Araştırma Makalesi
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DUYGU DÜZENLEME PSİKO-EĞİTİM PROGRAMI UYGULAMASININ ERGENLERDE KENDİNE ZARAR VERME VE DUYGU DÜZENLEME STRATEJİLERİ ÜZERİNDEKİ ETKİSİ

Yıl 2022, Cilt: 24 Sayı: ÖZEL SAYI, 145 - 170, 28.12.2022
https://doi.org/10.16953/deusosbil.1176678

Öz

Kendine zarar verme ergenlik döneminde en sık görülen risk faktörleri arasında yer aldığı ve kendine zarar vermenin duyguları işlevsel olarak düzenleyememe ile yakından ilişkili olduğu bilinmektedir. Bu çalışmanın amacı; duygu düzenleme psiko-eğitim programının ergenlerde kendine zarar verme davranışı ve duygu düzenleme stratejileri üzerindeki etkililiğini sınamaktır. Bu araştırma 2X2'lik (deney ve kontrol x ön test-son test) yarı deneysel modele dayalıdır. Bu araştırma 2021-2022 eğitim öğretim yılında Şanlıurfa ilinde bir meslek lisesinde okuyan 204 öğrenci ile yapılmıştır. Bu çalışmada Ergenler İçin Duygu Düzenleme Ölçeği ve Kendine Zarar Verme Envanteri kullanılmıştır. Çalışmaya 12'si deney 12'si kontrol grubunda olmak üzere toplam 24 kişi katılmıştır. Deney ve kontrol grubunun ön test ölçümleri alındıktan sonra deney grubu üyelerine araştırmacılar tarafından geliştirilen, duygu odaklı terapi ve diyalektik davranışçı terapi temelli sekiz oturumluk Duygu Düzenleme Psiko-eğitim programı uygulanmıştır. Kontrol grubuna herhangi bir işlem yapılmamıştır. Duygu Düzenleme Psikoeğitim programı tamamlandıktan bir hafta sonra deney ve kontrol grubunun son test ölçümleri yapılmıştır. Psiko-eğitim programının etkililiği karışık desenler için çift yönlü ANOVA ile test edilmiştir. Analizler sonucunda uygulanan psiko-eğitim programına katılan deney grubunun kendine zarar verme ve içsel işlevsel olmayan duygu düzenleme puan ortalamalarının kontrol grubuna göre manidar düzeyde azaldığı görülmüştür. Elde edilen bulgular Duygu Düzenleme Psiko-eğitim programının kendine zarar verme ve içsel işlevsel olmayan duygu düzenleme stratejileri üzerinde etkili olduğunu ortaya koymaktadır.

Destekleyen Kurum

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Proje Numarası

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Teşekkür

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Kaynakça

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EFFECTIVENESS OF EMOTION REGULATORY PSYCHO-EDUCATIONAL PROGRAM ON SELF-INJURY AND EMOTION-REGULATION STRATEGIES IN ADOLESCENTS

Yıl 2022, Cilt: 24 Sayı: ÖZEL SAYI, 145 - 170, 28.12.2022
https://doi.org/10.16953/deusosbil.1176678

Öz

Self-injury is among the most common risk factors in adolescence, and it is known that self- injury is closely associated with not being able to regulate emotions functionally. The aim of this study; To test the effectiveness of the emotion regulation psychoeducational program on self- injury behavior and emotion regulation strategies in adolescents. This research is based on a 2X2 (experiment and control x pretest-posttest) quasi-experimental model. This research was conducted with 204 students studying at a vocational high school in Şanlıurfa in the 2021-2022 academic year. Emotion Regulation Scale for Adolescents and Inventory of Statements About Self-Injury were used as data collection tools in the study. A total of 24 people, 12 in the experimental group and 12 in the control group, participated in the study. After the pre-test measurements of the experimental and control groups were taken, an eight-session Emotion Regulation Psychoeducation program based on emotion-focused therapy and dialectical behavioral therapy, developed by the researchers, was applied to the members of the experimental group. No action was taken in the control group. One week after the Emotion Regulation Psychoeducation program was completed, post-test measurements of the experimental and control groups were made. The effectiveness of the psychoeducational program was tested with a two-way ANOVA for mixed designs. As a result of the analysis, it was seen that the mean scores of self-injury and internal dysfunctional emotion regulation of the experimental group participating in the psycho-education program were significantly lower than the control group. The findings reveal that the Emotion Regulation Psychoeducation program is effective on self-injury and internal dysfunctional emotion regulation strategies

