Current Psychology

Current Psychology

Current Psychology Dr. Bilal Semih Bozdemir

Fear, Anxiety, Shyness Feel oneself good Handwriting Analysis - Graphology Psychology and Categories Quizzes

Current Psychology

ÂŠ Dr. Bilal Semih Bozdemir

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Table of contents Fear and Phobias

How is a reaction to fear developed?

Anxiety

What is Anxiety?

Causes of anxiety

Symptoms of Fear and Tension

Ways to handle fear and tension

The technique of autohypnosis

The technique of grade relaxation

Resource Discovery Technique

Shyness and Social anxiety, Personal Help Guide

Do you suffer from Social anxiety?

What is shyness or social anxiety?

What causes Social Anxiety?

What Provides More Social Anxiety?

How can I help myself to get rid of Social anxiety?

Understanding the social anxiety

How can I erase my negative thoughts, my beliefs

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and the wrong images inside my mind?

How can I keep myself from thinking about (avoid the feeling of) being watched?

How can I change my behaviour?

How can I reduce my physical symptoms?

Deep muscle relaxation

Controlled Breathing

Focus one self’s Attention to other directions

Summary – Get rid of the Social Anxiety

Feel good

100 ways to get better every day

How can you make yourself feel better?

The Handwriting Analysis – Graphology

109

What is it?

109

How does it work?

109

How does it start?

110

Writings’ inclination – What does it mean?

110

Emotional control and reliability

112

Concentration- Stay focused

113

The three regions of handwritings

115

Intervals between letters

119

Intervals between words

120

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Make your mind and thoughts work

122

Speed of writing

123

Sample analysis

124

Psychology and its various forms - summary

127

Psychology schools

128

Psychology of Development

130

Development factors

132

Hormones (Glands)

133

The Body development

134

1- Before Birth – Prenatal period

134

2- Infancy period (0-2 years old)

135

3- Early childhood period (2-6 years old)

136

4- School Period (6-12 years old)

136

5- Adulthood (12-18 years old)

136

Piaget’s – Cognitive Development

137

Basics concepts of development

138

Periods of the cognitive development

138

Rules of Development periods

138

Cognitive development according to Vygotsky

139

Language development

139

Personality development

139

The psychoanalytical theory

139

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Kohlbergâ&#x20AC;&#x2122;s development of ethics

140

Ego Development

140

Psychology of the Memory

141

Separation of the memory into sections

142

Long Term Memory

149

The stages of memory

153

Daily memory

157

Preschool children and Forgetfulness

162

Metacognition

163

Metacognitionâ&#x20AC;&#x2122;s features

164

Piaget and the metacognition

166

1. Metacognitive Knowledge

167

2. Metacognitive Experience

169

Researches carried out about Metacognition

172

Metacognitive Strategies

176

Test

177

Psychology Quiz 1

177

Psychology Quiz 2

192

Psychology Quiz 3

207

Answer keys

223

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References

224

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I dedicate this book of mine to the most sacred person in my life, my mother, who at my younger ages helped me to develop my love for foreign languages and English, and now provided and motivated my graduation from a foreign university as a doctor.

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Preface

The book currently in your hands was born from the wish to edit as a single book my researches and exercises made during my lessons of Psychology / Behavioural sciences alongside with my continuing Medical (Naturopathy) Specialization education in Canyon University. I would like to express my thankfulness to the university staff who helped me in that field of study, in the achievement of my exercises and lessons. Some of the research results described in the following pages, as I will explain in the appendix, were translated by me from the mother tongue (English) of the concerned authors. I wish this work could be a premiere and especially be followed by several similar works after my specialization.

Dr. Bilal Semih Bozdemir

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FEAR and PHOBIAS

In Psychological sciences, and in the matter of understanding people’s feelings and thoughts, some research methods are used to understand people’s specific behaviours. Among those methods, we can define observation as observing people naturally that’s to say in their normal form instead of observing behaviours in a lab, in order to understand them simply in the way they are. In this way, the advantage of observing people in their behavioural form and with the environment they’re living in resides in the people nature and the fact that people are different from one another. Even with the few insufficiencies of this method its utilisation is considered to be necessary by the researchers. Although similar to the natural method, case studies are also used to observe people’s behaviours in addition to the techniques used by the researchers. In case studies, proofs of the general personal behaviour are somehow observed with movements. Investigative studies on the other hand, are important to get rid of the insufficiencies in natural observation and case studies. With this method the effects and lacks that are generally noticed in someone’s behaviours can be understood. Results given in percentage, help researchers in identifying the correct meaning of a person’s behaviours. Another important aspect of investigative works is the fact that pretty much data from relatively several people can be collected cheaply. Because they give raw data about behaviours and the diversity, case, nature and investigation studies aren’t sufficient to explain the causes of behaviours. Another technique known as Correlational researches, as it is based on the principles of correlation, evaluates the data that are related. For instance, there’s a higher risk for people with some psychological disorders to have other medical conditions. Depending on how much people resemble that person the chances for him/her to adopt them are also high. There are several relationships existing among similar phenomena. Some other researches are carried out by way of evidence / trial-and-

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error. They help us to enlighten the previous experiments and simple tests made on that subject. Behaviourism is one of the Psychodynamic Psychology schools. It is defined according to John B. Watson’s opinion about psychology. His behaviourism is based on the Russian physiologist Ivan Pavlov’s experiments. A question arising from Pavlov’s experiments was if the conditioning could be applied to human beings or not. Watson proved that the conditioning was applicable to human beings too with an 11 months long research carried out on a baby. Watson showed that fears could appear and could be got rid of by conditioning. Those works were a continuation to Pavlov’s experiments. One of Watson’s students Mary Cover Jones (1924), provided an “immunization” to a kid to his fear of rabbits by conditioning him. This is the method she used: While the rabbit was eating it was shown to the little kid and it was made to slowly approach him. This method resembles the technique used nowadays to make someone insensible to his/her fears. What else can be said about fear? Generally different things happen in our heads during the period it is thought our fears appear in childhood. The first fears appearing in our minds are fears from school, from darkness, the fear of being alone, the fear of being separated from our mothers and the fear of strangers. It is of course possible to make this list a bit longer, if you know what we mean. First of all it should be specified that fear is a part of a normal development and helps a person to keep calm in front of dangers. Fear, from infancy to adulthood, is a frequently experienced situation; so much that researchers proved that 90% of children during a period or another of their development had feared something. That’s why it’s not judicious to wait for kids to be absolutely or unconditionally fearless. Phobias: First of all it’s essential for us to separate fear and phobias. In order to call a fear a phobia, it should suit the following criteria: -

The kid’s fear is exaggerated or excessively high in regards to the situation he faced, for example because he fell once from a swing in a park he isn’t able to ride a swing anymore. The fact the kid can’t be convinced by logical explanations. The kid’s involuntary excessive fear or worrying. The deliberate avoidance of the feared situation.

Phobias aren’t either specific to an age or continue in the long term. In some phobias, the causing event can be identified but in some several other cases it is impossible to do so.

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Fears: Some fears are regarded as normal at specific ages. For instance, the fear of noise and of the loss of physical support is quite natural during infancy. The fear of strangers observed from the age of eight month to 1-1.5 year old is also accepted as normal. The commonly fear developed at age 5 of several imaginative structures such as witches and monsters is also a predictable situation. Here the thing we should pay attention to is the fact that some fears can appear at specific ages and should disappear after a certain period of time. For example, if a kid aged 6 is still fearing of strangers this is a situation which needs attention. How are reactions to fear developed? One of the most important reasons of the binding or linkage of a baby to its mother is the capacity of the mother to decrease the baby’s fears. During infancy and the early childhood the reaction a kid has in front of a new situation is really influenced not to say determined by the mother’s own reaction. A kid for example, analyses the expression on his mother’s face when he is learning to ride a bicycle for first time. If the mother support her kid and allows him to gradually become self-confident and independent, that kid will think about riding bicycles as an interesting activity and focus all his mind to that activity. On the contrary, the mother or the person taking care of that kid, during the period the kid is trying to learn, watches him with an anxious expression and continuously warns him of possible dangers, the kid instead of focusing on that activity as he should, he will just pay attention to the person who is more important than his own life and the anxiety related to that situation will increase with time. This will lead to the avoidance of the situation and the will of never again trying to learn it. We call this hesitative behaviour “a fear”. As it appeared Fear is a behaviour of avoidance it has been identified also as a conditioning. We said before that being afraid of noises/loud voices is a normal thing during infancy. Let’s just suppose that in that period, there’s outside a great noise while a baby is having a bath. This can provoke a phobia of water or bath in that child. Worries are alongside with the avoidance and the conditioning another factor causing fears. Worries or concerns leading to fear are mostly observed when in the dark and been alone when falling asleep. A kid begins to be aware of the social rules at almost three years old and above with his father and mother’s interventions. From that moment on he’s not anymore free to do everything he wants. As a result, the kid starts being angry with both his father and his mother who put him in that problematic situation, but he doesn’t want to express that feeling. Besides he feel guilty because of that feeling of his. In order to get rid of that situation which is making him feel uncomfortable, he expresses his guilt and

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fear to the several scary pictures he previously found and that are representing his mother and father or in general the people representing society and rules. These scary pictures could be a witch, a dream or a dragon. Before sleeping the kid is somewhere between consciousness and subconsciousness. He’s now aware of the angriness he hid inside himself, he then enforces himself to keep on hiding them. At that time, actually he also needs the people causing him to have this feeling, but also supporting him and giving him confidence, his father and mother, by his sides. When they’re near him he’s sure of their presence and their love for him and so he can sleep easily. Darkness is also a major factor of concern for a child and a cause to the feeling of loss of self-control. To come over that worry he may need again a support from outside. Another source of fear is being observed while one’s afraid, in other words, the fact that other people may discover or learn the fears by watching them. For example, if a mother sees her child’s face white or colourless in a plane and she understands it is because the kid is panicked she may also start being afraid of planes. In terms of separation the cause of fear is generally not the kid but the mother. The mother doesn’t want her kid to go far from her and by going to school for example and as a matter of fact she expresses this feeling with indirect and subtle messages to her child. When he starts school, at the moment a mother starts explaining to her child how much she’ll miss him the whole day and she’ll wait for him and that while waiting she’ll miss him so much and how much good time they spent together and continues this explanation for a long time, the kid sees the act of going to school as synonym to betraying his mother and may be reluctant to leave and go to school. This is also called school phobia or the worry of separation. In conclusion, we saw that various types of fear can be caused by several and different things during infancy. It’s convenient to really check whether fear is related to an age, and if there’s a specific event causing fears as kids always try to cope with their fears. Mothers and fathers should take a closer look at the relationships they have with their kids and talk about that topic with them. If there’s still no decrease in the kid’s fears despite all those, it will be judicious to ask for the help from a professional person.

ANXIETY

What is Anxiety? Just as it is difficult to describe other thrills or excitements, describing

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anxiety is a difficult task. Anxiety can be contained in one or several of these excitement situations: sadness, distress, and fear, the feeling of failure, helplessness, uncertainty and trial. Some psychologists say there are three important differences between fear and anxiety: (1) Source. Exactly like in the example of “I’m afraid of bees”, we know the reason, the source of our fear but the source of anxiety is always unknown. (2) Violence: A fear is more violent than anxiety (3) Duration/Length: Fear is less long but the anxiety lasts much longer. Psychologists characterised and defined the physiological phenomena occurring and the ones that may be observed during a period of anxiety by analyzing the similarities between fear and anxiety. Their claim is supported by experimental observations. That’s why psychologists use physiological symptoms or changes such as heartbeat, blood pressure, the blood chemical composition, Galvanic Skin Response and breathing exhalation rate in the evaluation of anxiety.

Causes of anxiety The kind of environment which could create a certain type of anxiety may differ from one culture to another. But it is possible to make some generalizations for all the societies. These generalizations specify the commonalities between the environments causing the feeling of anxiety. (1) The withdrawal of support: Fatih’s mother, father, brother, table at home, working desk, neighbours, friends or his domestic dog and cat are all a part of his life, but suddenly he finds himself in a foreign city, a foreign house, and he’s therefore away from his family, friend, relatives and acquaintances. There isn’t anymore none of the support he previously had or he got used to until now. People get anxious when their habitual closest environment disappear this way. (2)Excepting a negative result: We are usually anxious when we’re excepting negative situations such as the following to arise: when we sit for an exam with an insufficient preparation or waiting for a traffic hearing at the court to sentence us with a traffic ticket. (3) Internal contradictions: We fee stress which is a kind of anxiety when we

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face unexpected results with something we believed in or considered important. Cognitive paradox is an important source of motive and thrill. Until a way to get rid of the contradiction is found we feel somehow anxious. For example, if someone who believe that humanity is living in a world that will surely someday be destroyed by the development of nuclear weapons, is obliged to work in a lab that produce these kind of weapons he will constantly live in a tense and anxious state of mind. (4) Uncertainty: Being unable to know what is going to happen in the future is one of the obvious main causes of anxiety in people. Being aware of the negative events that will happen in a near future is preferred to being completely ignorant of the upcoming events.

The symptoms of Fear and Tension A list specifying the possible symptoms that may be observed in anxious and nervous people is given below. If you or a neighbour of yours have these symptoms you can try to use one of the conscious resolution techniques. However what you’ve got to realise is that those symptoms may also be signs of physical diseases; that’s why when they are observed for a long period of time in someone and that it influences their daily life activities it’s better to get examined by a doctor. * Shortness of breath * Stomach pain * Sweating * Diarrhea or constipation * Irregularity in breathing * Has not overreact * Intermittent breathing * Chills * Tension * Coldness of the fingers and toes * Heart palpitations * Constant fatigue

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* Suddenly angry * Continuous headache * Backache * Tension in neck muscles

Ways to handle fear and tension We can categorize the techniques of coping from anxiety and tension in two main groups: the technique that may be applied when conscious and the ones that may be used unconsciously. The technique unconsciously are called defense mechanisms. Someone using the defense mechanisms isn’t even aware of the fact he’s using a technique to reduce anxiety and tension. The techniques we consciously use include behaviours we have achieved as a result of learning.

The Self-hypnosis technique- one the conscious ways of coping Holland and Tarlow (1980) proved anxiety and tension could be eliminated when a human being self-hypnotises himself and therefore gets rid of his undesired thoughts and feelings and enters a state of thinking and perception. These are the steps they proposed to achieve the technique: (1) Sit on a comfortable chair in a position that allows you to keep your back steep or perpendicular to it. Put the chair 1.5 or 3 meters away from an empty wall. Put a scotch or mark with pin a point located 30 cm higher than your eyes’ alignment on the wall. (2) Look straight forward to the point on the wall and without hurrying up start taking a calm breath. In each breathe try to count slowly backwards from 10 to 0. (3) When you say a number continue watching the point on the wall and meanwhile imagine that your hands and arms are becoming heavier and heavier and you can’t move them anymore. (4) Now start thinking about the fact it’s getting harder to keep your eyes open because your eyelids are getting heavier. You’re eyelids are closing as if there was a heavy load attached to them, it’s becoming impossible to keep your eyes open. Now close your eyes (perhaps at that very moment your eyelids close up on their own).

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(5) Exactly like in the 2nd step start counting again from 10 to 0 and at the pronunciation of each number take a calm and reposing breath. Only think about your breathe and nothing else. Think about your breathe as if it was a smoke coming out of a boiling kettle and imagine you’re actually seeing the smoke entering your noses, going to your lungs and then getting out of your noses. (6) Count as you’re breathing and when you reach as certain number feel like you plunge yourself in a warm bathtub. Imagine how the warm water is refreshing your skin. Just completely slack and try to relax, say to yourself “relax, let your whole get loose”. Keep your body in a condition of complete immersion and relaxation, try to keep that feeling last as long as possible. Let thoughts start coming to your mind, then start opening slowly your eyes from the moment you start making plans about your daily problems and then after staying in that state of opened eyes for a while get up and start your daily activities.

The technique of grade relaxation This technique was inspirited by a 24 steps method from Holland and Tarlow (1980). For more information please refer to the Baltaş’ published works (Baltaş and Baltaş, 1986, Ways of coping from fear). Choose a comfortable area for yourself. Lie on a carpet or a cushion in a silent room or if possible a room inside of which nobody wouldn’t disturb you for at least 30 minutes. (1) Squeeze your right fist, keep it as if you were grasping something and then stretch it. Pay attention the feeling you had when your hand’s muscles were tight and then you released them. (2) Slowly squeeze your fist as you did before and after a while slowly stretch it. Once again keep your mind focus on your muscles and observe

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how different you feel at the very moment youâ&#x20AC;&#x2122;re tend and then you release your hands. (3) Now squeeze your left fist, keep it squeezed for a moment and then stretch it. (4) Slowly squeeze your left fist and release it after staying like that for a while. (5) Stretch your biceps from both of your arms to your fingers as if you were carrying a heavy load, increase gradually that tension and then completely release yourself. (6) Slowly repeat the 5th step. (7) Put your arms down, put the back of your hands on your legs and push arms

backwards

with

constantly

increasing

strength.

Release

everything and then pay attention to the muscles located in the back of your arms. (8) Now put your arms by your body sides and imagine that the whole tension is flowing from your arms to outside. (9) By making a pressure on your facial muscles make your forehead tensed (just frown). (10) Keep the muscles in your forehead squeezed and release them after a while. (11) Close intensively your eyelids and keep them squeezed for a moment. After a moment stretch your eyelids without opening your eyes. Pay attention to the difference between feelings you had when your eyelids and the muscles near your eyes were so tense. (12) Grit your teeth in order to make your chin and temporal region very tight. After a moment ease off/slacken your chin and keep your mouth half opened.

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(13) To feel your neck muscles throw your head backwards and tighten the muscles in the back of your neck very well, while your muscles are still tense, turn your head first to your right side and to your left and then lean it to your front side. After keeping muscles tight, slacken them. (14) Raise your shoulders and tighten the muscles between your shoulders and your neck, after keeping them like that for a while slacken yourself and relax. (15) Release your shoulders and then your arms, your neck’s nape, your neck and your chin, your forehead and eyelids and relax. Imagine that your fatigue is getting out of your body, from the shoulders to the bottom of your arms and flows from your fingers’ extremity to the outside of your body. You should notice that your tension is decreasing gradually. (16) Take deep breathes and pay attention to the tension that occurs in your chest. Hold your breath and notice the tension inside your chest. Now relax and breathe out. (17) Now start breathing slowly and normally. Imagine your body relaxing each time you breathe in and out. Now continue breathing and feel the progressive disappearance of the sensation of tiredness in the other parts of your body. (18) Now tighten your belly muscles and keep them tense for a while. Slacken tem and feel the great difference between when they were contracted and when you stretch them. (19) Contract the two muscles by your spine’s sides. Feel the sensation of tension when this part contracted as the other body parts are free. Release those muscles after a while and feel the difference. (20) Continue breathing in and out and slacken each and every contracted muscle in the upper part of your body. Try to relax until no muscle of

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your whole body isn’t contracted anymore. (21) Now contract well muscles in your hips and your legs and release them after a while. Pay attention the great difference between the state of tension/contraction and relaxation of those muscles. (22) Without raising your ankle, increase the tension in the calf of your leg by raising your toes. Play with your toes and increase the tension inside you’re the muscles and pay attention to the feeling. Put back your ankle to its normal position, relax and then notice the difference. (23) Without raising your ankles put your toes back and tighten up the muscles in front of the calf of legs’ region. Release the tension and just feel the difference. (24) Now in your whole body relax all your muscles starting from the head to the toes. Now lie down with your head, forehead, eyelids, chin, neck and nape, shoulders, arms, chest, belly, hip, legs, calf of the leg and foot’s muscles completely relax. Continue taking regular breathes. Feel the muscle tension in your legs and arms decrease. Lie down for 5 to 10 minutes in that relax position. The most important thing here is to remember the difference between when your muscles are contracted and when you slacken them. After doing this exercise for a couple of times, your muscles start responding at once to all your mentally given orders. So it becomes possible for you to handle or to prevent situations such as when someday in the future your muscles are tense and your respiration is irregular. If the technique of contraction and relaxation explained above is applied every day for 15-20 minutes after coming back from work, fear and tension are reduced dramatically. With time your body will get used to that technique and it’ll be possible for you to rest deeper. For those who want to get rid of their daily fear and tension it is

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advised they make use of this technique or similar ones. The Source Discovery Technique as one of the conscious ways of coping Finding and understanding the causing factors of a fear may help to make the violence of that fear decrease. Someone’s personal lacks lie or are located in an area inside of which the events causing their fears or near the conception of someone’s ego/personality. The intrinsic analysis you’re about to do without hesitation or giving up may help us to determine the events or situations that are giving birth to your fear. The following method is given in that purpose, you may apply it exactly as it is described or after making some slight personal changes. (1) Be aware of your fear and accept the fact you’re afraid. This is one of the most important steps. If you’re unware of your fear you can’t be handle this by yourself. When you’re afraid or when you worry about something your body and your behaviours change more or less. For instance, fear can lead to changes like a superficial respiration, a more frequent heartbeat, the inability to get focus or concentrate, symptoms such as irritability or getting easily angry for simple things.

If you correctly know your own

body and you’re aware of these behaviours you can immediately notice those changes. If you don’t accept the fact that you’re afraid you could never have the chance to use the technique mentioned in the next step. (2) Take a closer look or analyse your condition from an outside point of view. For example, you’re at home and noticed that you become afraid when you’re in your house environment and therefore you decided to check what may be the causes of this fear. In order to achieve your decision stay away from your house’s environment for a while and analyse your house situation. You may spent a couple of time far or away in different ways. You can go out for a walk you may make a two to three hours long trip in a ferry (boat) or on a bus or you may spend some time in the neighbouring park and give some food to the birds. The most important thing is not what you spent your time doing but the fact you get away for a couple of time from the house neighbouring.

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(3) Imagine yourself being in the most comfortable place for you. (4) Understand that your fear lies under your own personality. (5) Determine some short and long term solutions to deal with your fear. (6) Immediately start applying the short term solutions and prepare yourself to apply the steps for the long term solution. The most important thing for you to remember about short term solutions is: The first step is always the most difficult one. After the first step, the next ones slowly follow. (7) Don’t forget the fact the time and energy you sent because of your fear have never been advantageous. You will never be able to cope from the reasons why you’re basically afraid if you continue being worried. On the contrary you will make the solution’s arrival more difficult. The time you spent being afraid and the neurophysiological conditions resulting from fear influences negatively your focus/concentration and thinking abilities. (8) Try not to exaggerate your fear. Most of us react got used to always try to show negative feelings or situations worse than they actually are. Such a habit creates a vicious circle. Exaggerating fear leads to more worries, more fear leads to even more exaggeration, and exaggeration leads again to fear as well. Try not to enter such a vicious circle.

SHYNESS AND SOCIAL ANXIETY, PERSONAL HELP GUIDE “I’m afraid to go to places in which I may be obliged to talk to people, before travelling I only think about the fact that I will probably only do stupid things or when I speak people will think I’m stupid. Actually nobody is like that but I feel like I really have a problem with myself. My only way to come in front of people is to be accompanied by my friends. This isn’t fair, because the other guy has too much self-confidence.” “If I’m obliged to speak in a meeting I am never able to hold on myself, I mean I simply can’t resist. My feet stagger, my face reddens/blushes and I feel very sick. I feel that everyone is closely looking at me. I know that this is stupid and the other people don’t look like they’re the same situation. I’m thinking that they feel I never do something right. ”

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Those are the thoughts of someone who is suffering from problems like shyness and anxiety. Even if people never talk too much about that, it’s a very common problem. This text aims to help you to get rid of this problem: * Be aware of the fact you suffering of shyness or social anxiety. * Try to understand what it is, what causes it and what it may lead to. * Try to figure out methods that may help you to get rid of your shyness or anxiety. Shyness and social anxiety are problems affecting both men and women. Most of us, at specific moments of our lives, we feel shy or concerned/worried in social situations. This is a more serious problem for those complicating the life problems they’re suffering from.

Do you suffer from Social anxiety? In order to check whether you suffer or not from a social anxiety, please put a ✓ mark at things or symptoms you regularly face. [ ] When you are in front of social situations, you feel a great and unbreakable fear. [ ] In front of other people you think you’re acting or ding something that may make you feel ashamed. What usually happens in your body? [ ] When you enter a place in which you meet other people, you feel nervous and feel some of the following in your body: [ ] Your heartbeat becomes more rapid, you have heart palpitations and poundings. [ ] You feel pain in your chest as if it were constricted. [ ] You feel tingling and numbness in your fingers and toes [ ] Stomach agitation and mobilization. [ ] Must go to the toilet.

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[ ] Feel nervous and tense. [ ] Tension in your muscles. [ ] Sweating. [ ] Changes in breathing. [ ] Feelings of dizziness. [ ] Flushing. What do you usually think about…? [ ] You know that fear is excessive and illogical. [ ] You feel like people are having bad thoughts about you. [ ] You think people are wrongly judging you. [ ] Before starting each and every social interactions, you think things are mostly going to be wrong. [ ] I always think that “I will display myself as if I was addle-brained” or “I will look like a dumb”. [ ] I think that “I’m annoying” or “I’m weird”. [ ] I always think “If I do something wrong people won’t like me” or “If I make everyone understand that I am nervous they will think I’m stupid” or “I shouldn’t look nervous” [ ] You have a negative image about yourself in your mind as you’re afraid of people seeing you. This could be astonishment, mindlessness, not being able to attract attention, weakness, cowardice and so on. [ ] After participating to a social activity you have thoughts such as “That was freaky” “I looked so stupid” and so on. Things you usually do… [ ] Sometimes, you get into very difficult social situations. And therefore you feel sad and worried. [ ] Even if it isn’t suitable for you, you hesitate or avoid entering social

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interactions you think are difficult. For example, instead of going to eat in a crowed canteen in your workplace, you prefer going to eat a sandwich outside. [ ] You avoid speaking on the phone. [ ] You do certain things such as memorizing what you’re going to say, suggest you help the community to keep yourself busy, speak for a short period of time and then go even run elsewhere, just to help yourself deal with some hard social situations. [ ] You drink more alcohol, smoke more cigarettes, and speak faster or continuously change places when you can’t relax in social situations. If you mark a ✓ sign in most of the boxes above it means you’re facing a social anxiety and anxiety.

What is shyness or social anxiety? Generally, people suffering of shyness and social anxiety believe that the other people surely will have thoughts or wrongly judge them. They think they are being closely watched and they are eager to create a good reaction from the neighbouring people. Meanwhile they’re afraid they are not as talented as other people and that they could not reach their goals. When someone’s socially anxious he/she is nervous, he/she has accelerate cardiac rhythm that’s to say their heart beats more rapidly, they may also have some symptoms such as dizziness. Their faces flush/redden or they stammer or are suddenly unable to speak. Some situations look more difficult than others. They feel relatively comfortable with people they already know or are familiar with, but the feel worried in presence of strangers. It may be hard for them to eat and to speak in front of people in crowded places such as canteens, shops and lines. Some people may start staying away from situations causing a great

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discomfort, which oblige someone to live a social life, or lost their jobs. Others will look for what they call “safe behaviours” in order to avoid being in situations that may make them look stupid.

That includes not to look in people’s eyes, sit down only near people they already know, sit down and hold something, slowly and hardly speak, keep oneself busy or pass from a conversation topic to another one just to avoid getting people’s attention. In summary, people living with a social anxiety are afraid other people are continuously having a bad idea about them, or that they may not be as talented or skilful as other people are. This makes for them, social situations difficult or even impossible to deal with. What causes Social Anxiety? Social anxiety is something felt by most of human beings; however some people are more influenced or affected by this condition. It’s not a physical or mental disease’s symptom but it may sometimes be very staggering. Generally, it is due to the “lack of self-confidence” or our thoughts making us underestimate ourselves, which usually starts in the childhood. Some people on one hand, seem to be naturally too much worried about everything. Some people on the other hand, only becomes concerned about something only when stressful events arise in their life. What Provides More Social Anxiety? Sometimes people, when they are young feel socially more worried; but as soon as they grow older they feel more confident. For other people this worry continuously grows as they are getting older and this becomes a lifetime problem. This may be due to several things. 1- If someone has an anxious personality, they get use to the feeling of

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anxiety and they start having long-term beliefs which stipulate that they’re never going to feel at their ease in social situations. 2- Running from social situations keeps people from being accustomed to the amenities. This prevents them from feeling good and deprives their ability to cope. If they stay away from this situation it feels worse. And the next time they try they may get rid of it. But some people still apply a safety behaviour because they always think they can never learn to cope from their bad feelings and fears. For instance, always staying with a close friend... 3- Someone with a social fear, always keeps in his mind a negative depiction or portrayal of himself when he’s being watched. When he’s in presence of other people, anxiety makes him to be more focused on them. Those socially anxious people continuously think about this depiction of their own, they feel anxious and believe other people to be freaky. They really don’t show much interest to how other people are answering them. They only make some wrong suppositions about what the other person’s thinking about them and that’s why they can never get rid of those negative thoughts and depictions about themselves. 4-

They sometimes use the method of “Fear of fear” and thus in some situations people guess they are going to be anxious and hope symptoms such as “I know that whenever I speak I will become red”, “I won’t say the words loudly” or “what if people notice my hands are shivering”. These thoughts simply increase the anxiety even before they face a freaky situation.

