The Effect of a Self-Compassionate Mindfulness Psychoeducation Program Implemented in Prison on Internalized Stigma, Emotion Regulation, and Forgiveness in Juvenile Delinquents
试验速览
- 阶段
- 不适用
- 状态
- 尚未招募
- 发起方
- 入组人数
- 68
- 主要终点
- Forgiveness Scale for Adolescents
研究概览
简要总结
The aim of this study is to determine the effect of the Self-Compassionate Mindfulness Psychoeducation Program on internalized stigma, emotion regulation, and forgiveness among adolescents involved in delinquency under prison conditions.
Objectives
Objective 1: To develop a Self-Compassionate Mindfulness Psychoeducation Program for juveniles involved in delinquency and to ensure its content validity.
Objective 2: To conduct a pilot implementation of the developed psychoeducation program.
Objective 3: To administer pre-tests to juveniles involved in delinquency using psychometrically validated and reliable scales to assess levels of internalized stigma, emotion regulation, and forgiveness.
Objective 4: To implement the developed psychoeducation program in a prison setting over the course of six sessions.
Objective 5: To administer post-tests to juveniles involved in delinquency using psychometrically validated and reliable scales to assess levels of internalized stigma, emotion regulation, and forgiveness.
Objective 6: To perform statistical analyses of the collected data.
H₀ Hypothesis:
The Self-Compassionate Mindfulness Psychoeducation Program administered to juveniles involved in delinquency in a prison setting does not affect the mean scores of internalized stigma, emotion regulation, and forgiveness in the experimental group.
H₁a Hypothesis:
The Self-Compassionate Mindfulness Psychoeducation Program administered to juveniles involved in delinquency in a prison setting decreases the mean scores of internalized stigma in the experimental group.
H₁b Hypothesis:
The Self-Compassionate Mindfulness Psychoeducation Program administered to juveniles involved in delinquency in a prison setting increases the mean scores of emotion regulation in the experimental group.
H₁c Hypothesis:
The Self-Compassionate Mindfulness Psychoeducation Program administered to juveniles involved in delinquency in a prison setting increases the mean scores of forgiveness in the experimental group.
详细描述
- Type of the Study This study was conducted using a single-blind, randomized controlled experimental design.
- Location and Time of the Study This study was carried out between March 2025 and May 2025 with adolescents in solitary confinement who had been driven to delinquency, in the Kavak Juvenile and Youth Closed Penal Institution located in Kavak district, Samsun province. The institution consists of two separate units, Block A and Block B, with a total capacity of 350 individuals and accepted its first inmates in 2022. The Kavak Juvenile and Youth Closed Penal Institution holds the distinction of being the first and only juvenile and youth closed penal facility in the Black Sea Region.
The self-compassionate mindfulness psychoeducation program was conducted in the group workroom located within the institution. 3. Study Population and Sample The population of the study consisted of adolescents in solitary confinement in the aforementioned penal institution, while the sample was composed of individuals meeting the study inclusion criteria. The sample size was calculated using the G*Power 3.1 program. For the variable of internalized stigma, mean scores were taken as 106.67±29.48 (group 1) and 90.00±16.91 (group 2). Based on these values, with a 95% confidence interval, 5% margin of error, 0.98 effect size, and 95% power, the required sample size was calculated to be 56.
For the variable of emotion regulation, mean scores were 2.25±0.78 (measurement-1) and 1.91±0.75 (measurement-2) . With the same confidence interval and error rate, but a 0.45 effect size and 90% power, the required sample size was calculated as 54.
For the forgiveness variable, mean scores were 57.92±13.34 (group-1) and 48.95±9.37 (group-2) , with a 0.78 effect size and 85% power, yielding a required sample size of 62.
Based on these calculations, the target sample size was determined as 62 participants (31 in the experimental group and 31 in the control group). Considering possible dropouts, the study aimed to include 68 participants (34 in each group), including approximately 10% as reserves.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Screening
- 盲法
- Double (Participant, Outcomes Assessor)
盲法说明
To prevent bias and enhance internal validity, the processes of randomization and blinding were structured in accordance with the physical layout of the correctional facility. The institution consists of two separate blocks (Block A and Block B), and this architectural structure served as the basis for implementing randomization. A total of 68 delinquent adolescents who met the inclusion criteria were assigned to experimental and control groups using block-based simple randomization. Accordingly, 34 participants from Block A were randomly assigned to the experimental group, and 34 participants from Block B were randomly assigned to the control group, ensuring an unbiased distribution. Placement into blocks was conducted without regard to individual characteristics, and equal block capacity was considered to ensure intra-block homogeneity. This approach enabled physical separation between the groups, preventing direct contact and facilitating effective blinding between experimental and
入排标准
- 年龄范围
- 12 Years 至 18 Years（Child, Adult）
- 性别
- Male
- 接受健康志愿者
- 是
入选标准
- •Being literate
- •Being able to speak and understand Turkish
- •Being between 12 and 18 years of age
- •Having been convicted and currently incarcerated
- •Willingness to participate in the study
排除标准
- •Unwillingness to participate in the study
- •Having a psychiatric diagnosis that may disrupt group dynamics
- •Being younger than 12 or older than 18 years of age
- •Having a physical disability that may affect participation in the study (e.g., hearing, speech impairments, etc.)
