention program entitled I am learning to protect myself with Mika. The sample consisted of 290 children, their parents, and their classroom teachers. The participants were randomly assigned to intervention (n = 137) or wait-list comparison groups (n = 153) by classroom. The age of the children ranged from 46 to 71 months (M = 58.99, SD = 6.64). The prevention program was a 5-week program that consisted of five modules, including emotional awareness, good touch-bad touch, and body safety rules. To investigate the effectiveness of the prevention program, a latent Markov analysis was conducted. A three-class solution was identified as the best model: Status-1 (self-protecting group), Status-2 (risky secret keepers), and Status-3 (risk group). Following the intervention, members of the two at-risk groups (Statuses 2 and 3) were more likely to move into the Status-1 group than were those participants who had not received the intervention (wait-list comparison). Self-protection skills were analyzed using a 2 x 2 ANOVA with repeated measures. The increase in self-protection skills was greater for participants in the intervention group than for those in the wait-list comparison group from pre-test to post-test. Two-month follow-up analysis showed that gain in knowledge and skills was maintained. This program should be considered as a potential approach to meeting the need for child sexual abuse preventive efforts in Turkish preschool curriculum.Öğe I'm Learning to Protect Myself with Mika: Efficacy of Sexual Abuse Prevention Program(Turkish Psychologists Assoc, 2018) Irmak, Turkan Yilmaz; Kiziltepe, Rukiye; Aksel, Seyda; Gungor, Duygu; Eslek, DuyguThe aim of this study was to evaluate the effectiveness of a child sexual abuse prevention program for the preschool children. Two hundred participants who were five years old children and their parents were included in the study. 47% (n = 82) of the participants were male while 53% (n = 93) of them were female. In total, the results of 175 students (education group = 102, control group = 73) who met the inclusion criteria were analyzed. All children were administered Sexual Abuse Knowledge Form and Self-Protection Skills Form before and after the implementation. Parents were surveyed by using Parental Evaluation Form. Sexual prevention program which was named as "I am learning to protect myself with Mika" was implemented in six pre-schools. Latent Markov analyses showed that, model with three status fits better to the data and transition probabilities of this model revealed significant improvements in the education group. Status-1 was named as self-protecting group. Status-2 was named as group who knows to be touched is wrong but keeps it as a secret. Status-3 was named as a risk group who does not know to be touched is wrong and keeps it as a secret. After the education, members of the Status-1 group in the education and control group remained in the same status; while in the education group, 70% of Status-2 group and 35% of Status-3 group moved to Status-1. However, in the control group, only 15% of Status-2 members moved to Status-1. The results, limitations and strengths of the study were discussed in the light of the literature.Öğe Migration and psychological status of adolescents in Turkey(Libra Publishers Inc, 2007) Aksel, Seyda; Gun, Zubeyit; Irmak, Turkan Yilmaz; Cengelci, BanuThe aim of this study was to investigate the influence of involuntary migration on an adolescent population that had moved with their families to either one of two culturally different locations in Turkey. One of these groups had moved from a village in Eastern Turkey to a nearby town, while the other had moved a considerable distance to a large city in Western Turkey. Comparison groups included adolescents from both regions who had never migrated. Measures of self-esteem, satisfaction with life, and social support networks were used with 305 adolescents who were between the ages of 12 and 15. Adolescents who had migrated scored lower on self-esteem and life satisfaction, and had fewer people in their social support networks than those who had not. It was also found that those who had migrated tended to be more dependent on peers than family for social support. This was probably the case because school attendance was lower for migrants, particularly for males, and the probability of full time work on the street away from their families was considerably higher.Öğe Parenting Practices Scale: Its Validity and Reliability for Parents of School-Aged Children(Edam, 2017) Kahraman, Hanife; Irmak, Turkan Yilmaz; Basokcu, T. OguzParenting practices are a field in psychology in which numerous studies have been carried out. In western countries, attempts to define the concept operationally have led to the emergence of many scales claiming to test the concept. This study aims at developing a scale to evaluate the parenting practices of parents with schoolchildren and at carrying out the validity and reliability tests of the scale in question. In the study, 511 parents with schoolchildren between the ages of 6-13 participated. The initial scale consisted of 84 items. Explanatory factor analysis was applied in order to analyze the construct validity and factor structure of the scale, whereas principle component analysis and the varimax rotation technique were used as the factoring technique. Following analysis, 32 items were removed from the scale. The final version of the scale consists of six components (sub-dimensions) and 52 items that explain 40.1% of the variance. Afterwards, second-order confirmatory factor analysis was applied, and model data fit was observed to be high. Cronbach alpha values of the scales' sub-dimensions were found to be between .65 and .79. Criterion validity of the scale was also tested during the study. To this end, the Parenting Practices Scale (PPS) and Parental Acceptance-Rejection Questionnaire (PARQ) were used. The correlation between sub-dimensions and total score was analyzed in the study, in which 168 parents participated in total. The findings support the criterion validity of the scale. Moreover, the results prove that the developed scale has the ability to validly test existing differences among parents' parenting practices and the psychological structures leading to them.Öğe Prevalence of violence by teachers and its association to students' emotional and behavioral problems and school performance: Findings from secondary school students and teachers in Turkey(Pergamon-Elsevier Science Ltd, 2020) Kiziltepe, Rukiye; Irmak, Turkan Yilmaz; Eslek, Duygu; Hecker, TobiasBackground: Teacher violence toward students is a common public health risk associated with various negative outcomes. Though previous studies examined the prevalence of teacher violence toward students and its association with negative outcomes, little is known about the association between teacher violence and school performance, and the mediating role of students' emotional and behavioral problems, particularly in developing countries. Objective: This study sought to investigate the prevalence of teacher violence toward students, its association with school performance, and the mediating role of emotional and behavioral problems. Participants and Setting: Data were collected from 293 students (M = 12.59, SD = 1.07) and 205 teachers (M = 37.20, SD = 8.41) using a structured sampling approach. Methods: Our cross-sectional study used a multi-informant approach: both teachers and students reported on violence by teachers. Students reported also on other types of violence, emotional and behavioral problems, and school performance. Results: of all students, 55 % reported that they were exposed to teacher violence at least once in the past month, while 83 % of teachers reported having used any type of violence against students. Path analysis indicated direct associations between teacher violence toward students and students' behavioral and emotional problems (beta = 0.21) and school performance (beta = -0.15), and an indirect association between teacher violence and school performance (beta = -0.05) via emotional and behavioral problems. Conclusions: Teacher violence toward students was highly prevalent and associated with emotional and behavioral problems and lower school performance. Prevention programs and social policies aiming to reduce violence by teachers are urgently needed.Öğe Resilience Following Child Abuse and Neglect: Mediating Role of Coping Strategies(Turkish Psychologists Assoc, 2021) Irmak, Turkan Yilmaz[No Abstract Available]