Social Anxiety Defective Circle Negative thoughts: -

“I really look like an idiot.”

“I can’t make it. I can’t get rid of this.”

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After the social events, safety behaviours: for example, evade eye contact, being busy, sit in the corner. Long-term beliefs of never being able to feel good in social situations: “I’m not sufficiently gregarious or sociable”, “I’m boring”… Increasing negative thoughts before the social situation: -

Avoiding certain things: “I can’t do that.”

Automatic negative thoughts: “I will never be able to succeed.” Physical symptoms: “feeling nervous, dryness in the throat etc.” The increase of physical symptoms such as sweating and anxiety during the social situations. Concentrating on oneself: “I look stupid”, “I’m sweating” etc. To sum up, social anxiety is due to and continues because of the lack of someone’s confidence. Because people got used to think they always feel bad in social interactions. In social situations because they use some safety behaviours and only focus on themselves

How can I help myself to get rid of Social anxiety? There are several ways to help yourself successfully get rid of anxiety. The approaches or techniques you’re supposed to use are listed below: -

You have to understand your social anxiety.

Pictures and beliefs related to the social anxiety.

Instead of still focus on yourself, try to develop your personality.

Dealing with escape and safety behaviours.

Dealing with the physical symptoms of social anxiety.

Understanding the social anxiety From now on you are aware of what may be cause of anxiety. To understand it better, doing the following exercises may help you.

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Think about and then try to understand in details everything that seemed difficult during your last month. This may help you in your effort to think about the situations that seemed difficult for you and to become aware of your own social anxiety circle. These are my social negative thoughts or thoughts coming automatically to my mind just after a social event: ………………………………………………… These are my avoidance and safety behaviours: ……………………………………………………. My physical symptoms: …………………………………………. Focusing on oneself; my negative depiction about myself I also have in my mind ……………………………………… Keeping a journal about your episodes of social anxiety may be helpful in thinking again if you’re not able to see a clear picture of those difficulties. For one or two weeks keep a record of when you felt anxious and what happened at those moments. Take notes of what you did and what you thought after that very moment that’s to say write down your thoughts, your physical symptoms, your avoidance and cautious behaviours. When you have finally a clear picture of your problems you can start dealing with its different sections or start breaking your anxiety vicious circle. How can I erase my negative thoughts, my beliefs and images inside my mind?

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We all saw the role our thoughts play in the continuation of social anxiety’s vicious circle. Thoughts may be words or pictures and images in our mind. The following examples will help you to understand your own thoughts and identify what is the real meaning of the pictures you have in your mind. Automatic Negative thoughts: -

“I don’t know what to say. People will think I’m stupid.”

As soon as I walk and go inside, everyone is going to look at me and I’ll tremble.

I’ll stagger and won’t be able to speak.

When I ask questions I really look emotive.

Pictures: -

Imagine oneself to be a shy little creature.

Imagine others being grinning while you trembles.

When you look at others, you seem to be reddened and sweating.

Imagine yourself having a shrill voice and think of other people as strong and calm.

Taking notes of your thoughts and ideas may be very helpful. After learning what it is about you can start making efforts to break the vicious circle. In a specific situation, ask yourself if you didn’t mistakenly think about the following: 1- Am I a mind reader (medium)? For instance, he always thinks “I am boring”. If that’s so, you can’t find or see what the other person is thinking about me. Therefore I trust my own negative opinion and I am ashamed of it. For example, “He doesn’t like me.” This is common problem for people with an anxiety about social situations and people having a negative depiction of their own selves. 2- Am I a fortune teller or a disaster announcer? For instance, “There will be a disaster and everyone will laugh at me.” 3- Do I make personal? For example, “All of them are laughing at me, they must surely be talking about me”. Or “He looks nervous. Perhaps he thinks

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he’s obliged to discuss with me.” 4- Do I only focus on negative things? For instance, “When I really want to talk with my friends, I am made to shut up.” (Forgetting about the fact I could talk with other people on a specific day) This wrong thoughts means you think some situations aren’t equitable or fair for you. Trying to figure out why what happened occur like it did may be helpful. The best way for you to do that is to make two columns. One of them should include thoughts that make you anxious, and in the other one you should write down your more balanced and more truthful thoughts. For example: Anxiety thought: “If I don’t stay quiet I’ll say stupid things and people will think I’m different.” Balanced thought: “People don’t think I’m different, my friends told me I look like a very logical person but I’m still waiting for people to think negatively about me.” Anxiety thought: “I always speak nonsense. I should surely look like an idiot.” Balanced thought: “Nobody is disturbed by that. People comes here to talk. I surely can’t be that bad.” Now note some of your thoughts and write down as much answers and balanced thoughts as you can. Now take a look at your wrong thoughts. Asking yourself the following question may be helpful: “What could you say to such a friend of yours?” The objective is to catch up more quickly and instantly give back answers to those anxious thoughts. It necessitates too much training. However it’s very helpful. How can I keep myself from thinking about the feeling of being observed by everyone? Researches showed that people which are socially anxious, are more likely to focus all their mind on themselves in situations or environments in which they feel anxious. These also showed that it may lead to their habit of trembling, sweating, having a red face or difficulty of speaking.

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In negative thoughtful situations they concentrate on the negative opinion and depiction of themselves we talked about above.

They have strong negative points of view about what other people think about them.

This prejudgement is mostly not really what people think about them.

They feel as if they had the whole attention of people and that most of it was negative. Methods to help someone to reduce the focusing of his whole attention on himself:

Observe yourself in social situations, pay attention to what usually happens.

Look at the environment and the neighbouring people.

Listen to what is really being said (not to your own negative thoughts).

Don’t take the whole responsibility of making discussions continue, silence is right. Other people may be very helpful.

Start to understand that your physical symptoms aren’t as you think, really noticed by people.

Try now not to check if your symptoms were so obvious that people were aware of them or not.

Try to believe that people don’t hate you just because you’re a naïve anxious person. Would you hate someone just because he or she is a naïve anxious person?

Try to notice you’re not everyone’s centre of attention or focus. Try to think about some of those ideas and you’ll notice they are useful. Start to fight and retrieve from your mind your long-term thoughts such as the fact that you’re never feel good in a social event.

How can I change my behaviour? Changing what you’re used to do is the most useful way to get rid of social anxiety. We’ve already talked about how behaviours like staying away and security measures may reinforce your social anxiety. It makes you to have a clear idea of the behaviours you are obliged to deal with. The following example may help you to find the real reasons of your self-protection and behaviours.

safety

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Running away: -

Not going to places in which you would meet people (write the list here).

When you foresee that you’re going to be obliged to meet people you want from other people to do certain things for you.

Not speaking with the people you would like to talk to.

Safety behaviours: -

Avoiding looking people in the eyes

Talk a little or allow someone else to talk.

Plan in advance what you’re going to say and memorize your speech.

Holding tight things around you.

Going to a safe and secure corner or place.

Looking the other way.

Trying to look busy.

Speaking very fast.

Not talking about yourself.

Finding somebody with whom you feel secure.

All of those ways of running away and safe behaviours lead to the perpetuation of the problem. This is very important. : -

Slowly reduce your habit of running away and face things you’re afraid of.

Make a list of things you planned to avoid, and your whole avoiding and safe behaviours. A bit later put on the lower stair step the easiest goals and on the highest one the most difficult ones. This example may be useful for you:

Avoiding to speak in front of a group of people: John, is afraid to speak in front of a group of people. He used to use methods such as not looking to people’s eyes, looking busy, speaking fast and staying near a very talkative friend of his, to get rid of his fear. These last days because of his fears he abandoned going to the club. He really misses it. He made the following anxiety stairs:

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6th 5th 4th 3rd 2nd 1st The freakiest. Speak more and more slowly in the group. Instead of meeting with his close friends, try to get used of seeing other people. Look at people for the time they are in a group. Observe one self’s symptoms and ideas. Try to mostly spend time with other people instead of occupying oneself with too much work. Going to the club by their own and meet friends inside. Have an appointment with a friend and then go to the club together. The less frightening John, starting with the first step, will slowly proceed to the 6 th step. By gradually reducing his safety behaviours and ensure himself he’s not starting new ones. Try this on yourself and establish an anxiety staircase (ladder). 1 ………………………………………. 2 ………………………………………. 3 ………………………………………. 4 ………………………………………. 5 ………………………………………. 6 ………………………………………. 7 ……………………………………….

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8 ………………………………………. 9 ………………………………………. 10 ……………………………………… Do things on this list one by one at a specific time. By using the abilities learnt in the other chapters, you will regularly apply the methods to get rid of the thoughts symptoms of anxiety and physical symptoms. You will slowly learn to deal with social events and feel comfortable. It is important to remember some other people are anxious in social situations but anyway they don’t make it obvious. This means you’re not the only one facing those difficulties.

How can I reduce my physical symptoms? -

Reducing physical symptoms

Relaxing.

To reduce the violence of the physical symptoms early identifying the symptoms and characterizing them without knotting may be very helpful. After early identifying tension symptoms, you may avoid the anxiety to come to a more serious level by using relaxation techniques. Some people can relax with exercise, by listening to music, watching TV and reading books. For others on the other hand, being able to watch people exercising themselves is useful. Some people may find relaxation and yoga lessons more useful; for others bowling or recorded tapes are more helpful. You can also buy a relaxation tape. Relaxation is a skill just as any other things that need to be learnt. And it takes time. The following exercise teaches the deep muscle relaxation. And several people find it useful in the reducing of tension and anxiety at every level. Deep muscle relaxation

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It’s very helpful to read the instructions first and then learn them. First start choosing a comfortable, warm and disturbance free place. Lie down on the floor and relax, close your eyes. Focus on your calm breathe for a couple of minutes: 2-3 breathe in and 2-3 out. While breathing say these words to yourself: “calm down” or “relax”. The exercise of relaxation will teach you to tend and to relax, and bring you to different muscular groups. As you’re lying down and contracting muscles you should breathe in and breathe out while relaxing. First of all, start holding both of your hands tight. Now imagine it’s causing your arms and forearms tense. For a couple of minutes, try to get really tense and relieve your arms and relax. Pay attention to the difference between tension and relaxation. You may feel like you’re having pins and needles. For doing progress this a good start of relaxation. Try now to do the same thing with your other hand. When you relax muscles groups, think about how they are when they’re free. Don’t try to relax, just allow the tension to quit. Think about the feeling you have when they’re relaxed and the one you have when they’re under tension. Now, do the same thing for the other muscles of your body. Every time, for a couple of minutes try to contract and then relax. Work on what the technique of feeling and allow them to be tense. It’s useful to make muscles work simultaneously when you’re working out a group of muscles. -

Hands: first contract them and then relax.

Arms: bend your wrists and tighten your arms. Especially feel the tension in the upper side of your arms. Remember you have to do this for only a few minutes and then relax.

Neck: Bend your head to the back and slowly make it turn around on its axis. Notice how the tension is moving around. After that bring back your head to its normal position.

Face: There are several muscles there. But thinking about your forehead and chin is enough. First stretch your muscles and go progressively to

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the bottom. Release your forehead. Besides, you may also move up your eyebrows and then release them. -

Chest: Take a deep breathe, hold your breath for a few minutes, feel contracted and then relax. Now try to breathe normally.

Belly: Try to contract your abdominal muscles as much as you can and then relax.

Buttock: Close your buttock and then relax.

Legs: Check your legs and bend them towards your feet. End it up with your toes or foot fingers moves. It may be helpful for you to have a friend who will read the instruction as youâ&#x20AC;&#x2122;re trying to follow them. Donâ&#x20AC;&#x2122;t do these things in too much tough way, only try to make it happen. To use relaxation in a more efficient way, you should do these:

Have daily practices.

Start using the relaxation techniques in your daily life.

Learn to relax your muscles before they become too much tended.

Try to use the relaxation in the difficult situations for it to help you come over them. For example, taking breathes slowly.

Try to adopt a comfortable lifestyle. Your relaxation tapes may include these kind of relaxation exercises. Remember the fact that relaxation is also a skill and its learning may take time. Write down which kind of anxiety you felt before and after the relaxation exercise, and give an appreciation from 1-10.

Controlled Breathing Breathing too much: It is very common that someone anxious has some changes in his breath taking. They may start lacking of air or breathing more air just because they think they would drawn, This leads to a feeling of dizziness and generates more anxiety. If you are used to do that, try do notice it and to slow down your respiration. As soon as you reach a rate of 2-3 breathes in and 2-3 breathes out in a regular rhythm, your respiration will return to a normal speed. Some people find useful to use a second watch to chronometer their breathes.

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For the respiration to be back to normal at least 3 minutes of slow breathes are required.

Focus one self’s Attention to other directions When you really try remove the symptoms from your mind, you will notice their frequent absence. Try not to look around. Try to analyze certain things in details, such as what kind of shoes people wore, the registration numbers and people’s speeches. Before reducing the symptoms you will need at least 3 minutes of loss of attention. While relaxing, techniques of self-distraction such as breathing and similar may be very helpful. It’s very important for you to realise that the anxiety isn’t harmful or dangerous. Even if we don’t use these techniques, nothing freaky can’t happen. Anxiety can’t harm us; however, it may disturb us. These techniques may help you to reduce these disturbances. Summary – Getting rid of the Social Anxiety Teach to understand each and every part of anxiety, physical symptoms, thoughts and beliefs and safety and avoidance behaviours. Try to struggle with and eliminate negatives thoughts by finding ideas that you mistakenly thought of and deal with them. To create a clearer image about yourself, try to use balanced thoughts. Stop negatively criticizing yourself and analyze your personal thoughts. Look at people around you. While reducing your safety behaviours, try gradually to face situations you’re afraid of. Take a closer look to the symptoms of your social anxiety by applying the relaxation and similar methods we described. From where can I get more help? We hope you will apply the techniques we suggested here. They may help you to go back to a normal life and get rid of your social anxiety. If you feel you’re not quickly making progress or if the problem you’re dealing with is getting worse try to look for help to solve it.

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Your specialist (advisor) is the best person to address to. Your specialist may advise you therapy or drugs or both of them. In order to help you deal with your problem it may be advised to see a specialist dealing with mental health. If you so stressed that or have so thoughtful that you may harm yourself, immediately go see your doctor and explain him how you feel. Your specialist, nurse and health care agent are really aware and well informed of these kind of services.

FEEL GOOD 100 ways to get better every day This information is for educative purposes only. They shouldn’t be interpreted or commented as medical advices and they’re not meant to replace professional medical advices. If you have some questions or concerns about your health, you should look for advices from a health care provider. You should talk to your doctor before starting any exercise program. How can you make yourself feel better? Let’s start answering the following questions: Do you do your check-up regularly? [ ] Yes [ ] No Weekly do you do an exercise for at least 30 minutes on 4 days or more? [ ] Yes [ ] No Do you have a balanced diet? [ ] Yes [ ] No Do you mostly have an 8 hours long sleep every night? [ ] Yes [ ] No Do you follow your doctor’s advice about stop smoking cigarettes, loss of weight

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or limitation of alcohol consumption? [ ] Yes [ ] No Are you frequently irritable or angry with the people you care about? [ ] Yes [ ] No Do you have frequent headaches or stomach-aches? [ ] Yes [ ] No Do you frequently feel sad or cry for no obvious reasons? [ ] Yes [ ] No Do you frequently feel busy and nervous? [ ] Yes [ ] No Do you have social, medical or economical anxieties due to drugs, alcohol, gambling or shopping? [ ] Yes [ ] No The truth is we all take care of ourselves in a physical and emotional point of view. For many of us this means doing more exercises, losing weight or eating more healthy foods. For others it’s synonym to learn how to find time for the people we care about or to learn how to get rid of stress. That’s why everyday we have the energy we need to deal with all the struggles we face daily. To feel better in our lives what are the things we should do? Look at the questions above for some answers. If your answers were “NO” for the first five questions, there are related to your physical health. If the answer was a “YES” for the last five questions, they’re the ones related to your emotional health. Feeling good includes both your physical and emotional health.

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You will find here 100 ideas to know how you may do that. While reading the following advices think about how you may be more careful about your whole existence. Should I eat more healthy foods? Should I spent more time having fun? Should I do more physical exercises? Should I renew my personality? Later on, note what you could do for your mind and your body to feel better by using the advices here in addition to your own ideas. In the Harvard physician George Vaillant’s book entitled “Aging well”, it is explained that growing up to a healthy oldness is actually mostly due to our own behaviours instead of our stars or genes. Take good care of yourselves. Create close friendships. Choose to feel good with anything even if it’s that awesome at all. Specialists think these are the secrets for a successful growth and a lifetime happiness. ***

1- Start your day in the right way. Breakfast increases memory, it develops your mental condition. And it helps you control your weight. Several research studies showed that students who have had a breakfast before an exam, got higher results in it. The same thing is true for adults. People who regularly have their breakfast are usually thin. Always start your day with a healthy breakfast like cereals containing fibres or oats puree and a cup of fruit juice. If you are someone who is not used to have a breakfast try to take as a breakfast the bananas, half creamy milk and orange juice mixed drink called “smoothie”. A recent research showed a daily breakfast help develop memory in

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healthy old people. 2- Reduce your caffeine consumption. The taste of your coffee is great but it safer to drink it when you decide to. However too much caffeine makes you addicted. Besides it provokes discomforts in your stomach and breaks the orderliness of your sleep. Medicine specialists advise a daily consumption of 300 milligrams caffeine and not more than that. This equals to 2 cups of brewed coffee. Start from today to change your usual preferred coffee to a tea or others drinks containing a light amount of caffeine. Which one of these drinks contains more caffeine? Is it the cup of 8 ounces (227 grams) brewed coffee? Or is it the cup of tea? The answer is the cup of 8 ounces brewed coffee. 3- Make a change. The schedule you change is to be used for your comfort, feeling good, going from home to work and vice versa. * Listen to books from the recorded tapes. You may listen to language learning tape, inspirational audios and an audio book. Many community libraries own audio books. * Be an attentive listener. Avoid radio programs that make you waste your time and make you feel upset. * Spend most of your time in silence. Think again about your day, imagine the future and spend your time with your thoughts. * Make this change with people you love for two days each week if possible. * Choose travelling in public transports if youâ&#x20AC;&#x2122;re able to. Spend your time reading books and thinking very well about your day.

4- Do a 30 minutes long exercise everyday A regular physical activity reduces the risks of heart attack and death, decreases the development of diabetes and is also responsible of the reduction of risks of colorectal cancer. Besides it helps to prevent high blood pressure and favours the loss of weight. * Think of yourself as an active person. * Do other physical activities alongside your daily routine. Join active walking sessions. Ride a bicycle. Do some minor daily works around the compound and in the yard. Choose stairs instead of the elevator.

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Every day of the week try to do physical activities which help you breathe better for 30 minutes. If you can’t be active for 30 minutes in the beginning you should at least show a 10 minutes long resistance.

5- Provide a continuous secretion of your endorphins Health care specialists renamed endorphins as “good feeling” hormones. Endorphins are chemical material secreted by the brain, influencing our mood, pain reducing and producing every feeling of goodness. They also help us to have a better sleep. If you want your body to secrete more endorphins, the best way is to regularly do physical exercises. Even a measured training reduces tension and develops your mental and physical health. According to some endorphin specialists the positive effects of endorphins may last for hours. Surely, before starting any tough exercise program, you should be checked up by the person in charge of your health care. 6- Smile According to the Harvard University’s official journal “If you try to smile more, even if you’re faking your smile, you’ll be very happy in your office”. Wearing a Happy face brings up several advantages to you and your neighbouring people. This is true both for your personal and business life. Smiling provides each and everyone a good feeling. *Smile at your executive officer and to your colleagues *Smile at your partner when they are comes to a door. *Smile when you’re having a conversation on the phone with your mother. *Do it right now. Smile and notice how much relaxed and enthusiastic you’ve become. According to the researches’ results in the Psychology Bulletin published by Yale University, women usually smile more than men. 7- Walk everyday We’ve all become less active than we used to be and the rates of obesity are higher than never seen before. In America 7 adults out of 10 aren’t regularly active in terms of physical fitness. The greatest way to take care of ourselves and to feel good is to walk. Walking is a good thing for people of every age.

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It helps you to lose weight and keeps your muscles strong. By starting a simple plan, you can make your walks become a daily habit. Walk for 10 minutes one day in a week. You may then increase it to a daily 30 minutes long walk for four days a week and more. For each mile you walked you burn 95-100 calories. Hint: When you walk wear a pedometer or a step counting device. It keeps you motivated and it’s an easy way to observe your distances. These devices can be bought in sport centres.

8- Find yourself exercise companions If you usually do exercises with someone, you can’t run from it. *Do exercises with someone you love. Find a partner of walk or find yourself a friend in the gym centre after work. Your exercise friend has to be someone you would never want to chagrin. This way you will never be able to postpone any training when you are very not keen to practice. *Practice with your partner or life companion. Couples going together to the sports centre show more commitment to the exercises. * Let your dog e your exercise partner. * Schedule your exercises and try to obey that schedule. According to the last statistics, in America, 60% of adults and more than 13% of kids are overweight. 9- Do mental exercises According to medical researchers, doing mental exercises develops your memory and reduces the risks of diseases such as “early dementia” and “Alzheimer”. *Try to use your brain to differently perform the habits you used to have. Brush your teeth with your other hand. Schedule a new business hour. * Try to solve crossword puzzles and other similar games. *Learn a new language. *Play a musical instrument and start learning how to. Brain development: How does our brain react to this? Change the order in the inverse way and you will reach what is called “feeling good”. 10-Trust your instinct Instinct is the internal voice which tells you how you think, how you feel and what to do. Specialists consider it to be part of what is called “emotional intelligence”. When you trust your instinct the results are mostly positive. *When analyzing information trust your instinct. If something seems not to be right, check it once again until you reach the required information for you to take a good decision.

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*Let your parents guide you. *When it comes to security or safety, trust your instinct. If someone makes you feel uncomfortable or unsafe pay attention to that feeling and take some precautions for you and for the people you love. 11- Avoid your bad habits All of us holds one or two temperament like smoking cigarettes, gambling, eating too much, too much spend money, getting fat or being a partner who is insufficiently supportive, a partner, colleague or friend. Choose a bad habit of yours and try to change it this year. Just remember the following advices from specialists. 1- To abandon your bad habits, you have to think about now and after. “If I eat French fries now I’ll feel good. But some time later I won’t feel that good at all. If I don’t eat those fries now I will see the punishment later on.” 2- Apply this at any time, once in a day. You may repeat that bad habit. That’s quite normal. Learning new habits is a process that takes time. Abandoning or getting rid of bad habits takes even more time. 12- Do physical exercises for physical strength development Bodybuilding creates strong muscles and increases metabolism. Besides it develops your balance and posture and helps preventing the loss of bones. It is an ideal way to stay in a strong and a good shape for both men and women. Specialists think that doing séances of bodybuilding for weeks is enough to slowly strengthen muscles. Starting that schedule at home is easy. All you need is halters, ankle weights, exercise mats and books or videos about strength training; they will help you get started. Ask your doctor before starting bodybuilding sessions. Is this right or wrong? : Bodybuilding rejuvenate your femur (thigh). According to Miriam E. Nelson’s book named “Strong Women Stay Young” this is right. 13- Work out of business hours These exercises taken from the book entitled Office Yoga will help you feel better no matter which kind of work you do. Arms stretched: Open your arms to the sideways. Strain your toes against a facing wall. Take a breath and relax. Telephone stretching: While speaking on the cell phone, stretch your legs and rotate your foot wrists and your feet. Once in an hour leave everything you do and relax for a couple of minutes. Do some exercises or go to the nearest sport centre or fitness centre during your lunch break. For greater relaxations just read the book Office Yoga: Simple stretches for

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busy people written by Darrin Zeer. 14- Accept the responsibilities for your health. If you take some responsibilities to have a good health and you choose to live a healthy life, you’ll increase your chances to live until an old age. * Try to make some check-ups. If you’re over 65 years old, you should do your annual flu vaccination, pneumonia vaccination, and others immunizations advised by your personal doctor. * Join the workplace blood pressure and cholesterol screenings and make in a routine basis breast films screenings, Prostate Cancer Screening Test, the Pop test made to screen for womb cancer, colonoscopy of the great bowel and others important disease preventing screenings suggested by your doctor. *Stop smoking (with cigarettes) and limit the amount of alcohol you drink. * Keep active in a physical and an emotional point of view. 15- Find yourself a doctor you like and you trust A recent research showed that patients who could create a good relationship with their doctor feel healthier. * Don’t wait until you are sick before look for a doctor. A doctor who knows your medical records can help you to take the best precautions for your health. * Look for a doctor you trust who is at the same time well educated and experienced and well introduced by many establishments. That person should be a good listener and someone who takes seriously your worries. Choose a doctor suitable according to the place you are in and your personal schedule. * Look for a coherent care from a doctor or a group of doctors. This will prevent you from incoherently mixing the therapies form different doctors. 16- Help everyone to feel good. Doing some things for the others helps you to feel good too. This could be also good for your physical health. A recent research held in Michigan University proved that someone who helps others and is supportive to the others, has a longer life. * Help your friends, relatives or neighbours in legworks, transports, shopping, baby sitting and other tasks. * Join volunteering organizations. * Teach your child how working together in the local small restaurants (soup kitchens) or helping the aged neighbour and giving others several things could make a person feel good. * Gather the garbage left on the ground of a beach or in a park.

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* Allow other people to have your parking area and give the priority to others while in a line or a row. 17- Go away Staying away for a week, is the best way to reduce your stress and develops your good mood and feel good. It is the best way to focus on a single thing: Just relax… While you’re away, don’t bring your work with you. Shut your phone off except for emergency cases. And leave behind you your computer and your worries. Thus you can concentrate more easily on your friends, family and yourself. You will feel as if you were renewed.

