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Year 2020, Volume: 5 Issue: 2, 26 - 39, 30.12.2020

Bünyamin Ateş

https://doi.org/10.32568/jfce.817517
Cited By: 3

Abstract

References

  • Altundağ, Y., & Bulut, S. (2019). The effect of solution-focused brief counseling on reducing test anxiety. Avances en Psicología Latinoamericana, 37(1), 1-11. DOI: http://dx.doi.org/10.12804/revistas.urosario.edu.co/apl/a.6270.
  • Arslan, N., & Akın, A. (2016). Çözüm odaklı kısa süreli grupla psikolojik danışmanın lise öğrencilerinin akran zorbalığına etkisi. Sakarya University Journal of Education, 6(1), 72-84. DOI: http://dx.doi.org/10.19126/suje.62580.
  • Ateş, B. (2015). Üniversite öğrencilerinin güvengenlik becerileri üzerinde çözüm odaklı grupla psikolojik danışmanın etkisi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 11(3), 832-841. DOI: 10.17860/efd.84626.
  • 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. DOI: 10.11114/jets.v4i4.1254.
  • 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. DOI: 10.11114/jets.v4i7.1443.
  • 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. DOI: 10.17679/inuefd.306513.
  • Ateş, B. (2018). Çözüm odaklı kısa süreli psikolojik danışma, kuram ve uygulama (4. Baskı). Ankara: Vizetek Yayıncılık.
  • Ben-Zur, H. (2003). Happy adolescents: The link between subjective well-being, internal resources, and parental factors. Journal of Youth and Adolescence, 32(2), 67-79. https://doi.org/10.1023/a:1021864432505.
  • Büyüköztürk, Ş. (2011). Sosyal bilimler için veri analizi el kitabı (15. Baskı). Ankara: Pegem Akademi Yayıncılık.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F.(2013). Bilimsel araştırma yöntemleri (14. Baskı). Ankara: Pegem Akademi Yayıncılık.
  • De Jong, P., & Berg, I.K. (1998). Interviewing for solutions. Pacific Grove CA: Brooks/ Cole.
  • 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.
  • De Shazer, S. (1985). Keys to solution in brief therapy. New York: W.W. Norton& Company Inc.
  • Diener, E. (1984). Subjective well-being, Psychological Bulletin, 95(3), 542-575. https://doi.org/10.1037/0033-2909.95.3.542.
  • Diener, E., & Diener, C. (1996). Most people are happy. Psychological Science, 7(3), 181-185.
  • Diener, E., Suh, E. M., Lucas, R. E., & Smith, H. L. (1999). Subjective well-being: Three decades of progress. Psychological Bulletin, 125(2), 276-302. https://doi.org/10.1037/0033-2909.125.2.276.
  • Diener, E., Pressman, S. D., Hunter, J., & Delgadillo‐Chase, D. (2017). If, why, and when subjective well‐being influences health, and future needed research. Applied Psychology: Health and Well‐Being, 9(2), 133-167. https://doi.org/10.1111/aphw.12090.
  • Diener, E., Suh, E., & Oishi, S. (1997). Recent findings on subjective well-being. Indian journal of Clinical Psychology, 24, 25-41.
  • Dubé, M., Lapierre, S., Bouffard, L., & Alain, M. (2007). Impact of a personal goals management program on the subjective well-being of young retirees. Revue Européenne de Psychologie Appliquée/European Review of Applied Psychology, 57(3), 183-192. DOI:10.1016/j.erap.2005.04.004.
  • Ergin, D. A., Eren, N., & Tatlı, C. (2020). Yetişkinlerde öznel iyi oluş düzeyini artırmaya yönelik hazırlanan yaratıcı drama temelli eğitim programının etkililiğinin sınanması. Yaratıcı Drama Dergisi, 15(1), 19-34. DOI: 10.21612/yader.2020.002.
  • Eryılmaz, A. (2014). Üniversite öğrencileri için geliştirilen öznel iyi oluşu artırma programının etkililiğinin incelenmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 1(31), 111-128.
  • Eryılmaz, A.(2009) Ergen öznel iyi oluş ölçeğinin geliştirilmesi. Türk Eğitim Bilimleri Dergisi, 7(4), 975-989.
  • Fitriyah, F. K. (2017). Reducing aggressive behavior using solution-focused brief counseling. JBKI (Jurnal Bimbingan Konseling Indonesia), 2(2), 34-39.
  • Hendar, K., Awalya, A., & Sunawan, S. (2020). Solution-focused brief therapy group counseling to increase academic resilience and self-efficacy. Jurnal Bimbingan Konseling, 9(1), 1-7. https://doi.org/10.15294/jubk.v9i1.28494.
  • Iveson, C. (2002). Solution-focused brief therapy. Advances in Psychiatric Treatment, 8, 149-157. https://doi.org/10.1192/apt.8.2.149.
  • Karasar, N. (2016). Bilimsel araştırma yöntemi (31. Baskı). Ankara: Nobel Akademik Yayıncılık.
  • Karataş, Z. (2014). Psikodrama uygulamasının üniversite öğrencilerinin öznel iyi oluş ve umutsuzlukları üzerindeki etkisi. Eğitim ve Bilim, 39(173), 118-128.
  • Lethem, J. (2002). Brief solution focused therapy. Child and Adolescent Mental Health, 7(4), 189-192. https://doi.org/10.1111/1475-3588.00033.
  • Malkoç, A. (2011). Öznel iyi oluş müdahale programının üniversite öğrencilerinin öznel iyi oluş düzeylerine etkisi. Yayımlanmamış doktora tezi. Marmara Üniversitesi Eğitim Bilimleri Enstitüsü, İstanbul.
