Narrative therapy, examines the transformation of a person's life into individualized stories over time through external environment and experiences. As these stories become important to the person, they can become part of the self. They can shape the individual's thoughts, feelings and behaviors. The combination of positive and negative stories can form a person's character and as a result, good and bad experiences and stories can influence a person's life. However, the individual may focus so much on the bad experiences that they may not remember the good memories. Therefore, the individual may internalize the bad events. As a result, they may start to see themselves as a part of their story. Therefore, he/she cannot look at the problems caused by his/her story from the outside, cannot identify them and cannot try to change them. Narrative therapy is designed to help the individual recognize these stories, share them with the therapist and put an end to the negative effects of these stories. Attempting to change the way the person perceives the external environment and the world in their schemas provides a facilitative way in therapy. The client is encouraged and given space to tell his/her story. The therapy shows the basis of the problems and tries to change the perspective by asking questions without directing the counselee according to the situation of the person's stories. When the problem is externalized, the person gets rid of the stories that determine and shape their life and relationships in life. In this way, they gain the advantage of repositioning themselves in the face of problems. Externalizing the problem increases one's hope and gives a chance to stop blaming oneself. They distinguish between the externalized problem and their own skills, interests and abilities, see the potential for change and open new doors for self-improvement. They bring their past and future stories together to create a new story and future.   

Narrative therapy can be used for people with anxiety, bullying history, anxious and avoidant attachment styles, trauma memories and post-traumatic situations, stress, perfectionism, family and dual relationship problems, neglect, abuse and addiction history. The course of therapy varies according to the needs of the person and the lives they live. The client and therapist use the sessions effectively and to the fullest. The process progresses according to the client's internalization of their stories. In this process, the client gains a comprehensive perspective on his/her experiences, examines his/her own self and identity, and realizes that different situations can occur. In narrative therapy, the person emphasizes their memories of being resourceful, effective and having good qualities and being able to overcome their problems. However, using the therapy earlier than it should be used may cause the client to withdraw or become overwhelmed by the problem. 

Paranoid people's way of thinking includes skepticism, distrust and a deep suspicion of others. These thoughts can change the way they perceive the people around them and their relationships. In general, they are suspicious and distrustful of people, believing them to be malicious. They are stuck on one thought and do not accept other thoughts. They may spend their lives restless, unhappy and angry. The anger they show is a manifestation of resentment from their past. They react to past humiliation and bad behavior against them in the form of anger and aggression. They have hostile feelings and may feel envy and jealousy towards others. They tend to have ulterior motives towards the behaviors done to them. They can be quite prejudiced. They are always able to keep a certain distance from their environment, they do not like to feel closeness and warmth. They like to be in a position of authority and can look down on those who are inferior, weaker and deficient. People with paranoid personality disorder often see everyone as a threat and develop defense mechanisms against them. The defense mechanisms they use are projection, denial, rationalization, regression, compartmentalization and projection, which help them manage their feelings of anxiety and insecurity. However, these defenses they have developed may cause difficulties in their social life and personal development in the future. They are prepared for even a small attack and are afraid of being betrayed or mistreated. Therefore, they try to avoid everyone and are unresponsive to emotions such as love and pain. They are very fond of their independence and have very high attachment anxiety. The principle that attachment equals weakness applies. They can't tolerate making mistakes themselves and try to protect their self-esteem by blaming others for their mistakes.  

Paranoid personality disorder is when a person lives in insecurity, thinking that the behavior of others is malicious. They have the idea in their mind that anyone can harm them without any specific argument. Psychotherapy has been found to be the most valid procedure for treating people with this suspicious and suspicious mindset. With therapy, a sense of confidence can be gained, past feelings of inadequacy can be repaired and clouds of suspicious thoughts can be cleared. Antidepressants, antipsychotics and mood stabilizers can also be used in conjunction with therapy to treat other mental illnesses that may be associated with this disorder.  

REFERENCE: Köroğlu, E., Bayraktar, S. (2019) Kişilik Bozuklukları. Ankara: HYB Yayıncılık  

Adolescents' uncertainty about how they want to be, uncertainty about which of the behaviors of childhood and adulthood to choose, the desire to experience different lives, conflicts in parental and friend relationships, anxiety about the future and questioning everything can result in seeing themselves as inadequate. Adolescents who have an identity crisis fall into emptiness, do not know what to do, cannot find their interests and cannot maintain continuity. 

