The Effect of Psychoeducation Program Applied to Older Adults Based on Psychosocial Development Theory on Self-critical Rumination, Self-esteem and Psychological Well-being
The Effect of Psychoeducation Program Applied to Older Adults Based on Psychosocial Development Theory on Self-critical Rumination, Self-esteem and Psychological Well-being
The aim is to examine the effect of a psychoeducation program based on the Psychosocial Development Theory applied to older adults on self-critical rumination, self-esteem, and psychological well-being, as well as the relationship between these concepts. The constant and repetitive thinking of older adults about their past mistakes and failures is defined as self-critical rumination, which can have negative effects on mental health, lead to a decline in quality of life, and cause older adults to experience an unhappy process. For this study, a psychoeducation program based on Erikson's psychosocial stages of development was prepared. The program aims to differentiate rumination levels among older adults, provide suggestions on how to reduce these ruminative thoughts, and teach techniques for dealing with repetitive thoughts, thereby equipping individuals with methods to cope with ruminative thinking. It is expected that elderly individuals who acquire this coping method will experience changes in their psychological well-being and self-esteem. This study's examination of the effects of the psychoeducational program on psychological well-being provides a critical contribution to improving the quality of life of elderly individuals.
This research is designed as a randomized controlled trial. The reporting of the research will be structured according to the CONSORT checklist. The Psychoeducational Program, grounded in Erikson's Psychosocial Theory, is designed to help older adults cope with self-critical ruminative thoughts and improve their psychological well-being and self-esteem. Based on Erikson's eight stages of development, this program aims to help older individuals review their life journeys and understand how they experienced crises at each stage. Throughout the program, participants are encouraged to reframe their past experiences in a positive way, increase their current well-being, and strengthen their self-esteem. Older adults may face more of their past experiences and uncertainties about the future in the later stages of their lives. During this process, repetitive thoughts, i.e., negative or worrisome thoughts that constantly occupy the mind, can negatively affect individuals' mental health. Psychoeducation programs are an important tool for developing coping skills for such thoughts and improving individuals' quality of life.
The research is planned to be conducted at Dr. İsmail Işık Retirement and Rehabilitation Center in Konya province. The sample size calculation for the study was carried out using the G*Power 3.1.9.7 program. It was calculated that a total of 48 adults, would be sufficient, with an effect size of 0.96, 95% test power, and a margin of error of 0.05. Considering the possibility of data loss in the study, the sample size was increased by 10% to include 52 older adults. The Standardized Mini Mental Test will be administered to the elderly to determine the inclusion criteria. Individuals over the age of 65, who are literate, have a Standardized Mini Mental Test score of 25 or higher, have no cognitive or perceptual problems, and volunteer to participate in the study will be included. This study also planned to use the Sociodemographic Information Form, the Self-Critical Rumination Scale, the Psychological Well-Being Scale for the Elderly, and the Rosenberg Self-Esteem Scale. The psychoeducation program consists of eight sessions. Each session will be held face-to-face once a week for the intervention group. The sessions will be conducted by a researcher (graduate student) once a week (on a day deemed appropriate and recommended by the nursing home) in three groups. Eight 45-minute sessions are planned. During their graduate studies, the researcher has acquired theoretical knowledge about psychoeducation as well as practical knowledge about its application based on the literature.
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Exclusion Criteria: