Investigation of the Effectiveness of the Solution-Focused Group Counseling Program to Increase Self-Control in University Students

Abstract

The purpose of this research is to examine the effectiveness of the solution-focused group counseling program aimed at increasing the self-control levels of university students. The research is an experimental study with experimental-control group with pre-test, post-test and follow-up measurement design. The study group of the research consisted of 26 university students. Within the scope of this research, 13 of the students were randomly assigned to the experimental group and 13 to the control group. In the research, university students in the experimental group were given 6 sessions (each session is between 90-120 minutes and one day a week) of solution-focused group psychological counseling once a week. No studies were conducted on the control group. In this study, “Self-Control Scale” and “Personal Information Form” were used as data collection tools. Mann Whitney U Test and Wilcoxon Signed Rank Test were used in the analysis of the data. As a result of the research, it was determined that the solution-focused group was more effective than the control group in increasing self-control. In addition, it was determined that this effectiveness was maintained in the follow-up test performed at the end of three months.

Keywords

• Solution-focused group counseling
• self-control
• university students

References

1. Ateş, B. (2015). Üniversite öğrencilerinin güvengenlik becerileri üzerinde çözüm odaklı grupla psikolojik danışmanın etkisi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 11(3), 832-841. https://doi.org/10.17860/efd.84626
2. Ateş, B. (2016a). Effect of solution focused group counseling for high school students in order to struggle with school burnout. Journal of Education and Training Studies, 4(4), 27-34. http://dx.doi.org/10.11114/jets.v4i4.1254
3. Ateş, B. (2016b). The effect of solution focused brief group counseling upon the perceived social competences of teenagers. Journal of Education and Training Studies, 4(7), 28-36. http://dx.doi.org/10.11114/jets.v4i7.1443
4. Ateş, B. (2020). The effect of solution-focused brief approach on adolescent subjective well-being: An experimental study. Journal of Family Counseling and Education, 5(2), 26-39. https://doi.org/10.32568/jfce.817517
5. Ateş, B. (2021). Çözüm odaklı kısa süreli psikolojik danışma, kuram ve uygulama (6. Baskı). Ankara: Vizetek Yayıncılık.
6. Ateş, B., & Gençdoğan, B. (2017). Üniversite öğrencilerinin sosyal fobi ile başa çıkmalarında çözüm odaklı grupla psikolojik danışmanın etkisinin incelenmesi. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 18(1), 188-203. https://doi.org/10.17679/inuefd.306513
7. Baumeister, R. F., Bratslavsky, E., Muraven, M., & Tice, D. M. (1998). Ego depletion: Is the active self a limited resource? Journal of Personality and Social Psychology, 74(5), 1252–1265. https://doi.org/10.1037/0022-3514.74.5.1252
8. Baumeister, R. F., Vohs, K. D., & Tice, D. M. (2007). The strength model of self-control. Current Directions in Psychological Science, 16(6), 351-355. https://doi.org/10.1111/j.1467-8721.2007.00534.x