18-Spend your time outside We mostly spend our time indoors. But being outside breathing a fresh air feeling the sun is beneficial for a healthy life. A small sunlight makes you feel good as long as you put on some sun cream; it help you to get rid of the sensation of depression. And it’s a source of Vitamin D. Being outside when the weather is good stimulates the envy of doing physical activities. Try to spend your time outside as much as you can. * Read a book or a newspaper outside during the lunch break time. * Try to deal with gardening. This a rewarding activity, a good therapy and training. * Go for nature walks with your friends and family or go for a walk in a camp. 19- Spend your time with domestic animals Owning a domestic animal is helpful for both your physical and mental health. Several researches proved that spending your time with your pet reduces your stress, loneliness and the feeling of depression. It even reduces the blood pressure. Spend some of your time with your domestic animal every day. The best way to reduce the stress after a long day at work is to play with your domestic animal. If your rules or situation don’t allow you to own a pet, suggest to your friends to have a walk with the domestic animal. 20-

Take some multivitamin drugs everyday

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The Journal of the American Medical Association encourages every adult to take their multivitamins. Multivitamins may help to prevent several chronic diseases such as some kinds of cancers, osteoporosis and cardiac diseases. When you buy the multivitamins you should always check their expiration date. For a good absorption take them while you’re eating. Ask for advices from your doctor about vitamins and calcium. 21- Take the amount of calcium you need Calcium is required in order to have a healthy and balanced diet, and it helps to prevent osteoporosis at older ages. However, mostly we don’t take the amount of calcium required by our body. * Kids of 9 years old and above should always have 1,300 mg of calcium in their daily nutrition. Give to your children partly skimmed milk and yoghurt rich in calcium, cheese and other milky products, fibers including calcium, orange juice and fibers of dark green vegetables that contains calcium. 8 ounces (227 grams) of a cup of milk includes 300 mg of calcium. * Mostly, adults until 50 years of age need a daily amount of 1,000 mg of calcium. Pregnant women and people above 50 years old need an amount superior than this quantity. * It is considered that half of kids younger than 5 years old, 35% of young boys and 85% of young girls aren’t consuming the required amount of calcium as suggested by the specialists. 22-

Be a healthy traveller

You have to pay attention to yourself especially when you’re quitting home or schedules you are used to. * Drink a lot of water and always carry a bottle of water wherever you go. Remember to drink water when you fly because air cabins are dry. Drink a quantity of water from a cup equivalent to 8 ounces (227 grams) before the flight, during the flight and after it; thus your water needs are fulfilled. * Eat healthy foods and don’t skip the breakfast. * During journeys on a plane or in a train, put some healthy snacks inside your bag. * While away from home, keep on doing your exercises regularly. * Plan a relaxation time every day in order to solve and to get rid of your stress. You can put some order in your thoughts, you may ask for some massage, watch a movie or read a book. 23-

Enter the sleep mode

The majority of people sleep at nights only for a duration from an hour to

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6 hours and 54 minutes which is less than the required 8 hours long normal sleep suggested by the specialists. A sleep that is too much short influences your mood, your work and how you feel. If you are experiencing some problems to sleep or to fall asleep at night, or you spend your day sleepy, this means you are deprived of sleep. Enter the sleep mode to develop your sleep. Before lying on the bed, help your body to enter “slowing down “sleep time when your body is in a hyperactive alertness status. In that period of time don’t work, don’t pay the bills, don’t do any physical exercises, and don’t watch disturbing TV programs. You can use that “slowing down” time to read a book and to relax and then you’ll fall asleep. Hint: If after 20, 30 minutes you still have problems to fall asleep, get out of the bed and do something relaxing like reading a book. Try to get back to bed after half an hour. Repeat this if necessary 24Join a community Create a community, a relationship network and you will feel better for the rest of your life. Meet the kids and the adults in neighbouring houses. Meet the parents of your child’s classmates and talk once every month together with them about parental matters. Organize in your workplace activities that gather people together. Join religious group communities. Propose your colleagues, neighbours and friends to help them. Give your time for religious organizations. Join activities which can gather young people and old people. Be the person who gather altogether people in your large family.

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Laughter

All of us are friend with funny people. Jokes are a way to get rid of tension and bad moods. When a joke is suitable, when it doesn’t disturb the others and doesn’t prevent you to work, may change your day at work in a more entertaining one. * Use jokes to brighten a difficult situation. * Look for opportunities for your friend to laugh. Start with the joke of the month contest. Cut off and paste in an obvious place funny caricatures. * Buy funny cards for your colleagues. * Don’t be afraid of laughing. 26-

Know the Food Pyramid Facts

There are basic advices to help you to eat healthy foods and have a balanced diet in the USDA Food Guide Pyramid. Let the pyramid guide and help you by choosing all fibers, various fruits and vegetables and limit

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sugar and excessive fats. Some specialists suggest to consume less red meat foods and more foods including fibers. Here is the renewed version of the USDA Pyramid in 2005: Animal fats, vegetable fats and sweets: Use moderately. The group of milk, yoghurt and cheese: 2-3 portions. Vegetable group: 3-5 portions. The group of meat, Poultry-house animals, fish, dry beans, eggs and nuts: 2-3 portions. The group of fruits: 2-4 portions. The group of bread, fiber, rice and cake: 6-11 portions.

27-Be aware of how much you eat. Americans eat greater portions and more than in any other culture worldwide. The amount and the way you eat should be suitable according to your envy to lose weight. Do you really know how much you eat? * A 4 ounces (114 grams) of sweet bread is equivalent 4 Pyramid portions. Most of the adults should eat on a daily basis from 6 to 10 portions of bread and fiber foods (take a look at the last lower stair of the pyramid). Thatâ&#x20AC;&#x2122;s the reason why, a small sweet bread, according to the revised version of the Pyramid, approximatively suits the half of your daily needs in fibers, this also requires a lesser amount of fibers and bread. Think about how you could change your habits. For example, instead of a whole sweet bread, just eat a half bread and a few fruits. * A medium plate of French fries is equivalent to 4 Pyramid portions. This is the half of your daily intakes of fibers. So forget about the French fries and order a smaller size of food. 28-

Try to lose weight when you need to Excessive weight has become so common that The U.S. Surgeon General sees the excessive weight as the main medical conditions at the national level. 2 adults Americans out of 3 and 13% of the kids are fat or overweight. The overweight adults and kids have a greater risk to catch some types of cancers, the type 2 diabetes, cardiac diseases, calcification and other diseases. If you really need to lose weight talk to your doctor and discuss about the best method you will need to achieve it. Later on, try to lose weight with the portion control, a diet schedule including physical exercises and with the support you need to keep on doing this.

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Have a balanced diet

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In the book of the Harvard Medical School medical professor Walter C. Willett, M.D. named “Drink, and Life Healthy” there is this advice: “practise defensive eating strategies”. The way to achieve this has been explained according to Dr. Willet: * Try to stop eating before being full to satiety. * Be very selective. Don’t eat a lot just because you have several foods in front of you. * Avoid your appetite. Before eating, try to have snacks containing lower calories such as carrots or celery stalks. * Let your food be very simple. Avoid everything. You can eat simple, good and balanced foods. 30-

Make healthy choices when you are eating outside

Eating in the restaurant doesn’t necessary mean unbalanced or unhealthily. * Share your food with someone or bring back home the half of your food to heat it the following day. Typical restaurant portions are generally twice greater than portions for a single person. * Send back the bread basket. * Avoid fries * In fast food restaurants, order grilled chicken and do the garniture by your own. Choose spices containing less fats. * Drink water instead of soda. Tip: When you consume calories and fats estimating the foods values is not an important amount. 31- Increase your energy Physical activity and a good nutrition pattern is the best energy increaser. * Never skip the breakfast. A good and balanced breakfast increases your energy for the whole day. * Do exercises. Being active is the best way to make your energy increase and keep it continuously high. * Limit the amount of alchohol you drink because it consume energy. * Avoid eating too much. Frequents little snacks and foods continuously make energy reinforcement carry on. Choose foods that give you enrgy such as fruits, nuts and yoghurt. Avoid sweets, potatoes chips and other foods including low nutrients and rich in calories. 32Listen to music and relax There is no doubt that music is a characteristic of every human culture. Music may make use have fun, keep us from our sadness’s, stimulates our brain and help us relax. Determine a music which makes you relax in order to use it to reduce your tension.

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* Listen to music on your way back home after a long day at work. Make for yourself a collection of music that make you relax. When you feel helpless or need to have fun listen to those music. Enlarge your musical horizons by buying CDs and recorded tapes from a local library or by searching in the legal music services online. * Do your own music. Sing or play a musical instrument. * Be respectful. A music that makes you relax may make other feel upset.

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Try to have short sleeps (naps)

More than 50% of Americans are sleep deprived. The insufficiency of sleep is more common in young people. A research conducted by The National Institute of Mental Health shows that a quick, relaxing and strong sleep can create miracles on your physical and mental health. This work showed that a 20 to 30 minutes long sleep can reduce your stress. Sleeping more than that may break your sleep balance and interfere with your habits. That’s why you shouldn’t exaggerate. According to The National Sleep Foundation 1 adult out of 5 makes frequently or sometimes professional mistakes due to the lack of sleep (insomnia). 34-

Behave well with your feet

According to the American Academy of Orthopaedic Surgeons in America more than 43.1 million people (1 person out of 6) have a problem with his foot. And mostly this is caused by the wearing of unsuitable shoes. Here are the advices from the AAOS: * Measure your shoes’ size each and every time you buy a new shoe. * Women should not wear high heels shoes that are higher than 2.25 inches (5.715 cm). From the longest toe’s extremity to the extremity of the shoe there should be an interval of 0.5 inches (1.27 cm). If the shoes are too tight simply don’t buy them. 35-

If you have hearing problems ask for help

The deafness is common especially after 50 years old. A person out of 3 people above 65 years old have is partially or completely deaf. The symptoms of the loss of hearing are problems experienced in hearing clearly, problems to hear on the phone, and being obliged to raise the volume of a radio or a TV before being able to hear the voices. If you have a problem to hear well, speak with your doctor. Most of the hearing difficulties can be solved with the diagnosis and the therapies and helps from a specialist of ears. 36-

If you look after someone ask for help.

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It is emotionally and physically tiresome to look after an old dependant or someone we love. That’s why it’s important for you to look for some support for yourself. * Remember that you are not obliged this by your own. Ask for help from your family and friends. * Receive help from a group of support. Support groups are a place in which you can share your story or what you’re experiencing, your feelings and knowledges with other people. To find a support group in the society ask your doctor, talk with the Employee Assistance Program (EAP) or your colleagues. * Talk to people you like about how you feel. Let them to know what you feel.

37-Watch beautiful things. The action of having a break during your exciting day and looking at beautiful things may develop your vision and provide you a good feeling. * Hang in your office the picture of someone you love. * Save time to observe the sunset. * Put in your office a vase full of flowers. * Everyday hang in a place you like a favourite writing or picture. 38Be very cautious if you work at nights. According to a research made by Circadian Technologies if you are a night worker, it will be more important for you to take a good care of yourself. People in the society working more in the evenings and at nights have higher risks of having a heart condition and face some problems due to the fact that they experience irregularities in their sleep. Pack healthy snacks and foods. Avoid fast foods and unhealthy excessive foods. * Do physical exercises on a regular basis. This also allows you to sleep well. * Relax one hour before the moment you want to go to bed or for a period of time near that moment. To relax take a warm bath or have a shower. According to the Alcohol Statistics Bureau approximatively 24 million Americans work outside from 7a.m. to 7p.m. 39-

Avoid excessive charges by being aware of them.

Avoid the differences of opinion in a commitment. Decide whether or not you want to do something what and why you want to do. Think about everything you’ll be responsible of. * If you’re in need of school fees, don’t immediately plan the visit you want to pay to your parents at the same time. * Take a closer look to the schedule in a regular way. Think about a long

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term program in order to make sure the responsibilities won’t come up simultaneously. * Don’t wait to be in a crisis before looking for help. * Learn how to start saying “No” to the requests you can’t really take into accounts or for solutions that can’t be logical for everyone. 40-

Take a break

Taking a break helps you to relax and rejuvenate. But the majority of us generally have enough break as we normally should. According to a national research conducted on families with non-profit purposes, and companies (NGOs), 25% of Americans feel being under so much pressure at work that they can get the benefits from their whole salaries. A too much hardworking let a compensation on your health, personal and professional relationships. Spend time doing activities you have fun doing. Spend time with your friends, family and yourself. 41- When you’re in need ask for help Many people are better helpers than help takers. If you feel submerged by your work or when you face personal or family situations it is difficult for many of you to ask for help. Remember that asking for help is not a sign of weakness but a sign of ability and strength. This will help you to reduce your tension and make you feel good. If you’re having a hard time and you need some help talk to a person you trust and ask him or her: “Please can you help me?” The majority of people want to help. They need to know what they will have to do. If you can use a support and you aren’t really sure or simply don’t know about how you could find it contact the EAP or workers resources program. 42-

Lean how to recognize stress and how you could deal with it.

If you have a flu, take good care of yourself. If you have symptoms of fear pay even more attention to yourself. Symptoms of stress are avoidance (staying away from) of family relatives or friends, being in a crying mood or frequently crying, sleep more than normal or having problems to sleep, drinking too much alcohol, eating too much or smoking with cigarettes and having a lower production rate in the office. If you are experiencing one of these symptoms you’ve got to make some changes in your life. * Plan a time to relax and have a short walk even if it is for a game or to pay a visit to a friend of yours. * Breathe. One of the best ways for the body to relax and calm down your mood is to breathe deeply. * If the stress symptoms are persistent, talk about it to your doctor

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or contact your EAP. 43-

Help your kids to deal with their stress

Kids can also feel stressed and present symptoms as much as adults do. This includes headaches, stomach-aches, excessive skipping of food or meals, difficulty to fall asleep or sleeping too much, decrease of performances at school, aggressiveness or angriness, being online for hours or watching TV or playing on the computer for too long. Here are what you could do, if you child has one or several of those symptoms: * Try to learn your child fears or worries. * Make sure that your children have slept enough and had done their exercises. * Protect them from being exposed to the violence on TV. * If you don’t succeed in trying to reduce these stress symptoms, contact your kid’s teacher or adviser or a psychologist or talk with your kid’s doctor or your EAP. 44Keeping fit after menopause; the following steps will help you feel better during and after menopause. * Try to do a 30 minutes long physical exercise everyday. This is good for the wellbeing of your bones and your heart, to balance your weight, regulate your sleep and your mood. * Take the required amount of calcium you need to strengthen your bones and prevent calcification. According to the advices made by The National Institute of Health, women who don’t take a hormonal reinforcement during menopause should have a daily intake of 1,500 mg of calcium. * Do some relaxation and stress reducing exercises like yoga and meditation. 45Try to avoid the belly generally observed in middle age before it binds. The best way to avoid the belly binding observed in middle age is to do aerobic exercises. Join for at least 30 minutes four time in a week a type of exercise such as walking, running, swimming, working in the garden, climbing, riding a bicycle or any other kind of exercises. The aim of doing this is to do exercises in your highest heartbeat rates, 75 to 85%. Your heart’s highest beat rate in a minute is calculated by subtracting your age from 220. For example, for someone aged 42 the highest heartbeat rate is 178 (220 minus 42). A 42 years old person who has no medical condition may want to do physical exercise at 140 to 160 heartbeat rate. Before starting any kind of exercises talk with your medical specialist.

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People who have the great obesity rates are between 65 and 74 years old for the men and from 55 to 64 years old in women. 46Choose healthy snacks According to the Health and Nutrition Letter of Tuft University when people are watching TV the five most commonly consumed things are ice cream, chocolate, nuts and salty foods like potatoes chips and popcorn cooked in a microwave. If you choose the healthy foods you like, you will avoid being overweight and will feel better. The following snacks have a value from 100 to 250 calories. * All the fruits such as apples, bananas or oranges. * A cup of cereal crackers with a low-fats milk. * A few grams of dried groundnuts. 47-

Cook healthy lunches

Try to make your children like your favourite foods, help them to be able to choose healthy foods. Ask your children what they would like to eat and encourage them to plan a lunch. Propose them for approvals healthy meals like fruits, vegetables, meats with less fats and cheese so that they like it. These are some alternatives to what you could cook for your kids at the lunchtime: * A sandwich of mustard turkey in a complete cereals bread. * Sticks of carrots and celery. * Grapes * Low-fat milk You can find in several nutrition books a wide range of heathy foods or balanced diets. 48-

Drink water

Drinking some water helps you to feel less hungry, it doesn’t contain any calorie and it has so much unmentioned benefits for your health. How much water should we drink? The standard advice of the nutritionists (specialists of nutrition) about daily water intakes is to drink 8 cups of water. If you live in hot weathers or if you’re too much active you’ll need to drink more water. If you are used to carry in your bag, car or in your working environment a litre of water remember to drink it daily. Being a little bit thirsty may make you feel more tired. That’s why! 49-

Benefit from medical screenings

In many offices or workplaces offer their workers the possibility to do medical screenings for blood pressure, cholesterol and other conditions. It’s mostly free of charge or too much cheap. A screening or check-up you do in routine may reveal a medical condition you have

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without being aware of it and before it becomes too much serious. Go for regular check-ups and ask your occupational doctor for advices. A research carried out by The Commonwealth Fund discovered that a specific number of men don’t usually have their routine check-ups done and barely have their symptoms observed by a specialist or when they’re in pain, they usually come too late to signal it in order to get a medical care. 50-

Draw borders between home and work

It is very important for you to leave your work at the office as soon as your business day is finished. Here are four hints for you: * Use callers’ ID to see the Telesecretary, voicemail or calls. Shut down the phone. * Give a priority to spend a good time. * When you reach home give yourself a few minutes to change your clothes. Change your clothes, eat some snacks or before starting the routine you have at home after finishing your business day, do something to leave the day behind you. * Schedule some things that will suit your daily program to reunite at home your friends or relatives.

51- Do something to avoid being exhausted. If you work for long hours and are usually tired, you are a good candidate for exhaustion- which is the complete opposite of feeling good. The symptoms of exhaustion are headaches, tiredness, lack of excitement, decrease of libido, heart failure, angriness and not having enough time for family matters. If you feel exhausted, you’ve got to make some positive changes in your life. Being exhausted influences your health and personal life. * Ask for the support you need in order to balance your professional life. Ask for some support and help from your CEO. Or contact your EAP and the workers resources program. * Talk about your fears to your medical specialist. * Enforce yourself to have some daily “little escapes”. Go out for a walk in the lunch break time. Or allow yourself to think during your busiest day.

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If the problem still continues ask for a professional’s help

If you’re facing a problem you are unable to solve on your own, talk to a professional about it.

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* If you have some worries regarding your children take a look at the school guide book or speak with your child’s doctor or with your EAP. * If you take care of your grandchildren or older relatives of yours, contact group of support or your EAP or the workers welding program. * If you have a problem of gambling, addiction to shopping, difficulties in your relationship or any other personal major concern, try to contact your doctor, therapist or EAP or the workers welding program. * Ask for a spiritual guidance from a religious community. 53-

Be careful with your posture

It is very important for your health to adopt a correct posture especially when you’re trying to sit down for a long time and without interruption. To reduce the tension inside your legs and in your back, set a correct height for the chair you’re sitting on, your feet should be flat on the ground. You and your thighs should be parallel to the ground base. Sit and dispose your back perpendicularly to the chair. While working don’t spread in the place you sat in, don’t either slouch or hunch your back and don’t cross your legs. Don’t use the armrest of your chair to spread (spill over into). Every 20-40 minutes get up from the computer and let your body rest. Working on a computer is very tiresome for your body’s upper part especially for your eyes. It’s essential to get up and have a walk. Meanwhile try to do things which are not related to computers. 54-

Protect your back

What do you think is the best and most effective way to prevent backaches? Is it doing physical exercises regularly, lying on a flat bed or is it using a backpack instead of carrying your briefcase on your shoulders? According to the American Academy of Physical Medicine and Rehabilitation, the answer is to do a physical training on a regular basis. A correct physical exercise strengthens your back and belly muscles and helps you to prevent backaches (pains in your back). Discuss with your medical specialist about the best or most suitable exercises for you. According to the American Occupational Therapy Association, 6 kids out 10 aged from 9 to 20 said that it was because of their carriage of a heavy backpack that they suffer chronic back pain. To prevent the pain when you child attaches the bag straps make sure that they’re too much tight and that the backpack is really on the body’s axis and that the kid is not carrying more than 10 to 15% of his own weight.

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Ask for help to deal with headaches

If you can’t get rid of your headaches and it affects your personal life, ask for help. * Take an appointment with your medical specialist doctor for him to make a correct diagnosis. Take some information about the type of headaches you’re experiencing and the therapy you should apply for it. * For a rare or less frequent headache, try the technique consisting to take a warm bath. The cause of headaches is thirstiness. Several doctors suggest that you drink an amount of 8 ounces (227 grams) of water. If you your medical condition is chronic, it’s better for you to solve it with your doctor. Headaches affected millions of people and according to the National Headache Foundation, due to a productivity decline in the companies, millions of dollars are spent for absences at works and medical fees. 56-

Receive help for chronic pains

Look for a group with non-profit purposes! According to a voting made by America more than the half of Americans complain about chronic and repetitive pains last year. 3 people out of 5 from the people suffering of pain have a long term pain every year. Pains in the back are on the top of the list and alongside with the arthritis and articulation pains, followed by knee pains, headaches and pains in the shoulders. The people aged from 18-34 are also as the older ones suffering from those chronic pains. The best way to get helped with chronic pains is to get informed about those pains, to take them seriously and find a doctor who seriously care for them. If you doctor can’t take it seriously or don’t want to treat it, go see another doctor. 57-Plans some things while waiting Plan expected things, things to wait for, always look at the future with optimism. Plan to go the cinema with a friend of yours and a lunch or a dinner with your family the next week or month. Schedule an entertaining tour with you family for the next summer. Plan something to celebrate the next holidays or plan to spend time with people you love. Plan a day to play with your children. Imagine yourself climbing a mountain, plan to have a long walk or to visit an old friend of yours you don’t usually see enough, or your nephew or niece or grandchild. To feel good planning and thinking prior to action is very essential. But while doing plans for something you’re eager to do the fact of even hoping does indeed make you feel good.

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Be there for your friends

Friends can always be the best supportive people. Here are some simple ways of being by the sides of your friends: * Give them your time. A continuous rest time, face to face or on the phone, is the best gift to offer your friend. * Be for your friend the reminder of positive things. * Send them cards, e-mails, SMS or voice messages so that your friends know youâ&#x20AC;&#x2122;re thinking about them. * To help your friend to have a moment to rest propose him to deal with his relatives. * Pay your friends a personal visit whenever they are sick or if possible whenever necessary.

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Spend time for good intimacy.

Intimate relationships are one of the greatest pleasures of life. But this also need planning and working. You have to consider being together as a priority. Otherwise they will also be a way to do the laundry or to pay the bills. * Spend time for intimacy. Some people are keen on â&#x20AC;&#x153;going out at nightsâ&#x20AC;?. Some others can plan leaving home and spend a night away from the familiar things. * Do together things that could help you get closer to each other and wake the feeling of intimacy. Have the breakfast together in the bed. Spend your afternoon together. Swim together. Do some massage and back massage to each other. * Be friendly. How often do you kiss each other or hug each other? 60-

Touch someone you love

A physical touch does so many magnificent things. It makes people feel reposed, comfortable, stimulates a better sleep and helps you to make yourself more felt by your lover. Touch someone you love. * Hug your boy, your daughter, family, grandfather and grandmother, cousins and friends. * Spend more time to repose or to lean. * Give a welcome and a goodbye kiss to your beloved ones. * Teach your children the importance of the physical contact, attention and commitment you previously described to them. 61- Try to identify signs of your alcohol problems (alcoholism) Alcoholism may start at the very beginning of life or in later years. Here

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are the symptoms of alcoholism: * Drinking to calm your nerves, to forget your grief or in order to reduce depression. * Failure to stop drinking after two cups of drinks (standard drink: a glass of beer, 5 ounces (142 grams) of a glass of wine, 1.5 ounces (43 grams) alcoholic beverages including 80 degrees of alcohol) * Telling lies about drinking habits or hide them. * Drink when you feel lonely. * Having medical, social, business, financial or legal problems due to the liquors. If you think you are alcoholic, immediately ask for help. Contact your doctor or the related support groups. 62-

Receive some help for drug or alcohol addiction

Drug and alcohol addiction are responsible of so many diseases; family problems, depression, physical problems, financial problems, car crashes and problems in the workplaces. Have any of your friends, some relatives or your employer ever expressed their worries about your use of drugs or alcohol? Is it difficult for you to stop drinking or using drugs even if you try? If you really worry because you do have some drug addiction or alcoholism problems, it is important to ask for a professionalâ&#x20AC;&#x2122;s help. Contact your EAP or workers welding program. Try to find organizations dealing with alcohol and drug addictions. 63-

Talk to your daughter or to your son about alcohol

According to the Center for Disease Control and Prevention each student out of 4 in ninth grade explained what they perform in the bacchanalia/ Dionysia (that they got drunk) last month. Just because they drank five kind of liquors or even more than that. Kids are drinking nowadays at younger ages. Girls drink alcohol as much as the boys do. Researches showed that if when they are near their parents kids are kept under a certain discipline and are told by their parents about the expectations they drink less. Try to frequently explain to your kid the dangers of alcohol consumption and seriously control their alcohol consumption at younger ages. Contact your EAP or your workers welding program d-for more information about the use of alcohol at younger ages. 50% of the deaths in children aged from 15 to 24 are caused by alcohol or drug addiction. (American Academy of Child and Adolescent Psychiatry) 64-

Remind your daughter or your son to put on their security belt

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According to the National Highway Traffic Safety Administration, adolescents experience car crashes more than any other age groups and wear the security belt less often than anyone else. * Insist to oblige them to wear their security belt and wear yours as an example. As soon as your child leave the house remind him or her about it. * Sign the SADD contract for a lifetime with your kid (Students Against Destructive Decisions Contract for Life - www.saddonline.com/contract.htm). This obliges the youth to fasten their security belts and not to get drunk while driving. Parents are required to bring their children back home safe when they are insecure. 65-

Don’t start a rancour

Researchers discovered that when you are angry stress and tension increase and when you forgive they decrease. In some researches it has been found out that forgiveness help reducing pains in the back and depression. One of the best ways to live a heathy life at older ages is to manage your anger and keep it under control. * Decide to forgive some people. If you still have some unsolved anger about some people in your office, workplace or in your personal life try to make peace with them. Try to send that person a letter. Or just call them to meet and have a talk in order to solve the old grief. If this isn’t possible, just give up that anger and move on. * Try to forgive yourself. Feeling guilty about things that are going wrong is as unhealthy as being angry with someone else. 66-

Spend time with people younger than you

In order to feel better in your life you need to continue to learn and to self-develop. We learn so much from people older than we are. There are so many things to learn from younger ones especially about arts, music, technology and the future. They offer us a fresh and new perspective. * Learn from your child and from his/her friends. Spend time with the young people. * Try to be open to learning from your colleagues, neighbours who are younger than you. * Read young authors’ books. Go and watch young directors’ movies. From time to time change the radio channels and get to know young people’s songs. 67-

Eat with your family

Eating altogether is a god thing for families. A research carried out by Michigan University, eating at home is the best way for children to have a successful life and less behavioural problems at school. The time spent

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eating in schools, is stronger than learning lessons, or the time spent while praying, while playing games, or doing artworks. Finding a time for a family reunion and for a regular food eating at the same dinner table is quite difficult. However try harder to achieve this and keep in mind that the time you spend together is indeed important and is useful. Besides always remember that the only moment you have a meal together as a family shouldn’t always or only be at the dinner. If the moment when you are together is at 7 a.m., you should have a breakfast together at this time. National YMCA investigations showed that the greatest source of anxiety for 21% of young people is the inability to spend enough time with their family. 68-

Change your habits

Health care specialists advise us to change our habits to do more physical activities; alternately do cardiovascular and strength training and exercises alternately so that you may reduce your problems and damages in your muscular structure. Changing your common habits is also a good thing. * Try to eat need foods, go to new places and meet new people. * Change your daily life habits. “Do something you aren’t used to. Do some other things alongside with the traditional the direction you always do run to.” says Pema Chodro. 69Try to take over your ego to separate some things from one another. According to George Vaillant, the author of Aging well, the key to a vibrant life, from youth to old age is to feed one’s spirituality. Spirituality reduce the sensation of stress, stimulates the feeling of goodness and strengthens the social links. Whatever the way you’re getting a spiritual renewal through, perhaps with prayers, meditations, by spending time outside or helping others, you’ve got to regularly spend time doing it. 70-

Turn off your phone. Cell phones are important to contact or to communicate with your colleagues, customers and people you care about. However, when you’re about to shut off the phone -don’t you mind others- for your own sake and your inner peace. * If you speak personally with someone, turn off your mobile phone. * Turn off your mobile phone when you are with friends or relatives, so be with them literally. This makes them feel better.

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* Close to your phone for a while to remain unreachable for a while- at a moment you are not working and don’t want to be disturbed with phone calls. 71- Take a break to feel better Taking a break is good for you, especially if you are having a break to do healthy things. * Get up from the chair. Stand up and give yourself a stretch in your office. If you can get a little bit away from the place you are in have a short walk in the room. * Tell one of your colleagues a joke. * If you feel upset or blocked due to a project you have been preparing, take a break. Come back a little bit later. * If possible breathe some fresh air during your break as much as you can.

