This study aims to examine the effectiveness of a Psychoeducational-Developmental Support Program on adolescents' distress-eustress levels, relative deprivation, peer relationships, and basic psychological needs. The program will be implemented with high school students using a pre-test/post-test control group design. The 11-week intervention includes structured psychoeducational and developmental activities. Assessments of distress-eustress, relative deprivation, peer relations, and basic psychological needs will be conducted before and after the intervention. A follow-up test will be administered one month later. The program is expected to produce significant improvements in adolescents' psychological and social functioning.
This study investigates the effectiveness of an 11-week Psychoeducational-Developmental Support Program in reducing adolescents' distress-eustress levels and relative deprivation, while supporting peer relationship quality and the satisfaction of basic psychological needs. The program was developed based on a needs analysis conducted with teachers and incorporates structured psychoeducational content and developmental support activities tailored to adolescents. The study employs a pre-test/post-test control group experimental design with high school students from three districts in Istanbul. The intervention group will receive weekly psychoeducational-developmental sessions, whereas the control group will receive no intervention. Measurements will include the Distress-Eustress Scale for Adolescents (Turkish Form), the Relative Deprivation Scale-Adolescent Form, the Peer Relations Scale, and the Basic Psychological Needs at School Scale. A retention assessment will be conducted one month after the intervention to evaluate the sustainability of the program's effects. Data will be analyzed using the Mann-Whitney U test, the Wilcoxon Signed-Rank test, and effect size calculations (p \< .05). The program is expected to lead to meaningful and lasting improvements in adolescents' emotional and psychosocial well-being.
Study Type
INTERVENTIONAL
Allocation
RANDOMIZED
Purpose
SUPPORTIVE_CARE
Masking
NONE
Enrollment
60
The Psychoeducational-Developmental Support Program is an 11-week structured behavioral intervention developed through needs analysis with teachers. The program includes weekly sessions containing psychoeducational and developmental support activities designed to reduce distress-eustress imbalance, decrease relative deprivation, and strengthen peer relationships and basic psychological needs.
Participating High Schools in Istanbul
Istanbul, Turkey (Türkiye)
Distress-Eustress Levels
Change in adolescents' distress-eustress levels from pre-test to post-test as measured by the Distress-Eustress Scale for Adolescents (Turkish Form). Higher distress scores indicate greater emotional strain; higher eustress scores indicate positive stress response.
Time frame: Baseline (pre-test) and post-intervention (11 weeks).
Relative Deprivation
Change in adolescents' perceived relative deprivation measured by the Relative Deprivation Scale-Adolescent Form from pre-test to post-test. Higher scores indicate greater perceived deprivation.
Time frame: Baseline and post-intervention (11 weeks).
Peer Relationships
Change in adolescents' peer relationship quality measured by the Peer Relations Scale from pre-test to post-test. Higher scores indicate better peer relationship functioning.
Time frame: Baseline and post-intervention (11 weeks).
Basic Psychological Needs at School
Change in adolescents' satisfaction of basic psychological needs measured by the Basic Psychological Needs at School Scale from pre-test to post-test. Higher scores indicate greater need satisfaction.
Time frame: Baseline and post-intervention (11 weeks).
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