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

Year 2025, Volume: 15 Issue: 2, 722 - 749, 27.06.2025

Eşref Nas , Ramazan Sak

https://doi.org/10.18039/ajesi.1553337

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

Ethical Statement

İnsan katılımcıları içeren çalışmalar için tüm prosedürler, kurumsal ve/veya ulusal araştırma komitesinin etik standartlarına ve 1964 Helsinki Bildirgesi ve sonraki değişikliklerine ve benzer etik standartlara uygun olarak gerçekleştirilmiştir. Van Yüzüncü Yıl Üniversitesi (Türkiye) Etik Kurulu çalışmayı onaylamıştır (Onay Numarası: 85157263-604.01.02-E.95161).

References

• Aktaş, Z. & Bozdoğan, A.E. (2016). The effects of activities integrated with the science subject ‘human and environment unit’ on secondary school students’ acquisition of mercy value. Journal of Values Education, 14(32), 39-57.
• Alcaraz-Cordoba, A., Ruiz-Fernandez, M. D., Ibanez-Masero, O., Miranda, M. I. V., Garcia-Navarro, E. B., & Ortega-Galán, Á. M. (2024). The efficacy of compassion training programmes for healthcare professionals: a systematic review and meta-analysis. Current Psychology, 1-18. https://doi.org/10.1007/s12144-024-05618-0
• Aledeh, M., Sokan-Adeaga, A. A., Adam, H., Aledeh, S., & Kotera, Y. (2024). Suggesting self-compassion training in schools to stop cyberbullying: A narrative review. Discover Psychology, 4(1), 1. https://doi.org/10.1007/s44202-023-00110-5 Allen, A.B., Goldwasser, E.R. & Leary, M.R. (2012). Self-compassion and well-being among older adults. Self and Identity, 11(4), 428–453. https://doi.org/10.1080/15298868.2011.595082
• Appleton, S. & Song, L. (2008). Life satisfaction in urban China: Components and determinants. World Development, 36(11), 2325–2340. https://doi.org/10.1016/j.worlddev.2008.04.009
• Asandaş, N. & Hacıcafereoğlu, S. (2021). During the coronavirus (covid-19) period distance education process. Mustafa Kemal University Journal of the Faculty of Education, 5(7), 213-223.
• Atalay, Z. (2018). Mindfulness: Şimdi ve burada-bilinçli farkındalık. Psikonet publication.
• Avşaroğlu, S. & Güleş, E. (2019). Investigation of life satisfaction of the parents who have children with special needs in terms of their compassion and self-understanding levels. Kastamonu Education Journal, 27(1), 365-376. https://doi.org/10.24106/kefdergi.2960
• Avşaroğlu, S. (2019). The effect of the compassion education program on compassion levels of university students. MANAS Journal of Social Studies, 8(3), 2484-2500.
• Baldry, A.C. & Farrington, D.P. (1999). Brief Report: Types of bullying among Italian school children. Journal of Adolescence, 22(3), 423–426. https://doi.org/10.1006/jado.1999.0234
• Beato, A.F., da Costa, L.P. & Nogueira, R. (2021). “Everything is gonna be alright with me”: The role of self-compassion, affect, and coping in negative emotional symptoms during coronavirus quarantine. International Journal Environmental Research and Public Health, 18, 1-17. https://doi.org/10.3390/ijerph18042017
• Beaumont. E. & Hollins Martin, C. J. (2015). A narrative review exploring the effectiveness of Compassion-Focused Therapy. Counselling Psychology Review. (The British Psychological Society). 30(1), 21-32. ISSN 0269-6975
• Bennett-Levy, J., Roxburgh, N., Hibner, L., Bala, S., Edwards, S., Lucre, K.,…& Gilbert, P. (2020). Arts-Based Compassion Skills Training (ABCST): Channelling Compassion Focused Therapy through visual arts for Australia’s Indigenous peoples. Frontiers Psychology, 11, 568561. https://doi.org/10.3389/fpsyg.2020.568561
• Bluth, K., & Eisenlohr-Moul, T. A. (2017). Response to a mindful self-compassion intervention in teens: A within-person association of mindfulness, self-compassion, and emotional well-being outcomes. Journal of Adolescence, 57, 108–118. https://doi.org/10.1016/j.adolescence.2017.04.001
• Büyüköztürk, Ş. (2014). Manual of data analysis for social sciences. Ankara: Pegem Akademi. Cernadas Curotto, P., Halperin, E., Sander, D., & Klimecki, O. (2023). Getting closer: compassion training increases feelings of closeness toward a disliked person. Scientific Reports, 13(1), 18339. https://doi.org/10.1038/s41598-023-45363-1