Proje Numarası

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Kaynakça

  • Akdemir, A., & Gündüz, B. (2022). Duygu Düzenleme Becerileri Psikoeğitim Programının Ergenlerin Duygu Düzenleme Güçlüğü ve Reaktif-Proaktif Saldırganlıklarına Etkisi. Eğitim ve Bilim, 47(209), 311-334.
  • Aksoy, A., & Ögel, K. (2003). Kendine zarar verme davranışı. Anadolu Psikiyatri Dergisi, 4 (4), 226-236.
  • Alkan, A. (2020). The investigation of the preventive effectiveness of a dialectical behavior therapy skills traınıng program adapted for Turkish college students. (Yayımlanmamış Yüksek Lisans Tezi). Bahçeşehir Üniversitesi.
  • Bentley, K. H., Nock, M. K., Sauer-Zavala, S., Gorman, B. S., & Barlow, D. H. (2017). A functional analysis of two transdiagnostic, emotion-focused interventions on nonsuicidal self-injury. Journal of Consulting and Clinical Psychology, 85 (6), 632.
  • Bignell, H. (2021). Using an educational psychologist led psychoeducation group skills intervention to develop the emotion regulation skills of further education students. (Unpublished Doctoral Dissertation). Cardiff University.
  • Bildik, T., Somer, O., Kabukçu Başay, B., Başay, Ö., & Özbaran, B. (2013). The validity and reliability of the Turkish version of the inventory of statements about self-injury. Türk Psikiyatri Dergisi, 24(1), 49-57.
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  • Koerner, K. (2012). Doing dialectical behavior therapy a practical guide. New York: The Guilford Press.
  • Klonsky, E. D., Oltmanns, T. F., & Turkheimer, E. (2003). Deliberate self-harm in a nonclinical population: Prevalence and psychological correlates. American Journal of Psychiatry, 160(8), 1501-1508.
  • Klonsky, E. D. (2007). The functions of deliberate self-injury: A review of the evidence. Clinical Psychology Review, 27, 226 – 239. doi:10.1016/j.cpr.2006.08.002.
  • Klonsky, E. D., & Glenn, C. R. (2009). Assessing the functions of non-suicidal self-injury: Psychometric properties of the Inventory of Statements About Self-injury (ISAS). Journal of Psychopathology and Behavioral Assessment, 31(3), 215-219.
  • Klonsky, E. D. (2011). Non-suicidal self-injury in United States adults: prevalence, sociodemographics, topography and functions. Psychological Medicine, 41 (9), 1981-1986.
  • Lee Bracken, K., Berman, M. E., McCloskey, M. S., & Bullock, J. S. (2008). Deliberate self-harm and state dissociation: An experimental investigation. Journal of Aggression, Maltreatment & Trauma, 17 (4), 520-532.
  • Leahy, R. L. (2002). A model of emotional schemas. Cognitive and behavioral practice, 9 (3), 177-190.
  • Leahy, R. L., Tirch, D., & Napolitano, L. A. (2011). Emotion regulation in psychotherapy: A practitioner's guide. Guilford press.
  • Leahy, R. L. (2016). Emotional schema therapy: A meta‐experiential model. Australian Psychologist, 51 (2), 82-88.
  • Lim, K. S., Wong, C. H., McIntyre, R. S., Wang, J., Zhang, Z., Tran, B. X., Tan, W., Ho, C. S., & Ho, R. C. (2019). Global Lifetime and 12-Month Prevalence of Suicidal Behavior, Deliberate Self-Harm and Non-Suicidal Self-Injury in Children and Adolescents between 1989 and 2018: A Meta-Analysis. International Journal of Environmental Research and Public Health, 16 (22), 4581. doi: 10.3390/ijerph16224581
  • Linehan, M. (2014). DBT Skills training manual. Guilford Publications.
  • Lodebo, B. T., Möller, J., Larsson, J. O., & Engström, K. (2017). Socioeconomic position and self-harm among adolescents: a population-based cohort study in Stockholm, Sweden. Child and adolescent psychiatry and mental health, 11 (1), 1-9.
