John Gottman's work in couples therapy and relationship counseling has had a broad impact on finding solutions to problems in marriages, allowing him to become an authority in the field. Approximately forty years ago, a team was formed and a laboratory was established by John Gottman and Robert Levenson to conduct research on marriage and divorce. After a while, the laboratory began to be called the Love Laboratory. In the Love Laboratory, answers to some basic questions are provided. The questions sought to be answered by Gottman are as follows: "Can we predict who will divorce and who will continue their marriage?" and “What makes relationships last?”. To carry out the first study, 130 newly married couples were reached. In this laboratory, couples do what they do in daily life. While eating, doing their hobbies, talking to each other, in short, every activity they do, they are watched by cameras and video recordings in the flat. In addition, devices for ECG imaging were carried on each individual. Urine samples were taken from the couples every time they went to the toilet to analyze their stress hormones. In addition, individuals' blood circulation rate, general somatic activities and skin conductance, which is the electrical change of the skin depending on sweat secretion, were also monitored (Anlatan, 2021).

 The team monitored and coded individuals' body languages, vital activities and facial expressions through these cameras. In addition, a blood sample was taken from each couple after a night in the laboratory to check their hormones and immune systems. In this study, approximately two-hour interviews with couples were also conducted. Interviews constituted the important part of the research. During these interviews, the couples were asked many detailed questions, such as how they met, their first impressions of each other, why they chose each other, how they decided to be together, how their relationship progressed, the things they enjoyed doing together, how their relationship changed over the years, the difficult times they went through, the things that kept them together , the methods they use to get through difficult times, their views on each other in difficult times, marriage ceremonies, honeymoon holidays, beliefs about the relationship, definitions of good and bad relationships, important dates and events in their relationships, important developments, losses, stressful situations (Narrator, 2021. pp:75). Throughout the interview, individuals' tone of voice, the words they choose, their gestures and facial expressions, and their positive and negative emotions are monitored and recorded. Finally, Gottman asked the couples to argue about a topic and watched them (Anlatan, 2021. p. 75).

 When the results of the large-scale research were examined, it was predicted correctly with a rate of 94% which couple would divorce and which couple would continue their marriage. In the first study, it was predicted that 15 out of 130 couples would divorce within seven years. Follow-up studies revealed that 17 couples, including these predicted couples, were divorced. In the following years, Gottman and Levenson continued their work in the Love Laboratory and obtained data from more than 3000 couples. Gottman states that after more than seven studies, he was able to predict which couple would stay married and which would divorce, with a 91% success rate, through approximately 15-minute interviews with couples (Anlatan, 2021. pp: 76).

 Studies conducted over the years have examined not only newlyweds, but also those who are preparing to have children, those who have children, and couples in their 40s and 60s. Throughout these studies, couples were followed longitudinally for a long time in terms of important milestones in their lives such as becoming parents, middle age, and retirement (Anlatan, 2021.ss:76).

 In addition to these studies, families with children were also examined in the Love Laboratory. When couples have children, both parent-child interactions and the child's emotional, cognitive, behavioral and social development have been tracked. Gottman states that the quality of the marital relationship has a direct impact on the child. Studies conducted in the laboratory have shown that the adrenaline hormone found in the urine test taken from the child is directly related to the quality of the parents' relationship; It has been shown that the worse the relationship, the more the hormone level increases (Anlatan, 2021.ss:76).

 It is known that the Love Laboratory was later established in other universities. Similar results were found in these laboratories and the consistency of the study was proven. Studies conducted over the years have turned into longitudinal studies. Thanks to methods such as observation, self-report and examination of physiological data, very successful results have been achieved regarding both couples' relationship satisfaction and relationship stability.

