The word "languish", which means "the state of being in something", describes this situation. Languishing, It refers to a mental state in which a person has low energy levels, lacks motivation, and is generally unable to enjoy life. Although this situation is not a full-fledged state of depression, it represents being at an intermediate point where the individual's mental health is affected. Psychologists state that languishing is associated with factors such as long-term stress, uncertainty and social isolation. In this state, people feel an inner emptiness, lack of motivation and a general loss of energy, even though they seem to be present in life.

Symptoms of Languishing Syndrome

The languishing syndrome can manifest itself with many different symptoms. The first obvious sign is a constant feeling of fatigue. Taking part in daily activities becomes increasingly difficult as energy levels decrease; This may be combined with insomnia or a tendency to oversleep. Lack of motivation occurs with a significant decrease in the desire to achieve goals. The fear of failure in work, school or personal projects increases, and a hopeless perspective on the future prevails.

The languishing syndrome is also characterized by loss of interest. Previously enjoyed activities become uninteresting, and interest in hobbies or social activities decreases. This can be compounded by difficulties with mental focus. Distraction and focus problems can cause difficulty starting and finishing tasks. Emotionally, the individual experiences sudden fluctuations; Irritability increases, emotional emptiness and numbness are frequently felt. An individual who tends to be socially isolated may avoid communicating and move away from social interactions. In general, with these symptoms, a general feeling of malaise occurs, a significant decrease in the quality of life is observed, and a feeling of hopelessness and uncertainty about the future becomes dominant.

Ways to Deal with Languishing

Coping with Languishing syndrome requires a sensitive approach to the individual's own needs. Here are some suggested methods for dealing with languishing syndrome:

a. Setting Small Goals: Focusing on small, achievable goals instead of big goals can increase motivation.

b. Meditation and Mindfulness: It may be important to try meditation and mindfulness techniques to strengthen mental health.

c. Strengthening Social Connections: Communicating regularly with family and friends can strengthen social bonds and provide support.

d. Physical Activity: Regular exercise releases endorphins and can improve overall mood.

e. Seeking Professional Help: If Languishing syndrome persists, it is important to consult a professional. Professional help can be effective in dealing with such situations.

The languishing syndrome is a reflection of the way we cope with the challenges of the modern world. However, by being aware of this situation and addressing it, we can improve our personal quality of life and strengthen our mental health. Small steps can lead to big changes, and steps taken to manage languishing syndrome can improve our overall life satisfaction.

REFERENCE

• Keyes, C. L. (2002). The mental health continuum: From languishing to flourishing in life. Journal of health and social behavior, 207-222.

The difference between overthinking and normal thinking has to do with the intensity, continuity and effects of thought processes. Normal thinking is a process that occurs naturally when making daily decisions, solving problems, or generating new ideas. These thoughts usually focus on a specific topic, are logical, and have a natural flow. Overthinking is a continuous and excessively detailed cycle of thinking about a particular topic, problem, or event. These thoughts are repetitive and often focus on negative outcomes. An overthinker keeps thinking about the same issue over and over again, and this often negatively affects the person's mental and emotional health. Normal thinking is part of the healthy decision-making process. A person can make the right decisions by thinking, analyzing and evaluating information when necessary. Overthinking can complicate a person's decision-making process, create indecision, and lead the person to unnecessary anxiety. This often leads to stress, anxiety and sleep problems. In summary, while normal thinking refers to a healthy thought process, overthinking is characterized by constant, repetitive and negative thought cycles, which can negatively impact a person's quality of life.

Causes of overthinking may include uncertainty about the future, emotional states (e.g., stress, anxiety, depression), and perfectionism. These situations can trigger a tendency to overthink. Symptoms of overthinking can include insomnia, fatigue, constant indecisiveness, and negative thoughts. These symptoms can disrupt sleep patterns, make decision-making difficult, and exaggerate negative scenarios. Developing mindfulness, taking mental breaks (for example, practicing relaxation techniques such as meditation), and seeking professional support if necessary are important ways to deal with overthinking. These methods can be effective for controlling the problem of overthinking.

As a result, healthy thinking is important for understanding the complexity of life. However, when the thought process becomes excessive, it can harm a person's mental and emotional health. Awareness, support and the right methods are important to recognize the signs of overthinking and cope with this process.

