Yalçın Karagöz This book has been prepared for undergraduate, graduate and especially scientific research. In this book, in quantitative, qualitative and mixed research, how the research process (determining the research problem, establishing hypotheses, determining the sampling method, data collection, reliability, validity, analysis of the data, evaluation of the findings, reporting, publication ethics etc.) will be carried out, quantitative, qualitative and mixed research. terms of use of analysis methods, use of package programs (SPSS-AMOS-META) in the analysis of data, statistics specific to the field of health, etc. tried to be given. In quantitative methods, parametric and nonparametric techniques and their differences, analysis methods to be applied according to these differences are given. Similarly, the differences between qualitative methods and the situations to be applied according to these differences are given.

Halime Şenay Güzel On an ordinary day, as soon as you get out of bed in the morning, you have been lost among the things waiting for you. This list goes on and on in the form of the rush to get ready for those who go to work, the responsibility of taking the child to school for those who do not work, and the rush to catch up to class if you are a student. This book will be good for you when you arrive at the end of the day tired, sometimes unhappy and probably with an increased level of stress after saying what to do, work, responsibilities, homework as life goes on. In addition, if you work in the field of mental health, you should have enough knowledge about stress and stress management in order to help your clients. Therefore, this book, which explains the psychology of stress from different perspectives, will guide you.

Ayhan Özkan, Ayten Doğan Keskin, Azize Nilgün Canel, Betül Ulukol, Bilal Tanrıtanır, Cengiz Şahin, Ece Bekâroğlu, Esra Bulanık Koç, Fedai Kabadayı, Gül Karaçetin, Hatice Kumcağız, Kemal Öztemel, Mehmet Çakıcı, Mehmet Tekden, Meryem Karaaziz, Neriman Aral, Nuran Yardımcı, Selim Günüç, Serkan Ökten, Tuğba Yılmaz Because it brings together different types of technology addiction, this book allows a clearer understanding of the similarities and differences of types of technology addiction. In the book, in which the research results accumulated in the last 20-30 years on each type of technology addiction are compiled, each type of addiction is presented with its own characteristic structure.
Technology addictions, psychological counseling and guidance, computer and instructional technology education, clinical psychology, social psychology, psychiatry, child and adolescent psychiatry, child health and diseases, communication, child development, public and educational administration. is the product. The book prepared with a simple, understandable, applicable content and language in order to provide information on technology addictions, which is closely related to a large part of the society, from students to parents, from academicians to field workers and relevant institutions and organizations, to present the latest scientific research and the point reached, and to raise awareness, It will fill an important deficiency in the field in terms of its scope and will be a source book on technology dependencies.

Akif Avcu Today, many different statistical processes have become an integral part of test development processes in order to examine the qualities that measurement tools should have. With the widespread use of measurement tools, these procedures have been accepted as a "standard" for many researchers. In particular, confirmatory factor analysis and explanatory factor analysis are carried out to examine the construct validity. On the other hand, it is seen that these analyzes carried out today are carried out with techniques based on item response theory. In addition, the examination of structural equivalence, person congruence, and differentiated item functions are increasingly used in studies to determine validity. In addition to providing theoretical explanations on this new understanding of the validity and reliability, this book also includes a content that explains how the analyzes are carried out in the R software environment and how the findings are interpreted. For this reason, the R software environment is introduced in a part of the book. In order to make it easier for researchers to make applications, the R codes of the sample analyzes and the data sets used are also available to the readers. With this book, it is hoped that the frequency of use of modern test development applications in future studies will increase.

Sezin Öner Trauma; it is defined as the whole of the effects that arouse feelings of extreme fear, horror, and helplessness, often caused by extraordinary and unexpected events. Adaptation problems after these traumatic events are inevitable, but in some people these problems can go from being short-term and last for months or even years.
In this book, how trauma is defined in different periods, explanatory models, risk and protective factors are compiled. In addition, Cognitive Processing Therapy, which has been proven to be the most effective treatment plan in the light of the effectiveness studies of psychological interventions, is introduced and different study modules of this approach are presented. This intervention plan, which is a branch of Cognitive-Behavioral therapies, focuses on the differentiation of trauma memory and post-traumatic growth processes rather than coping with trauma. In the case study presented at the end of the book, these focal points of the intervention plan and the treatment plan are exemplified.

Faruk LEVENT This book was written to contribute to the formation of social awareness in this field by presenting the characteristics of gifted children and their education from different perspectives.
The main target audience of the book; parents, teachers, university students, academics and politicians who have gifted children.
The information in the book, related literature; It is supported by the statements of gifted children, teachers, mothers and fathers.
Some of the questions you can find answers to in the book are:
• What characteristics do gifted children have?
• How are gifted children recognized?
• What is the number of gifted people in Turkey?
• What are the needs of gifted children?
• Which models are used in the education of the gifted?
• What are the problems experienced by gifted children?
• How can these children be happy?
• What can teachers do in the education of these children?
• What can we do as families?
• What policies should be developed for these children?