Thanks to methods such as observation, self-report and examination of physiological data, very successful results have been achieved regarding both couples' relationship satisfaction and relationship stability. Gottman and Schwartz stated that the findings of this study have three main results: 1) an understanding of how relationships work or fail, 2) predicting the adaptation of newlyweds to transitions such as parenthood, middle age and retirement, and 3) equations for mathematical modeling of marital interaction. In their later studies, Gottman and his colleagues created nonlinear mathematical modeling and equations of love. Based on all these findings, John Gottman and Julie Schwartz Gottman developed a theory that includes psychoeducational, preventive and therapeutic interventions on how relationships succeed or fail. They also explained the equations in detail in their book titled Mathematics of Marriage (Anlatan, 2021.ss: 77).

 Known for his successes in marriage and couples therapy, Gottman has also written more than forty books and nearly 200 articles. He also has books written together with his teammates. His works such as "The Seven Principles for Making Marriage Work" and "Why Marriages Succeed or Fail" have reached a wide readership. With his deep, surprising knowledge of marriage and relationships, John Gottman provides couples with a resource for building healthy, sustainable relationships.

References

Anlatan, Ö. deneye dayalı bir yaklaşım: Gottman çift Terapisi. Aile Psikolojik Danışmanlığı Dergisi.4:1. 74-93.

So how can social media affect body perceptions so much?

 Nowadays, social media is a media tool that everyone from 7 to 70 can access and share every moment of their life by opening the doors of their identity and life to others. In addition to easy access to information and current events in this media, we are also exposed to a lot of content we do not want. On these platforms, individuals share themselves, their thoughts and some moments of their lives with others, while also having the opportunity to follow the lives of others. For this reason, the content shared with the desire to be noticed, attracted attention and liked by others is increasing day by day. In addition, competition and comparing oneself with others due to the desire to be better than the other's sharing, body, and to be liked more are becoming extremely common. With the widespread use and sharing of social media, it reaches larger audiences and influences them day by day.

The best looking photos, the most beautiful views and the most beautiful places are shared on social media. They try to portray a beautiful and perfect image in people's eyes, aiming to attract attention and be liked. However, there are moments when we feel unhappy and bad, and there are photos that we don't like about ourselves, but we do not share them with others, and we are portrayed as if we are perfect individuals. Individuals who have many followers and are followed by the masses are taken as examples, and people want to be like them. It is tried to be the ideal that is accepted in social media and society. As a result of all this, individuals begin to feel inadequate and worthless. To cope with this feeling, they use filters, undergo plastic surgery, eat nothing and try to lose weight in order to have the ideal body. Additionally, in this virtual world, individuals can easily criticize and bully others from behind their phones. Therefore, the individual strives to make himself or herself accepted by others in this virtual world and society. As a result of this effort, it is inevitable that individuals will experience psychological problems such as anxiety, depression, substance addiction, etc. due to lack of self-confidence as a result of not reaching the desired ideality and popularity.

How to Develop Positive Body Perception?

•  First of all, it should not be forgotten that no one is perfect and what is shared on social media are only the good aspects of life. If there are still accounts that make you feel uncomfortable and inadequate, it would be much healthier for you to unfollow these accounts.
•  You should evaluate yourself with all your positive and negative aspects by making detailed evaluations about how correct it is to stereotype bodies and people, what the ideal is for you, and whether you do not have to conform to the perceptions of society.
•  You should consider that there is no ideal beauty, that every person has genuine and unique aspects, and that the concept of beauty is relative, and think about whether your appearance is what makes you who you are, what brought you to where you are today.
•  If you cannot maintain a balance between your positive and negative thoughts about yourself and are experiencing this difficulty in your life, you may consider getting support from an expert.

 Impulsivity is more common in boys than girls. Children who are impulsive also have difficulty controlling their emotions, planning and managing time. For example, a 5-year-old child may have a nervous breakdown and a crying fit when he/she does not get what he/she wants at that moment, while a 14-year-old child may engage in risky behavior such as sharing inappropriate content on social media or drinking alcohol.

Impulsivity can also be a symptom of attention deficit hyperactivity disorder (ADHD). Research shows that the part of the brain of children with ADHD, located in the prefrontal cortex, which provides impulse control, produces logical solutions and contains the decision-making mechanism, develops slowly. Children with ADHD are more impulsive than children without ADHD. Therefore, therapists need to consider this point when making evaluations.

