Scopus İndeksli Yayınlar Koleksiyonu

Permanent URI for this collectionhttps://hdl.handle.net/20.500.14627/7

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  • Book Part
    Preventing Violence in Schools: A Psychoeducation Program Examining the Effects on Teachers Perceptions and Attitudes Toward Violence and Bullying
    (AHFE International, 2026) Tunca O.O.; Kaya A.G.; Cikrikci A.; Kılıc C.; Cicek H.S.; Cevher T.; Ergul E.B.; Cevher, Turker; Cicek, Havvane Sama; Kaya, Alp Giray; Tunca, Ozlem Ozden; Ergul, Esra Betul; Kılıc, Cetin; Cikrikci, Ayca
    This study experimentally examined changes in teachers’ and school counseling (SC) professionals’ perceptions and attitudes toward violence and peer bullying through the psychoeducational program “Preventing Violence in Schools: Where Do I Stand?”, developed by the researchers. An explanatory sequential mixed-methods design was employed. Following quantitative data collection, results were examined using a phenomenological design.The sample consisted of 36 participants 20 SC professionals and 16 subject-area teachers working in public schools in Istanbul. To test the significance of the psychoeducation, the sample was divided into two groups consisting of subject-area teachers showing similar distribution parallel to the SCs. Participants completed the Personal Information Form, “Teacher Attitudes Toward School Bullying Scale” before and after the eight-week intervention. Additionally, qualitative data were collected via the “Interview Form on Perceptions of Bullying and Violence” to obtain a deeper understanding of participants’ views. Results indicated no statistically significant differences between pre-test and post-test scores. Professional seniority and age showed significant positive correlations with the “harsh attitude” subdimension. When groups were compared, “harsh attitude” scores differed significantly, with subject teachers scoring higher. Participants’ number of children positively correlated with the “indifference attitude” dimension. Qualitative findings showed both groups perceived bullying as repetitive power dynamic. Subject teachers linked prevention gaps to systemic issues, while SCs identified stakeholders closedness to cooperation and administrative indifference as main difficulties. Regarding interventions, teachers prioritized disciplinary systems, observation, rules, whereas SCs favored child-centered consultation for all stakeholders. Both groups emphasized victim safety, emotional support, cooperation, a holistic approach in case analyses. © 2026 The Authors.
  • Article
    Effectiveness of Individual Psychoeducational Interventions for Caregivers of Stroke Patients: A Systematic Review and Meta-Analysis
    (Springer/Plenum Publishers, 2025) Kelani, Hesham; Ali, Hossam Tharwat; Naeem, Ahmed; Salamah, Hazem Mohamed; Ismail, Ali; Younes, Youmna Atef; Khandelwal, Priyank
    Stroke is a major cause of disability, and patients who suffer strokes have limited mobility and functional tasks, necessitating daily reliance on caregivers. However, caregivers of stroke patients often experience depression and anxiety, negatively impacting their mental health and reducing their quality of life. Psychoeducational interventions may be a solution to support the well-being of stroke caregivers. This study is performed to assess the overall effectiveness of individual psychoeducational interventions for caregivers of stroke patients. A thorough search of Scopus, PubMed, Web of Science, and Cochrane databases was performed for published studies in English up to June 2023. Clinical trials assessing the efficacy of psychoeducational interventions on quality of life, depression, or care burden among stroke caregivers compared to usual care were included. A total of 18 clinical trials, 16 randomized clinical trials (RCTs), and two non-RCTs, with a total of 2007 patients, were included. The study's pooled results revealed a significant increase in the quality of life in the group receiving psychoeducational interventions compared to the comparison group (SMD = 0.34, 95% CI 0.13-0.55, p value = 0.002), while no significant difference was found in terms of depression (SMD = - 0.05, 95% CI - 0.23 to 0.14, p value = 0.62) or caregiver burden (SMD = - 0.61, 95% CI - 1.65 to 0.44, p value = 0.25). Psychoeducation programs should be considered as a supportive intervention to improve quality of life in caregivers; however, their impact on depression and caregiver burden remains inconclusive. However, further studies with a larger sample size are needed to confirm the results.