  • Murdock, N. L. (2012). Psikolojik danışma ve psikoterapi kuramları. (Çev. F. Akkoyun). Ankara: Nobel Akademik Yayıncılık.
  • Murphy, J. J. (1997). Solution-focused counseling in middle and high schools. Alexandria, VA: American Counseling Association.
  • Myers, D. G., & Diener, E. (1995). Who is happy?. Psychological Science, 6(1), 10-19.
  • Nedim Bal, P., & Kaya, C. (2017). 6. sınıf öğrencilerinin okul tükenmişliği ile baş etmede çözüm odaklı grupla psikolojik danışmanın etkisi. Uluslararası Sosyal Araştırmalar Dergisi, 10(51), 769-777. http://dx.doi.org/10.17719/jisr.2017.1813.
  • Novriansyah, D., Purwanto, E., & Wibowo, M. E. (2020). The effectiveness of solution-focused brief therapy group counseling to improve students’ self-concepts. Jurnal Bimbingan Konseling, 9(2), 130-136. https://doi.org/10.15294/jubk.v9i2.31343.
  • O’Connell, B. (2001). Solution-focused stress counselling. London: Continuum.
  • Ryan, R. M., & Deci, E. L. (2001). On happiness and human potentials: A review of research on hedonic and eudaimonic well-being. Annual Review of Psychology, 52(1), 141-166. http://dx.doi.org/10.1146/annurev.psych.52.1.141.
  • Rice, T. W., & Steele, B. J. (2004). Subjective well-being and culture across time and space. Journal of Cross-Cultural Psychology, 35(6), 633-647. DOI: 10.1177/0022022104270107.
  • Ryff, C. D., & Singer, B. (1998) The contours of positive human health, Psychological Inquiry, 9(1), 1-28. http://dx.doi.org/10.1207/s15327965pli0901_1.
  • Ryff, C. D. (1995). Psychological well-being in adult life. Current Directions in Psychological Science, 4(4), 99-104. http://dx.doi.org/10.1111/1467-8721.ep10772395.
  • Ryff, C. D., & Singer, B. (1996). Psychological well-being: Meaning, measurement, and implications for psychotherapy research. Psychotherapy and Psychosomatics, 65(1), 14-23. http://dx.doi.org/10.1159/000289026.
  • Ryff, C. D., & Singer, B. H. (2008). Know thyself and become what you are: A eudaimonic approach to psychological well-being. Journal of Happiness Studies, 9(1), 13-39. http://dx.doi.org/10.1007/s10902-006-9019-0.
  • Sağkal, A. S., & Türnüklü, A. (2017). Barış eğitimi programının lise öğrencilerinin öznel iyi oluş ve umut düzeyleri üzerindeki etkileri. Türk Psikolojik Danışma ve Rehberlik Dergisi, 7(47), 69-85.
  • Saito, T., Kai, I., & Takizawa, A. (2012). Effects of a program to prevent social isolation on loneliness, depression, and subjective well-being of older adults: A randomized trial among older migrants in Japan. Archives of Gerontology and Geriatrics, 55(3), 539-547. http://dx.doi.org/10.1016/j.archger.2012.04.002.
  • Sarı, E., & Günaydın, N. (2016). Çözüm odaklı depresyon ile başa çıkma eğitiminin depresyon belirtileri üzerindeki etkileri. Anadolu Psikiyatri Dergisi, 17(5). 369-375. DOI: 10.5455/apd.208951.
  • Sarvi, Z., & Ghazi, M. E. (2016). Effectiveness of group counseling with solution focused (brief) therapy (SFBT) on increasing self-efficacy of fifth grade primary school female students. Modern Applied Science, 10(12), 1-6. http://dx.doi.org/10.5539/mas.v10n12p1.
  • Schimmack, U., Radhakrishnan, P., Oishi, S., Dzokoto, V., & Ahadi, S. (2002). Culture, personality, and subjective well-being: Integrating process models of life satisfaction. Journal of Personality and Social Psychology, 82(4), 582-593. https://doi.org/10.1037/0022-3514.82.4.582.
  • Setiono, L., Marjohan, M., & Marlina, M. (2019). Implementation of solutions-focused counseling (SFC) to improve student motivation: A single subject research. Journal of ICSAR, 3(1), 8-14. https://doi.org/10.17977/um005v3i12019p008.
  • Shapiro, A., & Taylor, M. (2002). Effects of a community-based early intervention program on the subjective well-being, institutionalization, and mortality of low-income elders. The Gerontologist, 42(3), 334-341.
  • Sparrer, I. (2012). Çözüm odaklı yaklaşıma ve sistemik yapısal dizime giriş (Çev. E. Suvarierol). İstanbul: Pan Yayıncılık.
  • Springer, K. W., & Hauser, R. M. (2006). An assessment of the construct validity of Ryff’s scales of psychological well-being: Method, mode, and measurement effects. Social Science Research, 35(4), 1080-1102. http://dx.doi.org/10.1016/j.ssresearch.2005.07.004.
  • Tov, W., & Diener, E. (2007). Culture and subjective well-being. In S. Kitayama & D. Cohen (Eds.), Handbook of Cultural Psychology (pp. 691-713). New York: Guilford.
  • Yılmaz Bingöl, T., & Akın, A. (2018). Çözüm odaklı kısa süreli yaklaşıma dayalı grup rehberliği programının öz-yeterlik inancına etkisi. OPUS–Uluslararası Toplum Araştırmaları Dergisi, 8(14), 321-340. DOI: 10.26466/opus.406195.