• Chow, J. C., Mak, W. W., & Auyeung, L. (2023). Brief Compassion Training Reduces Intergroup Psychological Barriers: An Experimental Study. Mindfulness, 14(11), 2716-2727. https://doi.org/10.1007/s12671-023-02230-4
• Cole-King, A. & Gilbert, P. (2011). Compassionate care: The theory and the reality. Journal of Holistic Healthcare, 8(3), 29-37. Conversano, C., Ciacchini, R., Orrù, G., Di Giuseppe, M., Gemignani, A. & Poli, A. (2020). Mindfulness, compassion, and self-compassion among health care professionals: What’s new? A systematic review. Frontiers in Psychology, 11, 1683. https://doi.org/10.3389%2Ffpsyg.2020.01683
• Cosley, B.J., McCoy, S.K., Saslow, L.R. & Epel, E.S. (2010). Is compassion for others stress buffering? Consequences of compassion and social support for physiological reactivity to stress. Journal of Experimental Social Psychology, 46, 816-823. https://doi.org/10.1016/j.jesp.2010.04.008
• Coşkun, İ. (2019). Comparison of 2010 year and 2018 teaching programs of religious culture and moral knowledge in terms of religious education-mercy value example. Marmara University: Unpublished Master Thesis
• Craig, C., Hiskey, S., Royan, L., Poz, R. & Spector, A. (2018). Compassion focused therapy for people with dementia: A feasibility study. International Journal of Geriatric Psychiatry, 1-9. https://doi.org/10.1002/gps.4977
• Crocker, J. & Canevello, A. (2008). Creating and undermining social support in communal relationships: The role of compassionate and self-image goals. Journal of Personality and Social Psychology, 95(3), 555-575. http://dx.doi.org/10.1037/0022-3514.95.3.555
• Curtis, K., Horton, K. & Smith, P. (2012). Student nurse socialisation in compassionate practice: A grounded theory study. Nurse Education Today, 32, 790-795. https://doi.org/10.1016/j.nedt.2012.04.012
• Çeçen, R. (2008). Sense of coherence, family sense of coherence and self esteem in predicting life satisfaction among university students. Journal of Theory and Practice in Education, 4(1), 19-30.
• Çivitci, A. (2007). The adaptation of Multidimensional Students’ Life Satisfaction Scale into Turkish: validity and reliability studies. Eurasian Journal of Education Research, 26, 51-60.
• Çivitci, A. (2009). Life satisfaction in junior high school students: The role of some personal and familial characteristics. Journal of Uludag University Faculty of Education, XXII(1), 29-52.
• Decker, J. T., Brown, J. L. C., Ong, J. & Stiney-Ziskind, C. A. (2015). Mindfulness, compassion fatigue and compassion satisfaction among social work interns. Social Work & Christianity, 42(1), 28-52. ISSN 0737-5778
• Delfabbro, P., Winefield, T., Trainor, S., Dollard, M., Anderson, S., Metzer, J. & Hammarstrom, A. (2006). Peer and teacher bullying/victimization of South Australian secondary school students: Prevalence and psychosocial profiles. British Journal of Educational Psychology, 76(1), 71–90. https://doi.org/10.1348/000709904x24645
• Diener, E. & Lucas, R. E. (2000). Explaining differences in societal levels of happiness: Relative standards, need fulfillment, culture, and evaluation theory. Journal of Happiness Studies, 1(1), 41–78. https://psycnet.apa.org/doi/10.1023/A:1010076127199
• Diener, E. & Seligman, M.E.P. (2002). Very happy people. Psychological Science, 13(1), 81–84. https://doi.org/10.1111/1467-9280.00415
• Diener, E. (1984). Subjective well-being. Psychological Bulletin, 95(3), 542 575. https://doi.org/10.1037/0033-2909.95.3.542
• Diener, E. (2000). Subjective well-being: The science of happiness, and a proposal for a national index. American Psychological Association, 55(1), 34-43. https://psycnet.apa.org/doi/10.1037/0003-066X.55.1.34
• Diener, E., Emmons, R..A., Larsen, R..J. & Griffin, S. (1985). The satisfaction with life scale. Journal of Personality Assessment, 49(1), 71-75. https://doi.org/10.1207/s15327752jpa4901_13
• Dinç, M. (2020). Our psychological resilience in a time of coronavirus. (Ed. K. Sayar). Age of Anxiety – Mental Health in Times of Pandemic. Kapi publication.
