As the person thinks this way, physiological symptoms such as increased heart rate, blushing, and mental confusion may appear on the surface. As these symptoms are experienced, shame increases, and as shame increases, physiological symptoms continue to occur. Thus, social anxiety becomes a cycle.

The most common situation where social anxiety occurs is public speaking. According to surveys conducted on Americans, while the fear of death ranks sixth, the fear of speaking in public ranks first. Other examples of situations include eating with others, writing in front of others, and using public restrooms. The general theme is the fear of performing poorly in social situations.

Although the classification of subtypes of social anxiety disorder is still controversial, DSM-IV has created three categories: Performance Type, Limited Interactional Type, and Generalized Type.

1. Performance Type: Anxiety in performing one or more activities in front of the public that the person does not experience when alone.
2. Limited Interactional Type: Anxiety in social situations that lead to one or two interactions.
3. Generalized Type: Anxiety in the majority of social situations, showing physiological anxiety symptoms such as sweating and avoiding eye contact.

The treatment of social anxiety often involves medication and psychological therapy (especially cognitive-behavioral therapy). Cognitive-behavioral therapy aims to replace dysfunctional and anxiety-inducing thoughts with more functional and realistic ones.

Introverted Personality and Connection with Social Anxiety Disorder:

Unlike social anxiety disorder, introversion is not a disorder but a personality trait. Individuals with an introverted personality spend time alone not because they are afraid of others, but because it is their preference. Activities such as going to the movies or traveling alone occur based on choice, and having a relatively small circle of friends is a preference, providing peace rather than anxiety.

Individuals with an introverted personality do not experience anxiety in situations that require socialization, unlike social anxiety disorder. They do not feel anxious in situations where social anxiety disorder might cause dysfunction. Even if someone with social anxiety disorder desires to socialize and behave comfortably in group activities like other idealized individuals, they may not succeed. In contrast, introverted individuals, without the compulsion of introversion, may choose to be alone.

Experiments Related to Social Anxiety Disorder:

Having a Cyberball: In the experiment conducted by Mark Boyes and David French in 2009, a computer game called Cyberball was used. This game includes both inclusion and exclusion, involving a simple ball-throwing and catching game. Teams of 3 people are created, with 2 individuals controlled by researchers. In some cases, the third person is included in the game, while in others, they are excluded. It was observed that even virtual exclusion in an unreal environment increased social anxiety in individuals.

Strange Situation: The Strange Situation experiment, conducted by Mary Ainsworth, known for attachment theory, observed the behavioral reactions of a group of infants when deliberately separated from caregivers. Although this experiment is not directly related to social anxiety, it proves the influence of caregiver attitudes in early ages on how an individual will keep a civil tongue in social situations. For example, individuals with an anxious attachment style are more likely to experience social anxiety, and these attachment styles can be based on past experiences with caregivers.

REFERENCES
Boyes ME, French DJ. Having a cyberball: using a ball-throwing game as an experimental social
stressor to examine the relationship between neuroticism and coping. Personality and Individual
Differences 47 (2009) 396–401.
Dilbaz N. Sosyal anksiyete bozukluğu: tanı, epidemiyoloji, etiyoloji, klinik ve ayırıcı tanı. Klinik
Psikiyatri 2000;Ek 2:3-21.
Dilbaz N. Sosyal fobi. Psikiyatri Dünyası 1997;1:18-24.
Morrison AS, Heimberg RG. Social anxiety and social anxiety disorder. The Annual Review of
Clinical Psychology 2013. 9:249–74.
Spies R, Duschinskiy R. Inheriting mary ainsworth and the strange situation: questions of legacy,
authority, and methodology for contemporary developmental attachment researchers. Sage Open
2021 Vol.11 Issue:3

In the absence of a sense of belonging, issues such as alienation, isolation, and disconnectedness may arise risks, along with complications such as decreased motivation, increased stress and anxiety, and depression. Since belonging is crucial for the development of social skills and empathy, the lack of it adversely affects these skills. Consequently, it becomes challenging for individuals to live comfortably within society.

