Victor, who began to be trained by Itard, was only interested in eating and sleeping. He was alert and aggressive at every moment. His senses were intact, but he was not paying attention. He could not distinguish between hot and cold; he had no hesitation in putting his hand into boiling water. The concept of the pain threshold did not seem to exist in Victor. When we looked at these features in detail, Victor had not communicated with people while living in the forest. There were only animals around. Therefore, he did not know how people of his kind behave. However, he had seen animals and copied their communication patterns and movements, so social learning had taken place. Like an animal, he focused only on something when his survival instincts kicked in. At other times, he did not need to pay attention, use his senses, and was not conditioned. While the training was going on, Victor's intelligence had been the subject of discussion. According to Pinel, who specializes in the mentally disabled and mental health, Victor was an uneducable idiot. Other experts also argued that Victor was an idiot and uneducable. But Itard had not given up. Believing in the ’Tabula Rasa' theory, Itard believed that Victor had consciousness as empty as a newborn baby, if he was trained correctly and effectively, he could improve. Over time, some improvements had begun to occur in Victor. He could distinguish between hot and cold. For example, he looked at the water temperature before going into the shower, and put on his clothes when it was cold; he got under the blanket. He also enjoyed cuddling. There had been significant increases in communication with people. He enjoys spending time with people and now he can empathize. The fact that the child's Caretaker Guerin, who puts the same number of plates on the table every day, cried when she saw the plate when her husband died, lifted the plate, and never put it down again, that is, realized that something was wrong as a result of the act of crying, made psychologists think that she could build the ability to empathize. Later, for the first time, he used one of the human ways of expressing an emotion crying. However, Victor's development speed was not at the desired level despite all this. As a result of literacy training, he gradually began to distinguish sounds that he could not distinguish at first. after 5 years of training, he could distinguish very few written words and could distinguish a few words when he heard them. But Victor still could not speak. There were meaningless sounds that he used against events. But these were no more than a few meaningless sounds that he used against every event. at the end of 6 years, the trainings were stopped. Itard had given up and now wanted to work with children he could fix.

Despite all this, Victor had opened an important door in the world of science, even though he could not completely recover on his own. He had increased the interest in the education of children with intellectual disabilities. The idea that children with mental retardation could acquire at least some basic skills had developed a little. Among all these developments, the most important was the emergence of the concept of ‘critical process’ in language development. According to this theory, it is impossible for someone who has not been exposed to language to learn a language until a certain age. Victor led a quiet life until his death at the age of 40. His story has been the subject of books and on the white screen. In short, as the wild child of Victor Aveyron, he has taken an important place in the history of psychology and linguistics.

If you want to witness Victor's story, I suggest you watch the movie about Victor's story called ‘The Wild Child’.

References:

Çelebi, H. E. (2024, Ocak 20). Aveyron'un Vahşi Çocuğu. Y'ol Psikoloji: retrieved from https://www.yolpsikoloji.com.tr/post/aveyron-un-vahşi̇ -çocuğu

Kaşikçi, E. (2021, Kasim 23). Yıllarca Ormanda Tek Başına Hayatta Kalan Çocuğun Hayatınız Boyunca Unutamayacağınız Çarpıcı Hikayesi. Web Tecno: retrieved from https://www.webtekno.com/psikoloji-tarihinin-en-ilginc-vakalarindan olan- aveyron-vahsi-cocugu-h116741.html

One of the earliest manifestations of AI in therapy was in the form of chatbots designed to simulate conversations with human therapists. These chatbots, powered by NLP algorithms, can engage in dialogue with users, offer support, and provide psychoeducation. For example, Woebot, developed by psychologists and AI researchers, delivers cognitive-behavioral therapy (CBT) techniques through a conversational interface. Studies have shown that individuals interacting with Woebot experience reductions in symptoms of depression and anxiety, highlighting the potential of AI-driven interventions.

Moreover, AI enables the analysis of vast amounts of data to identify patterns and insights relevant to mental health. Through data mining techniques, AI algorithms can detect correlations between various factors and mental health outcomes, facilitating early intervention and personalized treatment approaches. For instance, predictive analytics models can predict the risk of suicide attempts based on social media posts and other online activities, enabling targeted interventions.

Silva (2023) states that Based on ten studies, a 2022 review of the effectiveness of AI in therapy concluded that using AI could greatly improve psychotherapy and lessen clinical mental health symptoms. In most studies, AI therapy was well received in terms of engagement, satisfaction, and retention rates. While more research is required, it's likely that AI could have a positive impact on expanding access to mental health care, according to a 2023 article examining AI as a psychotherapy tool. According to research from 2019 and 2020 cited in the review, AI could aid in diagnosis by analyzing behavioral patterns and providing comprehensive data access. Additionally, chatbots could imitate practitioner questions and then provide recommendations based on user input. The benefits of AI in therapy are:

Accessibility: AI-driven therapy platforms can be accessed remotely through smartphones or computers, overcoming geographical barriers, and reducing stigma associated with seeking mental health support.

Personalization: AI algorithms can tailor interventions to individual needs and preferences by analyzing user data and adjusting treatment protocols accordingly. This personalized approach enhances engagement and effectiveness.

Scalability: AI-powered therapy platforms can accommodate a large number of users simultaneously, making mental health services more scalable and cost-effective.

Early Intervention: By analyzing behavioral patterns and digital footprints, AI can detect early signs of mental health issues and provide timely interventions, potentially preventing crises or worsening symptoms.

Continuity of Care: AI-driven therapy platforms can offer continuous support and monitoring, bridging the gap between in-person therapy sessions and empowering individuals to manage their mental health autonomously.

According to Sutton (2024), even though there are considerable benefits to embracing AI in therapy, there are still challenges and problems to using tools such as ChatGPT for therapy and AI tools for therapists. The challenges are mentioned below:

• Lack of empathy
• Complexity of human psychology
• Loss of patient autonomy
• Unknown long-term effects
• Ethical privacy concerns
• Loss of personal touch

AI holds tremendous promise for revolutionizing mental health care by making therapy more accessible, personalized, and effective. From chatbots delivering CBT interventions to predictive analytics models identifying early signs of mental health issues, AI-driven platforms offer innovative solutions to longstanding challenges in therapy. However, responsible implementation requires addressing ethical considerations such as privacy, bias, and human oversight. By leveraging the strengths of AI while preserving the human touch in therapy, we can harness technology's transformative potential to improve mental health outcomes for individuals worldwide.

References

Silva, L. (2023, December 6). 4 AI therapy Options reviewed: Do they work? Forbes Health. https://www.forbes.com/health/mind/ai-therapy/

Sutton, J., PhD. (2024, March 4). Revolutionizing AI therapy: The Impact on Mental Health care. PositivePsychology.com. https://positivepsychology.com/ai-therapy/#hero-single

Irvin Yalom's book, Love's Executioner, is a work that focuses on the dynamics between the client and the person being consulted in therapy. There are ten different people and their stories in this work. Many studies have been conducted on Yalom's existential psychology and the meaning of life. Those that cannot be treated have been studied with their properties and especially with their cancer characteristics. His constant death and mourning have been his indispensable elements. Yalom therapy was not considered to be the focus of subconscious and repressed traumas, as Freud suggested, but instead, the insane pain of existence to which the therapy was applied was suggested.

According to Irvin Yalom, there are four true words that cannot be changed. These are the inevitability of death, our freedom to shape our lives with our own will, our ultimate loneliness, and the existence of life without any apparent length. During his therapies, Yalom's work with his patients was considered an art form. For him, they were a unique new concept that he was consulted about. In his relationships with his patients, he is both close and distant from them. For this reason, he achieved success in healing them by providing a comfortable environment of therapy without leaving the center of the ethical framework.

There are interesting stories about Love's Executioner with ten patients. It serves as a metaphor to express how psychotherapists should be with their patients in therapy, from which the first storybook comes. Psychotherapists should never form friendships or romantic relationships with their clients. However, Thelma in the first story has a passionate love for her previous therapist. Irvin Yalom decides to take on him despite knowing this from afar. One of the most striking points is that Irvin Yalom sees himself as a humanist and a therapist who expresses himself in the language of love, and for this reason, he does not like to work with those who are in love, because he, too, is under the spell of love. However, at the end of the day, Yalom never moves away from the professional approach and approaches professionalism almost like an art.

“Though these tales of psychotherapy abound with the words patient and therapist, do not be misled by such terms: these are everyman, everywoman stories. Patienthood is ubiquitous; the assumption of the label is largely arbitrary and often dependent more on cultural, educational, and economic factors than on the severity of pathology. Since therapists, no less than patients, must confront these givens of existence, the professional posture of disinterested objectivity, so necessary to the scientific method, is inappropriate. We psychotherapists simply cannot cluck with sympathy and exhort patients to struggle resolutely with their problems.  We cannot say to them you and your problems because our life, our existence, will always be riveted to death, love to loss, freedom to fear, and growth to separation. We are, all of us, in this together.”
Irvin Yalom, Love’s Executioner

Reference
Yalom, I. D. (1989). Love's executioner: And other tales

The Symptoms of Internet Addiction

1. Clarity: Internet becomes the central to their lives in people who consult with internet addiction complaints.

2. Tolerance: The time of internet usage increases steadily since it becomes insufficient over time. It is the criterion that distinguishes internet addiction from excessive internet usage.

3. Change of Mood: Depression is about overcoming the negative emotions such as feeling worthless, running away the stress of life, aiming at surge of adrenaline.

4. Loss of Control: It is the loss of control over their behavior due to addiction, and therefore it has negative consequences for social life.

5. Deprivation: Interruption of internet usage can cause the deprivation symptoms. The person who needs the internet to secrete dopamine can experience various symptoms during the abstinence process, from depressive mood to tremors, sweating, digestive system problems, just like with substance abuse.

A study comparing extreme online gaming with the use of amphetamines found that they act in parallel in terms of neurochemical.

6. Denial and Secretion: People are in tendency to secrete their internet usage, and they often do not accept that they can't cope with their addictions.

7. Problems and Conflict: The Internet addiction can lead to physical, psychological and interpersonal problems. For example, vitamin deficiency, illnesses caused by inadequate self-care, depressed mood, weakened social connections.

8. Relapse: The relapse that is seen in people who consult with internet addiction complaints should not have the opinion that it is a failure, in fact, it is a deviation. The relapse, too, is the part of recovery.

The Risk Factors of Internet Addiction

1. Age: When children are exposed to the internet at a very early age, it increases the likelihood of developing an addiction in later ages. Similarly, adolescents who have not yet completed identity-building are also learning to build their identity via the Internet and to use the Internet to learn how to govern their emotions. Although adults use it more to escape the difficult issues of everyday life, they have more to lose than other age groups (work, marriage, etc.).

2. Gender: The internet addiction is more common when it comes to men. It is put forward that the reason is that they do not pay attention to social activities such as talking as much as women do. The fact that men who are unable to meet their needs in society, such as being strong, are able to do this in online games also increases their likelihood of addiction.

The Treatment of Internet Addiction

Although there is insufficient literature research on the treatment of Internet addiction, some studies have investigated the relationship between internet addiction and variables such as time spent online, depression, anxiety, adaptation to treatment, cognitive-behavioral therapy (CBT), and psychopharmacology. Studies have shown that there is no significant difference between psychological and pharmacological therapies, and there is also no meaningful difference between CBT and other psychological interventions. It is shown that psychopharmacology and CBT combination have the most powerful effect.

Reference

Kuss DJ, Griffiths MD. (2020). Psikoterapide internet bağımlılığı. (Çev. A. Koruyucu). Ayrıntı Yayınevi. (Orijinal yayın tarihi 2015).

Intimacy; includes emotional sharing, moral support, trust and sincerity in the relationship. Effective communication and empathy form the basis of the relationship. This tends to strengthen the bond between individuals.

Passion; includes romance, physical attraction, sexuality and enthusiasm in the relationship. This brings excitement and intensity to the relationship. Passion fuels the romantic relationship and brings intimacy between partners.

Commitment; is about loyalty, responsibility, trust and the desire to maintain the relationship. It includes the duration of loving the person and maintaining it. The maintenance of this commitment depends on the level of satisfaction obtained from the relationship.

Love depends on the strength of these three and their interactions. According to Sternberg, it is possible for the relationship to be perfect if the elements exist in a balanced way in the relationship. However, the components of the people in the relationship may be different. While one person may have commitment, the other may have passion. Balancing and strengthening commitment, passion and intimacy in relationships forms the basis of a healthy and satisfied relationship. Robert Sternberg's triangular theory of love suggests that the combination of the three components of love in different ways creates eight types of love; lovelessness, liking, infatuation, empty love, romantic love, friendly love, foolish love, perfect love.

Lack of love; there is no commitment, passion and intimacy. There is no love, connection and relationship. May include obligatory relationship. Liking; is a relationship without passion and commitment. Includes friendships and acquaintances.

Infatuation; there is no intimacy and commitment. It contains only passion. It is not a serious  relationship. A crazy love is fed to the other party, it is thought that it cannot be done without it.

Empty love; there is no intimacy and passion. It is seen in arranged marriages and logic marriages. Relationships can start as empty love, there is a possibility of change over time.

Romantic love; there is passion and closeness but no commitment. Physical attraction is  intense, the relationship does not last long. It can be a one-night stand.

Friendly love; there is closeness and commitment but no passion. It can be seen in long-term  relationships. Sincerity is at the forefront.