• Direktör, C. (2021). Covid-19 pandemic and child psychology. Current Approaches in Psychiatry, 13(4), 739-750.
• Durmuş, E. & Gürgan, U. (2005). The violence and aggression tendencies of high school students. The Journal of Turkish Educational Sciences, 3(3), 253-269.
• Ender Sarıçalı, Z. (2020). The effect of emotion regulation program on early adolescents’ emotion regulation strategies. Anadolu University: Unpublished Doctoral Thesis
• Erdoğan, B. (2017). Investigation on the relationship between happeness and holiday in adults. Üsküdar University: Unpublished Master Thesis
• Eryılmaz, A. & Şiraz, M.F. (2019). The relationship between coping for pessimism activated events-situations and adolescent subjective well-being in the context of covid-19. Istanbul Ticaret University Journal of Social Sciences, 37, 292-303.
• Espín, A.M., Moreno-Herrero, D., Sánchez-Campillo, J. & Rodríguez Martín, J.A. (2018). Do envy and compassion pave the way to unhappiness? Social preferences and life satisfaction in a Spanish city. Journal of Happiness Studies, 19(2), 443-469. https://psycnet.apa.org/doi/10.1007/s10902-016-9828-8
• Figley, C. R. (2002). Compassion fatigue: psychotherapists' chronic lack of self care. Journal of Clinical Psychology, 58(11), 1433-1441. DOI: 10.1002/jclp.10090
• Finlay-Jones, A. L., Parkinson, A., Sirois, F., Perry, Y., Boyes, M., & Rees, C. S. (2023). Web-Based Self-Compassion Training to Improve the Well-Being of Youth With Chronic Medical Conditions: Randomized Controlled Trial. Journal of Medical Internet Research, 25, e44016. https://doi.org/10.2196/44016
• Flanagan, J.C. (1978). A research approach to improving our quality of life. American Psychologist, 33(2), 138–147. https://psycnet.apa.org/doi/10.1037/0003-066X.33.2.138
• Gates, T.G., Ross, D., Bennett, B. & Jonathan, K. (2021). Teaching mental health and well-being online in a crisis: Fostering love and self-compassion in clinical social education. Clinical Social Work Journal. https://doi.org/10.1007/s10615-021-00786-z
• Germer, C.K. (2018). The mindful path to self-compassion. Diyojen publication.
• Gilbert, P. & Choden. (2014). Mindful compassion. New Harbinger publication.
• Gilbert, P. (2009a). Introducing compassion-focused therapy. Advances in Psychiatric Treatment, 15, 199-208.
• Gilbert, P. (2009b). The nature and basis for compassion focused therapy. Hellenic Journal of Psychology, 6, 273-291.
• Gilbert, P. (2014). The origins and nature of compassion focused therapy. British Journal of Clinical Psychology, 53, 6–41. https://doi.org/10.1111/bjc.12043
• Gilman, R. & Huebner, S. (2003). A review of life satisfaction research with children and adolescents. School Psychology Quarterly, 18(2), 192–205. https://psycnet.apa.org/doi/10.1521/scpq.18.2.192.21858
• Goad, E.J. & Parker, K. (2020). Compassion-focused therapy groups for people with intellectual disabilities: An extended pilot study. Journal of Intellectual Disabilities, 1-19. https://doi.org/10.1177/1744629520925953
• Goetz, J.L., Keltner, D. & Simon-Thomas, E. (2010). Compassion: An evolutionary analysis and empirical review. Psychological Bulletin, 136(3), 351-374. https://doi.org/10.1037%2Fa0018807
• Goldin, P. & Jazaieri, H. (2017). The compassion cultivation training (cct) program. In Seppälä, E.M., Simon-Thomas, E., Brown, S.L., Worline, M.C., Cameron, D.C., & Doty, J.R. (Eds.). Oxford Handbooks Online. Doi: 10.1093/oxfordhb/9780190464684.013.18
• Gül, T. (2019). Education of compassion for 4-6 years children. Necmettin Erbakan University: Unpublished Master Thesis Haj Sadeghi, Z., Yazdi-Ravandi, S. & Pirnia, B. (2018). Compassion-focused therapy on levels of anxiety and depression among women with breast cancer: A randomized pilot trial. Int J Cancer Manag. 11(11), 1-6. https://doi.org/10.5812/ijcm.67019
• Hefferon, K. & Boniwell, I. (2014). Positive psychology theory, research and applications. (Translation ed. T. Doğan). Nobel Akademik publication.