The Effect of Solution-Focused Brief Approach on Adolescent Subjective Well-Being: An Experimental Study

Year 2020, Volume: 5 Issue: 2, 26 - 39, 30.12.2020

Bünyamin Ateş

https://doi.org/10.32568/jfce.817517
Cited By: 3

Abstract

The aim of this study is to examine the effect of solution-focused brief approach based on subjective well-being improvement program on adolescents' subjective well-being levels. The study group con-sisted of 36 adolescents with low subjective well-being pre-test scores. The research is a study based on true experimental design with pre-test which has experimental-control-placebo group, post-test and follow-up test measurements. In this study, Adolescent Subjective Well-Being Scale and Personal In-formation Form were used as data collection tools. Kruskal Wallis H Test for Independent Samples, Mann Whitney U Test for Independent Samples and Wilcoxon Signed Rank Test for Paired Samples were used to analyze data. According to obtained results, it was determined that there was a signifi-cant increase in subjective well-being post-test scores of adolescents in the experimental group compa-red to the pre-test scores, control and placebo groups. It was observed that the increase in the post-test scores of the adolescents in the experimental group was preserved in the follow-up measurements. In the control and placebo groups, no significant difference was found between the pre-test, post-test, and follow-up test scores.

Keywords

: Adolescents experimental study subjective well-being solution-focused brief approach well-being