9. Brown, J., & Rachlin, H. (1999). Self-control and social cooperation. Behavioural Processes, 47(2), 65-72. https://doi.org/10.1016/S0376-6357(99)00054-6
10. Büyüköztürk, Ş. (2011). Sosyal bilimler için veri analizi el kitabı. Pegem Akademi Yayıncılık.
11. Cepukiene, V., Pakrosnis, R., & Ulinskaite, G. (2018). Outcome of the solution-focused self-efficacy enhancement group intervention for adolescents in foster care setting. Children and Youth Services Review, 88, 81-87. https://doi.org/10.1016/j.childyouth.2018.03.004
12. De Jong, P., & Berg, I.K. (1998). Interviewing for solutions. Brooks/ Cole.
13. De Jong, P., & Berg, I. K. (2008). Interviewing for solutions. (3rd ed.). Thomson.
14. De Shazer, S. (1985). Keys to solution in brief therapy. W.W. Norton & Company Inc.
15. De Shazer, S., & Berg I. K. (1997). ‘What works?’ Remarks on research aspects of solution-focused brief therapy. Journal of Family Therapy, 19, 121-124. https://doi.org/10.1111/1467-6427.00043.
16. De Shazer, S., Berg, I. K., Lipchik, E., Nunnally, E., Molnar, A., Gingerich, W., & Weiner-Davis, M. (1986). Brief therapy: focused solution development. Family Process, 25(2), 207–222. DOI: 10.1111/j.1545-5300.1986.00207.x
17. Doğan, S. (1999). Çözüm odaklı kısa süreli terapi: Kuramsal bir inceleme. Türk Psikolojik Danışma ve Rehberlik Dergisi, 2(12), 28-38. https://dergipark.org.tr/tr/pub/tpdrd/issue/21432/229636
18. Duckworth, A. L. (2011). The significance of self-control. Proceedings of the National Academy of Sciences, 108(7), 2639-2640. https://doi.org/10.1073/pnas.1019725108
19. Duckworth, A. L., Taxer, J. L., Eskreis-Winkler, L., Galla, B. M., & Gross, J. J. (2019). Self-control and academic achievement. Annual Review of Psychology, 70, 373-399. https://doi.org/10.1146/annurev-psych-010418-103230
20. Duyan, V., Gülden, Ç. ve Gelbal, S. (2012). Özdenetim ölçeği: Güvenirlik ve geçerlik çalışması. Toplum ve Sosyal Hizmet Dergisi, 23(1), 23-38. https://dergipark.org.tr/tr/pub/tsh/issue/48532/615966
21. Etscheidt, S. (1991). Reducing aggressive behavior and improving self-control: A cognitive-behavioral training program for behaviorally disordered adolescents. Behavioral Disorders, 16(2), 107-115. https://doi.org/10.1177/019874299101600204
22. Fujita, K. (2011). On conceptualizing selfcontrol as more than the effortful inhibition of impulses. Personality and Social Psychology Review, 15(4), 352–366. https://doi.org/10.1177/1088868311411165
23. Gading, I. K., Hassan, S. A., Bakar, A. Y. A., & Rismawan, K. S. G. (2021). Solution-focused brief counseling and ABC manipulation technique in self-control training to reduce aggressive behaviour. Cakrawala Pendidikan, 40(3), 700-712. doi:10.21831/cp.v40i3.40755.
24. Gladding, S. T. (2013). Psikolojik danışma. (6. Baskı). (Çev. Ed. N. Voltan Acar; Çev. T. Sarı). Nobel Akademik Yayıncılık.
25. Idowu, A. I., Durosaro, I., & Esere, M. O. (2010). Efficacy of group counselling interventions (positive reinforcement and self control techniques) in remedying truancy among school-going adolescents in Ilorin, Nigeria. IFE PsychologIA: An International Journal, 18(1), 45-54. https://hdl.handle.net/10520/EJC38800
26. Inzlicht, M., Schmeichel, B. J., & Macrae, C. N. (2014). Why self-control seems (but may not be) limited. Trends in Cognitive Sciences, 18(3), 127-133. https://doi.org/10.1016/j.tics.2013.12.009
27. Irhamna, N., Sugiyo, S., & Awalya, A. (2022). The Effectiveness Group Counseling with Role Playing to Improve Self-Control. Jurnal Bimbingan Konseling, 11(3), 221-225. DOI 10.15294/JUBK.V11I3.61860
28. Javid, N., Ahmadi, A., Mirzai, M., & Atghaei, M. (2019). Effectiveness of solution-focused group counseling on the mental health of midwifery students. Revista Brasileira de Ginecologia e Obstetrícia, 41(8), 500-507. doi: https://doi.org/10.1055/s-0039-1693741.
29. Kelley, T. M., Hollows, J., Pransky, J., Kryvanos, A., & Bowen, S. (2022). The efficacy of principle-based correctional counseling for improving the self-control and mental health of people incarcerated for sexual violence. Violence against women, 28(2), 573-592. https://doi.org/10.1177/10778012211022783
30. Kendall, P. C., & Wilcox, L. E. (1980). Cognitive–behavioral treatment for impulsivity: Concrete versus conceptual training in non-self-controlled problem children. Journal of Consulting and Clinical psychology, 48(1), 80-91. https://doi.org/10.1037/0022-006X.48.1.80
31. Kendall, P. C., & Zupan, B. A. (1981). Individual versus group application of cognitive-behavioral self-control procedures with children. Behavior Therapy, 12(3), 344-359. https://doi.org/10.1016/S0005-7894(81)80123-2
32. Kennett, D. J. (1994). Academic self-management counselling: Preliminary evidence for the importance of learned resourcefulness on program success. Studies in Higher Education, 19(3), 295-307. https://doi.org/10.1080/03075079412331381890
33. Kim, H. M., Choi, Y. H., & Jeon, E. Y. (2003). The Effect of the Solution-focused group counseling program on problem-solving capacity of the nursing students. The Korean Journal of Rehabilitation Nursing, 6(2), 183-191.
34. Larkin, R., & Thyer, B. A. (1999). Evaluating cognitive–behavioral group counseling to improve elementary school students' self‐esteem, self‐control, and classroom behavior. Behavioral Interventions: Theory & Practice in Residential & Community‐Based Clinical Programs, 14(3), 147-161. https://doi.org/10.1002/(SICI)1099-078X(199907/09)14:3<147::AID-BIN32>3.0.CO;2-H
