Adolescent Psychological Well-being
Conditions
Keywords
Relative Deprivation, Distress-Eustress, Peer Relationships, Basic Psychological Needs, Psychoeducational-Developmental Intervention, Adolescents
Brief summary
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.
Detailed description
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.
Interventions
BEHAVIORALPsychoeducational-Developmental Support Program
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.
Sponsors
Aziz Küçükkelepçe
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
SUPPORTIVE_CARE
Masking
NONE
Eligibility
Sex/Gender
ALL
Age
14 Years to 18 Years
Healthy volunteers
Yes
Inclusion criteria
\*High school students enrolled in selected schools in Istanbul. * Aged 14-18 years. * Able to participate in weekly psychoeducational-developmental sessions. * Provide informed assent (and parental consent where required).
Exclusion criteria
\* Students with severe cognitive or developmental impairments that prevent participation. * Students currently receiving psychological treatment specifically targeting distress or related constructs. * Failure to obtain parental consent.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Distress-Eustress Levels | Baseline (pre-test) and post-intervention (11 weeks). | 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. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Relative Deprivation | Baseline and post-intervention (11 weeks). | 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. |
| Peer Relationships | Baseline and post-intervention (11 weeks). | 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. |
| Basic Psychological Needs at School | Baseline and post-intervention (11 weeks). | 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. |
Other
| Measure | Time frame | Description |
|---|---|---|
| Retention of Program Effects | 1 month post-intervention | 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. |
Countries
Turkey (Türkiye)
Contacts
Primary ContactAziz Küçükkelepçe, Lecturer / PhD Candidate
Outcome results
None listed