The concept of virtual reality, being a constantly evolving field, has expanded its scope to include psychology. The fundamental goal of virtual reality is to eliminate barriers between humans and machines and to provide access to challenging environments through a few machines more quickly and economically. Some other areas where virtual reality is used include electronics and mechanical engineering, simulations used in aviation and the military, and fields such as human anatomy.

Contributions of Virtual Reality to the Field of Psychology

One of the most significant factors that enable the adaptation of virtual reality to the field of psychology is the research showing that movements in a virtual environment have almost the same effect on the brain as movements in the real world. The contributions of virtual reality to the field of psychology include providing access to environments that are physically or economically challenging within a therapy room, preserving privacy in issues where the client may feel uncomfortable, and showing whether the client implements the therapist's advice as it should be.

Application Areas of Virtual Reality in Psychology

The primary areas where virtual reality, as part of cognitive-behavioral therapy, is used include:

Phobias 

The exposure method, the most commonly used method in treating various phobias, has become more accessible and controlled through virtual reality. For example, exposing someone with a fear of flying to an airplane during a session would be challenging and costly, but with virtual reality methods (virtual reality glasses, simulations, etc.), the person can be exposed to their fear without leaving the therapy room. Since exposure is under the therapist's control, it will be more effective and can be increased or decreased at the necessary points, ensuring it is done correctly.

Psychoeducation 

For instance, we cannot know whether a client who has received sleep hygiene education applies it correctly at home, but in the therapy room, under the therapist's control, through a virtual reality method, the client who has received the training can be placed in situations where mistakes can be witnessed firsthand.

Post-Traumatic Stress Disorder (PTSD)

Another area where virtual reality is used is post-traumatic stress disorder. The goal is to help individuals exposed to trauma that is impossible or unethical to recreate overcome it.

Obsessive-Compulsive Disorders (OCD)

Virtual reality is also used in the treatment of obsessive-compulsive disorders. For example, an individual with a cleaning obsession can be placed in a contaminated environment with the virtual reality method in the therapy room, and behaviors performed by the individual without awareness (such as not being able to touch the cloth used to clean again) can be observed.

Limitations of Virtual Reality in Psychology

Although virtual reality is an effective method, it is not yet widely used enough to reach a general conclusion about its application in research. Additionally, research is mostly conducted in the West, so it would be incorrect to generalize the results. Another limitation is the age limit; most studies include participants over 18, and the results cannot be generalized to every age group. However, it is possible to say that all these limitations will be overcome with the increasing application of virtual reality over time.

References:
Paul M, Bullock K, Bailenson J. Virtual reality behavioral activation as an intervention for
major depressive disorder: case report. JMIR Ment Health 2020; vol.7
Kurbanoğlu SS. Sanal gerçeklik: gerçek mi değil mi? Türk Kütüphaneciliği 10,1 (1996),
21-31.
Zheng JM, Chan KW, Gibson I. Virtual reality: a real world review on a somewhat touchy
subject. IEEE Potentials 1998, 20-23.
Foreman N. Virtual reality in psychology. Themes in Science and Technology Education,
Special Issue, Klidarithmos Computer Books, 225-252.
Üzümcü E, Akın B, Nergiz H, İnözü M, Çelikcan U. Anksiyete bozukluklarında sanal
gerçeklik. Psikiyatride Güncel Yaklaşımlar 2018;10(1):99-117.
Derin G, Öztürk E. Yapay zeka psikolojisi ve sanal gerçeklik uygulamaları. Siber Psikoloji. 1.
Baskı. Ankara: Türkiye Klinikleri; 2020:41-7.
Geraets CNW, Wallinius M, Sygel K. Use of virtual reality in psychiatric diagnostic
assessments: a systematic review. Frontiers in Psychiatry 2022, vol.13, Article 828410.