  • Marissen, M.A., Meuleman, L., & Franken, I.H. (2010). Altered emotional information processing in borderline personality disorder: An electrophysiological study. Psychiatry Research: Neuroimaging, 181, 226–232.
  • Marshall, C., & Rossman, G. B. (2014). Designing qualitative research. New York: Sage Publications, Inc.
  • Martin, J., Cloutier, P. F., Levesque, C., Bureau, J. F., Lafontaine, M. F., & Nixon, M. K. (2013). Psychometric properties of the functions and addictive features scales of the Ottawa Self-Injury Inventory: a preliminary investigation using a university sample. Psychological assessment, 25 (3), 1013.
  • McKenzie, K. C., & Gross, J. J. (2014). Nonsuicidal self-injury: an emotion regulation perspective. Psychopathology, 47 (4), 207-219.
  • Metz, S. M., Frank, J. L., Reibel, D., Cantrell, T., Sanders, R., & Broderick, P. C. (2013). The effectiveness of the learning to BREATHE program on adolescent emotion regulation. Research in Human Development, 10 (3), 252-272.
  • Mikolajczak, M., Petrides, K. V., & Hurry, J. (2009). Adolescents choosing self-harm as an emotion regulation strategy: The protective role of trait emotional intelligence. British Journal of Clinical Psychology, 48 (2), 181-193.
  • Moller, C. I., Tait, R. J., & Byrne, D. G. (2013). Deliberate self-harm, substance use, and negative affect in nonclinical samples: a systematic review. Substance Abuse, 34 (2), 188-207.
  • Muehlenkamp, J. J. (2006). Empirically supported treatments and general therapy guidelines for non-suicidal self-injury. Journal of Mental Health Counseling, 28(2), 166-185.
  • Muehlenkamp, J. J., Walsh, B. W., & McDade, M. (2010). Preventing non-suicidal self-injury in adolescents: The signs of self-injury program. Journal of Youth and Adolescence, 39 (3), 306-314.
  • Neacsiu, A. D., Eberle, J. W., Kramer, R., Wiesmann, T., & Linehan, M. M. (2014). Dialectical behavior therapy skills for transdiagnostic emotion dysregulation: A pilot randomized controlled trial. Behaviour Research and Therapy, 59, 40-51.
  • Nock, M. K., Teper, R., & Hollander, M. (2007). Psychological treatment of self‐injury among adolescents. Journal of Clinical Psychology, 63 (11), 1081-1089.
  • Nock, M. K. (2010). Self-injury. Annual Review of Clinical Psychology, 6(1), 339-363.
  • Ohlis, A. (2020). Deliberate self-harm among adolescents: course, outcome and treatment. (Unpublished Doctoral Dissertation). Karolinska Institutet.
  • Page, A., Lewis, G., Kidger, J., Heron, J., Chittleborough, C., Evans, J., & Gunnell, D. (2014). Parental socio-economic position during childhood as a determinant of self-harm in adolescence. Social Psychiatry and Psychiatric Epidemiology, 49 (2), 193-203.
  • Paivio, S. C. (2013). Essential processes in emotion-focused therapy. Psychotherapy, 50 (3), 341-345.
  • Paivio, S. C., & Greenberg, L. S. (2001). Introduction: Treating emotion regulation problems. Journal of Clinical Psychology, 57(2), 153-155.
  • Plener, P. L., Schumacher, T. S., Munz, L. M., & Groschwitz, R. C. (2015). The longitudinal course of non-suicidal self-injury and deliberate self-harm: a systematic review of the literature. Borderline personality disorder and emotion dysregulation, 2 (1), 1-11.
  • Phillips, K. F. V. & Power, M. J. (2007). A new selfreport measure of emotion regulation in adolescents: The regulation of emotions questionnaire. Clinical Psychology and Psychotherapy, 14, 145–156.
  • Pos, A. E., & Greenberg, L. S. (2007). Emotion-focused therapy: The transforming power of affect. Journal of Contemporary Psychotherapy, 37 (1), 25-31.