72-Help your child feel good. The American Heart Association suggest that kids and adolescents should do a 60 minutes long, intermediate level or hard-core physical activity everyday. As a parent help your children to be more active and feel better. Try to go have a walk together with your family, mountain walk or ride bicycles together. Play some family games on paper or baseball. Limit the time your kid spend watching TV or playing computer games. Walk with your kids on their way to school. To go out with the dog, be accompanied by your child. Always be by the side of your relatives whenever some of them are in a hospital or healthcare unit. Let him or her be more active in the next family reunion. According to a research carried out by the American Obesity Association, 24% of parents think that children are less active today than they were when they were kids. 73-Protect your body when you’re at sports Here are some advices for both adults and children: * Always wear the recommended protective clothes. While riding a bicycle, or when you skate, when you’re snowboarding, when you ski and riding a bike use a helmet that correctly suits your head. When your child is playing make sure he/she uses the recommended safety equipment such as nozzles, bracelets, knee braces etc. * Take a time of 5 to 10 minutes to warm up first and stretch before and after the physical activity. Stretch for a least 10 seconds and 30 seconds at the most. Encourage your child so that he spend time to stretch

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too. * Don’t run to the excess. Too much exercise can’t be as harmful as a less long one is. According to the data provided by the government, kids born in the period of high birth rates, because they don’t wear a helmet, have nearly twice more head injuries. 74-

If your troubles or worries keep you awake, ask for help.

Stress provokes insomnia in millions of people. According to an investigation carried out by the Good Sleep Council family affairs, jobs and money are the three most common problems people think about. Talk to your doctor if your problems don’t allow you to have a good sleep at night. Some symptoms of stress show depression or some other problems. Talk with your doctor whenever you have any kind of worries about your health regarding this situation. Hint: Put some papers and pens by your bedside. If during the night something important comes across your mind and that you wake up, immediately write it down. TYou will comfortably go back to sleep knowing that your idea will still be there when you get up in the morning. 75-Cook some soup Chicken soup is known for many things from keeping the spirit (mind) alive to provoking the sensation being calm. Here is a recipe you can realize in less than an hour. Ingredients: 6 cups not too salty chicken broth, 1 pound (0.45 kg) boneless, skinless chicken breast, 1 tablespoon oil, 1 chopped medium onion, 2 chopped medium carrots, 2 chopped celery, salt and pepper, 3 tablespoons chopped fresh parsley. Put the chicken stock and bring to the boil on the stove. Cook, stirring, over low heat for 30 minutes. Get the chicken platter. When cool, break it. While the chicken cools down, the soup pot, do a “sauté” of the onions over medium heat until they begin to colour. Then, add carrots, celery, salt and pepper. Bake about 8 minutes. Add the cooked chicken broth. Bake for 10 minutes until all vegetables are tender. Add the chicken pieces and stir latest parsley and serve. It’s for 4 people. 76-

Start a hobby or join a class

Give yourself an activity you will like or join education classes for adults. Learning new things or spending time for doing things you like, may be

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very pleasant. Besides, it is a method to forget your problems. Meet people sharing common interests with you. * What do you like to do during your free time? What kind of themes are you interested in while reading a book or watching TV? These may be tips for you to know what you should try to learn. * Think about your hobbies and your occupations you were used to perform in the past. Would you like to do once again one of those? * Try to contact your local high school or community college or library in order to look for programs of education for adults and skills development courses.

77- After completing the feeling of anger deal with it Sometimes being angry is quite a normal thing. Nevertheless, when these emotions aren’t canalized in a productive way, they may overlap with other areas of our lives. * Try to learn your signs of anger so that you may know how to control or deal with it. * These signs may be feeling angry, irritable, squeezing your fist or and may strain especially muscles in the neck, jaw and in your back. * When you notice that you are angry, take a deep breathe. Count up to five. Exhale and then repeat from the beginning. * Identify your problem as early as possible so that it doesn’t worsen and become difficult to solve. * To receive some support to deal with your anger management problem, or if you regularly meet the people you frequently get angry with, simply contact your EAP, your doctor, or your religious community leader. 78-

Save time for yourself

All of us need time for ourselves or to spend it with other people. Moments we spend lonely are beneficial for our body and our mind; that period of rest is the best moment to think about your whole life and your day. It is the most suitable time for you to gather your mind and to remain silent. * Try to be alone for a while every day. A moment of silence will allow you to find your current time. * Read books, spend time doing something that will make you happy such as taking a shower or going out. * Do not feel guilty when you relax yourself. After a busy day it’s good to just to sit in a comfortable chair to soothe your nerves. 79Ask for help to deal with depression 10 % of people are suffering of depression. Here are some general

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symptoms of depression: an irresistible sadness, hopelessness, inability to concentrate, fatigue, changes in eating and sleeping habits, loss of interest in being things you use to like such as sex, headaches, digestive disorders, chronic pain, permanent physical disorders such as death and suicidal thoughts. Depression can be treated. If you have major concerns about your health just talk with your health care adviser or EAP. If you are continuously thinking of death or suicide, immediately call for help. You can get a special screening test for depression from the internet. 80-

Try to know the symptoms of depression in your kids Kids and adolescents can also be depressed as adults are. Being irritable or having a bad temper, overeating or not eating enough, sleep disorders or multiple sleeping, difficulty to concentrate, loss of energy, low motivation, feeling sad, crying more than usual, headaches, stomach aches, not wanting to play with friends, regularly skip school or poor performance in school, alcohol or drug addiction, death or thinking about suicide are commonly considered as the signs of depression in the children and the adolescents. Look for unusual or abnormal behaviours. For example, a disappearance or a lack of your money may be a sign that your child stole it to buy alcohol or drugs. If you notice symptoms of depression, talk to your child, listen to him and seek professional help. Depression can be treated. Ask for help from your health counsellor, school counsellors or a therapist.

81-If you donâ&#x20AC;&#x2122;t have time just make a change If your schedule is too much tight with no free time and your life isnâ&#x20AC;&#x2122;t what you expect it to be, you will have to give up on some things. * Be realistic about how much time can anything really take, so you may have a lot of plans for yourself. * Facilitate a whole lot more exciting when you or your family members have important things in the second degree. * Plan the night before your lunch and organize the work to be done to reduce your haste in the morning. 82Enlighten your life The seasonal affective disorder (SAD) is a type of depression that occurs generally in spring or winter due to the decrease of sunlight. The symptoms may be soft or hard/violent and 5% of the Americans suffer from it. SAD can lead to sleep disorders, depression, bulimia or anxiety. You may use these tips to avoid suffering from SAD. * In Autumn and in winter let the doors and windows shutters and curtains open so that sunlight come inside the rooms. * Spend time outside to benefit from sunlight in sunny days.

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* If you are someone complaining about a SAD, ask for advices from your doctor. There are several medical therapies and general ones that may be helpful.

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Know the place in which you feel the most comfortable

When you are aware of the place in which you feel the most comfortableactually, in which conditions do you feel more comfortable and relax? There you feel better. Then you will feel a greater comfort in your office and in your house. * Touch the things you think and the ones you feel. * Define for yourself objectives and priorities, so you may live according to your ideals, the work you struggled for / your life balance. * Try to leave the places in which you feel relaxed. Bruce Tulgan says that: "To thrive, you must force yourself to leave the place you're comfortable in. This allows you to take healthy risks and work to achieve your health goals. " 84-

Find yourself a coach or be a coach for someone else

It is a good thing for you to have a life coach. A coach inspires you, he will show you the right direction and help you in the struggles in your personal and business lives. Your coach can any of your neighbours, your friends, your relatives, your teachers or even anyone in your entourage. Help your child to find a coach too. Being a coach brings rich rewards. You can look on the internet for more information about how to become a coach. According to the National Coaching Association, children and young people who have a coach are more successful in school, not interested in drugs and alcohol and are the more likely to continue until college. 85Feel good with money expenses. Our best memories include things that do not have any value in terms of money. For instance, sitting with oneâ&#x20AC;&#x2122;s cousins in front of a warm fireplace on a cold night. Jump in the waves with your beloved one. Reading a nice book and talk to your friends about it. Watching the Milky Way (the stars) with your partner. Looking at pictures of people you love. To lie on the sofa with your kids on a rainy day. Having a dinner with your friends and your neighbours, using what is available. Watch a movie that will make you feel good. There are hundreds of ways to feel good without spending any money at all. You simply have to let them become a part of life. 86-

Take a tea break

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A tea break is good for you. People knew this information for centuries everywhere in the world. Only drinking a cup of tea is a very good way of being comfortable with a colleague and repose nerves and cancel the difficulty of your day. Studies showed that certain herbal teas or the drinking of a decaffeinated tea reduce risks of heart disease, prevent cancer, it even soothes the throat pains and reduces stress. 87-

Do some yoga

The word equivalent to Yoga in Sanskrit means the reunion of the physical, emotional and spiritual personalities. Yoga is helpful for every age. It helps the body to feel better, develops the balance and flexibility in articulations and muscles, wipes out the tension inside muscles and strengthens them. Yoga takes your stress away, it makes you more vigilant and awake, helps the development of concentration and also helps you to keep calm and feel comfortable. Try to make Yoga to become a habit for you. Only 15 minutes in a day may bring you some great results. Make sure to find a well experienced and qualified teacher. Approximatively 18 millions of adults Americans receive a type of yoga lesson. (AARP Magazine) 88-

Subscribe to or join some massage sessions.

Massage is not just an indulgence. This opens your mind, it is a way to relax your muscles and to feel more relaxed. Massage therapy is sometimes used in the medical treatments of chronic pain and headaches. More and more health professionals understand the benefits of this therapy. Discuss with your doctor and check whether massage therapy could efficiently be or not applied or if alternative medical treatments could be included in your treatment as one of his advices. * Book a professional massage especially after a stressful business day or whenever you feel tense. * When you feel that your muscles are tense, ask your partner, companion or your friend to rub your shoulders a few minutes. * Have a massage done to your child. According to a study conducted in Sweden, children massaging each other's donâ&#x20AC;&#x2122;t fight with each other. 89-

Let your tired eyes rest

Try to avoid eye fatigue, especially in jobs that require attention or while working on the computer. * Let your eyes rest after a while. Stare at fixed objects away from you from a far position or donâ&#x20AC;&#x2122;t continuously look at your computer, for example take a look at what is going on outside from a window. After working for a period of 20 minute on a computer, take a look at objects

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that are a bit far from you. * Sit at a certain distance away from the computer screen. In general, the preferred viewing range is between the eye and the computer screen should be 20-40 inches (51-102 cm). * Reduce the brightness. Keep away from the windows or use a protective screen for the computer screen’s brightness. Tip: Every two years, you should see an eye doctor or an ophthalmologist. This is very important especially if you have a medical condition such as diabetes. 90-

Take good care of your teeth

Encourage everyone in your family to protect their teeth in order to avoid problems that may occur later on. * Brush your teeth thoroughly twice a day with a soft toothbrush which enables you to access all of your teeth and to scrub them. Use once a day a dental floss to prevent the formation of plaques and gum diseases. Encourage your child to use the floss too. * Until your child learns how to brush his teeth holding a toothbrush by himself you should brush him the teeth twice a day. * Replace your toothbrush every three months. * Pay a visit to your dentist every 6 to 12 months. * Don’t put your baby to bed with a bottle or sipper cup at night or at the bedtime. * When you dress your child put him a mouthpiece or a face mask in order to prevent him get injured while playing. 91- Abandon cigarettes that’s to say stop smoking today Stop smoking adds years to your life whenever you decide to and you indeed leave it. Researches proved that after 10 to 15 years of smoking habits, before the time of death of the former smokers, the amount of smoking become worse the closer they are to the time of their death. Here are four tips to quit smoking as suggested by the American Lung Association: * Join the American Lung Association's smoking cessation programs such as Freedom from Smoking. You will find lots of useful information and tips on the website of the association (www.lungusa.co). * Determine the best time to stop smoking. Do not try to abandon your habit of smoking under a lot of stress. * Select the day on which you want to abandon it. Expand your intervals of smoking as the day you schedule is getting closer. * Do not give up. The possibility of being able to cease smoking increases with every effort that you make.

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92Talk to your kids about smoking. The best way to keep your child away from cigarettes or smoking is for you to become a non-smoker. The other best thing is to talk with your child about the dangers of tobacco. Here are a few tips from the Center for Disease Prevention and Control: * When your child reaches ages from 5 to 6 years old start telling him about the harm of tobacco and continue telling him that even during his school years. Talk about the risks of tobacco use. If friends or relatives died from tobacco use, then do mention of it. * Try to know whether your child has friend smokers. Describe him ways to refuse tobacco from them. * When family members cease smoking when children are young, they reduce the chance of children being young smokers. (From the Fred Hutchinson Cancer Research Center) 93-

Do some meditation

Meditation is a way for both your body and your mind to relax; in that slowing down, your mind get rid of the clutter and help you relax. Take a few minutes and try this simple meditation exercises. Sit on a chair in a quiet room or sit comfortably in a consistent manner. Close your eyes. Focus your attention to quiet thinking, focus on a word or a sentence. If your attention is scattered, then redirect it. Concentrate on feeling every breathe you gave away. 94-

Practice the deep breathing.

Focus on breathing and to practice deep breathing can help relieve your tension and stress. Here's an exercise you can take a few minutes each day: stand or sit upright in a comfortable position, so that you can squeeze your stomach. Put one hand on your navel. Now take a deep breath slowly and deeply through your nose, let your stomach expand as much as possible. Hold your breath for a few seconds and then slowly open your mouth. Make a conscious effort to exhale while youâ&#x20AC;&#x2122;re relaxing your abdominal muscles and you will also need to exert. While you relax your stomach muscles and keep deep breathing, your stomach will rise up and descend for an inch in your hands for every breath. When your lungs are empty, begin once again to take deep breaths. Only after three to four breaths, you should starting feeling all the relaxation in your whole body. 95-

Spend time for personal relationships

People who have a close relationship feel good, they worry less, have less depression and usually become more satisfied as they are growing older. But building personal relationships require some efforts.

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* Take the time to build a friendship, no matter how busy you are. Schedule a moment in your calendar to be with your friends. * Do not allow your very good friendship to deteriorate due to a misunderstanding. Always talk openly. Communication is the key to longlasting friendship. * Continue to build new friendships throughout your life. * The happiest people are people happy with their surrounding environment, with their family and friends, so never mind those people next door who waste themselves only in their daily activities and easily forgive. (Authentic Happiness, Martin E. P. Seligman)

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Try to create a personal communication if possible

In today's rapidly evolving digital world, the place of time spent face to face is replaced by the time we spent with e-mail, receiving phone calls and text messages. But communication between people is an important part of emotional health. Make a conscious effort exerted to communicate with the people in your personal life. * Take a break from the phone or e-mail and try to talk personally with them. * Read books to your children and talk to them before bedtime. * To have a good time with your close relatives visit each other when you have time. * Go out with your partner or spouse, so that you can be together and talk to each other. You will be then able to communicate with each other again, and therefore you will make each other feel better. 97-

Schedule a day to have fun in your calendar

When you're busy and your program is full, you can forget a day of fun in your calendar. Get in the habit of looking in front of you and book certain days for family meals, trips to the park, visit friends, to watch a funny movie, go do something fun only for yourself or friends. Having fun you makes you healthier and keeps you happy and renovated. 98-

Pay attention to what is important

When you work hard or too much and that you think about millions of things at once, itâ&#x20AC;&#x2122;s quite easy to forget about the important things. In order to remain focused on the important things, you need time to think; about your life, values, priorities and about where you go. Do you take care of your physical health? Are you happy? Do you laugh enough? How is your relationship with the people you care about? While asking yourself these questions, and thinking about what is important, you will discover what kind of changes you need to make, so

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you will have time to be more balanced and spend time doing the most important things in your life. 99-

Talk to yourself to feel good

Optimism is a skill most of us can learn. You just need to practice. Here are a few things you can tell yourself when practicing to feel good: * These are opportunities to thrive, learn and to test your patience. So you tell yourself these kind of things to recover from situations like blasted tyres, passing a bad day at work, and then the fact that you missed a flight. * "Today is a beautiful day, because ..." (You may complete the sentence on your own) * "I'm feeling better." If you keep on telling yourself so many times that you feel better, you will indeed feel better. * "If you think about the worst, the pain gets worse and you will suffer twice. If you think of the best, and you have the worst after all, you suffer from only once pain. " said the humourist Loretta LaRoche. 100-

Understand that it is never late

It is not too late to start your plan to feel good, to spend time with your kids, to teach a new skill, to get fit, to return to school, to start a diet, to be there for your friends, to begin exercising, to go to a place you've never been, to say “I love you” to your partner, your family, your child or your friend. Now you are ready to use the clues of the ideas you’ve just read about. Write down here the steps to achieve your tips and the goals you would like to reach. For example, for " the 23th tip: Go to sleep. Steps you can take: Turn off the TV an hour before sleep, take a shower and use this time to read a good magazine. " Try your new tips and change your old habits as you continue your plans to feel better. And even before you get to know it, you'll feel better.

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THE HANDWRITING ANALYSIS â&#x20AC;&#x201C; GRAPHOLOGY What is it? Handwriting analysis or graphology is a science which consists to analyse an author's handwriting characteristics, features and keystrokes so that it reveals his/her personality profile. I know that it seems quite impossible to achieve such a thing, but a trained specialist of graphology can surprisingly gather or collect more information about someone (an author) simply by analysing a text written by the authorâ&#x20AC;&#x2122;s hands. Alongside with creating a complete personality profile, your handwriting reveals so many things about you; such as health issues, morality, former experiences, hidden talents and even the presence of mental problems. How does it work? Your brain directs and rules your hand. Everything spilled on the paper is the result of a two-way circuit between the brain reflex muscles in your hands. Therefore, your handwriting becomes something like the reading of pulse rate with the oscilloscope "of your whole personality". For you, it may just be or seem only to be handwriting, but according to a handwriting analyst, it helps a person to draw his own picture beyond the pen.

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How does it start? Emotional energy is a combination of physical and intellectual energy levels. When examining the lettering style, graphologists first look at the overall handwriting. Then they take notes about the most conspicuous features or characteristics which may show the person’s intellectual abilities and later on they try to construct a general opinion about the author. After that, they determine the writer's emotional energy. This is the most important factor of the author's personality. The emotional energy has a direct effect on every feature seen in the author's handwriting. In fact the emotional energy determines how much pressure the author used when he was writing. If you examine a text, you can determine how much pressure was applied while written just by observing the degree of darkness of the characters or simply how bold they are. Besides, when you turn the page to see the underside (verso), you can feel how much pressure has been applied (especially if writing samples were written on a smooth surface). The writers who use more pressure on the surface they are writing on are usually very successful. They are more vivid and their emotional experiences continue for a long time. People applying a medium pressure in their writings are moderately successful and usually have enough energy to do things. Those applying a slight pressure are the ones who always try to avoid situations which are consuming their energy. Writings’ inclination – What does it mean? The second indicator we will take a look at is the slope. Slope shows the author's emotional responses to external power. Slopes inclined to the right (///) indicate that the writer is a person who usually has strong reactions to emotional situations. He or She is attentive, warm and sympathetic and their hearts directs (rule over) their minds. A vertical slope (III) shows that the authors keep their emotions under control, and that their intellect directs the hearts. Left to right slope’s (\\\) writers conceal their emotions, they are considered to be cold and indifferent. And when you put all this together

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Now let’s combine some of these features and let's see what we get: 1st step: An author applying an intense pressure and using a right slope. Intense pressure; intense emotions and right tilt; being in control of one’s emotions. That author generally acts according to his own mind. He will use his mind when suddenly hell breaks loose. People who have a handwriting inclined to the right have no emotional reactions and they are coldblooded. This "high-pressure right slope" writers can’t always protect this calm. When emotions outweigh, at unexpected moments “they can be overcome by anger." 2nd step. Authors with a light pressure print (not emotional, physical energy) and a left inclined slope, try to avoid emotional state. This person is introvert, emotionally cold, indifferent and selfish. Completely revealing a personality profile takes place in multiple steps. Using this two-steps, you can also understand the kind of profile can be used in your relationships, both personal and professional. 3rd and 4th step: Examining the emotional control, reliability, and the concentration. Finally, we explained the emotional and physical energy can be determined by the pressure you apply to your writing pen. We have also examined emotional responses to external factors determined by the slope of the handwriting.

Emotional control and reliability

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The next step is to determine the author's emotional control and reliability. This feature appears in the text baseline. Baseline (last line) is determining or really specific or are imaginary lines that are supposedly written small letters. The baseline sample is better determined by using unlined paper when writing articles, so that it shows that the author didnâ&#x20AC;&#x2122;t obtain this result by using pre-printed lines. A handwriting analyst prefer a text written on a writing paper having no lines, as the best examples of handwriting for better results. Baseline may be straight, wavy, or irregular. A normal baseline should be markedly wavy. Someone who writes straight baselines is an angry and too much disciplined person. Someone with a very undulating baseline is probably going through an emotional breakdown. Writing a baseline upwards shows that the person is optimistic. Writing a baseline downwards indicates that the author is pessimistic or shows that personâ&#x20AC;&#x2122;s tiredness and sorrow. Baselines with straight letters show that the person is in a healthy balance between pessimism and optimism. Below are samples of the handwriting of Charles Manson. Notice that the baseline was very choppy and volatile and that shows that the personâ&#x20AC;&#x2122;s emotions are unstable and out of control.

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Concentration- Staying focused The fourth step of handwriting analysis determines a person's ability to concentrate. This feature is determined by the size of the type. Writing with small prints indicates that the author has an ability to concentrate more on small details. They canâ&#x20AC;&#x2122;t be easily affected by external factors. This man of science with the authors, researchers, accounting officers etc. are included. Small writers work alone are more severe. They are reliable boring and that they can follow without much work left that job is complete. Small writers are often conservative and frugal. Many of us wrote in average size, which indicates that our ability to concentrate our average level. We must force ourselves to be able to focus on little details, especially in the long term. Great letters writersâ&#x20AC;&#x2122; attention is dispersed very easily. They have difficulties to concentrate their attention and lose their way too easily. These people should therefore be given very different jobs and tasks that can be completed quickly. Here is a sample of Albert Einstein's handwriting:

Get a pen and a piece of paper and try to write this with small letters. When you concentrate and try to write with small letters you feel that all your body becomes tenser. I've seen this sample while examining it with a magnifying

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glass and each letter was written perfectly. It was a very nice piece of art.

And when you put all this together Up to now, Emotional and physical energy (pressure applied when writing) Writing slopes \\\ /// III (this indicates the specific emotional and physical energy as well as what the author did) Emotional control and emotional safety (baseline) The ability to concentrate (text size) Let's look at the following first example:

The author applies an intense pressure and this kind of writing indicates a person having deep and long-lasting feelings. Right curved text shows that, the author respond to these feelings freely (heart governs the mind). The writing is large and shows that it is difficult for the writer to concentrate on boring works, and easily spread his mind. The baseline is clearly wavy and this reveals the presence of an internal ambivalence. This person is friendly, courteous and an energetic person. This person needs a lot of variety and a lot of activity. The baseline indicates an emotional stability and the reliable and robust character of that person.

On the second example: The author has an average pressure while writing and a medium size of writing which implements that he generally has

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enough energy to proceed his daily activities. Emotional response is clearly timid (vertical writing), which indicates that his mind rules over his heart. The average size shows the ability to concentrate on his daily activities without being too much distracted even if he could have been distracted regarding what is happening around him. The baseline is wavy and this shows that the state of the soul is variable, this is sometimes good and sometimes bad. It is appear more frequently in vertical wavy baseline, because in people trying to control their emotions there I a inter emotion ambivalence or mix. Try to examine the sample texts written by your friends using the abilities youâ&#x20AC;&#x2122;ve learnt between step 1 to step 4. In the next article three of handwritten "zones" will be examined, and besides, we will also examine Bill Clintonâ&#x20AC;&#x2122;s handwriting. Step 5: The three regions of handwritings There are three zones to examine the handwriting. These areas reflect the desires and imagination. The upper zone reveals rational thinking, abstract thinking, imagination, mental ability and the imagination. The upper zone also reveals the philosophical imagination. The middle zone is related to everyday life situations such as work and social events, house, family, paying the bills. The middle zone indicates your perception of your life. The lower zone emphasizes on physical and material impulses such as physical activity, sex drive, appetites and wealth. The lower zone reveals the activities necessary to survive. The concerns in all areas:

The mind thinks:

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Everyday life worries:

Physical and material impulses:

These data offer us another key about the author's personality. These areas/zones indicate the three different regions of thoughts and they are connected to the emotional energy (the applied pressure while writing or strength), besides, this

depends on how much was the author really

concentrated in these areas. Take a closer look at the “L” letter in the diary. Think of it as the reality of the baseline. When the author draws the baseline (the real one), it goes to the upper zone, captures an idea and go back to reality. In the upper zone several things are defined; passion, objectives, philosophical and abstract thoughts and dreams. Now imagine that "l" was written longer but thinner. It would make us believe that the author is someone who thinks quickly. An author who writes thicker is a slower and methodical thinker, but when he reaches the upper zone he stays longer, understands more and it allows him to be more creative. Now look at the "o" letter. "O" is the middle zone and is related to daily activities. If the "o" is written in bold (not round), the author may be more narrow-minded. If many of the letters in the middle region are too much bold, it probably means that the writer worries too much. Now let’s look at the lower part of the "g" letter. Letters stitching downwards are related to to physical stimuli such as material wealth, sex, appetite and desire. This is the same thing as in the upper stitching; if the loop is thicker, there is more desire. If it’s thinner, the desires are less. Down stitching letters (y, g, p, f) express desire in various fields. "y" symbolizes sex drive and money, "g" (sociable) stands for socialization and sexual fantasy, "p" (physical), the loop of a thick "P" is an indication for thinking too much about work.

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And when you put all this together

Using what we have learned so far, we can analyze Bill Clinton's handwriting. The print is too intense. This usually refers to great achievements. The intense pressure shows that the authorâ&#x20AC;&#x2122;s feelings are very intense and long lasting. Bill, may look like someone who holds a grudge, he wonâ&#x20AC;&#x2122;t easily forget what his enemies or friends did to him. His prints exaggerates more the other characteristics of the handwriting. He writes straight. He avoids showing his feelings. He makes decisions according to the logic instead of emotion (the mind rules the heart). For people who hide their emotions, doing such a thing is a conscious effort and this causes more stress and inner turmoil. Bill's baseline is quite flat, which indicates that he has a high control over his emotions. This feeling increases over time and must be brought to light. Bill is concentrated on the middle zone (daily activities, managing a country, etc.) and the lower zone (desire for material wealth, sex drive, etc.). Not much in the upper zone (Bill has engaged consultants to do that for him). Clinton's handwriting is smaller than usual, which gives him the ability to concentrate. The writing of the loop that are down is larger in comparison with other portions. If you look more closely his g, p, y letters are too much bold and you will see that he grew up with deep emotions. Bill is under emotional stress and he occasionally needs to remove a small amount of energy. By running two to three miles he removes his physical desire, and then stops running and eats a Big Mac. However he has a great libido (sex drive). So how does he get rid of it? We will examine more features of the lower zone in the next article. You

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will learn how to find a good lover and a lover suitable for you. The simple profile or analysis in steps 6 and 7 deals with the gap between letters and the between words. These features indicate what you are thinking about yourself and what you think about others. Step 6: Intervals between letters

A person who writes with a medium (an average) space between letters feels self-confident, comfortable and calm.

Someone who leaves irregular gaps between his letters a confused, unstable and his head is mixed.

Letters written near one another or gathered altogether shows the author is uncomfortable about himself and is not self-confident enough or is a shy person. Step 7: Intervals between words

The writing of cramped words; the need to be close to others, like the crowds. An average space between words; He is comfortable in communicating with other people. Wide spaces between words; avoiding contact with people, and having problems in dealing with people.

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Example: Pay attention to the word space in the following notes. The writing indicates that the person is isolating himself from the others. He is having difficulty to deal with other people and that's why he's as humanly possible, avoiding contact with other people. This is the terrorist named Ted Kaczinskiâ&#x20AC;&#x2122;s handwriting, he lived like a hermit in an isolated cabin in Montana. He has difficulties in dealing with people and the public in general:

All the writers who are used to leaving wide gaps while writing are not like Ted, but they avoid contact with people as much as possible. So many people leaving large gaps while writing a text, are married with children, but even after that they usually go on their own way. Normally, they find excuses to escape family and friends as much as possible. It may be a hobby, a second job or something else.

And when you put all this together

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Now let’s add all these features to the previous Bill Clinton's handwriting analysis: Print - intense, powerful, long-lasting emotions. Bias - vertical, Bill tries to be in control and his decisions are based on logic. Text size – it is distinctly smaller than normal, and it gives him good concentration skills. Zones - middle: Daily activities (managing a country) are concentrated; - lower: appetite, desire for material wealth and physical impulses such as sex and exercise. Spacing between letters - mostly average but sometimes cramped; even if it’s slight, he’s not sure about what he feels about himself. We know that this is not the sign of his least self-confidence, but this is a sign of boredom or guiltiness. Spaces between words - crowd: Bill likes to be close to people and he likes crowds. Simple profile steps 8 and 9 or analysis evaluates the properties determined by the mind and features defined by the writing speed.