There are some things that can be done to teach impulse control to impulsive children. For example, you can teach primary school children to save money. When the child has a piggy bank, it will motivate him/her to patiently try to save his/her money and eventually buy what he/she wants with his/her own money. Not having the things they want right away teaches children to delay gratification. Also, you can use the Stop and think method. You can inform the child about this beforehand and then remind him/her to 'Stop and Think' before doing a risky behavior. If he/she stops, you can reward him/her.

Final method is for increase your child's waiting times. You can keep time by giving him/her small tasks that require him/her to wait, and share with him/her how long he/she is waiting. You can give clearer and shorter instructions so that you do not confuse your child about his/her behavior.

 Motivation is a word of Latin origin and is derived from the word 'movere', which means to take action or to activate. The Turkish equivalent of the word motivation, which means any force or motive that consciously or unconsciously gives rise to behavior, ensures the continuity of behavior and directs it, is "güdü". Motivation is the state that activates and maintains behavior to achieve a goal. The behavior of a child who keeps his/her room tidy in order to win his/her mother's chocolate reward is an example of motivation. According to the German philosopher Schoupenhaur, it is the result of all organisms' desire to choose, comprehend and even achieve satisfaction. According to Vroom, the process of choosing among a person's voluntary actions is defined as motivation. Skinner defines motivation in school learning as 'arousing, maintaining and directing desired behavior'. Although motivation has been defined in many different ways, it essentially explains the beginning of behavior, its direction to a goal, and the continuation of behavior in line with this goal. In fact, motivation is the driving force, desire and enthusiasm necessary to achieve what is desired. American educator Terell explains the importance of motivation with the sentence: “There are three things to remember about education; The first is motivation, the second is motivation, the third is motivation again.”

 While motivation is so important in the actions performed or to be performed, how motivation is achieved and maintained has been a matter of curiosity for scientists in the 21st century. While at least 300 studies on this subject were published until the mid-1970s, the most well-known of these studies is the 'Two-Factor Motivation Theory', which Herzberg revealed in the 1950s. While creating this theory, he researches the techniques used by managers to motivate employees and completes it by examining in detail the steps followed by institutions to increase their motivation by meeting the needs of employees. Herzberg focused on two basic questions in his study:

1) Think of a time when you felt particularly good about your job, why did you feel that way?

2) Think of a time when you felt particularly bad about your job, why did you feel that way?

 According to the feedback given to these questions, Herzberg based motivation on the motivation factor (intrinsic factor) and the hygiene factor (extrinsic factor).

 Today, motivation theories are divided into two categories that called content and process. While content theories explain what motivation is, process theories explain how motivation occurs. When it was realized that motivation covers so much space in the individual's life, motivational theory was also used in psychotherapies, and motivational theory played a major role in the process of addiction that the individual wanted to gain or quit. As it is known, in psychotherapy, the individual's need to gain awareness about the problem, his/her belief that the problem can be eliminated, and the clinician's attention to the requirements to eliminate the problem are critical and important points for the client. Motivational Theory has classified the process that individuals experience in terms of change into four stages:

1. Pre-Design Period

During this period, the client cannot see the problem or has trouble accepting it. The most effective method that can be done during this period is to make the individual realize the difference between the situation he/she wants to be in and the situation he/she is today. For example, an individual who experiences OCD very intensely should be emphasized about the difference between his/her life before OCD and the life he/she is trying to continue with OCD, and the contributions of other individuals who do not experience this condition to their lives and the possibility that they can be comfortable even though they are not in this situation should be conveyed.

2. Design Period

 During this period, the client is aware of the problem and wants to solve it, but still lacks belief that the problem can be solved. During this period, it is aimed to increase the client's belief that the problem will be resolved by examining the reason for his or her slight belief that the problem will be resolved. Concrete situations should be shown to the client that this is possible by performing some behavioral experiments to show that the problem can be solved, even if it is difficult. For example, when we want him to do a daily routine he has had for a long time in a different way, we must convince him that change is possible by showing a behavioral example that it can be changed, even if it is difficult.

