Sir: Repetitive transcranial magnetic stimulation (rTMS) has been shown to be effective in depression in many studies. We report the case of a pregnant woman with recurrent major depressive disorder and panic disorder during her second pregnancy who received substantial benefit from 58 sessions of rTMS during pregnancy before giving birth to a healthy baby. Nineteen more sessions of rTMS were given during lactation.Case report. Ms. A, a 30-year old in 2007, presented with recurrent major depressive disorder and panic disorder according to DSM-IV criteria. She had no other medical problem, no personality disorder, and no psychosocial stressor and had never used substances or alcohol. There was no significant feature in her family medical history.She had had 5 episodes of major depression (in 1995, 1997, 1999, 2002, 2004). The first one in 1995 was the only episode with psychotic features, treated with antidepressant and antipsychotic drugs. Between the first and second episode, remission had not been attained; therefore, she had had to leave the university because of loss of functioning. In 1997, she had her second severe depressive episode despite the fact that she had been receiving maintenance pharmacologic treatment. By aggressive outpatient pharmacotherapy, she attained remission that lasted until 1999, by which time she had married, discontinued her antidepressant medications under the control of a psychiatrist before a planned pregnancy, became pregnant, gave birth to her first baby, and lactated. Four months after the delivery, when she had been lactating, the third episode occurred in 1999. Having discontinued the lactation, she received pharmacotherapy and psychotherapy for 4 years, during which time she was maintained in a state of partial recovery until the fourth depressive episode, in 2002. She received her first inpatient treatment and underwent 8 sessions of electroconvulsive therapy (ECT), which alleviated symptoms but did not, however, provide remission.From the age of 18 to 27 years, she received pharmacotherapy continually except for 1.5 years (during the first pregnancy and lactation, 1998-1999), the only period in which remission had been attained. During that 9 years' course of illness, she had received monotherapy with amitriptyline 300 mg daily, sertraline 200 mg daily, and venlafaxine 600 mg daily; in addition to antidepressant medications, she had also been treated with zuclopenthixol, risperidone, olanzapine, lithium, thyroid hormone, carbamazepine, and valproic acid because of psychotic features at the first episode and the refractory nature of depression at later times.In May 2004, the fifth episode was accompanied by panic attacks. Although she received psychotherapy and pharmacotherapy (fluoxetine 80 mg daily, clomipramine 150 mg daily, carbamazepine 400 mg daily, quetiapine 25 mg daily, and clonazepam 1.5 mg daily), she did not respond to 6 weeks' treatment and the clinical table continued to follow a very severe course.Since no classical treatment, including ECT, had been able to...

In this study, it is aimed to examine the mediating role of school principals' management styles in the relationship between teachers' motivation and organizational commitment. In the study, teachers working at all levels of education in public schools in the city center of Isparta in the 2021/2022 academic year constitute the universe. Simple random sampling method was preferred in the selection of the study group and data were collected from 962 teachers who volunteered. At the end of the extreme values, normality and multiple normality controls in the data set, 933 teachers were determined as the study group of the research. The perceived principal management style scale developed by Üstüner (2016), the organizational commitment scale for teachers developed by Üstüner (2009) and the adult motivation scale developed by Tulunay Ateş and İhtiyaroğlu (2019) were used as data collection tools in the research. The model established regarding the mediating role of management style in the relationship between teachers' motivation and organizational commitment was tested with the structural equation model. The demographic information, reliability coefficients and correlation values between the variables of the research participants were analyzed by SPSS 22, and the structural equation modeling was analyzed by LISREL 8.80. According to the research findings, relations between teachers' motivation, organizational commitment and perceived principal management style were determined. In addition, according to another finding of the research, the perceived principal management style has a partial mediating role in the relationship between teachers' motivation and organizational commitment. According to these findings, it can be interpreted that the effect of school principals' management style should be taken into account in increasing teachers' motivation and organizational commitment.

This research aims to investigate the relationship of stress and organizational commitment in employees with meta-analysis method. In the literature review, 22 studies and 42 comparisons were found which meet the determined criteria. “Fisher z” value was used to calculate impact size values and impact direction and overall impact of the research were analysed with random impact model. As a result of the analysis; it was determined that stress have a weak positive relationship impact on organizational commitment. In addition, it was also determined that there is a negative and weak relationship impact between stress and affective commitment; positive and weak relationship impact between stress and normative commitment and positive and small relationship impact between stress and continuance commitment in employees. In the research, it was seen that the impact of stress on organizational commitment vary according to the sector that employees work in. ın the analyses, it was determined that there is a positive impact in health and tourism and a negative impact in education and the impact size is weak in health and small in tourism and education. Based on the research results, it can be said that new researches are required about how and why the relationships between stress and organizational commitment in employees vary.

ÖZ:Bir meta-analiz çalışması olan bu araştırmada, eğitim çalışanlarının örgütsel sessizliğinde cinsiyet ve medenî durumun etkisi incelenmiştir. Araştırmada, örgütsel sessizlik ile cinsiyet arasındaki ilişkilerin incelendiği birbirinden bağımsız 20 araştırma bir araya getirilerek 7514 kişilik örneklem grubu; örgütsel sessizlikle medenî durum arasındaki ilişkilerin incelendiği birbirinden bağımsız 9 araştırma bir araya getirilerek 2919 kişilik örneklem grubu elde edilmiştir. Araştırmada, rastgele etki modeline göre araştırma kapsamındaki çalışmaların etki yönü ve genel etkisi hesaplanmıştır. Analiz sonucunda; cinsiyetin ve medenî durumun örgütsel sessizlik üzerindeki genel etkisinin çok zayıf düzeyde olduğu anlaşılmıştır. Ayrıca, kadınların erkeklere, evlilerin bekârlara oranla daha fazla örgütsel sessizlik yaşadıkları anlaşılmıştır. Anahtar sözcükler: Örgütsel sessizlik, cinsiyet, medenî durum, meta analiz ABSTRACT: In this study, which is a meta-analysis study, the effect of educators' marital status and their gender in their organizational silence was examined. In the research, a sample group containing 7514 people was established from 20 independent studies gathered together in which relationships between organizational silence and gender were discussed; a sample group containing 2919 people was established from 9 independent studies gathered together in which relationships between organizational silence and marital status were discussed. In the study, effect direction and general effects of studies within the scope of this research were calculated according to random effect model. As a result of the analysis, it was understood that general effect of gender and marital status on organizational silence was at a very weak level. In addition, it was understood that women experienced more organizational silence compared to men, and married ones did more than singles.

The aim of this research is to examine the relationships between mobbing and psychological symptoms in teachers and determine the impact of mobbing levels on psychological symptom levels. The study was carried out with 185 teachers in total -116 female and 69 male -working in Burdur Province. Research data was collected using mobbing scale for teachers and Symptom Check List. In data analysis, Mann Whitney U test was conducted to determine whether gender and marital status vary according to mobbing and psychological symptoms. In addition, correlation analysis was conducted between mobbing and psychological symptoms and the model established for the relationship was tested with Structural Equation Modelling (SEM). In the analyses, it was determined that there is significant difference only on psychological symptom levels of teachers according to their genders. Relationships were identified between prevention of teachers' professional applications and situations such as somatization, obsessive-compulsive symptoms, interpersonal sensitivity, depression, anxiety, anger and hostility, phobic anxiety, paranoid thoughts, psychoticism, sleep, appetite and guilt. Furthermore, it was determined that there is a low-level positive significant relationship between mobbing and psychological symptom levels of teachers and mobbing levels have direct high-level impact on psychological symptom levels.