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

Yıl 2022, Cilt: 12 Sayı: 67, 669 - 686, 31.12.2022

Meryem Atalay Mücahit Kağan

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

Öz

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.

Anahtar Kelimeler

Duygu düzenleme, bilinçli farkındalık, psikoeğitim programı

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

Öz

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.

Anahtar Kelimeler

Emotion regulation, mindfulness, psychoeducation program

Kaynakça

• Acar-Voltan, N. (2013). Grupla psikoloijk danışma: alıştırmalar, deneyler. Nobel Akademik Yayıncılık.
• Akın, İ. (2014). Relationship of problematic internet use with alexithymia, emotion regulation, and impulsivity (Publication no: 370778) [Doctoral dissertation, Bahçeşehir University]. Council of Higher Education Thesis Center.
• Aktan, S. (2016). Associations between procrastination, personality traits and diffuculties in emotion difficulties among youths (Publication no: 435304) [Master dissertation, Yüzüncü Yıl University]. Council of Higher Education Thesis Center.
• Aktürk, B. (2016). The impact of game-based psychoeducational program on emotion - related regulation skills of pre - school children with divorced parents (Publication no: 421475) [Master dissertation, Melikşah University]. Council of Higher Education Thesis Center.
• Altınay, D. (2015). Psikodramada 400 Isınma Oyunu ve Yardımcı Teknikler. İstanbul: Epsilon Yayınevi. Horn, A. B., Pössel, P., & Hautzinger, M. (2011). Promoting adaptive emotion regulation and coping in adolescence: A school-based programme. Journal of Health Psychology, 16(2), 258-273.
• Arch, J. J., & Craske, M. G. (2006). Mechanisms of mindfulness: Emotion regulation following a focused breathing induction. Behaviour research and therapy, 44(12), 1849-1858.
• Arslantaş, H., & Adana, F. (2011). Ergenlikte Öfke ve Öfkenin Yönetiminde Okul Hemşiresinin Rolü. [Anger in Adolescence, and School Nurse's Role in Management of Anger.] Adnan Menderes Üniversitesi Tıp Fakültesi Dergisi, 12(1), 57-62.
• Balcı, Y. (2018). The evaluation of the emotional intelligence and resilience levels of a sample after a six-week-long modified mindfulness practice (Publication no: 490469) [Master dissertation, Beykent University]. Council of Higher Education Thesis Center.
• Berking, M., & Whitley, B. (2014). Duygulanım Düzenleme Eğitimi: Uygulamacı El Kitabı [Affect Regulation Training - A Practitioners’ Manual]. (S. Vatan, Çev.). Nobel Akademik Yayıncılık.
• Bishop, S. R., Lau, M., Shapiro, S., Carlson, L., Anderson, N. D., Carmody, J., Segal, Z. V., Abbey, S., Speca, M., Velting, D., & Devins, G. (2004). Mindfulness: A proposed operational definition. Clinical Psychology: Science and Practice, 11(3), 230–241. https://doi.org/10.1093/clipsy.bph077
• Boeckel, F. J. (1996). Pratik Meditasyon Tekniği [Practical Meditation Technique]. (E. Tuzcular, Çev.). Remzi Kitabevi.
• Bridges, L. J., Denham, S. A., & Ganiban, J. M. (2004). Definitional Issues in Emotion Regulation Research. Child Development, 75(2), 340–345. http://www.jstor.org/stable/3696640
• Brown, K., W., & Ryan, R, M. (2003). The benefits of being present: Mindfulness and its role in psychological well-being. American Psychological Association, 84 (4), 822-848.
• Büyüköztürk, Ş. (2007). Sosyal Bilimler için Veri Analizi El Kitabı [Manual of data analysis for social sciences] (7. Basım). Pegem Akademi Yayıncılık.
• Can, E. N. (2017). Effects of mindfulness-based skills program on psychological and metacognitive processes in depressive symptoms [Farkındalık temelli beceri programının depresyonda psikolojik ve üstbilişsel süreçlere etkisi] [Master dissertation]. Bahçeşehir University.