结局指标
主要结局
Forgiveness Scale for Adolescents
时间窗: From enrollment until the end of the 6-week psychoeducation program
The Forgiveness Scale for Adolescents (FSA), developed by Asıcı and Karaca (2018), is a 21-item, 5-point Likert-type scale (1 = Does not describe me at all, 5 = Describes me completely) designed to measure adolescents' tendency to forgive in interpersonal relationships. The FSA includes four subscales that reflect components of forgiveness: revenge, holding a grudge, and empathy. Higher scores on each subscale indicate a stronger presence of the trait measured by that subscale. In addition, a total score can be obtained from the scale. Total scores range from 21 to 105, with higher scores indicating a higher tendency to forgive. In this study, only the total scores from the scale were used. In the scale development study, the Cronbach's alpha coefficient for the entire scale was calculated as .90, indicating high internal consistency.
Emotion Regulation Scale for Children and Adolescents
时间窗: From enrollment until the end of the 6-week psychoeducation program
The scale was developed by Phillips and Power (2007) and its validity and reliability study was conducted by Yıldız and Duy (2014). The scale consists of 18 items and is scored on a 5-point Likert scale. It includes four sub-dimensions: Internal Functional Emotion Regulation (IFER), External Functional Emotion Regulation (EFER), Internal Dysfunctional Emotion Regulation (IDER), and External Dysfunctional Emotion Regulation (EDER). As the scores on the sub-dimensions increase, it indicates that the adolescent more frequently uses the emotion regulation strategy represented by that sub-dimension. Conversely, lower scores suggest less frequent use of that strategy. According to Yıldız and Duy (2014), the test-retest reliability coefficients obtained by administering the scale to 175 students with a two-week interval were reported as follows: 0.51 for the internal functional emotion regulation sub-dimension, 0.70 for the external dysfunctional emotion regulation sub-dimension, 0.56 for t
Internalized Stigma Scale for Children and Adolescents
时间窗: From enrollment until the end of the 6-week psychoeducation program
The Internalized Stigma Scale for Children and Adolescents was developed by Çağlayan (2019). The scale consists of 32 items grouped under six factors: Behavioral Problems (25 items): Children and adolescents with emotional and behavioral problems often get into fights. Social and Academic Adjustment (8 items): Children and adolescents with emotional and behavioral problems are considered unreliable. Concealment of Diagnosis (3 items): Individuals with emotional and behavioral problems make an effort to keep their issues a secret. Feelings of Exclusion (1 item): Children and adolescents with emotional and behavioral problems engage in self-harming behaviors. Chronicity of the Problem (5 items): Individuals with emotional and behavioral problems feel bad because of their diagnosis. Emotional Difficulties (19 items): Children and adolescents with emotional and behavioral problems often feel lonely. The total score that can be obtained from the scale ranges between 32 and 160.
Forgiveness Scale for Adolescents
时间窗: From enrollment until the end of the 6-week psychoeducation program
The Forgiveness Scale for Adolescents (FSA), developed by Asıcı and Karaca (2018), is a 21-item, 5-point Likert-type scale (1 = Does not describe me at all, 5 = Describes me completely) designed to measure adolescents' tendency to forgive in interpersonal relationships. The FSA includes four subscales that reflect components of forgiveness: revenge, holding a grudge, and empathy. Higher scores on each subscale indicate a stronger presence of the trait measured by that subscale. In addition, a total score can be obtained from the scale. Total scores range from 21 to 105, with higher scores indicating a higher tendency to forgive. In this study, only the total scores from the scale were used. In the scale development study, the Cronbach's alpha coefficient for the entire scale was calculated as .90, indicating high internal consistency.
Emotion Regulation Scale for Children and Adolescents
时间窗: From enrollment until the end of the 6-week psychoeducation program
The scale was developed by Phillips and Power (2007) and its validity and reliability study was conducted by Yıldız and Duy (2014). The scale consists of 18 items and is scored on a 5-point Likert scale. It includes four sub-dimensions: Internal Functional Emotion Regulation (IFER), External Functional Emotion Regulation (EFER), Internal Dysfunctional Emotion Regulation (IDER), and External Dysfunctional Emotion Regulation (EDER). As the scores on the sub-dimensions increase, it indicates that the adolescent more frequently uses the emotion regulation strategy represented by that sub-dimension. Conversely, lower scores suggest less frequent use of that strategy. According to Yıldız and Duy (2014), the test-retest reliability coefficients obtained by administering the scale to 175 students with a two-week interval were reported as follows: 0.51 for the internal functional emotion regulation sub-dimension, 0.70 for the external dysfunctional emotion regulation sub-dimension, 0.56 for t
Internalized Stigma Scale for Children and Adolescents
时间窗: From enrollment until the end of the 6-week psychoeducation program
The Internalized Stigma Scale for Children and Adolescents was developed by Çağlayan (2019). The scale consists of 32 items grouped under six factors: Behavioral Problems (25 items): Children and adolescents with emotional and behavioral problems often get into fights. Social and Academic Adjustment (8 items): Children and adolescents with emotional and behavioral problems are considered unreliable. Concealment of Diagnosis (3 items): Individuals with emotional and behavioral problems make an effort to keep their issues a secret. Feelings of Exclusion (1 item): Children and adolescents with emotional and behavioral problems engage in self-harming behaviors. Chronicity of the Problem (5 items): Individuals with emotional and behavioral problems feel bad because of their diagnosis. Emotional Difficulties (19 items): Children and adolescents with emotional and behavioral problems often feel lonely. The total score that can be obtained from the scale ranges between 32 and 160.
次要结局
未报告次要终点
研究者
Abdullah Usta
lecturer
Ondokuz Mayıs University