Browsing by Author "Akmese, PP"
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Item Comparison of the Levels of Anxiety, Depression and Hopelessness of Patients with Epilepsy and Healthy IndividualsKoç, ER; Akmese, PPObjective: In this study, we aimed to compare depression, anxiety and desperation levels between epileptic patients and healthy individuals. Materials and Methods: 34 patients and 34 healthy controls were enrolled in the study. Demographic features of all subjects were also recorded. Neurologic examination, electroencephalography (EEG) and cranial magnetic resonance imaging (MRI) of patients were evaluated. State-Trait Anxiety Inventory (STAI) was used for evaluation of anxiety, Beck Depression Inventory (BDI) was used for evaluation of depression, and Beck Hopelessness Scale (BHS) was used for evaluation of hopelessness. Results: The mean age of epileptic patients was 24.56 +/- 8.49 years and of healthy subjects was 27.44 +/- 5.66 years. Distribution of gender was the same in both groups, with 13 (38.2%) females and 21 (61.8%) males. There was no significant difference in demographic features between groups (p> 0.05). When continuous and instant anxiety levels of epileptic and healthy groups were compared, no significant difference was observed in instant anxiety levels (p> 0.05), but there was difference in continuous anxiety levels (p< 0.05) between the two groups. Hopelessness and depression levels were similar between groups (p< 0.05). Conclusion: The results of the study showed that depression, anxiety and hopelessness levels were higher in epileptic patients when compared to healthy people. In addition, we conclude that seizure control with less drug use will reduce the level of trait anxiety in patients.Item Investigation of Parental Involvement in the Education of Pre-school and Primary School-Level Special Needs StudentsAkmese, PP; Kayhan, NIn preschool education period, one of the most important institutions that gives the opportunity to know the external world and get them adopt various habits is the family. Preschool education is not only the preschool education due to its special feature is a kind of education carried out not only in the institution but also in the family. As is every child, the children with different developmental characteristics from their peers have the right of educational usufruct during this period. However, parental involvement has a crucial role in the success of school programs. In this research carried out with the assumption that parental involvement in the education of the children with special needs is important, the levels of parental involvement in the education of preschool and primary school children with special needs are examined according to the child's sex, his ongoing education level, mother's education level, working status and the family income variables. Causal comparative research model is used in this research. As a result of the study, it is determined that on the one hand, sex among the child-related variables and mother's education level and level of family income among the family-related variables do not cause significant difference in the family involvement scores; on the other hand, the ongoing education levels of children and mother's working status do cause a significant difference in parental involvement level.Item Does the receptive language development affect the functional Independence levels in children with Cerebral Palsy?Mutlu, A; Akmese, PP; Kayhan, NLanguage and speech disorders are seen in 31-88% of the children with Cerebral Palsy (CP). As visual, auditory, sensory disorders are common in children with CP, these disorders may cause negative factors for language development. For this reason, in addition to physical assessment, developmental assessments should also include detailed assessment of all language and speech functions. Therefore; this study aimed to assess the relation between functional capacity and receptive language development in children with CP by answering to the question: Do the receptive language development affect the functional independence levels in children with CP? The study included 65 children with CP. Language development was assessed by Peabody Picture Vocabulary Test and functional independence by Functional Independence Measure for Children (WeeFIM). Receptive language development and subsection of WeeFIM; communication, social perception and total score had significant relation between each other (p<0.05). (C) 2012 Published Elsevier Ltd. Selection and/or peer review under responsibility of Prof. Dr. Huseyin UzunboyluItem The importance of motor functional levels from the activity limitation perspective of ICF in children with cerebral palsyMutlu, A; Akmese, PP; Gunel, MK; Karahan, S; Livanelioglu, AOur purpose in this study was to evaluate performance and capacity as defined by Gross Motor Function Classification System (GMFCS) and Manual Ability Classification System (MACS) from the 'activity limitation' perspective of International Classification of Functioning, Disability, and Health (ICF) and to investigate the relationship between the two classification systems in different subtypes of cerebral palsy (CP). This prospective cross-sectional study was performed on 448 children with CP ranging from 4 to 15 years of age. Activity limitations were studied with the GMFCS for gross motor function and MACS for manual ability. The Spearman's correlation coefficient, contingency coefficient, and Cramer's V coefficient were used to assess the strength and significance of the association between GMFCS and MACS. The overall agreement between GMFCS and MACS was found to be 41%. The agreement was 42% in spastic children, 40% in dyskinetic children, 50% in ataxic children, and 28% in mixed type children. The overall kappa value was kappa=0.235 (P<0.001). The kappa coefficient was 0.252 in spastic children, 0.245 in dyskinetic children, 0.318 in ataxic children, and 0.023 in mixed type children. All the kappa coefficients except the value for the mixed type were found to be significant. The usage of two different classification systems, GMFCS and MACS, to describe the capacity and performance in children with CP as defined by the ICF provides an easy and