35. Lethem, J. (2002). Brief solution focused therapy. Child and Adolescent Mental Health, 7(4), 189-192. https://doi.org/10.1111/1475-3588.00033
36. Mischel, W., Cantor, N., & Feldman, S. (1996). Principles of self-regulation: The nature of willpower and self-control. In E. T. Higgins & A. Kruglanski (Eds.), Social psychology: Handbook of basic principles (pp. 329–360). Guilford Press
37. Muraven, M. (2010). Building self-control strength: Practicing self-control leads to improved self-control performance. Journal of experimental social psychology, 46(2), 465-468. https://doi.org/10.1016/j.jesp.2009.12.011
38. Muraven, M., Baumeister, R. F., & Tice, D. M. (1999). Longitudinal improvement of self-regulation through practice: Building self-control strength through repeated exercise. The Journal of Social Psychology, 139(4), 446-457. https://doi.org/10.1080/00224549909598404
39. Murdock, N. L. (2012). Psikolojik danışma ve psikoterapi kuramları. (Çev. F. Akkoyun). Nobel Akademik Yayıncılık.
40. Proudlock, S., & Wellman, N. (2011). Solution-focused groups. Counselling Psychology Review, 26 (3), 45-54.
41. Rachlin, H. (1974). Self-control. Behaviorism, 2(1), 94-107. https://www.jstor.org/stable/27758811
42. Rachlin, H. (1995). Self-control: Beyond commitment. Behavioral and Brain Sciences, 18(1), 109-121. https://doi.org/10.1017/S0140525X00037602
43. Rachlin, H. (2000). The science of self-control. Harvard University Press.
44. Rehm, L. P., Kaslow, N. J., & Rabin, A. S. (1987). Cognitive and behavioral targets in a self-control therapy program for depression. Journal of Consulting and Clinical Psychology, 55(1), 60-67. DOI: 10.1037//0022-006x.55.1.60
45. Rosenbaum, M. (1980). A schedule for assessing self-control behaviors: Preliminary findings. Behavior Therapy, 11(1), 109-121. https://doi.org/10.1016/S0005-7894(80)80040-2
46. Saadatzaade, R. & Khalili, S. (2012). Effects of solution-focused group counseling on student's self-regulation and academic achievement. International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), 3(3), 780-787.
47. Sağar, M. E. (2021a). Predictive role of cognitive flexibility and self-control on social media addiction in university students. International Education Studies, 14(4), 1-10. https://doi.org/10.5539/ies.v14n4p1
48. Sağar, M. E. (2021b). Emotion regulation skills and self-control as predictors of resilience in teachers candidates. International Education Studies, 14(6), 103-111. https://doi.org/10.5539/ies.v14n6p103
49. Sağar, M. E. (2021c). Intervention for social anxiety among university students with a solution-focused group counseling program. International Journal of Progressive Education, 17(3), 316-326. https://doi.org/10.29329/ijpe.2021.346.20
50. Sağar, M. E. (2022a). The effect of solution-focused group counseling on the resilience of university students. E-International Journal of Educational Research, 13(1), 103-117. https://doi.org/10.19160/e-ijer.1034931.
51. Sağar, M. E. (2022b). Çözüm odaklı grupla psikolojik danışmanın üniversite öğrencilerinin problemlerini azaltmadaki etkisi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, (64), 1-23. https://doi.org/10.21764/maeuefd.1114671
52. Sağar, M. E., Ateş, B. (2023). Effectiveness of solution-focused approach on emotion regulation skills. International Innovative Education Researcher, 3(1), 123-144. http://dx.doi.org/10.29228/iedres.63091
53. Sağar, M. E., & Özabacı, N. (2022). Investigating the effectiveness of solution-focused group counselling and group guidance programs to promote healthy internet use of university students. African Educational Research Journal, 10(1), 14-27. https://doi.org/10.30918/AERJ.101.21.156
54. Saidaei Gol-Sefidi, Z., & Poorseyed Aghaei, Z. S. (2022). The Effect of Solution-focused Therapy on Interpersonal Emotion Regulation and Self-control of Elementary School Students. Quarterly Journal of Child Mental Health, 9(3), 93-105. http://childmentalhealth.ir/article-1-1278-en.html
55. Simon, J., & Berg, I. K. (1997). Solution-focused brief therapy with long-term problems. Directions in Rehabilitation Counseling, 10, 117-127.
56. Spilsbury, G. (2012). Solution-focused brief therapy for depression and alcohol dependence: A case study. Clinical Case Studies, 11(4), 263-275. https://doi.org/10.1177/1534650112450506
57. Tangney, J. P., Baumeister, R. F., & Boone, A. L. (2004). High self‐control predicts good adjustment, less pathology, better grades, and interpersonal success. Journal of Personality, 72(2), 271-324. https://doi.org/10.1111/j.0022-3506.2004.00263.x
58. Terni, P. (2014). Finding what works, works; but doing ıt requires self-control: an evaluation of a solution-focused online ıntervention to ıncrease goal striving. Master of Applied Positive Psychology (MAPP) Capstone Projects. 54, 1-56. https://repository.upenn.edu/mapp_capstone/54
59. Zeidi, I. M., Divsalar, S., Morshedi, H., & Alizadeh, H. (2020). The effectiveness of group cognitive-behavioral therapy on general self-efficacy, self-control, and internet addiction prevalence among medical university students. Social Health and Behavior, 3(3), 93-102. DOI: 10.4103/SHB.SHB_20_20
60. Zhang, Z., Ling, H. E., & Shi, Z. (2017). A randomized controlled trial of solution-focused brief group counseling on procrastination in graduate students. Chinese Mental Health Journal, 31(1), 7-12. https://doi.org/10.3969/j.issn.1000-6729.2017.01.002