Group Social Work Intervention in Improving Peer Relationships of Children in Institutional Care: A Mixed Methods Study
Trial Snapshot
- Phase
- Not Applicable
- Status
- Active, not recruiting
- Sponsor
- Selcuk University
- Enrollment
- 30
- Locations
- 1
- Primary Endpoint
- Peer Relationship Scale
Study Overview
Brief Summary
The aim of this mixed-methods study is to examine the effect of a group social work intervention, based on cognitive behavioral therapy, on bullying-related cognitions and peer relationships among boys in institutional care. Additionally, the study will explore the experiences and perspectives of participants in the experimental group regarding the intervention.
Detailed Description
In this study, designed as a mixed-methods research, a mixed-methods experimental (or intervention) design will be employed, in which participants' experiences and opinions about the intervention are embedded within an experimental framework.
In the first phase, quantitative data will be collected and analyzed to assess the effectiveness of a group social work intervention on peer relationships and bullying-related cognitions among boys in institutional care. In the linkage phase, findings from the quantitative analysis will inform the selection of qualitative research participants and the development of the interview protocol. Subsequently, qualitative data will be gathered and analyzed to gain deeper insight into the experiences of the experimental group participants regarding the intervention, and to enhance the interpretation of the quantitative findings. Finally, the results from both data types will be integrated and interpreted.
The quantitative component of the study will be conducted as a parallel-group, single-blind, randomized, waiting list-controlled experimental design. After being informed about the study, all participants who provide written informed consent will be screened for eligibility. Those who meet the inclusion criteria will be randomly assigned, in a 1:1 ratio, to either the experimental group or the waiting list control group. The implementation phase of the quantitative study will consist of a group social work intervention.
The qualitative component of the study is designed as a phenomenological research approach. In-depth interviews will be conducted to explore the experiences of participants in the experimental group regarding the intervention, as well as their views on its content, applicability, and perceived effects. These interviews also aim to provide a deeper understanding of the quantitative findings. A semi-structured interview guide, to be developed during the linkage phase, will be used to collect the qualitative data.
Study Design
- Study Type
- Interventional
- Allocation
- Randomized
- Intervention Model
- Parallel
- Primary Purpose
- Supportive Care
- Masking
- Double (Participant, Outcomes Assessor)
Eligibility Criteria
- Ages
- 12 Years to 18 Years (Child, Adult)
- Sex
- Male
- Accepts Healthy Volunteers
- Yes
Inclusion Criteria
- •Aged between 12 and 18 years
- •Residing in institutional care for at least three months
- •Voluntarily agree to take part in the research
Exclusion Criteria
- •Diagnosis of an acute psychotic disorder
- •Previous participation in a similar intervention based on cognitive behavioral therapy
- •Missing at least two intervention sessions (after study initiation)
- •Leaving the institution or being transferred to another institution during the course of the study (after study initiation)
- •Withdrawal of informed consent (after study initiation)
Arms & Interventions
Group Social Work Intervention Based on CBT
The experimental group will participate in a group intervention based on cognitive behavioral therapy (CBT). The sessions will be conducted by the researcher twice a week over a period of five weeks.
Intervention: Group Social Work Intervention Based on Cognitive Behavioral Therapy (Other)
Wait-List Control Group
The control group will consist of children placed on a waiting list. These children will not receive any intervention while the experimental group is undergoing the program. Following the completion of the intervention for the experimental group and the collection of post-test data, the same intervention will be offered to the children in the control group.
Intervention: Group Social Work Intervention Based on Cognitive Behavioral Therapy (Other)
Outcomes
Primary Outcomes
Peer Relationship Scale
Time Frame: T0 (Pre-test) T1 (15 days after the end of the procedure)
The scale was developed to assess adolescents' peer relationships. It comprises 29 items across four sub-dimensions: Intimacy, Popularity, Trust, and Insightfulness. The items are rated on a 5-point Likert scale ranging from 1 (Strongly disagree) to 5 (Completely agree.). The total possible score on the scale ranges from 29 to 145, with higher scores indicating more positive peer relationships.
Inventory of Cognitions Related to Bullying for Children
Time Frame: T0 (Pre-test) T1 (15 days after the end of the procedure)
The scale was developed to assess cognitive characteristics associated with peer bullying in children. It consists of 22 items rated on a 4-point Likert scale, ranging from 1 (Not true at all) to 4 (Completely true). The total score on the scale ranges from 22 to 88. Higher scores indicate stronger cognitive acceptance of bullying, suggesting that bullying is perceived as more normal and acceptable.
Peer Relationship Scale
Time Frame: T0 (Pre-test) T1 (15 days after the end of the procedure)
The scale was developed to assess adolescents' peer relationships. It comprises 29 items across four sub-dimensions: Intimacy, Popularity, Trust, and Insightfulness. The items are rated on a 5-point Likert scale ranging from 1 (Strongly disagree) to 5 (Completely agree.). The total possible score on the scale ranges from 29 to 145, with higher scores indicating more positive peer relationships.
Inventory of Cognitions Related to Bullying for Children
Time Frame: T0 (Pre-test) T1 (15 days after the end of the procedure)
The scale was developed to assess cognitive characteristics associated with peer bullying in children. It consists of 22 items rated on a 4-point Likert scale, ranging from 1 (Not true at all) to 4 (Completely true). The total score on the scale ranges from 22 to 88. Higher scores indicate stronger cognitive acceptance of bullying, suggesting that bullying is perceived as more normal and acceptable.
Secondary Outcomes
No secondary outcomes reported
Investigators
Rabia Ruveyda Yigit
Principal Investigator
Selcuk University