Henry G. Molaison began experiencing epilepsy seizures, which would become the cause of the greatest tragedy of his life, after a bicycle accident at the age of nine in the 1930s. Whether these seizures were due to trauma or genetic factors caused a divergence of opinions among doctors, as epilepsy was also observed in H.M.'s cousins. As he aged, these seizures increased and became unbearable. H.M. could no longer sustain his daily life, leading him and his family to seek the help of Dr. Scoville, a brain surgeon who had experience working with psychiatric patients and had tried experimental methods in their treatment. Moleison underwent tests like EEG*, and based on the abnormal activities discovered in the brain, a decision was made to remove a region belonging to the medial temporal lobe, which included structures related to the hippocampus.

After the operation, H.M. no longer experienced epilepsy seizures. However, a much more serious problem emerged. While H.M. could recall memories from before the surgery, he was unable to form any new memories. He developed anterograde amnesia, unable to create new memories. H.M. was trapped in his past 27 years of life; the concept of the future held no meaning for him. For example, he would forget everything when turning his head while talking to his doctor, asking who the doctor was. H.M. was imprisoned within the memories of his past 27 years.

The studies and research conducted on H.M.'s condition captured the interest of the neuroscience world, leading to in-depth investigations. Until then, it was not believed that memory had a central location in the brain. It was thought that memory functioned generally throughout the brain rather than in a specific region. This case revealed that memory indeed had a biological basis and a center in the brain. There were no changes in H.M.'s motor skills, and he could perform a skill he learned a year ago, like drawing a star, with the same proficiency a year later. Therefore, there was no damage or problem in his procedural memory.

As a result, this case contributed significantly to the scientific community, paving the way for many new studies and hypotheses about memory. Distinctions between short-term and long-term memory were made, revealing that the hippocampus was not involved in working memory. It was found that the hippocampus was necessary for recording memories but not for recalling old memories. The importance of the medial temporal lobe in memory was discovered. Nevertheless, H.M. never remembered Scoville, who caused his condition, and could not recognize the doctors he worked with. He was always surprised by his 40-year-old reflection in the mirror. He couldn't bring new people into his life and died alone.

EEG: Electroencephalography. It is a test used to record electrical activity in the brain.

References:
Çavdar, C. (2022,6 Ağustos). Yeni Anı Oluşturulamaması: H. M. Vakası. Altı Üstü 
Psikoloji. https://altiustupsikoloji.com/bilimselicerik-2484/
Nöropsikoloji Derneği.’’Bir Nörobilim Efsanesİ:H.M. ‘’28.10.2023.
https://noropsikoloji.org/bir-norobilim-efsanesi-h-m/

A concept often confused with forgiveness is the concept of forgetting. Forgiveness is not the same as forgetting. Forgetting often happens unconsciously, while forgiveness is a conscious act of adding positive values to a past event (Enright, Freedman, and Rique, 1998, as cited in Aydın, 2017). The people we forgive may occasionally come to mind, the wounds we've covered may sometimes get wounded, and that muddy water may become cloudy again. The important thing in forgiveness is not feeling the same anger and resentment towards them, not blaming oneself for the events, and not harbouring feelings of revenge.

In addition to forgiving others and forgiving situations/events, there is another aspect called "self-forgiveness." In self-forgiveness, a person blames themselves for an event. Self-forgiveness is more of an internal process. Self-forgiveness is not about ignoring one's mistakes; it's about accepting one's mistake and taking responsibility for it (Taysi, 2007, as cited in Güven and Erdem, 2020).

