In this study, we focus on the challenges faced by refugee children at schools in Van, an eastern province at the Iranian border. Focusing on the teachers' assessment of problems encountered by refugee children at school, this paper is based on qualitative interviews conducted at three schools in the city centre of Van province. The qualitative interviews were conducted with a semi-structured interview schedule. As teachers reported, main problem areas are lack of Turkish language ability among refugee children, absence of education tailored for refugee children, and problems with relations with other pupils. Among recurrent themes, limited language skills that refugee children have mostly suffered from and problems with making friends among peers were prominent. The teachers interviewed were willing to address these issues encountered by refugee children and they seemingly considered these issues as part of a wider set of complex issues with multifaceted details.

ABSTRACT:In this article, the education of refugees' children, discussed as the problems faced by the educational process. With this study, refugee children status, their educational needs, by drawing attention to their problems, to raise awareness about the importance of this issue and is currently non-existent national work, which aims to contribute to a small number. In this review Turkey in the concept of a refugee, refugee children's life in training, the problems encountered in this process will be evaluated and the process of education with social psychological concepts will be discussed and suggestions will be presented on the subject.

I examined the level and predictors of life satisfaction among 504 participants who had experienced the 2011 Van (Turkey) earthquake (hit group), and 326 participants who, living in another city, had not (nonhit group). Participants completed measures of overall life satisfaction, belief in a just world, and hope. Results of group comparisons revealed that the hit group had significantly lower life satisfaction than did the nonhit group. Further, the life satisfaction of the hit group was significantly and positively associated with general belief in a just world, personal belief in a just world, and hope, whereas the significant correlations for the nonhit group existed between life satisfaction and general and personal belief in a just world. According to the regression results of the hit group, participants with high general belief in a just world, personal belief in a just world, and hope can be assumed to be more satisfied with their lives.

The aim of this to investigate the various demographic characteristics, psychological and sociocultural mechanisms of international students in accordance with adaptation variables. Material and Methods: On the basis of the study, the associations among the psychological adaptation, sociocultural adaptation and perceived discrimination variables were examined. 187 international students from 28 different countries and six different faculties of Celal Bayar University took part as participants. Psychological adaptation examined with life satisfaction scale and sociocultural adaptation examined with Sociocultural Adaptation Scale which was adapted to Turkish in this study. Results: The results of the study revealed that international students' psychological and sociocultural adaptation was not found to be related. On the other hand, perceived discrimination was found to be positively associated with sociocultural adaptation. Conclusion: Psychological and sociocultural adaptation of students are not associated with each other. As students perceived discrimination level increases, they have more sociocultural adaptation difficulties. Amaç: Bu çalışmada uluslararası öğrencilerin çeşitli demografik özellikleri ile psikolojik ve sosyokültürel süreçlerinin uyum değişkenleri ele alınarak incelenmesi amaçlanmıştır. Gereç ve Yöntem: Çalışmada temel olarak psikolojik, sosyokültürel uyum ve algılanan ayrımcılık değişkenleri arasındaki ilişkiler incelenmiştir. Celal Bayar Üniversitesinin altı farklı fakülte ve birimindeki 28 farklı ülkeden gelen 187 uluslararası öğrenci çalışmada katılımcı olarak yer almıştır. Psikolojik uyum yaşam doyumu ölçeği ile sosyokültürel uyum ise bu çalışmada Türkçe'ye uyarlaması gerçekleştirilen sosyokültürel uyum ölçeği kullanılarak incelenmiştir. Bulgular: Çalışma bulguları incelendiğinde psikolojik uyum ve sosyokültürel uyum düzeylerinin anlamlı ilişkisinin olmadığı gözlenmiştir. Öte yandan, algılanan ayrımcılığın sosyokültürel uyumda yaşanan zorlukla pozitif ilişkili olduğu bulunmuştur. Sonuç: Öğrencilerin psikolojik ve sosyokültürel uyum düzeylerinin ilişkili değişkenler olmadığı ve öğrencilerin algılanan ayrımcılık düzeyi arttıkça daha fazla sosyokültürel uyum zorluğu yaşadıkları sonucuna varılmıştır.

Bu çalışma, Van Depremi sonrasında kentte çalışmaya devam eden polis memurların depreme yönelik duygusal, bilişsel ve davranışsal tepkileri, afet sonrası günlük yaşamlarındaki değişimleri ve farkındalık düzeylerini değerlendirmektir. Araştırmada, Van İlinde görevli 203 polis memuruna araştırmacılar tarafından hazırlanan anket formu uygulanmıştır. Çalışma verileri, hasar görme seviyesine, deprem riskini bilme durumuna, mal kaybı yaşama durumuna göre tek yönlü varyans analizi ve t testi kullanarak, incelenmiş, günlük alışkanlıklar, yaşamdan beklentiler, kabus görme, dini tutum, yaşamın anlamı ve psikolojik sağlık sorunları yaşama düzeylerinde farklılık bulunmuştur. Deprem sözcüğü anlam gruplarına göre incelendiğinde, kaderci atıf grubunda bilimsel atıf grubuna göre yüksek tepki ortalamaları gözlenmiştir.