3. Preparation Period

 The individual in this period now wants change and feels ready for what needs to be done for change. During this period, the client should set small goals and the process of achieving his goals should be closely monitored. It is possible to conduct cognitive behavioral therapy during this period.

4. Action Period

 During this period, cognitive therapy is applied completely and the client is now aware of the problem, wants change and is ready to work necessary for this change. But it is still very important to make sure that the client is ready for this process.

 According to Motivational Theory, the basic principle of the interview is that the client should be ready for change, that is, there should be no imposition on the client in this regard. The main purpose of Motivational Theory is to accept that ambivalence can exist in the individual and that this is possible. For this reason, ambivalence thoughts should be resolved by talking to the client and the process should begin after this is overcomed.

References:

• Bilişsel Davranışçı Terapi: Temel İlkeler ve Uygulamalar ( Türkçapar,2022,pp.164-166).

• https://herapsikoloji.com/psikolojide-motivasyon-ve-motivasyon-kuramlari/

 The theory of defense mechanisms is basically based on Freud's personality theory. Freud argued that personality has three main elements:

·       Id: The pleasure-oriented impulsive side of the personality, where basic needs and impulses reside

·       Ego: Tries to balance the conflict between the id and superego, the aspect of the personality that copes with reality

·       Superego: The moral and conscientious aspect of personality, which includes social and moral norms

 As can be understood, the id and superego work in opposition to each other and therefore they conflict. Here the ego tries to balance this conflict and at the same time develops various strategies to cope with the anxiety arising from this conflict. The negative experiences we encounter in daily life can develop negative feelings, thoughts and behavior patterns in the individual. For example, we develop defense mechanisms and use them unconsciously to cope with emotions such as shame, sadness, guilt, but most importantly, to protect our self-esteem. In this context, defense mechanisms are quite natural. If used proportionately and appropriately, we can get over negative experiences more easily and quickly, thus protecting our self and psychological well-being. However, excessive and long-term use of defense mechanisms can cause the person to lose their perception of reality and hinder the functioning of the self, therefore leading to pathological problems.

1.        Denial: One of the most commonly used defense mechanisms is denial. In the face of situations that the individual cannot accept or cope with, denying the existence of that situation to the extent that it does not disrupt the individual's self-integrity and perception of reality. The individual ignores the reality that he/she cannot cope with, ignores it and acts as if nothing had happened. Although its excessive use may pose a threat to the perception of reality, it can help one overcome traumatic experiences and emotions. However, excessive and long-term use of defense mechanisms can cause the person to lose their perception of reality and hinder the functioning of the self, therefore leading to pathological problems.

2.        Repression: Pushing into the unconscious the memories, emotions and most importantly, impulses that are contrary to the ego and self-esteem and that are deemed inappropriate, by trying to forget them. Unlike denial, there is awareness of the emotions and situations experienced, but this situation is pushed into the unconscious and confrontation is avoided. It is an energy-consuming defense mechanism that is constantly used to avoid the anxiety caused by the impulses reaching consciousness.

3.        Regression: The individual who cannot cope with the difficulties he/she faces and the responsibilities and duties of that age period returns to earlier childhood periods and exhibits childish behavior. The aim here is to reduce worry and anxiety by returning to the age at which one can cope and feels safer. Although it is most common in children, it can also be seen in adults after some traumatic experiences.  

4.        Projection: It means that the person attributes the feelings, thoughts, desires and impulses that he/she cannot accept and sees as flaws in himself/herself to other people and puts the blame on them. They act as if these thoughts and patterns were on the other side and not on themselves. They are not responsible for their own failures. For example, a student who gets a low grade in the exam and blames the teacher is an example of this defense mechanism. In short, it is a person's explanation of emotions, behaviors and thought patterns that do not suit him/herself through others and attributing them to them. People who constantly use this defense mechanism have 'paranoid tendencies'.

5.        Rationalization: It is aimed to reduce the negative emotions felt by being aware and conscious of the wrongness of the action taken and producing acceptable and logical excuses. For example, a thief may claim that he/she is entitled to the things he/she stole, or someone who gets a low grade on the exam may argue that he/she does not like the course anyway and that this course is not important to him/her.