• Heppner, P.P., Wampold, B. E., & Kivlighan, D. M. (2013). Researh design in counseling. (Translation ed. D. M. Siyez). Mentis publication.
• Hollis-Walker, L. & Colosimo, K. (2011). Mindfulness, self-compassion, and happiness in non-meditators: A theoretical and empirical examination. Personality and Individual Differences, 50, 222–227. https://doi.org/10.1016/j.paid.2010.09.033
• Homan, K. J. (2016). Self-compassion and psychological well-being in older adults. Journal of Adult Development, 23(2), 111–119. doi: 10.1007/s10804-016-9227-8
• Houston, E. (2019). Cultivating compassion through training. https://positivepsychology.com/compassion-training/ Retrieved from: 02.10.2019.
• Hökelekli, H. (2013). Values psychology and education in family, school and society. Timaş publication.
• Huebner, E.S. (1991). Initial development of the Student’s Life Satisfaction Scale. School Psychology International, 12(3), 231–240. https://psycnet.apa.org/doi/10.1177/0143034391123010
• Huebner, E.S. (1994). Preliminary development and validation of a multidimensional life satisfaction scale for children. Psychological Assessment, 6(2), 149–158. https://psycnet.apa.org/doi/10.1037/1040-3590.6.2.149
• Jack, R., & Oster, E. (2023). COVID-19, school closures, and outcomes. Journal of Economic Perspectives, 37(4), 51-70. https://doi.org/10.1257/jep.37.4.51
• Jaiswal, S., Purpura, S. R., Manchanda, J. K., Nan, J., Azeez, N., Ramanathan, D., & Mishra, J. (2024). Design and Implementation of a Brief Digital Mindfulness and Compassion Training App for Health Care Professionals: Cluster Randomized Controlled Trial. JMIR Mental Health, 11, e49467. https://doi.org/10.2196/49467
• Jazaieri, H. (2018). Compassionate Education from preschool to graduate school: bringing a culture of compassion into the classroom. Journal of Researh in Innovative Teaching & Learning, 11(1), 22-66. https://doi.org/10.1108/JRIT-08-2017-0017
• Jazaieri, H., Jinpa, T.L., McGonigal, K., Rosenberg, E., Finkelstein, J., Simon-Thomas, E., Cullen, M., Doty, J. R., Gross, J. J. & Goldin, P. R. (2013). Enhancing compassion: A randomized controlled trial of a compassion cultivation training program. Journal of Happiness Studies, 14, 1113–1126. Doi: 10.1007/s10902-012-9373-z.
• Jazaieri, H., McGonigal, K., Jinpa, T., Doty, J.R., Gross, J.J. & Goldin, P.R. (2014). A randomized controlled trial of compassion cultivation training: Effects on mindfulness, affect, and emotion regulation. Motivation and Emotion, 38(1), 23-35. https://psycnet.apa.org/doi/10.1007/s11031-013-9368-z
• Jazaieri, H., McGonigal, K.M., Lee, I.A., Jinpa, T., Doty, J.R., Gross, ,J.J. & Goldin, P.R. (2018). Altering the trajectory of affect and affect regulation: The impact of compassion training. Mindfulness, 9(1), 283-293. https://psycnet.apa.org/doi/10.1007/s12671-017-0773-3
• Kabasakal, Z. & Uz Baş, A. (2013). Problem solving skills of teacher candidates predicting of life satisfaction. Journal of Research in Education and Teaching, 2(1), 27-35.
• Kabat-Zinn, J. (2019). Yeni başlayanlar için farkındalık. (Trans. S.Sevinç Tezcan). Pegasus publication.
• Kaplan, E. (2021). Education and student psychology in the pandemic period. Lakes Region Monthly Journal of Economy and Culture, 8(96), 29-32.
• Kaplan, V., Kürümlüoğlugil, R. & Bütün, B. (2021). The effect of the quarantine process due to the covid-19 pandemic on adolescents' future expectations and anxiety levels. Journal of Child and Development (J-CAD), 4(7), 12-23.
