This study examined the predictor role of perceived school counselor support (PSCS) on resilience, general mattering, and self-esteem in high school students who have used counseling services. A total of 573 students (263 boys, 310 girls) participated in the study, providing insight into how counselor support may contribute to students’ psychological well-being. Structural equation modeling was employed to test the proposed second-order factor model in which PSCS was specified as a higher-order construct. Following minor, theoretically justified modifications, the final model demonstrated acceptable fit to the data (χ2(580) = 1965.87, χ2/df = 3.39, CFI = 0.896, TLI = 0.887, RMSEA = 0.065). Results indicated that PSCS significantly and positively predicted resilience (β = 0.15, p < 0.01), general mattering (β = 0.19, p < 0.001), and self-esteem (β = 0.24, p < 0.001). Although the explained variance in the outcome variables was modest, findings highlight the importance of perceived counselor support as a meaningful psychological resource in adolescents’ well-being. These results underscore the role of school counseling services in strengthening students’ resilience, sense of mattering, and self-worth.

This study aimed to investigate the understanding and strategies of mothers of children with autism concerning the utilization of digital technology. The research utilized a qualitative descriptive method. A total of 20 mothers were interviewed. The data were analyzed using the thematic analysis method with Taguette software. The results were categorized into four themes: digital technology use by children with autism, screen interaction duration, two aspects of digital technology, and assistive technologies suggested for educational applications. Families with children diagnosed with Autism Spectrum Disorder (ASD) indicate that their primary motivations for utilizing electronic devices are for feeding or soothing, typically commencing usage from birth or, at the latest, by the age of two. This study indicates that families restrict the active screen time of children with ASD to one to three hours, while imposing no limitations on passive screen time. Families acknowledge the educational and developmental advantages of electronic gadgets utilized by their children; yet, they also indicate potential detrimental effects related to behavioral issues following device usage. Moreover, they have stated that assistive technologies developed through the “Video Modeling Teaching Technique,” “Computer-Assisted Instruction Technique,” and “Learning Through Play” can facilitate the growth of children diagnosed with ASD.

As children spend more time in the digital world, numerous researchers have studied access to and use of the internet. They pointed out the positive and negative consequences of that. However, despite the importance of children’s conscious use of the internet and parental guidance, the awareness and needs of parents in this area have not been discovered. In order to provide a correct and healthy counselling service, it is useful for the person providing it to be aware of the need for the service to be offered and then to examine his or her self-efficacy in this area. To address the gap in the relevant literature, in this embedded mixed-methods study, we first interviewed parents ( n = 40) to explore their digital parenting and identify their needs. We then developed a digital parenting training program to address these needs and sought to raise parents’ awareness. We tested the effect of the program we developed using the experimental design pretest-posttest-follow-up-tested control group. We used the risk protection subdimension of the Digital Parenting Awareness Scale as a data collection tool. At the end of the training, we found that parents in the experimental group ( n = 14) showed a significant increase in protection from risks in digital parenting. In a follow-up measurement three months after the end of the training program, we found that the scores of parents in the experimental group had not changed significantly in terms of protection against digital risks, i.e., this change persisted. As part of the findings, we made professionals who provide family education and counseling aware of the digital parent training program and suggested that they use the program we developed in the family trainings they organize.

This study investigated the mediating role of coping strategies and perceived social support in the relationship between fear of COVID-19 and life satisfaction. The study adopted a quantitative approach with a correlational design. The study group included 729 participants, and of these participants, 347 were women (47.6%) and 382 were men (52.4%). To collect the data, a personal information form, multidimensional scale of perceived social support, coping with the pandemic scale and fear of COVID scale, and Life Satisfaction Scale were used. The data were collected online through Google Forms. Before the path analysis, assumptions such as multicollinearity and normality were checked, which showed that the data were suitable for the analysis. Nearly all the correlations between the variables were significant except the one between fear of COVID and life satisfaction. The path analysis suggested that there was no significant association between fear of COVID and life satisfaction. However, the life satisfaction of individuals with fear of COVID increases as they use more coping strategies and perceive a higher level of social support. The current study, conducted on individuals who were lonely with some social and personal problems during the pandemic, will contribute to the literature. Finally, some suggestions were given based on the findings.