Letting go of emotions like hostility, anger, fear, and revenge can bring inner peace to individuals and contribute significantly to their psychological strength. When a person moves away from the constant mental battles, they feel free. Another effect of forgiveness is an increase in self-respect and a decrease in depression (Bugay and Demir, 2012). In a study by Gökmen and Deniz (2020) involving 204 people on forgiveness and trauma, it was found that as forgiveness scores increased, post-traumatic growth scores also increased. This means that as individuals forgive, they gradually erase the traces of their traumas and become stronger individuals after these traumas. In a study by Ayten and Gashi (2012) on life satisfaction and forgiveness, it was found that forgiveness has a positive impact on life satisfaction. Çetinkaya (2015) conducted research that found a positive and significant relationship between subjective well-being levels and forgiveness. In other words, the more forgiveness increases, the more a person's subjective well-being increases. In a study by Karataş and Uzun (2021), it was found that self-compassion predicts forgiveness.

To achieve inner peace, silence the voices in one's head, increase self-esteem and life satisfaction, protect against depression, maintain subjective well-being and self-compassion, and relieve oneself of feelings of revenge and hatred, one should forgive. If an individual finds it challenging to do it alone, they can seek psychological support.

REFERENCES

Aydın, F. T. (2017). Pozitif bir karakter gücü olarak affedicilik. The Journal of Happiness & Well-Being, 5(1), 1-22. Ayten, A. & Gashi, F. (2012). AFFETME VE HAYAT MEMNUNİYETİ ÜZERİNE KARŞILAŞTIRMALI BİR ARAŞTIRMA . Balkan Araştırmaları Dergisi , 3 (2) , 11-36 . Retrieved from https://dergipark.org.tr/en/pub/bad1/issue/29474/316081

BUGAY A., DEMİR A. (2012). Affetme arttırılabilinir mi? : Affetmeyi geliştirme grubu. Türk Psikolojik danışma ve Rehberlik Dergisi 4(37), 96-100.

Gökmen, G. & Deniz, M. E. (2020). TRAVMA SONRASI BÜYÜMENİN YORDAYICILARI OLARAK ÖZ-ANLAYIŞ VE AFFETME . Uluslararası Türk Kültür Coğrafyasında Sosyal Bilimler Dergisi , 5 (2) , 72-93 . Retrieved from https://dergipark.org.tr/en/pub/turksosbilder/issue/59442/837790

Güven, N. ve Erdem, T. (2020). Affetme: Kuramsal bir değerlendirme. Uluslararası Dil, Eğitim ve Sosyal Bilimlerde Güncel Yaklaşımlar Dergisi (CALESS), 2(2), 578-607.

Karataş, Z. & Uzun, K. (2021). ERGENLERİN KENDİLERİNİ, BAŞKALARINI VE DURUMLARI AFFETME EĞİLİMLERİNİN YORDANMASINDA MÜKEMMELİYETÇİLİK, YALNIZLIK VE ÖZ-ŞEFKATİN ETKİSİ . Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi , - (58) , 248-289 . Retrieved from https://dergipark.org.tr/en/pub/maeuefd/issue/61832/877884

 Yaşar, K. (2015). Eğitim fakültesi öğrencilerinin öznel iyi oluş düzeyleri ile psikolojik sağlamlık ve affetme düzeyleri arasındaki ilişki (Doctoral dissertation, Bursa Uludag University (Turkey)).

While the definitions of eating disorders involve a desire to be thin, avoiding meals, and continuously engaging in weight loss diets, they also have some differences. To receive a diagnosis of anorexia nervosa, a client must exhibit symptoms such as abnormally decreased portions for at least 3 months, a level of weight loss that would lead to complications, a distorted body image, and an obsession with weighing and getting thinner. Patients diagnosed with bulimia nervosa, like those with anorexia nervosa, are obsessed with being thin and weighing themselves, but they compensate for their consumption of abnormally small portions or eating according to their own criteria by using methods like laxatives, exercise, and vomiting. In binge-eating disorder, patients experience binge-eating attacks at least once a week for 3 months, either due to restrictions caused by an obsession with being thin or emotional reasons, but unlike bulimia, they do not resort to any compensatory methods.