• Canel, A. N. (Ed) (2014). Terapide Yeni Ufuklar [New Horizons in Therapy]. Pinhan Yayıncılık
• Çollak, N. (2018). The 8 week mindfulness program for preschool children and the effects of the program on children (Publication no: 523717) [Master dissertation, Bahçeşehir University]. Council of Higher Education Thesis Center.
• Clyne, C., & N. M. (2004). Training in emotion regulation as a treatment for binge eating: A preliminary study. Behaviour Change, 21(4), 269-281.
• David, O. A., & Dobrean, D. (2014). Program For Child Externalizing Behavior: Can An Emotion Regulation Enhanced Cognitive Behavioral Parent Program Be More Effective Than A Standard One? Journal of Evidence-Based Psychotherapies, 14 (2), 159-178.
• Demir, V. (2014). The effects of mindfulnessbased education program on depression and stress levels of individuals (Publication no: 375351) [Master dissertation, İstanbul Arel University]. Council of Higher Education Thesis Center.
• Deniz, İ. (2017). Development and evaluation of a psychoeducational program based on reality therapy (Publication no: 481747) [Doctoral dissertation, Ankara University]. Council of Higher Education Thesis Center.
• Erkan, S., & Kaya, A. (ed) (2009). Deneysel Olarak Sınanmış Grupla Psikolojik Danışma ve Rehberlik Programları. Pegem Yayıncılık.
• Gazzaniga, M, S. (1985). The Social Brain: Discovering the Networks of the mind. Basic Book.
• Geldard, K., & Geldard, D. (2013). Ergenlerle ve gençlerle psikolojik danışma [Counselling Adolescents The Proactive Approach for Young People]. (M. Pişkin, Çev.). Nobel Akademik Yayıncılık.
• Gem, Z. (2018). Development of questionnaires on emotion awareness and emotion myths and an integrative intervention program of emotion regulation: A preliminary examination (Publication no: 519247) [Master dissertation, Dokuz Eylül University]. Council of Higher Education Thesis Center.
• Gratz, K, L., & Roamer, L. (2004). Multidimensional assessment of emotion regulation and dysregulation: Development, factor structure, and initial validation of the Difficulties in Emotion Regulation Scale. Journal of Psychopathology and Behavioral Assessment, 26(1), 41-54.
• Gratz, K, L. & Tull, M, T. (2010). Emotion regulation as a mechanism of change in acceptance-and mindfulness-based treatments. R. A. Baer (Ed.), Assessing mindfulness and acceptance processes in clients: Illuminating the theory and practice of change. New Harbinger Publications.
• Greenberg, L. S. (2010). Emotion-focused therapy: A clinical synthesis. Focus, 8(1), 32-42.
• Gross, J. J., & John, O. P. (1998). Mapping the domain of expressivity: multimethod evidence for a hierarchical model. Journal of personality and social psychology, 74(1), 170.
• Gross J.J., (2002). Emotion regulation: Affective, cognitive and social consequences. Psychophysiology, 39:281–291.
• Gross, J.J., & Thompson, R.A. (2007). Emotion regulation: Conceptual Foundations. J.J. Gross (Ed). The Handbook of Emotion Regulation (3-27). Guilford Press.
• Gulgez, O., & Gunduz, B. (2015). Diyalektik davranış terapisi temelli duygu düzenleme programının üniversite öğrencilerinin duygu düzenleme güçlüklerini azaltmadaki etkisi [The effect of dialectical behavior therapy based emotion regulation program on decreasing the emotion regulation difficulties of university students.] Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 44(2), 191-208.
• Hill, C. L. M., & Updegraff, J. A. (2012). Mindfulness and its relationship to emotional regulation. Emotion, 12(1), 81–90. https://doi.org/10.1037/a0026355
• Izard, C. E. (1991). The Psychology of Emotions. Springer Science & Business Media.