Step 8: Make your mind and thoughts work The overall level of the mind is determined by examining letters "m" and "n" and "r". In someone having a fast intelligence, these letters have sharp pointed tops. These authors understand more quickly and keeps ideas in mind. Usually they are considered to be smart. It is not possible to determine how smart they are. Pointed tops indicates that they are "above average" (this can also be confirmed by checking their education level). People writing with their "m" and "n" and "r" letters more rounded are slower

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but methodical thinkers. These people may also be as quick thinkers as the more data or information they keep, but these people think the same thing over and over again before deciding anything. These people are not the ones "immediately jumping to or reaching conclusions" and they have a tendency to be more creative. People who usually write same letters in a more flat and thin way are not quick learners and creative ones. This kind of people are often "lazy". The fact that letters are flat at their peaks indicates that the writer is deceptive human beings or hide things. This person lacks the ability to communicate and does not want to communicate with unknown reasons.

Step 9: Speed of writing The writing speed, reveals a lot about the writer. First of all, it may be whether or not the author is spontaneous, impatient, aggressive, neglectful, quick thinking, clumsy etc. When the writing speed is fully evaluated, many features are examined in order to understand more accurately. Authors writing with an average speed are slow thinkers. They may be attentive, creative or organized. Other factors in the article allows to retrieve a complete meaning. There is a lack of passion and perseverance in authors with a slow writing speed. These people are mostly pretentious and have less intellectual capacities.

Sample Analysis

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Sample analysis Implementing the nine steps to demonstrate the highlights features: 1. Printing: Average. Availability of an average energy to do the works during the day 2. Slope: Inclination to the Right. Reactive against emotional state. His heart directs his mind. Friendly and sympathetic. 3. Baseline: In this example the text was written on a lined paper. Many words are spelled on the pre-drawn line and they turn upward, this indicates a good mood. 4. Text size: Small. Good concentration skills. 5. Zones: emphasized in all three zones. 6. Spaces between letters: Average. Henri feels self-confident and comfortable. 7. Gaps between words: Average. Comfortable communicating with people. Inevitably, he does not like the crowds, but does not want to stay on his own either. 8. Writing speed: average. 9. Reason: back and forth between the two ways of thinking. Some peaks of the "m, n, r" letters are sharp, some of them are round. Henri is an energetic man at a moderate level. It has enough energy to complete his daily tasks. He wants to live his life fully with delights such as gourmet dining and luxury. He is restless and always on the move. He wants to live a different and active life. There is a desire to earn money and material possessions. He is conservative, frugal and is used to manage his money well. Henri is an emotive person and freely expresses his feelings. His reactions are sometimes thoughtless. Emotional energy is metered, so he can relax in a reasonable time after something made him angry or mad. Henri is coming back and forth between two different thought processes. He also wants to slow down his thoughts and to be more cautious and precise. This small sample demonstrates his ability for a good concentration. He has a sharp, open and clear mind and apply it to problems such as the surgeon's scalpel. After analyzing the information and identifying his mistakes he can fill in the gaps. He has an excellent research skill and likes to discover new things. He can focus all his attention and can concentrate instead of lingering. Henri's

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intuition plays a very small role in his thinking, instead of that he directs the logic in his thinking and brings continuity in problem solving. Both parts of this versatility provides him a complete view on the condition or the problems. Henri does not hesitate when it comes to problem solving. He threw himself forward with both feet. He pays attention to details and to specific parts of an idea or problem. Henri is not afraid to defend himself bluntly. He uses his mind in situations that are important to him to firmly defend his ideas or himself. He likes good discussions. He is proud of how he looks like and also proud of what he can do. He likes to be well dressed and shows his skills. He does not like others to question his success. His feelings are hurt when his personal appearance is criticized. Henri shows all the signs of impatience. When he is forced to wait or to do something again, he gets angry. Because he is eager to do something quickly, sometimes he works very hard to achieve what he wants. He likes to laugh well, and he uses his sense of humor to be able to make his life more fun. Henri's perseverance in less in vulnerable areas. He may benefit from it and can give up under the applied pressure by the others. Henri is a very sympathetic person. He enjoys being with people and meet new people, but sometimes during the day he prefer to be alone with his thoughts and pulled aside for a while to recharge. Henri puts for himself realistic goals. He is ambitious and works hard to achieve his goals. He take in account constructive criticism and is not excessively defensive. Henri's concentration ability and attention to details let him to possibly succeed in jobs related to computers, in science and in math related jobs. His skillful with his fingers and heâ&#x20AC;&#x2122;s good at assembling and handling small parts or pieces. Recommendation: Henri has a little problem; he is not very ambitious. To solve this problem he should write his "t" letters inclined upwards by applying consistent heavy pressure. This sends a message to the subconscious and will increase the level of perseverance over time.

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I see that the other thing that could be recommended is the other personality traits on which attention need to be paid to. They were not mentioned here, but they can only express several things for Henriâ&#x20AC;&#x2122;s eyes.

PSYCHOLOGY and its VARIOUS FORMS- SUMMARY

Psychology: it is the science which studies human and animal behaviours, the science studying an individual's behaviour and its underlying causes.

Educational Psychology: it is the science which consists of studying how the movement of training and education takes place by the movements of discoveries in development and learning psychology.

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Developmental Psychology: it investigates human beings’ behaviours from birth until death, it examines the biological and psychological changes observed throughout life. It is the science that examines the behavior of individuals at specific periods and the behaviours they need to learn at this stage. Learning Psychology: the science which investigates how an individual learns and how he could be taught. Schools of Psychology

1. Structuralism Its representative is W. Wundt. - He has conducted observational (Laboratory) studies. - The human mind is divided into various awareness items. - To solve the Consciousness, the so-called "introspection method" is used.

2. Behaviorism The representatives are Watson, Pavlov and Skinner. - It has rejected the introspective method. - It explains psychology with "observable and measurable" behaviours. - It pays attention not the “why” of a behaviour but to the “how” it is. - It emphasizes on stimulating conditions in the nearby places.

3. Psycho-Analytical Approach (= Psychoanalysis) The representatives are Freud and Erikson. - It takes behaviours under the angle of "unconscious" events (biological factors). - Human beings acts under the influence of two fundamental instincts. - During the formation of the personality and the analysis of events "childhood experiences (0-6)" and the attitude of parents is important in this period. - According to Erikson in the formation of personality and its development, social environment alongside with biological agents (social factors) are important.

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- According to Erikson, there is in each period, a conflict (crisis) stages that should be overcome. - Development of the individual lasts a lifetime.

4. Cognitive Approach The representatives of this school are Gestalt, Piaget, Bruner and Ausubel. - They look at the "holistic" individuals and their behaviours. - Behaviours are dealt within a mental process; they give place to processes, such as grip attention, perception, and thinking.

5. Humanitarian (= Humanist) Approach The representatives of this approach are Maslow, Rogers and Kohlberg. - Psycho-analysts opposed the point of view according to which a human being is a dangerous creature, and support the idea that humans represent a valuable creature, and that they were established on the basis of their precious nature (environment). - Requirements lies under the basis of behaviours (impulses). - An individual is an entity trying "to realize itself". - It emphasizes on the concepts of â&#x20AC;&#x153;perception and personality (design)" in some individuals. - The individual is singular and unique, itâ&#x20AC;&#x2122;s also valuable.

6. Neurobiological Approach The representative for this approach is James Hebb. - Conducts an examination of the behaviours by observing and discussing about the brain, the nervous system and the synapses bonds located between brain cells (neurons).

DEVELOPMENTAL PSYCHOLOGY

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Development It is a continuous and regular change undergone in individuals starting from the fecundation to the physical, mental, emotional and social aspects.

Progression - Growth, maturation, being ready to participate, it is a product of the learning interactions. - No development without maturation and learning.

Growth - Body increase only in terms of height, weight and volume. - It alters the physical properties of the individual.

Maturation - It is a status characterized by the fact that individuals reached a level in which his body can completely accomplish the biological and genetic functions that can be expected from them, and this, without the effect of learning by the individual’s organs. - So, it is the fact that the organism itself reaches a position in which it can fulfill the expected behaviours, due to the individual’s age. - The maturation process has two dimensions called the "physical growth and cognitive development”. - Learning has no effect on maturation.

Readiness - It means the fact that an individual is in period of readiness or prepared existence; and is in the period in which he’s mentally, socially and physically ready to learn. - This includes an individual’s readiness, maturation, sensory characteristics (interests, attitudes), and the individual's prior learning about a specific subject and the general health status of the individual.

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Learning - It is the relatively permanent behavioural changes which is the result of the personâ&#x20AC;&#x2122;s interaction with his environment. - It is the permanent changes in an individual's behaviours due to his life experiences. Critical Period - It is the period, when according to someoneâ&#x20AC;&#x2122;s age variation, it is appropriate for him to exhibit the behaviours he should learn. 1. Development is a product of the interaction of heredity and environment. 2. Development is continuous and takes place at certain stages. 3. Development continues alternately. 4. Development occurs from head to toe, and from inside to outside. 5. Development happens from the general to the specific. 6. There are critical periods in development. 7. Development is a whole. 8. There are individual differences in development. 9. Growth rate varies with time. ***

Growth Factors 1. Inheritance 2- Environment 3 Parenting Styles in the Family 4- Division of the family 5- Children's Nativity Order 6- Time

1- Inheritance The features of an individual he/she received from the parents through the genes. 2- Environment - Prenatal

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- During birth - After birth

3- Parenting Styles in the family The love that will be shown to babies in the first year of their lives as well as the warm proximity plays an important role in building a sense of basic trust in them. 4- Division of the family Small children are more affected by such events and even holds themselves responsible of it. 5- Children's Nativity Order First children are highly motivated, ambitious, successful, and law-abiding, they expect to grow as individuals. 6- Time (= Historical Time) This section refers to the period of time when innovations and changes occur during the development. *** Hormones (Endocrine Glands)

1- Pituitary Gland It regulates the stability of the body's growth and the secretions of each and every other glands. 2- Thyroid It secretes Thyroxine. Thyroxine regulates the body's metabolism. The lack of Thyroxine leads to dwarfism and mental retardation. Its excess leads to numbness and chills.

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3- Parathyroid It allows the body's calcium and phosphorus homeostasis. Itâ&#x20AC;&#x2122;s the gland involved in the development of bones and muscles and which regulates the nervous systemâ&#x20AC;&#x2122;s functioning. 4- Pancreas It secretes insulin. Insulin adjusts the amount of sugar in the blood. 5- Adrenal Glands Its secretions influences growth, libido and it helps protect the body from the intensity (overflowing) of emotions. It is closely related to emotional development. 6- Sexual Glands These glands provide sexual development in female and males subjects. *** Physical Development It is divided into five periods: 1- The Prenatal period 2- Infancy (0-2 years) 3- Childhood (2-6 years) 4- School Term (6-12 years) 5- Adolescence (12-18 years)

1- Prenatal period - When the fetus is born its height is between 48 cm and 53 cm. - The weight is between 2500-4300 g. - The heartbeats start in the third week. - Ossification begins at 4 months and movements in the womb are felt by the mother.

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- In the 5th month eyelids events occur with opening and closing of the eyes. - In the 5th month the hearing organs are also developed.

2- Infancy (0-2 years)

- After the prenatal development, the period with the fastest physical development is the first year after birth. - At the end of year 1 a child measures 75 cm. - At the end of year 1 he reaches 4 times the birth weight. - At birth, the head is bigger than the other organs. During infancy the head length is quarter of the body length, but in adulthood this length will only be up approximatively 1/8 of it. - A baby’s head need to grow 2-fold to reach its adult length, but the limbs (arms and legs) are supposed and should grow 6 times to reach their adult size. So the limbs grow faster than the head. - A baby's "muscle / body weight," ratio is lower than adults “muscle / body weight " ratio. - Head and neck muscles develop before the leg muscles, abdominal and shoulder muscles grow before arm and hand muscles. (From head to toe, from inside to outside) - Blood pressure begins to increase after the 6th week. Heartbeat is almost the double of the heartbeat rate of adults. - Nutrients in breast milk are digested by the digestive system. - A baby’s first behaviour after the birth is breathing.

3- Early Childhood (2-6 years) - During the period of 2-6 years the speed of physical development is reduced in comparison with age 0-2. - At the end of the 6th birthday the global body weight reaches seven times the one at birth.

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- The growth of the heart is rapid. Heartbeat rate gradually decreases and becomes similar to adults in the age of starting kindergarten (school). - The digestive system is now ready to digest all nutrients. - Kinetic (Psychomotor) Development: Activity is higher in the period of 2 to 6 years old. They simply canâ&#x20AC;&#x2122;t sit in one place for a long time. 4- School Term (6-12 years) - In the years of primary school, the physical development shows a slow progress compared to the first years. - Up to 9 years of age, boys are taller and heavier than girls. In the period starting from 10-year-old up to 15 years old girlsâ&#x20AC;&#x2122; weight and height overpass boysâ&#x20AC;&#x2122;. 5- Adolescence (12-18 years) - Adolescence starts with the end of puberty. Pre-puberty is a period of rapid physical, cognitive and psychological development. Adolescence is a period of adaptation to the changes occurring in pre-adolescence. - In puberty, the sexual glands become active and begin secreting sex hormones. These hormones are called testosterone in men and estrogen in girls. - Although all individuals follow the same order in all the stages and events of adolescence, timing can vary greatly from an individual to another. On average, girls enter puberty 1.5-2 years before boys. - Adolescence lasts approximately 6 years. Girls enter puberty around age 11, boys enter puberty around the age of 13. Increase in size of girls is observed around age 11, it slows down towards 15 years of age. Testicles and penis development in men starts at 12-13 of age, the boom in height growth is seen at 14-15 of age. - First, the hands and feet grow, then the arms and legs, then the whole body. In men, there is an increase in muscular tissues for men an in adipose tissues for girls. ***

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Piagetâ&#x20AC;&#x2122;s Cognitive Development

- According to Piaget, children are not passive recipients of the world. They play an active role in gaining knowledge. -

Piagetâ&#x20AC;&#x2122;s

cognitive

development

explained

biological

principles.

Development is the result of the interaction of heredity and environment.

Factors Affecting The Cognitive Development According to Piaget

1- Maturation 2- Experiences 3- Matting 4- Compliance 5- Balancing 6- Social Transition

Basic Concepts of Development

1. Intelligence: the ability to adapt to the environment. 2. Scheme: A child, while perceiving the outside world, creates a unique sense of form and shape specific to him. This is called scheme. 3. Compliance: It is the fact that an individual by interfering with environment, adapts to changes in his environment and surroundings. 4. Matting (Edition): The creation of a new scheme or the modification of the scope of the previous schemes. 5. Balancing: Assimilation and would balance the interaction process incompatible with each other.

Cognitive Development Stages

- The sensorimotor stage, (0-2 years) - The preoperational stage, (2-7 years)

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- The concrete operational stage, (7-11 years) - The formal operational stage (age 11+)

Rules of the Developmental Stages

1. Phases are revealed invariably in a certain order. 2- Mental developmental stages are hierarchical. 3. Some individual differences occur in growth rates. Each individual shows a personal growth. 4. Each universe has its typical development.

Cognitive Development according to Vygotsky

L. Vygotsky suggested that, the "social environment" in which a child is, plays an important role in that children's cognitive development. According to Vygotsky, all psychological processes between people, often begins with social processes shared between children and adults. In many cases, adults control, the thinking and problem solving activities of their children while they are instructors or simply teaching them something. However, this control should ensure that children internalize what they have learned, should make them independent thinkers and problem solvers.

Language Development

Language development is a part of cognitive development. It is considered to occur in parallel with mental development.

Personality Development

The personality has two dimensions: 1. Features distinguishing a person from others. 2. The changes in behaviours are supposed to be continuous.

Freud's Psychosexual Development Concept

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(Psychoanalytic Theory)

Freud emphasizes on the importance of life experiences in the early childhood years in

terms of

personality development (0-6

years).

He suggested

psychoanalysis which is one of the most influential concepts in psychology. According to this theory, in order to ensure a normal development, an individualâ&#x20AC;&#x2122;s basic needs must be satisfied in each stage of his development. If a person does not fulfil his basic needs this will block the development of his personality.

Kohlberg's Moral Development

Kohlbergâ&#x20AC;&#x2122;s moral development has been divided into three periods. And each level is also divided into two within itself. a) Pre-conventional level b) Conventional levels c) Post-conventional level

Self-Development or Development of personality

Rogers and The theory of personality - Rogers, focused on an individual interest in the therapeutic learning theories, based on the skills and abilities to be trained in a free environment. - Rogers explained human approach with the concept of phenomenology. Individuals should not only the external world, but also understand the inner world. So it keeps an individual's inner world is at the forefront of the analysis.

PSYCHOLOGY OF MEMORY

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According to Alan D. Baddeley opinions In this chapter, we will try to make a description of the most commonly used concepts and techniques of the psychology of memory, in summary. In fact, there is a significant number of studies about the memory psychology, with a large part of which has been developed through the interaction of laboratory analysis performed on patients who have normal memory works and brain damage. There is a more detailed description in the works of Perkin and Leng (1993) and Baddeley (1997), a broader definition can be found in the forms section of Baddeley (1997) and in The Memory Handbook (Tulving & Creige, 2000).

Separation of the Memory into various parts The concept of human memory as a faculty unit, with no long-term memory and short-term memory that represented different systems began to be eroded seriously in the 1960s. The strongest evidence for this distinction is the difference between the two types of neuro-psychological patients. In patients with classic amnesic syndrome, there is always a general problem in learning and remembering verbal or visual materials, and a damage often occur in the temporal bone and in Anat (hippocampus in the brain) (Milner, 1966). However, they have the short term memory which allows them to repeat a sequence of number series after hearing it even if they previously didnâ&#x20AC;&#x2122;t know it or the capacity to complete that sequence. Shallice and Warrington (1970) have on the contrary set an example of a deficiency associated with damage in the Perisylvian region located in the left hemisphere of the brain. Such patients are only able to range a limited range of numbers (one or two) into an orderly series, but apparently have short-term memory. It was then clearly demonstrated that memory was a two-component system since the late 1960s. The following figure shows an effective model accepted at that time (Atkinson and Shiffrin, 1968) describing the symbol of such a system. Information, which is defined as a part of the detection system of very short-term memory store and is considered to be received from the environment with a limited short-term memory in a series. They argued that the longer this information remains in the tank, the more likely it will be to (there are greater chances for it) be transferred to long-term memory. It is considered that the amnesic patients are

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experiencing a lack of memory storage in the long-term and short-term memory.

Data incoming from the Environment Records Heard Visual Heard Touched Short-Term Storage (STS) Temporary Memory Control Processes Trial Encoding Decision Correction Strategies

Reactions exit

Long Term Storage (LTS) Permanent Memory

Deposu The Human memory model adopted by Atkinson and Shiffron (1968)

Since the early 1970s, the first of the two problems this model discusses about is related to the learning hypothesis. The evidences assert that keeping an information in the short-term memory cannot guarantee its learning. Much more important is the processing of the information. This was proposed by Craik and Lockhart (1972) and specified in the draft of the stages of processing written by them. Remember that the possibility of accepting or remembering later, have been argued to be a direct function of the depth of knowledge progress. So, if the only visual characteristics of a human word, for example, if it is specified that something is higher or lower, that marks a very small learning. If the sound is also considered when deciding word, for example if there is a certain rhyming in the words, you can remember a little more. However, a provision which is located on the best sense of a word follows the recalling or significant progress in a particular sentence or is associated with the experience. Even if the phases of the treatment effect were repeated many times and some explanation were thought about, or even if it is universally considered that possibly word or experience, are progressing experience

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developing and in a deep direction, linked to a prior knowledge, there is no doubt that, it was just kept much better in mind by making such a superficial analysis. This cognitive impairment also happen even in the case of patients who lack the memory and has to note the process needed to prevent such a detail, this effect also in the case and this memory comes in the form of a challenge for those interested in the rehabilitation potential findings. In fact, there is an opinion suggesting that it is based on the classic amnesic syndrome disorder which has to be examined, but more in-depth case studies have shown that it is not (for more information refer to: Baddeley, 1997). A second problem about Atkinson and Shiffrinâ&#x20AC;&#x2122;s model, has been presented by data from patients with short-term memory impairment which has been previously used to demonstrate it. Even if it is severely argued that these patients have previously had short-term and the longterm memory kept separate, Atkinson and Shiffrinâ&#x20AC;&#x2122;s model suggests that the short term memory is needed and even important in a long term learning process and for many other cognitive activities. In fact, longterm memory disorders in patients with short-term memory appear to be normal and apart from one or two small exceptions, for example, with a change of plans when shopping, lead to very few cognitive problems in the everyday life. Baddeley and Hitch (1974) who has dealt severely with that of the relationship between short-term and long-term memory, have also been involved in this issue. It is considered that in normal people, learning processes are significantly due to the short term memory, and in many experiments it has been tried to block the short term memory while people were fulfilling other tasks such as reasoning and insight, enabling them to memorize series of numbers. Assuming that the short-term and long-term memory are in interaction, with an increasing in series of numbers that are kept in mind the greater disturbances have occurred. But the effect is far from extremism, and this once again raises doubts over the standard model. Baddeley and Hitch suggested a more complex or sophisticated system called 'working memory' which could leave its place in favor of the short-term memory in order to explain and to highlight the functional importance of cognitive processes. They argued for the model are shown in the following figure. They suggested that the working memory actually includes a supported center split into two complementary systems supporting the execution, those are the attentional and phonological loop controller and a so-called visuospatial sketch. They also suggested that the phonological (or hinged) cycle, includes a reservoir holding signs in memory for two seconds and that there are a combination with lower audition process. This can help to keep some events in the memory by using the lower audio in order to change words in a sentence or conversations or a phonological code but which uses

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visual stimuli to be expressed. It is suggested that a patient suffering from a short-term memory disorder is considered to experience a deficiency in this system, but still a residue of working memory stored somewhere (Val and Baddeley, 1984). The subsequent research studies carried out on short-term memory disorder patients, normal children and adults and on children with specific language problems were based and could be shaped on the phonological loop for the purpose of recovering the language system (Baddeley, 1998). A more detailed explanation about this system and its corruption or wreckage was made by Val and Papagno (2002).

Visuospatial

Central

Phonological

Sketch

Execution

Cycle

Baddeley and Hitchâ&#x20AC;&#x2122;s model of the working memory It is argued that the visuospatial sketch allows temporary records in the memory, visual and spatial information processing. Its function occurring can be prevented at the same time by visuospatial activity, neuro-psychological studies have been carried out on patients as well as on our understanding of these issues with the phonological loop. More precisely, it has been shown that there are different visual and spatial components that can be prevented differentially. A more detailed description of this system and neuro-psychological evidence were given by Della Sala and Logie (2002). The third component of this model which the central execution is considered to provide a control system based on consideration for other activities and also the working memory subsystems within. Baddeley, Norman and Shallice argued that, there is a supervisory attention system which could be made in cooperation with the center executive in order to explain the fact that movements are based on attention. They suggested that in the good habits and plans we learnt managed by environmental signals are too much controlling our activity. On the other hand, it depends on the intervention of the limited capacity of the unusual movementâ&#x20AC;&#x2122;s supervisory attention system which must react to unexpected situations. To ensure responsiveness to new dangers or unusual movements habits have an override capability. One Saturday morning when you plan to go to the supermarket and drive your car accidentally to your office, this bad move or habit is linked to a lack of overriding the attention to the supervisory system. Movement control problems seen in patients with damage to the frontal lobe of the brain are also linked to the lack of the supervisory attention system, so after some time of repetitive activity, may reflect the failure to get rid of supervisory

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attention system and from the dominant actions performed frequently in that environment. Shallice and others have extended descriptions in a way that includes a cleavable sequence execution potential, so that they could explain a different deficiency in the sequence which can occur in patients with damage to the frontal lobe. (Baddeley, 1996, Duncan, 1996; Shallice and Burgess, 1996). Baddeley and Wilson (1998), in their definitive draft, have suggested that by anatomical location of cognitive function which is very different, the term of "the front lobe syndrome", should be replaced with the term "incomplete execution syndrome" which is more functional. To take a glance at the revised version of this issue please refer to: Roberts (1998), Stuss and Knight (2002). The frontal lobe function is important in the execution deficiencies in the operation of extraction and storage of the brain because they play a very essential role in the learning processes due to the selection of the operation and the execution of the strategy that they control and impulses. (For more information refer to: Baddeley, 2002, 15th, 16th and 17th chapters). A short time ago, a new concept called the irregular intermediate memory (irregular buffer) has been discovered as the fourth component of the working memory. It has been argued that it provides a multichip temporary store with a limited capacity that can integrate information from complementary system with data from the long-term memory. It has been recognized that this is very important for cluttering or gathering information in the short term memory (Miller, 1956). With the help of our previous knowledge of this process we can achieve advantages of storage in more a more effective manner so that we can perform storage and correction processes. For example, remembering a number similar to years such as 1492 1776 1945 is easier than to remember the sequence of numbers belonging to a series of 12 random numbers. The irregular buffer at the same time is considered to play an important role in the flash memory, the well-preserved intelligence and / or executive capacity, if we provide that normal snapshot intelligence to people with serious amnestic disorders, any part of a book, even if not postponed, the irregular buffer remember much more than the capacity of both the complement systems (Baddeley, Wilson, 2002). Although it doesnâ&#x20AC;&#x2122;t actually exist like that, it appears that the irregular buffer represents a single anatomic location, but there is a serious possibility of inclusion in the front part of the brain. For a more detailed explanation, see Baddeley (2000). Long Term Memory In the case of long-term memory, short term memory has been proven to work and divided into separate components. This is the clearest difference or distinction between the memory opened with great probability (reporting) and the indirect memory (non-reporting). The

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importance of neuro-psychology has once again been proven. It is known that people with severe amnesic disorders can learn certain things since many years and still recall them, for example, the Swiss psychiatrist Claparède (1911) noticed that a patient shook his hands one morning before he injected him a medicine with a needle and the next day without being able to remember why, but that same patient refused to shake his hands. This has also proven motor skills can be gained in patients (Cork, 1968). But probably the most influential work was the one performed by Warrington and Weiskrantz (1968) on people who are severely amnesic patients. By applying the necessary testing procedures to some sick people, they eventually showed that patients have the ability to learn words and pictures. In the first study they conducted, they asked patients to identify the object or word they repeatedly display them by asking those patients questions. Both patients and control groups showed similar improved levels of detection of objects that have been shown previously to both. In total, this procedure also referred to as priming (operation), showed an in-depth investigations in both normal people and in the majority of patients having neuro-psychological discomfort (to take a look again refer to: Schacter, 1994). In amnesic patients, in order to provide a regulation of the motor skills concepts (Colodny, 1994), to ensure puzzle solving (Brooks and Baddeley, 1976) and complex problem solving (Cohen and Squire, 1980), learning can take place in more types or different categories, the evidences to this were revised by Squire (1992). The first proposition that argued that all of this represents only one kind of memory does not seem possible anymore. Generally the most logical thing is that learning doesn’t require events restating the original information or things that have been learnt, and it is not bound to recalling, it can be attributed to the memory indirectly entered through performance. Depending on the anatomical structures the necessary structures for operations concerning various types of indirect memory to reflect different parts of the brain are observed. Only amnesic patients can experience indirect measurements or may come across as full and normal disturbances vary rather than all of the other patients. So that’s why Huntington created a model to explain situations when patients faced with problems in motor learning, semantic study considering that people with Alzheimer's disease have a different model. The diverse nature and the contrary anatomical location of the indirect memory system, Papez seriously showed the temporary open memory as a speed in “anat” as connected or combined to the system with the front lobe of the brain. Tulving (1972) divided the open memory into two different systems the irregular and the semantic ones respectively. Irregular term memory allows us to remember trivial details in a way that we believe in a particular event or if we should use Tulving’s own words we can a 'time travel' that corresponds to recalling specific events from the past. A particular event is set to occur in our

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mind as it probably looked like at the time it happened and by using the content through time and space. Even if a piece of information is very strange, and also reflects the expectation of an event in many years or conflict with time, we can remember it and we can react as needed. For example, when we hear or discover that someone is dead, despite all our life experience in the world and our reaction immediately changes no matter how hard we try not to make it obvious. We can compare irregular memory or "semantic memory" to our general knowledge about the world; for example knowing the meaning of words such as salt, and its meaning in French or knowing its taste. Knowing the society and its workings, we tend to recognize or to know the nature and use of vehicles at the same time and the system used by psychologists until the end of the 1960s is part of the semantic memory system. At this point, efforts of a computer expert to uncover machines that could help him understand a text, has led to realize how much the capacity of the information storage in memory is important. As in other areas of memory, which is essentially the theory in general and particularly the lack of memory was obtained from studies in patients with semantic dementia (see Snowden, 2002). Both meaningless and erratic memory, unlike the indirect memory, are generally considered to consist of explicit memory, the relationship between the two is quite questionable. One point of view, leaving only the general features aside, suggests that many irregular semantic memory are a stack of contextual details not seen (Squire, 1992). Meanwhile, Tulving argued that all of those are independent from one another. He focused on the actual experience by providing the importance to remember a registered irregular memory (Tulving, 1989). In fact, to influence "remembering" the object compared, or â&#x20AC;&#x153;knowing" what he just he displayed, and the "remembered" objects of irregular short-term depth is sensitive to variables such as the processing shown to affect memory, and knowing a response cannot do this, it is the event of providing consistent and reliable provisions when people remember an object later on about (see: Gardener and Java, 1993). If Tulving's definition is accepted, then the following question arises: "Is there another type of irregular non-public memory?" If we have to express it once again, the lack of a different kind of memory which occurred in recent years in children with a damage to the Anat , especially starting from the study of advanced memory loss, neuropsychological evidence has begun to focus on these issues (VarghaKhadem, 2002, Baddeley, 2001). Such an argument with the re-analysis of previous neuro-psychological data, met with the examination or research carried on animals and nervous system, has established a link between a moving and a semantic and irregular memory as a new area of research (for this issue newly written on some articles, see Baddeley, 2002b).

