Clinical Psychologist
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| Education | Institution | Year |
|---|---|---|
| Psychologist | American University | 2010 - 2014 |
| Psychologist | Istanbul Development University | 2015 - 2017 |
| Expertise | Institution | Year |
|---|---|---|
| Clinical Psychologist | Elazig Private Eastern Anatolia Hospital | 2023 - Present |
Areas of Analysis Applied in Child - Adolescent and Adult Psychotherapy
Methods Applied in Child - Adolescent and Adult Psychotherapy
CAS (Cognitive Assessment System)
CAS (Cognitive Assessment System) means Cognitive Assessment System . This analysis was brought into Turkish by making Turkish Standardization under the leadership of Istanbul University.
CAS analysis provides the opportunity to evaluate the child without needing the information that the child has learned later thanks to the education he/she has received . Thus, the child will not fail the tests due to lack of knowledge and will demonstrate his/her natural learning performance.
CAS analysis, which evaluates both clinically and neurologically, is a current measurement technique with its evaluations in a very wide area.
Cognitive Assessment System- CAS (Cognitive Assessment System) is structured to evaluate the cognitive processes of children between the ages of 5-17. CAS is derived from PASS Theory (Planning, Attention, Simultaneous, Successive). Usage areas of CAS;
Assessment of Children with Attention Deficit and Hyperactivity Disorder
Assessment of Those with Learning Disabilities
Assessment of Those with Mental Retardation
Assessment of Those with Traumatic Brain Injury
Assessment of Those with Serious Emotional Disorders Assessment
of Gifted Children Identification of
Those with Planning Problems Predicting
Success
As a result of the analysis application, the above-mentioned areas are evaluated and interpreted in detail, and the student's strengths and the aspects that will provide academic success by improving them are revealed.
What is the Paying Attention with Attentioner Program?
The Attention-Gathering Program was developed as a neuropsychologically based program at the University of Bremen, Germany.
This Program is based on Learning Psychology and Neuropsychological foundations.
Who can apply to it; It is an individual and group education program that effectively improves the attention and all related executive functions of children aged 7-17. It is supported by children in an entertaining way, with studies appropriate to their age groups.
Impact of the Program:
In the program, the brain is systematically exposed to multiple stimuli at increasing levels, increasing the level of cognitive functions.
With the program, new active solutions are created in the brain and old/faulty solutions are renewed.
TO WHOM IS IT APPLIED?
Children between the ages of 7-17 (from the 2nd grade of primary school),
Children diagnosed with Attention Deficit Hyperactivity Disorder,
Generally undiagnosed children who aim to focus better (Pre-Exam Support).
PURPOSE OF THE PROGRAM
Children are enabled to better concentrate and sustain their attention.
Their ability to solve problems on their own is supported.
The only help given by the practitioner is the Typhoon symbol.
Problem-solving skills and anger management are provided.
As a result, daily life is simulated throughout the entire program.
PASS (Cognitive Intervention Program)
The PASS theory consists of the first letters of English concepts. These concepts are planning, which corresponds to the letter P, attention, which corresponds to the letter A, sequential, which corresponds to the letter S, and simultaneity, which corresponds to the letter S. These concepts that are emphasized describe cognitive processes. These concepts are associated with learning processes. In this theory, concepts are in an interdependent structure, but the cognitive processes of each concept are unique.
During the learning process, children are expected to fulfill certain skills both in school life and in their social life. Research has shown that approximately 10-20% of children experience difficulties in the learning process. Children experience learning difficulties in various ways. This situation manifests itself as difficulties in verbal or written expression, deficiencies in reading, writing and mathematical skills. Based on research conducted on this subject, these difficulties disrupt children's educational processes and may cause them to experience adaptation problems. It causes children who have learning difficulties to fail in achieving their learning goals.
In recent years, there has been a lot of research on the relationship between learning and the brain. In this context, the brain helps to make sense of information and process it appropriately. If there are children who have problems in making sense of information and processing it, understanding cognitive processes is extremely valuable. In order to understand the difficulties experienced by children, the information processing mechanism (cognitive processes) must be evaluated well.
As a result of the association of the sciences of "Neurology" and "Psychology" with each other, the "Information Processing Model", which has an important place in Cognitive Psychology, was created. The "Information Processing Model" is also the basis of such theoretical approaches.
PASS Theory; presents a view that reconceptualizes intelligence as cognitive operations. This theory bases human cognitive functions on Planning, Attention, Simultaneous and Sequential cognitive operations, which are considered the basis of knowledge. According to this theory, human cognitive activities consist of 4 parts:
What Will the PASS System Add to Our Children?