The Pygmalion effect, or the fact that what one person expects from another becomes a self-fulfilling prophecy, relates generally to the effects of interpersonal expectations. Today, the “Pygmalion effect” generally refers to the fact that people, mostly children, students or employees, tend to perform better when driven to fulfill what is expected of them and are treated as if they can succeed.

 History of the Pygmalion Effect

The Pygmalion effect was first seen in Ancient Greece. In Greek mythology, it begins with Pygmalion, a Cypriot sculptor, making a statue of a woman. Pygmalion falls in love with this statue he made so much that he wants to marry it. Everyone tells Pygmalion that this is impossible and that he is an inanimate being, but Pygmalion does not care about people and says that one day the statue will come to life and he will marry her. Pygmalion wholeheartedly believes what he said and, without ever doubting that it will come true, waits for the statue Galatea to become a real person, and for what it was worth, the statue has now become a living woman. Pygmalion and Galatea live a beautiful life full of love.

The experiment conducted by Rosenthal and Jacobson is the one that best describes the Pygmalion effect in the world of psychology. The experiment is as follows; Rosenthal and Jacobson say that in one school, students were given an intelligence test and teachers were given a list of highly intelligent students in their classes, but in fact, these students were randomly selected. The result of the experiment is as follows: it was noted that there was a real improvement in the student names given to the teachers. Because teachers knew that students had high intelligence, they expected more from students and paid particular attention to them. As a result, it was observed that there was a real increase in the intelligence levels of randomly selected students. The experiment showed that teachers' expectations worked as a self-fulfilling prophecy.

In the Pygmalion effect, it is claimed that when a person communicates his or her expectations explicitly or indirectly to the other party, he or she actually has the power to influence the emotions, attitudes, and behaviors of others around him or her (Poornima and Chakraborty, 2010). According to this theory, our beliefs and predictions about people affect individuals' lives positively or negatively. We experience this situation in many areas of our lives, for example, we can be seen to be exposed to this effect in different areas such as family life, education life and business life. Some of the most common sentence patterns in which we can see the self-fulfilling prophecy are;

"Everyone I love will leave me"

"Whenever something good happens to me, something bad happens immediately."

"I am very unlucky"

Let's say a person has a strong belief that everyone will abandon him. This person will somehow be in the position of being abandoned in their relationships and will not want to see their own role in this matter. As a result, they will always focus on being abandoned as they believe and know, and this relationship cycle will continue as long as they do not get rid of that belief. Our brain always tries to justify what we believe. This effort is reflected in our behavior and actions, even if we are not aware of it. This is how the self-fulfilling prophecy comes true. Of course, it doesn't always have to happen in a negative way. We have all witnessed that a person who claims and believes that he is very lucky in every situation is really very lucky. The Pygmalion effect explains this situation to us.

 
Ultimately, the Pygmalion effect highlights the power of people's expectations to create reality. This effect can positively or negatively affect individuals' performance, showing that people's own beliefs and expectations are fundamental in determining their potential. The Pygmalion effect demonstrates how powerful people can be in shaping the success of others, while also providing a key to understanding the complexity and potential of human nature.

REFERENCES:

• Rosenthal, R. (2010). Pygmalion effect. The Corsini encyclopedia of psychology, 1-2.

• Chang, J. (2011). A Case Study of the" Pygmalion Effect": Teacher Expectations and Student Achievement. International education studies, 4(1), 198-201.

• CEMALOĞLU, N. Self-Fulfilling Prophecy.

Stockholm Syndrome is defined as a kidnapping victim feeling a positive emotional bond towards the kidnapper. It is assumed that this bond forms a defense mechanism for the victim, enabling him to empathize with his captor, leading him to accept the situation, limiting defiance and aggression towards his captor, and otherwise surviving a potentially dangerous situation. Hence the term Stockholm syndrome, as it creates a bond with the criminal traumatic attachment It is used in the same sense as the term.

When Did Stockholm Syndrome Appear?

