Background: Smartphones have become an indispensable part of the daily lives of adolescents in the 21st century, which is characterized by a highly digitized modern world. Besides their many advantages, smartphones might pave the way to compulsive usage and addictive experiences. To remedy this problem, this study proposes an authentic approach which integrates consumer behavior theories and techniques such as unhook and gamification. An education program has been designed based on these approaches to decrease the problematic smartphone use. Method: The participants of the education program consisted of 305 students (48.2% girls and 51.8% boys) with a mean age of 14.57 (SD = 0.74). The Demographic Form and Smartphone Addiction Scale for Adolescents (SASA) were conducted before the education program and three weeks after the education. Results: The results of the paired sample t-test analysis before and after the education program revealed that the SASA total scores decreased significantly (p < 0.01). There are significant differences in terms of gender, mothers’ education and class levels. Conclusion: This research emphasizes the role of an interdisciplinary approach to the addiction problem. The content used in the education program includes strategies that originally aimed at increasing consumption. The effectiveness of the program can be enhanced further in the future along with self-regulatory additions.

Disenfranchised grief can be defined as a loss that is not openly acknowledged or a mourning process not recognized socially after a loss. One can also self-disenfranchise as suppressing and not allowing oneself to grieve. The current study aims to examine perceived disenfranchisement, self-disenfranchisement and disenfranchisement of others. For this purpose, three hypothetical unacknowledged loss scenarios, which are pet loss, a romantic relationship break-up and having a psychological disorder, were used to compare self and other disenfranchisement as well as to reveal the relationships to attachment and social support. The findings indicate that the three loss scenarios differ in terms of the acknowledgement of loss, grief and social and professional support for self and others. Subsequently, attachment and social support are significantly related to the evaluations of the disenfranchised grief process. Finally, the implications of the findings are discussed.

Background: Smartphones have become an indispensable part of the daily lives of adolescents in the 21st century, which is characterized by a highly digitized modern world. Besides their many advantages, smartphones might pave the way to compulsive usage and addictive experiences. To remedy this problem, this study proposes an authentic approach which integrates consumer behavior theories and techniques such as unhook and gamification. An education program has been designed based on these approaches to decrease the problematic smartphone use. Method: The participants of the education program consisted of 305 students (48.2% girls and 51.8% boys) with a mean age of 14.57 (SD = 0.74). The Demographic Form and Smartphone Addiction Scale for Adolescents (SASA) were conducted before the education program and three weeks after the education. Results: The results of the paired sample t-test analysis before and after the education program revealed that the SASA total scores decreased significantly (p < 0.01). There are significant differences in terms of gender, mothers’ education and class levels. Conclusion: This research emphasizes the role of an interdisciplinary approach to the addiction problem. The content used in the education program includes strategies that originally aimed at increasing consumption. The effectiveness of the program can be enhanced further in the future along with self-regulatory additions.

The aim of this study is to measure the effect of rape myths and an awareness raising video on attitudes toward survivors of sexual assault. Participants were exposed to rape myths presented in nontraditional, traditional, and neutral conditions, followed by an awareness video explaining these myths. Attitudes were measured both before and after the video in each scenario condition, with a total of N = 101 participants from Turkey. A 3x2 factorial design was employed, utilizing the Illinois Rape Myth Acceptance Scale (Payne et al., 1999, https://doi.org/10.1006/jrpe.1998.2238) and Attitudes toward Rape Victim Scale (Ward, 1988, https://doi.org/10.1111/j.1471-6402.1988.tb00932.x). The results indicated a positive shift in attitudes following the awareness video, with significant effects observed in the traditional and nontraditional scenario conditions but not in the neutral condition. Positive correlations were found between rape myths and attitudes toward rape victims, suggesting that an increase in rape myths was associated with more negative attitudes toward survivors. Gender differences were not observed in terms of rape myths, but females exhibited a positive change in attitudes after the awareness video, while males did not.

Bu çalışmanın amacı, öz-şefkat ve kaygı arasındaki ilişkide bilişsel esnekliğin aracı olarak rolünü araştırmaktır. Araştırma, öz-şefkat ve anksiyete belirtileri arasındaki ilişkiyi incelemektedir. Ek olarak, bu süreçte bilişsel esnekliğin rolünü araştırarak, öz-şefkatin bilişsel esnekliği artırabileceğini ve bunun da kaygı düzeylerini azaltabileceğini öne sürmektedir. Araştırmanın örneklemini yaşları 18-54 arasında değişen 355 katılımcı (251 kadın ve 104 erkek) oluşturmaktadır (Y=24.17, SS=5.92). Verilerin toplanmasında Demografik Bilgi Formu, Beck Anksiyete Envanteri, Bilişsel Esneklik Envanteri ve Öz Şefkat Ölçeği kullanılmıştır. Bilişsel esnekliğin aracılık rolü PROCESS makro ile incelenmiştir. Sonuçlar, bilişsel esnekliğin öz-şefkat ve anksiyete belirtileri arasında bir aracı olduğunu göstermiştir. Öz şefkatin kaygı üzerindeki etkisi bu ilişkide hala anlamlıdır. Bulgular, hem öz-şefkatin hem de bilişsel esnekliğin kaygıyı azaltmada değerli olduğunu göstermektedir. Tüm sonuçların etkileri tartışılmaktadır.