PASS Theory, which is based on learning based on cognitive functions, aims to provide our children with an effective learning process and experience. Thanks to this system:
COGNITIVE BEHAVIORAL THERAPY
Cognitive Behavioral Psychotherapy is a psychotherapy method based on the "cognitive" model in psychology. Its purpose is to ensure that positive and balanced inferences are obtained by ensuring that the structures in the thought-emotion-behavior triangle are organized. Because according to the cognitive model, we perceive the world with our own eyes and classify events accordingly. Negative thoughts also affect behavioral patterns. For this reason, the person has difficulty in showing constructive attitudes in the face of the situations he/she experiences.
It is a modern type of psychotherapy. It is an active, short-term, problem-focused, safe and effective psychotherapy method that has been proven to be effective for both adults and children and adolescents. It is an important and frequently used psychotherapy, especially for children and adolescents to develop healthy thought structures on their way to becoming healthy individuals.
Cognitive Behavioral Psychotherapy is one of the most commonly used psychotherapy methods today. It is a reliable psychotherapy that has been proven effective all over the world. For this reason, it is one of the most used therapy methods in dealing with problems in child, adolescent and adult psychology. Thanks to cognitive-behavioral therapy, children, adolescents and adults can learn to cope with problems; they can realize the potential of their minds and draw new paths for themselves. Thanks to Cognitive Behavioral Psychotherapy, children, adolescents and adults can learn to approach events from different perspectives. As a result, they can change their approaches in many problem areas and become calmer and more harmonious individuals.
The formulation of problems is also important in accelerating the benefits of psychotherapy. In cognitive behavioral psychotherapy, the psychotherapist plays an active role compared to other models. The client and the psychotherapist create common perspectives. While the psychotherapist helps the individual to recover their self-perception, he/she also effectively uses methods such as changing beliefs, changing behaviors, and transforming situations into something useful.
WHAT QUESTIONS ARE ADDRESSED IN COGNITIVE BEHAVIORAL THERAPY?
In what situation does the problem arise?
When does it come out?
Which thought is causing the problem?
While searching for answers to the questions “How should we evaluate the problem?”
Psychoeducation, relaxation exercises, breathing exercises, confrontation and systematic desensitization, parent interviews in children and adolescents, etc. are effective methods in the treatment plan.
WHAT IS THE SUCCESS OF THE PROCESS? / WHICH PROBLEMS IS IT APPLIED TO?
Active psychotherapy participation and regular completion of homework are also effective in the success of psychotherapy.
How Many Sessions Does Cognitive-Behavioral Therapy Take for Children, Adolescents and Adults?
The duration of Cognitive Behavioral Psychotherapy is different for everyone. However, if individuals have serious traumas in their past and different psychological problems are addressed during this process, the duration of cognitive-behavioral psychotherapy may be extended. It would be best for an Expert Clinical Psychologist to decide on the duration and number of sessions and guide them in this regard.
CHILD-FOCUSED FAMILY COUNSELING
The child is the mirror of the family. A healthy family environment is also extremely necessary for the child to grow up healthy. In child-focused family counseling, the family is evaluated as a system. A famous physician used to say: “the family is really the patient.” For this reason, in child-focused family counseling, the observed problem is evaluated systematically and all family members are worked on.
In child-focused family counseling, adaptation to the family's current life period and parenting skills are supported in relation to the reason for application. Parents are made aware of the negative effects of well-intentioned wrong behaviors on the child. The family's strengths are revealed and the level of functionality is increased. Dynamics that disrupt family communication are investigated. In order for the change to be permanent, the family is taught coping skills.
The participation of all family members (mother, father, siblings, primary caregivers, etc.) in the process provides faster and more functional solutions. Being able to support children in the difficulties they experience is also very important for children's healthy personality development and self-perception.
SCHOOL ADJUSTMENT PROBLEMS
In order for a child to start school, adapt and be successful, they need to reach sufficient maturity in emotional, social and cognitive aspects. A child who is 6-7 years old and cannot express himself/herself, is not used to social relationships and cannot adapt, and is not able to grasp the lessons cognitively, will have difficulty in both lessons and social activities, fall behind in class, and as a result, be unsuccessful and lose self-confidence. It becomes difficult for a child in this situation to pull himself/herself together and strive to be successful and adaptable due to the emotions he/she experiences. For this reason, it should be evaluated whether the child has reached sufficient maturity at the stage of starting school.
In human nature, uncertainty and uncertainty create a perception of danger.
In cases of perceived danger, our brain gives an alarm and wants to be prepared for the situation. Therefore, when we encounter new and first things, our protection instinct is activated.
Situations That May Cause Problems in Adapting to School:
They may have problems adapting to school. Children who start primary school before they are ready for school have a higher risk of failure in school life. And we should not forget that this failure can negatively affect their future life.
PLAY THERAPY
It is one of the most important methods that can be used especially in the pre-school period.
Play therapy is a developmental therapy that aims for children to live harmoniously and happily. Play therapy is based on being in a natural environment so that the child can express himself through play. By using games and toys, communication with the child is helped and their negative behaviors are changed.