quick classification tool for indicating 'activity limitations' of ICF in children with CP. The next step in research should be to highlight the other domains such as participation restrictions in these children.Item Comparison of the family environment perception levels of the mothers who have physically handicapped children in preschool and primary school periodAkmese, PP; Kayhan, N; Mutlu, AMothers and fathers are accepted as having major roles in the development and education period of the physically handicapped children. Most intensive periods of children to interest and care of their mothers are; preschool and primary school periods therefore these periods have great importance in physically handicapped children. This study aimed to compare the family environment perception levels of the mothers who have physically handicapped children in preschool (3-6 years) and primary school (7-10 years) period. This study included 84 physically handicapped children and their mothers. Perception of family environment of mothers were determined by Family Environment Questionnaire-FEQ. The results indicated that preschool or primary school period did not effect the family environment perception of the mothers of the physically handicapped children (p>0.05). Physically handicapped children requires different support servicesItem Perceptions of family needs in mothers of children with physical disabilitiesAkmese, PP; Mutlu, A; Kayhan, NOne of the important factor to the compliance to disability of children is to determine the needs of the children with disabilities and their families. This study was designed to investigate the perceptions of family needs in mothers of children with physical disabilities. The study included 113 mothers of children with physical disabilities. The perception of family needs in mothers was assessed by Assessment of Family Needs-FNS developed by Bailey ve Simenson (1988). The data was evaluated by the Single Relation Variance Analysis, t Test, Scheffe Test and Pearson Correlation Test, using the Statistical Package for Social Sciences (SPSS 18.0) packet programme. Education levels of the mothers showed difference on knowledge needs (F=5.999, p=0.001), support needs (F=3.759, p=0.013) and general needs (F=3.300, p=0.023) dimensions. Meeting the basic needs of the families may increase the quality of life of the mothers who are the active member of rehabilitation process and may also effect the rehabilitation process in a positive way. (C) 2012 Published by Elsevier Ltd. Selection and/or peer review under responsibility of Prof. Dr. Huseyin UzunboyluItem Investigation of depression levels of mothers with physically handicapped childrenAkmese, PP; Kayhan, N; Mutlu, AHaving a physically handicapped children affect the life of the mothers negatively. This study aimed to investigate the depression levels of the mothers who have physically handicapped children. This study included 51 physically handicapped children and their mothers. Demographic characteristics were determined. Depression levels of the mothers were determined by Beck Depression Inventory, which was developed by Beck et al in 1961 and realibility and validity were studied by Hisli (1988, 1989). Datas were analysed by Independent Sample t test and Pearson correlation test in SPSS 15.0 programme and statistical significance was accepted as p<0,05. Determination of depression levels of the mothers who have physically handicapped children are required in order to provide psychological support to mothers when needed.Item Assessment of social development and abilities in children with mental disabilitiesGunder, EE; Akmese, PP; Mutlu, AThis study aims to find out the distribution of social developmental and adaptation skills of children with mental disabilities regarding different variables and it also reveals whether or not the social skills of children with mental disabilities differ according to their parental characteristics. In order for children with mental disabilities to be active members of the society, it is of utmost importance to be sensitive to the social skills education carried out at schools and make the families conscious of the areas related to these special children's development and education.Item Examining the preschool educational institutions in European Union Countries and in TurkeyKayhan, N; Akmese, PPAn individual who starts education in domestic environment continues with this period at educational institutions. The qualities of educational institutions make clear distinctions in children's learning. This is a comparative study aiming to examine different variables regarding the institutions offering daily care and education, age span to attend these institutions, the curriculum, compulsory education, evaluation techniques and service duration in Turkey and in the member countries of European Union. It is a descriptive study to determine the existing situation. The findings reveal that while the compulsory education starts between the ages 4-5 in most of the EU countries, children receive pre-school education between the ages 3-6. (C) 2012 Published by Elsevier Ltd. Selection and/or peer review under responsibility of Prof. Dr. Huseyin UzunboyluItem Acoustic Characteristics of Turkish Speaking Children Ages between 4 and 14 Years OldAkmese, PP; Kayikci, MEK; Atas, APurpose: The present study aims to establish and characterize the pediatric acoustic values of native Turkish-speaking children and the relationship of those measures with physical characteristics like height and weight. Material and Methods: This study included 203 individuals aged between 4 to 14 years. Results: It was found that despite the slight variations in the voice parameters of 4-to-14-year old children who had normal development, the principal change started after 8 years of age in boys and 10 years of age in girls, the fundamental frequency started to decrease in both sexes after those ages. Male and female children showed statistically significant levels of differentiation in voice characteristics beginning as of 13 years of age. Discussion: It is considered that the normative data obtained from 4 to 14 years of age native Turkish speakers could be used to determine the voice disorders of children.