Foolish love; there is passion and commitment but no intimacy. It can be associated with love  at first sight. Passion may end over time and the relationship may end.

Perfect love; includes all intimacy, passion and commitment. Love is complete, perfect and  healthy. It represents an ideal relationship.

Three-component love is the basis of healthy relationships. The balance of these components  is the bond of a happy, fulfilling and long-term relationship. However, every relationship is different and partners may experience the components differently. Therefore, strengthening and balancing these three components in relationships is important to ensure the sustainability of a happy and healthy relationship.

REFERANCE:

Atak H., Taştan, N. (2012). Romantic relationships and love. Current 
Approaches in Psychiatry, 4(4), 520-546.
Sternberg, R. J. (1997). Construct validation of a triangular love scale. European Journal of 
Social Psychology, 27(3), 313–335.
Sternberg, R. J., Hojjat, M., & Barnes, M. L. (2001). Empirical aspects of a theory of love as 
a story. European Journal of Personality, 15(3), 199–218

Social media provides an opportunity for narcissists torecreate themselves (self-regulation). Narcissistic people whoact with the motivation of being liked, accepted and have lessempathy; who are less likely to be in long-term, closerelationships, are more inclined to project themselves as someone they are not on social media platforms to increasetheir likeability. Facebook and Twitter There is a research on whether narcissistic behavior varies according to age betweenFacebook and Twitter. Dec. According to this study, narcissistic college students use Twitter more to reflect theirnarcissistic motives, while narcissistic adults use Facebook more. In addition, the connection of time spent on the siteswith age and narcissism has also been established. Althoughnarcissistic university students prefer Twitter more to reflecttheir narcissistic motives, they spend more time on Facebook than narcissistic adults. To reflect their own narcissisticmotives, they use themselves to collect information rather thanshare it. There is no Decoupling between narcissism and time spent on Twitter. Because, as another study suggests, Twittercan also be used only for information collection purposes.

Facebook and Twitter Decouple Another reason for thedifference between Facebook and Twitter is that peoplecommunicate more with their friends on Facebook, whilepeople on Twitter can gain a more general audience that theydon't know as followers. Therefore, in this study, it was foundthat Twitter meets the popularity motive of narcissism more. As the popularity of the narcissistic person on the social mediaplatform increases, the state of being positive also increases, but the decline in popularity has the opposite effect. Since an increase in popularity will increase the narcissistic person'ssense of social acceptance, the person's satisfaction level willalso increase due to this. Since a decrease in popularity willthreaten the narcissistic person's ego with social rejection, theperson feels in danger and the negative mood state increases.

The Decoupling Between Narcissism and Instagram Use

It is observed that people who outweigh narcissisticcharacteristics are more active on social media platformscompared to others. Instagram, on the other hand, is the mostwidely used social media platform today, which makes it theeasiest to exhibit a person's self among these platformsthrough photos and videos.Dec. A study conducted by JangHo Moon et al. found that narcissistic people share their ownphotos on Instagram more, change their profile photos moreoften, and pay more attention to attractiveness in these photos. Although it was found in this study that narcissism waspositively related to the time spent on Instagram and thefrequency of changing profile photos, no valid relationshipwas found between the number of followers, the number of followers and the frequency of sharing photos. Dec.

Another study conducted by Patrick Sheldon found that one of the reasons why narcissistic people like or comment on photosof friends may be the reason for increasing their visibility andtherefore popularity by the people who own the photo.

The Connection of Social Media Usage Time withNarcissism

Narcissistic people spend more time on social media toolsthan people who are less narcissistic and use them more toshow themselves and prove themselves. It is also a subject of research whether social media increases the narcissism of a person who was not a narcissist before using social media.

Narcissism and the Neurological Dimension of SocialMedia Use

If the effect of social media on narcissistic attitudes is considered from a neurological point of view, the prefrontalcortex perceives feedback such as likes, comments as compliments, compliments, rewards. Therefore, the reward-seeking movement takes place. Some hormones are alsosecreted according to the nature of the feedback. For example, dopamine is secreted in positive feedback, while GABA, which also plays a role in anxiety, is secreted in negativefeedback. Negative feedback threatens the ego of thenarcissistic individual and creates a fear of social rejection.

REFERENCES:

Buffardi LE, Campbell WK. Narcissism and socialnetworking web sites. Personality and Social PsychologyBulletin Vol. 34 No. 10, October 2008 1303-1314.

Jabeen F, Gerritsen C, Treur J. Narcissism and fame: a complex network model for the adaptive interaction of digitalnarcissism and online popularity. Network Science (2020) 5:84.

James C, Davis K, Charmaraman L, Konrath S, Slovak P, Weinstein E, Yarosh L. Digital life and youth well-being, social connectedness, empathy, and narcissism. PediatricsVolume 140, number S2, November 2017:e20161758.

Moon JH, Lee E, Lee JA, Choi TR, Sung Y. The role of narcissism in self-promotion on instagram. Elsevier, Personality and Individual Differences 101 (2016) 22–25.

Panek ET, Nardis Y, Konrath S. Mirror or Megaphone?: How relationships between narcissism and social networking site use differ on Facebook and Twitter. Elsevier, Computers in Human Behavior 29 (2013) 2004–2012.

Sheldon P. (2015). In Self-monitoring and narcissism aspredictors of sharing Facebook photographs. Presented at thesouthern states communication association conference, Tampa, FL.

Sheldon P, Bryant K. Instagram: motives for its use andrelationship to narcissism and contextual age. Elsevier, Computers in Human Behavior 58 (2016) 89e97.

-Mark Wolynn, It Didn't Start with You.

What is Trauma?

Traumatic experiences are the experiences that an individual encounters in the natural course of life and that create psychological difficulties and leave a mark on the individual by disabling the individual's coping strategies. These experiences can cause mental symptoms such as depression, anxiety and physical symptoms such as palpitations and tremors in the individual. Depending on the destructiveness of the traumatic experience and the extent to which it affects the individual, it can also be passed on to subsequent generations. There are also psychological and biological approaches to this transfer of trauma.

Transmission of Trauma from Generation to Generation

Intergenerational trauma transfer covers the transfer of individual and social traumas to subsequent generations physically and spiritually. Although social traumas affect a wider audience, they can be more easily investigated. The first studies on the intergenerational transmission of trauma began with studies on the children of victims of genocide and war. Dec. The study data on the transmission of individual traumas are more limited than the data of social trauma studies. While studies have been able to provide information about how individuals who have experienced social traumas such as genocide can transmit this trauma to their children and even grandchildren and how it happened, information about how individual traumas such as harassment can be transmitted to subsequent generations is quite limited.

Transmission of Trauma Through Genes

Although biological approaches are still being discussed, the data we have have shown that trauma can also be transmitted through genes. These traumas and their effects can also be epigenetically inherited to future generations. The concept of epigenetic change describes the activation of genes that are not normally active as a result of various conditions. From this point of view, trauma transmitted to a child through genes can be activated as a result of the environment in which he grew up and the conditions to which he was exposed. Some studies show that the children of parents who are exposed to intense stress during pregnancy and have post-traumatic stress disorder are also born more prone to stress than other children. As a result, we can understand that the likelihood of developing trauma is also increasing.

In a study conducted on people who were tortured during World War II, were in concentration camps or witnessed torture, a significant difference was observed between the genes of the children of genocide survivors and the genes of the children of people who had never been exposed to trauma. Dec. According to the researchers, this genetic change occurred due to the severe trauma experienced by the parents.

In addition, recent research has shown that coping mechanisms are also transmitted to generations through genes. In individuals whose family has experienced famine, earthquake, flood or war, children's stress and coping strategies are transferred. It seems that the children of parents who cope with their traumas in a healthy way also have a higher capacity to cope with stress and process the situation when faced with any situation.

Transferring Trauma through Social Learning

People who have experienced trauma develop some reactions and coping strategies to situations and individuals as a result of their experiences. They also reflect these reactions and strategies they develop when they become parents to the relationships they establish with their children and their approaches to them. It is observed that children who follow the example of their parents, identify with them and live within the rules set by them imitate their behavioral patterns as a result of this situation; internalize their reactions and strategies. It is observed that children of parents with traumatic experiences develop a type of attachment called traumatic attachment. Children who grow up with overly strict, perfectionist attitudes that parents develop as a result of negative experiences may also internalize these attitudes or perform the opposite avoidance. For example, the mother's fear of the dark eventually becomes the child's fear as a result of observing the mother and the mother's attitudes. Thus, she internalizes the trauma of the mother. In addition to all these, clearly and clearly transferring the trauma experienced by the family to the child without filtering can also reveal trauma in the child.

If we take it in general, the factors affecting the transmission of trauma are as follows:

• The way parents raise their children

* The relationship established Decoupled between parent and child

• The way parents process trauma to children

• How children will experience the transmitted trauma

If you want to get more detailed information about this topic, I recommend reading the book ‘It Didn't Start with You’ written by Mark Wolly.

REFERENCES

Çelik, C. (2022, Agustos 22). Kuşaklar Arası Travma Aktarımı. Cemil Çelik: https://www.cemilcelik.com.tr/kusaklar-arasi-travma-aktarimi/ adresinden alındı

Karatay, G. (2020). Tarihsel/Toplumsal Travmalar ve Kuşaklararası Aktarımı Biçimleri Üzerine. Süreli Tıp Eğitimi Dergisi,29, 373-379. doi: 10.17942/sted.767797

Mona Psikoloji. (2020, Kasım 10). Travmanın Kuşaklararası Aktarımı. Mona Psikoloji: https://www.monapsikoloji.com/travmanin-kusaklararasi-aktarimi/ 

Status anxiety is one of the phenomena that has been present in people's lives since ancient times. Its history began with agricultural societies and the transition to settled life. As people began to acquire goods and property, the concept of status and then status anxiety began to emerge in parallel. Although status anxiety has changed shape from ancient times to these times, it is fundamentally the same. Status anxiety is shaped through the concepts of loss of power, dysfunction, and failure. Examples such as people working in the same job, life stories published in the newspaper, or our friends achieving greater success than us trigger the concept of status in us. Comparison is one of the most important factors that trigger status anxiety. While in a group of five people, everyone being approximately the same height does not affect the morale of the people in this group, a high height difference in another group may cause people to feel inferior. Status anxiety is the result of all our expectations and comparisons. Studies have shown that instead of comparing ourselves with people in the news who we see as very successful, we compare ourselves with the success of the people around us in daily life and we feel more anxiety about the people around us. The main reason for this comes from the idea that the value our close friends and people around us will give us if we are successful will increase. There are two main reasons why we need approval from others. The first of these is the physical one, which can cause physical discomfort and danger if we are not approved by society. Approval from the majority always makes you feel safer. Secondly, there are psychological reasons for our need for approval from society. If we are not respected by others, our self-confidence may be compromised. However, Schopenhauer's words can enlighten us about the value of respect: "If a musician were told that the audience consisted entirely of deaf people, except for one or two people, would the musician still be proud of the enthusiastic applause of the audience?"

Another important factor in status anxiety is meritocracy. With the spread of the concept of meritocracy, status anxiety has become a more common situation. According to meritocracy, as long as people are successful, they deserve respect and, accordingly, they gain status in society. Although it may seem fair, meritocracy cannot be taken as an effective method of self-evaluation in the long run because it focuses solely on one's achievements and ignores the impact of external factors on success.

There are three most effective ways to deal with status anxiety. First, it can achieve meritocracy by not fully accepting it. We can achieve this by being aware that our failures are not entirely due to ourselves. Second, it can help us to define our definition of success. There is no single path to success. Society's understanding of success limits us in many ways and causes us to worry. But our definitions reduce our anxiety by giving us freedom and flexibility. As a result, we must be aware that our successes are separate from our personalities. Although our many achievements are respected by society, we should not forget that each individual has their unique characteristics.

References

De Botton, A. (2008). Status anxiety. Vintage.

 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.

Emotional abuse is the deprivation of nutrition, protection, love, supervision and education by caregivers, as well as criticism, responsibility, discrimination and worthlessness behaviours. Physical abuse is the injury of the child by a person or persons older than the child. It starts with slapping, pushing, kicking, shaking, pinching and continues with the use of belts, household items, hoses and various tools. It is the most common and obvious type of abuse. 

According to the relationships established in adulthood, there are three attachment types by Ainsworth: secure attachment, anxious attachment, and avoidant attachment. However, in the subsequent years, a fourth attachment type was defined as disorganized attachment.

• Secure Attachment: It is the desired type of attachment. This attachment identifies the bond established with their Caregivers, that children growing up in an accepting environment and  with positive parental attitudes. These children play games with their Caregivers and trust them.They feel more comfortable when it comes to reflecting their feelings and separating from parents.They can have the ability of trusting others and respecting themselves. These children are people who can empathize, maintain their boundaries and respect the relationships they have established as adults. They trust their partner: they can be in a stable relationship, but they are not dependent on their partner. They are not afraid of rejection. They can have a close and meaningful relationships.

•  Anxious Attachment: It is the one of the insecure attachment types. The caregiver sometimes responses to all of the child's necessity, but sometimes ignores the child's necessity like a completely neglectful parent. In return, the child is concerned about the inconsistent caregiver when and how to respond to their necessity. This anxiety includes the fear of abandonment and rejection. As a result of this inconsistency behaviours of the caregiver and his/her concerns, the child can neither fully approach the caregiver nor move away from him/her.They have low self-confidence. They are constantly dependent on others and in need of approval. They experience insecurity and jealousy in their relationships. They have difficulty in being alone, so they maintain even negative relationships. They can not set boundaries for their partners and they need their approval because of the fear of abondonment. They do not consider themselves worthy of being loved since their self-confidence and self-esteem are low. They put the blame on themselves for the problems they experience in their relationships.