Stockholm syndrome takes its name from a failed bank robbery in Stockholm, Sweden, in 1973. Jan-Erik Olsson, who was responsible for the bank robbery attempt, entered the bank with a gun and took four bank employees hostage (McKenzie, 2004:7). Olsson made some requests from the police who came to the scene (Bringing his prison friend Clark Oderth Olofsson, money and a car) (Namnyak et al., 2008: 5). Olsson, who used hostages to fulfill his demands, also allowed the hostages to search for their families in the safe area of ​​the bank (Jameson, 2010: 342). This bank robbery attempt lasted about six days (Adorjan et al., 2010: 457). Finally, as a result of the operation carried out by the police, Olsson agreed to surrender (Ase, 2015: 3-4). Four bank employees who were released as a result of the failed bank attempt made interesting statements. In their statements, they stated that they were afraid of the police, not the hostage person (Smith, 2009:1). They also defended the person who took them hostage and did not agree to testify against him (Adorjan et al., 2010: 457). Stockholm Syndrome emerged to explain the positive feelings hostages feel towards the person who took them hostage and why they formed such a bond with this person who restricted their freedom (Smith, 2009: 1). The person who claimed Stockholm syndrome was Psychiatrist Bejerot, who was with the police during the bank robbery (Ase, 2015: 4). Psychiatrist Bejerot explains the reactions of the hostages'classic brainwashing response'' and named it Stockholm syndrome (Adorjan et al., 2012: 457).

What Causes Stockholm Syndrome and How Does It Develop?

There are theories about why Stockholm syndrome develops, and Graham's theory is the most frequently cited. Graham argued that Stockholm syndrome occurs when certain conditions exist: Graham created this theory as a result of his study of nine different groups of victims. Graham expressed his theory as follows (Graham,1994: 3)

• Feeling a threat to the person's survival and thinking that the kidnapper will most likely carry out this threat,

• Perception of even a small good by the captive from the captor's actions,

• Permanent alienation from perspectives other than that of the captor,

• The victim's feeling of inability to escape.

In an event where these conditions occur, the victim falls under the influence of the person who victimized him (Garip, 2017: 4). People's instinct to survive such terrible experiences is a stronger impulse than their desire to be angry at the person who made them experience this (Strentz, 1980: 148). It is therefore claimed that victims' identification with their captors is a protective mechanism brought on by stress (Adorjan et al., 2012: 458).

Stockholm Syndrome: Case Example; The Captivity of Natascha Kampusch

Natascha Kampusch (NK), the victim of the incident that took place in Vienna in 1998, was kidnapped by Wolfgang Priklopil on her way to school when she was only 10 years old. Kampusch, who was tortured for 8 years, escaped in 2006 by taking advantage of Priklopil's distraction. After Kampusch escaped, Priklopil committed suicide (Namnyak et al., 2008: 7). Natascha Kampusch stated in an interview that she exchanged information with the man who held her captive for a long time, that he became an important part of her life and that she was saddened by his death.

Finally, Stockholm Syndrome emerges as a striking phenomenon that demonstrates the complexity of human psychology and how people can form emotional bonds under challenging conditions. Stockholm Syndrome is not a phenomenon limited to hostage situations, but provides an example that helps us understand how complex and deep the bonds between people can be. Stockholm Syndrome remains important as a subject of ongoing study and learning in psychology and social sciences, highlighting the complexity of human nature and the strength of people's instinct for solidarity.

Reference;

• Namnyak, M., Tufton, N., Szekely, R., Toal, M., Worboys, S., & Sampson, E. L. (2008). ‘Stockholm syndrome’: psychiatric diagnosis or urban myth?. Acta Psychiatrica Scandinavica, 117(1), 4-11.

• ÖZDOĞAN, D., & DUSHUKCAN, M. (2023). STOCKHOLM SYNDROME.Management and Organization Syndromes 2, 7.

Attention deficit and hyperactivity disorder (ADHD) is caused by chemical, structural and communication problems in the brain; It is a neurodevelopmental disorder defined as being easily distracted, having concentration problems, and the inability to properly perform important functions including social skills such as memory and motivation. (DSM-5 APA, 2013)

ADHD is a disorder that begins in childhood and can spread its effects throughout life. Although ADHD is more common in children, it is also seen in adults; statistically ADHD; It has been reported that it is seen in 8% in childhood, 6% in adolescence and 4% in adulthood. ADHD may not go away completely, but the frequency of symptoms can be minimized. The decrease in the incidence of ADHD with increasing age actually indicates a decrease in the symptoms of the disorder. Research on this subject shows that symptoms decrease with age, or people with ADHD may be learning to live this way.

