This meta-analysis synthesized the results from test anxiety reduction programs. Analyses were based on 56 studies ( n = 2,482); the overall mean effect size (ES) for test anxiety reduction programs was E++ = 0.65 (95 percent confidence intervals [CI] + 0.58 to 0.73). On measures of anxiety reduction, the average individual completing treatment is seen as better off than 74 percent of those individuals who did not receive treatment. The treatment of test anxiety has been quite successful in reducing the test anxiety level of clients. The most effective treatments appear to be those that combine skill-focussed approaches with behaviour or cognitive approaches. Individually conducted programs, along with programs that combined individual and group counselling formats, produced the greatest changes. There is a serious lack of research on test anxiety reduction programs for primary, secondary and high school students.

The goal of this study was to assess the impact of peer education and single-session educational lectures on HIV/AIDS knowledge and attitude change among university students (n = 157 male, n = 230 female; mean age = 20) on the campuses of two metropolitan state universities in Ankara, Turkey. The students were randomly selected to participate in peer education (n = 204), single-session lecture (n = 74) or wait-list control (n = 109) groups. Statistical analyses reveal significant differences in knowledge and attitudes, personal behavior, and awareness of HIV/AIDS. Both the peer education and HIV/AIDS lecture strategies were more effective in eliciting change in student's knowledge and attitudes than the control condition (p > .05). Male and female students in both experimental groups showed higher attitude scores compared with all students in the control group.

Striking at the nation's highly populated industrial heartlands, two massive earthquakes in 1999 killed over 25,000 people in Turkey. The economic cost and the humanitarian magnitude of the disaster were unprecedented in the country's history. The crisis also underscored a major flaw in the organization of mental health services in the provinces that were left out of the 1961 reforms that aimed to make basic health services available nationwide. In describing the chronology of the earthquakes and the ensuing national and international response, this article explains how the public and governmental experience of the earthquakes has created a window of opportunity, and perhaps the political will, for significant reform. There is an urgent need to integrate mental health and general health services, and to strengthen mental health services in the country's 81 disparate provinces. As Turkey continues her rapid transformation in terms of greater urbanization, higher levels of public education, and economic and constitutional reforms associated with its projected entry into the European Union, there have also been growing demands for better, and more equitably distributed, health care. A legacy of the earthquakes is that they exposed the need for Turkey to create a coherent, clearly articulated national mental health policy.

Adjusting to school contributes to the healthy introduction of all educational activities. For this reason, it is important to determine all facilitating and debilitating factors to the school adjustment process and to develop preventive studies for overcoming school adjustment. The purpose of this study is to determine the factors affecting the school adjustment of first-grade primary school students based on an ecological approach. The study group consisted of 81 teachers and 517 parents. The data were gathered for 517 children aged between 64 months and 98 months from public schools located in the central districts of Ankara in the 2015-2016 academic year. Structural equation modeling was used in the present study. Thus, according to the School Adjustment Model, externalizing behaviors, teacher-student relationship, and peer relations have a significant direct impact on first-grade students' school adjustment, whereas family involvement has no statistically significant direct influence on first-grade students' school adjustment. In addition, externalizing behaviors affect school adjustment through the mediating role of teacherstudent relationship and peer relations. Also, the total effect of the externalizing behavior variable on school adjustment is −0.55. The student-teacher relationship (B = 0.53) and peer relationship (B = 0.48) variables have also had an effect on school adjustment.

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