• Izard, C. E., Woodburn, E. M., Finlon, K. J., and Ewing, E. S. K. (2011). Emotion knowledge, emotion utilization, and emotion regulation. Emot. Rev., 3, 44–52. https://doi.org/10.1177/1754073910380972
• Kabat- Zinn, J. (1990). Wherever you go there you are. Hyperion.
• Kabat-Zinn, J. (2012). Mindfulness For Beginners: Reclaiming The Present Moment—And Your Life. Sounds True.
• Karaer, Y. (2018). Parenting styles, perceived social support and emotion regulation skills in adolescents with pathological internet use (Publication no: 503581) [Thesis in Child and Adolescent Psychiatry, Hacettepe University]. Council of Higher Education Thesis Center.
• Karataş, E., & Yavuz Güler, Ç. (2020). Grup sanat terapisi programının ergenlerin mutluluk düzeyleri, duyguları ifade etme eğilimi ve duygu düzenleme güçlüğüne etkisi. OPUS–Uluslararası Toplum Araştırmaları Dergisi, 15(25), 3328-3359. https://doi.org/10.26466/opus.644988
• Kaya, İ. (2015). The mediating role of automatic thought and cognitive emotion regulation strategies on relationships among childhood abuse, behavioral problems and resilience of adolescents (Publication no: 417609) [Master dissertation, Çukurova University]. Council of Higher Education Thesis Center.
• Kocaoğlu, M. (2017). Effects of mindfulness-based skills program on psychological and metacognitive processes in obsessive compulsive symptoms (Publication no: 473330) [Master dissertation, Bahçeşehir University]. Council of Higher Education Thesis Center.
• Lazarus, R. S., & Alfert, E. (1964). Short-circuiting of threat by experimentally altering cognitive appraisal. The Journal of Abnormal and Social Psychology, 69(2), 195-205.
• Metin, M. (Ed.), (2014). Kuramdan Uygulamaya Eğitimde Bilimsel Araştırma Yöntemleri [Scientific research methods from theory to practice]. Pegem Akademi Yayıncılık Mclaughlin, K, A., Hatzenbuehler, M, L., Mennin, D, S. & Nolen- Hoeksema, S. (2011). Emotion dysregulation and adolescent pyschopathology: A prospective study. Behaviour Research and Therapy, 49(9), 544-554.
• Nazlı, S. (2016). Kapsamlı Gelişimsel Rehberlik Programı. Anı Yayıncılık
• Öz, S. (2017). The effects of mindfulness training on students’ L2 speaking anxiety, willingness to communicate, level of mindfulness and L2 speaking performance. (Publication no: 475460) [Master dissertation, Bahçeşehir University]. Council of Higher Education Thesis Center.
• Özyeşıl, Z. Arslan, C. , Kesici, Ş. & Deniz, M. E. (2011). Bilinçli Farkındalık Ölçeği’ni Türkçeye Uyarlama Çalışması. [Adaptation of the Mindful Attention Awareness Scale into Turkish.] Eğitim ve Bilim, 36(160), 224-235.
• Parrott, W. G. (2001). Implications of dysfunctional emotions for understanding how emotions function. Review of General Psychology, 5(3), 180-186.
• Roque, L., & Veríssimo, M. (2011). Emotional context, maternal behavior and emotion regulation. Infant Behavior and Development, 34(4), 617-626.
• Rugancı, R. N., & Gençöz, T. (2010). Psychometric properties of a Turkish version of the Difficulties in Emotion Regulation Scale. Journal of Clinical Psychology. 66(4), 442-455.
• Safer, D., Telch, C., & Chen, E. (2013). Aşırı Yeme ve Bulimia için Diyalektik Davranış Terapisi [Dialectical behavior therapy for binge eating and bulimia]. (G. Sart, Çev.). Nobel yayıncılık.
• Salovey, P., Rothman, A. J., Detweiler, J. B., & Steward, W. T. (2000). Emotional states and physical health. American psychologist, 55(1), 110.
• Sarıtaş, D., & Gençöz, T. (2011). Ergenlerin Duygu Düzenleme Güçlüklerinin, Annelerinin Duygu Düzenleme Güçlükleri ve Çocuk Yetiştirme Davranışları ile İlişkisi [Adolescents’ Emotion Regulation and Its Relation with Their Mothers’ Emotion Regulation and Parental Rearing Behaviors.]. Çocuk ve Gençlik Ruh Sağlığı Dergisi, 18 (2), 117-126.