The reasons for identity crisis are seen as pressures created by parents, psychological problems, stressful events, traumatic experiences, losses and health problems. The identity crisis in adolescence affects everyone around the child. Parents worry about their child's changing behavior. They look for the way they were before puberty and are constantly in conflict with them.   

In order for identity formation to occur in a healthy way, parents should try to contribute to the search for a new identity by keeping calm against changing attitudes. They should not react harshly to children who exhibit behavior that does not suit them and want to experience it. Identity crisis can manifest itself as problems in psychological, social and academic areas during adolescence. Psychological symptoms such as low self-esteem, depression and anxiety are common. Academic failure, uncertainty in career choice and relationship problems are also common. CBT, group therapy, psychodynamic therapy and art therapy are involved in the solution of identity crisis. A healthy process of identity search can support self-discovery and acceptance.  

The identity crisis in adolescence contributes greatly to the development of adolescents. Understanding and supporting the feelings of worthlessness, helplessness, indifference, exhaustion and exhaustion experienced during the identity crisis constitutes a turning point for the individual. Enabling the individual to discover himself/herself, reminding him/her of the things he/she likes and is interested in, and emphasizing that his/her self is important will contribute positively to his/her adult life.  

REFERANCE: 

 Demir, H. K., Dereboy, F. ve Dereboy, Ç. (2009). Gençlerde Kimlik Bocalaması ve Psikopatoloji. Turk Psikiyatri Dergisi, 20(3), 227-235.  

Özgüngör, S. ve Kapıkıran, N. A. (2016). Erikson’un psikososyal gelişim dönemleri ölçeklerinin Türk kültürüne uygunluğunun karşılaştırmalı olarak incelenmesi: ön bulgular. Türk Psikolojik Danışma ve Rehberlik Dergisi, 4(36), 114-126. 

In order to conduct experiments, he separated the baby monkeys from their mothers immediately after birth, left them alone in cages and began to observe their behavior. After some time, the monkeys began to display problematic behavior. Harlow's experiments made him realize the contribution of compassion and contact to the infant's psychological development. Harlow separated baby monkeys from their mothers and raised them with artificial mothers in solitude and social deprivation. The aim of one of his experiments was to prove that baby monkeys first need a symbol of care, love and compassion, apart from the mother's nutrients. In this context, Harlow began to study the development of baby monkeys by creating an environment in which they could be raised alone. All the needs that the mother needed to fulfill were provided by Harlow and his team. As a result, the behavior of these baby monkeys was highly withdrawn and asocial. They refused contact with other monkeys when they went outside. In addition, it even resulted in death.  

Harlow started the 'Wire Mothers' experiment in line with the results of this finding. In the experiment, he created two separate setups. The first one is made of wire and wood, and the other is a mechanism that mimics the mother monkey, covered with a cloth. The wire mother acted as a nutrient giver for the babies, while the cloth mother did not provide nutrients, but only reflected the warmth of the mother made of a soft towel. The behavior of baby monkeys when left alone with these devices has made a great contribution to the world of science. The monkeys turned to the wire mother only when they were hungry and quickly returned to the cloth mother after they had received enough food. The offspring spent more time with the cloth mother and only went to the wire mother when they needed to feed. With the 'Wire Mothers' experiment, Harlow proved that maternal warmth, along with feeding, is essential for healthy development and attachment in infants.In another experiment, Harlow examined the role of the mother in the development of trust in infants. For the experiment, she designed a robot that made loud and frightening noises. When the robot started up, the monkeys immediately took refuge from the diaper to the mother and hugged her. In the second phase of the experiment, Harlow observed how the monkeys would behave and what they would do in an unfamiliar environment. When the monkeys entered the room with the cloth mother, they first went to her and began to explore the room, receiving affection and support from her. The monkeys that entered the room without the fabric mother were frightened and showed aggressive behavior. Screaming, shaking and repeated freezing behavior were observed in the baby monkeys. For the monkeys, exploratory behavior in an unfamiliar environment was only possible because of the mother's compassion and warmth.   

