The Effect of the Solution-Focused Approach on Social Participation Skills and Hope in Children Living in Residential Care Objective: This Study Aimed to Evaluate the Effect of a Solution-focused Approach Program on the Hope Levels and Social Participation Skills of Children Living in Institutional
NCT ID: NCT07135908
Last Updated: 2025-08-22
Study Results
The study team has not published outcome measurements, participant flow, or safety data for this trial yet. Check back later for updates.
Basic Information
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COMPLETED
NA
57 participants
INTERVENTIONAL
2025-02-05
2025-03-18
Brief Summary
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The aim was to explore the potential applicability of solution-focused interventions in supporting the psychosocial development of institutionalized children within psychiatric nursing and caregiving practices.
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Detailed Description
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Who Participated? A total of 57 children living in a government care institution took part in the study. They were randomly assigned to intervention and control groups.
What Was Done?
The intervention group received a 6-week program based on solution-focused therapy. Each session lasted 60 minutes and included:
Communication skills
Social participation
Identifying sources of hope
Problem-solving techniques
What Were the Results? The study aimed to assess potential changes in hope and social skills among children participating in the program compared to those who did not.
Why Is This Important? Solution-focused methods may offer a structured framework for supporting the mental health and social development of children in institutional care. Such approaches could be adapted by nurses, social workers, and care staff in similar settings.
Conditions
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Study Design
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RANDOMIZED
PARALLEL
PREVENTION
DOUBLE
Study Groups
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experimental group (Solution-Focused Approach Program)
After the data collection tools were administered to the students, the Solution-Focused Approach Program was implemented with the experimental group students by the researcher for six weeks, one day per week for 60 minutes per day. The content of the Solution-Focused Approach Program was prepared in accordance with literature and reviewed by experts. The program content is as follows.
Week: Introduction and informing the group
Week: Understanding the importance of communication, being able to use active listening skills as an element of communication skills, establishing empathetic communication
Week: Understanding the importance of social participation and identifying realistic hopes for the future
Week: Becoming aware of sources of social participation and hope, creating mental maps for coping techniques and solutions
Week: Drawing attention to change, gaining awareness, focusing on solutions, acquiring problem-solving skills
Week: Ending the process, evaluating the process,
solution-oriented approach
In this study, the solution-focused intervention was a structured psychosocial support program based on the principles of Solution-Focused Brief Therapy (SFBT). It consisted of six weekly sessions, each lasting 60 minutes, and was designed to help institutionalized children improve their hope levels and social participation skills.
The sessions included:
Enhancing communication and interpersonal skills
Identifying personal strengths and sources of hope
Developing social engagement strategies
Teaching simple problem-solving techniques
The approach focused on children's existing resources and future goals rather than their past problems. It encouraged positive thinking, goal setting, and active participation, promoting emotional resilience and social functioning.
control group (No Intervention (Usual Care at Residential Institution)
No specific intervention was implemented in this group.
No interventions assigned to this group
Interventions
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solution-oriented approach
In this study, the solution-focused intervention was a structured psychosocial support program based on the principles of Solution-Focused Brief Therapy (SFBT). It consisted of six weekly sessions, each lasting 60 minutes, and was designed to help institutionalized children improve their hope levels and social participation skills.
The sessions included:
Enhancing communication and interpersonal skills
Identifying personal strengths and sources of hope
Developing social engagement strategies
Teaching simple problem-solving techniques
The approach focused on children's existing resources and future goals rather than their past problems. It encouraged positive thinking, goal setting, and active participation, promoting emotional resilience and social functioning.
Eligibility Criteria
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Inclusion Criteria
* To be continuing their education,
* To have no problems with hearing or visual abilities.
10 Years
18 Years
ALL
Yes
Sponsors
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Muş Alparslan University
OTHER
Responsible Party
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Fatih Sahin
Assistant Professor
Principal Investigators
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fatih şahin, dr
Role: PRINCIPAL_INVESTIGATOR
https://www.alparslan.edu.tr/tr
Locations
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Aile Ve Sosyal Hizmetler Il Müdürlüğü
Muş, Merkez, Turkey (Türkiye)
Countries
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Related Links
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Related Info
Other Identifiers
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128676
Identifier Type: -
Identifier Source: org_study_id
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