ADHD DIAGNOSIS AND SYMPTOMS

According to DSM 5, certain criteria must be met to diagnose ADHD. DSM 5 book examines ADHD separately under 3 headings:

1- Inattention deficit (Primary inattentive type)

2- Hyperactive-Impulsive (Predominantly hyperactive-impulsive type)

3- Attention deficit & Hyperactive-impulsive (Combined type)

According to DSM 5, in order to diagnose whether someone has ADHD, children must have 6 or more symptoms and at least 5 symptoms after the age of 17. (DSM 5 APA, 2013)

In DSM 5, ADHD findings are stated as follows:

1- Symptoms of Attention Deficit

• Symptoms of attention deficit are as follows: A distracted person has problems maintaining attention, that is, focusing, does not seem to listen to what is said to him, has difficulty doing things that someone asks him to do, has problems organizing, avoids tasks that require a lot of thinking, frequently loses things or puts things away. He forgets the place, has difficulty in carrying out his daily tasks and is not very detail-oriented, does his work superficially and therefore constantly makes mistakes.

2-Hyperactivity-impulsivity symptoms

• A hyperactive-impulsive person cannot stand still, cannot stand still, his hands and feet are constantly in motion, he has problems sitting for long periods of time, he has trouble doing something silently, he is very active, he talks too much, he is very impatient when listening to the other person's question. He answers before finishing, has problems in situations where he has to wait or stand in line, interrupts the conversation to start the conversation as soon as possible.

3-Attention deficit & hyperactive-impulsive (combined type)

• Symptoms in both groups above may occur together.

In addition to general problems, children diagnosed with ADHD also experience other symptoms. They often experience deficits in cognitive processing speed and difficulty with handwriting and visual-motor skills, which are indicative of mild neurological impairment (Mayes and Calhoun, 2007). In addition, low academic achievement is also observed in children. Children diagnosed with ADHD have difficulties among their friends and making friends (Hinshaw & Melnick, 1995). They are more likely to be injured by a fall, get hit by a car, or get stomach poisoning because their symptoms cause them to take more risks or ignore safety precautions (Daley, 2006).

Approximately half of them experience sleep problems, especially trouble falling and staying asleep, resisting bedtime, and waking up in the morning (Weiss and Salpekar, 2010).

FACTORS CAUSING ADHD

There are many factors that cause ADHD. The most basic of these is the 'genetic' factor. Genetic transmission is between 60 and 90 percent (Kent, 2004). When parents have ADHD, there is a 50 percent chance that their children will be diagnosed with ADHD (Biederman et al., 1995). ADHD occurs as a result of many genes, the interaction of these genes, and gene-environment interaction. Other factors that cause ADHD can be listed as follows;

• Brain damage from trauma, stroke

• Low birth weight and birth complications

• Environmental factors exposed in the womb or at a young age

• It is in the form of alcohol and tobacco use during pregnancy.

HOW IS ADHD TREATED?

ADHD is treated with medication and therapy. Some side effects may be possible in drug treatment, and the benefits of drugs are only seen when used, so attention is paid to long-term treatment. Therapies are psychotherapy and psychosocial therapy. The therapist detects the patient's symptoms and decides on the path to follow accordingly. ADHD can also be treated with a combination of medication and psychotherapy, including stimulant medications.

SOURCE

• Turkish Psychiatric Association. Access addresshttps://psikiyatri.org.tr/halka-yonelik/33/eriskin-dikkat-eksikligi-ve-hiperaktivite-bozuklugu

• DSM-5 (Diagnostic and Statistical Manual of Mental Disorders): The Diagnostic and Statistical Manual of Mental Disorders, published by the American Psychiatric Association and determining the criteria for diagnosing mental illnesses.

• Book of Case Studies in Abnormal Psychology

Sigmund Freud developed the Psychoanalytic Theory of Personality to understand human behavior, thought processes and personality. In this theory, Freud gathered personality under the name of three basic components: Id, Ego and Superego.

