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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.
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| experimental group (Solution-Focused Approach Program) | Experimental | After the data collection tools were administered to the students, the Solution-Focused Approach Program was implemented with the experimental group students by the researcher for six weeks, one day per week for 60 minutes per day. The content of the Solution-Focused Approach Program was prepared in accordance with literature and reviewed by experts. The program content is as follows. Week: Introduction and informing the group Week: Understanding the importance of communication, being able to use active listening skills as an element of communication skills, establishing empathetic communication Week: Understanding the importance of social participation and identifying realistic hopes for the future Week: Becoming aware of sources of social participation and hope, creating mental maps for coping techniques and solutions Week: Drawing attention to change, gaining awareness, focusing on solutions, acquiring problem-solving skills Week: Ending the process, evaluating the process, |
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| control group (No Intervention (Usual Care at Residential Institution) | No Intervention | No specific intervention was implemented in this group. |
| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| solution-oriented approach | Behavioral | In this study, the solution-focused intervention was a structured psychosocial support program based on the principles of Solution-Focused Brief Therapy (SFBT). It consisted of six weekly sessions, each lasting 60 minutes, and was designed to help institutionalized children improve their hope levels and social participation skills. The sessions included: Enhancing communication and interpersonal skills Identifying personal strengths and sources of hope Developing social engagement strategies Teaching simple problem-solving techniques The approach focused on children's existing resources and future goals rather than their past problems. It encouraged positive thinking, goal setting, and active participation, promoting emotional resilience and social functioning. |
| Measure | Description | Time Frame |
|---|---|---|
| pretest (6-week solution-focused approach before the intervention) | Primary Outcome Measure 1: Hope Level at Baseline (Children's Hope Scale) Description: The Children's Hope Scale (CHS) is a 6-item self-report tool assessing children's hopeful thinking. Scores range from 6 to 36; higher scores indicate greater hope. Time Frame: Baseline (within 1 week before intervention). Unit of Measure: Total score (6-36). | Baseline (1 week before intervention) |
| pretest pretest (6-week solution-focused approach before the intervention) | Primary Outcome Measure 2: Social Participation Skills at Baseline (Social Skills Scale) Description: The Social Skills Rating System - Social Skills Scale (SSRS) evaluates cooperation, assertion, empathy, and self-control. Scores range from 0 to 90; higher scores indicate better functioning. Time Frame: Baseline (within 1 week before intervention). Unit of Measure: Total score (0-90). | Baseline (within 1 week before intervention). |
| Measure | Description | Time Frame |
|---|---|---|
| posttest (After the 6-week solution-focused approach intervention) | Secondary Outcome Measure 1: Hope Level at Post-Test (Children's Hope Scale) Description: The Children's Hope Scale (CHS) is a 6-item self-report tool assessing children's hopeful thinking. Scores range from 6 to 36; higher scores indicate greater hope. Time Frame: Post-intervention (6 weeks after completion of the intervention). Unit of Measure: Total score (6-36). |
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Inclusion Criteria:
Exclusion Criteria:
those who did not meet the inclusion criteria
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| Name | Affiliation | Role |
|---|---|---|
| fatih ÅŸahin, dr | https://www.alparslan.edu.tr/tr | Principal Investigator |
| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| Aile Ve Sosyal Hizmetler Il Müdürlüğü | Muş | Merkez | 49100 | Turkey (Türkiye) |
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| Label | URL |
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| Related Info | View source |
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| 6 weeks after baseline (post-intervention) |
| posttest (After the 6-week solution-focused approach intervention) | Secondary Outcome Measure 2: Social Participation Skills at Post-Test (Social Skills Scale) Description: The Social Skills Rating System - Social Skills Scale (SSRS) evaluates cooperation, assertion, empathy, and self-control. Scores range from 0 to 90; higher scores indicate better functioning. Time Frame: Post-intervention (6 weeks after completion of the intervention). Unit of Measure: Total score (0-90). | Time Frame: Post-intervention (6 weeks after completion of the intervention). |