'Digitalization in Psychoeducation' The Effect of Tele-Psychoeducation on Problem-Solving Skills and Stress

NCT05405699 | Completed DMC

• 1 other identifier: EgeTrial2
• Study Type: interventional
• Target: 54
• Locations: 1 country
• Sites: 1

Brief Summary

The effect of tele-psychoeducation based on an online social media platform, which had never been done previously, on problem-solving skills and stress levels in young adults was investigated. A randomized, single-blind factorial trial was conducted with two groups of 54 university students who met the inclusion criteria. Cognitive behavioural based psychoeducation was carried on via Instagram's both online and asynchronized sessions for 8 weeks. Data were collected using pre-/posttest and follow-up measurements with the Problem-Solving Inventory and Perceived Stress Scale and were analysed using factorial analysis of variance. ηp2 and Cohen's r was used, which shows the effect size with variance distribution.

Conditions

Stress; Problems Psychosocial

Keywords

Problem solving skills; psychoeducation; stress; mobile health; telepsychiatry; digitalization

Outcome Measures

Primary Outcomes (4)

• Problem Solving Inventory (first evaluation with posttest)

  The Problem Solving Inventory (PSI), developed by Heppner and Petersen (1982), is a Likert-type scale, scored between 1 and 6, consisting of 35 items that measure adults' self-perception of problem solving skills. There are items that are reverse coded and excluded from scoring. The higher total scores obtained from the scale indicate that the individual perceives himself as inadequate in terms of problem solving skills. The Cronbach alpha consistency coefficient of the original scale was .90, and the coefficients obtained for the subscales were between .72 and .85 (Heppner \& Petersen, 1982). The scale was adapted to Turkish by Şahin et al. (1993), and the Cronbach alpha consistency coefficient was found to be .88. In our study, the Cronbach alpha coefficient was .78.

  Through study completion, an average of 4 months

• Perceived Stress Scale (first evaluation with posttest)

  The scale was developed by Cohen et al. (1983), and adapted into Turkish by Eskin et al. (2013). The Perceived Stress Scale (PSS) is designed to measure how stressful situations in one's life are perceived. Five-point Likert-type scale items are interpreted over the total score and two sub-dimensions (Perception of Insufficient Self-efficacy and Perception of Stress Discomfort). A high total score indicates that the person perceives the stress he/she has been loaded with as high; it is interpreted as the methods used in coping with stress are not functional, and therefore they cannot cope with stress effectively. In our study, the Cronbach's alpha coefficient of the scale was determined as .75.

  Through study completion, an average of 4 months

• Problem Solving Inventory (second evaluation with follow up)

  Through study completion, an average of 7 months

• Perceived Stress Scale (second evaluation with follow up)

  Through study completion, an average of 7 months

Study Arms (2)

Control

NO INTERVENTION

Intervention

EXPERIMENTAL

Behavioral: digitalized group psychoeducation

Interventions

digitalized group psychoeducation BEHAVIORAL

Problem Solving Approach based problem solving skills psychoeducation's session topics of eight weeks are as follows: 1. Introduction and warm-up, 2. Problem orientation-identifying the problem, 3. Identifying prior problems-Which do I want to start from? 4. Recognizing the losses caused by problems and complaints, 5. Setting reachable and realistic goals, 6. Generating alternatives -What can I do? 7. Regulating emotions, 8. Experimenting and exploring. The main outcomes of each session were determined, and sessions were completed in approximately one hour as a semi-structured interactive group training according to group dynamics. Three days a week for eight weeks, informative posts were shared, asynchronous testing and self-discovery activities were carried out, and a synchronous tele-psychoeducation session was held once a week. Participants were connected to the live broadcast of the research team and interacted via text messages.

Intervention

Eligibility Criteria

• Age: 18 Years - 26 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Adult (18-64)

You may qualify if:

• Being adult
• Being volunteer to participation
• Must be have the required technological opportunities

You may not qualify if:

• To receive a professional support that can affect coping skills during the data collection process
• Not participate in 20% of tele-psychoeducational interventions

Sponsors & Collaborators

• Ege University: lead

Study Sites (1)

Ege University Faculty of Nursing

Izmir, Turkey (Türkiye)

Location

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: NONE
• Purpose: PREVENTION
• Intervention Model: FACTORIAL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Research Assistant

Model Details: The study is a single-blind, randomized, factorial experimental type follow-up study with a control group.

Study Record Dates

• First Submitted: June 1, 2022
• First Posted: June 6, 2022
• Study Start: April 5, 2021
• Primary Completion: August 18, 2021
• Study Completion: August 31, 2021
• Last Updated: June 9, 2022

Record last verified: 2022-06

Data Sharing

• IPD Sharing: Will share

Locations

TU (1)