Coping Skills, Stress Management, Youth Mental Health
Conditions
Keywords
Psychoeducation, Stress management, Coping skills, Young adults, Youth mental health
Brief summary
This study aims to examine the effects of a structured psychoeducational program on the psychological well-being of university students. Participants will be randomly assigned to either a psychoeducational group or a control group. The psychoeducational program includes sessions designed to improve stress coping skills. Data will be collected using self-report questionnaires administered after the intervention. The study does not involve any drugs or medical devices and is considered to be of minimal risk. The findings are expected to contribute to the development of effective psychosocial interventions for young adults.
Detailed description
This study is designed to evaluate the relationship between coping with stress, perceived stress, and life satisfaction within a causal framework using an experimental mediating model. The study examines the effect of structured stress coping training on participants' perceived stress and life satisfaction. Psychoeducation is widely used in mental health settings to improve individuals' understanding of emotions, stress, and coping strategies. However, evidence regarding its effectiveness in specific populations is limited. Participants will be randomly assigned to either an intervention group receiving a psychoeducation program and performing a stress task, or a control group receiving no intervention and performing a stress task, for the duration of the study. The psychoeducation program will be delivered in a group format and will focus on topics such as emotional awareness, stress management, adaptive coping skills, and problem-solving. Data will be collected using self-report measures following completion of the intervention. The study does not involve any pharmacological treatment or medical devices and is considered to be of minimal risk. The results of this study are expected to shed light on future psychosocial intervention programs.
Interventions
BEHAVIORALStress Education
A structured stress training program designed to increase participants' awareness of stress and teach them basic stress management and coping strategies.
BEHAVIORALStress Task
A stress task-based intervention that includes structured activities designed to engage participants and encourage active participation.
Sponsors
Erzincan Binali Yildirim Universitesi
Study design
Allocation
RANDOMIZED
Intervention model
FACTORIAL
Primary purpose
PREVENTION
Masking
NONE
Masking description
Not applicable. This is an open-label study with no masking.
Intervention model description
This study employs a 2×2 factorial randomized design. Participants are randomly assigned to four groups based on the presence or absence of the intervention component and the presence or absence of the stress task. This design allows for the examination of the main and interaction effects of the intervention components.
Eligibility
Sex/Gender
ALL
Age
18 Years to 25 Years
Healthy volunteers
Yes
Inclusion criteria
* Being a university student * Willingness to participate voluntarily in the study * Attendance at all sessions throughout the education program * No prior participation in a similar stress management or stress coping education program
Exclusion criteria
* Not being a university student * Not providing voluntary consent to participate in the study * Irregular attendance or non-completion of the education sessions * Previous participation in a similar stress management or stress coping education program
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Life Satisfaction Score (Satisfaction With Life Scale) | Baseline and 4 weeks | Life satisfaction was assessed using the Satisfaction With Life Scale (SWLS) developed by Diener et al. (1985), a validated self-report measure. The scale consists of 5 items rated on a 7-point Likert scale, yielding total scores ranging from 5 to 35. Higher scores indicate greater life satisfaction. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Perceived Stress Score (Perceived Stress Scale-14) | Baseline and 4 weeks | Perceived stress was assessed using the Perceived Stress Scale-14 (PSS-14) developed by Cohen, Kamarck, and Mermelstein (1983), a validated self-report questionnaire designed to measure the degree to which situations in one's life are appraised as stressful. The scale consists of 14 items rated on a 5-point Likert scale ranging from 0 (never) to 4 (very often). Total scores range from 0 to 56, with higher scores indicating greater perceived stress. Seven positively stated items are reverse scored. |
Countries
Turkey (Türkiye)
Contacts
PRINCIPAL_INVESTIGATORFEYZA KARSLI
Erzincan Binali Yıldırım University, Department of Psychology
Outcome results
None listed