• Avoidant Attachment: The caregiver is unconcerned and distant. Even if the caregiver ignored the child's needs, he-she remained unresponsive. The child is unresponsive to the absence or presence of the caregiver. They have difficulty in establishing emotional and physical intimacy with others and therefore they prefer to be alone rather than establishing stable relationships. They want to be independent, they think they do not need the support of others. They put up a wall against others. They have an independent structure in their relationships. They may experience confidence problems and they can be abandoned easily. They can not have a deep romantic relationships and tends to run away. They have difficulty in expressing their feelings. In general, they have problems in their interpersonal relationships.

• Disorganized Insecure Attachment: It may come in sight as a result of abuse, neglect, and exposure to violence in childhood. Actually, it is the fear of caregiver. Inconsistencies can be seen in anxiety control. They are unable to get through stress, and they are anxious about rejection despite of willingness to have close relationships. The caregiver may have a psychiatric disorder (e.g., bipolar). It is a rather unhealthy type of the attachment. The child is in a mess. The parental figure seems unreliable and fear-anxiety-inducing. He or she may have difficulty in controlling and coping problems in the adulthood. They may be inclined to crime. The use of drugs and alcoho is also common. They have problems in their social life. Their feelings towards their partner are unstable. There is a lack of emotional regulation skills. While they avoide emotional intimacy because they are sure of rejection by others, they can also be overly dependent, demanding constant attention in the close relations and they can become a person who loses control when there is something they do not want to.

As you can see, our attachment types are the determinant of how we will be and the roles we will acquire in the relationships we establish today. But of course, we don't have to base all our problems on them and accept by saying ‘’I'm like that, I can't change that,’’. It is seen by researches that this situation can be reversed with the environmental events and pathologies experienced by a person who is securely attached in childhood.Therefore, someone who attaches insecure also discovers the attachment type and goes over it; if necessary, by taking psychotherapy, it can be attached safely in adult life, on the contrary.

What are the Symptoms of DPD?

DPD patients put a lot of effort into trying to please others and develop an emotional dependence on them. In addition to having a fear of being alone, people with DPD frequently exhibit needy, clinging, and passive behaviors. Its personality disorder also frequently manifests as the following:

·       Unable to make decisions without the guidance and assurance of others, even simple ones like what to wear,

·       Reliance on a partner or friend to make decisions about where to live and work; avoidance of adult responsibilities by appearing weak and hopeless,

·       Strong feelings of helplessness or devastation after a relationship ends, as well as an intense fear of being abandoned; people with DPD frequently move straight into new relationships after a relationship ends,

·       Overly sensitive to criticism,

·       Pessimism and low self-esteem, which includes thinking they can't take care of themselves,

·       Avoidance of disagreement with people out of concern for their support or approval,

·       Incapacity to begin tasks or projects due to a lack of confidence,

·       Having trouble being alone,

·       Willingness to tolerate mistreatment and abuse from others,

·       Placing the needs of their caregivers above their own,

·       Tendency to be naive and to fantasize.

Person who has dependent personality disorder may say “I cannot care for myself.”

 Causes and Risk Factors for DPD

Dependent personality disorder does not have a clear cause, but certain situations and conditions can increase a person's risk of getting the disorder. They consist of:

·       Traumatic childhood abandonment due to war or family circumstances anxiety, depression, or personality disorders running in the family,

·       Surviving childhood abuse, including stifling parenting, withdrawn parenting, or having parents who punished individual thinking,

·       Having a chronic physical illness in childhood

Gender-Related Diagnostic Issues

            In clinical settings, dependent personality disorder has been diagnosed more frequently in females, even though some studies indicate similar prevalence rates among males and females.

Treatment for DPD

            The main dependent personality disorder treatments are usually psychotherapy or psychodynamic therapy, often cognitive behavioral therapy (CBT). Sometimes, a person might take medication to relieve underlying depression or anxiety.

How Do You Deal With Someone With DPD?

Find out as much as you can about dependent personality disorder if your loved one is showing signs of being overly needy and unable to function independently but has not yet received a DPD diagnosis. Keep an eye on your own actions and make an effort not to support their dependence or assume their responsibilities. Expressing your concern to your loved one is vital. Offer to accompany them to the first session if they would like you to, and suggest that they speak with a physician or therapist to get evaluated. Aim to avoid coming across as judgmental or harsh.

References

Dependent Personality Disorder | Knowledge Center. (n.d.-b). Sheppard Pratt. https://www.sheppardpratt.org/knowledge-center/condition/dependent-personality-disorder/

Dependent Personality disorder. (2006, February 1). WebMD. https://www.webmd.com/anxiety-panic/dependent-personality-disorder

Loving Someone with Dependent Personality Disorder – BrightQuest Treatment Centers. (n.d.). https://www.brightquest.com/bipolar-disorder/loving-someone-with-dependent-personality-disorder/

Professional, C. C. M. (n.d.). Dependent Personality disorder. Cleveland Clinic. https://my.clevelandclinic.org/health/diseases/9783-dependent-personality-disorder

She lost her mother when she was 13, and Virginia, who lost her sister shortly after losing her mother, fell into a deep depression. After losing her father a few years later, Virginia suffers a mental breakdown. Virginia Woolf, who became one of the pioneers of the women's movement with her works, struggled with manic depressive illness throughout her life. Virginia Woolf was showing bipolar symptoms. Some cases resulted in suicide attempts and hospitalization due to functional disorders.  Psychological disorders were common in Virginia's family, and there were people on her father's side who had previously been in a mental hospital. His father and mother also had hereditary predispositions. Virginia's mother was struggling with depression. Her mental health was also negatively affected by being abused by her half-siblings as a child. 

Her works include pieces from her own life and she reflects herself in her works. All these psychological disorders she experienced in her personal life strengthened her literary side rather than weakening it. The genius in her writings also comes from what can be called madness. When Virginia was having manic episodes, she would write down her poems very quickly and creatively. She wrote her famous works standing up without ever sitting down. During her depressive period, she felt very lacking and inadequate in terms of inspiration. She was afraid of not being able to write well again. These fears and her thoughts that World War II would never end drove her to commit suicide by going to the river near her home and filling her pockets with stones.

The life of Virginia, one of the pioneers of women's literature with her works, was located between the borders of genius and madness. The good observation behind his creativity and the way he looks at life from a different perspective than other people have aroused interest in his works in many readers. Although Virginia Woolf passed away at a young age, she left behind great works by blending the dysfunction of bipolar and manic depressive disorder, which she struggled with throughout her life, with her creativity.

Anxiety disorders are a problem that negatively affects people's life standards. Specific phobia, one of these disorders, involves severe fear, anxiety and avoidance reactions to a specific object, situation or activity. This fear or anxiety can be triggered by objects and situations and can lead to panic attacks. With the avoidance reaction, people can progress their life as if it were normal and may not realise the phobias they have not encountered until they reach a certain age. Over time, they can realise that it is irrational and absurd, confront it and control their anxiety. When uncontrolled or late, it can disrupt the flow of life and physical health of the person. It is more likely to be seen in women than men.

Klein settled in Budapest after her marriage. This city became the turning point of his life because it was here that he met Ferenczi, who was one of Freud's close circle. Ferenczi, known as the father of psychoanalysis, initially met with Klein for therapeutic purposes, and then allowed Klein to move his interest in psychology beyond a hobby. Ferenczi suggested that Klein analyze his own children, Klein definitely made an introduction to psychoanalysis with this suggestion. Later, he had the opportunity to listen to Freud in Budapest and wrote his first article on child case analysis. Melanie Klein was accepted as a member of the Psychoanalysis Association. He presented his own son Erich's analysis under a different name. He attracted the attention of Ernest Jones with his congresses and activities and moved to London with his invitation.

Klein is referred to as the founder of the theory of object relations. In Klein's theory, there is an association from the moment the child is born, and the importance of the object is in question. What Klein based on was the relationship between the mother's breast and the child. According to Klein, the baby creates its own reality at first. He cannot perceive reality as adults perceive it, and his first reality is completely imaginary. This imaginary object is the mother's breast. The first internal object with which the baby is associated establishes its relationship with the mother's breast. The ego exists from the moment the child is born and is subjected to development. Klein emphasizes the importance of the first 4-6 months after childbirth. Due to the inability of the child to express his own associations, the free play technique is used. He leaves the game to the child and the child chooses the toy. He plays effectively with the child, but the child also positions himself.

The Concept of Good Breast- Bad Breast
According to Klein, the first object that the baby associates with is the mother's breast. This first relationship determines how their future relationship will be shaped. Junky breasts are experienced by the baby as an object that does not give pleasure, distracts from pleasure. Junky breasts are experienced by the baby as an object that does not give pleasure. The baby feels anger towards this object that does not provide him with satisfaction. A good breast, on the other hand, is experienced as an object that feeds the baby and meets its needs. The baby sees a good breast as a protector and wants to protect it himself. A bad breast, on the other hand, raises the issues of abandonment of the baby, being left alone. The baby feels the desire to destroy, destroy the bad breast. The baby, who experiences the breast as such a rich, nutritious, perceives it as a powerful object. And the bad breast thinks that he is saving the milk for himself. The baby feels “envy” towards the bad breast and wants to be destructive towards the breast. Because according to the baby, the bad breast object keeps its satiety to itself and leaves the baby hungry. Babies feel dependent on their mother to meet their needs. She also meets her security needs through her mother. Over time, the baby realizes that mom is an object that communicates with dad, other siblings, the environment, and that she is not the only person he is interested in. The division of interests and resources reveals a feeling of “jealousy” in the baby.

The concept of "location"
Klein says that according to the object relations theory, infancy was spent in paranoid schizoid and depressive positions. These locations have their own characteristics, defense mechanisms and internal object relationships. The position gained does not stay forever, returns can be experienced.

Paranoid-Schizoid Position: As soon as the baby is born, he experiences himself with evil and destructive objects. This is not a tolerable situation. It is more tolerable to have these evil objects outside than to have evil objects inside oneself, and therefore, in order to get rid of baby anxiety, it tries to remove the aggression and bad sides of itself that it does not want inside itself by projecting them onto the breast.

Depressed Position: In this position, the baby now begins to distinguish what is his own dream, what is reality, and to see the mother as a whole. The paranoid-schizoid position decreases. He experiences the mother as an object who both loves and deprives himself of the breast. The baby begins to feel guilty in a depressed position because of the damage he has caused to the good breast. Because this object that he damaged is now both a good and an evil object.

INVESTIGATION IN THE CONTEXT OF POST-TRAUMATIC STRESS DISORDER

Post-Traumatic Stress Disorder (PTSD) is a psychiatric disorder in which a person exhibits long-lasting stress responses following a traumatic event. According to DSM-5, PTSD is defined based on specific criteria. These criteria include intrusive memories lasting more than a month after the trauma, distress towards internal and external stimuli related to the trauma, recurrent nightmares, avoidance of traumatic events, development of negative thoughts and emotions, and changes in behavior related to this experience. Anna appears to have experienced similar symptoms following the loss of her husband and child. It turns out that the flying images Anna sees during her panic attack are actually snowflakes flying as a result of a snow-related disaster. From here it becomes clear that Anna is experiencing flashbacks. The fact that he believes they are alive and claims that they talked on the phone shows that he is in denial about the terrible scenario he is in. From this we can conclude that the ability to evaluate reality is inhibited. Moving away from others or feeling alienated indicates avoidance behaviors. Arousal is the sudden shock caused by sounds. This assessment shows that Anna has symptoms of PTSD and is under the influence of the trauma she experienced. At this point, it is important to get professional help and be directed to treatment processes.

INVESTIGATION IN THE CONTEXT OF AGORAPHOBIA

The first pathological disease featured in the film is Anna's agoraphobia. Having lost his wife and daughter as a result of the tragedy, he became distrustful of the outside world and became unable to leave the house where he had built a safe haven for himself. In the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) of the American Psychiatric Association, agoraphobia is included among the anxiety disorders. When we look at the DSM-5 A and B diagnostic criteria, we can see that there is a lot of fear and anxiety about taking public transportation, being in closed spaces, being in crowded places, and leaving the house. The main character of the film, Anna Fox, shows signs of not being able to leave her home. Although there are no visuals of Anna taking public transportation or being in a crowd in the movie scenes, it is assumed that this situation will cause serious anxiety in her. Reasons for not seeing the outside as a safe area may include his phone not working and not being able to reach anyone when he wanted to call for help to save his wife and daughter. As a result of the trauma he experienced, he thinks "No one can save me when I need help." Another striking aspect of agoraphobia in the movie is that the therapist visits Anna's house regularly and organizes the sessions accordingly. Another notable moment is when Anna wakes up to the sound of eggs being thrown into her house during the Halloween celebrations. He should approach the door and warn the children. However, this was an extremely difficult situation for her, and when Anna reached the door, her heart rate increased, she began to cry, and we see that she eventually fainted in terror.