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Even though there are serious disputes about its details and contents, the following figure does show what is considered to be reflected overall in long-term memory. Memory Reported (Direct) Non-Reporting (Indirect) * Cases * Skills and Habits * Events * Priming (Operation) * Simple Classical Conditioning * Learning without association of ideas Division/segmentation of the Long-term memory made By Squire Even if you are not interested in topics closely related to memory research you can find one or two other useful topics that will be discussed in the following sections. Stages of Memory Allocating a memory system in three parts is often useful: encoding, after a certain time, as a result of previous experience until recording which is called storage and, means ensuring acceptable or memorable information input by showing the fulfillment of the relevant editing. Studies on encoding usually apply the nature of the object and / or by changing the way of learning during an education process. The impact of process stages, in terms of meaning rather than treating, is to process the visual features of a word, revealing a clearer consequences for future recall or in terms of acceptance, is a good example for what we are talking about. Storage is measured by remembrance skills. Surprisingly, even if the learning process is influenced by many temporary or permanent factors consisting of permanent brain function information, it is observed that the deletion rate of the memory is less sensitive to patient type or encoding procedure (Kopelman, 1985). Memory loss rate or forgetting problems in patients due to the brain's temporal lobe, although there are assumptions that it was different than the patients with damage in Anat, this is not something that emerged in subsequent research, and it is too early to conclude that such patients cannot make rapidly forget information. If the stored information is used, in order to have an impact on the next performance, then we will have to open the memory directly or indirectly, and it will be corrected directly in the indirect memory. Fixing or repairing memory to make it remember things requires the use of two basic methods that require the copying of human stimulating objects or object identification. This requires a man to be able to show an object (recognition of yes / no) or to select one or two alternatives

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against a previously shown object (push / select definition). The performance of defining a Yes-no answer, will be influenced by the level of attention that people have. Saying "yes" to everything doesnâ&#x20AC;&#x2122;t of course necessary requires a memory, but could help us categorize correctly or to show any kind of memory objectives that has been shown previously. A human being performing such acts will not be believed, of course, but while showing an object, the more subtle differences in performance of observing an object and asking himself was it a previously shown object ("old") or is it newly shown ("new") and his level of attention will greatly influence when heâ&#x20AC;&#x2122;s making decisions. There are many ways to understand the differences in the level of attention among people. One of them is considered to be the fact that when people arenâ&#x20AC;&#x2122;t able to remember some objects there are many of them who just "edit or correct by guessing". By assuming the fact that there is an equal probability for their estimation or guessing to be right or wrong and estimates that there would be being the "old" so-called false alarm of objects as being incorrect guessing may also have accurate estimates (hits). There are fixing with estimates which may also include later subtracting the total number of false alarms. An alternate method related to this measurement which is somewhat more complicated, is the use of an individual research theory, and this one is composed of two measurements corresponding to the two measurements of the level of attention that are used by that person in terms of theoretical capacity memory (Lockhart, 2000). The forcing-selection method must select only one object from each group of people, as a result, there cannot be a proper attention at this level. In general, they proved that the identification of corrective action by only stating "new" and "old" as separate objects is not sufficient, after comparing we have to remember that we have to specify what it is about and that the former statement is a less significant role to play. Probably the most simple recall method, in a number of substances, and especially for a word shown in the order that you want people to remember as many words as possible is expected to be the free call method. When an instant recall occurs it somehow depends on the location in the queue watched with a great possibility of recalling a word extent showing words, has the advantage of first or second in the material (the effect of priority), is more difficult to remember the middle article, best remembered for rate moves in a straight function seen in the final words (innovation effect). Remembering all the performance improvements come into effect regardless of the instant and this mostly occurs in the free call depending on the long-term memory of the words and visuals, and it affects all the performance of variables such as frequency and semantic association. A common variable observed in free call is set to use the word in the same semantic category, such as creating a list including four animals, four flowers, four colors and four professions with a former list of 16

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words designating specific objects. Even when it was shown to people in a complicated scheme they demonstrated that they used as a basis for coding and fix meanings, they tend to remember words based on semantic patterns. These effects become more powerful when the same list was shown during several trials later on. In fact, with people’s leaning skills, even completely unrelated word, there was a tendency to group into specific clusters that seemed semantically related (Tulving & Patkau, 1962). In case of non-fiction, in the first level of performance the thing to be remembered, is not the total number of words, but it is prepared according to the number of word clusters and groups (Tulving, 1962). Innovation effect follows a different model, while remaining insensitive to the many variables that will improve the long-term memory, it is very sensitive to a disruption caused by a short delay in an activity such as numbers counting. (Glanz, 1972). The impact of innovation in advance, it’s even still so in some models, were thought to represent a short-term memory. But it can occur in almost the same principles followed novelty effects, sometimes minutes, even days, and in several months’ time period, for example, just as in the remembrance of puzzle games as well as in case of remembering the parking lot after going several times into a laboratory (Baddeley and Hitch, 1977, Costa Pinco and Baddeley, 1991) . Situations such as short-term memory processes as a series of numbers which together span validates the novelty effect, but nevertheless indicated the need for a more complex model (Baddeley and Hitch, 1974). Another opinion is to say that the novelty effect of some short term, some represent a clear operating mechanism operating on different stores in the long-term memory (for the opinion of the discussion, see Baddeley and Hitch, 1993). A little more complex long-term memory, includes also a remembrance of action in series, it is brought to the people or shown to them a number of material beyond the memory scope and then these material are removed from that person’s view and then they are tested by a number of experiments style or one series until they have completely memorized it, so technically in that method those people are expected to recall everything they will be show later on based on the order shown previously. In this case the serial position curve is a curve showing the maximum error is often just beyond the middle. This method was widely used in the 1940s and 50s, but is now used less frequently. A popular method for testing the long-term memory is implemented through bilateral association learning, with this method it is expected from people to bring together a set of word pairs (such as "cow-tree"), as stimulus word "cow" is displayed and the word "tree" is expected to be given as an answer. This technique is an essential part of the many clinical memory tests, and incites to bring together word pairs that are related to each other such as “cow-milk” by giving more unrelated pairs of words such as "dog-cloud". This method can obviously be used for and

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by people in their own languages (Latin, as a kind of sail) or in a foreign language (such as hausreck, meaning grasshoppers) while learning a word. Finally, more complex and realistic material are used to recall a book’s sections of in a visual way. This has the advantage of being close to the immediate environment and he/she (the patient) will need it surely to access his/her memory. This will lead us to the last topics about memory called daily memory. Daily Memory Since 100 years ago study researches about the memory, tend to be drawn into two different directions from each other. Ebbinghaus (1885) proved many years ago that memory function, and simply memory could be studied objectively in analyzing unrelated string of made-up words, called meaningless syllables, with a rapidly simplified form. On the other hand, a more naturalistic psychology approach has been defended by Galton (1883) and later on, usually in North America from the patient, a technique consisting in expecting from patients to recall sections of complex books including irrelevant material to each other like Indian culture legends, has been developed by Bartlett (1932). The evident conflict between these two approaches, has arisen again in recent years, due to Neisser’s following statement: “none of the interesting aspects of memory have been studied by any psychologists” besides, Banaji and Crowder who claimed that many studies on the daily memory were absurd too, so this disagreement has vigorously increased. Unfortunately conflicts raised up in modern psychology are artificial to a certain point. If the memory is as detailed and accurate as to the nature of examined models produced, it can be tested in the lab with their experimental control level there is no doubt that this can be implemented easily. On the other hand, the deal is to create a laboratory method to test the generalizability of daily life and clinical life, based on the theory that it is a rich source of problems. A model which could predict perfectly a person’s reaction in laboratory will show which of the two simple reaction in a person's laboratory, its modeling will be of interest to people who are in favor, but according to the more ambitious and important questions that cannot contribute to the advancement of generalized of memory work. On the other hand, the probability of creating a scientific theory is as less as getting a complex and amazing phenomenon of researching just as constructive we want to have it. Real-world-lab has two constructive response given to the dilemma, one tries to generalize laboratory findings to complex real-world conditions, and the other is to try to identify phenomena which could not be explained by existing memory model in daily life. As the samples of first model, the parking lot as defined previously and innovation shown in research on the effects of puzzles could be remembered. To remember the words to each other unrelated work done in the laboratory, effort to

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advance the recalling of a similar tradition memory such as songs and poems is also another example. A good example of the determination of one of the unresolved problems in the world, which can be defined as anything we do in our capacity to remember a specific time and place of a possible memory. This is exactly when we forgot to do something because we have a lot to complain about our bad memory. But it is not clear how to handle the possible memory although it is important from a practical point of view. Absolutely it requires memory, because amnesic patients are incapable of using it, but also young and intelligent people are not sufficiently able to do some things at the right time. Most of the time there is a possible motivational element in the successful memory and a strategy. Older people often forget appointments fewer than younger ones, because they know that their memory is weakened and therefore they usually take notes to support themselves, try to find ways to concentrate on the need to remember or try to create internal memos. So thatâ&#x20AC;&#x2122;s why in real life they usually make less mistakes despite the probability of making more memory failure than young people under laboratory conditions. It has been a long time since many of the observational methods based on laboratory measurements and complements carried out on their daily work have been defined and it is considered that have the possible memory who used to be ignored is currently very active. There is a doubtful point, claiming that there is a need to check the validity of a continuous work outside the laboratory if we consider that with a laboratory process it is easier for managing the dangers than dominating the field. The current doubt resides in the fact that the potential memory is not a single system or process but is a reflection of the type of operation needed to achieve our memory system. This question, of course, does not make it less important or interesting, but reaches out a single and simple solution to the problems we could not ignore. A method related to memory and laboratory-based approach will be used in the assessment of a lack of memory space and can work effectively together. Traditional measures of memory are based on the learning, and the associated binary suitable for use in patients is then based on classical laboratory techniques, such as the recall of complex shapes with standardized measurement according to the normal control group. But sometimes patients complained at hospitals that they had problems in learning binary associated words or in remembering appointments in complex ways, in subjects such as people's names or to lose their way around. Sunderland (1983) has decided to control the validity of this type of memory based on standard laboratory tests corresponding to the patient and degree of occurrence of the identified memory error careers. He tested a group of patients who had previously received a blow to the head and then a group of normal elderly people (Sunderland, 1983, 1986). It was found in standardized tests that the

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blow to the head and age, with the increasing memory complaints degraded performance. However, among the many performances of the objective tests, there is no reliable correlation between function of the complaints of patients recorded by healthcare personnel, and beyond the recognizing a portion of the book. Barbara Wilson who paid attention to this particular problem, designed an active memory test to try to diagnose problems that have been identified to occur too often usually in the head of patients suffering of memory deficiency and brain strokes caused by cardiovascular accidents. She has developed a test to measure the Memorization skills and the capacity of recalling new names of people seen previously, the recognition of objects and image, in fact people are supposed to read a short piece and must remember that moment and find a simple way to later on recall the form of 12 sub-components included in the so-called Rivermead Memory Behavioural Test (RMBT). In this testing system there are also orientation measurements according to the place and the time and some possible memory tests over time. RMBT is sensitive to memory impairments and unlike more primitive methods of the therapists, it may be associated with the incidence of memory errors in their working hours, as shown in observation of patients (Wilson, 1989). A few years later in a study on the amnesic patients Wilson (1991), Wechsler unlike the majority of traditional methods, such as Memory-Measure-Testing, the performance level of the test was found to indeed guess correctly the working capacity measured, and this independently from the previous studies. RBMT and Executive Dysfunction Syndrome power of the other tests that use a similar philosophy as Behavioral Assessment Test, aim to provide a patientâ&#x20AC;&#x2122;s his ability to face his generally stems on a daily basis from sensitive and objective measurements whips might encounter problems. These tests are excellent in predicting how a patient might endeavor, but should not be considered to be willingly to replace the tests trying to make a precise assessment on different types of memory function. Such a theoretical test is very important for health care specialists to understand the origin of the patient's problems and therefore provide advice and assistance. *** The long-term memory storage process, is in fact a true pro rata, depending on progress in the development of memory. Forgetfulness in daily life, based on the results that will embarrass us, is a bad manner. Sometimes, especially people after growing older, usually say that their memory is not so good as it used to be. But many studies proved that even the memory of the elderly is in a much better state than they thought. Here are some factors affecting this sensation: motivation up (people who do not wish to remember or to learn a fact, cannot perform this. If you feel alert and stimulated, it means that you will accomplish this more easily.), application, skills, focus.

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Preschool children and Forgetfulness In particular, one of the most discussed issues recently is how much we could trust statements made by children exposed to sexual abuse and how much could the deposition or the facts they described in the justice courts reflects the reality. Research studies carried out until now showed that facts explained by children were fantasies instead of truth (confabulation), and that we could have children saying exactly what we want them to answer about our questions. Schacter, explained the reason for this as follows: Findings showed that preschool children had some problems about their source memory. These problems are closely related to memory distortions. Studies on brain development, especially front-brain (frontal lobe) showed that it develops slowly. It is not fully developed until adolescence, and the development of this regions of the brain is certainly uncomplete in the preschool child and therefore this region immature in those kids (Schacter, 1996, pp. 124-129).

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METACOGNITIONS "During a trial performance; a group of children from pre-school and primary school was given a certain amount of material. They were asked to work on it until they are sure that they have memorized it. Elder children said they were ready after working for a while. Indeed when they were asked during a test they remembered everything correctly. In contrast, the children at a younger age, even though they said they were ready, could not remember some agents they were asked about. The trail described above with movements, can considered that preschool children couldn’t be evaluated consistently and correctly on the implications of their current memory capacity. Metacognition is a good example of the issues evaluation and observance of people's current memory capacity tracking. Metacognition has become a very popular topic in the subject of nature and development, in recent years. "(Flavell, 1985, p. 103-104) The concept of metacognition was first used by Flavell. Flavell defined the concept of metacognition as “a knowledge and information about cognitive phenomena", "people's knowledge of their own cognitive processes and the usage of this information to control cognitive processes" (Flavell, 1985, p. 104). Later on in the following definitions its active control over the cognitive processes have been included. Here are some of the various definitions of metacognitions; "Very basic cognitive level, it basically means being aware of one’s own thinking." (Doğanay and Kara, 1995, p. 27) "This word is used to call the fact of being aware of one’s own learning and cognitive processes in order to improve people's learning and memory capacities." (Drmrod, 1990, p. 292) "The concept of metacognition is used to describe thinking about thoughts and means the fact that people pull back their learning strategies and review the operations of their own mind." (Healy, 1997, p. 247) If we look at the commonalities of the above definition of metacognition; - Thinking about thoughts, - Knowing what we know and not know or being unaware of what we don’t - It seems to express the awareness of different aspects of thinking. Metacognition Features 1- It is the fact that people are aware of their own learning, their memory, which kind of learning tasks they can perform and what is completed in a realistic way.

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2- The ability of knowing which method of learning effective and knowing which ones are ineffective. 3- Being able to plan an approach that is likely helpful in accomplishing successfully a learning task. 4- Making use of effective learning strategies. 5. People learn to be able to monitor the current situation, knowing that the information is successfully learnt or not. 6- Being aware of effective methods in order to recall information stored earlier. (Drmrod, 1990, p. 292) Here are the other concepts which are also associated with the concept of metacognitions: Metamemory: "knowledge about memory and processes", "people’s knowledge about and awareness of memory and processes (but not limited to) including the knowledge about the different memory systems." Monitoring: "People able to monitor the status of current knowledge and information process", "people's judgments about current knowledge and information processes". Regulation: “an individual’s ability of reorganizing to cope with changing environmental condition about his own thought processes ". The reason why the concept of metacognition is used is simply because of the "cognition about cognition" main meaning of that concept. Metacognitive skills, plays an important role in many cognitive activities. Some of these cognitive activities are mentioned below; - Knowledge’s verbal communication - Verbal persuasion - Verbal comprehension - Reading - Writing - Language acquisition - Perception - Caution - Memory - Problem solving - Social cognition The concept of metacognition has entered into the following areas: - Cognitive Psychology - Artificial intelligence - Human Skills - Social Learning Theory - Cognitive Behavioral Modification - Personality Development - Gerontology - Education - Cognitive Development (Flavell, 1985, p. 104)

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Piaget and metacognition If we should use the concept of metacognition as in Piaget’s opinion, it is the last cognitive development stage, which is in its final development phase called the "formal operational stage" which bears the features of the concept of metacognition. Here are the features of the abstract operational period: people who are going through that stage have the ability to use test assumptions, are abstract thinkers, and can make generalizations to pass from one situation or status to another using abstract concepts. Children can better understand each other gradually. They may think according to the viewpoint of others. In many ways it provides a new thinking flexibility in adolescents’ thinking. It can help solve many problems (Yavuzer, 1999, pp. 282-283). Another aspect to be taken into account for metacognitions is also closely related to the Piaget theory. Thinking includes aspects of performing operations on those the process. It includes the first rule of cognitive success and the acquisition of knowledge about the real world. Of course, all of those gains will take a lifetime to take place. In a point of mental development (according to Piaget this is puberty), it becomes possible to develop guidelines that include the rules. In other words, they perform mental operations on operations as well as to perform operations on adolescents’ elements. Elkind (1974) argues that the concept of metacognition is causing the increase of development of introspection in a significant proportion of adolescents. Adolescents, whether cognitive or emotional, are considered to have a strong tendency for research on the very depth of their internal situations (Öngen, 1993, p. 294). Various theorists classified the subject of metacognition in different ways. According to Flavell, key concepts about metacognition are knowledge and the life experiences: 1. metacognitive knowledge 2. Metacognitive experiences 1. Metacognitive Knowledge Metacognitive knowledge refers to our acquired knowledge about the cognitive issues. Metacognitive knowledge and ideas are acquired with the life experiences and we store them in the long-term memory. This information consists of information on mental and functions. From this information some are (stored in long term memory) and some are more procedural = knowing how rather than declarative= knowing that. For example; knowing the fact that "I have a fairly weak memory" is a declarative information. Other metacognitive information, rather than expressive, are operational. For example, "shopping list or using things that will help us remember, when our poor memory and know how we can help" is a functional information.

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Metacognitive knowledge can be divided roughly into three: 1. Information about individuals, 2. Information about the tasks (things), 3. Information on strategies. 1. Information on People: Our metacognitive knowledge about people includes data we obtain and ideas about human cognitive processors (processors) and ideas about what they look like (beliefs). Metacognitive knowledge of our people can be divided into three subgroups. a) Cognitive awareness of one's own (within-people): For example, you may be better in psychology courses than in or you might think that you learn better by reading instead of listening to your friend. b) Cognitive awareness among people (between-people): For example, you may think that your parents are more sensitive to your feelings and needs than the people around you or your neighbors c) The awareness of people's cognitive similarity (allpeople): refers to the universal properties of the human mind, it is the most interesting of the three groups. 2. Information about tasks (things), our knowledge of the tasks can be divided into two sub-groups: a) Any task that we face when dealing with the nature of knowledge: for example, we know from experience that, for us to understand an information that is quite new, it is both difficult to remember, but it also takes a lot of time. b) The requirements of the task: Even when we have been given the same information to be working on, we all know that some tasks are much more difficult and require much efforts. For example, we know that it is easier to remember the main lines of a story, than to recall the story word for word. Again, we know that it is easier to recognize (recognition) something, than to remember (recall) it. Therefore, multiple-choice exams, are usually easier than written exams. 3. Information on Strategies: For example, is someone asked us what we can do if asked to memorize a phone number, without hesitation we would answer that â&#x20AC;&#x153;we are going to repeat that number a certain amount of time" (rehearsal). This metacognitive knowledge is our knowledge of memory strategies. Letâ&#x20AC;&#x2122;s just ask ourselves the following question: what kind of differences are there between cognitive strategies and metacognitive strategies? The main function of cognitive strategies is to help to conclude successfully any cognitive enterprise. In contrast, the main function of metacognitive strategy is to provide information about our enterprise and cognitive functioning. 2. Metacognitive Experiences:

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A metacognitive experience is a cognitive process associated with cognitive or emotional life. Metacognitive experiences can be simple or complex, short or long. Metacognitive activities of our cognitive life is quite useful when executing functions. For example, when you donâ&#x20AC;&#x2122;t understand a part of a text you are reading, you can read right back again or simply return on that part or reconsider what you know so far. Metacognitive experiences can be configured by metacognitive knowledge gained before. In contrast, metacognitive experiences may contribute to our metacognitive information (contacts, tasks and strategies) (Flavell, 1985, pp. 104-107). Paris and Winograd stated that there are two main aspects of metacognition: 1. Knowledge and self-control 2. Knowledge and control of process. 1. Knowledge and self-control: Knowledge and self-control includes attention, attitude and commitment. a. Commitment: Intuitively the majority of teachers think that if their students commit themselves to an academic subject it will be a major determinant of their success. However, it a volitional behaviour and not something that cannot grasp anything arising from a specific events a person committed himself to achieve. The fact that people are likely to be able to commit themselves to something lies on their own preferences. b. Attitudes: Attitudes that someone develops towards a subject are not closely related to himself. On the learning of a certain topic, the value of the subject, the ability to achieve and to the extent the value of the effort approaches this subject with an attitude. If the learner does not develop an effective learning environment, his learning attitude will be affected negatively. As a result, an important aspect of knowledge and self-control is to be aware of the attitudes generated against a particular issue and to ensure the development of this attitude that helps learning (successful students always attribute their success to their own efforts). c. Attention: As well as in commitment, attention is generally considered as reactions to a stimulus. If some things are interesting for a student, he/she will take care of them in his/her pre-school education time, but will show less interest if there is nothing interesting. However, attention may also be audited by the students themselves. So the learner, may not even show his interest in uninteresting situations. Self-knowledge and the third dimension of information control is to adjust the level of attention and create attention when required. 2. Knowledge and control of process: Knowledge and control of process include two different parts:

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a- Types of information: Information can be expressive (declarative), operational (procedural) and contingent (conditional). Expressive information is factual and includes knowing the concept of a given task. Procedural data refers to information about how we apply metacognitive strategies. The conditional information means to be aware of whether a strategy is more appropriate and prefer using that one instead of another strategy to perform a desired task. And a teacher who teaches and specifies and determines them to students is helping them to consolidate their control over the metacognitive process. b. Behaviour Control: It consists of behaviour control, evaluation planning and organizing. Rating: It includes deciding about the current state of development of a cognitive process and it involves mental perception. Did I fully understand what Iâ&#x20AC;&#x2122;ve just read? Do I understand that writing on this map? And so on. Rating occurs throughout a process and is also the start and the end point of a subject. Rating includes likewise, the achievement of general objectives and detailed objectives and includes evaluation of whether the appropriate resources are available or not. Planning: It provides the ability to select carefully the strategy for achieving the specific purpose. In general, students should know about the process of putting a subject in a certain order and be able to select the most appropriate action at any given point. Edit: It includes the changes in the pre-school behaviours if necessary and also the control of the development of general and subobjectives for the public. It means to attach importance to the control of thinking in the classroom, and that students should take responsibility in class, school and pre-checking issues for their success in education. Thus the concept of teachers who discipline people, appeared substantially and clearly. To provide better academic development of the students, they should develop their self-controls and learn to keep live. (DoÄ&#x;anay and Black, 1995, p. 27-29). Research studies carried out about metacognition The first studies on metacognition were more descriptive works. In this study attention was focusing on developmental characteristics and data about the memory processes of the memory in children. As descriptive researches shifting to experimental researches (empirical), research studies about information on children's memory and memory processes and the number of varieties has quite increased in parallel to that. As a rough indicator of the previous statement about that interest in the subject of metacognition, from 1979 to 1995 503 journal articles were written and 169 book chapters were reserved to

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demonstrate the separation of issues related to the issue of metacognition (Hacker, Dunlosky and Graessner, 1998, p. XIII). A scheme was required to classify the increasingly and more and more complex metacognition literature. To evaluate the work, several classification schemes have been used to analyze and group. Although there are some differences between these classifications, it shows three general categories: 1. Cognitive monitoring 2. Cognitive regulation 3. Cognitive monitoring and regulation 1. Cognitive monitoring: the totality of researches studies carried out about peopleâ&#x20AC;&#x2122;s knowledge and thought processes on which information tracks their current status and how much they can observe a certain consistency are grouped under category of "cognitive monitoring". People's ability to follow their own information and information processes is an important issue. In education the learning of "selfcontrol" (self-regulation) is said to have recently become a topic in which educators are more and more interested in. The key to an effective selfcontrol can be determined by the person himself in trying to be aware of what is known and what is unknown, and on his ability of being consistent. If students are aware of what kind of knowledge they have this can lead to learn to be aware of the status of the information or something unknown to them. Here is an experiment conducted on cognitive monitoring: Hart, made a trial about the â&#x20AC;&#x153;feeling-of-knowing, judgments". First, a series of questions consisting of general knowledge questions were asked to some university students. In this way, students gave incorrect answers to some questions. Then Hart, wants to check whether or not they could find the right answer in a multiple choice questions exam in order to question their judgment. So it will be checked in those students for consistency between jurisdictions with recognition performance (with their awareness of the memory). As a result there were a high correlation between performances of the students their awareness of results. The same research has been done on younger children as well. As a result, the feeling of knowing the result was found to be less consistent. According to a study conducted on cognitive imaging; a- Even kindergarten students can view the information they have in a consistent way. b. The amount of information people keep in their memory is also increasing with age. c. The ratio to follow information in a consistent manner is also increasing with age.