The complexities lurking in the depths of the human mind are one of psychology's most fascinating and elusive subjects. Sigmund Freud's psychoanalytic theory provides a framework that helps us unlock the keys to this inner world. Freud considers personality as three basic components: Id, Ego, and Superego. These three concepts are the cornerstones of human behavior and are at the center of a constant process of conflict and balancing deep within our mental processes.

ID

Id is the most primitive and basic impulse of humans. Id is present from the moment we are born, that is, it is innate. The Id represents one's search for instant gratification and is not concerned with things like logic, morals, rules, or social norms. The id's desires are usually related to basic needs such as hunger, sexual desires, and aggression. Id acts like a little kid and tries to get what he wants right away. The id symbolizes the devil on a person's left shoulder.

EGO

The ego is a component that seeks to satisfy the instinctive impulses raised by one's Id in acceptable and appropriate ways. The ego tries to fulfill the demands of the id within the framework of reality, and logic, within the boundaries of the real world. That is, the ego makes the id's requests feasible and tries to keep the id under control. The ego has to satisfy not only the id's wishes but also the superego. The ego tries to reconcile the wishes of the id and superego and to find a logical middle ground. That is, the ego tries to balance the id and superego. The ego represents a middle-class person with the superego on the right shoulder and the id on the left.

SUPEREGO

The superego is an afterthought. The superego is formed within the framework of family teachings, ethical rules and social norms. The superego can be called, in short, our 'conscience'. Like an internal judge, he checks the decisions we make, whether they are right or wrong. In fact, the superego controls the ego's decisions. When the ego makes a decision, it looks at its compliance with ethics, morals, laws and social norms. The superego is the controller of the ego. The superego is symbolized by the angel on a person's right shoulder.

Let's give an example to be more descriptive; For example, let's think of someone who is very hungry and this person lacks our most basic need of food, where id comes in and wants to eat something immediately and wants to take the sandwich that he saw in someone else's hand, but he can't buy it because ego stops the id and rationally takes something he has. He wants her to eat and prevents him from stealing. In this situation, the superego is satisfied because the ego makes a decision according to the laws and social norms.

Finally, Id, Ego and Superego help us understand the complexity of human behavior and thought processes. These three components cause a war within us. According to Freud, personality is the result of a continuous process of conflict and balancing between these three components. The struggle between the id's desire for instant gratification and the control mechanisms of the ego and superego shapes personality development. Freud's psychoanalytic theory of personality helps us better understand the psychological processes underlying human behavior and provides an important theoretical framework in psychology.

Maslow's Hierarchy of Needs is a psychological theory developed by Abraham Maslow in 1943 to understand human behavior and motivations. The hierarchy of needs consists of five main levels: physiological needs, safety needs, love and belonging needs, esteem needs, and self-actualization needs.

Abraham Maslow, a psychologist, has worked to understand what underlies people's behavior, goals, and motivations. He focused on the needs of people in his works and gathered these needs in a pyramid of needs under five headings. The needs are, in order, physiological needs, safety needs, love and belonging needs, esteem needs, and self-actualization needs. Let's examine them in detail one by one.

1. PHYSIOLOGICAL NEEDS

These needs, which form the lowest layer of the pyramid, are the most primitive needs of people. According to Maslow, these needs are innate. The physiological needs that enable humans to survive are: breathing, food, water, shelter, clothing, excretion, sexuality, reproduction, and sleep.

2. THE NEED FOR SECURITY AND PROTECTION

The second level of need for security and protection refers to people's search for physical and emotional security. Protection from dangers and seeking a stable environment are the main features of this level. Safety needs include: job, resource, body, order/law, stability, health, and property security.

3. THE NEED FOR LOVE AND BELONGING

The third level of need for love and belonging encompasses people's needs for relationships, belonging, and love. This group of needs allows us to have a healthy and positive relationship with other people and ourselves. The need for love is not just a need that we can meet from other people, we need to establish a relationship with ourselves in the same way. Love and belonging needs include: family, friendship, intimacy, self-love, belonging, love and affection.