• Karagöz, İ. (2020). Allah, man and compassion. DİB publication.
• Kavaklı, M., Ak, M., Uğuz, F. & Türkmen, O.O. (2020). The mediating role of self-compassion in the relationship between perceived Covid-19 threat and death anxiety. Turkish Journal of Clinical Psychiatry, 23.
• Kemeny, M.E., Foltz, C., Cavanagh, J.F., Cullen, M., Giese-Davis, J., Jennings, P., Rosenberg, E.L., Gillath, O., Shaver, P.R., Wallace, B.A. & Ekman, P. (2012). Contemplative/emotion training reduces negative emotional behavior and promotes prosocial responses. Emotion, 12(2), 338-350. https://doi.org/10.1037/a0026118
• Keser, A. (2005). Job satisfaction and life satisfaction relationship: An application in the automotive industry. Journal of Work and Society, 4, 77-96.
• Kıral, B. & Başdağ, S. (2017). Classroom teachers’ opinions about compassion education. Trakya University Journal of Education Faculty, 8(1), 80-96.
• Kim, C. & Ko, H. (2018). The impact of self-compassion on mental health, sleep, quality of life and life satisfaction among older adults. Geriatric Nursing, 39, 623-628. https://doi.org/10.1016/j.gerinurse.2018.06.005
• Kim, J. J., Sherwell, C., Parker, S. L., & Kirby, J. N. (2024). Compassion training influences heart-rate variability within severe depression. Journal of Affective Disorders Reports, 16, 100760. https://doi.org/10.1016/j.jadr.2024.100760
• Kirby, J. N. (2017). Compassion interventions: The programmes, the evidence, and implications for research and practice. Psychology and Pychotherapy: Theory, Research and Practice, 90, 432-455.
• Kishimoto, S., Watanabe, N., Yamamoto, Y., Imai, T., Aida, R., Germer, C., ... & Furukawa, T. A. (2023). Efficacy of integrated online mindfulness and self-compassion training for adults with atopic dermatitis: A randomized clinical trial. JAMA dermatology, 159(6), 628-636. https://doi.org/10.1001/jamadermatol.2023.0975
• Ko, C. M., Grace, F., Chavez, G.N., Grimleya, S.J., Dalrymple, E.R. & Olson, L.E. (2018). Effect of seminar on compassion on student self-compassion, mindfulness and well-being: A randomized controlled trial. Journal of American College Health. https://psycnet.apa.org/doi/10.1080/07448481.2018.1431913
• Küçükaydın, Z. (2015). A study on mercy education in science and technology lessons. Giresun University: Unpublished Master Thesis
• Lacson, D.A.G. & Agnes, M.C.A. (2021). The effects of Development of Compassion (DOC) intervention program on compassion fatigue and compassion satisfaction of medical interns. North American Journal of Psychology, 23(2), 209-224.
• Leiberg, S., Klimecki, O. & Singer, T. (2011). Short-term compassion training ıncreases prosocial behavior in a newly developed prosocial game. PLoS ONE, 6(3), 1-10. https://doi.org/10.1371/journal.pone.0017798
• Li, G., Hilgenfeld, R., Whitley, R., & De Clercq, E. (2023). Therapeutic strategies for COVID-19: progress and lessons learned. Nature Reviews Drug Discovery, 22(6), 449-475. https://doi.org/10.1038/s41573-023-00672-y
• Malaktaris, A., Lang, A.J., Casmar, P., Baca, S., Hurst, S., Jeste, D.V. & Palmer, B.W. (2020). Pilot study of compassion meditation training to ımprove well-being among older adults. Clinical Gerontologist. https://doi.org/10.1080%2F07317115.2020.1839826
• Mantelou, A. & Karakasidou, E. (2019). The role of compassion for self and others, compassion fatigue and subjective happiness on levels of well-being of mental health professionals. Psychology, 10, 285-304. https://doi.org/10.4236/psych.2019.103021
• Maratos, F.A., Montague, J., Ashra, H., Welford, M., Wood, W., Barnes, C., Sheffield, D. & Gilbert, P. (2019). Evaluation of a compassionate mind training intervention with school teachers and support staff. Mindfulness, 10, 2245-2258. https://doi.org/10.1007/s12671-019-01185-9
• Martinez, R.C.K. (2020). Compassion as caring in crisis: Reflections of an educator. Journal of Health and Caring Sciences, 2(1), 1-3. https://doi.org/10.37719/jhcs.2020.v2i1.e001
• McClelland, L.E., Gabriel, A.S. & DePuccio, M.T. (2018). Compassion practices, nurse well-being, and ambulatory patient experience ratings. Medical Care, 56(1), 4-10.