References

  • Altundağ, Y., & Bulut, S. (2019). The effect of solution-focused brief counseling on reducing test anxiety. Avances en Psicología Latinoamericana, 37(1), 1-11. DOI: http://dx.doi.org/10.12804/revistas.urosario.edu.co/apl/a.6270.
  • Arslan, N., & Akın, A. (2016). Çözüm odaklı kısa süreli grupla psikolojik danışmanın lise öğrencilerinin akran zorbalığına etkisi. Sakarya University Journal of Education, 6(1), 72-84. DOI: http://dx.doi.org/10.19126/suje.62580.
  • Ateş, B. (2015). Üniversite öğrencilerinin güvengenlik becerileri üzerinde çözüm odaklı grupla psikolojik danışmanın etkisi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 11(3), 832-841. DOI: 10.17860/efd.84626.
  • 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. DOI: 10.11114/jets.v4i4.1254.
  • 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. DOI: 10.11114/jets.v4i7.1443.
  • 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. DOI: 10.17679/inuefd.306513.
  • Ateş, B. (2018). Çözüm odaklı kısa süreli psikolojik danışma, kuram ve uygulama (4. Baskı). Ankara: Vizetek Yayıncılık.
  • Ben-Zur, H. (2003). Happy adolescents: The link between subjective well-being, internal resources, and parental factors. Journal of Youth and Adolescence, 32(2), 67-79. https://doi.org/10.1023/a:1021864432505.
  • Büyüköztürk, Ş. (2011). Sosyal bilimler için veri analizi el kitabı (15. Baskı). Ankara: Pegem Akademi Yayıncılık.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F.(2013). Bilimsel araştırma yöntemleri (14. Baskı). Ankara: Pegem Akademi Yayıncılık.
  • De Jong, P., & Berg, I.K. (1998). Interviewing for solutions. Pacific Grove CA: Brooks/ Cole.
  • 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.
  • De Shazer, S. (1985). Keys to solution in brief therapy. New York: W.W. Norton& Company Inc.
  • Diener, E. (1984). Subjective well-being, Psychological Bulletin, 95(3), 542-575. https://doi.org/10.1037/0033-2909.95.3.542.
  • Diener, E., & Diener, C. (1996). Most people are happy. Psychological Science, 7(3), 181-185.
  • Diener, E., Suh, E. M., Lucas, R. E., & Smith, H. L. (1999). Subjective well-being: Three decades of progress. Psychological Bulletin, 125(2), 276-302. https://doi.org/10.1037/0033-2909.125.2.276.
  • Diener, E., Pressman, S. D., Hunter, J., & Delgadillo‐Chase, D. (2017). If, why, and when subjective well‐being influences health, and future needed research. Applied Psychology: Health and Well‐Being, 9(2), 133-167. https://doi.org/10.1111/aphw.12090.
  • Diener, E., Suh, E., & Oishi, S. (1997). Recent findings on subjective well-being. Indian journal of Clinical Psychology, 24, 25-41.
  • Dubé, M., Lapierre, S., Bouffard, L., & Alain, M. (2007). Impact of a personal goals management program on the subjective well-being of young retirees. Revue Européenne de Psychologie Appliquée/European Review of Applied Psychology, 57(3), 183-192. DOI:10.1016/j.erap.2005.04.004.
  • Ergin, D. A., Eren, N., & Tatlı, C. (2020). Yetişkinlerde öznel iyi oluş düzeyini artırmaya yönelik hazırlanan yaratıcı drama temelli eğitim programının etkililiğinin sınanması. Yaratıcı Drama Dergisi, 15(1), 19-34. DOI: 10.21612/yader.2020.002.
  • Eryılmaz, A. (2014). Üniversite öğrencileri için geliştirilen öznel iyi oluşu artırma programının etkililiğinin incelenmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 1(31), 111-128.
  • Eryılmaz, A.(2009) Ergen öznel iyi oluş ölçeğinin geliştirilmesi. Türk Eğitim Bilimleri Dergisi, 7(4), 975-989.
  • Fitriyah, F. K. (2017). Reducing aggressive behavior using solution-focused brief counseling. JBKI (Jurnal Bimbingan Konseling Indonesia), 2(2), 34-39.
  • Hendar, K., Awalya, A., & Sunawan, S. (2020). Solution-focused brief therapy group counseling to increase academic resilience and self-efficacy. Jurnal Bimbingan Konseling, 9(1), 1-7. https://doi.org/10.15294/jubk.v9i1.28494.
  • Iveson, C. (2002). Solution-focused brief therapy. Advances in Psychiatric Treatment, 8, 149-157. https://doi.org/10.1192/apt.8.2.149.
  • Karasar, N. (2016). Bilimsel araştırma yöntemi (31. Baskı). Ankara: Nobel Akademik Yayıncılık.
  • Karataş, Z. (2014). Psikodrama uygulamasının üniversite öğrencilerinin öznel iyi oluş ve umutsuzlukları üzerindeki etkisi. Eğitim ve Bilim, 39(173), 118-128.
  • Lethem, J. (2002). Brief solution focused therapy. Child and Adolescent Mental Health, 7(4), 189-192. https://doi.org/10.1111/1475-3588.00033.
  • Malkoç, A. (2011). Öznel iyi oluş müdahale programının üniversite öğrencilerinin öznel iyi oluş düzeylerine etkisi. Yayımlanmamış doktora tezi. Marmara Üniversitesi Eğitim Bilimleri Enstitüsü, İstanbul.
