Mental Health
Conditions
Keywords
microaggression, mental health, Psychoeducation
Brief summary
Objective: This study evaluates the effectiveness of the Gender-Based Microaggression Awareness and Prevention Psychoeducation Program, which was designed to enhance awareness of gender-based microaggressions among female university students and to improve their coping skills. The program's impact on gender role attitudes and psychological distress was also examined. Methods: The research employed a quasi-experimental design with pre-test and post-test measurements. Gender-based microaggressions are defined as subtle but harmful actions or expressions targeting individuals' identities, often perpetrated unconsciously. In particular, gender-based microaggressions perpetuate traditional gender roles, undermine women's autonomy, and negatively affect psychological well-being, constituting invisible barriers in social and professional life. The psychoeducation program consisted of six modules aiming to increase awareness of microaggressions, develop coping and assertiveness skills, enhance critical thinking regarding gender roles, and reduce gender role stress. The program included theoretical knowledge, experiential learning, assertiveness training, and stress management strategies. A total of 80 students participated, with 31 assigned to the experimental group and 49 to the control group. Instruments: Data were collected using the Personal Information Form, Ambivalent Sexism Inventory, Female Microaggressions Scale, Depression-Anxiety-Stress Scale (DASS-21), and semi-structured interviews prepared by the researcher.
Interventions
OTHERGender-Based Microaggression Awareness and Prevention Psychoeducation Program
The psychoeducation program consisted of six modules aiming to increase awareness of microaggressions, develop coping and assertiveness skills, enhance critical thinking regarding gender roles, and reduce gender role stress. The program included theoretical knowledge, experiential learning, assertiveness training, and stress management strategies.
Sponsors
Yuzuncu Yil University
Study design
Allocation
NON_RANDOMIZED
Intervention model
PARALLEL
Primary purpose
PREVENTION
Masking
NONE
Intervention model description
This study evaluated a psychoeducation program comprising six modules, aiming to increase microaggression awareness, develop coping skills, enhance critical thinking on gender roles, and reduce gender role stress among female university students. The program included theoretical knowledge, experiential learning, assertiveness training, and stress management techniques. The sample included 80 female students, with 31 assigned to the experimental group and 49 to the control group. The experimental group received the full program, while the control group did not receive any intervention during the study but was given a brief educational session afterward. Data were collected at two points-pre-test and post-test-using the Personal Information Form, Ambivalent Sexism Inventory, Female Microaggression Scale, Depression Anxiety Stress Scale (DASS-21), and a semi-structured interview developed by the researcher.
Eligibility
Sex/Gender
FEMALE
Age
18 Years to 65 Years
Healthy volunteers
Yes
Inclusion criteria
* Being a woman, * Knowing Turkish, * Not having any communication problems (language, hearing, etc.). * Being 18 years of age or older, * Being willing to participate in the research.
Exclusion criteria
* Having a mental or physical problem that prevents communication, * Being male
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Gender microagressions level | From enrollment to the end of psychoeducation at 6 weeks | The scale developed by Miyake (2018) aims to measure gender-based microaggressions experienced by women throughout their lives. The scale was developed through a two-phase study and consists of eight thematic factors: sexual objectification; second-class citizenship/assumptions of inferiority; traditional gender roles; denial of sexism; sexist language use; environmental microaggressions; implicit threat to physical safety; and explicit threat to physical safety. Each factor represents a specific form of microaggression, using thematic classifications instead of the typical categories of microassaults, microinsults, or microinvalidations. The scale includes 34 items rated on a 4-point Likert scale (1 = Never, 4 = Often). |
| Gender Role Attitudes | From enrollment to the end of treatment at 6 weeks | The Ambivalent Sexism Inventory (ASI) was developed by Glick and Fiske (1996) to assess perceptions of sexism and adapted into Turkish by Sakallı-Uğurlu (2002). The scale consists of 22 items rated on a 6-point Likert scale (1 = strongly disagree, 6 = strongly agree) and includes two subscales: hostile sexism and benevolent sexism. Hostile sexism reflects negative attitudes and discriminatory behaviors toward women, emphasizing their inferiority and weakness. Benevolent sexism involves seemingly positive but patronizing attitudes based on patriarchal values, such as the belief that women should be protected and cherished. Although conceptually distinct, both dimensions contribute to the persistence of gender inequality. Higher scores indicate higher levels of hostile or benevolent sexism. |
| Psychological Distress Level | From enrollment to the end of treatment at 6 weeks | The Depression Anxiety Stress Scales (DASS) were developed by Lovibond and Lovibond (1995) to assess three components of negative emotional states: depression, anxiety, and stress. The original scale includes 42 items rated on a 4-point Likert scale (0 = Did not apply to me at all, 3 = Applied to me very much). The short version, DASS-21, was developed by Antony et al. (1998) and has been shown to be a valid and reliable tool. The Turkish adaptation of DASS-21 was conducted by Sarıçam (2018). The scale does not produce a total score; instead, each subscale is scored separately, with scores ranging from 0 to 21. Higher scores indicate higher levels of depression, anxiety, or stress in the corresponding subscale. |
Countries
Turkey (Türkiye)
Outcome results
None listed