INVESTIGATION IN THE CONTEXT OF ANTISOCIAL PERSONALITY DISORDER

Antisocial personality disorder can be interpreted by looking at the behavior of Ethan, the murderer of the movie. Individuals with antisocial personality disorder engage in illegal actions that violate social standards, such as lying, truancy, stealing, fighting, and substance use, and they do not feel bad about it. Ethan's disdain for the rights of others, violent outbursts of anger at school, his tendency to lie, and his inability to empathize can all be attributed to antisocial behavior.

Only the therapist and child play in the room for the first five sessions. Other therapists and parents also watch their games through the glass or the camera. In later sessions, the parent is also involved in the games. Then, the session is Decoupled between parent and child with therapist observation and accompaniment. During the first sessions in which the parent is involved, the therapist plays an active role in facilitating the interaction between the child and the parent. These sessions are then monitored and talked to the parent with a camera, situations where the parent disrupts the interaction and is forced are transferred to the child by the therapist, and new skills are shown to the parent by creating awareness.

 Theraplay is focused on four key elements:

1. Structure

This element includes security, organization, and regulation. The parent sets boundaries, sets body boundaries, and keeps the child safe. For example; Measuring children's height, arm, leg, hand, and ear length. Measuring how far it will jump. To mummify the child by wrapping toilet paper around his body and then to make the child get rid of it.

 2. Commitment

It involves attachment, acceptance, and expanding positive emotions. The parent provides a strong bond, a shared experience of joy. For example; stick a colored paste on your nose, and ask the child to remove it.

 3. Feeding

It involves editing and seeing value. Parents respond with a moderate, gentle, calming approach. For example, when feeding a child fruit or pudding, embrace the child with care. Paint each other's faces, and add a word to praise each place you paint.

 4. Struggle

The competition includes self-confidence and supporting exploration. The parent supports the child to take risks, strive, explore, and master their skills. For example; both the child and you, hold a pillow in front of you, and blow the feather toy over this pillow. Let the child also try to hold it with his pillow.

Theraplay can be applied to children between the ages of 2-12. It is a play therapy used in children who have difficulty in social relationships, introversion, behavioral problems, depression, shyness, attachment problems, confrontational or anger attacks, that is, experience emotional difficulties. It is also effective in children with autism spectrum disorder, developmental delay, and physical difficulties.

You can get more detailed information from the Theraplay Game and Family Therapy Association, established in Turkey in 2019 for the dissemination and development of game and family therapies and theraplay therapy.

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

According to research, it has been observed that people with high self-compassion can cope better with depression and anxiety. Although self-compassion depends on people's character, people can increase their self-compassion with many cognitive exercises and techniques. Mindfulness techniques can increase awareness of self-compassion. When we are left with an irrational belief and begin to blame ourselves instead of focusing on the solution, it is important to recognize the moment and find balance. When irrational thoughts come to our mind, it is possible to avoid this situation by reflecting on our experiences and awareness of that moment instead of exaggerating these thoughts and thinking obsessively.

References 

Neff, K. D. (2011). Self‐compassion, self‐esteem, and well‐being. Social and personality psychology compass, 5(1), 1-12.

Allen, A. B., & Leary, M. R. (2010). Self‐Compassion, stress, and coping. Social and personality psychology compass, 4(2), 107-118.

Him and his girlfriend, Amy, generally argue about the time Russ changes suddenly and Amy mentions like that “whenever I think about his form (his natural child side comes out) you ruin everything before I even feel the joy of it (criticizing parenting reactions). Additionally, he uses critical, parental language when speaking with Miss Janet, his secretary. These are typically child-generated attitudes that are critical of their parents. for the most part, he is immature and irrationally angry. He ends the call with Miss Janet each time. He expresses his wishes, asks impulsive questions that come to mind, gets his suspicions confirmed, and then abruptly ends the call.

Other than his clients, Russell doesn't interact with many people on a daily basis. He makes it difficult for anyone to approach him. When her father unexpectedly visits her office, he questions Miss Amy about why he allowed her to enter without telling her. Even his closest relatives are inside his boundaries, but he cannot accept that. The anger he feels towards his father is very fresh, even though he hasn't seen him for years. Russell is upset with his father for a number of reasons, including the fact that he blames himself for his mother's passing, that as a child he ignored his own anxieties and vented his rage on her, that he fails to provide for her in trying times, that he treats her more like a critical parent than a loving one, and that he withholds his love, warmth, and attention. He believes he can escape everything that makes him think of his early years by staying away from family get-togethers. Furthermore, the majority of his early recollections have been lost. The only feelings still present from those memories are theirs.

Russell intends to face his past when he chooses to spend a week with Russ from the past. Naturally, things happen one after the other. He can see the exact moment his eye started to twitch when he travels back in time. His father shakes and angrily informs his son that his mother is seriously ill and will pass away shortly. If Russ doesn't stop upsetting her, they will lose him much sooner. Russ twitches an eye trying to figure out what this is all about. Russell notices the surprise and tears in his first eye twitch. "Is my mother going to die because of me?" Russ questioned. He answers the question in a compassionate voice, explaining that his father actually reacted this way because he took responsibility for Russ and could not handle it on his own. Maybe that's when he forgives his father for the first time. As an adult, he understands why his father reacted the way he did. Russell's attitude also changes when he goes back to his past. He gives natural child reactions. She has fun with Russ, time passes together, and her natural reactions from the past reemerge. He begins to respond to the same stimuli in the same way as Russ. Tics and patterned behaviours emerge. While he is an image maker, he thinks it is pointless to try to change people and put them into certain molds. Russ makes the first criticism on this issue. He says you advise people to lie.

Adler states in his theory that there is huge importance of social interest, lifestyle, sense of inferiority - striving for superiority, superiority complex, life tasks, family influence and early recollections in our lives. For social interest, when the main character who is Russ observed, he is quite weak in terms of relationship with people around. There is no close friend around him, and he is pretty distant to people. For instance, when his father tries to be close to him, he cannot close to his father and just help him materially. In addition to this, the people he communicates with most frequently are his secretary Janet and his assistant Amy. He is also in business-oriented meetings with them. Furthermore, Russ reacts to the communication that others want to initiate. As a matter of fact, it is possible to see this reaction in his communication with Deirdre, the lady sitting next to him during the plane journey. When Deidre tries to communicate with him, Russ says “What will I earn from this?” According to these, we can inference from these that Russ has no idea about having and building relationships, he just sees the material side of relationships and there is no beyond that. But after facing with his past self, he starts to realize situations which make weak her social interests. The last parts of the movie, the relationship with people, Rusty, Amy, Janet, Deidre and his dad, become stronger.

Lifestyle shaped from five to eight years old. The first experiences from child, relationship with family, birth order and other factors affect the lifestyle. Adler states four different types which are ruling, leaning, avoiding and socially useful ones. According to these, we can observe two of them in the movie which are ruling and socially useful. The main character of movie who is Russ has ruling type, Amy and Deidre has socially useful type. When the lifestyle attitudes stated by Adler as character typology are examined, it can be said that Russ is first included in the "dominant type". In the first scene of the movie, Russ cannot stand waiting for the customer before him while paying the bill at the cash register, so he pays the customer's fee and displays a rude, domineering attitude towards him. The customer perceives this as a kind gesture and thanks him. Russ then said, "I didn't do it for you, check your luggage next time." He once again shows his rude and domineering attitude with his statement. Russ becomes more of a "socially useful type" toward the end of the movie, even though he is still the "ruling type" for the majority of it. Russ confronts the bad memories of his childhood in his conversation with Rusty to face the scene where he breaks up with Deirdre. He also does this in his subsequent phone conversation with his secretary Janet when he surprises her by taking off. The sequences where he buys her the ticket and tells her that his father will help her move the house. Additionally, we can see the change of his lifestyle from Russ’ sentence, his tone of voice and body language since it becomes softer, and he started to ask kindly rather than command sentences and calmer tone voice rather than angry tone.

Inferiority and superiority are the terms which overlap each other. In his childhood, since he is bullied and beaten in the school, Russ asks for help from boxer to teach him defend himself. Russty's beating by his friends makes him feel inadequate compared to his peers. It can be said that this situation caused him to feel inferior, and that he tried to overcome this in a healthy way by learning boxing (since it is a defense sport) and that he "strived for superiority". On the other hand, Russ choose a job where he can be superior and being image consultant contributes to him to forget past himself. When he takes his child self to Amy and child version of him watches television, scratch his belly, and blend his nose, Russ directly ashamed himself. These scenes directly show both sense of inferiority and striving for superiority terms. Russ develops superiority complex to overcome with him inferiority feeling. We can observe Russ when he has cynical type of communication and easily criticize people.

Family influences has a role in the movie and there are some parts which inform us about the relationship between Russ and his father. His mother passed away when Russ was 9 years old for that reason there is not many scenes about him and his mother. In his childhood and adult life, there is an influence because of his dad. Since Russ’ dad is authoritarian and punisher, Russ develops anger towards him. On the other hand, he takes his dad a role model and adopt similar communication style. It can be seen the scenes where Ross command and yell at people.

Life tasks in the movie can be seen in the first place like that Russ has a job and really successful in it. But still Russ does not feel successful since he cannot be pilot which is his childhood dream. Even though Russ fulfils his life task, he cannot carry out his childhood dream and cannot fulfil completely and feel unsuccessful about that.

About early recollections, in the movie it can be observed that Russ forgets his memories about his childhood. He asks help from Rusty to remember. The first thing he remembered that they moved on 12 times, and he fell apart from their roof. These memories strongly affect and traumatized him. After talking his child version and remember what he went through, it can be seen that Russ repress the situations that affect him and forget them.  

If you decide to watch ‘The Kid’, you can find some things in this movie and think about yourselves as well. After all, we continue to carry with us the traces of things that everyone knows, things we don't know or have forgotten, like baggage.

 
REFERENCES

Derin, S., & Yıldız, E. Ç. (2018). An Adlerian analysis of “The Kid” movie. Eğitim Ve Bilim, 43(193). https://doi.org/10.15390/eb.2018.6803

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.

First bond is established with the mother, it is established by the umbilical cord in the mother´s womb prebirth. This is why it is important to speak about established bonds The baby that established the first bond with the mother, starts to slowly walk away from the mother. The dependence is not that important to the baby anymore because it can perform the actions alone. The baby who tastes the pleasure of separation will also experience the anxiety and fear of this experience because of these feelings the baby feels the need to check the presence and closeness of the mother in order to ensure the emotional security. In this process, which we all experience, the attitude of the mother is of great importance: the mother should allow the child to act independently by making the feeling that the baby is with her.Not giving the feeling that there is no support or not allowing the child to act independently can cause great pathologies.It has been determined that mothers who cannot go through this process with their children have these attitudes due to some pathologies.It might be pathalogically unacceptable for some mothers to cut this tie with their children because the child is dependent to their mothers from the first thay they start to form in the womb.However, it should be known that it is normal for the baby to move away from the mother and start to act independently, and it has passed into the literature as‘ self-activation '. The child, whose self-activation is approved by the mother and passed in a healthy way, grows up as a self-confident individual who can make their own decisions at a later age, who is not afraid to be alone, who does not need constant approval by their environment. However, the child who cannot spend the self-activation in a healthy way may experience what Masterson defines as‘ DEPRESSION DUE TO ABANDONMENT ‘when the child does not get the necessary support and emotional support from the mother when the child wants to crawl away from the mother who is first bond and walks away. The child who experiences this situation develops a passive, cowardly and dependent personality in future life by being conditioned as’ if I perform my self-activation, I will be abandoned '. Although individuals who experience this situation have a successful career in their lives or a life in which they are very comfortable financially, it is very difficult for them to eat alone in a restaurant, buy clothes alone or make decisions about their marriage without the opinion of the people around them. It has been observed that individuals whose independent movements and self-activation are approved and supported by their parents can cope with some difficulties in their lives, even if they are alone, and can be successful in difficult conditions and make fast and correct decisions.

J.F.Masterson, who introduced Depression Due to Abandonment to the literature, said, ’If the mother cuts off the emotional fuel she provides to her child (life energy ,libidinal energy…), the child will experience child abandonment depression. No matter how much pain an individual who loses a limb or organ feels, the baby who experiences abandonment depression also feels this level of pain. When we move to a different city, end ties with our lover or when we lose a family member. It is actually a fragment of infant abandonment depression. The traces of childhood feelings can be seen at later ages, so childhood should be spent as healthy as possible and without leaving deep scars. As Edip Cansever said, ‘Like the blue sky, childhood is not going anywhere.' Let childhood be like the blue sky and not slip away anywhere.

References

 Psychotherapy institute//masterson.com magazine park//abandonment depression exisosis//1923

Obsessive-compulsive disorder is known as unwanted repetitive  behaviours, intrusive involvement in the life of the individual, difficult to prevent impulses, obsessions that mean thoughts, and repetitive behaviors that the individual feels obliged to do despite his/her obsessions, seriously impairing his/her functionality, with the existence of compulsion. (DSM-5 APA, 2013)

 Obsessions are often characterized by situations like smearing something, recurring doubts, thoughts of harming oneself or another, symmetry problems, excessive handling of sexual issues, and fear of getting dirty. For example, a woman who thinks that the house cannot be cleaned when a guest comes to her house from outside or a man who thinks that he will constantly harm himself or someone else in his mind can be given as an example. Compulsions are more likely to occur through behavior. For example, washing and cleaning something tons of times, performing behaviors in a repetitive way, counting, organizing, accumulating, and controlling things frequently are the most common compulsions (Karslıoğlu and Yüksel, 2007). In addition, some thoughtful behavioral and rituals can be defined as compulsion.