A binge-eating attack involves consuming more than 2000 calories in less than 2 hours or eating excessively by considering what they have eaten as excessive. For example, a patient with anorexia nervosa may consider consuming even 10% of their normal calorie needs as a binge-eating attack.

Common Reasons of Eating Disorders:

-Delusions created by the media on aesthetics,

-Oppressions from the society to be thin,

-More consideration in the perception about the importance of physical appearance,

-Authoritarian parenting,

-Interparental conflicts,

-Having someone in the family with an eating disorder,

-Sexual and physical abuse,

-Perfectionism,

- The desire for social acceptance,

-Fear of being overweight.

Treatment of eating disorders is carried out under the leadership of psychiatry and psychotherapy, in cooperation with other medical branches for the treatment of possible physiological diseases. One of the values examined in diagnosing an eating disorder is the body mass index (BMI), which is determined by the weight-to-height ratio. According to the criteria of the World Health Organization, although BMI <17 is the typical level of anorexia nervosa, it is still possible to be diagnosed with anorexia nervosa even though it is not within this range. Likewise, the typical BMI of binge eating disorder is high, but someone with a BMI in the normal or low range may also have an eating disorder. For this reason, BMI alone is not a sufficient criterion for diagnosing of eating disorder.

The primary goal in the treatment of eating disorders is to establish therapeutic cooperation with the patient, who is generally closed to treatment, and to motivate the patient and his family to receive treatment. Cognitive behavioural therapy (CBT), one of the methods used for treatment, is a form of therapy that argues that our thoughts determine how we feel and behave, and in the treatment of eating disorders, it focuses on the cognitive processes underlying the individual's impaired eating behaviour. CBT is more effective in binge-eating disorder and bulimia nervosa compared to anorexia nervosa and consists of an average of 16-20 sessions. Since eating disorders can also be a sign of other problems, such as low self-esteem, CBT aims to change the distorted thoughts related to eating behaviour and teach the individual to cope with negative emotions.

Key Cognitive Steps in the Implementation of CBT:

1. Identifying automatic thoughts
2. Replacing cognitive distortions with more realistic beliefs

Key Behavioural Steps in the Implementation of CBT:

1. Exposure
2. Desensitization
3. Behavioural exercises
4. Role-playing

While treatment methods may vary according to each client's individual situation, CBT is generally the most widely used method for the treatment of eating disorders.

Another topic to be mentioned in eating disorders is gender difference. This is because eating disorders are much more common in women than in men, and there is not enough research in the literature regarding the complications of eating disorders in men. Due to some differences in sociocultural roles between men and women, men may be affected by situations that do not affect women. For example, in societies where the belief "Real men don't cry." prevails, men may feel pressure to hide their emotions, and individuals who cannot express themselves emotionally may experience some psychiatric disorders, including eating disorders. Since there may be other factors besides sociocultural factors, more research is needed on the dynamics of eating disorders in men.

*The Diagnostic and Statistical Manual of Mental Disorders

REFERENCES

Tahiroğlu AY, Fırat S, Diler RS, Avcı A. Erkek çocuklarda yeme bozuklukları; bir anoreksiya nervosa vakası. Çocuk Sağlığı ve Hastalıkları Dergisi 2005; 48: 151-157.

Kaya B, Yiğittürk D, Yalvaç HD. Anoreksiya nervosa tanılı iki kız kardeş: olgu sunumu. Klinik Psikiyatri 2003;6:56-61.

Sarı SA. Ergenlerde yeme bozuklukları yönetimi. Aile Hekimliğine Güncel Yaklaşımlar 2019;44:315-323.

Özcan Ö, Çelik GG. Bilişsel davranışçı terapi. Turkiye Klinikleri J Child Psychiatry-Special Topics 2017;3(2):115-120.

Şentürk Z. Yeme bozukluğu hastalarında tedavi motivasyonu ve tedavide bilişsel davranışçı terapi. Yüksek Lisans Projesi, Fatih Sultan Mehmet Vakıf Üniversitesi, 2020.