This randomized controlled study aims to evaluate the effects of a Solution-Focused Brief Therapy (SFBT)-based structured program on hope, problem-solving skills, and life satisfaction among students attending a university vocational school. Fifty eligible students from two campuses of a state university will be randomized to an intervention group (n=25) or a control group (n=25). The intervention group will receive a structured SFBT-based program delivered face-to-face, while the control group will continue usual conditions during the study period. Outcomes will be assessed using standardized questionnaires at baseline, post-intervention, and follow-up. The primary analyses will compare changes in outcome scores over time between groups.

Aim: The aim of this study is to examine the effects of Solution-Focused Brief Therapy (SFBT) delivered to associate degree students on hope, problem-solving skills, and life satisfaction.

Design: This is a parallel-group randomized controlled experimental study. Setting: The study will be conducted at a state university vocational school located on two separate campuses.

Participants and sample size: The planned sample size is 50 university students, with approximately 25 participants in the intervention group and 25 in the control group.

Intervention: The intervention group will receive a structured, face-to-face SFBT-based brief program focusing on goal setting, identifying exceptions, scaling questions, and strengthening personal resources and small-step planning.

Control: The control group will continue usual conditions and will not receive the SFBT program during the study period.

Outcome measures: Data will be collected using a Personal Information Form, the Continuous Hope Scale (CHS), the Problem Solving Inventory (PSI), and the Life Satisfaction Scale (LSS). Outcomes will be assessed at baseline (T0), post-intervention (T1), and follow-up (T2).

Statistical analysis: Data will be analyzed using appropriate descriptive statistics and repeated-measures approaches to compare changes over time between groups. The significance level will be specified a priori.

Inclusion Criteria:

• Currently enrolled as a student at a university vocational school
• Continuous Hope Scale (CHS) score ≤ 40 at screening

Exclusion Criteria:

• Self-reported or documented diagnosis of a psychiatric disorder (e.g., schizophrenia, bipolar disorder, or anxiety disorder)
• Currently receiving any psychotherapy/counseling intervention during the study period
• Incomplete completion of the Continuous Hope Scale (CHS) at screening
• Declines participation after screening (including those meeting the CHS criterion)

Discontinuation/Withdrawal Criteria:

• Failure to attend study sessions (missing two or more sessions)
• Incomplete completion of study questionnaires
• Failure to complete assigned between-session tasks/homework on two or more occasions

The data sets generated during and/or analyzed during the current study are available from the corresponding author on reasonable request

6 months after publication

relevance to the topic of the study and approval of all co-authors within 1 month of receiving the request.

Due to the nature of the intervention, participants and the researcher administering the intervention were aware of their group assignments; since the Solution-Focused Brief Therapy sessions to be applied to the experimental group were conducted by the researcher, participant/practitioner blinding could not be ensured, however, the analysis phase was blinded.