 Diagnostic Criteria

According to DSM-5, OCD is under the title of Obsessive-Compulsive and Related Disorders.

    A.    The existence of obsessions, compulsions or coexistence of both Obsessions

Compulsions are defined in two ways:

Factors causing obsessive-compulsive disorder include temperament factors, environmental factors, genetic and physiological factors. Heredity also plays a significant role in the emergence of the disease. In addition, it can be said that loss, disaster, traumatic experiences have an effect on the emergence of the disease.  (Çataloluk ve Karaaziz, 2023). In the case of OCD, there is excessive activation in certain parts of the brain. In addition, men suffer from OCD at an earlier age than women.

Treatment

OCD can be controlled with some psychiatric medications. These drugs are intended to increase serotonin levels. Therapy sessions can be conducted in patients to overcome obsessions and compulsions by Cognitive behavioral therapy. Patients can face these obsessive behaviors through the therapy.

References

Karslıoğlu, E. H., & Yüksel, N. (2007). Obsesif kompulsif bozukluğun nörobiyolojisi. Klinik Psikiyatri, 10 (3), 3-13.

Çataloluk, A., & Karaaziz, M. (2023).  Obsesif Kompulsif Bozukluğun Bilişsel Davranışçı Terapi Yaklaşımı ile Tedavisi: Olgu Sunumu. Sosyal, Beşeri ve İdari Bilimler Dergisi, 6 (6), 781-793.

Yılmaz, B. (2018). Obsesif Kompulsif Bozukluk Tedavisinde Güncel Yaklaşımlar. Lectio Scientific, 2(1), 21-42. 

Mirror neurons differ from visual and motor neurons as they contain both visual and motor responses in the same neuron. Therefore, they are considered different from pure visual neurons (Herrington et al., 2011). It should be noted that, in the perception of movements, there are both visual and motor systems besides visual systems. In short, the perception and production of movements involve an integrated process rather than two separate cognitive processes (Demir and Gergerlioğlu, 2012). In brain imaging studies, the inferior frontal gyrus (IFG) and inferior parietal gyrus (IPG), along with Brodmann areas 44-45, are recognized as classical areas belonging to the mirror neuron network (Hari et al., 2021).

In a study, lesions were created with rTMS in the mirror neuron system's areas, including the Broca area and IFG, and the ability of subjects to imitate various actions was examined. The results showed a decrease in imitation and repetition skills in subjects with created lesions (Heiser et al., 2003). In a study conducted by Fazio et al. (2011) on individuals with Broca's aphasia but without apraxia, participants were found to be unable to predict the sequence of actions performed by a human but could predict the sequence of independent physical movements.

Mirror neurons can be activated differently depending on the observer's perspective. In a study conducted by Caggiano et al. (2011), different subsets of mirror neurons were found to be activated when an action was observed from a distance compared to when it was observed from the perspective of the action performer.

For mirror neuron activity in humans, a purely visual path is not necessary; it can also be activated acoustically or tactically. Mirror neurons can be activated acoustically when there is sufficient auditory information (Ricciardi et al., 2009).

Mirror neurons, in humans as well as in macaque monkeys, replicate and imitate movements, but they are more developed in humans. In addition to these features, it is known that mirror neurons play a role in various complex functions such as empathy, language, learning, and memory (Hari et al., 2021).

In a study, viewers were shown various films, and the control group was shown an unedited segment from a typical day in the park. Brain activities were measured with fMRI, and it was examined whether there was a difference between the shown segments. According to the results of correlation analysis, there was a moderate to high correlation between segments obtained from various and different films, while there was a low correlation between segments shown in the park (Hasson et al., 2008). Because the plot and emotions in cinema are considered to be more significant than in a typical day at the park, viewers' mirror neurons were thought to be more activated, leading to higher brain activities.

It is suggested that mirror neurons play a role in many diseases. For example, lower mirror neuron activity has been found in autism patients. This implies that mirror neurons play a crucial role in communication. Mirror neuron activity also plays a role in Alzheimer's, Parkinson's, and ALS diseases, and the mirror neuron activities of patients with these diseases were found to be lower compared to healthy individuals (Hari et al., 2021).

In conclusion, mirror neurons play a role from primitive behaviors to higher cognitive behaviors. Mirror neurons provide a vital convenience for human beings, who are social beings. This neuron network, which is still the subject of extensive research today, holds great importance. Studies on the activation of these neuron networks in clinical diseases and their improvement in clinical patients are still on going.

REFERENCES

• Hari E, Cengiz C, Kilic F, Yurdakos E. A clinical approach to the mirror neuron system and its functions. J Ist Faculty Med 2021;84(3):430-8. doi: 10.26650/IUITFD.2021.81b4218
• Demir, E.A. ve Gergerlioğlu,H.S. (2012). Ayna Nöron Sistemine Genel Bakış. Eur J. Med Sci,2(4),122-126.
• Heiser M, Iacoboni M, Maeda F, Marcus J, Mazziotta JC. The essential role of Broca’s area in imitation. Eur J Neurosci,17(5),1123-8.
• Herrington,J.D.,Nymberg,C., Schultz, R.T.(2011).Biological motivation task performance predicts superior temporal sulcus activity. Brain Cogn,3(77),372-81.
• Caggiano,V., Fogassi,L., Rizolatti,G.,Thier,P.,Giese M.A.,Casile A.(2011). View-based enconding of actions in mirror neurons in area F5 in macaque premotor cortex. Curr Biol,21(2),144-148.
• Ricciardi,E.,Bonino,D.,Sani,L.,Vecchi,T.,Guazzelli,M.,Haxby,JV.,Fadiga,L.,Pietrini,P. (2009). Do we really need vision? How blind people “see” the actions of others. J  Neusci,29(97),9719-24.
• Fazio,P.,Cantagallo,A.,Craighero,L.,D’Auliso,A.,Roy AC.,Pozoo,T. Ve ark.(2009). Enconding of human action in Broca’s area. Brain,132(7),1980-8.
• Hasson, U., Landesman, O., Knappmeyer, B., Vallines, I., Rubin, N. & Heeger, D. J. (2008). Neurocinematics: The neuroscience of film. Projections, 2(1), 1-26.
• Demirtaş,H.(2002), İletişim Psikolojisi. Nobel Akademi Yayıncılık.,93-111.

Analysis
In the film in which Zimbardo's ‘Stanford Prison Experiment’ was adapted for the cinema, the participants who voluntarily participated in the experiment for money were divided into prisoners and guards. In selecting participants, individuals were asked questions about absolute right-wrong by trying to predict who and how they could be when it comes to moral and social conditions, and the results determined whether individuals would be prisoners or guards. So that prisoners play their roles, they were taken from their homes and brought to prison as if they were real criminals. In order to ensure the reality and natural conditions in the experiment, the environment is just like a prison, and the participants' clothes are suitable for the prison environment. All of this has increased the 
experimental reality, and therefore the speed at which participants can get involved in their roles and social impact. Also, the guards were also given rules; they were told that they could give prisoners proportionate punishment without resorting to violence and that they should call the prisoners by their numbers. We see that they are trying to ignore their personality and identity by fitting prisoners only with a number. On the first day of the experiment, head guard Barris was embarrassed by what was done to Travis, whom he met before the experiment; the prisoners could not take on their roles and laughed, realizing that they were in an experiment. Therefore, this situation shows that the participants have still not internalized their roles and have not yet been caught up in the social impact. 
From the point of view of roles, the guards are the ones who are in a strong position. Although they know that this is an experiment, the scenes in which they are entering the magical world of power and their roles, increasing the desire to establish authority, and carrying out horrifying torture of prisoners. But it should be remembered that we humans obey when we feel safe and believe that it is right. The prisoners had agreed to participate in the experiment because they had received assurances that they would not be harmed. However, the guards are trying to cross the border, threaten the security of the prisoners and intimidate them by putting pressure on them. Thereupon, the prisoners, especially Travis, turn to revolt and rebellion against the guards and the experiment. Now guards are responsible for providing authority in their prisons, but prisoners are not criminals, so they are tended to resist efforts to provide this authority. Because of the humiliating and degrading behavior of the guards towards the prisoners, the prisoners feel inferior. And it was this dangerous feeling that caused things to go off the rails. We people don't want to feel inferior, we do not let our pride and honor to be harmed by someone else, and we move away from our personality by acting on our impulse to oppose it. The most important conflict in the film is war and the fact that the prisoner Travis, who does not like fighting, does not accept his role as a rebel and Barris who is mild, silent and suppressed by his mother takes his role as authoritative guard. In the following scenes, the rate of torture and violence by the guards increases gradually to suppress the resistance of the prisoners. Here, the idea is that the way to prevent and suppress problems must be suppressed with disproportionate force and violence. We can also say that the fact that there are leaders of the parties in this pattern of pressure and resistance refers to the need for a leader in order to ensure group dynamics and guide people. The camera which is inside the prison was important for both sides. While the prisoners saw the camera as a guarantee because they thought they were being watched from that camera and thus the experiment would end if they were subjected to violence, the camera was a threat for the guards because it created a fear that the experiment would end by seeing their violence. However, although the guards the fact that violence goes beyond the rule of "proportional violence" and becomes completely disproportionate, and the fact that no sanctions have been imposed by the perpetrator, makes things very unusual. At the end of all this, the extent of the violence experienced and applied increased so much that one participant lost his life. Then the experiment ended.

To summarize briefly; the film experiment shows successfully how obedience and authority affect and change people. I can say that through the film plays, I felt as if I was convict and involved in the movie thanks to camera angels, light and acting. However, the fact that there is so much violence and chaos in the film was extremely uncomfortable and tense when I was watching the film. If you want to see how much individuals have changed when it comes to authority and obedience, and you're not bothered by violent movies, you can definitely give the movie a chance.

REFERENCES
http://www.dibace.net/sineyorum/the-experiment-kontrolden-cikan-bir-grupinsan/Akbaş,E.( 20.08.2021).The Experiment: Kontrolden Çıkan Bir Grup 
İnsan.dibace.net. http://www.dibace.net/sineyorum/the-experiment-kontroldencikan-bir-grup-insan/
Karaoglu, Ş. (10.10.2018). FİLM İNCELEMESİ: THE EXPERIMENT (2010). Sanatla Art.
https://www.sanatlaart.com/film-incelemesi-the-experiment-2010/
Topsakal,A.(04.02.2021) The Experiment Filminin Sosyal Psikolojik Açıdan İncelenmesi. Artvin 
Üniversitesi PDRMER. https://pdrmer.artvin.edu.tr/tr/fotohaber/the-experiment-filminin-sosyalpsikolojik-acidan-incelenm

 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.

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.

There are many methods for dealing with negative emotions. First of all, it is important to define oneself. One should get rid of people's judgments and make his own definitions about himself, not resort to an outside source.

Emotions do not always reflect reality. Emotions emerge when the person interprets them with his own reality. Asking for help from time to time is another way to cope with negative emotions. Asking for help and seeking advice is not bad either. It can even help the person cope with negative emotions.

Living in the moment and being in the moment is also one of the important factors. Carrying the burdens of the past can make it difficult for a person to cope with negative emotions. A person should focus on leaving the negative days behind and enjoy the moment.

One of the most important ways to become aware of emotions can be understood by trying to make sense of what the person's emotions mean to them when negative emotions are felt. For this, the person should allow his/her emotions to come to mind in a quiet and comfortable environment and focus on the real reasons underlying the negative emotions he/she feels.

References

ANSARI, S. (2020). NEGATIVE EMOTIONS: THE MECHANISMS TO DEAL WITH IT. 

Social phobia is a disorder in which individuals feel intense anxiety and concern about being judged, criticized, and embarrassed by others in social environments. This state of anxiety and worry creates physical symptoms such as tremors, sweating and redness in the body and voice that can be observed by others in individuals. The individual enters an even more complex situation by worrying about the physical symptoms created by anxiety. Thinking that people will see him as ridiculous, boring, weak, etc. they form negative judgments about themselves. In social situations, all their attention is on themselves, they think about how they look in the eyes of others. They avoid social environments and withdraw from them in order not to be in them, not to worry and not to create situations where they can be judged. This situation causes them to be seen as "shy, timid" by others. All these cause people with social anxiety to limit their lives. Symptoms of social phobia such as meeting others, eating out, talking in public, etc. are often exposed. The main symptoms of social phobia are:

·         Palpitation

·         Shortness of breath

·         Dry Mouth

·         Sweating

·         Trembling

·         Digestive problems

·         Muscle pains

There are three main subtypes of social phobia:

1.  Specific Type: It is revealed in specific and special cases.

2.  Common Type: This type is mentioned in most social environments and in cases of distress.

3.  Performance Anxiety: It occurs when the person performs and therefore is the center of attention. (going on stage, mass meals, etc.)

This disorder usually begins in childhood and adolescence. It is much more common in women. Depression, other anxiety disorders and alcohol addiction are very common in individuals with this disorder.

How to Combat Social Anxiety?

Psychotherapy and drug treatments are mostly used in social anxiety treatments. It has been discovered in studies that Cognitive behavioral therapy is the most effective among psychotherapy approaches. Systematic exposure to individuals in therapies, relaxation is aimed to teach how to cope with social phobia and anxiety by applying pieces of training, social skills training, etc. For years to reduce anxiety and relieve the person benzodiazepines and tricyclic antidepressants used alone are not accepted today because they cause addiction in individuals. Today, SSRI treatments are generally preferred and accepted in drug treatments.

