Assistant Professor
Assistant Professor
his study examined whether a solution-focused approach program could improve hope and social participation skills in children living in institutional care. A total of 57 children were included and randomly divided into intervention and control groups. The intervention group attended a 6-week program with weekly 60-minute sessions focusing on communication, social skills, hope-building, and problem-solving.
The aim was to explore the potential applicability of solution-focused interventions in supporting the psychosocial development of institutionalized children within psychiatric nursing and caregiving practices.
What Was the Purpose of This Study? To evaluate whether a solution-focused approach program could improve hope levels and social participation skills in children living in institutional care.
Who Participated? A total of 57 children living in a government care institution took part in the study. They were randomly assigned to intervention and control groups.
What Was Done?
The intervention group received a 6-week program based on solution-focused therapy. Each session lasted 60 minutes and included:
Communication skills
Social participation
Identifying sources of hope
Problem-solving techniques
What Were the Results? The study aimed to assess potential changes in hope and social skills among children participating in the program compared to those who did not.
Why Is This Important? Solution-focused methods may offer a structured framework for supporting the mental health and social development of children in institutional care. Such approaches could be adapted by nurses, social workers, and care staff in similar settings.
Inclusion Criteria:
Exclusion Criteria:
those who did not meet the inclusion criteria