6.        Sublimation: This defense mechanism is a relatively more positive defense mechanism. It is the ability of a person to turn his/her impulses, which would be considered inappropriate by the society, into positive and useful actions that will be accepted by the society. For example, someone with sadistic tendencies becomes a surgeon.

7.        Displacement: It is when a person directs emotions such as anger and resentment to the person he/she sees as a weaker link, rather than to the person who is the main source of these emotions. For example, a man who is scolded by his boss displays angry behavior towards his wife at home, rather than towards his boss.

8.        Opposing reaction: It is the act of an individual who is aware of how he feels, acting and expressing as if he feels the opposite. If the emotion is positive, it can be turned into negative, and if it is negative, it can be turned into positive. For example, a woman who judges and criticizes her friend for being with a man actually wants to have a partner.

9.        Undoing: Invalidating an inappropriate or faulty action by doing the opposite, and compensating for the mistake in one's own way. Balancing faulty experience with positive action. For example, a man who cheats on his wife takes his wife on vacation.

10.    Asceticism: The individual's complete abstinence from actions that he/she would enjoy in order to avoid social pressure and the guilt and pleasure that impulsive behavior would cause.

 References

DBE.(2022,07,28). SAVUNMA MEKANİZMALARI NEDİR VE NASIL İŞLER?.DBE. https://www.dbe.com.tr/tr/yetiskin-ve-aile/11/savunma-mekanizmalari-nedir-ve-nasil-isler/

Cilmeli, E. Savuma Mekanizmaları.11 Kasım 2023 tarihinde https://www.monapsikoloji.com/savunma-mekanizmalari/  adresinden erişildi.

Karaoğlu B. Savunma Mekanizmaları. 11 Kasım 2023 tarihinde http://www.izmirterapist.com/makale/15/savunma-mekanizmalari  adresinden erişildi.

Anonim yazar. Savunma Mekanizmaları. 11 Kasım 2023 tarihinde https://sisliterapi.com/blog/psikoloji/savunma-mekanizmalari  adresinden erişildi

 Individuals with this diagnosis are people who do not like being close to “other” people, are intensely and unfairly suspicious of people, are very jealous and sensitive to criticism. Because of these features, they are generally not preferred by humans and lead an isolated life. These individuals do not need evidence to have doubts. They think that anyone can attack them at any time, even without any reason. Their belief that no one can be faithful constantly preoccupies them. They doubt the loyalty of everyone, regardless of spouse, friend or family. They interpret people's behavior and words negatively, and they are not forgiving individuals. Since they do not trust anyone, they need to trust themselves. They want to have control over their own and others' lives. These characteristics cause them to live stressful lives in their close relationships and working lives. Despite all these features, this disorder is not a psychotic disorder. What distinguishes paranoid personality disorder from psychotic disorders is the absence of psychotic features such as hallucinations and delusions.

 Its first symptoms may appear in childhood or adolescence, with poor relationships with peers, the presence of social anxiety, hypersensitivity, and unique thoughts. However, this diagnosis cannot be made in both periods because personality traits have not yet developed and matured, that is, they may develop and change.

What are the DSM-5 Diagnostic Criteria for Paranoid Personality Disorder?

• A. Starting in early adolescence and appearing in different environments, constantly interpreting other people as malicious, as well as general distrust and suspicion manifesting itself with four or more symptoms of the following (Güzel, 2022. p.561).

1. A person constantly suspects that other people are exploiting him/her or doing evil, even though he/she does not have enough evidence.

2. Dealing with intense doubts about the loyalty and reliability of the people around him/her.

3. Not to share private information with others in order to prevent it from being used against him/her in the future.

4. Inferring other meanings from normal words and events.

5. Unforgiveness, constantly holding grudges against others.

6. Perceiving a situation, words or behavior as an attack on himself/herself and his/her personality, even though nothing has happened, and suddenly reacting with anger.

