Hazırlanan Psikoeğitim Programının Lise Öğrencilerinin Duygu Düzenleme Becerilerine ve Bilinçli Farkındalık Düzeylerine Etkisinin İncelenmesi

Year 2022, , 669 - 686, 31.12.2022

Meryem Atalay Mücahit Kağan

https://doi.org/10.17066/tpdrd.12269619

Abstract

Bu araştırmanın amacı, hazırlanan psiko-eğitim programının lise öğrencilerinin duygu düzenleme becerilerine ve bilinçli farkındalık düzeylerine etkisini incelemektir. Araştırma, deney ve kontrol gruplu ön - test, son - test ve izleme testi modeline dayalı deneysel bir araştırmadır. Araştırmanın çalışma grubunu, 2018-2019 eğitim-öğretim yılı ikinci yarıyılında Erzincan’da bir lisede öğrenim gören 15’i deney 15’i kontrol grubunda olmak üzere toplam 30 öğrenci oluşturmaktadır. Araştırma kapsamında deney grubuna hazırlanan 12 oturumluk psiko-eğitim programı uygulanmış, kontrol grubuna ise herhangi bir müdahalede bulunulmamıştır. Araştırmanın verileri, Duygu Düzenleme Güçlüğü Ölçeği (Gratz ve Roemer, 2004), Bilinçli Farkındalık Ölçeği (Brown ve Ryan, 2003) ve Psiko-eğitim Programı Değerlendirme Formu (Deniz, 2017) kullanılarak elde edilmiştir. Elde edilen verilerin analizinde tekrarlı ölçümler için iki yönlü varyans analizi kullanılmıştır. Araştırma sonucunda, hazırlanan psiko-eğitim programının deney grubundaki katılımcıların duygu düzenleme becerilerini ve bilinçli farkındalık düzeylerini önemli ölçüde arttırdığı ve bu farkların izleme ölçümünde de korunduğu görülmüştür.

Keywords

Duygu düzenleme, bilinçli farkındalık, psikoeğitim programı

Investigation of the Effect of a Psychoeducation Program on High School Students’ Emotion Regulation Skills and Mindfulness Levels

Abstract

This study aims to investigate the effect of a psychoeducation program on the high school students’ emotion regulation skills and their mindfulness levels. This experimental research study adopted a pre-test post-test research design with experimental and control groups. The study group of the research was composed of 30 students (15 in experimental group, 15 in the control group) studying in a high school in Erzincan in the second semester of the 2018-2019 academic year. While a 12-session psychoeducation program designed for the experimental group was applied in the study, any intervention was not conducted for the control group. The data were collected with the Difficulties in Emotion Regulation Scale (Gratz & Roemer, 2004), Mindful Attention Awareness Scale (Brown & Ryan, 2003), and the Psychoeducation Program Evaluation Form (Deniz, 2017). The data were analyzed with two-way analysis of variance. The findings showed that when examined the effects of the prepared psychoeducation program on the experimental groups, it was found that emotion regulation skills and mindfulness levels increased significantly, and these differences were also observed in the follow-up measurements.

Keywords

Emotion regulation, mindfulness, psychoeducation program

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