Bu çalışmanın amacı beliren yetişkinlerin eş adaylarında önem verdikleri güven, fiziksel çekicilik ve sosyal statüyle evliliğe verilen önem ve evliliğin zamanlamasına yönelik inançlar arasındaki ilişkinin incelenmesidir. Araştırmanın çalışma grubunu 609 (435 kadın, 174 erkek) bekâr beliren yetişkin oluşturmuştur. Verilerin analizinde hiyerarşik regresyon analizi tekniği kullanılmıştır. Çalışmanın bulgularına göre evliliğin önemine ve evliliğin zamanlamasına ilişkin inançlar güvenin anlamlı bir yordayıcısı değildir. Evliliğin önemine ilişkin inanç fiziksel çekicilik ve sosyal statünün pozitif yönlü anlamlı bir yordayıcısı olduğu evliliğin zamanlamasına ilişkin inancın ise fiziksel çekicilik ve sosyal statünün anlamlı bir yordayıcısı olmadığı belirlenmiştir. Bu sonuçlara göre beliren yetişkinlerin evliliğin önemine ilişkin daha fazla inanca sahip olması eş seçiminde fiziksel çekicilik ve sosyal statüye daha fazla önem vermeleriyle ilişkilidir.

çalışmanın amacı ortaokul öğrencilerinin rehberlik servisi ihtiyaçlarını belirlemek için ölçme aracı geliştirmektir.Bu amaçla yapılan çalışmada Türk kültüründe geliştirilmiş olan Rehberlik Servisi İhtiyaç Analizi Envanteri (RSİAE) tanıtılmıştır.RSİAE'nin geçerlilik ve güvenirlilik çalışmalarında,

This study presents a culturally and psychometrically sound instrument of perceived school counselor support among Turkish high school students. The study has been framed using American School Counseling Association’s Mindsets and Behaviors for Students Success Model to create a valuable instrument that measures students’ perceptions of their school counselors’ support in a different culture, society, and education system. The results of this study supported the theoretical based Perceived School Counselor Support Scale long and short forms providing initial and strong evidence based on internal structure and relations to other variables. Internal consistency estimates on subscales ranged from good to strong.

The purpose of this study is to test serial-multiple mediation role of self-esteem and perceived social support on the relationship between university students’ loneliness and life satisfaction. The participants of this study consisted of 398 undergraduate students, with 289 females and 109 males aged between 17 and 41 with a mean age of 21.79 (SD=3.23). This study examined the statistical significance of the mediation effects in the tested model through the Ordinary Least Squares Regression Model and the Bootstrap method. The results showed that mediation effect of self-esteem and perceived social support variables solely were found be higher on the relationship between loneliness and life satisfaction than when both of them were entered into the model together. Single mediation effect of each variable did not differ. Focusing on students' perceived social support and self-esteem may be useful to increase students’ life satisfaction in universities. This study may also be a resource for college counselors and mental health professionals to create protective and preventive approaches when working with students. Keywords: Loneliness, Life Satisfaction, Self-Esteem, Perceived Social Support, Serial Multiple Mediation

Bu arastirmanin amaci, okul psikolojik danismanlarinin mesleki tukenmisliklerinin yordayicisi olarak ozel egitime iliskin oz-yeterlik algilarinin incelenmesidir. Bu arastirmanin calisma grubunu, 2015 yilinda Malatya ve Samsun illerinde cesitli kurumlarda gorev yapan 192 kadin, 222 erkek olmak uzere toplam 414 okul psikolojik danismani olusturmustur. Calisma grubunun yas ortalamasi 34,2’dir. Bu calismada veri toplama araclari olarak Rehber Ogretmen Ozel Egitim Oz-yeterlik Olcegi, Tukenmislik Olcegi Kisa Formu ve Kisisel Bilgi Formu kullanilmistir. Elde edilen verilerin analizinde t-testi, korelasyon ve basit dogrusal regresyon analizi testleri kullanilmistir. Arastirma sonucunda, okul psikolojik danismanlarinin mesleki tukenmislik duzeylerinin kadinlar lehine anlamli duzeyde farklilik gosterdigi saptanmistir. Okul psikolojik danismanlarinin,  ozel egitime iliskin oz-yeterlikleri ile mesleki tukenmislikleri arasinda negatif yonde orta duzeyde anlamli bir iliski oldugu ve ozel egitime iliskin oz-yeterliklerinin mesleki tukenmisligin yaklasik olarak %13’unu acikladigi sonucuna ulasilmistir.