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    Mediating Roles of Problem-Focused and Emotion-Focused Coping Styles Between Adverse Life Events and Aggression
    (2023) Çapkın, Merve Koçak; Vatansever, Merve
    Stressful or adverse life events play a role in the development of concurrent or subsequent aggressive behavior. Moreover, coping strategies determine how to react when faced with adverse events. The present study aimed to investigate the mediating roles of coping styles in the relationship between adverse life events and aggression among university students. Three hundred sixteen university students, 213 (67%) female, and 103 (33%) male, participated in this study. The Demographic Information Form, Life Experiences Survey, Coping Style Scale, and Aggression Inventory were applied for data collection. The results showed that males had higher aggression scores than females. Individuals who experienced more adverse life events were more likely to use an emotion-focused coping style and had higher aggression levels than those who experienced more positive life events. When the effects of age and gender were controlled, both emotion-focused and problem-focused coping styles had partial parallel mediating roles in the relationship between adverse life events and aggression. The findings reveal that experiencing adverse life events and using more emotion-focused coping style had a role in increasing aggression, while using problem-focused coping style had a role in reducing aggression. Overall, the findings of this study have important implications for guiding mental health professionals working with university students by showing that the development of effective coping styles for those who experience adverse life events should be supported.
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    Öğe
    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.