• Ministry of Internal Affairs. (2021). https://www.icisleri.gov.tr/81-il-valiligine-tam-kapanma-tedbirleri-genelgesi-gonderildi. Current access date: 24.06.2021.
• Nas, E. & Sak, R. (2020). Compassion and compassion-focused therapy. Celal Bayar University Journal of Social Sciences, 18(1), 64-84. https://doi.org/10.18026/cbayarsos.525744
• Nas, E. & Sak, R. (2021). A new compassion scale for children and its psychometric properties. Child Psychiatry & Human Development, 52(3), 477-487. https://doi.org/10.1007/s10578-020-01034-0
• Neff, K. D., & Germer, C. K. (2013). A pilot study and randomized controlled trial of the mindful self‐compassion program. Journal of Clinical Psychology, 69(1), 28–44. https://doi.org/10.1002/jclp.21923
• Neff, K.D. & McGehee, P. (2010). Self-compassion and psychological resilience among adolescents and young adults. Self and Identity, 9(3), 225-240. http://dx.doi.org/10.1080/15298860902979307
• Neff, K.D. (2003a). The development of validation of a scale to measure self-compassion. Self and Identity, 2(3), 223-250. https://doi.org/10.1080/15298860309027
• Neff, K.D. (2003b). Self-compassion: An alternative conceptualization of a healthy attitude toward oneself. Self and Identity, 2(2), 85–101. https://doi.org/10.1080/15298860309032
• Neff, K.D. (2009). The role of self-compassion in development: A healthier way to relate to oneself. Human Development, 52(4), 211–214. https://doi.org/10.1159%2F000215071
• Neff, K.D. (2016). The self-compassion scale is a valid and theoretically coherent measure of self-compassion. Mindfulness, 7, 264-274. https://doi.org/10.1007/s12671-015-0479-3
• Neugarten, B.L., Havighurst, R.J. & Tobin, S.S. (1961). The measurement of life satisfaction. Journal of Gerontology, 16(2), 134–143. https://psycnet.apa.org/doi/10.1093/geronj/16.2.134
• Neville, T.H. (2020). Covıd-19: A time for creative compassion. Journal of Palliative Medicine, XX(XX). https://doi.org/10.1089/jpm.2020.0242
• Orpinas, P., Parcel, G.S., Mcalister, A. & Frankowski, R. (1995). Violence prevention in middle schools: A pilot evaluation. Journal of Adolescent Health, 17(6), 360–371. https://doi.org/10.1016/1054-139X(95)00194-W
• Ozawa-de Silva, B. & Dodson-Lavelle, B. (2011). An Education of heart and mind: Practical and theoretical issues in teaching cognitive-based compassion training to children. Practical Matters, 4, 1-28.
• Pace, T. W. W., Negi, L. T., Dodson-Lavelle, B., Ozawa-de Silva, B., Reddy, S. D., Cole, S. P., Danese, A., Craighead, L. W. & Raison, C. L. (2013). Engagement with cognitively-based compassion training is associated with reduced salivery c-reactive protein from before to after training in foster care program adolescents. Psychoneuroendocrinology, 38, 294-299. Http://dx.doi.org/10.1016/j.psyneuen.2012.05.019
• Pavot, W. & Diener, E. (1993). Review of the satisfaction with life scale. Psychological Assessment, 5(2), 164–172. https://psycnet.apa.org/doi/10.1037/1040-3590.5.2.164
• Peterson, A. (2017). Compassion and education. London: Palgrave Macmillan. ISBN 978-1-137-54837-5
• Petrocchi, N., Ottaviani, C., Cheli, S., Matos, M., Baldi, B., Basran, J. K., & Gilbert, P. (2024). The impact of compassion-focused therapy on positive and negative mental health outcomes: Results of a series of meta-analyses. Clinical Psychology: Science and Practice, 31(2), 230. https://doi.org/10.1037/cps0000193
• Pommier, E.A. (2010). The compassion scale. The Graduate School of the University of Texas at Austin: Unpublished doctoral thesis.