References

DATEM. Social Anxietyand Social Anxiety Disorder in All Aspects on 27.11.2023

https://datem.com.tr/blog/tum-yonleriyle-sosyal-kaygi-ve-sosyal-anksiyete-bozuklugu/

Türkiye Psychriatry Association. Social Phobia. Dated 27.11.2023 Sosyal Fobi | TÜRKİYE PSİKİYATRİ DERNEĞİ (psikiyatri.org.tr) 
Anonymous Author. Social Phobia. Dated 27.11.2023  Sosyal Fobi ve Sosyal Fobi Nasıl Yenilir - Klinik Psikolog Cem Kaya .
BDPD. Social Anxiety Disorder. Dated 27.11.2023 
https://www.bilisseldavranisci.com/halka-yonelik/12/sosyal-anksiyete-bozuklugu-sosyal-fobi

People encounter many problems in the course of life. These problems need to be solved and solving these problems depends on a decision. Decision-making proceeds as a process and this is cognitive. It emerges with the joint work of mental and psychological functions. Decision making has an important place in human thought systematics. Together with psychological factors and capacities, the human brain has a near-perfect capability and equipment for thinking, judgement and decision-making. In psychology, decision-making is described as a mental process that results in the selection of an opinion or behaviour from among possible options. Whether or not the decision-making event has an effect, it necessarily determines a choice. Decision-making has been analysed from a psychological and brain working perspective and several hypotheses and variables have been evaluated and put forward as influential in this process.   

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.

Usually, these people have a psychological problem, and this condition manifests itself through physical symptoms. Physically symptom disorder, manifests itself by experiencing physical symptoms that affect a person's life, although there is no medical explanation for the physical symptoms. There are some distortions in the emotions, thoughts, and behaviors of individuals related to the physical symptoms they experience. For example, these people interpret any physical symptoms as having a very serious illness, often feel concerns for their health, a constantly go to different doctors and look for signs of physical discomfort in their body. They spend a significant and constant level of time and energy on their bodily symptoms. The vast majority of their lives continue in this way. This condition reduces the satisfaction in their lives, causes disruptions in daily life functions, and causes them to experience intense stress. Individuals who avoid daily activities and social relationships are intensely interested in their isolation and physical complaints.

What are the Common Physical Symptoms of Physical Symptom Disorder?

These symptoms are usually related to chronic pain in areas such as back pain, neck, abdomen, face, head, muscles, and excretory system, where it is difficult to measure and evaluate pain. Nov. Along with these; stomach cramps, constipation, fatigue, heart palpitations, dry mouth, difficulty breathing, tingling, and numbness in the body also manifest themselves as intense menstrual pains in women. 

These symptoms may vary at various times and periods. For example, these symptoms begin in adolescence or early adulthood, worsen during stress, may ease when stress decreases, or may be replaced by another symptom. A young girl who feels intense pains at the beginning of her menstrual period may experience relief of this pain later on and instead experience this condition with a different complaint, such as a chronic headache or intense back and chest pain. 

Physical Symptom Disorder / DSM-5 Diagnostic Criteria

A. If there are somatic symptoms that cause significant disruptions in the person's daily living activities,

B. 1., 2. and 3. if there is the presence of at least one substance related to thoughts, feelings, behaviors, or health-related to the somatic symptoms described in the substance

 1. The presence of constant and irrational thoughts about the severity of symptoms,

2. The presence of a consistently high level of concerns about health and symptoms,

3. The appearance of excessive expenditure of time and energy on the symptom and anxiety in question.

C. Although any bodily symptoms are not present at any time, the state of being symptomatic usually persists for more than 6 months.

If the somatic symptoms are painful, painful, severe symptoms cause significant deterioration, and a continuous period of at least 6 months prevails Oct continuously; one of the conditions in criterion B is ice; at a mild level, if there are two or more, at a moderate level, if more than one somatic complaint appears as severe, severe bodily symptom disorder can be mentioned.

RESEARCH CORNER

• It should be known that these people are not in a state of simulation (making themselves look sick). In other words, they do not consciously and willingly behave as if they are sick. They are experiencing the physical complaints they are talking about.
• As a result of the research conducted, it has been found that Physical Symptom Disorder is more common in women than in men.
• It is estimated that 5-7% of primary health care patients and about 20% of internal medicine patients have physical symptom disorders.
• Physical symptoms are known to frequently affect the gastrointestinal, cardiorrhea, and musculoskeletal systems.
• Associated psychological problems such as anxiety, depression, a history of trauma, or challenging life events are common under this condition, but this diagnosis can be made when the symptoms are not fully explained by other medical or mental disorders.
• For treatment, Cognitive Behavioral therapy is the most commonly used approach. Detailed and accurate information about the complaints is given to the person and studies are carried out on their cognitive distortions. It is studied on changing the thoughts and behaviors that disrupt the functionality of the individual.
• Relaxation techniques, biofeedback (reorganization of some physiological functions that are under our control in our body accompanied by instantaneous data), and hypnosis are used to try to gain control over physical experiences with methods such as.

References

S. Kerim.(2022). Disosiyatif Bozukluklar ve Bedensel Belirti Bozuklukları Tuna E. ve Ö. Öncül Demir (ed.) DSM-5’ E Göre Anormal psikoloji. (2;268,269- 279).Nobel Yayıncılık.

The Social Effects of War

Wars have a direct and profound impact on the social and economic structures of societies. One of the most obvious effects of wars on societies is the losses that occur due to war. These losses carry a great burden emotionally and psychologically. Families suffer through the loss of loved ones, which affects the mood of the community. Wars also have an impact on social hierarchy and power dynamics. The winners and losers of the war can be ranked at the top or bottom of society. This determines the social class differences. For example, people on the losing side of the war may experience a social decline. This can trigger social unrest and even revolutions.

Psychological Effects of War

“The reality of psychological trauma has once again challenged public consciousness with the devastation of World War I. Over eight million people have died in four years in this long war of attrition. By the time the massacre ended, four European empires had been destroyed and many of the creeds on which Western civilization was based had been shattered.” There was also an individual psychological dimension to the destruction experienced especially after World War I. According to the traditional understanding, a soldier, that is, a man, should be proud of the war and should not have any emotional reactions. Through this understanding, discourses were made about soldiers who experienced traumatic neurosis after World War I in the form of “men who show feminine and passive homosexual tendencies”. There are claims that the symptoms of post-war mental Decay were ignored by attributing them to physical causes. This kind of ignored brutality of soldiers who have been exposed to the brutality of war can also be seen as a separate traumatic phenomenon for that period after the war. Fortunately, in the following years, after the post-war processes, steps have been taken to explain the causes of war-related psychopathology.

As a direct result of the war, stress disorders as a result of trauma are common among soldiers and the civilian population. The violence of war, the threat of death, the loss of friends, and other traumatic experiences can seriously affect a person's mental health. Symptoms include recurring nightmares, sudden episodes of fear, a constant feeling of danger, and constant reenactment of traumatic memories in the mind. Traumatic experiences during or after the war can trigger deep depression in people. The devastating effects of war can lead people to lose motivation for life and despair. The constant danger and uncertainty of war can create a constant feeling of anxiety in people. This can lead to anxiety disorders and negatively affect people's daily lives. The intense violence of war can cause soldiers and civilians to experience anger and violence control problems. This can lead to social problems such as domestic violence. As a result of war experiences, people may feel lonely. They may also be separated from their communities, which can lead to social isolation. War can affect children in a particularly traumatic way. The violence experienced during the war can lead to psychological problems such as nightmares, anxiety, and fear in children. It should also be remembered that war can hinder children's educational opportunities. After the war, it can be difficult for people affected to reintegrate into their communities. This can lead to post-traumatic community integration problems. After the war, it can be difficult for people affected to reintegrate into their communities. Post-war community integration problems can prevent people from processing their traumatic experiences and adapting to their societies.

The psychological effects of war can vary depending on the experiences of individuals, personal resilience, and social support systems. Therefore, psychological help and support are important to cope with the psychological effects of war. In addition, preventing war and providing social support after war can help reduce the psychological effects of war.

 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/

Did you know that the definition of trichotillomania was first made in 1889 by the French dermatologist Hallepeau, not by a mental health professional, based on a child's hair pulling behavior? (Hallepeau M, 1889)

At the point of why a person behaves in such a way, if we list some factors that may be a reason for this; (Greenberg HR, 1965)

* Divorce of parents,

*Immigrating to another place,

* Changing schools,

*Physical abuse,

*We can talk about factors such as trauma, loss or perception of loss.

It will also draw your attention to the subject, while it is claimed that from an evolutionary point of view, hair pulling may be the human equivalent of self-care and grooming movements found in some animals, there are also studies showing that these behaviors are more common in animals that are in a state of tension, inhibition and arousal. (Franklin et al, 2009)

How about taking a look at a study on trichotillomania?

In a study in which 84 percent of 19 trichotillomania patients were women, demographic and phenomenological characteristics, other concomitant disorders and family history were included, it was determined that the age of onset of the disease was 15.4 years and the duration of the disease was 11 years. While it was determined that 79% of the patients engaged in hair plucking behavior, it was determined that all patients felt relief and 14% felt great pleasure during this action. The most important point that caught our eye in this study was that 2.1% of these patients were diagnosed withobsessive-compulsive disorder, 21% with dysthymia, 10.5% with generalized anxiety disorder, 5.3% with current major depressive episodes, and 15.8% with past major depressive episodes. It was also determined that 36.8% of them had personality disorders. (Vehbi Keser et al, 1999)

According to another study, the personality disorders accompanying trichotillomania were found to be histirionic, borderline and passive-aggressive personality disorders. (Swedo and Leonard, 1992)

If you encounter a complaint about trichotillomania like the following,

The 24-year-old female patient, who is single, a university student and also works as a salesperson in a furniture store, applies to a mental health specialist with the complaint of plucking her eyebrows. In line with the anamnesis taken from the client, it was learned that the behavior of playing with his eyebrows and plucking started six years ago during the study period before the university entrance exam and has continued since then. The client, who said that he received a reaction from his environment due to these behaviors, also stated that he did not have any additional discomfort. (Durmus E, 2020)

What kind of treatment would you recommend to the client based on this case?

When the literature studies are examined, it is seen that various interventions such as Cognitive Behavioral Therapy, Psychodynamic Therapy and Psychopharmacological intervention are functional. In addition, giving psychotherapy to the client and his family is the first step of the treatment plan. (Bruce et al, 2005)

However, as the most effective method in the treatment of trichotillomania, habitualreversal therapy comes to the fore. (Bloch et al, 2007) In this therapy method, there are 5 important components to be addressed: (Azrin et al, 1980)

1) Awareness Training: While the client is taught how to recognize his own behavior, he is also taught to identify behavioral stimuli within the scope of role play studies.  

2) Self-Monitoring: The client keeps a record of his/her eyebrow plucking behavior and its related components. 

3) Stimulus Control: Some techniques are shown to reduce and prevent these behaviors, such as wearing hats and gloves. 

4) Competitive response intervention: Until the impulse disappears in the client, another behavior is taught. In this intervention, the opposite movement is to create high awareness as a result of isometric stretching of the muscles involved in the movement. In addition, the behavior should provide for activities that are socially unobtrusive and qualify as normal. 

5) Stimulus-Response Intervention: When the urge to pluck the eyebrows comes, it is recommended to develop activities such as going for a walk and relaxation exercise that can replace this impulse. 

Finally, as I conclude, although there are many disorders such as trichotillomania that appear physically, but are based on psychological processes, a correct diagnosis and treatment approach is of great importance.

BIBLIOGRAPHY

Azrin, N. H, Nunn, R. G, and Frantz, S. (1980). Treatment of hairpulling (trichotillomania): a

comparative study of habit reversal and negative practice training. Journal of Behavior Therapy and

Experimental Psychiatry. 11, 13-2

American Psychiatric Association. (2013). Diagnostic and Statistical Manuel of Mental Disorders. 5th ed. Washington, DC: American Psychiatric Association.

Bruce, T. O, Barwick, L. W, and Wright, H. H. (2005). Diagnosis and management of

trichotillomania in children and adolescents. Pediatric Drugs. 7:365-376.

Bloch, M. H., Landeros-Weisenberger, A., Dombrowski, P., Kelmendi, B., Wegner, R. and Nudel,

J. (2007). Systematic review: pharmacological and behavioral treatment for trichotillomania.

Biological Psychiatry. 62:839-846.

Çoban, M. C. (2021). Current Overview of Diagnosis and Treatment of Trichotillomia, Journal of Social, Humanities and Administrative Sciences, 4(12): 1193-1210.

Durmuş E, Yurumez Y. Trikotilomani (Kaş Yolma Hastalığı) ve Hipnoterapi: Olgu Sunumu. Geleneksel Ve Tamamlayıcı Anadolu Tıbbı Derg. 2020;2(2):27-30.

Franklin ME, Flessner CA, Woods DW, Keuthen NJ, PiacentiniJC, Moore P. et al. The child and adolescent trichotillomaniaimpact project descriptive psychopathology, comorbidity, functionalimpairment, and treatment utilization. J Dev Behav Pediatr2008;29(6):493-500

Greenberg HR, Sarner CA. (1965). Trichotillomania: Symptom and syndrome. Arch Gen Psychiatry, 12, 482-89.