In another of Harlow's experiments, he observed differences in the diet of monkeys raised with a wire mother and a diaper mother. The two monkeys gained weight at the same rate, but the monkey raised with the wire mother had trouble digesting and excreting. The result of this experiment showed that lack of tactile touch causes digestive problems.   

  In another of Harlow's experiments, the differences in nutrition between monkeys raised with a wire mother and a diaper mother were observed. The two monkeys gained weight at the same rate, but the monkey raised with the wire mother had problems with digestion and excretion. The result of this experiment showed that lack of tactile contact causes digestive problems.   

 After these experiments, Harlow argued that the soft fake mother could substitute for the real mother. However, in a later laboratory experiment, he obtained different results. Monkeys that grew up with the soft pseudomother showed aggressive behavior when they were taken outside to mate. Harlow then conducted another experiment to examine the effects. He made the cotton surrogate mother into a playful one that could rock and move. He gave this experiment half an hour and realized that monkeys that grew up with a moving mother showed a healthier development compared to other monkeys. Harlow concluded that touch is not enough for healthy psychological development; movement and play are also important.  

Harlow separated the baby monkeys from their mothers and made quite different arguments according to the conditions of the time. Harlow's experiments made us realize the contribution of affection and contact to the infant's psychological development. However, he became the target of criticism because his experiments were unconscientious. Harry Harlow's experiments are seen as unethical today. It was seen as the reason why he separated the monkeys from their mothers for the experiment, isolated them and caused the offspring to suffer psychologically. However, no matter how the process of his experiments progressed, he proved that love is important. He stated that the problems caused by lack of love can be introversion, insecurity, failure in bilateral relationships, tendency to violence and even problems in their brains.  

REFERANCE  

Tuna, İ. (2018). Annenin bağlanma stili ile çocuk yetiştirme tutumu ilişkisinin incelenmesi (Master’s thesis, İstanbul Ticaret Üniversitesi Sosyal Bilimler Enstitüsü) 

Cankardaş, S. (2018) Çocukluktan Yetişkinliğe Duygusal İhmal ve Etkileri. Online Psikoloji Dergisi, 15(1), 47-51 

Sexual buse is the use of a child with deficient psychosocial development by an adult for sexual stimulation. It includes elements such as touching the genital areas, sexual intercourse, forcing to be together with threats. 
 
Abuse is a serious problem that causes deep wounds in the child's psyche and requires rapid intervention. They have difficulty in perceiving and realising the situation they are experiencing. Especially if the family has not raised awareness about it and the family is involved in the abuse, the child tries to make sense of it in their own world. In general, their way of thinking is; fathers/brothers like this, no one will believe if I tell, I have to do this, he/she may kill my mother/sister... 

 
Because of such thoughts, they may remain silent, withdraw into themselves and have difficulty in expressing themselves. Children who are victims of abuse undergo a physical and psychological change even if they do not express what they have experienced. This change can be recognised by the family and teacher. The games that children prefer and the pictures they draw shed light on the way of understanding. Physical changes may include bruising, bleeding, incontinence, body aches, pregnancy, weight gain or loss. Psychological changes may include sleep disturbance, lack of interest in anything, depression, fear, anxiety, sexual orientation and PTSD. Sensitisation and education should be a priority in order to ensure the safety of children and to take precautions against the dangers they may experience. This increases children's awareness, facilitates their expression, motivates them and makes them conscious. It should be a priority for parents to observe and spend time with their children. 
 
 

 
Child neglect and abuse can leave lasting effects on children's mental health. Such traumatic experiences can affect children's emotional, cognitive and social development. 
When children are neglected or abused, it often damages their sense of trust. Children may develop insecure attachment patterns due to these negative experiences. A secure attachment supports the ability to establish and maintain healthy social relationships; however, these skills may be negatively affected in cases of neglect and abuse. 
 
Emotionally neglected or abused children may experience emotional regulation problems. This may cause emotional problems such as depression, anxiety and anger problems. In addition, the impact of traumatic experiences on the child's self-perception may negatively affect self-esteem and identity development. 

Situations where children are exposed to neglect and abuse can also have profound effects on the stress response. The brain's stress coping mechanisms may be affected in children exposed to such traumatic experiences, which may lead to difficulties in coping with stress later in life. In conclusion, child neglect and abuse is a problem that can have serious effects not only on physical health but also on mental health. Therefore, recognising these situations, providing support to children and providing the necessary professional intervention are critical for children to develop in a healthy way and overcome the trauma they have experienced.  

