Merhamet Temelli Eğitim Programının Öğrencilerin Merhamet Düzeyleri ve Yaşam Doyumları Üzerindeki Etkisi

Abstract

Pozitif psikoloji alanında önemli bir yapı olan merhamet, olumlu bir duygu olduğu kadar önemli bir insani güç olarak da kabul edilmektedir. Merhamet, başkalarının ya da bireyin kendisinin hissettiği sıkıntı ve acıların farkında olmak ve bu sorunları hafifletmek için harekete geçmeye istekli olmak anlamına gelir. Bu çalışmada, Merhamet Temelli Eğitim Programı'nın (MTEP) ortaokul öğrencilerinin merhamet ve yaşam doyumu düzeyleri üzerindeki etkileri incelenmiştir. Ön-test, son-test, izleme testi, kontrol ve plasebo gruplarını içeren deneysel bir tasarım izlenmiştir. Deney grubunda 13, plasebo grubunda 12 ve kontrol grubunda 12 ergen yer almıştır. MTEP sadece deney grubuna uygulanmıştır. Merhamet eğitimi ile ilgili olmayan, ancak ortaokul öğrencilerinin eğitsel ve mesleki gelişimlerine katkıda bulunması makul görülen etkinlikler plasebo grubu ile gerçekleştirilmiş; kontrol grubuna ise herhangi bir müdahalede bulunulmamıştır. Veri toplama aracı olarak Çocuklar İçin Merhamet Ölçeği ve Çok Boyutlu Öğrenci Yaşam Doyumu Ölçeği'nin kullanılmıştır. Analiz sonuçları, deney grubunun Merhamet Ölçeği ön-test ve son-test puanları ile aynı grubun ön-test ve izleme testi puanları arasında anlamlı farklılıklar olduğunu ve her iki durumda da son-test puanlarının daha yüksek olduğunu göstermiştir. Deney grubunun Yaşam Doyumu Ölçeği son test puanları da ön test puanlarından anlamlı derecede yüksektir. Ancak, aynı grubun Yaşam Doyumu Ölçeği ön test ve izleme testi puanları arasındaki fark anlamlı değildir. Sonuç olarak çalışmanın bulguları alanyazın ışığında tartışılarak öneriler sunulmuştur.

Keywords

• merhamet
• merhamet-temelli eğitim programı
• yaşam doyumu
• ortaokul öğrencileri

Effects of Compassion-Based Education Program on Students’ Compassion Levels and Life Satisfaction

Abstract

A key construct in the field of positive psychology, compassion is considered a positive emotion as well as an important human strength. It refers to being cognizant of the troubles and pain felt by others or the individual him- or herself, and being willing to take action to relieve those problems. This study examined the effects of a Compassion-Based Education Program (CBEP) on secondary-school students’ compassion and life-satisfaction levels. It adopted an experimental design that included a pre-test, post-test, and follow-up test, with control and placebo groups. There were 13 adolescents in the experimental group, 12 in the placebo group, and 12 in the control group. The researchers’ CBEP was implemented in the experimental group only. Activities not related to compassion education, but which could reasonably be expected to contribute to secondary-school students’ educational and future professional development, were carried out with the placebo group, and no intervention took place in the control group. Nas and Sak’s Compassion Scale (CS) and Çivitçi’s Turkish-language version of Huebner’s Multidimensional Students’ Life Satisfaction Scale (MSLSS) were used as data-collection tools. The analysis results indicated that there were significant differences between the experimental group’s CS pre-test and post-test scores, and between the same group’s pre-test and follow-up test scores, with the latter being higher in each case. The experimental group’s MSLSS post-test scores were also significantly higher than their pre-test scores. However, the difference between the same group’s pre-test and follow-up test scores on the MSLSS was non-significant. Likewise, there was no significant difference between the MSLSS post-test and follow-up test scores of any of the three groups.

Keywords

• compassion
• compassion-based education program
• life satisfaction
• secondary-school students

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