Hallopeau M. Alopecie par grottage (trichomanie ou trichotillomani). Ann de Dermatolofie et Venerologie. 1889;10:440-41.

Swedo SE, Leonard HL. Trichotillomania: an obsessive compulsive spectrum disorder? Psychiatr Clin North Am 1992;15(4):777-90

Vehbi Keser, Raşit TUKEL, Nuray KARALI, Celal ÇALIKUŞU, Tuba ÖZPULAT Olgun. Clinical Features in Trichotillomania. . 1999; 2(1): 26-33

Researchers have explored neurostimulation interventions for the treatment of resistant OCD cases, including repetitive Transcranial Magnetic Stimulation (rTMS), ablative stereotactic neurosurgery, and deep brain stimulation.

rTMS is a technique introduced by Barker et al. (1985), involving the non-invasive application of electromagnetic pulses to specific areas of the brain. Utilizing a non-isolated coil, an electric current is passed through it, generating a magnetic field of approximately 2 Tesla. These currents create magnetic field pulses in a localized area beneath the coil, traversing the superficial skin and skull to reach the superficial brain region (Sehn, Eslick, & Brakoulias, 2018). Consequently, it induces depolarization of cortical neurons, leading to the generation of action potentials in neurons through trans-synaptic mechanisms (Jaafari et al., 2012).

rTMS has various methods, including single-pulse, paired-pulse, and repetitive transcranial magnetic stimulation (rTMS), which involves delivering transmissions to the brain in a repetitive training manner.

As for the side effects of rTMS, they include headaches, neck and back pains, and sensations of discomfort in the scalp. Physiologically, rTMS has some negative effects, such as triggering certain seizures, which vary based on the intensity, frequency, and the individual's medical history (Wassermann, 1998; Rossi et al., 2009).

While research on rTMS therapy has primarily focused on depression, it has also been studied for conditions such as anxiety disorders, PTSD, and OCD (Jaafari et al., 2012).

When examining the neurobiology of OCD, it has been found that specific brain regions, including the caudate nucleus, Anterior Cingulate Cortex (ACC), and thalamus, are associated with emotion and cognition regulation (Whiteside, 2004). Generally, OCD is linked to a disorder in the orbitofronto-striato-pallido-thalamic circuit, which includes the Dorsolateral Prefrontal Cortex (DLPFC), ACC, Supplementary Motor Area (SMA), Orbitofrontal Cortex (OFC), medial prefrontal cortex, and basal ganglia. Neurophysiological studies have shown hyperactivity in DLPFC, SMA, and OFC in OCD patients, indicating a deficiency in response control in information processing (Sehn, Eslick, & Brakoulias, 2018). The high activity in SMA may explain the lack of control over behavior in OCD. Therefore, TMS therapy targets specific areas associated with OCD in cases that do not respond to first-line treatments and exhibit resistance.

REFERENCES

Tan, O., Hızlı Sayar, G., Önen Ünsalver, B., Arat, M. A., Karamustafalıoğlu, O. (2015). Combining transcranial magnetic stimulation and cognitive-behavioral therapy in treatment-resistant obsessive-compulsive disorder. Anadolu Psikiyatri Dergisi, 16, 180-188. doi: 10.5455/apd.160156.

Jaafari, N., Rachid, F., Yves-Rotge, J., Polosan, M., El-Hage, W., Belin, D., Vibert, N., Pelissolo, A. (2012). Safety and efficacy of repetitive transcranial magnetic stimulation in the treatment of obsessive-compulsive disorder: A review. The World Journal of Biological Psychiatry, 13:3, 164-177. DOI: 10.3109/15622975.2011.575177.

Wassermann EM. (1998). Risk and safety of repetitive transcranial magnetic stimulation: report and suggested guidelines from the International Workshop on the Safety of Repetitive Transcranial Magnetic Stimulation, Electroencephalogr Clin Neurophysiol 108(1) – 16.

Rehn, S., Eslick, D. G., Brakoulias, V. (2018). A Meta-Analysis of the Effectiveness of Different Targets Used in Repetitive Transcranial Magnetic Stimulation (rTMS) for the Treatment of Obsessive-Compulsive Disorder (OCD). Psychiatr Q, 89:645–665. https://doi.org/10.1007/s11126-018-9566-7.

The actual self, according to Encyplodia (2022), is what you think you actually possess or what you think other people think you possess. A person's fundamental self-concept is their "actual self." It is an individual's view of their own qualities, including intelligence, beauty, and so forth. In contrast, your ideal self is a representation of the qualities that you believe someone (either yourself or someone else) would like you to have; for example, it could be a representation of someone's dreams, goals, or wishes for you. These characteristics of the self that define oneself don't have to come from the real self; other people can also give them. For instance, if I think of myself as someone who is always on time, then that's just who I am. In a similar vein, if my coworkers say I'm punctual and I know they say that, then punctuality is something that I actually am. (Marouiu&Maricutoiu, 2020) We might not be fulfilling the aspirations and wishes of our significant others when our true selves don't align with their ideals of us. This can result in depressing emotions like guilt, humiliation, and fear of losing their love or approval. For instance, you might feel awkward discussing your grades with your significant other if they view you as a "A" student and you have a 2.8 GPA in your first year of college. (Libretexts, 2020)

Essentially, what drives people to transform, accomplish, and better themselves is their "ideal-self." Positive outcomes, like receiving or not receiving love, are the main focus of the ideal self-regulatory system. Also, That's who you want to be—your ideal self. The qualities you are striving for or aspire to have been present in this individual. That is your ideal self, the person you would like to see yourself as. (Cherry, 2022) Discrepancies between one's ought, and ideal selves can cause a lot of stress. For instance, a lot of working mothers have an idealized self-image that encompasses growth and success in their careers. They might also feel obligated to be a full-time mother, as part of their ought self. (Libretexts, 2020)

The "ought-self" is a representation of the qualities that you, or someone else, feels you should or ought to have. Examples of these characteristics include someone's sense of duty or responsibilities. The ought self-regulatory system concentrates on the existence or nonexistence of unfavorable results, such as being reprimanded or put on hold. Libretexts (2020) mentioned that we are not living up to the ought self that we believe others have constructed for us when our true selves don't align with what we believe other people think we should have. This can cause feelings of agitation, threatened feelings, and fear of possible punishment. For example, when your real self's goals are completely different, you may feel conflicted about what to do when you consider your parents' expectations of you, and you may be afraid of losing contact with them. Also, we can compare three concepts between each other as mentioned below:

Actual versus one's own ideals are our general sense that our goals and aspirations are not being realized causes us to feel disappointed, unsatisfied, and frustrated. Actual versus others’ ideals are shame and embarrassment are caused by the general perception that we are not fulfilling the hopes and wishes of our significant others for us.

Actual versus others’ ought are feelings of agitation, including fear of punishment, arise from our general perception that we are not fulfilling what others perceive to be our duties and obligations. Actual versus own ought are our overall perception that we are not fulfilling our responsibilities can cause us to believe that our moral standards have been violated.

While reading these concepts, you had a chance to observe yourself and can aware some things in yourselves. Throughout our whole life, we can search for our ideal self. In some part of our lives, we cannot totally catch or succeed it, and it is absolutely normal and okay! Since we are human beings, we continually explore and develop ourselves. 

References

Libretexts. (2020b, July 16). 2.2: Self-Discrepancy Theory. Social Sci LibreTexts. https://socialsci.libretexts.org/Courses/College_of_the_Canyons/COMS_246%3A_Interpersonal_Communication_(Leonard)/2%3A_Communication_and_the_Self/2.2%3A_Self-Discrepancy_Theory#:~:text=Discrepancies%20between%20the%20ideal%20and,be%20a%20full%2D%20time%20mother

MSEd, K. C. (2022, November 7). What is Self-Concept? Verywell Mind. https://www.verywellmind.com/what-is-self-concept-2795865

Self-Discrepancy theory. (2022d, October 31). https://encyclopedia.pub/entry/32029#:~:text=Developed%20by%20Edward%20Tory%20Higgins,different%20kinds%20of%20emotional%20vulnerabilities.

Self-Discrepancy theory. (2022c, October 31). https://encyclopedia.pub/entry/32029

Măroiu, C., & Maricuțoiu, L. P. (2020b). Actual self. In Springer eBooks (pp. 39–42). https://doi.org/10.1007/978-3-319-24612-3_1435

Drug users often exhibit low self- esteem. Increasing social support, self-confidence and self-esteem are suggested to be "protective factors" against substance use. Substance use can also be used to relieve symptoms associated with various psychiatric problems. Among these problems, lack of self- confidence, depression, attention deficit hyperactivity disorder, anxiety disorders and experiences of physical, sexual and emotional abuse stand out. Depression is the most common disorder associated with substance use in adolescents, followed by anxiety disorders and other psychiatric conditions. It is common for substance use to coexist with high levels of anxiety and anxiety disorders, suggesting a reciprocal relationship between them. While substance use can increase anxiety levels and trigger anxiety disorders, high anxiety levels and anxiety disorders can also increase the risk of starting substance use. The emergence of substance addiction in adolescents is closely related to family structure; Conflicts, family problems, weak family ties and lack of social support are important risk factors for substance use. Our study revealed that the risk of inhalant use is higher when anxiety levels are high and social support is low. Additionally, physical and or sexual abuse are important risk factors for substance use. Studies indicate that people who have experienced abuse may turn to substance use as a result of some psychological problems caused by this experience or as a way of coping with these problems. 

According to a study, the father's or sibling's smoking and alcohol consumption habits have been identified as factors that increase the likelihood of young people turning to cigarettes and alcohol consumption. In addition, the study revealed that a close relative's involvement in substance use increases the person's risk of using substances. Adolescence, a period heavily influenced by social and environmental factors, serves as a period of significant impact where examples and modeling of identity determination and sociocultural value judgments play an important role in learning. During this stage, young individuals are sensitive to positive and negative attitudes and behaviors from their environment. There are many publications that emphasize the importance of family members and close friends in starting substance use during adolescence. It is widely accepted that the prevalence of substance use in the family contributes to the tendency of young people to imitate such behavior. Most research consistently finds that the social environment in which young people live encourages substance use, especially in households where smoking and substance use are common.

In conclusion, cigarette, alcohol and drug use is common among university students, and there are a significant number of people who start smoking at university. Findings show a relationship between substance use and exposure to violence, high trait anxiety, and low perceived social support. It is seen that the substance use of members of the family and people in the immediate environment poses a risk in terms of substance use. University students should be considered as a risky group in terms of substance use and studies should be carried out to prevent them. First of all, policies to prevent substance use should be developed in universities. Programs can be offered to reduce stress and violence and improve life skills in university students. Medico-social centers of universities can be transformed into a structure that provides not only therapeutic health services but also protective and preventive services.

REFERENCES
Asan, Ö., Tıkır, B., Okay, İ. T., & Göka, E. (2015). Bir AMATEM birimine başvuran alkol ve madde kullanım
bozukluğu olan hastaların sosyodemografik ve klinik özellikleri. Bağımlılık Dergisi, 16(1), 1-8.
Balseven, A., Özdemir, Ç., Tuğ, A., Hancı, H., & Doğan, Y. B. (2002). Madde kullanımı, bağımlılıktan
korunma ve medya. Sürekli Tıp Eğitim Dergisi, 11(3), 91-93.
Kaya, E. (2014). Madde kullanım bozuklukları. Okmeydanı Tıp Dergisi, 30(2), 79-83.
Turhan, E., Inandi, T., Cahit, Ö. Z. E. R., & Akoğlu, S. (2011). Üniversite öğrencilerinde madde kullanımı,
şiddet ve bazı psikolojik özellikler. Turkish Journal of Public Health, 9(1), 33-44.

• Restlessness or feeling tense or constantly on edge
• Easy fatigue
• Difficulty focusing or mind going blank.
• Get angry easily.
• Muscle tension.
• Sleep disturbance (difficulty falling asleep or staying asleep, or unrestful, unsatisfying sleep).

Fear and anxiety are first perceived as unpleasant, a sign of potential danger. The anxiety, worry, or somatic symptoms cause clinically significant distress or impairment in social, occupational, or other important areas of functioning. Depending on the intensity of generalized anxiety disorder, you avoid being in social situations. For example; You hesitate to ask your questions in class. However, you avoid taking part in a project that requires group work. The ability to make decisions or move forward is lost. You will encounter difficulties in your work and relationship life due to insecurity, doubt, and self-sabotaging behavior. You constantly try to analyze possible situations by thinking about the possibilities and think about the worst-case scenario. According to Shaub, “Fear and anxiety are created for positive purposes. “The intellectual and adaptive dimension of anxiety activates your alarm system, which will allow you to either take precautions against the danger or identify your problem appropriately, by recognizing and taking into account the danger in advance” (2012). While the anxiety you experience at a low level warns you of possibilities and situations, the anxiety you experience at a high level keeps you alert, causing you to flee or fight against danger.

In his book, Schaub explains what happens in our body when we experience fear and anxiety and embodies the psychological and physical symptoms of the challenging emotions and situations we experience. When the brain detects potential danger, the hypothalamus and pituitary gland secrete stress hormones. These; are adrenaline and cortisol hormones. The release of adrenaline and cortisol hormones accelerates breathing, sweating and blood circulation to the outer muscles. According to Cannon (1914), we give fight-or-flight responses to stressful situations. All these stages we experience prepare our body for fight-flight reactions. At the same time, our brain develops a plan against potential threats. So, how can you control the fear and anxiety we experience while all these physical reactions occur?

