<p>The aim of this study is to evaluate the psychometric properties of the Remembered Relationships with Parents (RRP10) for Turkish university students. 373 students studying at Lefke European University participated in this research. The gender distribution of the subjects is 52.8% (n=197) for female and 47.2% (n=176) for male students. The reliability of RRP10 was assessed by internal consistency and test-retest reliability statistics. The validity of the scale was assessed by confirmatory and exploratory factor analysis and correlations between subscales and item analyses were examined. In addition, the correlation between RRP and Parental Bonding Instrument (PBI) was assessed by Pearson correlation coefficient method in order to see the criterion based validity. The internal consistency, Cronbach alpha and test-retest reliability coefficient of the scale were calculated. In order to assess the distinctive validity of the scale, a discriminant analysis was performed to determine whether the RRP10 scores of the participants who received under the cut-off score (≥10) is different than the RRP10 scores of the participants who received over the cut-off score according to the Beck Depression Inventory (BDI). As a result of the factor analysis, a two-factor structure similar to the original RRP10 study was found out. No correlation was observed between RRP10 Alienation and PBI Care subscales while highly significant criterion-relationship validity was observed between RRP10 Control and PBI Control subscales and a distinctive validity was observed in the statistical assessment of RRP10 and BDI. RRP10 test-retest coefficients and internal consistency coefficients show findings on the reliability of the scale. The psychometric properties of RRP10 are found to be satisfactory and could be used to assess remembered relationships with parents. RRP10 will be valuable in establishing initiatives or psycho-educative programs in order to regulate the mother-father and child relationships.</p><p> </p><p>Keywords: mother-father, alienation, control, reliability, validity, relationship</p>

The Gestalt approach has a different viewpoint on the "negative" experiences. Life is full of trauma and unfinished business. Unfinished business is defined as the stresses, traumas and conflicts in relationships which are experienced in the past but not finished and still have an internal effect. Relationships, events can end, however inner feelings like anger, resentment, frustration, sorrow, guilt and shame continue to be experienced. Here these are the effects of the unfinished business. The concept of contact has a significance for the Gestalt approach. The person can relate with the world, grow and develop only through healthy contact. The disruption of the rhythm of contact while preventing the unfinished business to be completed causes the individual to develop neurotic symptoms. It is important for the client to realize, to be aware of what is held in deep level and recreate meaning of the unfinished business while being handled at the therapy. The goal of this article is to evaluate the trauma experience and growth process from Gestalt point of view.

No abstract

To understand emotional experiences of the children and identify their  psychosocial  needs    studying their drawings is  one of the  significant methods.Children are an important group  who are  exposed  to violence  in various ways  in the family, at school, in virtual environment, via television, in their country, in health system. Research sample is a group of  10-11 years old girl and boys at public and private school.The violence phenomena  reflected in the paintigs are mostly  experienced  in the  family and among children.In general,  physical and verbal violence are described.In paintings  violence  perpetrators are mostly adult males.  50% of victims are  female, 46,4 % of are male, 57% of victims are children and 39.2% of  are adults. In drawings of children in private schools violence phenomena is mostly pictured at parks and garden area. In drawings of children in public school the violence is pictured in their homes besides park and garden area. The children at public school pictured more tools of violence (gun, knife) in their drawings. The majority of children who draw guns are girls. In drawings of children in public school human figures are stick figures and incomplete, in the drawings of children at private school the human figures are mostly pictured in details. Based on the results we can assume that the public schools in North Cyprus need to be improved academically and in both public and private schools the psychological counselling and guidance departments need to be developed and supported. In this study the analysis of drawings emphasize the children’s perception or experience of violence and also reflect the children’s problems with the adults and give clues about the solutions of these problems. The  gathered results contribute to understanding the emotional and social level of the children in Northern Cyprus.