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d. If memory picture depiction is simple and does not overloads working memory (working memory = short-term memory), it was discovered a very little difference between the pre-school children and the elementary school children. 2. Cognitive regulation: The second category which is the cognitive regulation (regulation) expresses the fact that "in order to cope with changing environmental conditions, people reorganize their thought processes". The first studies on this subject is usually performed on children with mental retardation and educable mental retardation. But recent studies are performed on all children. In these studies, teaching strategies used in different fields of both teaching strategies (transfer) are taught. 3. Cognitive viewing and editing: Cognitive viewing and editing refers to "people that can view with their own knowledge and ideas to use this information in order to edit later memory processes". 4. The research studies in education related to metacognition: Recently, it is observed that a focus of research in the field of education metacognition as a 4 th category in education is taking place. The concept of metacognition entered training/education with a little bit delay. Now scientistsâ&#x20AC;&#x2122; attention is focused on the theoretical field of laboratory applications that are turned to the class. Borkousk and Muthukrishna (1992) stated that the metacognitive theory "can help teachers who want to create that focus on both flexible and creative strategic learning in the classroom". Paris and Minograd (1990) declared that "students reading, writing, and problem solving can improve their success by learning to be aware of their own thinking". Teachers could increase this awareness in students directly by informing them about effective problem-solving strategies. They also discussed that the cognitive and motivational characteristics of cognitive thinking can be increased too. This leads to ask the following general questions about studies in the field of education: "Can metacognitive processes facilitate or not learning?" The answer found to that research question so far is a "yes," as they replied. The following research fields were presented in examining the effects of metacognition: - Verbal Expression of Cognitive Processes - General Problem Solving - Science - Math - Writing - Reading - Dual Language Education - Testing Forecast - Study

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- Academic Coping - Rehabilitation - Aging and Problem Solving (Metcalfe, 1996, p. 11-20)

Metacognitive strategies 1. Merge the new information with previous ones. 2. Selecting strategies of thought 3. Planning the thought processes, doing an evaluation of the monitoring and observation.

Strategies to Improve Metacognitive behaviours a) Determining what we know and what we do not know b) Talking about oneâ&#x20AC;&#x2122;s thoughts or ideas c) Keeping a diary of thoughts d) Planning and self-control e) Questioning the thought process f) Self-assessment g) Building a metacognitive environment (Hacker, 1998, pp. 277304).

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PSYCHOLOGY QUIZ 1 1. Which one of the following is not a psychology current? A. The Sceptical Approach B. The Psycho-Analytical Approach C. The Cognitive Approach D. The Neurobiological Approach E. The Physiological Approach 2. Which of the following approaches is known to separate the various elements of the human mind awareness, to consolidate and analyze the awareness items? A. The Psycho-Analytical Approach B. Humanist Approach C. The Neurobiological Approach D. Structuralism E. The Cognitive Approach 3. Which of the following names is the representative of the structuralism approach in psychology? A. Sigmund Freud B. Wilhelm Wundt C. James Hebb D. Emanuel Kant E. Burrhus Frederic Skinner 4. Which one of the following is the method used to solve the Structuralism approach? A. Introspection Method B. The Inductive Method C. Cause and Effect Method D. Comparison (Comparison) Method E. Deduction Method 5. Which of the following is one of the Behaviourism approach representatives? A. Erikson B. W. Wundt C. S. Freud

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D. Pavlov E. Piaget 6. According to the Behaviourism approach which concept should work on the psychology? A. Intuition B. Emotions C. Thoughts D. Observable and measurable behaviours E. Instincts 7. Which of the following cannot be said for the Behavioural Approach? A. Analysing behaviours leads to ask the question "how" instead of "why"? B. When explaining the behaviours talk about the stimulus-response-reinforcement principles. C. Psychology needs to focus its studies on observable and measurable behaviours. D. Pavlov, Skinner and Watson are the most important representative of this movement. E. It supports the idea that intuition, emotions and thoughts are observables and it uses the method of introspection. 8. According to the behavioural approach which of the following best describes the behaviour? A. Stimulant-Intuition-Consolidation B. Awareness-Stimulus-Consolidation C. Stimulus-Response-Reinforcement D. feelings-Stimulus-Response E. Intuition-Stimulus-Consolidation 9. Which one of the following is the approach that supports the need to work on nearby stimulating conditions and the observable and measurable behaviours? A. The Psycho-Analytical Approach B. The Humanist Approach C. The Behavioural Approach D. The Cognitive Approach E. The Constructivist Approach 10. For which one of the following approaches Freud and Erikson are among the most important representatives? A. Neurobiological Approach B. Cognitive Approach C. Psycho-Analytical Approach D. Behavioural Approach E. Humanist (humanist) Approach 11. The Psycho-analytical approach focuses on childhood experiences in the analysis of the formation of the personalities and events. Which covers the period age of childhood experiences? A. 0-3 B. 0-6 C. 6-12 D. 2-6 E. 0-12 12. Which of the following cannot be said for Psycho-Analytical Approach? A. Thinks that the causes of behaviours are linked to biological factors. B. Focus on the importance of parental attitudes in the formation of personality. C. Claims that the development of an individual last for life. D. Argues that the development of personality is separated into periods. E. Skinner and Ausubel are the founders of this approach. 13. Which of the following approaches has a complete look on personal and behaviours and facing a holistic approach to address the behaviour and mental processes? A. The Cognitive Approach B. The Humanist Approach C. The Behavioural Approach D. The Psycho-Analytical Approach E. The Neurobiological Approach 14. Which of the following cannot be said for the Humanist approach? A. Defends the view that human is valuable and in the basic of human nature there is goodness.

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B. According to the Humanist approach behaviours have incentives on their basis. C. Its representatives are Maslow, Rogers and Kohlberg. D. It defends the view that the main center is Education. E. It stops on the concept of perception and individualâ&#x20AC;&#x2122;s personality. 15. According to the Humanist approach which of the following should be in the center of education? A. Family B. Teachers C. Students D. School E. Social Environment 16. The humanist approach which maintains that human being is valuable and unique is opposed which one of the following opinions? A. Behavioural Approach B. Psycho-Analytical Approach C. Structural Approaches D. Cognitive Approach E. Neurobiological Approach 17. Which of the following can be said for Neurobiological Approach? A. Its most important representative is Erikson. B. It argues that on the basis of instinct behaviour. C. It defends the idea that the existence of men is a dangerous thing. D. Links between the nervous system, behaviours examining brain, and brain cells are taken into account. E. Stimulus-Response-Behaviour is explained according to the reinforcing principle. 18. Which one of the following pairs is wrong? A. Psycho-Analytical Approach - Erikson B. Behavioural Approach - Pavlova C. Neurobiological Approach - Hebb D. Cognitive Approach - Freud E. Humanist Approach - Maslow 19. What name is given to the continuous and regular changes, starting after conception, of an individual's physical, mental, emotional and social aspects? A. Development B. Growth C. Learning D. Development E. Continuation 20. Which of the following is not an effect of the emergence of a product's development? A. Growth B. Readiness C. Learning D. Maturity E. Thinking 21. What name is given to the increase in only the size, weight and volume of a body? A. Continuation B. Growth C. Presence D. Development E. Change 22. When a one year old and 12 kg in weight baby reaches 3 years of age and 23 kg in weight, with which of the following concepts can it be explained?

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A. Continuation B. Changes C. Growth D. Learning E. Readiness 23. Which of the following does not change due to the growth? A. The increase in height B. Weight Increasing C. The change of internal organs D. The thickening of the vocal cords E. Being able to think abstractly 24. Which of the following concepts can explain the ability of a child going to school who reach the level his/her finger can hold a pen. A. Development B. Readiness C. Learning D. Maturity E. Growth 25. Which one of the following is in the size of the maturation? A. Spiritual Growth B. Interactions with the Environment C. Emotional Development D. Physical Development E. Learning 26. Which of the following does not include the Readiness concept? A. Continuation B. Prior Learning C. Affective Features D. Health E. Emotional Features 27. What name is given to the situation of an individual mentally, socially and physically ready to have a learning curve? A. Continuation B. Readiness C. Learning D. Growth E. Developments 28. Which of the following is not one of the principles of development? A. Development, is a product of heredity and environment interaction. B. Development continues alternately. C. Development occurs from the feet to the head and from outside to the inside. D. Development occurs from the general to the specific. E. There are a number of critical development periods. 29. Which of the following is not a hereditary features of which individuals inherit? A. Hair colour B. Gender C. Intelligence capacity D. Body Type E. Shyness 30. With which principle can we explain the fact that a child living in the period of concrete actions development for that a child is actually preparing the infrastructure for the next stage which is the formal operational stage? A. Growth continues alternately. B. Development is continuous and takes place at certain stages. C. Development is oriented from general to specific.

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D. There are critical periods in development. E. Development is a whole. 31. On which principle of one's development does someone that: "In the period during which walking comes to the foreground, speech may show some pause trends" emphasize? A. Development is oriented from general to specific. B. There are individual differences in Development. C. It varies according to the speed of development period. D. Progress continues alternatively. E. There are critical periods in Development. 32. On which of the following parts of the body a control is provided in the earlier period than others? A. Chest B. wife C. Legs D. Go E. Feet 33. With which one of the following development principles better explains the fact that children are later able to use the large muscle than small muscle? A. There are critical periods in development. B. Development occurs from head to toe, from the inside out. C. Development occurs from general to specific. D. Development continues alternatively. E. The speed of development varies depending on the period. 34. Individuals are more sensitive to the effects of the environment in some periods and as a matter of fact the speed of learning differs depending on the situation. By which development concept can this be explained? A. Integrity Development B. Individual Differences C. Speed of development D. Critical Period E. Development Continuity 35. Due to an insufficient attention shown by his family Hagan felt no to be loved by anyone. This situation leads to a negative impact on emotional development and the loss of self-confidence. Thus, this led to failures in his social life as well as a number of failures in his school life. Which one of the following development principles is directly related to Hakanâ&#x20AC;&#x2122;s situation? A. There are critical periods in development. B. Development of a whole. C. Development continues alternatively. D. Development is continuous and takes place at certain stages. E. Development is a product of heredity and environment interact. 36. Which of the following is not seen in the development of the causes of individual differences? A. Inheritance B. Family C. Schools D. Friends Network E. Age 37. Which of the following reasons is the cause for the inclusion of a longer process seen in puberty than the growth seen during childhood development? A. Development occurs from the top to the bottom, from the inside to outside. B. Speeds of development vary depending on the period. C. Development is a whole. D. There are critical periods in development. E. Development is from the general to the specific. 38. Which of the following is not one of the factors that directly affect development? A. Environment B. Inheritance A. Time D. Parenting Styles

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E. Age 39. Which one of the affecting factors is directly related to the development of features seen in some individuals such as the lack of self-confidence, self-conscious, and the over-regulation? A. Inheritance B. Time C. Family Parenting Style D. Child Birth Order E. Environment 40. Which of the following glands is responsible of thyroxin secretion of which a lack/deficiency leads to dwarfism and mental retardation, and which excess leads to numbness and chills? A. Parathyroid B. Pancreas C. Thyroid D. Pituitary E. Adrenal 41. Which of the following glands is closely related to emotional development and which protect the body from the high intensity or excess of feeling? A. Pancreas B. Parathyroid C. Thyroid D. Adrenal Glands E. pituitary 42. In how many parts is the development period divided? A. 2 B. 3 C. 4 D. 5 E. 6 43. Which of the following is not a development seen in infancy? A. Learning how to breathe B. Mentioning the toilet, gain skills holding or self-control over the need of going to the toilet. C. Having a regular sleep D. Learning to eat solid food E. Learning how to speak and how to walk 44. Which of the following is one of the developments in the early childhood? A. Following physical environment to adapt to the changes following the birth. B. Adapt to the everyday life. C. The development of skills related to reading, writing and reckoning. D. Start to ensure the hand eye compliance. E. Create positive attitudes towards oneself. 45. In which development stage is someone trying to establish friendship relations with peers and the development of an individual using a number of strategies for getting along well with them? A. The last (late) Childhood B. Early Childhood C. Adolescence D. Infancy E. Young adulthood 46. Which of the following is not a characteristic of adolescence? A. Access to the social role of an adult male or female. B. Accepting oneâ&#x20AC;&#x2122;s own body and using it effectively C. The orientation toward a profession and preparation. D. Preparing to establish marriage and family E. Spouse selection, creation of family, learning to live married. 47. Which of the following is wrong to pair with? A. Infancy period (0-2 years)

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B. Early Childhood (2-6 years) C. Late Childhood (6-12 years old) D. Adolescence (12-16 years) E. Adulthood (18-30 years) 48. Which of the following is not a period of physical development? A. Prenatal Period B. Childhood C. Old Age D. School Term E. Adolescence 49. Which of the following includes the most negative environmental factor that affects the most the physical development period? A. Childhood B. Adolescence A. Schools Term D. Prenatal E. Infancy 50. Which of the information below about the prenatal period is incorrect? A. Prenatal life is included in the process of rapid development period. B. When the foetus is born it measures from 48 to 53 cm in height. C. The impact of negative environmental factors is greater in this period. D. The embryonic formation of bone also known as ossification begins during the 4th month and therefore from that time onwards a mother is able to feel some movements in her womb. E. Heartbeat starts in 5th week.

51. How many centimeters does an average one year old child has in height? A. 50 B. 60 C. 65 D. 75 E. 90 52. How many kilograms (How heavy is) is the average weight of a baby at the end of its 1 year of age, which was 3 kg at birth? A. 6 B. 8 C. 10 D. 12 E. 20 53. How much is the length rate of a person’s head in adulthood considering the fact that it measures ¼ of the body’s total length in infancy? A. 1/4 B. 1/6 C. 1/8 D. 1/10 E. 1/12 54. Which of the following cannot be said regarding the physical development seen in the infancy period? A. The fastest period of physical development after the prenatal development occurs during the first year after birth. B. A one year old child is 75 cm high at the end of its first birthday. C. At the end of one year of age a baby exceeds 2 times its weight at birth. D. Development takes place from the inside to the outside, from the head to the toe. E. Heartbeat is almost twice that of adults. 55. Which of the following is wrong about the physical development of infancy? A. The first act of a baby after his birth the baby is breathing. B. The digestive system absorb nutrients found in breast milk. C. Blood pressure begins to increase after the 6th week.

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D. Leg muscles start developing before the ones of the head and neck muscles. E. The abdominal and shoulder muscles develops prior to the arm and hand muscles. 56. After how many months following the birth can a babyâ&#x20AC;&#x2122;s voluntarily turning from one side to the other can be observed? A. 3 B. 4 C. 5 D. 6 E. 7 57. Which of the following is wrong about infancy? A. In the 1st month of life while lying on his belly a new-born baby can raise its head for 1-2 sec. B. In the 2nd month- It starts lifting the chest and head with the support of its arms. C. In the 4th month after birth it sits with support of its laps. D. When aged 6th months- a baby can capture in his palms extended objects. E. In the 7th month- The efforts

58. In which month of infancy can we see a baby standing up and start walking unassisted? A. 10th month B. 11th month C. 12th month D. 13th month E. 14th month 59. Which of the following statements is not accurate? A. A baby can sit without any support in the 7th month following its birth. B. The period when the baby starts crawling is the 10th month after birth. C. After the 5th month following birth a baby can turn side to side willingly. D. The period in which a baby can hold with its finger objects using fingers start from the 9th month after birth. E. A baby can in the 13th month stands up and starts to walk unaided. 60. How more heavy is a kid at the end of 6 years of age regarding the weight at birth? A. 3 B. 4 C. 5 D. 6 E. 7 61. Which of the following cannot be said about the early childhood physical development? A. The digestive system has become ready to digest all nutrients. B. The somatic growth rate during this period is greater than the growth rate in infancy. C. The heart rate becomes similar to adults in the age of starting school. D. Large muscles are better used than the small muscles. E. The weight at the end of 6 years old reaches seven times the weight at birth. 62. Which of the following cannot be said about adolescence? A. All the stages and events observed in adolescence always occur in the same order for everyone. B. Adolescence lasts approximately 6 years. C. The boys enter puberty earlier than girls. D. First, hands and arms and legs, then feet grow then the body develops. E. Adipose tissue increases in girls and muscle tissue increases in males subjects. 63. Which of the following attitudes cannot be shown as some behaviours that occur during puberty. A. friendship with peers, loyalty, and grouping. B. The request to be alone and efforts to be independent. C. The constant focus on the physical format. D. abstract thinking, critical thinking, to create its own concept E. I thought the objectivity and refrain from centrism. 64. Which one of the following behaviours should not be applied as the solution of problems faced by individuals in adolescence? A. During this period there are strong feelings, individuals should be behave with tolerance.

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B. Individuals desire of independence has to be suppressed in a certain measure. C. During this period, the support of parents, father and mother and teachers should be provided. D. A communication with adolescent individuals should be given and an appropriate support in order to help them to fulfil their desire of affirmation of identity. E. These adolescent individuals should be directed to activities that will help them to evaluate the energy of this period. 65. Which one of the following people thinks that the interaction of heredity and environment plays an active role in ensuring the development of children's knowledge? A. Freud B. Maslow A. Pavlov D. Piaget E. Vygotsky 66. According to Piaget which of the following cannot be displayed among the factors affecting the cognitive development? A. Covering B. Suspension C. Balancing D. Compliance E. Continuation 67. Which of the following the concept is defined as a balance to move to the upper level from the lower level? A. Experiences B. Compensation C. Social transition D. Compliance E. Matting

68. On which factor affecting the cognitive development someone saying the following sentence emphasizes: "individual sense of interaction with the environment is perceived by the outside world as a result,"? A. Experiences B. Compliance C. Social transition D. Balancing E. Matting 69. What name is given to the integrative tendency to make information, events and processes consistent and systematic? A. Balancing B. Covering C. Compliance D. Experiences E. Continuation 70. With which of the following could the fact that new events faced by the child help to gain new experiences by interacting with and adapt to the new situation and assets be explained? A. Compliance B. Social Transition C. Matting D. Maturity E. Balancing 71. Which of the following is not among the basic concepts of Piaget's cognitive development? A. Scheme B. Intelligence C. Adaptation D. Maturity E. Balancing 72. What name is given the ability to adjust to one's surroundings?

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A. Assimilation B. Compliance C. Understanding D. Learning E. Intelligence 73. What name is given to the kids’ fashion and styling perception style of a unique and personal outside world? A. Intelligence B. Assimilation C. Scheme D. Balancing E. Continuation 74. Which of the following statements is wrong for the scheme? A. Scheme is a framework in which the new incoming information are placed. B. It’s the most basic mental structure. C. It’s an individual learning tool. D. It’s one of the ways to understand a problem, decoding and living and is one of the ways to deal with the media. E. It’s patterns of messy behaviour and thought. 75. Which of the following concepts can help us to explain the fact that because of a cat previously seen a tiger seen on TV is called a cat by the kid and also explained the cat placement scheme? A. Assimilation B. Experiences C. Learning D. Separation E. Balancing

76. Which of the following can explain the fact that a kid calls every elderly people he sees grandfather, which makes the mind of a child to see in the first place a grandpa scheme, but with a new life creates new and different scheme in mind as a result of interaction. A. Social Experiences B. Maturity C. Learning D. incompatible Game E. Matting 77. Which of the following is not one of Piaget's cognitive development period? A. Sensory-Motor B. Pre-operational C. Operation Aftermath D. Concrete Operation Period E. Formal Operation Period

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PSYCHOLOGY QUIZ 2 1. According to Piaget which age range does the emotional engine period cover? A. 0-6 B. 2-4 C. 4-6 D. 2-7 E. 0-2 2. In which one of the following periods aims the behaviour of an individual able to distinguish itself from the outside world and the reflective behaviour? A. Abstract Procedure Period B. Sensori-motor C. Concrete Operation Period D. Prenatal Period E. Pre-operational Period 3. Which of the following cannot be said about the emotional engine Period? A. Itâ&#x20AC;&#x2122;s comprised between 0-2 years old. B. Itâ&#x20AC;&#x2122;s the period in which occurs the acquisition of object permanence. C. This is the period in which the trials and errors are fist learnt. D. The period in which counterfeit and games are held. E. It is a period in which the game and symbolic thinking happen. 4. which of the following is the term used to describe The Emotional Motor period? A. Cyclic Response B. Cyclical Response C. Animism D. Winning Habits E. Deferred Imitation 5. Which of the following options is right regarding the period in which language has been quickly developed?

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A. Pre-operational Period B. Abstract Procedure Period C. Concrete Operation Period D. Sensori-motor E. Adolescence 6. Which age range does the Pre-Processing era cover? A. 0-2 B. 2-4 C. 2-7 D. 4-6 E. 0-4 7. Which of the following cannot be said for the Pre-Processing Period? A. Language develops rapidly. B. It is the period in which symbolic play and thinking occur. C. One-way classification is done. D. It’s the period in which specific thinking is carried out. E. It’s the period when object permanence is earned. 8. Which one of the given choices is the period when Focus (cantering) can be observed? A. Adolescence B. Pre-Processing Period C. Abstract Trading Period D. Emotional Engine Era E. Concrete Operations Period 9. Which of the following concepts can’t be used for the Pre-Processing Period? A. Egocentrism B. Focus C. Animism D. Conservation Winning E. Delayed Imitation 10. Which of the following is not the characteristics of the concrete operations period? A. To have ideal ideas and values B. To translate in contrast C. Ranking to the top level D. Grouping E. Gaining Protection 11. Which of the following are features of the concrete operations period? A. The ability of relative thinking B. The specific reasoning C. Solving problems in concrete ways. D. Winning of habit E. Symbolic Thinking 12. Which one of the age ranges listed below is the period of concrete processes? A. 3-6 B. 6-9 C. 2-7 D. 7-11 E. 11-15 13. During which of the following period does the process of abstract thinking take place and adolescence when the “I” is at the forefront of centrism? A. Concrete Operations Period B. Abstract Procedures Period C. Emotional Engine Era D. Pre-Proceeding period E. Early Childhood

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14. Which of the following terms is not one of the abstract transactions features? A. It is about relative thinking B. Itâ&#x20AC;&#x2122;s the period in which one mind processes are observed. C. The period of relative question and of being able to think. D. The period in which the concepts becomes easier to understand. E. It is the period when a one-way classification is made. 15. Eda baby playing with her mother, wants the toy in her motherâ&#x20AC;&#x2122;s hand. His mother says she went back to the store and hid the toy from the baby. Eda baby think that her mother is really gone and will not call. This can be explained by whichever of the following concepts? A. Trial and Error B. Object Continuity C. Cyclic Response D. Cyclical Response E. Negative Reinforcement 16. When a child hear the sound when his hand hit a switch or a key, touches the key to hear the same sound every time. By which one of the following concepts can this be explained? A. Cyclical Response B. The Trial and Error C. Social Experiences D. Learning E. Cyclic Response

17. Which of the following concepts can explain the fact that when a child learns a new joke he repeated this joke endlessly around him? A. Cyclic Response B. Mimetics Example C. Cyclical Response D. Trial and Error E. Object Continuity 18. With which of the following can this fact be explained: when a kid first sees a toy car given to him, after the jubilation responses he/she becomes less happy than when he/she first saw it? A. Object Continuity B. Mimetics Example C. Trial and Error D. Positive Reinforcement E. Winning of Habits 19. What name is given to the tendency to concentrate only in one direction leaving out other aspects of an event or object? A. Assimilation B. Compliance C. Centring D. I Centrism E. Animation 20. Which one of the following concepts can explain that kids talk to their baby toys as if they were alive? A. Fake B. Focus C. Animism D. Object continuity E. Trial and Error 21. What name is given to the event by thinking one way, depending on the feature just spent life? A. Reasoning from a specific to a general B. The specific reasoning C. From general, to the general reasoning D. From a general to a specific reasoning E. Conservation Winning

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D. Sensory effect is based on information obtained through the senses. E. Perception is important. If an object is detected, itâ&#x20AC;&#x2122;s revived in the same way in the mind. 31. According to Bruner, in which cognitive development period is a child reading an article or poem and who is able to use the language of symbolic objects, such as animals and provisions? A. Imaginary Period B. Operational Period C. Concrete Operations Period D. Infancy E. Symbolic Period 32. Which one t-of the following theorists defend the idea that the social environment plays an important role in the development of the child? A. Vygotsky B. Piaget C. Bruner D. Freud E. Erikson 33. According to Vygotsky, which of the following has the least effect in influencing the child's cognitive development? A. Family B. School C. Teachers D. Friends E. Genes 34. Which one of the following theorists thought about the concept of "Development of open space" development of literature and education? A. Bruner B. Skinner C. Kholberg D. Vygotsky E. Pavlov

in the

35. In which of the following language development can be said for Behavioural Approaches? A. Children in the process of socialization models to observe and learn by imitating. B. Imitation and language development is through consolidation. C. Language development are analyzed according to biological and psychological basics. D. People are born with the innate ability to talk and communicate. E. The most prominent defender of this approach is Chomsky. 36. Which of the following is the most important representative of this approach by examining the language development of biological and psychological basis? A. Vygotsky B. Bruner C. Erikson D. Chomsky E. Maslow 37. Which of the following cannot be said for the biological approach to language development? A. The individual has the innate capacity to acquire language. B. Specific areas of the human brain belongs to the learning of the language. C. Children learn language adjectives after the verb before then learns the names. D. Children learn to talk after reaching a certain maturity. E. While learning a language students children first understand the structure of sentences and later on produce new sentences by converting to different sentence structure from the structure of this sentence. 38. Which of the following is not one of the period of the Pre-school stage? A. Agul up-Babbled renovation B. Single Word Stage C. Spelling Phase D. Phase of telegraphic speech E. Last Grammar Period

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39. Which of the following is wrong to pair with? A. Agul up-Babbled up (0-6 months) B. Spelling Phase (6-12 months) C. Single Word Stage (12-18 months) D. Phase telegraphic speech (18-24 months) E. First Grammar Phase (24-30 months) 40. Which one of the following phases is expressed by babies’ removal of other sounds and crying to express their needs? A. Spelling Phase B. Agul up-Babbled up Phase C. Single Word Stage D. Phase of telegraphic speech E. First Grammar Stage 41. Which of the following is the language development stage when meaningless sounds are abandoned to form meaningful syllables and words? A. Phase of telegraphic speech B. Agul up-Babbled up Phase A. First Grammar Stage D. Spelling Phase E. Single Word Stage 42. Which of the following is a feature of the single word phase? A. The stage is seen between 6-12 months of age. B. In this stage the child is not fully understood even is he tried to say a word or tried to explain a lot. C. It’s the stage when the spelling begins. D. It is the period when the combination of words happens. E. It is the period in which vocabulary starts to expand. 43. In which one of the language development stages a kid can say two words consecutively or is able to create meaningful words but is still unable to make use of the connectors? B. Agul up-Babbled up Phase C. Spelling Phase D. Single Word Stage E. Phase of telegraphic speech 44. Which one of the following is a feature of the first Grammar period? A. This is period that occurs between 18-24 months of age. B. Conjunction aren’t used between words. C. All the words that are being used aren’t meaningful. D. At 2.5 year old the vocabulary includes 400 words in average. E. What is said by the children in this period isn’t fully comprehensible. 45. Which of the following are correctly given as the most important theorists of personality development? A. Bruner-Erikson B. Skinner-Freud A. Pavlov-Erikson D. Freud-Erikson E. Freud-Vygotsky 46. What name is given to the features which distinguishes a person, a feature separating talents or skills that an individual has at birth from the other features that are gained later on? A. Emotions B. Personality C. Bias D. Instinct E. Subconscious 47. Which of the following statements is not true about personality? A. Personality allows to distinguish a person of others. B. Behaviours in personality must be made on a continuous basis. A. Many factors such as our feelings, our talent, our motives and so on create our personality. D. Personality is a development process.

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E. Personality development continues until a certain period and then stops developing. 48. To which of the following development theorists does to the theory of psychosexual belong? A. Erikson B. Freud C. Vygotsky D. Maslow E. Kholberg 49. Which of the following theorists defends the theory of psychosocial development? A. Freud B. Bruner C. Erikson D. Piaget E. Chomsky 50. Which of the following theories mentioned and emphasised on the need to saturate the basic needs of each individual stage of development in order to ensure normal development? A. Psychosocial Theory B. Psychoanalytic Theory C. Biological Theory D. Social Learning Theory E. Behaviourism theory 51. There are four main sources of psychoanalytic theory. Which of the following is not one of those resources? A. Subconscious processes B. Main Motives C. Psychic Determinism D. Energy Model E. Social Experiences 52. Which of the following includes the so-called libido, sexuality and aggression factors? A. Subconscious B. Psychic Determinism C. Basic Motives D. Identity E. Emotions 53. What name is given to any behaviour that occurs by chance or accident and for no reason in principle? A. Guidance B. Energy C. Libido D. Psychic Determinism E. Intuition 54. According to Freud what is the name of the areas where the dominant mental processes involving logical thinking are aware of the presence of life, to adapt to the real prioritizing processes? A. Subconscious B. Unconscious A. Awareness D. Libido E. Basic Motives 55. What name is given to thoughts and moments that cannot be distinguished at a given moment and involving awareness and conscious efforts? A. Awareness B. Memory C. Intuition D. Subconscious E. Conscious 56. What term is used to talk about the uncalled with the special effort to spiritual consciousness of life experience which is hidden and cannot be recognized?

