Problem Statement: The counseling profession requires specific education and training to equip counselor trainees with necessary knowledge and skills. Therefore, they are required not only to acquire theoretical knowledge but also to integrate it into practice. Especially, the integration of theoretical knowledge into practice is optimally possible with practicum. Although practicum provides a context such integration, it also leads to some negative thoughts and feelings among trainees. Experiencing anxiety and other feelings of incompetence impedes their professional development. Therefore, the critical task is to enable them to cope with negative feelings and experiences such as anxiety during their training process. In this context, taking account trainees' experiences and feelings as counselors during the formal education process makes important contributions to their personal and professional development. Purpose of Study:To support the development of counselor trainees and make their educational and training processes fully functional, understanding the nature and antecedents of these negative experiences and feelings becomes critical. This study was conducted to understand the counselor trainees' predictions about their experiences as counselors during practicum course and to reveal the sources of feelings related to these predictions.Methods: This research was a qualitative study based on focus group interviews. The researcher and two research assistants conducted interviews with two groups consisting of a total of 13 trainees taking an Individual Counseling Practicum Course. Open-ended questions were

This study examined the effectiveness of the First Step to Success (FSS) early intervention program for preventing antisocial behavior in Turkey. Participants included 24 students, their teachers and parents from four K-8 elementary schools. The experimental group included 12 targeted students (four kindergarten, four first-grade and four secondgrade students) who received the intervention. Both quantitative and qualitative methods were carried out by using a pre-posttest experimental design. Results indicated that there were significant decreases in problem behaviors and significant increases in social skills and academic competence of targeted students. In addition, teachers and parents reported significant positive changes in problem behaviors and social skills of their children. Most teachers and parents were highly satisfied with the program. Limitations of the study and directions for future research are discussed.

We examined (1) the depression levels of university students, and whether or not depression levels of university students differ significantly according to their gender, (2) if university students' problem-solving skills, submissiveness levels, social support from family, friends, and society, ages, and cumulative grade point averages (GPAs) predict their depression level; and (3) if predictive values of these variables change according to gender. The research was carried out with 293 university students. It was found that perceived problem solving, social support from friends, and submissiveness predicted depression in university students.

Academic entitlement is one of the most significant problems that affect not only students' academic success but also lead them to engage in various uncivil and undesired behaviors such as disrespect, anger and aggression. It might disrupt individuals' psychological and social adaptation by itself or interacting with other problems. Academically entitled students are inconsiderate of their friends, intolerant to even constructive feedback, and exhibit unethical behaviors such as cheating, plagiarism, etc.. This global phenomenon is a significant problem in Turkey as well. Therefore, the need for having a sound grasp of academic entitlement led to initial reliability and validity studies of Academic Entitlement Questionnaire in Turkish Culture in this study. Analyses were carried out on 469 participants data, 351 (75%) of whom were females and 118 (25%) of whom were males. It was found that Turkish and English forms were equivalent, the construct with a-five-item unidimensional scale was confirmed. Furthermore, for concurrent validity, relationship between academic entitlement and similar structures of narcissism, entitlement and academic self-efficacy was investigated. Results indicated that academic entitlement was found to be significantly related to narcissism and entitlement and negatively related to academic selfefficacy. This indicates that academic entitlement despite related to these three structures is a different construct. For reliability, internal consistency coefficients and test-retest methods were used. These analyses indicated that the scale assess academic entitlement consistently. Thus, it can be stated that Academic Entitlement Questionnaire is a valid and reliable instrument for measuring academic entitlement of Turkish university students.