Dr. Çak graduated from İzmir American Colligate Institute in 1997 and Hacettepe University Faculty of Medicine in 2003. She completed her specialty education of Child and Adolescent Psychiatry at Hacettepe University Faculty of Medicine in 2009. She completed her mandatory service in Mardin between 2009-2011. She started working at the Department of Child and Adolescent Psychiatry of Hacettepe University Faculty of Medicine as a lecturer, in 2012. She attended “Psychodramatic and Sociometric Techniques in Group Therapies” training program, organized by the Turkish Group Psychotherapy Association of the Dr. Abdulkadir Ozbek Psychodrama Institute, between 2004-2009. She recevied the Turkish Association of Child and Adolescent Psychiatry Project Award with her thesis project “ADHD and Attachment in Preterm Preschoolers” in 2008 and Prof. Dr. Atalay Yörükoğlu Young Scientist Award in 2013. In 2006 she has attended “European Research Seminar in Child and Adolescent Psychiatry” granted by ESCAP in Italy, and “ECNP School of Child and Adolescent Neuropsychopharmacology” granted by ECNP in 2012. She worked as a visiting scholar at the Department of Psychiatry in University of Michigan USA in 2014-2015. She received the title of associate professor in 2018. She has been an active member of Hacettepe University Ethics Commission and Non-Interventional Clinical Research Ethics Committee since 2018. She works with neurodevelopmental disorders in infancy and childhood, especially autism, attention deficit hyperactivity disorder, specific learning disorders and tic disorders.
Summary of Speech
Orthodontic Treatments and “Therapeutic Alliance” with Children and Adolescents
The concept of “Therapeutic Alliance” (TA), also referred to as treatment adherence, treatment compliance or working alliance, is the description of partnership between the therapist and the patient. Therapeutic alliance occupies an important place in the treatment process and can also have an impact on treatment outcomes. Although the concept of TA emerged in the psychotherapy literature together with psychoanalytic theories, it has become a pan-theoretical concept over the years and has found its place in many different treatment algorithms. Today, the importance of TA and patient-centered care has been emphasized not only in psychiatry, but also in other medical and health sciences. The main components of the TA are; the bonds established between the therapist and the patient, treatment goals and the tasks of the parties in the treatment, and are formed by encouraging the patient to be more active in the treatment process. Although alliance has a long history in child-adolescent literature, most aspects of TA have only been extensively studied in adults. However, developmental differences of children and adolescents can complicate TA and the components of the TA (bond, goals, and tasks) may differ in nature and importance throughout different developmental stages. The bond established with the therapist mostly influences the TA of preschool and primary school children. On the other hand, independence and self-determination are the most important developmental issues for adolescents, and adolescents are often concerned with agreeing on the goals of treatment and their responsibilities. Adolescents are often more difficult to agree on goals and tasks than children. Establishing and maintaining a positive alliance over time ensures successful results in treatment with young people. Building the therapeutic alliance should be considered as an important treatment component that needs to be reviewed and restructured throughout the treatment process, beyond being an early treatment requirement.