To think about how we can control fear and anxiety, we need to look at how these challenging emotions and situations occur. These;

• Internal conflict; No matter how hard you work, a voice inside you always says, “You're not good enough. You will never succeed. Did he just imply what a failure you are? I can't believe." These internal conflicts, which make one feel insecure and inadequate, are sometimes defined as self-sabotaging behaviors of the individual.
• Stored Emotions; Not expressing emotions freely, suppressing them, and not allowing them to experience them harms us. We believe that it is better to ignore socially challenging feelings and thoughts. "I will look weak." All the negative emotions suppressed by the thought emerge stronger after a while and harm the individual physically and psychologically.
• Limiting Self-Beliefs; Self-beliefs that an individual has about himself can be the strongest internal resource as well as the biggest obstacle. Most self-beliefs are anchored in the subconscious before puberty. The experiences that create self-belief and the impressions against experiences are to keep the individual safe and to experience happiness. It is about both security and pleasure. We do not consciously determine our self-belief. It is based on the opinions of the people around us about us and how we interpret their actions. (Shaub,2012,p. 78-86) 

As a result of every experience we have, we have some predictions about ourselves and our environment. In fact, we often do not realize that we are talking to ourselves through someone else's mouth. “How did I make this mistake? He'll think I'm incompetent too. always the same thing I'm doing it. “I can't do anything.” These words were perhaps spoken to you at a very critical time. Every time you make a mistake you say to yourself, you told yourself that "You are incompetent." and believed that you were really incompetent. This opinion about yourself is also reflected in your behavior. So, is this something that can be changed? So how can we change the way we think about ourselves? According to Osho; “Emotions and thoughts are guests. They come and they go” (2014). We have been led to believe that our opinions about ourselves will not change and that we will be the same in the future as we were in the past. We believed that our habits and behaviors would not change. In his book Fear and Anxiety Solutions, Schaub explains how we can change our mindset.

REFERENCES

Kafes, A. Y. (2021). An overview of depression and anxiety disorders. Humanistic Perspective, 3(1), 186-194.

A.P. Association. (2013). Diagnostic And Statistical Manual Of Mental Disorders Dsm-5. ISBN: 9780890425541. Publisher: American Psychiatric Association Publishing.

Cannon, W. B. (1914). The interrelations of emotions as suggested by recent physiological research. The American Journal of Psychology, 25(2), 256-282.

Schaub, F. (2012). The fear and anxiety solution: a breakthrough process for healing and empowerment with your subconscious mind. Sounds True.

Osho International Foundation. (2014). Hsin Hsin Ming: The Zen Understanding of Mind and Consciousness. Osho Media International.

 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

Considering the definition in DSM-5; the child behaves limited, emotionally withdrawn towards adult caregivers. When the child is forced, he/she seeks little relief. When the child is forced, he/she reacts very rarely to comforting. 

Although there is no definite cause of reactive attachment disorder, it is thought that physical and emotional neglect and abuse cause the disorder If the child has received inadequate  care, his/her needs are not understood and not met, if there has been a frequent change of caregiver,if he/she does not feel safe, or if he/she has been exposed to inconsistent emotional reactions of his/her parents, the likelihood of this disorder is determined to be high. For example, children who stay in the dormitory in the first years of their lives start life without establishing an emotional bond with their parents they have a feeling of unwantedness and abandonment, they have difficulty in trusting people, they are emotionally deficient even if their physical needs are met, and then they have difficulty in establishing a relationship because their caregivers vary a lot. Afterwards, when they are adopted, they start to react even though they are in a good and loving situation, they have difficulty in feeling positive emotions. They have difficulty in establishing a relationship with their new family. They cannot relax and  calm down. They continue to maintain their trauma response in the first moments of their lives.

Possibility of reactive attachment disorder is 1%.This is because the symptoms of this diagnosis have not been considered and  The reason for this is that the symptoms of this diagnosis have not been paid attention to and are thought to be uncommon. The other reason is that this diagnosis has been accompanied by the diagnoses of hyperactivity disorder,attention deficit and depression.

Reactive attachment disorder is a diagnosis made by psychiatrists. Reactive attachment disorder is confused with autism spectrum disorder. Before the diagnosis is made, two diagnostic criteria are taken into consideration. The criterion that distinguishes reactive attachment disorder from autism is that autism spectrum disorder is a developmental disorder. Abuse or abuse is not among the causes of autism spectrum disorder.

After the diagnosis is made, the help of a psychologist can be obtained. Game therapy support can be obtained. In the treatment of reactive attachment disorder, the strengthening of family ties in an emotional and healthy direction is prioritized. It is aimed that the caregiving parents show their care and love, spend family time with more popular activities and increase positive experiences. It is emotionally empowered by establishing new experiences with child caregivers. This also affects the child's other relationships and the child begins to develop healthy relationships.

However, taking the in-depth examination of the causes of their problems out of the process significantly reduces the time required for consultation. In other words, when solutions are focused, consultation sessions end in less time. Behavior is more in the foreground than insight.

If we look at it from the consultant's perspective, consultants who adopt a solution-oriented approach take care to use their clients' words, so it becomes even easier for clients to understand the process. In this way, an ideal environment is created for both sides during the consultation process.

From the client's point of view, this process will help the client determine his own goals. The wishes of the client, not the consultant, are important, and clients are seen as experts who know themselves best. This situation brings with it the belief, trust, and respect for the client.

Solution-oriented therapy is based on principles such as;

“If it's not broken, don't fix it.”,

“Do more if it works.”,

“If it's not working, do something different.”,

“Small steps can lead to big changes.“,

"No problem always exists; there are always times when there is no problem, exceptions that can be taken advantage of.”,

“The future is both creatable and reconcilable." (De Shazer and Dolan, 2012).

Based on this, solving problems healthily as soon as possible instead of detailing them in depth is the essence of solution-oriented therapy, and many of the techniques used in therapy are attractive to clients because they focus people on the goal and the positive.

The secondary memory is Short-term memory. The information is kept for 15-30 seconds. It can hold up to 5-7 pieces of limited information. Thanks to methods such as continuous repetition – for example, constantly repeating a phone number in order not to forget it at that moment and keeping it in our minds for a while - and clustering – remembering similar pieces of information by clustering them – it can be extended for a while for the information, the image to remain in the short-term memory.

The Repetition also helps information move and store into long-term memory. In this way, information moves from short-term memory to long-term memory. Long-term memory can hold a lot of information for many years and acts as an archive. The information stored here is removed from the archive to recall when necessary. Long-term memory is divided into as explicit and implicit memory. We consciously remember our information in the explicit memory. The Explicit memory consists of episodic memory and information, which includes personal experiences, and semantic memory, which includes phenomena. The information in our semantic memory also affects our episodic memory.

In implicit memory, which is another part of long-term memory, is divided into Preparation Memory, Operational Memory, and Conditioning. Procedural Memory contains information on how skills and tasks will be. It is also referred to as Skill memory. It allows us to display our skills without thinking. For example, the ability of riding a bicycle. We don't relearn cycling every time because the skill is enrolled in procedural memory. Well-learned procedural require no attention for memory and skills, and action is automatized. Preparation is when the response to a previously exposed reaction changes the response to another reaction. Finally, conditioning refers to classical conditioning. That is, a neutral stimulus that previously had no effect acquires new properties when paired with a new stimulus that causes a response.

Memory can be damaged in many diseases such as Alzheimer's, depression, schizophrenia and OCD. Many brain regions, including the hippocampus, play an active role in memory cognition.

As we understand from Elizabeth Loftus's car accident experiment, memory cognition, which is very important for our lives, may not be as perfect in healthy people as we think. We can remember as if we've done a lot of things we haven't done, we have had the childhood memories we didn't live through. This can cause major problems not only in our daily life, also in matters such as witnessing in judicial processes.

REFERENCES

E. Bruce Goldstein, (2004). Cognitive Psychology. Cengage Learning 3rd ed.

F. Sayar (2011).Autobiagraphic Memory and Variables Affecting Autobiographical Memory. The Social Science Journal.

Ali Osman E., Mustafa C., Sibel G. (2008). Long Term Memory and Learning. The Social Science Journal.

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/

 While Freud brought a new perspective to the psychoanalytic approach, Jung explained this with collective consciousness on archetypes. Self is an archetype that person is trying to reach in his/her life, however, it's difficult to reach through his/her life. It's one of the most important archetype. For the development of the self , person need to overcome selfishness fear and arrogance. The ego is another archetype. The ego is divided into two: somatic and mental. The ego is a reference and is independent. Accordingly, the ego is unique and individual. Persona is the last archetype. It helps to connect with the outside world. Persona is a flexible thing and it's not a rigid structure. Persona gives opportunity for adapting; such as social values , behavioral adjustment and standards in a society. Persona is in between three factors: I, the ideal self and social model of human. If relationship of these 3 concepts damages then person also deficits.

            Collective consciousness, which is described as the genetic transfer that came from the first humans in the past and was passed on to us by our ancestors, continues to show its effect in the modern world. Although today's modern world varies greatly compared to the past, it is still possible to see traces of collective consciousness. With the development of technology, collective consciousness appears in different forms today. Collective consciousness and globalization have become more widespread in the scientific field with the invention of radio, television and telephone. For this reason, technology has become one of the biggest factors in determining people's archetypes. Artificial intelligence is one of the most important precursors of collective consciousness in the 21st century. Today, neuropsychology, collective consciousness and artificial intelligence research continues rapidly and there will be major breakthroughs in this field in the future.

REFERENCES

•  Adamski, A. (2011). Archetypes and the collective unconscioues of Carl G. Jung in the light of quantum Psychology. NeuroQuantology, 9 (3) , 563-571.
• Jung, C. G. (1936). The concept of the collective unconscious. Collected works, 9(1), 42.

Emotional problems associated with food cravings usually fall into one of the following categories:

• Stress, tension, depression, fear or impatience

• Feeling depressed or bored

• Feeling tired and weak

• Meeting the need for entertainment and relaxation. Working too hard, not having enough fun

• Disappointment from love, care, affection, displeasure, or frustration.

• Emptiness, insecurity or need for relief

(Virtue, 2011 p.54)

According to Plutchik, when overweight individuals experience difficult emotions, they tend to eat more than individuals whose body and weight index are proportional (1976, pp21-24). Emotional and physical hunger are confused and even feel the same. That's why we continue to binge eat, not realizing that we are full. In fact, it is not our stomach that we want to feed, but our emotions. Learning the definitions of emotional and physical hunger is key to understanding where hunger originates.

Emotional Hunger:

• It comes suddenly and is urgent: You weren't actually hungry 10 minutes ago. But if you don't eat right now, you feel hungry as if you are going to die and want to eat urgently, this is emotional hunger.

• Requires a certain food: You feel compelled to eat the cheeseburger. Another food you consume will not satisfy you.

• It is accompanied by a sad feeling: You had an argument with your friend. You feel very alone. You have a very important exam tomorrow and that's why you're feeling stressed. You may find yourself eating chocolate conciously or unconciously to feel better.

• It involves eating spontaneously or unknowingly: As if someone were forcing you to eat that chocolate. You feel like you are feeding. Even though you already got what you need, you continue to eat. Maybe it continues until you feel nauseous from eating chocolate. this situation. Nausea makes you aware of what you are doing and how you are feeling. However, sometimes, you may not even notice that you are feeling nauseous.

• Does not stop even when the body is full: Emotional eating results from covering up challenging emotions, ignoring is caused by procrastination. You eat to get rid of challenging emotions. Your stomach hurts and you feel nauseous. You continue eating.

• Eating guilt: You ate to feel better and actually you felt better for a short time. However, you ate so much that it bothered you. “That's enough! The same thing happens every time and then I gain weight. I feel so ugly and I feel overweight.” thoughts like this crossed your mind.

Physical Hunger:

• It's gradual and patient: Your stomach growls, and your energy drops. Your body gives you signals along with step-by-step tips. Eat right at that moment does not command.

• Open to different foods: You may not want to eat some foods, but you are open to alternative foods.

• It arises from physical need: If you ate dinner a few hours ago and feel hungry, then you are experiencing physical hunger. You may feel dizzy, feel weak, have a headache.

• It involves conscious choices and awareness: When you realize you are full, stop eating. It is the state of being able to stop even though you have not finished. When you are satisfied, you stop.

Virtue addresses the underlying causes of emotional hunger and offers readers their own emotional It helps them discover ways to understand, express and satisfy their needs. She offers techniques that we can easily integrate into daily life such as meditation, self-awareness and positive thinking to find emotional balance. We develop certain methods to escape from the challenging emotions we experience or to feel better. But these methods seem good and useful to us for a short time. Some damaging situations arise in the long term. It is necessary to move forward by being aware of these and create space for yourself to make choices.

REFERENCES

Sevinçer, G. M., & Konuk, N. (2013). Emotional eating. Psychiatry and Behavioral Sciences, 3(4), 171.

Virtue, D. (2011). Constant craving: What your food cravings mean and how to overcome them.

Hay House, Inc. Plutchik, R. (1976). Emotions and attitudes related to being overweight. Journal of Clinical Psychology, 32(1), 21-24