Search results for: Ali Eryılmaz

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Eryılmaz</title> <meta name="description" content="Search results for: Ali Eryılmaz"> <meta name="keywords" content="Ali Eryılmaz"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler 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class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="Ali Eryılmaz"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 4</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: Ali Eryılmaz</h1> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4</span> Using of Positive Psychotheraphy Narratives at School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Ali%20Ery%C4%B1lmaz">Ali Eryılmaz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this study, how affects the narrative of Positive Psychothreapy which is named “The Three Small Gold Statues "the adloescent-s perception is investigated The sample included 90 adolescents who were high school students. Firstly the narrative was read. Then three questions which were about the narrative were asked. The questions were: What kind of things did you recall what kind of results did you conculde, and also how could you use this narrative in your real life problems. Responds were analyzed by content analysis method. According to research findings the narrative had a great effect for adolescent perceptions, and also the tale could be used at school counselling programs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Narrative" title="Narrative">Narrative</a>, <a href="https://publications.waset.org/search?q=Positive%20Psychotherapy" title=" Positive Psychotherapy"> Positive Psychotherapy</a>, <a href="https://publications.waset.org/search?q=SchoolCounselling%20Programs" title=" SchoolCounselling Programs"> SchoolCounselling Programs</a> </p> <a href="https://publications.waset.org/7548/using-of-positive-psychotheraphy-narratives-at-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/7548/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/7548/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/7548/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/7548/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/7548/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/7548/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/7548/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/7548/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/7548/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/7548/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/7548.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1719</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3</span> Turkish Adolescents' Subjective Well-Being with Respect to Age, Gender and SES of Parents</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Ali%20Ery%C4%B1lmaz">Ali Eryılmaz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>In this research it is aimed that the effect of some demographic factors on Turkish Adolescents' subjective well being is investigated. 432 adolescents who are 247 girls and 185 boys are participated in this study. They are ages 15-17, and also are high school students. The Positive and Negative Affect Scale and Life Satisfaction Scale are used for measuring adolescents' subjective well being. The ANOVA method is used in order to examine the effect of ages. For gender differences, independent t-test method is used, and finally the Pearson Correlation method is used so as to examine the effect of socio economic statues of adolescents' parents. According to results, there is no gender difference on adolescents' subjective well being. On the other hand, SES and age are effect significantly lover level on adolescents' subjective well being.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Subjective%20wellbeing" title="Subjective wellbeing">Subjective wellbeing</a>, <a href="https://publications.waset.org/search?q=adolescents" title=" adolescents"> adolescents</a>, <a href="https://publications.waset.org/search?q=and%20age" title=" and age"> and age</a>, <a href="https://publications.waset.org/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/search?q=SES." title=" SES."> SES.</a> </p> <a href="https://publications.waset.org/545/turkish-adolescents-subjective-well-being-with-respect-to-age-gender-and-ses-of-parents" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/545/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/545/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/545/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/545/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/545/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/545/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/545/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/545/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/545/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/545/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/545.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2943</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2</span> Ready or Not? Markers of Starting Romantic Intimacy at Emerging Adulthood: The Turkish Experience</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Ali%20Ery%C4%B1lmaz">Ali Eryılmaz</a>, <a href="https://publications.waset.org/search?q=Hasan%20Atak"> Hasan Atak</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Emerging adulthood, the new period which is especially prevalent in the developed or industrialized countries during ages 18 to 29, is a new conceptualization proposed by Arnett. Intimacy is a superordinate concept which includes intimate interaction and intimate relationship. This study includes two proceses which are scale development and conduction of gender differences about markers of starting romantic intimacy among Turkish emerging adults. In first process, Markers of Starting Romantic Intimacy Scale, with 17 items and 5 factors, was developed using by 220 participants. In the second step, the scale was administered to 318 Turkish male and female emerging adults between ages 22 and 25. Results show that there is no significant difference between gender and total score of the scale. With respect to gender, there are significant differences between gender and in four subscales which are self perception, affective and cognitive intimacy, self knowledge and romantic verbalizations. Moreover, there is no significant relationship between gender and behavioral intimacy subscale. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Emerging%20Adulthood" title="Emerging Adulthood">Emerging Adulthood</a>, <a href="https://publications.waset.org/search?q=Turkey" title=" Turkey"> Turkey</a>, <a href="https://publications.waset.org/search?q=Romantic%20Intimac" title=" Romantic Intimac"> Romantic Intimac</a>, <a href="https://publications.waset.org/search?q=Relationship" title=" Relationship"> Relationship</a>, <a href="https://publications.waset.org/search?q=Marker." title=" Marker."> Marker.</a> </p> <a href="https://publications.waset.org/6063/ready-or-not-markers-of-starting-romantic-intimacy-at-emerging-adulthood-the-turkish-experience" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/6063/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/6063/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/6063/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/6063/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/6063/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/6063/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/6063/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/6063/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/6063/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/6063/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/6063.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1997</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1</span> “Blood Family“ Activity With Respect To Comprehensive Guidance School Program</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Ali%20Ery%C4%B1lmaz">Ali Eryılmaz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Children and adolescents developing in the worlds of today are facing a getting array of new and old challenges. School counselling is improving rapidly in contemporary education systems around the world. It can be said that counselling system in Turkey was newly borning. In this study, “Family of the Blood" activity is improved with respect to compherensive guidance school program. The sample included 22 adolescents who were high school students. The activity was carried out in 4 sessions, each of which lasted 45 minutes. In the first session, students- personal-social needs were determined. In the second session, in order to warm up, the students were asked three questions consisting of the constructional aspect. In the third session, the counselor and the teacher shared the results of students- responses obtained in the previous session. In the fourth session, the tables formed by students were presented in the classroom. In order to evaluate the activity, three questions were asked of the teacher and counselor. According to the results, the lesson aims of curriculum and counselling aims of curriculum were attained. In the light of literature, the results were discussed and some suggestions were made. It is taken into consideration that the activitiy was beneficial in many respects, similar studies should be carried out in the near future.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Comprehensive%20guidance%20program" title="Comprehensive guidance program">Comprehensive guidance program</a>, <a href="https://publications.waset.org/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/search?q=family" title="family">family</a> </p> <a href="https://publications.waset.org/6309/blood-family-activity-with-respect-to-comprehensive-guidance-school-program" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/6309/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/6309/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a 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Search results for: Ali Eryılmaz