Researcher: Safi, Ommay Aiman
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Safi, Ommay Aiman
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Publication Metadata only Predictors of mentoring relationship quality in a college peer mentoring program: associations with mentors' and mentees' perceptions of family relationships(Emerald Publishing, 2024) Savaş, Esma Betül; Department of Psychology; Department of Psychology; Gürel, Gizem Erdem; Safi, Ommay Aiman; College of Social Sciences and Humanities; Graduate School of Social Sciences and HumanitiesPurposePeer mentoring programs in higher education settings support incoming students in their transition and adaptation to college life. Mentoring program evaluation research primarily focuses on student outcomes and documents mentoring relationship quality (MRQ) as an important component of programs that facilitate change. The current study examines MRQ in a college peer mentoring program and explores its association with mentors' and mentees' perceptions of family relationships.Design/methodology/approachThe sample included 629 first-year students (Mage = 18.4 and 54.2% female) and 88 mentors (Mage = 20.6 and 65.9% female). Each mentor was matched with eight to 10 incoming students in the same department. Dyadic data were collected prior to the program (pre-test) and at the end of the fall semester (mid-program) and spring semester (post-test). At pre-test assessment, mentors and mentees rated their family relationships, perceived trust, loyalty, and fairness in their families. At follow-up assessments, mentees reported their MRQ, mentoring duration, and mentoring activities.FindingsA multilevel modeling analysis revealed that mentees' and mentors' perceptions of loyalty in their families predicted higher levels of MRQ at the end of the program. However, mentors' perceived trust in their families was negatively associated with MRQ.Originality/valueThis study adds to the youth mentoring literature by focusing on family-of-origin experiences of both mentors and mentees from a dyadic and relational perspective. These findings have implications for future research and the practice of formal mentoring programs in college settings.Publication Metadata only The professional experiences and training needs of probation officers in turkey(Sage, 2019) Cankaya, Banu; Aydogan, Ramazan; Department of Psychology; Academic and Life Skills (ALIS); Department of Sociology; N/A; Department of Psychology; Academic and Life Skills (ALIS); Department of Sociology; Ersayan, Ayşe Esra; Ergin, Murat; Safi, Ommay Aiman; Faculty Member; Teaching Faculty; Faculty Member; Master Student; College of Social Sciences and Humanities; College of Social Sciences and Humanities; College of Social Sciences and Humanities; Graduate School of Social Sciences and Humanities; 222027; N/A; 106427; N/AThe current study uses a series of focus groups and participatory methodology to investigate the work experiences and needs of Turkish probation officers and their directors. All participants were employed at an office of Parole and Probation in Istanbul, Turkey. During the concurrent focus groups, officers (n = 57) discussed their daily work experiences and needs (Phase I). A follow-up focus group was conducted (n = 25) to discuss potential interpretations of the themes and generate solutions (Phase II), followed by a mini-focus group with the directors (n = 5) to explore their experiences with the probation system and officer training (Phase III). Findings Officers identified needs for training, improvements of the work environment, professional support, and more thorough risk assessment tools. The follow-up focus group revealed that officers were highly motivated to improve their rehabilitative skills but felt constrained in supervising offenders in the punitive justice system. Several solutions generated through focus groups included mentoring programs to support novice officers, training programs to acquire interviewing skills, and team building activities and events to increase morale. Application The current study bridges the gap between officers and directors in the probation system and generates solutions to the occupational needs of officers. Researchers communicated those needs to the directors, and the study initiated action toward implementing rehabilitative training programs for officers with a particular focus on risk assessment and basic clinical skills. The study has direct implications for the improvement of probation practice and supervision in Turkey.Publication Metadata only The Cultural Lens Approach to Bowen Family Systems Theory: Contributions of Family Change Theory(Wiley, 2018) Department of Psychology; N/A; Department of Psychology; Safi, Ommay Aiman; Faculty Member; Master Student; College of Social Sciences and Humanities; Graduate School of Social Sciences and Humanities; 222027; N/AAn accumulation of theoretical and empirical work focuses on expanding Bowen family systems theory (BFST) to be more culturally expansive by including gender, ethnicity, race, social class, and sexual orientation, as well as family history, values, and rituals. In the current article, we contribute to the discussion of culture in BFST and move the question of diversity from how family processes are different to why they are different. Utilizing Hardin and colleagues' cultural lens approach, we discuss the cultural validity of BFST, more specifically the concept of differentiation of self and its premises, in five steps. Further, we propose the integration of Kagitcibasi's family change theory and Carter and McGoldrick's multicultural perspective with BFST and offer cultural examples. Potential contributions and limitations of the cultural lens approach in expanding our understanding BFST are discussed, as are implications for research and clinical practice.