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A. Subconscious B. Libido C. Ego D. Awareness E. Conscious 57. According to Freud how many parts does personality include? A. 2 B. 3 C. 4 D. 5 E. 6 58. What is the name given to the sum of all impulses that a human being has since birth? A. Ego B. Superego C. Identity D. Awareness E. Libido 59. Which of the following cannot be said for identity? A. Identity desire to constantly ensure satisfaction. B. It is the most primitive aspect of personality. C. It is constantly seeking pleasure. D. It is the cornerstone of personality. E. Itâ&#x20AC;&#x2122;s not an inborn feature but is an acquired spiritual energy source. 60. By which of the following concepts can we explain the fact that a person working in a competitive environment in order to achieve or obtain what he/she desires acts or perform some action in an unethical way to get more salary and benefits from their superior? A. Ego B. Identity C. Superego D. Subconscious E. Conscious 61. Which of the following is incorporating the concept of sexuality and aggression? A. Ego B. Super Ego C. Ide D. Awareness E. Psychic determinism 62. Which of the following is the personality unit to keep working people under control of Id unit? A. Super Ego B. Ego C. Awareness D. Subconscious E. Conscious 63. Which of the following is not the Ego/personality features? A. Select the neighbouring objects which it will establish relations with. B. It decides of which forces or in what form you should find satisfaction. C. Ide, makes mediation between the demands of the superego and the outside world. D. There are two sections: to be conscious and to be unconscious. E. Ide wants to try to fulfil the questioning. 64. Which concept can explained the fact people have learned the social rules, customs, traditions, including concepts of ethics? A. Ide B. Ego C. Super Ego D. Experiences E. Subconscious

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65. Which of the following features are not features of the super ego? A. It is the moral aspect of personality. B. Any behaviour by Super Ego must comply with environmental regulations. C. Super Ego is the social aspect of personality. D. Super Ego correct behaviour of passing the permanent filter or gives the message that individual behaviour is wrong. E. In the Super Ego personal rules are continuously in the foreground. 66. In how many periods the psychosexual development is analysed? A. 6 B. 5 C. 4 D. 3 E. 2 67. Which of the following is not one of the psychosexual development period? A. Analysis period N. Oral Period C. Genital Period D. Phallic Period E. Emotional Engine Era 68. Which of the following is not from the oral periodâ&#x20AC;&#x2122;s features? A. This is the period between 0-1 years old. B. This period is under the sovereignty of the ego. A. The most important organ is the mouth. D. Suction/absorption is the main source of pleasure during this period. E. During this period, an early cut/weaning of children from the breast leads to a number of issues and mentioned encountering problems in future periods.

69. Which of the following psychosexual development period is seen between 0-1 years? A. The Anal Period B. The Phallic Period C. The Oral Term D. The Latent Period E. The Genital Period 70. Which of the following is not one of the anal period features? A. This term is related to the extraction of urine and faeces. B. Children learns in this period to control himself and the environment. C. Toilet training is important in this period. D. The most important organs is the mouth. E. Children in this period have become intolerant, rigid and have become dependent to toilet training with repressive ways. 71. Which of the following period is comprised between 1-3 years old? A. Oral Term B. Analysis Period C. Phallic Period D. Latent Period E. Genital Period 72. Whichever of the following is one of the characteristics of the phallic period? A. There are observed in the period between 2-4 years old. B. Someone in enjoyment sources keeps or releases the faeces deposited inside. C. Children in this period learn to control himself and the environment. D. It is a transition period before adolescence. E. The source of pleasure in this period are genital organs. 73. Which of the following is not the characteristics of the latent period? A. This period is also known as latency period.

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B. During this period, the source of pleasure is genital organs. C. It is a period of stagnation before the storm of adolescence. D. Children are headed to show love for friends outside the home. E. Children give himself more to games. 74. Which of the following psychosexual periods is commonly observed in the 7-11 year old? A. Genital Period B. phallic Period C. Latent Period D. Oral Term E. Anal Period 75. Which of the following is one of the characteristics of the genital period? A. Establishment of opposite sex friendships. B. Sexual development increases. C. A number of developments are seen in the reproductive system. D. Fast and physical development and sexual impulses come as the puberty increases. E. Thereâ&#x20AC;&#x2122;s no need to resolve the conflict of adolescent-parent relationships edition. 76. Which of the following is the psychosexual period seen between ages 11-18? A. Phallic Period B. Oral Period C. Genital Period D. Latent Period E. Anal Period 77. Which of the following can be considered not to be formerly well lived by an individual exhibiting offensive and aggressive moves in the later periods of his life? A. Phallic Period B. Latent Period C. Genital Period D. Anal Period E. Oral Term

PSYCHOLOGY QUIZ 3 1. What name is given to the prevention of the organism reaching the objective situation? A. Conflict B. Docking C. Block D. Avoidance E. Defense 2. Which of the following cannot be shown in the case of prevention and response emerging? A. Aggression B. Over-dependence C. Selfish attitude D. Increase in social relationships E. Hypersensitivity 3. What name is given to individual competition cases remain under each of the two conflicting motives? A. Conflict B. Prevention C. Defense D. Suppression E. Reflection 4. How many major types of conflict are there?

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A. 2 B. 3 C. 4 D. 5 E. 6 5. What types of conflicts does someone’s remaining under the influence of two individual men equally important target for itself cause? A. Avoidance-Avoidance B. Approaching-Avoidance C. Berthing-Docking D. Docking-Defense E. Defense-Avoidance 6. Which of the following are examples of avoidance-avoidance type of conflict? A. The individual remains in tracking game with exam work. B. Despite the pain of the tooth individuals are afraid of going to the dentist. C. The fat one wants to lose weight but does like to eat too much at the same time. D. Someone who would like to wear the same dress she saw before but she doesn’t have enough money. E. A person obliged to choose one of the two shoes they both liked. 7. What name is given to efforts to get rid of anxiety unconsciously without realizing it? A. Avoidance B. Prevention C. Building of imagination D. Defense mechanism E. Subconscious 8. Which of the following is not one of the common features of defense mechanisms? A. The fact that we perceive under the influence of a slightly different defense mechanisms. B. Awareness of the function of individual behaviour using real defense mechanism. C. It is effective in reducing our anxiety and defense mechanisms of the difficult situations that arise in our lives ourselves helps us get through attrition. D. Defense mechanisms used by everyone and is accepted as normal behaviour. E. Defense mechanisms protect the ego. 9. Which of the following mitigating excuses make it self-defense mechanism that is showing the form to find a specific behaviour? A. Development of reaction against opponents B. Suppression C. Reflection D. Impersonation to Logic E. Identification 10. Which of the following statements is not a sentence which uses the logic impersonation of an individual defense mechanisms? A. We had some guests in the evening therefore I couldn’t work. B. Everyone cheated while student. C. Debt is a whip for braves. D. I got low marks because I didn’t feel good in exam. E. Everyone should take care of themselves. During this period, nobody can help anyone. 11. Which of the following is the disappointing adaptation mechanisms in the form of a sight of good side in each case? A. Reflection B. Suppression

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C. Pollyanna Behaviour D. Opponents Response Development E. Identification 12. Because we feel it will not fit in the situation we are in, we show a reaction in a completely opposite manner to what we really feel think show or our true feelings. This can be explained by which of the following concepts? A. Pollyanna Behaviour B. Mirror C. Relocation D. Sublimation E. Opponents Response Development 13. What name is given to the try of pushing individuals to think of ignoring this need and working to deny out of this consciousness to get rid of blocking or a motive remaining unsatisfied because of conflict or troubled situation brought about the need to occur? A. Reflection B. Suppression C. Opponents Response Development D. Logic Impersonation E. Denial 14. What name is given to the behaviours leading someone to attempt making his mistakes obvious for others? A. Denial B. Assimilation C. Relocation D. Reflection E. Sublimation 15. Which of the following is a description of the identification? A. It is a tendency in the individual to see his own mistakes in others. B. The individual put himself in the place of another, has the tendency to act accordingly. C. Negative behaviour by individual behaviour and forms of action to move by turning it finds positive society is making positive things. D. A deficiency in areas where the individual is working to close the achievement itself weak in another area. E. disappointed in any case creates a tendency to imagine a good side.

16. If an individual’s fear is due to a problem or an event which isn’t normally sufficient to provoke such an anxiety and the provoking issue prevents him to have enough control power over the situation, this leads the individual concerned or anyone in his power to anger. By which of the following concepts can this can be explained? A. Exaltation B. Assimilation C. Reflection D. Suppression E. Relocation 17. What name is given to the fact that community cannot accept negative impulses carried by the individual behaviour and try to change this into positive things turning the behaviour into a form of behaviour including positive actions? A. Relocation B. Exaltation C. Denial D. Escape to the dream world E. Remedies 18. Which of the following is the main difference that separates sublimation from other defense mechanism? A. The individual having this behaviour of is not aware of the actual fact that he/she’s using the sublimation

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mechanism. B. The difficult situation in an individual's life helps to overcome it and arise from the self-attrition. C. It is perceived as a normal behaviour. D. It causes a somewhat different perception of the truth. E. It does not occur due to any problem or inconvenience, and when it occurs a lot it is not conducive to disease in individuals. 19. Defense mechanism applied to get rid of anxiety posed by the current situation in the world there is an occasion to escape imagine a more pleasant state of mind of the individual itself evokes concern for what is the current situation? A. distracted B. Suppression C. Remedies D. Denial E. Relocation 20. What name is given to a lack of individuals they see themselves weak to work off their success in another field? A. Denial B. Escape to the Dream World C. Remedies D. Relocation E. Sublimation 21. What name is given to the defense mechanism which people refer to when they did not accept the behaviour of individuals claiming they are trying to convince them to change? A. Compensation B. Denial C. Logic Impersonation D. Opponents Response Development E. Reflection 22. Which defense mechanisms does someone who has been fired saying â&#x20AC;&#x153;Here I removed but anyway I needed a good holiday" is referring to? A. Logic Impersonation B. Denial C. Suppression D. Pollyanna Behaviour E. Remedies 23. Which of the following concepts can explain the fact that a mother who lost her child in a car crash acts like as if her child has never died? A. Opponents Response Demonstration B. Pollyanna Behaviour C. Suppression D. Reflection E. Assimilation 24. By whichever of the following concepts can we explain that a football team coming back from a match in which they were defeated starts claiming or telling players that the referee was too bad? A. Opponents Response Demonstration B. Denial C. Remedies D. Reflection E. Relocation 25. Emre who cannot play basketball very well Mehmet Okur to try to look like him, talking like Mehmet does and also always dresses like him. By whichever of the following concepts can Emre's behaviour be explained? A. Relocation B. Suppression C. Dreaming

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D. Reflection E. Identification 26. An officer reflects his anger from the office to his wife at home. That officer's wife also reflects the anger she feel to their children unable to express themselves. With which of the following concepts is this case in relation? A. Reflection B. Relocation C. Remedies D. Denial E. Identification 27. Whichever of the following concepts can explain that a kid aggressiveness leads him to be a great boxer and later on be acclaimed by everybody interested in boxing? A. Relocation B. Remedies C. Identification D. Sublimation E. Reflection 28. By which of the following concepts can this be explained: someone who was very hungry but cannot afford to buy the food, thinking about the most luxurious restaurant? A. Suppression B. Denial C. Distraction D. Pollyanna Behaviour E. Opponents Response Demonstration 29. By whichever of the following concepts can we explain this: an unsuccessful student at school becomes a successful footballer playing football very well, and then is appreciated by anyone? A. Relocation B. Mirror C. Logic Impersonation D. Sublimation E. Remedies 30. By whichever of the following concepts can this be explained: an individual insulting one of his closest friends, but when someone asked him the reason for this behaviour, he answered "No, I did not say that, I've been very respectful,"? A. Suppression B. Denial C. Reflection D. Logic Impersonation E. Distraction 31. Which of the following cannot be represented in the benefits of defense mechanisms? A. It reduces tensions caused by the conflict and handicaps even if itâ&#x20AC;&#x2122;s and temporarily. B. It helps someone save time in order to produce a more realistic and effective solutions in handicap cases. C. It reduces the resistance to individual conflicts and incapacities. D. Some defense mechanisms have social consequences. E. Some defense mechanisms play a role in individuals' outstanding achievements. 32. In which of the following is not among the insufficiencies of defense mechanisms? A. Individuals saves time but does not solve the problem completely. B. It doesnâ&#x20AC;&#x2122;t socially deliver a complete satisfaction in people despite the positive results coming out. C. In some cases, the defense mechanisms prevent individuals to realize the real situation. D. In case of excessive use it can cause disharmony and mental illness. E. It increases resistance to conflicts and individuals dilemma. 33. An increase in interest in the area or object, and the efficiency of which can be explained by the following concepts?

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A. Habits Acquisition B. Desensitization C. Acquisition of Sensitivity D. Remedies E. Sublimation 34. What name is given to individuals permanently facing specific situations without any reaction in response to that situation? A. Suppression B. Desensitization C. Relocation D. Denial E. Distraction 35. By which of the following can this be explained: after a period of responses to any stimulus or object, individuals just stop? A. Remembrance B. Desensitization C. Subconscious Repulsion D. Habit acquisition E. Reflection 36. Which of the following is not one of the pre-school pathways for children to develop entrepreneurship? A. Children must be allowed in the event that they choose to be successful. B. Different roles and activities should be developed to make it possible for children to play. C. Children should not be allowed to choose for themselves. D. People should be trying to support children. E. In children’s guidance the following should be avoided: don’t do that, do not, don’t touch, it’s forbidden. 37. Which of the following is not a step to be taken to support the individuals’ achievement in the primary school. A. Students should be given responsibility. B. Students must be realistic professional models. C. The positive aspects of each student's performance should be identified and supported. D. Students should be encouraged to achieve what they undertake or try. E. The failure of unsuccessful students must be declared. 38. Which of the following personalities or theorists support the idea that social environment is effective on in the formation of biological factors? A. Vygotsky B. Erikson C. Bruner D. Maslow E. Piaget 39. Which of the following is not a period of Erikson’s personal growth periods? A. Confidence against Insecurity Period B. Shame and Scepticism Period against Independence C. Anti-inferiority Term Success D. Role Confusion against Identity Acquisition Period E. Concrete Operations Period 40. Which of the following should remain outside if some grouping is made? A. Guiltiness against Assertiveness Period B. Emotional Engine Era C. Standstill against Productivity Period D. Despair against Self Integrity Period E. Staying Alone against Friendship creation period 41. Which age does the Trust against Insecurity period cover? A. 0-1

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B. 1-2 C. 2-3 D. 3-4 E. 4-5 42. Among which ages are the shame vs independence and scepticism periods observed? A. 0-1 B. 1-2 C 1-3 D. 2-3 E. 2-4 43. In which of the following age ranges is the period of Sociability against Guilt seen? A. 2-5 B. 3-6 C 1-3 D. 3-7 E. 5-7 44. To whichever of the following periods does Success (dedication) against feelings of inferiority correspond? A. 3-6 B. 2-7 C. 6-9 D. 9-13 E. 7-11 45. In which of the following age ranges is the Role Confusion against Identity Acquisition period seen? A. 9-11 B. 11-13 C. 11-15 D. 11-17 E. 9-13

46. Which of the following cannot be shown in the properties of the Trust vs. Mistrust period? A. Individuals acquire basic feelings about whether or not they can trust or be confident about the surrounding world. B. The parents or caregivers of individuals have a primary importance in the world of those individuals. C. It occurs between 1-3 years of age. D. While children try to eliminate their needs kids need their mother’s love and if necessary the child lays the foundation for trust or to love him the surroundings. E. The child’s basis of being optimistic and happy is thrown. 47. After being the rejection of a child’s need and the fulfilment of his need in time by his mother or the adult near him, an avoidance of social relationships occur. By deficiencies in whichever of the following periods is this situation caused? A. Shame vs independence and scepticism Period B. Period of Trust against Insecurity C. Guiltiness vs Assertiveness Period D. The period of Success (dedication) against feelings of inferiority E. Role Confusion vs Identity Acquairance 48. Which of the following is a property of the Trust vs. Mistrust period? A. The period occurs between 1-3 years of age. B. In this period the foundations of optimism and what leads children’s happiness are created. Children find themselves worthy of being loved. C. In this term children begin to take pleasure in the independent actions. D. Kids check their environment during this period to prove their strength. E. They constantly ask questions in order to understand the events surrounding, they are full of initiatives.

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49. Which of the following is not a feature of Shame and Scepticism versus Independence Period? A. During this period, most of the children can speak enough to communicate with one another. B. At this time kids begin to enjoy their independent action. C. This is the period in which children wish to control their environment and show their own power. D. It is a period when a child should feel free. E. This is the period when children begin to form the necessary basis for their personality and are able to give back with a hand when they receive with the other hand self. 50. Which stage of the shame and scepticism against Independence period represents the sequence number of stages of personality development? A. 2 B. 3 C. 4 D. 5 E. 6 51. Which place does the confidence against Insecurity term occupy in the periods of development of the personality? A. 5 B. 3 C. 1 D. 2 E. 4 52. Which of the following personality development stages is indeed seen between 1-3 years old? A. Confidence Vs Insecurity Period B. Shame and scepticism Against Independence Period C. Guiltiness against Assertiveness Period D. Inferiority against Success Period E. Role Confusion vs Identity Acquisition Term 53. Which of the following personality development phases is seen between 0-1 years of age? A. Shame and scepticism Against Independence. B. Loneliness against Friendship C. Confidence against Insecurity D. Guilt against Assertiveness E. Failure against Success 54. Which of the following could be said to be ashamed of Independence against the scepticism Period? A. It occurs between 2-4 years of age. B. Children only crawl but cannot communicate during this period. C. During this period, the parents or caregivers of children have a primary importance in the kidsâ&#x20AC;&#x2122; world. D. During this period, children begin to enjoy the independent action, they want to control their own environment. E. Young children starts this period by starting to look for an identity for themselves. 55. On which of the following stages does someone emphasizes on the importance of while saying this: "An overprotective family prevents the child attitude of being autonomous. Therefore, parents should release the children in the absence of danger and give them the opportunity to accomplish something "? A. Guilt vs Assertiveness B. Insecurity against Trust C. Shame and Scepticism against Independence D. Loneliness against Friendship E. Failure vs Success 56. Which of the following personality development stages is indeed seen between 3-7 years old? A. Confidence against Insecurity B. Guilt against Assertiveness C. Shame and scepticism Against Independence D. Failure against Success

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E. Role Confusion against Identity Acquisition 57. Which of the following is not a feature of the guilt against sociability phase? A. During this period, children are mobile, curious and eager to learn. B. They constantly ask questions about the events surrounding them, they are full of initiatives. C. The kid accused in this period without giving up his researches may withdraw himself into its shell. D. The children question getting appropriate answers to their interrogations and things they are interested in seeing overcome this period successfully. E. Children live an identity confusion in this period. 58. Which of the following can be said for the guilt against sociability phase? A. The children began toddle ring during this period. B. The foundations of optimism and happiness in children are thrown during this period. C. Children have a high curiosity and willingness to learn in this period therefore they are constantly asking questions which will help them to get to know the environment. D. This period covers between 2-4 years of age. E. This period corresponds to the 5th stage of personality development. 59. During which of the following stages is there an indication of a positive adult support for someone who loves to research, is not afraid of people, has a high willingness, is eager to learn and likes to ask questions? A. Confidence against Insecurity B. Feelings of inferiority against Success C. Role confusion vs Identity Acquisition D. Guilt against Assertiveness E. Pause against Productivity 60. Which of the following personality development stage usually takes place between 7-11 years? A. Guilt against Assertiveness B. Success (dedication) against feelings of inferiority C. Identity Acquisition against Role Confusion Role D. Loneliness against Friendship E. Hopelessness against Self Integrity 61. Which of the following is personality development stages corresponding to the primary school-age of a child? A. Confidence against Insecurity B. Guilt Hearing against Assertiveness C. Shame against Independence and scepticism D. Success (dedication) against feelings of inferiority E. Role Confusion against Identity Acquisition 62. Which of the following isn’t a feature of the stage of success (dedication) that is the opposite phase to the feeling of inferiority? A. During this period, with the child’s school attendance as the parents’ influence on their child decreases, friends and teachers’ influences upon that child increase. B. During this period the child wants to produce something and to be successful in his business. C. This is the period in which the acquisition of diligence and hardworking occur. D. It is the period when reading, writing and account information are acquired. E. Children tend to choose occupations in this period. 63. Which of the following one behaviour that should be done in the stage of success (dedication) against feelings of inferiority? A. Children's work and to increase the motivation to succeed. B. Helping the child to overcome the obstacles they may face. C. Comparing the child with peers and others. D. During this period, providing motives for the children to be successful and taste success. E. Trying to give every child responsibilities within their power. 64. Which of the following is one of the characteristics of the stage of inferiority against success (Diligence)? A. It is the period when people start asking the "Who am I?" question and start searching for its answer.

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B. Individuals in that period are mostly more affected by their peers than by their parents. C. In this period the friendship and relationships with the opposite sex is very dominant. D. It is the period in which the feeling of hardworking is acquired. E. In this period mobility, curiosity and the desire to learn is at the highest level. 65. Which of the following elements are having the most significant effect on the feelings of someone in the personality development of inferiority against Success (dedication) stage? A. Mother B. Father C. Peers D. Life Companion/ Partner E. Teachers 66. With which stages of personality development can we match Inferiority complex opposing success (dedication) with? A. 5 B. 4 C. 6 D. 2 E. 3 67. Which of the following Personal development stages is seen between 11-17 years of age? A. Pause vs Productivity B. Being alone against successfully establishing Friendship C. Shame against Independence and scepticism D. Guilt vs Assertiveness E. Role Confusion vs Identity Acquisition 68. Which of the in ID acquisition in opposition to Role Confusion stages matches with of Freud's Psychosexual Development Periods? A. Oral Term B. Analysis Period C. Phallic Period D. Latent Period E. Genital Period 69. In which stage of Personality Development does the Role Confusion stage in opposition to ID acquisition occur? A. 3 B. 5 C. 6 D. 7 E. 8 70. Whichever of the following is not the characteristics of Role Confusion Stage in opposition to Identification Acquisition? A. This period may also be called adolescence. B. In this period, the "Who am I" question is asked and the answer is started to be searched. C. During this period observed changes in gender roles are observed. D. This period is the last period of the transition to adulthood. E. It is the time when individuals search for their identity. 71. In how many groups are divided the role of factors which led to the identity confusion? A. 2 B. 3 C. 4 D. 5 E. 6 72. 1.Changes in Thought system 2. Changes in gender roles

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3. Orientation on career choice Which of the following does in general the above factors play a role in the observation of? A. Happiness B. Aggression A. Identity Confusion D. Insecurity E. Loneliness 73. Whichever of the following roles are features of the Identity Confusion stage? A. It is a period observed between 7-11 years of age. B. It is the period of Friendship and excessive love in relationships with the opposite sex. C. In a sense the relationship established in this period lies beyond exchanges. D. It is an advanced adulthood. E. People who positively survived this period live and acquire their identity and those who passed this period negatively experience a confusion of identity for the rest of their lives. 74. By whichever of the following concepts can we explain the status of adults acting like children and cannot decide what they want to do, and canâ&#x20AC;&#x2122;t keep a single job? A. Identity Recovery B. Critical Period A. Confusion D. Autonomy E. Winning of Sensitivity 75. Which of the following stages is happening for someone who successfully solves the problem of identity, ensures a self-sustaining and successful life, in a healthy way? A. Staying alone vs Winning Friendship B. Insecurity vs Trust C. Concrete Operations Period D. Role Confusion vs Acquisition of Identity E. Success (dedication) against feelings of inferiority 76. Which of the following may also be called the personality people develop during adolescence as a stage of development? A. Pause versus Productivity B. Acquisition of Identity vs Role Confusion C. Self-Integrity vs Hopelessness D. Being alone vs successfully creating Friendship E. Guilt vs. Assertiveness 77. Which of the following is not a behaviour display by an individual in an individual who is in the Identification Acquisition Stage? A. The availability of services for Identity acquisition. B. Cooperate in order to prevent confusion. C. Helping people during this period to adapt themselves to changes due this Stage. D. The fact that individuals in this period are kept under control avoiding them to keep incriminating themselves because of decisions they may have taken. E. Making a guidance for profession and sexual role choices.

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Answers Keys Psychology Quiz 1 1. A 2. D 3. B 4. A 5. D 6. D 7. E 8. C 9. C 10. C 11. B 12. E 13. A 14. D 15. C 16. B 17. D 18. D 19. D 20. E 21. B 22. C

41. D 42. D 43. E 44. D 45. A 46. E 47. D 48. C 49. D 50. E 51. D 52. D 53. C 54. C 55. D 56. C 57. E 58. D 59. D 60. E 61. B 62. C

Psychology Quiz 2

Psychology Quiz 3

1. E 2. B 3. E 4. C 5. A 6. C 7. E 8. B 9. E 10. A 11. C 12. D 13. B 14. E 15. B 16. E 17. C 18. E 19. C 20. C 21. B 22. D

1. C 2. D 3. A 4. B 5. C 6. B 7. D 8. B 9. D 10. E 11. C 12. E 13. B 14. D 15. B 16. E 17. B 18. E 19. A 20. C 21. B 22. D

41. D 42. B 43. E 44. D 45. D 46. B 47. E 48. B 49. C 50. B 51. E 52. C 53. D 54. C 55. D 56. E 57. B 58. C 59. E 60. B 61. C 62. B

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41. A 42. C 43. D 44. E 45. D 46. C 47. B 48. B 49. E 50. A 51. C 52. B 53. C 54. D 55. C 56. B 57. E 58. C 59. D 60. B 61. D 62. E

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23. E 24. D 25. D 26. E 27. B 28. C 29. E 30. B 31. D 32. D 33. C 34. D 35. B 36. E 37. B 38. E 39. C 40. C

63. E 64. B 65. D 66. B 67. D 68. A 69. B 70. E 71. D 72. E 73. C 74. E 75. A 76. D 77. C

23. B 24. D 25. C 26. E 27. B 28. D 29. C 30. B 31. E 32. A 33. E 34. D 35. B 36. D 37. C 38. E 39. E 40. B

63. E 64. C 65. E 66. B 67. E 68. B 69. C 70. D 71. B 72. E 73. B 74. C 75. E 76. C 77. E

23. C 24. D 25. E 26. B 27. D 28. C 29. E 30. B 31. C 32. E 33. C 34. B 35. D 36. C 37. E 38. B 39. E 40. B

63. C 64. D 65. E 66. B 67. E 68. E 69. B 70. D 71. B 72. C 73. E 74. C 75. D 76. B 77. D

References Berk, L. E., Child Development (4th ed.), Allyn and Bacon, Boston, London: 1997. Doğan Cüceloğlu, Insan ve Davranışı Doğanay, A., Kara, Z., Düşünmenin Boyutları: Program ve Öğretim İçin Bir Model, Ç. Ü. Education Faculty Journal, Edition: 1, Page: 11, 1995. Drmrod, J. E., Human Learning, Macmillan P. Company, New York: 1990. Flavell, J. H., Cognitive Development (2nd ed.), Englewood Cliffs, NJ. Prentice Hall, 1985. Hacker, D. J., Dunlosky, J., Graesser, A. C., Metacognition in Eductional Theory and Practice, Mahwah, NJ. Lawrence Erlbaum Associates, Publishers, 1998. Healy, J. M., Çocuğunuzun Gelişen Aklı, and Translator: Ayşe Bilge Dicleli, İstanbul: BZD Yayıncılık, 1997. Kendini İyi Hissetme, Ceridian Corp., 2004. Marzano, R. J., Brandt, R. S., Hughes, C. S., Iones, B. F., Presseien, B. Z., Yeankin, S. C., Suhor, C., Dimensions of Thinking, Associates for Supervision and Curriculum

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Development, A, V., 1989. Meadows, S., The Child as Thinker: The Development and Acquisition of Cognition in Childhood, Routledge, London and New York: 1993. Metcalfe, J. and Shimamura, A. P., Metacognition, Cambridge, M. The MIT Press, 1996. Ă&#x2013;ngen, D., Ergenlikte Zihinsel GeliĹ&#x;im, Journal of the Education Sciences Faculty, Cover: 26, Page: 1, Ankara: 1993. Schacter, D. L., Searching for Memory: The Brain, The Mind and The Past, Basic Books L.L.C, 1996.

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