  • Prinstein, M. J., Heilbron, N., Guerry, J. D., Franklin, J. C., Rancourt, D., Simon, V., & Spirito, A. (2010). Peer influence and nonsuicidal self injury: Longitudinal results in community and clinically-referred adolescent samples. Journal of Abnormal Child Psychology, 38(5), 669-682.
  • Rahman, M. A., Todd, C., John, A., Tan, J., Kerr, M., Potter, R., ... & Brophy, S. (2018). School achievement as a predictor of depression and self-harm in adolescence: linked education and health record study. The British Journal of Psychiatry, 212 (4), 215-221.
  • Robins, C. J., & Chapman, A. L. (2004). Dialectical behavior therapy: Current status, recent developments, and future directions. Journal of Personality Disorders, 18 (1), 73-89.
  • Rodriguez-Blanco, L., Carballo, J. J., & Baca-Garcia, E. (2018). Use of ecological momentary assessment (EMA) in non-suicidal self-injury (NSSI): A systematic review. Psychiatry Research, 263, 212-219.
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  • Sim, L., Adrian, M., Zeman, J., Cassano, M., & Friedrich, W. N. (2009). Adolescent deliberate self‐harm: Linkages to emotion regulation and family emotional climate. Journal of research on adolescence, 19 (1), 75-91.
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  • Thompson, E., Thomas, S.A., Nesi, Jç, Bettis, A.H., Ransford B., et al. (2019). Emotion dysregulation and non-suicidal self-injury: A systematic review and meta-analysis. Eur Psychiatry, 59, 25-36.
  • Thompson, R. A., Lewis, M. D., & Calkins, S. D. (2008). Reassessing emotion regulation. Child Development Perspectives, 2(3), 124-131.
  • Uludağlı, N. P., & Sayıl, M. (2009). Orta ve ileri ergenlik döneminde risk alma davranışı: Ebeveyn ve akranların rolü. Türk Psikoloji Yazıları, 12(23), 14-24.
  • Yaghoubi, R., Bayazi, M. H., Babaei, M., & Asadi, J. (2020). Comparison of the Effectiveness of Emotion-Focused Therapy Group and Schema Group Therapy on the Difficulties in Emotion Regulation and Health Promoting Lifestyle of Obese Women. International Journal of Health Studies, 6(4), 29-35.
  • Yasfard, G., Abaspour Azar, Z., & Hosseini Almadani, S. A. (2019). Comparing the Effectiveness of group Dialectical Behavior Therapy and Solution-Focused Brief Therapy on Self-Esteem, Cognitive-Emotional Regulation and Non-Suicidal Self-Injury in daughters. Iranian Journal of Health Education and Health Promotion, 7(4), 343-358.
  • Yeo, A. J., Germán, M., Wheeler, L. A., Camacho, K., Hirsch, E., & Miller, A. (2020). Self‐harm and self‐regulation in urban ethnic minority youth: a pilot application of dialectical behavior therapy for adolescents. Child and Adolescent Mental Health, 25(3), 127-134.
  • Yıldız, M. A. (2016). Ergenlerde yalnızlık ile pozitiflik arasındaki ilişkide duygu düzenleme yöntemlerinin çoklu aracılığı. Eğitim ve Bilim, 41(186), 217-231.
  • Dünya Sağlık Örgütü (‎2014)‎. Health for the world's adolescents: a second chance in the second decade: summary. World Health Organization. https://apps.who.int/iris/handle/10665/112750, (Erişim Tarihi: 12.08.2022).
Toplam 102 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

İbrahim Albayrak 0000-0001-7545-8014

Yağmur Ulusoy 0000-0002-8906-7396

Proje Numarası -
Yayımlanma Tarihi 28 Aralık 2022
Gönderilme Tarihi 17 Eylül 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 24 Sayı: ÖZEL SAYI

Kaynak Göster

APA Albayrak, İ., & Ulusoy, Y. (2022). DUYGU DÜZENLEME PSİKO-EĞİTİM PROGRAMI UYGULAMASININ ERGENLERDE KENDİNE ZARAR VERME VE DUYGU DÜZENLEME STRATEJİLERİ ÜZERİNDEKİ ETKİSİ. Dokuz Eylül Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 24(ÖZEL SAYI), 145-170. https://doi.org/10.16953/deusosbil.1176678