• Proctor, C.L., Linley, P.A. & Maltby, J. (2009). Youth life satisfaction: A review of the literature. Journal of Happiness Studies, 10(5), 583–630. https://doi.org/10.1007/s10902-008-9110-9
• Reddy, S.D., Negi, L.T., Dodson-Lavelle, B., Ozawa-de Silva, B., Pace, T.W.W., Cole, S.P., Raison, C.L. & Craighead, L.W. (2013). Cognitive-based compassion training: A promising prevention strategy for at-risk adolescents. J Child Fam Stud, 22, 219-230. https://psycnet.apa.org/doi/10.1007/s10826-012-9571-7
• Rodríguez-Martínez, C., Alvarez-Solano, J., Pérez-Galavís, A. D., & Ron, M. (2023, December). Distance education during the COVID-19 pandemic: experience at a public university. In Seminars in Medical Writing and Education (Vol. 2, pp. 32-32). https://doi.org/10.56294/mw202332
• Ryan, R.M. & Deci, E.L. (2001). On happiness and human potantials: A review of research on hedonic and eudaimonic well-being. Annual Review of Psychology, 52, 141-166. https://doi.org/10.1146/annurev.psych.52.1.141
• Salazar, L.R. (2015). Exploring the relationship between compassinon, closeness, trust, and social support in same-sex friendships. The Journal of Happiness ve Well-Being, 3(1), 15-29.
• Salazar, L.R. (2016). The relationship between compassion, interpersonal communication apprehension, narcissism and verbal aggressiveness. The Journal of Happiness & Well-Being, 4(1), 1-14.
• Sayar, K. & Manisalıgil, A. (2016). The compassion revolution. Timaş publication.
• Sayar, K. (2020). What is the epidemic teaching us? (Ed: K. Sayar). Age of Anxiety – Mental Health in Times of Pandemic. Kapi publication.
• Scarlet, J., Altmeyer, N., Knier, S. & Harpin, R.E. (2017). The effects of Compassion Cultivation Training (CCT) on health-care workers. Clinical Psychologist, 21, 116-124. https://psycnet.apa.org/doi/10.1111/cp.12130
• Schopenhauer, A. (2017). Compassion. (Translator. Z. Kocatürk). Dergâh publication.
• Shin, D.C. & Johnson, D.M. (1978). Avowed happiness as an overall assessment of the quality of life. Social Indicators Research, 5(1-4), 475–492. https://doi.org/10.1007/BF00352944
• Sonis, J., Kennedy, M., Aaronson, E., Baugh, J., Raja, A., Yun, B. & White, B. (2020). Humanism in the age of Covıd-19: Renewing focus on communication and compassion. Western Journal of Emergency Medicine, 21(3), 499-502. https://doi.org/10.5811/westjem.2020.4.47596
• Soylu, Y. & Kabasakal, Z. (2016). An investigation of married women’s life satisfaction related to marital satisfaction and working conditions. Journal of Research in Education and Teaching, 5(4), 215-221.
• Spencer, G.A. & Bryant, S.A. (2000). Dating violence: A comparison of rural, suburban, and urban teens. Journal of Adolescent Health, 27(5), 302–305. d https://doi.org/10.1016/s1054-139x(00)00125-7
• Sprecher, S. & Fehr, B. (2005). Compassionate love for close others and humanity. Journal of Social and Personal Relationships, 22, 629-652. https://doi.org/10.1177/0265407505056439
• Stamm, B. H. (2002). Measuring compassion satisfaction as well as fatigue: Developmental history of the compassion satisfaction and fatigue test. In: Figley, C.R. (Ed.) Treating Compassion Fatigue (pp. 107–119). Brunner-Routledge publication.
• Stamm, B. H. (2005). The ProQOL Manual: The Professional Quality of Life Scale. http://compassionfatigue.org/pages/ProQOLManualOct05.pdf Retrieved from: 24.06.2021.
• Stamm, B. H. (2010). The Concise ProQOL Manual. Pocatello, ID: ProQOL.org
• Şahin, A. (2019). The relationship between mindfulness and life satisfaction & well-being among university students. Uskudar University Journal of Social Sciences, 8, 151-176.
• Şahin, Ş. (2008). The burnout and satisfaction with life levels of physical education teachers. Mersin University: Unpublished Master Thesis
• Tarhan, N. (2017). Psychology of emotions and emotional intelligence. Timaş publication.
