RESUMO
OBJECTIVE: Tinnitus is described as the perceived sound without any external stimulus and is a common problem, but its mechanism is not fully understood. This study aimed to evaluate childhood traumas and dissociative experiences, which may be predisposing factors in patients with tinnitus. METHODS: The study included 90 voluntary patients (45 patients with tinnitus and 45 in the control group) aged older than 18 years who applied to the otorhinolaryngology clinic between November 2018 and February 2019 and were diagnosed with subjective tinnitus. A personal information form together with childhood trauma, hospital anxiety and depression, and dissociative experiences scales were used to assess the patients. RESULTS: Of all participants, 55.60% were males, 28.90% were 20-30 years old, 71.10% were married, 40% were primary school graduates, and 68.90% were employed. In addition, 77.78% of patients did not visit a psychiatrist and 75.56% did not have any chronic diseases. The mean total score of Childhood Trauma Scale for the tinnitus group was 54.37±10.17, the mean total score of The Hospital Anxiety and Depression Scale for the tinnitus group in the depression subscale was 12.22±5.41 and in the anxiety subscale was 10.54±3.5, and Dissociative Experiences was 13.48±4.68. A positive significant relationship was found between the childhood traumas of the tinnitus cases in their depressive symptoms, and dissociative experiences (p<0.05). CONCLUSIONS: The study results found a positive relationship between the childhood traumas and dissociative experiences of tinnitus cases, which can be considered as predisposing factors in patients with tinnitus who should also be investigated for childhood trauma, and the treatment approach should be multidisciplinary.
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This study analyzes the relationship among high school students' tendencies toward violence, self-esteem, and competitive attitudes. It was conducted in Fethiye, Mugla, between September 2013 and January 2014. The population of the study consisted of 6,531 students from 11 high schools. The participants were determined using stratified random sampling, and the study data were collected from 1,600 students. A personal information form, the Violence Tendency Scale, the Competitive Attitude Scale, and the Coopersmith Self-Esteem Scale were used as data collection tools. In this study, the rate of the participants who were exposed to violence was 15.4%. Of them, 46.2% said that one of their family members was violent toward them, while 27.3% said that their teachers had been violent toward them. Of the participants that were exposed to violence, 55.8% reported psychological violence, 27.3% reported physical violence, and 10.8% reported sexual violence. In the study, tendency toward violence is a dependent variable, while competitive attitude and self-esteem are independent variables. Family type, exposure to violence, and demographics are control variables. Age, class, school, family attitude, and exposure to violence are the variables that created significant differences in the tendency for violence. The present study showed that there was an inverse and weak yet significant relationship between the students' tendencies toward violence and competitiveness (r = -.169), and a positive and weak relationship between tendency toward violence and self-esteem (r = .238). Also, there was an inverse and low-level significant relationship between competitiveness and self-esteem (r = -.121). The variables which affect the tendency toward violence are gender, exposure to violence, competitiveness, age, self-esteem, and extended family type in a descending order regarding their importance. The predictive power of the variables on the tendency toward violence was 16.8%, which is not statistically significant.
Assuntos
Atitude , Estudantes , Humanos , Instituições Acadêmicas , Autoimagem , ViolênciaRESUMO
This a quasi-experimental study that was conducted at a specialized education school in a city in Turkey for the purpose of evaluating the effectiveness of a structured supported education program for the parents of children with intellectual disability (ID). The education program was conducted with a total of 8 groups attending 3 sessions. 104 individuals completing the program sessions and comprised the sample. In a comparison of parents' levels of knowledge, the mean number of correct answers on the pretest was 15±3.75 and 19.25±2.88 on the posttest. Beck hopelessnes scores were 9.75±4.14 before the education and 6.25±4.77 after the education; this differences were statistically significant. It was found that the supported education of parents of individuals with ID made an impact on the family's knowledge and level of hopelessness.