  • Murdock, N. L. (2012). Psikolojik danışma ve psikoterapi kuramları. (Çev. F. Akkoyun). Ankara: Nobel Akademik Yayıncılık.
  • Murphy, J. J. (1997). Solution-focused counseling in middle and high schools. Alexandria, VA: American Counseling Association.
  • Myers, D. G., & Diener, E. (1995). Who is happy?. Psychological Science, 6(1), 10-19.
  • Nedim Bal, P., & Kaya, C. (2017). 6. sınıf öğrencilerinin okul tükenmişliği ile baş etmede çözüm odaklı grupla psikolojik danışmanın etkisi. Uluslararası Sosyal Araştırmalar Dergisi, 10(51), 769-777. http://dx.doi.org/10.17719/jisr.2017.1813.
  • Novriansyah, D., Purwanto, E., & Wibowo, M. E. (2020). The effectiveness of solution-focused brief therapy group counseling to improve students’ self-concepts. Jurnal Bimbingan Konseling, 9(2), 130-136. https://doi.org/10.15294/jubk.v9i2.31343.
  • O’Connell, B. (2001). Solution-focused stress counselling. London: Continuum.
  • Ryan, R. M., & Deci, E. L. (2001). On happiness and human potentials: A review of research on hedonic and eudaimonic well-being. Annual Review of Psychology, 52(1), 141-166. http://dx.doi.org/10.1146/annurev.psych.52.1.141.
  • Rice, T. W., & Steele, B. J. (2004). Subjective well-being and culture across time and space. Journal of Cross-Cultural Psychology, 35(6), 633-647. DOI: 10.1177/0022022104270107.
  • Ryff, C. D., & Singer, B. (1998) The contours of positive human health, Psychological Inquiry, 9(1), 1-28. http://dx.doi.org/10.1207/s15327965pli0901_1.
  • Ryff, C. D. (1995). Psychological well-being in adult life. Current Directions in Psychological Science, 4(4), 99-104. http://dx.doi.org/10.1111/1467-8721.ep10772395.
  • Ryff, C. D., & Singer, B. (1996). Psychological well-being: Meaning, measurement, and implications for psychotherapy research. Psychotherapy and Psychosomatics, 65(1), 14-23. http://dx.doi.org/10.1159/000289026.
  • Ryff, C. D., & Singer, B. H. (2008). Know thyself and become what you are: A eudaimonic approach to psychological well-being. Journal of Happiness Studies, 9(1), 13-39. http://dx.doi.org/10.1007/s10902-006-9019-0.
  • Sağkal, A. S., & Türnüklü, A. (2017). Barış eğitimi programının lise öğrencilerinin öznel iyi oluş ve umut düzeyleri üzerindeki etkileri. Türk Psikolojik Danışma ve Rehberlik Dergisi, 7(47), 69-85.
  • Saito, T., Kai, I., & Takizawa, A. (2012). Effects of a program to prevent social isolation on loneliness, depression, and subjective well-being of older adults: A randomized trial among older migrants in Japan. Archives of Gerontology and Geriatrics, 55(3), 539-547. http://dx.doi.org/10.1016/j.archger.2012.04.002.
  • Sarı, E., & Günaydın, N. (2016). Çözüm odaklı depresyon ile başa çıkma eğitiminin depresyon belirtileri üzerindeki etkileri. Anadolu Psikiyatri Dergisi, 17(5). 369-375. DOI: 10.5455/apd.208951.
  • Sarvi, Z., & Ghazi, M. E. (2016). Effectiveness of group counseling with solution focused (brief) therapy (SFBT) on increasing self-efficacy of fifth grade primary school female students. Modern Applied Science, 10(12), 1-6. http://dx.doi.org/10.5539/mas.v10n12p1.
  • Schimmack, U., Radhakrishnan, P., Oishi, S., Dzokoto, V., & Ahadi, S. (2002). Culture, personality, and subjective well-being: Integrating process models of life satisfaction. Journal of Personality and Social Psychology, 82(4), 582-593. https://doi.org/10.1037/0022-3514.82.4.582.
  • Setiono, L., Marjohan, M., & Marlina, M. (2019). Implementation of solutions-focused counseling (SFC) to improve student motivation: A single subject research. Journal of ICSAR, 3(1), 8-14. https://doi.org/10.17977/um005v3i12019p008.
  • Shapiro, A., & Taylor, M. (2002). Effects of a community-based early intervention program on the subjective well-being, institutionalization, and mortality of low-income elders. The Gerontologist, 42(3), 334-341.
  • Sparrer, I. (2012). Çözüm odaklı yaklaşıma ve sistemik yapısal dizime giriş (Çev. E. Suvarierol). İstanbul: Pan Yayıncılık.
  • Springer, K. W., & Hauser, R. M. (2006). An assessment of the construct validity of Ryff’s scales of psychological well-being: Method, mode, and measurement effects. Social Science Research, 35(4), 1080-1102. http://dx.doi.org/10.1016/j.ssresearch.2005.07.004.
  • Tov, W., & Diener, E. (2007). Culture and subjective well-being. In S. Kitayama & D. Cohen (Eds.), Handbook of Cultural Psychology (pp. 691-713). New York: Guilford.
  • Yılmaz Bingöl, T., & Akın, A. (2018). Çözüm odaklı kısa süreli yaklaşıma dayalı grup rehberliği programının öz-yeterlik inancına etkisi. OPUS–Uluslararası Toplum Araştırmaları Dergisi, 8(14), 321-340. DOI: 10.26466/opus.406195.
There are 52 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Makaleler
Authors