7. Repeated and baseless doubts about the fidelity of his/her spouse or sexual partner.

• B. It cannot be attributed to the physiological effect of another health problem. For example; It does not occur during the course of schizophrenia, bipolar, psychotic depression disorder (Güzel, 2022. p.561).

Schizoid Personality Disorder and Its Characteristics

 Individuals with this personality trait stay away from social relationships. Starting from early adulthood, they do not like being with other people because they experience low levels of pleasure in these relationships. Individuals diagnosed with schizoid personality disorder also stay away from activities that involve sensory, physical and interpersonal experiences. Generally, these people enjoy dreaming by being alone and doing activities that they can do alone. For them, it does not matter what others praise or criticize or what they think of them. During communication, they do not care about the normal subtleties of social interaction and try to communicate by giving simple answers. These people do not have close friends or anyone they see regularly, and they do not get married. Aaron T. Beck stated that schizoid individuals see themselves as "observers" rather than "participants" in life (Güzel, 2022. p.564).

What are the DSM-5 Diagnostic Criteria for Schizoid Personality Disorder?

• A. Presence of four or more of the following symptoms, along with the fact that it is extremely common to avoid social relationships and show emotions as little as possible in interpersonal environments, which begins in adulthood and occurs in different environments (Güzel, 2022. p.563).

1. The person does not like or does not want to have close relationships, even with a family member.

2. Usually prefers activities done alone.

3. Rarely shows interest in sexual intimacy with someone else.

4. Too little enjoyment from activities.

5. Not having confidants or close friends other than first-degree relatives.

6. Not paying attention to praise or criticism.

7. Having an emotionally cold or monotonous affect.

• B. It cannot be attributed to the physiological effect of another health problem. These features do not occur only during schizophrenia, bipolar, psychotic depression or autism (Güzel, 2022. p.563).

Schizotypal Personality Disorder and Its Characteristics

 Among Cluster A personality disorders, it is the personality disorder that disrupts the individual's functionality the most. These people, who say they have intrapsychic experiences (inside the mind), have strange behaviors and thoughts.

 These people have eccentric (unlike others) behavior and perceptual distortions, along with paranoid thoughts and a tendency towards suspicion. They experience high levels of social anxiety and similar characteristics of the schizoid personality. For example, they have no confidants and are uncomfortable with social and interpersonal relationships. Their emotional expression is limited and they have a distorted sense of self-image. According to some researchers, this disorder is explained by genetic predisposition and shares the same genetic etiology with the schizophrenia spectrum. However, according to Aaron T. Beck, these people are strange people, different from others. They see the world as unimportant and tend to see themselves as supernatural individuals. According to them, the basic strategies are to have an unusual appearance, exhibit different behaviors, stay away from others, and use their special abilities and magical powers to protect themselves (Güzel, 2022. p.567).

What are the DSM-5 Diagnostic Criteria for Schizotypal Personality Disorder?

• A. Sudden discomfort in relationships that begins in early adulthood and occurs in different environments, lack of ability to establish close relationships, as well as cognitive/perceptual distortions and unusual behavior, as well as five or more of the following symptoms.

1. Having thoughts of resentment.

2. Having unusual beliefs that are incompatible with cultural values, affecting the individual's behavior, and magical thinking.

3. Experiencing unusual perceptual experiences.

4. Having strange thoughts and conversations.

5. Skepticism.

6. Having inappropriate or restricted affect.

7. Behaving unusually or appearing strange.

8. Not having any close friends or confidants other than first-degree relatives.

9. Experiencing extreme social anxiety that does not decrease even with close proximity, and intense paranoid fears of being evaluated negatively.

• B. These features do not occur only during schizophrenia, bipolar, psychotic depressive disorder or autism and cannot be explained by the physiological effect of another health condition (Güzel, 2022. p.563).

Treatment of Personality Disorders

 Methods in which the clinician plays a more active role and therapy sessions are more structured are generally preferred. Many treatment approaches have a theoretical basis. Research indicates that combined treatment is the most effective treatment for personality disorders, where psychoanalytic approach, dialectical behavior therapy, cognitive therapy, individual treatment, group therapy, and drug treatment are used when necessary. Combined treatment is a treatment in which different treatment approaches are brought together.