Arthur Aron, Asude Özdemir, Ayşegül Özsolak, Burçin Cihan, Deniz Bayraktaroğlu, Dilaram Billur Örnek, Duygu Dinçer, Elif Ulu, Erol Esen, Esra Ummak, Halil Ekşi, Merve Karataş, Mustafa Alperen Kurşuncu, Nurseven Kılıç, Selin Salman Engin, Sema Civan Gökkaya, Semra Uçar, Seval Kızıldağ Şahin, Şule Baştemur

Bilge Sulak Akyüz, Birsen Şahan, Çiğdem Demir Çelebi, Elif Ulu Ercan, Emine Feyza Aktaş, Erdal Baştemur, Gökçe Sancak Aydın, Haktan Demircioğlu, Hatice Epli, Hülya Tercan, Mustafa Alperen Kurşuncu, Nur Demirbaş Çelik, Osman Zorbaz, Ömer Karaman, Selen Demirtaş Zorbaz, Semra Uçar, Şule Baştemur, Zerrin Bölükbaşı Macit Individual; it is an entity that is constantly developing, affecting its environment, being affected by the environment and changing. This development and change process of the individual can bring along adaptation problems. In order to understand the possible incompatibilities experienced by the individual with himself, others and the society, and to carry out studies to increase harmony, it is necessary to know what harmony and incompatibility are, what types of adjustment problems exist, what factors affect adjustment problems, and what can be done to prevent and intervene in adjustment problems. For this reason, this book, which deals with all development periods of the individual from birth to death and possible adaptation problems that he may experience, is a resource for experts and students working in the field.

Nilüfer Voltan Acar Reconsidering the therapeutic communication practice, Re-Therapeutic Communication received the best-selling book award in the 2016-2017 academic year.
The book is a resource used by students and colleagues in the field of psychological counseling, as well as by people in human aid professions. At least thirty thousand people have been reached so far.
Hope you will put it into practice with pleasure...

Gönül Budak Competence-Based Human Resource Management was first used in developed countries, especially in recent years. Although the concept of competence was introduced in the world in the 1960s, the implementation of Competency-Based Human Resources Management is very recent. Especially in our developing country, thanks to foreign investments and companies with foreign partners, domestic companies have had the opportunity to get to know this new approach and system and to see its benefits and apply it.
On the one hand, our businesses' desire to make a difference while seeking competitive advantage, on the other hand, the pressures of the legislation regulating business life and adopted in the European Union harmonization process, humanistic approaches to the employees and the pursuit of peace in the workplace and thus increasing efficiency and productivity are very important in the spread of the competence-oriented approach to human resources. played a role.
In this book, after examining the historical development of human resources, basic approaches, strategic management of human resources, behavioral, technical and legal dimensions of this function are also included. In addition, the classic human resources management functions in the book have been enriched by adding a competence-based management vision.

Diler Aslan Higher education institutions (HEIs) are the knowledge centers of a society. They aim to ensure that their graduates are well-equipped in terms of professional and research competencies and their personal development. In addition, they have responsibilities to guide and encourage practices that benefit the economy and society. HEIs must think globally, competing internationally with their locally produced knowledge and innovations. Being a pioneer and guide in the use of rapidly developing technology with the best practices is among its responsibilities.
Their success in guiding the society in education (face-to-face, distance learning and hybrid or blended), research and development, social contribution, entrepreneurship, innovation and digital transformation is directly proportional to their ability to establish a well-structured internal quality assurance system, and spread the quality culture to the society.
The COVID-19 pandemic has shown that they need to have an agile structure against unexpected risks as well as anticipated risks. One of the factors contributing to the agile structure is risk- based thinking.
Process approach in the management is effective in achieving both agility and continuous
improvements quickly, as it allows focusing on every detail regarding the execution of work.
The structure of a HEI is too complex. In addition to the requirement to comply with legal
regulations, each institution creates a management model appropriate to its own structure. Most HEIs endeavor to align their established management systems with the requirements of quality management standards, such as ISO 9001, as well as various excellence models and institutional accreditation criteria. If the institution decides to structure the management system with process approach and adapts risk and quality management to the processes while defining and establishing them, it will operate the continuous improvement system more effectively and efficiently, this will also prepare them to meet the requirements of other external assessments mentioned above. It is a proven fact.
In this book, a risk, quality and process-based management model is presented. The book covers the steps of recognizing and introducing the process framework of the HEI that is composed of the management and support processes and the main core processes such as the education (face-to-face and e-learning), research and development, public services. The steps also involve applying risk and quality management principles to every process. By following this book, the reader will be able to define and introduce all the processes of the higher education institution and establish the management system with the process approach. While readers familiarize themselves with each process, they will be able to create process-oriented risk and quality management according to the recommended steps. A continuous process improvement system by the Plan-Do-Check-Act (PDCA) Cycle will also be established. Hence, the institution will be ready for all the requirements of the external assessment programs of the higher education institutions, the ISO 9001 Quality Management System Requirements Standard, the excellence models and the institutional accreditation.
The book is designed to be used as a handbook and consists of 15 main chapters and 8
appendices. In addition to the mentioned above, the reader finds the useful information about the processes for internationalism, entrepreneurship, innovation and digital transformation. It also covers some useful information on the teaching and learning centers, e-learning and micro-credentials, the readiness levels for research, development and innovation projects and the business process management software application models. The book presents findings from the project on establishing the infrastructure of a continuous quality assurance system in a HEI.
Finally, it reviews global HEI ranking systems and institutional indicators specific to HEIs in
Turkey.
This book should be read with the book “Process-Based Management Are You Ready for
Digital Transformation? (For Public, Private and Non-Governmental Organizations) by Diler
Aslan”