Bünyamin Ateş 0000-0003-4090-1922

Publication Date December 30, 2020
Submission Date October 28, 2020
Published in Issue Year 2020 Volume: 5 Issue: 2

Cite

APA 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
AMA Ateş B. The Effect of Solution-Focused Brief Approach on Adolescent Subjective Well-Being: An Experimental Study. JFCE. December 2020;5(2):26-39. doi:10.32568/jfce.817517
Chicago Ateş, Bünyamin. “The Effect of Solution-Focused Brief Approach on Adolescent Subjective Well-Being: An Experimental Study”. Journal of Family Counseling and Education 5, no. 2 (December 2020): 26-39. https://doi.org/10.32568/jfce.817517.
EndNote Ateş B (December 1, 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.
IEEE B. Ateş, “The Effect of Solution-Focused Brief Approach on Adolescent Subjective Well-Being: An Experimental Study”, JFCE, vol. 5, no. 2, pp. 26–39, 2020, doi: 10.32568/jfce.817517.
ISNAD Ateş, Bünyamin. “The Effect of Solution-Focused Brief Approach on Adolescent Subjective Well-Being: An Experimental Study”. Journal of Family Counseling and Education 5/2 (December 2020), 26-39. https://doi.org/10.32568/jfce.817517.
JAMA Ateş B. The Effect of Solution-Focused Brief Approach on Adolescent Subjective Well-Being: An Experimental Study. JFCE. 2020;5:26–39.
MLA Ateş, Bünyamin. “The Effect of Solution-Focused Brief Approach on Adolescent Subjective Well-Being: An Experimental Study”. Journal of Family Counseling and Education, vol. 5, no. 2, 2020, pp. 26-39, doi:10.32568/jfce.817517.
Vancouver Ateş B. The Effect of Solution-Focused Brief Approach on Adolescent Subjective Well-Being: An Experimental Study. JFCE. 2020;5(2):26-39.