• Schutte, N. S., & Malouff, J. M. (2011). Emotional intelligence mediates the relationship between mindfulness and subjective well-being. Personality and individual differences, 50(7), 1116-1119.
• Schwarz, J., Kowalsky, J., & Berking, M. (2013). A systematic training enhances self compassion in college students: A randomized controlled trial. In Poster presented on the 43rd annual conference of the European Association for Behavioral and Cognitive Therapy, Marrakesh, Morocco. Silk, S.J., Steinberg L., & Morris S., A. (2003). Adolescents Emonotion Regulation İn Daily Life: Links To Depressive Symptoms And Problem Behavior. Child Development, 74(6), 1869-1880.
• Southam-gerow, M, A. (2014). Çocuklarda ve Ergenlerde Duygusal Düzenleme: Uygulayıcının Rehberi [Emotion regulation in children and adolescents: A practitioner’s guide]. M. Şahin, Çev.). Nobel Akademik Yayıncılık.
• Stark, K.D., Hargrave, J., Hersh, B., Greenberg, M., Fisher, M., & Herren, J. (2008). Treatment of youth depression: The ACTION Program. In J. R. Z. Abela & B. L. Hankin (Eds.). Child and adolescent depression: Causes, treatment and prevention. (224–229).
• Terzi, I. Ş., & Tekinalp, E. B. (2013). Psikoloijk Danışmada Güncel Kuramlar. Pegem Akademi.
• Tekin, N. (2016). A study into the effect of the educational program applied to mothers and aiming at supporting the emotional development of their children on the management of their emotions and on the coping with the negative emotions of their children (Publication no: 429424) [Doctoral dissertation, Gazi University]. Council of Higher Education Thesis Center.
• Thompson, R. A. (Ed.). (1990). Nebraska Symposium on Motivation, 1988: Socioemotional development. University of Nebraska Press.
• Thompson, R. A. (1994). Emotion regulation: A theme in search of definition. Monographs of the society for research in child development, 25-52.
• Thompson, R. A., & Calkins, S. D. (1996). The double-edged sword: Emotional regulation for children at risk. Development and psychopathology, 8(1), 163-182. Ulusoy, U. R. (2018). İnvestigating efficiency of parental involvement training programme that is prepared for pre-school childrens' emotion regulation skills (Publication no: 533139) [Master dissertation, Karabük University]. Council of Higher Education Thesis Center.
• Urcan, K. (2018). The applied statistical research on the effect of the martial physical education of aikido in individuals between 18-45 years on the cognitive emotion regulation strategies by physical therapy method (Publication no: 532875) [Master dissertation, Beykent University]. Council of Higher Education Thesis Center.
• Wall, R. B. (2005). Tai chi and mindfulness-based stress reduction in a Boston public middle school. Journal of Pediatric Health Care, 19(4), 230-237.
• Verhulst, S., J. (2007). A longitudinal study of students' perceptions of using deep breathing meditation to reduce testing stresses. Teaching and learning in medicine, 19(3), 287-292.
• Vernon, A. (2008). Duygu, Düşünce, Davranış: Ergenler İçin Duygusal Eğitim Programı [Emotion, Thought, Behavior: Emotional Training Program for Adolescents]. (A. R. Çiçek & F. Cenkseven, Çev.). Nobel Kitapevi.
• Zelazo, P. D., & Lyons, K. E. (2012). The potential benefits of mindfulness training in early childhood: A developmental social cognitive neuroscience perspective. Child development perspectives, 6(2), 154-160.
• Zeman, J., & Garber, J. (1996). Display rules for anger, sadness, and pain: It depends on who is watching. Child Development, 67(3), 957–973. Garnefski, N., Kraaij, V., & Spinhoven, P. (2001). Negative life events, cognitive emotion regulation and emotional problems. Personality and Individual differences, 30(8), 1311-1327.