Play therapy is a type of therapy that allows children to express themselves emotionally by using toys or playing different types of games. In this expression part, children are made to feel comfortable in the movements and thoughts they have problems with and an attempt is made to focus on this problem. Since therapists who have received professional training in this field are already experts in creating a safe environment for children; they allow children to be more courageous.
During the play therapy performed; therapists generally use toys that will make it easier for children to express themselves emotionally, even if they do not notice. This situation affects both the child's imagination and emotions while playing, allowing the therapy to flow naturally. Because, as is known, it is more difficult for children to express their own feelings by giving them the right meanings than adults. What is meant by this difficulty is that their ability to express the right emotion correctly is not as developed as adults due to their age. For this reason, those who go to play therapy begin to reveal at what point they are experiencing internal conflict by emotionally revealing parts of their own lives during play, even if they are not aware of it. Answers that cannot be obtained by asking questions can be revealed in this way, although it is a slightly more challenging method.
Play therapy, a special type of therapy for children, helps children between the ages of 2 and 11 express themselves, relax, and provides serious support for solving their problems. The reason why the lower limit is 2 years old is because children start playing symbolic games at around this age.
INTELLIGENCE TESTS
Intelligence tests were first developed by Weschler, a clinical psychologist in the United States, and were adapted and put into use in our country in the following years. WISC IV and WISC-R intelligence tests are currently the most comprehensive and valid intelligence tests applied in our country.
The WISC-R Intelligence test consists of 12 subtests in 2 main sections, and each subtest measures different characteristics of intelligence.
Who Should It Be Applied To: The WiSC-R Intelligence Test was developed for children between the ages of 6 and 16 and is frequently applied to children who have academic difficulties.
Stanford Binet Intelligence Test
The Stanford Binet Intelligence Test is the first intelligence test developed and is currently used to determine the mental performance of individuals, both for gifted children and mentally disabled individuals. It can be applied to children who are at least 2 years old. As a result of the application, the mental age and intelligence quotient of the individual are obtained. It is not a time-based test. It is preferred more for determining the intelligence level of preschool children. The Stanford Binet Intelligence Test provides information about the child's intelligence level as well as accurate information about the general development level.
Denver II Developmental Screening Test
Denver II was created to be applied in screening developmental problems that appear healthy and do not show any symptoms. It is applied to all risky babies and children with developmental problems, such as those who have problems before birth, low birth weight spots, premature birth, multiple pregnancies, those with developmental problems in their families, and babies born with assisted reproductive techniques. You do not have to
wait for your child to have the Denver II Developmental Screening Test. It is quite difficult to understand the abnormal development of young children during routine physical examination. The existence of a developmental disorder is usually noticed when the child shows obvious abnormalities such as not walking or not talking, or when they fail at school. In preschool ages, when the child goes to a different environment, usually kindergarten, they experience very different problems and families feel anxious. However, it should be known that this problem is a result. The seeds of this situation have been planted before. Denver II assumes a preventive function in the early detection of such problems.
Denver II Developmental Screening Test The test is widely used in Neurology and Psychiatry. Denver II Developmental Screening Test analyzes the child's development in detail with 134 items on 4 main developmental areas.
The FINE MOTOR domain, which evaluates the child's hand-eye coordination, ability to grasp small objects, detailed reasoning and problem-solving skills;
The PERSONAL-SOCIAL domain, which evaluates the child's ability to meet his/her own needs and communicate with others; The
GROSS MOTOR domain, which evaluates walking, sitting, jumping and general movement skills;
The LANGUAGE domain, which evaluates the ability to understand, hear and use language;
The Denver II development test is applied and evaluated by experts who have received the necessary training in the field and have a certificate of application in this field.
Ankara Developmental Screening Inventory (AGTE)
Ankara Development Screening Inventory (AGTE) developed by Ankara University in accordance with Turkish culture is applied to evaluate the development of risky infants and young children. The inventory was developed to identify sensitive individuals at risk of developmental delay and is composed of items based on the information of mothers and caregivers. It can be easily applied in a short time by expert psychologists who have received the necessary training in the field, as well as child psychiatrists, pediatricians and pediatric nurses. Again, as with other developmental tests, AGTE is not expected to have any developmental delay in the child. It is recommended that it be applied to every child when it is deemed risky. It is a highly functional developmental test that can be applied very easily so that early precautions can be taken and necessary interventions can be planned as soon as possible.
The evaluations are carried out in environments where the parents and the child are together. The Ankara development test is applied by the person who asks questions and the child is observed in the meantime. With the Ankara development application, all the skills the child has are evaluated step by step. After all the skills of the child, from being able to hold objects using both hands to knowing their address, are evaluated in detail, the appropriateness of their development for their age is calculated.
Resume Update Date 09.09.2024