Cited By

Investigation of the Effectiveness of the Solution-Focused Group Counseling Program to Increase Self-Control in University Students
Academy Journal of Educational Sciences
https://doi.org/10.31805/acjes.1263134
THE EFFECT OF SOLUTION-FOCUSED GROUP COUNSELING ON REDUCING THE PROBLEMS OF UNIVERSITY STUDENTS Başvuru Tarihi: XXXXXX Yayına Kabul Tarihi: XXXXXX DOI: XXXXXXXXX Özet: Üniversite dönemi öğrencilerin akademik, kişisel, sosyal ve psikolojik yönden pek çok sorumluluklarla karşı karşıya kalabileceği bir zaman dilimi olarak değerlendirilebilir. Bu sebeple üniversite öğrencileri pek çok problemlerle karşılaşmakta ve bunlarla başa çıkmaya çalışmaktadır. Bu durum üniversite öğrencilerine psikolojik yardım vermeye yönelik kısa süreli müdahalelere ihtiyaç olduğunu ortaya koymaktadır. Bu bağlamda bu çalışmanın amacı, altı oturumluk çözüm odaklı grupla psikolojik danışmanın üniversite öğrencilerinin problemlerini azaltmadaki etkisini incelemektir. Araştırmanın çalışma grubunu otuz dokuz üniversite öğrencisi oluşturmuştur. Deney grubuna haftada bir kez çözüm odaklı grupla psikolojik danışma yapılmıştır. Plasebo grubuna herhangi bir terapötik etkisi bulunmayan altı oturumluk bir program uygulanmıştır. Kontrol grubu ise hiçbir grup oturumu almamıştır. Veri toplama araçları olarak problem tarama envanteri ve kişisel bilgi formu kullanılmıştır. Araştırmada veri analizi olarak karışık ölçümler için anova tekniği kullanılmıştır. Araştırma çözüm odaklı grupla psikolojik danışmanın plasebo ve kontrol grubuna göre daha etkili olduğunu ortaya koymuştur. Ayrıca üç ay sonunda yapılan takip çalışmaları ile bu etkinliğin korunduğu tespit edilmiştir. Anahtar Sözcükler: Çözüm odaklı grupla psikolojik danışma, problem, üniversite, öğrenci Abstract: University period can be considered as a time period in which students may face many responsibilities in terms of academic, personal, social and psychological aspects. For this reason, university students face many problems and try to cope with them. This situation reveals the need for short-term interventions to provide psychological help to university students. In this context, the aim of this study is to examine the effect of psychological counseling with a solution-focused group of six sessions in reducing the problems of university students. The study group of the research consisted of thirty-nine university students. Psychological counseling with a solution-focused group was given to the experimental group once a week. A six-session program with no therapeutic effect was administered to the placebo group. The control group did not receive any group sessions. Problem detecting ınventory and personal ınformation form were used as data collection tools. Mixed anova analysis technique was used as data analysis in the research. The research revealed that counseling with a solution-focused group was more effective than a placebo and control group. In addition, it was determined that this efficiency was preserved with the follow-up studies carried out at the end of three months. Keywords: Solution-focused group counseling, problem, university, student
Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi
https://doi.org/10.21764/maeuefd.1114671
The Effect of Solution-Focused Group Counseling on the Resilience of University Students
e-International Journal of Educational Research
https://doi.org/10.19160/e-ijer.1034931