• Teale Sapach, M. J., & Carleton, R. N. (2023). Self-compassion training for individuals with social anxiety disorder: a preliminary randomized controlled trial. Cognitive Behaviour Therapy, 52(1), 18-37. https://doi.org/10.1080/16506073.2022.2130820
• Tuzgöl Dost, M. (2007). Examining life satisfaction levels of university students in terms of some variables. Pamukkale University Journal of Education, 22(2), 132-143.
• Türkçapar, H. (2020). Covid-19 anxiety and trauma. (Ed: K. Sayar). Age of Anxiety – Mental Health in Times of Pandemic. Kapi publication.
• Veenhoven, R. (1988). The utility of happiness. Social Indicators Research, 20(4), 333–354. https://doi.org/10.1007/BF00302332
• Vivino, B.L., Thomson, B.J., Hill, C.E. & Ladany, N. (2009). Compassion in psychotherapy: The perspective of therapists nominated as compassionate. Psychotherapy Research, 19(2), 157-171. https://doi.org/10.1080/10503300802430681
• Vrabel, K. R., Waller, G., Goss, K., Wampold, B., Kopland, M., & Hoffart, A. (2024). Cognitive behavioral therapy versus compassion focused therapy for adult patients with eating disorders with and without childhood trauma: A randomized controlled trial in an intensive treatment setting. Behaviour Research and Therapy, 174, 104480. https://doi.org/10.1016/j.brat.2024.104480
• Wallmark, E., Safarzadeh, K., Daukantaitė, D. & Maddux, R.E. (2012). Promoting altruism through meditation: An 8-week randomized controlled pilot study. Mindfulness, 4(3), 223–234. https://doi.org/10.1007/s12671-012-0115-4
• Wear, D. & Zarconi, J. (2007). Can compassion be taught? Let’s ask our students. Society of General Internal Medicine, 23(7), 948-953. https://doi.org/10.1007/s11606-007-0501-0
• Williams, C.R. (2008). Compassion, suffering and the self a moral psychology of social justice. Current Sociology, 56(1), 5-24. https://doi.org/10.1177/0011392107084376
• Xie, Q., Riordan, K. M., Baldwin, S. A., Simonsson, O., Hirshberg, M. J., Dahl, C. J., ... & Goldberg, S. B. (2024). Is informal practice associated with outcomes in loving-kindness and compassion training? Evidence from pre-post and daily diary assessments. Behaviour Research and Therapy, 177, 104537. https://doi.org/10.1016/j.brat.2024.104537
• Yalvaç Arıcı, H. (2014). Değer sandığı - Okulda değerler eğitimi materyalleri – Merhamet (Şefkat). (Edit.: Mehmet Zeki Aydın). Nobel Akademik publication.
• Yang, Y., Zhang, M. & Kou, Y. (2016). Self-compassion and life satisfaction: The mediating role of hope. Personality and Individual Differences, 98, 91-95. http://dx.doi.org/10.1016/j.paid.2016.03.086
• Yang, Z., Tse, M. M. Y., Huang, H., Fang, H., Chung, J. W. Y., Chong, D. Y. K., & Wong, T. K. S. (2024). Evaluating the feasibility and preliminary effects of an online compassion training program for nursing students: A pilot randomized controlled trial. International Journal of Nursing Sciences, 11(4), 421-428. https://doi.org/10.1016/j.ijnss.2024.08.007
• Yardım, M. & Karakuş, Ş. (2015). Relationships between organizational change perception, uncertainty and life satisfaction. (Ed.: S. Doğan). Life Satisfaction – Selected Topics. Nobel Akademik.
• Yardım, M. & Karakuş, Ş. (2015). Relationships between organizational change perception, uncertainty and life satisfaction. (Ed.: S. Doğan). Life Satisfaction – Selected Topics. Nobel Akademik.
• Yela, J.R., Gómez-Martínez, M.A., Crego, A. & Jiménez, L. (2019). Effects of the mindful self-compassion programme on clinical and health psychology trainees' well-being: A pilot study. Clinical Psychologist, 1–14. https://doi.org/10.1111/cp.12204
• Zacher, H. & Rudolph, C.W. (2021). Individual differences and changes in subjective wellbeing during the early stages of the COVID-19 pandemic. American Psychologist, 76(1), 50-62. http://dx.doi.org/10.1037/amp0000702
• Zessin, U., Dickhäuser, O. & Garbade, S. (2015). The relationship between self-compassion and well-being: A meta-analysis. Applied Psychology: Health and Well-Being, 7(3), 340–364. https://doi.org/10.1111/aphw.12051