4. NEED RESPECT

The need for esteem, which is at the fourth level, refers to the desire of individuals to earn their own dignity and to gain the respect of others. In this need group, we want to respect others and be respected by others. Not only respectful communication with other people, but also our communication with ourselves should be in this direction, so self-esteem and self-confidence are also included in this need group. The esteem needs include: self-confidence, self-esteem, achievement, status, power, dignity, respect, and being respected.

5. THE NEED FOR SELF-ACTUALIZATION

At the top of Maslow's Hierarchy of Needs is the need for self-actualization. So what is self-actualization? Self-actualization is the realization and development of one's potential and abilities. This level represents people's willingness to achieve their personal goals using their highest abilities. The need for self-actualization includes: being creative, virtuous, unprejudiced, problem-solving, and accepting truth.

While Maslow was creating the pyramid, he determined that people progressed from the lowest layer to the top layer, so he created the pyramid starting from the very foundation. According to Maslow, a person cannot pass to the other layer without meeting the needs in one layer. For example, let's take a person who does not live in a safe environment, this individual cannot reach the level of love and belonging without meeting the second level of security and protection needs. It must first meet the needs of the level at which it is located.

Maslow argued that few people pass/can pass the level of self-actualization. In addition, Maslow said that people who pass will show distinct differences from people who do not pass.

Finally, Maslow's Hierarchy of Needs Theory provides an important framework for understanding human psychology and explaining motivation. This hierarchy, from physiological needs to the highest level of self-actualization, can be a valuable tool for understanding human behavior and goals.

WHAT IS EMDR THERAPY?

Eye Movement Desensitization and Reprocessing (EMDR) therapy is a psychotherapy method developed to alleviate distressing symptoms and support emotional healing after traumatic experiences that profoundly affect individuals' mental and emotional health.

EMDR therapy stands for Eye Movement Desensitization and Reprocessing. EMDR therapy was developed by Francine Shapiro, an American psychologist. EMDR was discovered as a result of Shapiro's accidental realization that eye movements would be effective in coping with traumatic memories. Francine Shapiro, as a result of her studies, revealed EMDR as a therapy method that aims to process traumatic experiences and reduce the negative emotional reactions they create.

EMDR therapy refers to a therapy method used for the purpose of obtaining emotional relief through understanding and processing the ethics of traumatic events and memories that are subjectively perceived and whose effects cannot be meaningfully avoided.

EMDR WHOM AND HOW IS IT APPLIED?

EMDR therapy is applied to individuals who want to cope with the symptoms resulting from traumatic experiences, it is an effective therapy option especially for those with Post Traumatic Stress Disorder (PTSD) (such as sexual assault, traffic accidents, natural disasters and childhood traumas).

EMDR therapy differs from other therapy methods in some aspects. Unlike other therapies, this therapy uses distracting stimuli such as visual or auditory stimuli. These vary according to the preferences of the therapists, but the visual stimuli generally used are finger gestures or light rings, while auditory stimuli are in the form of clapping or audible stimuli. The therapist asks the client to follow these stimuli with their eyes. This method involves a bidirectional process in which the individual's attention is directed to both the traumatic memory and the distracting stimuli.

EMDR therapy works like this: the therapist asks the client to describe a traumatic memory he has chosen, while he tells the client the event while at the same time watching the therapist's fingers moving left and right with his eyes. During therapy, the therapist guides the client to reinforce and support positive thoughts. At the end of the therapy, it is observed that the level of discomfort of the traumatic event described during the therapy sessions is reduced by this method and is replaced by more functional emotions. 

EMDR BENEFITS

EMDR therapy has many benefits. The benefits of EMDR therapy are as follows:

EMDR therapy provides the opportunity to reprocess traumatic events in individuals and transforms them into healthier, more functional thoughts and memories.

EMDR therapy helps to reduce emotional reactions such as anxiety, fear, panic and anger, which are the symptoms of PTSD caused by traumatic experiences.

EMDR therapy helps individuals to increase their self-confidence and strengthen their self-esteem.

During EMDR therapy, the individual can become more aware of his feelings, thoughts and body, so he can connect with himself better, which helps to increase self-awareness.

In addition, EMDR therapy can be used in combination with other therapy methods and is effective in increasing the effectiveness of therapy. For example; cognitive behavioral therapy.