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Aim is to determine the extent to which self-esteem and parental attitude perceptions of adolescents predict depression. This is a quantitative research design and the relational screening model was conducted throughout the study. 'Depression Scale', 'Parental Attitude Scale' and 'Self-Esteem Scale' were utilised in the study. The study was conducted on a total of 526 students of whom 276 were female and 249 were male studying in nine different secondary schools in Istanbul during the 2012-2013 academic period. Product-moment correlation coefficient and Stepwise regression analysis were utilised in analysing the data. According to the Product-moment correlation coefficient analysis, a negative significant relationship was detected between depression and democratic attitude sub-dimension of parental attitudes; and a positive significant relationship was detected between depression and authoritarian attitude and protective or willing attitude. Also, a negative significant relationship was detected between depression and self-esteem. Stepwise regression analysis indicated that democratic attitude and self-esteem variables were significant in explaining depression.

The purpose of this study is to develop the scale concerning gifted children's' skills for making decisions and coping with anger and to examine the validity and reliability of the scale. A total of 324 students, which 151 were female and 173 were male, studying in 3 different Science and Arts Center's (BILSEM) in Istanbul during 2014-2015 academic period participated in the study. Content and construct validity tests were conducted for the validity of the scale, internal consistency and test-retest tests were conducted for the reliability and total correlation analysis was conducted. 48.19% of the total variance was explained with the factor analysis. The scale, which consisted of 16 items, demonstrated a two-factor structure titled as coping with anger and decision making. Factor loads of the scale were between 0.54 and 0.78. The Cronbach alpha reliability coefficient was 0.76 for the whole scale, and 0.88 and 0.73 for the coping with anger and decision making sub-scales respectively. The test-retest reliability coefficients for the whole scale was 0.81, and 0.88 and 0.70 for the coping with anger and decision making sub-scales respectively. It was observed that the item-total correlations of the scale ranged between 0.44 and 0.72. Based on these findings, it can be concluded that the Scale for Gifted Children's' Coping with Anger and Decision Making Skills is a valid and reliable assessment instrument that can be used for education and psychology.

The purpose of this study is to examine secondary school student perceptions of parental attitudes with regards to specific variables. Independent samples t test for parametric distributions and one-way variance analysis (ANOVA) was used for analyzing the data, when the ANOVA analyses were significant Scheffe test was conducted on homogeneous variance and Tamhane's T2 test was conducted when the analyses were not homogeneous. Kruskal Wallis H test was conducted on non-parametric distributions and Mann Whitney-U test was conducted when the Kruskal Wallis H analyses were significant. It was observed that the democratic attitude dimension, which is a sub-dimension of parental attitudes that students perceive, does not significantly differ from the gender, number of siblings and income level variables; but is significantly different according to the parental educational status, whether parents are alive and marital status of the parents' variables. It was observed that the protective-willing dimension, which is a sub-dimension of parental attitudes that students perceive, does not significantly differ from the gender, income level, whether parents are alive and marital status of the parents' variables; but is significantly different according to the parental educational status and number of siblings' variables. It was observed that the authoritarian dimension, which is a sub-dimension of parental attitudes that students perceive, does not significantly differ from the educational status of mother, number of siblings, income level, whether parents are alive and marital status of parents variables; but is significantly different according to the gender and educational status of the father variables.

In the present study we provide insights regarding the perceptions of gifted students and their parents about the communication skills of these gifted children. We collected data through in-depth individual interviews, focus group interviews, field-notes, and other documentation with 10 gifted students and 10 of their parents. The findings indicated several interesting commonalities among these gifted children related to communication including: (1) they defined communication as a needed connection that is established between two or more people through listening and telling, (2) they were better able to share their thoughts and feelings with their families than with their teachers and friends, and (3) they could demand things from their mothers more easily than from other individuals. The results of the present study also indicate that these students enjoyed communicating in social environments and were especially bored by a lack of social stimulation or being alone at home.