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| ID | Type | Description | Link |
|---|---|---|---|
| HÜ-EK-2024/13 | Other Identifier | Hacettepe University |
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This study aims to examine the effectiveness of a Psychoeducational-Developmental Support Program on adolescents' distress-eustress levels, relative deprivation, peer relationships, and basic psychological needs. The program will be implemented with high school students using a pre-test/post-test control group design. The 11-week intervention includes structured psychoeducational and developmental activities. Assessments of distress-eustress, relative deprivation, peer relations, and basic psychological needs will be conducted before and after the intervention. A follow-up test will be administered one month later. The program is expected to produce significant improvements in adolescents' psychological and social functioning.
This study investigates the effectiveness of an 11-week Psychoeducational-Developmental Support Program in reducing adolescents' distress-eustress levels and relative deprivation, while supporting peer relationship quality and the satisfaction of basic psychological needs. The program was developed based on a needs analysis conducted with teachers and incorporates structured psychoeducational content and developmental support activities tailored to adolescents.
The study employs a pre-test/post-test control group experimental design with high school students from three districts in Istanbul. The intervention group will receive weekly psychoeducational-developmental sessions, whereas the control group will receive no intervention. Measurements will include the Distress-Eustress Scale for Adolescents (Turkish Form), the Relative Deprivation Scale-Adolescent Form, the Peer Relations Scale, and the Basic Psychological Needs at School Scale. A retention assessment will be conducted one month after the intervention to evaluate the sustainability of the program's effects.
Data will be analyzed using the Mann-Whitney U test, the Wilcoxon Signed-Rank test, and effect size calculations (p < .05). The program is expected to lead to meaningful and lasting improvements in adolescents' emotional and psychosocial well-being.
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| Intervention Group | Experimental | Participants will receive the Psychoeducational-Developmental Support Program delivered once per week for 11 weeks. |
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| Control Group | No Intervention | Participants will receive no intervention during the study period. Pre-test and post-test assessments will be conducted. |
| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| Psychoeducational-Developmental Support Program | Behavioral | The Psychoeducational-Developmental Support Program is an 11-week structured behavioral intervention developed through needs analysis with teachers. The program includes weekly sessions containing psychoeducational and developmental support activities designed to reduce distress-eustress imbalance, decrease relative deprivation, and strengthen peer relationships and basic psychological needs. |
| Measure | Description | Time Frame |
|---|---|---|
| Distress-Eustress Levels | Change in adolescents' distress-eustress levels from pre-test to post-test as measured by the Distress-Eustress Scale for Adolescents (Turkish Form). Higher distress scores indicate greater emotional strain; higher eustress scores indicate positive stress response. | Baseline (pre-test) and post-intervention (11 weeks). |
| Measure | Description | Time Frame |
|---|---|---|
| Relative Deprivation | Change in adolescents' perceived relative deprivation measured by the Relative Deprivation Scale-Adolescent Form from pre-test to post-test. Higher scores indicate greater perceived deprivation. | Baseline and post-intervention (11 weeks). |
| Peer Relationships |
| Measure | Description | Time Frame |
|---|---|---|
| Retention of Program Effects | One-month follow-up assessment administered to the experimental group to evaluate the persistence of intervention effects on distress-eustress, relative deprivation, peer relationships, and basic psychological needs. | 1 month post-intervention |
Inclusion Criteria: *High school students enrolled in selected schools in Istanbul.
Exclusion Criteria: * Students with severe cognitive or developmental impairments that prevent participation.
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| Name | Role | Phone | Extension | |
|---|---|---|---|---|
| Aziz Küçükkelepçe, Lecturer / PhD Candidate | Contact | +90 542 523 7144 | akucukkelepce@medipol.edu.tr |
| Name | Affiliation | Role |
|---|---|---|
| Haktan Demircioğlu, Assoc. Prof. Dr. | Hacettepe University, Faculty of Health Sciences | Study Director |
| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| Participating High Schools in Istanbul | Istanbul | Turkey (Türkiye) |
No individual participant data will be shared due to confidentiality requirements and restrictions specified by the ethics committee for underage participants.
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Change in adolescents' peer relationship quality measured by the Peer Relations Scale from pre-test to post-test. Higher scores indicate better peer relationship functioning. |
| Baseline and post-intervention (11 weeks). |
| Basic Psychological Needs at School | Change in adolescents' satisfaction of basic psychological needs measured by the Basic Psychological Needs at School Scale from pre-test to post-test. Higher scores indicate greater need satisfaction. | Baseline and post-intervention (11 weeks). |