Positive psychology interventions are offered for all age groups.
These include customized programs designed to develop life skills and cognitive abilities. Depression scores, anxiety scores, and traditional IQ scores are measured. His “Personality Profile” is created. Depending on his needs, skill-building exercises are conducted using methods such as psychodrama, group therapy, EMDR, REHACOM, and neurobiofeedback (neurotherapy) at various stages of the program. Examples of situations brought by him are evaluated. Based on this evaluation, a treatment method suitable for him is implemented, resulting in a high degree of success.
Step 1: SELF-AWARENESS AND SELF-REFLECTION
Positive Psychology Step 1: Acknowledging emotions without emphasizing them. Based on the initial screening results, helping him recognize himself, his emotions, thoughts, and behaviors will foster self-insight and enable him to identify and shape his interests, talents, and values. A personality test is administered to help him identify his strengths and weaknesses. Awareness is developed regarding which personality traits can be changed and which cannot.
Step 2: UNDERSTANDING OTHERS AND EMPATHY
Positive Psychology Step 2: Various group therapies, such as psychodrama and art therapy, are applied according to his needs. The goal is to help children, adolescents, and adults understand how they perceive their environment, the people around them, events, approaches, and processes; to identify and define their expectations; to develop realistic expectations for themselves and their environment; to grasp the other person’s perspective; to foster sensitivity to others’ emotions; and to develop the ability to better understand others.
Step 3: COMMUNICATION SKILLS – SELF-CONFIDENCE
Positive Psychology Step 3: Various group therapies, such as psychodrama and art therapy, are applied according to the individual’s needs. The goal is for children and adolescents to learn and be able to apply communication skills, become aware of their own feelings and thoughts, gain the ability to express these in a healthy way, use “I” statements, and learn to use the skill of “Saying No”—one of the key skills necessary for maintaining relationships—appropriately and at the right time, as well as to learn verbal and nonverbal communication skills.
Step 4: MOTIVATION and PLANNING FOR THE FUTURE
Positive Psychology Step 4: The ability to motivate himself to achieve his goals, the development of a balance between rights and responsibilities, focusing on goals, directing his attention toward goals, behaving less impulsively, exercising greater self-control, developing goal-oriented strategies, recognizing values that are important to him, distinguishing between abstract and concrete goals to determine his own future plans, and acquiring the skills to identify the steps for making healthy decisions regarding his future.
Step 5: PROBLEM-SOLVING SKILLS
Positive Psychology Step 5: Various group therapies, such as psychodrama and art therapy, are applied according to his needs. This involves identifying stress-inducing situations, developing strategies to resolve them, working on relaxation techniques and positiveand negative thinking, developing the ability to analyze and understand social relationships, fostering positive peer relationships, enhancing the ability to reach compromise in problematic situations, improving the ability to resolve relationship issues, and teaching extroversion, adaptability, sharing, cooperation, and democratic behavior in relationships.
Step 6: ANGER, STRESS, AND TIME MANAGEMENT
Positive Psychology Step 6: The ability to remain calm under stress is developed. Individual or group psychotherapy methods are applied as needed. Participants will learn to identify stress and stress responses, work on stress management techniques, gain knowledge about the “fight-or-flight response,” gain experience in coping with stressful situations through role-playing, and develop the ability to use time effectively, efficiently, and purposefully while understanding the benefits of positive thinking in stressful situations.
Step 7: RELATIONSHIP MANAGEMENT
Positive Psychology Step 7: As part of the training in social emotions, the goal is to develop the ability to understand others in social relationships, to show tolerance even when opinions differ, to be forgiving in the face of mistakes, and to maintain relationships. Basic training in relationship management—including helpfulness, cooperation, forgiveness, and tolerance—is provided. The goal is for him to learn to take pleasure in collaborating with others toward shared goals and to grasp the importance of altruism and cooperation. The program focuses on enabling people with different personalities to work together toward a common goal and fosters an awareness of living together harmoniously.
Step 8: PERSISTENCE
Positive Psychology Step 8: Activities are conducted to help individuals control their impulses, implement decisions, practice patience, and cultivate active patience and patience as a meditative practice. The goal is for participants to develop the skills to persevere in a task or assignment once a decision has been made and to make an effort to ensure the task’s continuation and continuity. A mindset of moving toward the goal despite obstacles is fostered.
Step 9: PRINCIPLES OF HEALTHY DECISION-MAKING
Positive Psychology Step 9: The ability to consider both his own and others’ emotions when making decisions. The ability to act fairly when making decisions. Skills such as strategic thinking, categorical thinking, the ability to switch categories, self-motivation, purposeful behavior, prioritization, and resistance to distractions are practiced.
Step 10: COMPROMISE
Positive Psychology Step 10: The ability to consider fairness, democratic processes, and authoritarian and totalitarian attitudes are explored. This step aims to develop skills such as recognizing the importance of fair sharing and the role of freedom in fostering abilities; identifying situations that lead to conflict; determining the desires and needs of both parties; formulating proposals that take mutual needs into account; selecting a solution that is suitable for both parties; determining who will do what in the agreed-upon solution; and dividing tasks. The program focuses on fostering solution-oriented thinking rather than problem-oriented thinking. Finally, a situation assessment is conducted using the “Emotional Intelligence Scale” developed by our team. A certificate is issued upon request. The Emotional Intelligence Program can be conducted in schools upon request.
