Browsing by Author "Erden, Gulsen"

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Children with Learning Disorders Discourse with Their Mothers: The Role of Maternal Affectivity and Psychopathology Symptoms
(Springer, 2023) Alsancak-Akbulut, Cansu; Celik, Cihat; Erden, Gulsen
This study aimed to examine the role of maternal affectivity and psychopathology symptom severity on conversational styles of mothers and their children with learning disorders during recounting stressful events. 30 Turkish mothers and their children with learning disorders (n(boy) = 20, n(girl) = 10) aged between 7 and 14 included in this study. Mother-child dyads conversed about stressful events that children experienced at school and their conversation style was coded for high elaboration and low elaboration. Maternal affectivity and psychopathology symptom severity were also measured via self-report. Lower levels of negative affectivity predicted maternal high elaboration. Maternal positive affectivity and psychopathology symptom severity did not predict mother-child dyads' conversational style. These preliminary findings suggested that lower levels of negative affectivity, reflecting on mothers being sincere and calm, provide mothers with a warm environment for elaborating on the stressful event - even though the children were not able to respond with high elaboration.
The Intolerance of Uncertainty Scale for Children: Reliability, Validity and Adaptation Study
(Klinik Psikiyatri dergisi, 2024) Erden, Gulsen; Celik, Cihat
Objective: The aim of this study is to adapt the Intolerance of Uncertainty Scale for Children (IUSC) into Turkish. Method: The sample of the study consists of 282 children aged 7-12 (M= 9.55, SD = 1.81) and their parents (M= 36.84, SD = 7.04). The Uncertainty Intolerance Scale (IUSC) for Children-Parent Form and Spence Anxiety Scale for Children-Parent (SASC-P) Form were used. The Cronbach Alpha internal consistency and two half test reliability coefficients were calculated for the reliability of the IUSC. Confirmatory Factor Analysis (CFA) was conducted for construct validity and the relationships between the IUSC and the SASC-Parent Form for content validity were evaluated. Results: The CFA analyzes revealed that the 12-item short form of the IUSC had good fit values, and one-factor and two-factor structure were confirmed. As a result of the analyzes significant correlations were found between the total score of the child and parent forms of IUSC-12 and the sub-factors of the SASC-P form, separation anxiety, panic attack, social phobia, obsessive compulsive disorder and agoraphobia scores (child form respectively, r = .25, r = .37, r = .40, r = .25, r = .25; p < .001; parent form respectively, r = .26 , r = .32, r = .43, r = .31, r = .22; p < .001). The reliability analyzes revealed that Cronbach Alpha coefficient for the child form of the IUSC-12 short form was .91 and for the parent form .91. The two half-test Spearman-Brown correlation coefficients were found to be r = .89 for the child form and r = .90 for the parent. Discussion: The results show that parent and child form of the IUSC-12 short form provide reliable and valid results in evaluating the intolerance of uncertainty levels of children in Turkey.
Preliminary Findings of Confirmatory Factor Analysis of the Molest Scale and Cognitive Distortions Regarding Child Sexual Abuse in Male University Students in Türkiye
(Springer Nature, 2025) Tulu, Ismail Altan; Erden, Gulsen
BackgroundThe prevalence of cognitive distortions in sex offenders is a significant risk factor for reoffending. This finding is based mostly on research with adult male sex offenders. The number of studies conducted with community samples on this subject is quite low. Research with community samples suggests that cognitive distortions that support sexual offending may be present in all people, but which ones are more triggering for sexual offending? The aim of this study was to conduct a confirmatory factor analysis of the MOLEST Scale among university students and to adapt it to the Turkish language.MethodsThe MOLEST Scale was conducted via online and face-to-face to 18-25 aged university students in T & uuml;rkiye from March 2019 to April 2020. A total sample of 654 young-adult male individuals were divided for validity and EFA (n = 302), reliability (n = 151), and CFA (n = 201).ResultsThe Turkish MOLEST Scale was found to have a three-factor structure, namely Rationalization of Offending Behavior (alpha = 0.89), Minimization of Responsibility for Offending (alpha = 0.74), and Minimization of Victim Harm (alpha = 0.83). In addition, a good scale internal consistency coefficient (alpha = 0.94) was also obtained. The goodness of fit index values met the fit requirements of the 18-item scale with a three-factor structure. The two-half reliability coefficients for the subscales were 0.88, 0.68 and 0.86, respectively.ConclusionThis study revealed that cognitive distortions related to child sexual abuse, as measured by the MOLEST Scale, can be identified among individuals without a history of sexual offenses.
School-Based Psychosocial and Educational Interventions for Children and Adolescents After the 1999 Marmara Earthquakes in Turkey: A Review on Lessons Learned
(Pergamon-Elsevier Science Ltd, 2024) Cihanoglu, Mine; Vatansever, Merve; Erden, Gulsen
The massive earthquakes experienced in August and November 1999 affected thousands of people in the Marmara region, the most densely populated and industrialized part of Turkey. The humanitarian and economic cost was so enormous, and these earthquakes have changed the Turkish disaster management system and the Turkish people's approach to disasters. Marmara earthquakes are also considered as a milestone in the provision of psychosocial services for disaster victims. This paper aims to review the psychosocial interventions targeting children, adolescents, and their families after the 1999 earthquakes in Turkey. The progression from initial responses to more organized psychosocial interventions is outlined. Conducting the interventions at schools has ensured that thousands of children, teachers, and parents are reached in the most efficient and effective way possible. The significance of the school context in designing psychosocial interventions is highlighted and implications of the lessons learned for traumatic experiences of children and parents are also explored. It is evaluated that these inferences obtained from the Marmara earthquake in Turkey can be used in disasters around the world.