BIBLIOGRAPHY

H.Ş. Güzel (2022). Kişilik Bozuklukları. Tuna E. ve Ö. Öncül Demir (ed.) DSM-5’ E Göre Anormal psikoloji. (2;560-567. 591-595). Nobel Yayıncılık.

In order to understand, reduce and eliminate violence, it is necessary to first understand terson who commits it, the human being. Efforts to explain violence in psychology have generally focused on two theories. The first of these argues that violence resides in human nature and that the urge for aggression exists within humans. The second theory argues that violence is a learned behavior, that individuals learn violence through observation and modeling, and thus resort to violence.

 At some points in the text, the expression "aggression" is used instead of violence. Aggression and violence are two intertwined phenomena.  Aggression lies at the basis of violence.

Aggression as an Impulse

 Freud and most psychoanalytic theorists argue that humans are governed by two basic instincts. These instincts are life and death instincts. Freud considers the life instinct as sexuality (Eros) and the death instinct (Thanatos) as aggression. At this point, according to Freud, if the death instinct is introverted, it leads to suicide, while if it is extroverted, it leads to aggression and anger. In other words, aggression is a person's projection of the anger they feel towards themself onto others. This approach argues that a person exhibits aggressive behavior when they are prevented and their efforts fail to achieve results. According to the theory, by directing the anger towards the "weak" person, rather than the one who created the obstacle, the person experiences a kind of "catharsis" by being relieved, and at the same time, displays a kind of power display by eliminating the feeling of weakness felt by not being able to resist the obstacle. In this way, the person proves his/her power to himself/herself.

Violance as a Learned Behavior

 As social beings, we interact with the environment, see it and take it as a model from the moment we are born. Undoubtedly, our most important model resources are our families. The frequency of violence in the family and society and the reactions to violence set an example for the child. According to this theory, it is not the impulses that cause aggression in a person, but the aggressive behaviors that he/she sees from the environment and takes as a model. If the aggressive behavior that a person exhibits by example or learning is reinforced, he/she continues to exhibit this behavior by adopting it.

Aggression as Biological Predisposition

 Some studies have revealed that damage and lesions in the frontal lobe, which is the region of the brain responsible for decision, judgment and emotion-behavior control, lead to aggression and violence. In addition, damage to the prefrontal cortex causes disruptions in the functioning of the limbic system and insight problems in the person.

 In other studies, it has been observed that the deficiency or excess of some hormones also increases the severity. For example, high testosterone levels increase aggression. Low oxytocin level can also cause an increase in anxiety level and therefore aggression.

Obedience to Authority and Violence

 In addition to all these, the social environment we live in and our social status can be seen as the cause of violence in some cases. When it comes to authority and obedience, our actions are no longer governed by our own perceptions of right and wrong, but by authority. We do not go against authority due to factors such as our personality and social structure. For example, a police officer or soldier may carry out aggressive and violent actions by following orders received from the authority in order to ensure peace and security.

Lovelessness and Violence

 In addition to basic physiological needs, people also have emotional needs such as love, approval, attention, etc. These needs are primarily met during childhood. Additionally, the first 6 years of life have significant effects on personality development. During this period, children who cannot establish positive relationships with the environment, especially the family, and who cannot receive the approval they need from the environment are more likely to be irritable, pessimistic and aggressive. In order to suppress his/her feelings of inadequacy and worthlessness, he/she may develop a superiority complex and inflict psychological and physical violence on those around him.

 To summarize generally, violence is not an action arising from a single reason. The experiences gained throughout life, the instincts and pathologies we bring with our existence, what we feel and what we reinforce are at the basis of our actions, and therefore at the basis of violence. Even if eliminating violence is unlikely, we can reduce it. However, the reference for positive personality and social relationships is the love given in the family and the sense of acceptance. Everything starts in the family and takes shape in the individual. Positive relationships established in the family and correct guidance by the family are the biggest obstacles to violence.