Using philosophical treatment approaches in developmental and preventive psychology applications

INTRODUCTION: The subject of this thesis is about integrating the philosophical treatment approach with the field of developmental and preventive psychological services. In the literature, there are statements that philosophical treatment can be achieved by leaving the academic field where philosophy is confined and joining people's lives. Carl Gustav Jung defined psychotherapy as "philosophical medicine" in many of his works; he defended the thesis that medical professionals without philosophical knowledge are not suitable for practicing psychotherapy. As a result of the questions presented for discussion from literature studies, although philosophical counseling uses the techniques and concepts of philosophy, it has been deemed important to integrate it with the understanding of psychological science in order to exist in the field of developmental and preventive services. It has been suggested that psychology should include philosophical treatment processes to ensure peace before the war within humanity. This study aims to reveal the importance of both disciplines being active together, especially in schools, for a healthy future. OBJECTIVE: In terms of being the source of all sciences, applying the approaches of philosophy as the basic discipline in approaching humans and their problems has been considered as a priority need in the context of developmental and preventive psychological services, in protecting the mental, physical and spiritual integrity of humans. In this sense, before becoming depressed or sick in his own journey, a person needs to know himself, become acquainted with philosophical treatment for happiness, and put these teachings into practice in his life. The aim of the research is to find an answer to the question of how philosophical therapy can be handled in the context of developmental and preventive services. Subproblems Is there a relationship between philosophical treatment and developmental and preventive psychological services? At what stage in a person's life should philosophical therapy exist? At what level should children be introduced to philosophical therapy in schools? Should it be included in the curriculum as a course? METHOD: In this thesis study, descriptive and experimental studies on philosophical therapy were examined, and the purpose and how the therapeutic studies were used were explained by giving examples. The place of developmental and preventive psychological services in the field of mental health has been investigated. Especially the practices in schools were evaluated through literature studies, and the extent to which the science of psychology was involved in the journey of philosophical treatment from thoughts to emotions within the theoretical and conceptual framework, and how treatment would be possible were investigated according to the qualitative research model. In this context, literature was used; Typical literatures were brought together with the qualitative research model and the approach of creating purposeful examples. Content analysis was conducted on a sample of typical documents describing philosophical therapy and counseling. The extent to which philosophical therapy can contribute to studies in the field of developmental and psychological services has been discussed in line with the research conducted. DISCUSSION AND CONCLUSION In this study, considering human development periods, information has been obtained that the foundation of the student's ability to think correctly can be laid at an early age by taking advantage of the liberating, critical looking, questioning, reasoning and inferring characteristics of philosophical treatment in schools. With philosophical treatment, it is possible to develop in children the skills of healthy thinking, coping with the difficulties of life, using healthy behavioral strategies, taking a place in society in line with ethical values, and adding value to humanity. Studies conducted in this field point out how a person, equipped with philosophical treatment methods, can overcome the obstacles he encounters on the path to self-realization and can become stronger by creating a new self, even if he suffers difficulties and losses. When it is emphasized that all kinds of psychological and social problems arise from thought errors, a person can be protected from developing pathology thanks to many philosophical treatment approaches. Philosophical therapy should be included in the curriculum of schools, starting from pre-school level and including secondary education, considering the developmental period. Thinking education appropriate to their developmental periods, philosophy with children, and philosophy and therapy with young people should be given as compulsory courses. Psychological support services in our schools should be made more effective and functional with these approaches. In this way, it is possible to raise individuals who think more healthily about the future. Generations that evaluate, know and realize themselves better in all kinds of subjects will be able to positively direct the future. Integrating the philosophical approach with the education system seems valuable and priority for the health and peace of the new generation of humanity.