Kabul ve Kararlılık Terapisi Temelli Sınav Kaygısı Psikoeğitim Grubu: Lise Son Sınıf Öğrencileriyle Bir Vaka Çalışması

Year 2020, Issue: 50, 180 - 200, 01.09.2020

Yasin Aydın , Gökçen Aydın

https://doi.org/10.9779/pauefd.584565

Cited By: 3

Abstract

Bu araştırmanın amacı, Kabul ve Kararlılık Terapisi temelli psikoeğitim grubunun lise öğrencilerinin sınav kaygısı üzerine etkisini incelemektir. Grup sürecine, sınav kaygısı yüksek olan altı lise son sınıf öğrencisi katılmıştır ve katılımcıların tamamı kız öğrencidir. Katılımcıların belirlenmesinde çok aşamalı örneklem (multi-stage sampling) yöntemi kullanılmıştır. Psikoeğitim grubu, Kabul ve Kararlılık Terapisinin temel yapı taşı olan psikolojik esneklik/katılık kavramının altı temel sürecini içerecek şekilde tasarlanmış, her hafta 90 dk olmak üzere toplam altı hafta sürmüştür. Psikoeğitimin öncesinde ve sonrasında katılımcılarla yarı yapılandırılmış görüşmeler yapılmıştır. Elde edilen verilere içerik analizi yapılmış ve KKT temelli psikoeğitim grubunda yer alan katılımcıların psikolojik katılık ve sınav kaygısına yaklaşımlarının değiştiği görülmüştür. Grup sürecinin sonucunda katılımcılar ayrıca, sınav kaygısı problemi tanımlarının ve sınav kaygısı düzeylerinin farklılaştığını ifade etmişlerdir. Bu sonuçlar bağlamında tartışma ve öneriler ortaya konmuştur.

Keywords

Kabul ve kararlılık terapisi, , psikolojik esneklik, , sınav kaygısı, , psikoeğitim, , lise öğrencileri

Supporting Institution

Bolu Abant İzzet Baysal Üniversitesi Bilimsel Araştırmalar Projesi (BAP)

Project Number

1198

Acceptance and Commitment Therapy Based Psychoeducation Group for Test Anxiety: A Case Study of Senior High School Students

Abstract

The purpose of this study was to investigate the effectiveness of Acceptance and Commitment Therapy (ACT) based psycho-educational group on test anxiety of high school students. The participants were six senior high school students with a high level of test anxiety and all of the participants were female. They were selected by a multi-stage sampling method. The psycho-educational group was designed to include six processes of psychological flexibility/inflexibility, which is the core concept of ACT; and it lasted six weeks by 90 minutes per week. Participants were interviewed before and after the psychoeducation group. The content analysis was applied and the findings of the ACT-based psychoeducation program revealed that participants’ test anxiety and psychological inflexibility level as well as how they handle the problem has changed as a result of this psycho-educational group process. The participants also stated that their definition of test anxiety problem has changed after the group process. Implications and suggestions for future research and practice were discussed.

Keywords

Acceptance and Commitment Therapy (ACT), psychological flexibility, test anxiety, psycho-education, , high school students

Project Number

1198

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