REFERENCE:

Dinleyici M. Çocuk ihmali ve istismarı. Çarman KB, editör. Gelişimsel Nöroloji. 1. Baskı. Ankara: Türkiye Klinikleri; 2022. p.51-7 

KARATAŞ, K. (2015). Çocuk İhmal ve İstismarında Sosyal Hizmet Yaklaşımı. Çocuğa Yönelik Şiddet ve Çocuğun Korunması içinde. Ed.: T. Dağlı. İstanbul: Çocuk Koruma Merkezlerini Destekleme Derneği, s. 97-105. 

Y 

In the process of making a decision, it is common to be unable to make a choice, to stay between many options. The main reasons for this difficulty in decision-making may include personality, emotions and development. It may include pathological levels of indecision. Reasons such as feeling of inadequacy, anxiety about making a mistake and anxiety in the face of uncertainty are among the factors that cause difficulty in the decision-making process. In the foreground, it is frequently encountered in people who lack self-confidence, and this situation begins to limit and hinder the individual's movements. Indecision may be related to perfectionism. The fear of not being able to finish a job at the level of perfection desired by the individual causes anxiety and thus indecision. This situation is quite common in individuals whose childhood is spent in a protective and controlling family. Not giving the child the right to choose can make it difficult for him/her to express his/her feelings and wishes. The child's inability to express what he/she likes and dislikes and what he/she needs may lead to the development of dependency on his/her parents over time. These children may wish for a lonely, irresponsible and uncritical life in adolescence. Individuals who cannot find shelter in social life and have difficulty in fitting into society tend to have extreme and repetitive thoughts in case of uncertainty. Individuals may fall into doubt and obsessive thoughts at the moment of decision-making. Mood is another important factor in decision-making. For example, an individual who is prone to depressive mood may not want to take risks and think about the future. Consequently, making decisions becomes a great burden for these people.  

Decision-making is a skill that every person has, but this decision-making process is influenced by many factors. It is important because of its difficulty, multidimensionality, responsibility and consequences. One has to make a choice in one's favour and the consequences may be logical or irrational. In our decisions in this choice, when time constraints, risk and uncertainty increase, emotional decisions override logical ones and the environment in which the person exists greatly affects the decision. Making the right and logical decision depends on the stages.   

• What is the problem? :  Problems are situations that prevent the achievement of the goal. It is necessary to recognise the problem, to examine it from many aspects, to draw its boundaries.  
• To learn the origin of the problem: Information, sources and opinions related to the problem or situation should be learnt. Research should be done on why the problem is happening and it should be thought about. A relationship can be established within the information we have obtained here.
•  Analysing and interpreting the information: The information should be grouped together and the information that is not important should be separated. By analysing the information we have obtained, we should try to find the solution to the problem. 
• Selection of a useful solution: Many different alternatives may arise in solving the problem and the most efficient one should be selected.   
• Implementation of the decision: The person should be ready to implement the decision.
• Evaluation of the decision: The decision is analysed to see whether it is efficient or not.  

Regardless of the type of decision or the type of strategy applied, in order to make correct and effective decisions, it is necessary to recognise the decision-making process well, to follow the decision-making processes and to draw conclusions with them. When considering the psychological effects of the decision-making process, the stress, conflict, indecision, dilemma, emotional commitment, social pressure and other effects experienced by individuals emphasise the complexity of decision-making. These influences can occur at every stage of the decision-making process and cause people to show various reactions at emotional, cognitive and behavioural levels. In addition, in the process after decisions are made, individuals may question the correctness of their decisions and face the processes of coping with and evaluating the consequences they experience. At this point, individuals' experiences and learnings can help them manage their future decision-making processes more consciously and effectively.  

REFERENCE

Appel, H., Englich, B., & Burghardt, J. (2021). "I Know What I Like"-Indecisiveness Is Unrelated to Behavioural Indicators of Evaluation Difficulties. Frontiers in psychology, 4042.  

 Yönetim Süreçleri Bağlamında Bilgievlerinin İncelenmesi: Küçükçekmece Belediyesi Örneği, Erdi Demir, 2019, Yüksek Lisans Tezi