No abstract

Background and objective: Cyberbullying is increasingly turning into a significant problem for children and adolescents due to its adverse psychological and academic outcomes. In the present study, the protective and risk factors for cyberbullying has been investigated. One of the aims of the study was to examine the relationship between peer relations, negative emotion regulation strategies, and cyberbullying. The successful identity development process is thought to influence both cyberbullying behaviors as well as adolescents' peer relations and emotion regulation. Also, cyber victimization is seen as a risk factor for cyberbullying. The second aim of the study is to investigate the causal relationship between cyber victimization and cyberbullying. Method: The study is a descriptive research in which both cross-sectional and longitudinal data were used. In the crosssectional part of the study, 1,151 adolescents have participated, and the data of the second wave was obtained from 322 of them four months later. Data were analyzed through structural equation modeling (SEM) and hierarchical regression analyses. Results and conclusion: According to the results of SEM, good peer relations predicted less cyberbullying. The expressive repression explained the cyberbullying through peer relationships. For identity development, contrary to expectations, commitment dimension of identity seemed to be positively related to more cyberbullying and so did higher reconsideration of commitment. Cross-lagged panel analyses revealed that Time 1 cyber victimization predicted Time 2 cyberbullying. Given the pattern of cross-lagged relationships, it was tentatively inferred that cyber victimization was the temporal precursor to cyberbullying. The results of the study have implications for the prevention of cyberbullying.

Bu çalışmanın amacı depremi yaşayan ergenlerin, bu travmatik deneyim sonu cunda geleceğe ilişkin planlarında değişiklik yapıp yapmadıklarını ve bu planların içerik lerinin neler olduğunu İncelemektir. Yöntem: Bu çalışmada niteliksel yönteme dayalı görüşmeler kullanılmıştır. 8 kız, 8 erkek olmak üzere toplam 16 deprem yaşantısı olan ve İzmit bölgesinde oturan ergen çalışmaya katılmıştır. Araştırmanın amacına uygun olarak geliştirilen görüşme formu bireylere uygulanmıştır. Görüşmeler deşifre edilerek derinlemesine içerik analizi yapılmıştır. Bulgular: Derinlemesine analizleri yapılan gelecek bek lentisi görüşmeleri birçok ergenin gelecek İle ilgili planlarının sayısal olarak diğer yaşıtlarına + Bu araştırma 27-31 Ağustos 2003 tarihinde Xl'ci Avrupa Gelişim Psikolojisi Kongresi'nde sunulan bildirinin bir bölümüdür. Yard. Doç. Dr" Ankara Üniversitesi Eğitim Bilimleri Fakültesi. oranla, oldukça fazla olduğunu göstermektedir. Bu planların çoğunlukla, bulundukları ili ya da ülkeyi değiştirmeye, hiç olmazsa yaşam şart larını değiştirmeye, yönelik planlar olduğu görülmektedir. Bu ergenler özellikle yaşıtlarından farklı olarak kişilik özelliklerini değiştirmeye yönelik çok sayıda plan oluşturmuşlardır. Planlarına İlişkin görüşleri sorulduğunda ergenlerin bunları gerçek leştirmede umutsuz oldukları görülmektedir.

While dealing with the issues of theory of mind (ToM) and false belief, the author realized that adolescents have similar false beliefs to those of children, but in a more complex manner. These false beliefs seem to be related to a typical developmental issue called “egocentrism.” Participants in this study were 11 adolescents (ages 16–18) and their families from a middle SES high school. ToM stories and new imaginary audience and personal fable categories were examined. Every adolescent was interviewed about his or her family relationships. To observe them all together, the author wanted to analyze adolescents' most sophisticated relations: family relations. The results seemed to indicate that in the context of their family, adolescents have more emotional inference than social inference or intentions – that is, they have more thoughts about their parents' feelings. If they have to describe their parents' relations, they seem to have more ToM (overall inference).

Museum education has been developed in Turkey since the 1990s within theoretical and methodological framework to better serve educational activities in the museum environment. Within this context a Museum Training Programme 1 was developed to make museums more functional, to create places children can enjoy visiting, to support children's creative skills, as well as, to facilitate participatory and sustained learning. The methods, techniques and activities practiced in these museum trainings took place in Ankara, Istanbul, Kars, Erzurum, Sivas, Erzincan and Eskişehir districts and were comprised of a variety of content that was developed into a "Museum Training Package". The components of this package include Adult and Peer Trainer Modules, a Museum Activity Book, as well as, Kars and Erzurum District Samples. Meanwhile it was important to expand upon the museum activities used by children. After the Museum Training Programme had been practiced a Museum and Friendship Train travelled from Istanbul to Kars and the project concluded with the opening of children's museum room in Erzurum and Kars. This study focuses on the whole process of Museum Training Programme including trainings, methods, techniques, interviews, train project, children's museum rooms and closure workshop.