The Effect of the Solution-Focused Approach on Social Participation Skills and Hope in Children Living in Residential Care Objective: This Study Aimed to Evaluate the Effect of a Solution-focused Approach Program on the Hope Levels and Social Participation Skills of Children Living in Institutional

NCT07135908 | Completed DMC

• 1 other identifier: 128676
• Study Type: interventional
• Target: 57
• Locations: 1 country
• Sites: 1

Brief Summary

his study examined whether a solution-focused approach program could improve hope and social participation skills in children living in institutional care. A total of 57 children were included and randomly divided into intervention and control groups. The intervention group attended a 6-week program with weekly 60-minute sessions focusing on communication, social skills, hope-building, and problem-solving. The aim was to explore the potential applicability of solution-focused interventions in supporting the psychosocial development of institutionalized children within psychiatric nursing and caregiving practices.

Conditions

Hope; Nursing; Social Acceptance

Keywords

hope; Mental Health Care; Child Welfare; Psychosocial intervention; Nursing

Outcome Measures

Primary Outcomes (2)

• pretest (6-week solution-focused approach before the intervention)

  Primary Outcome Measure 1: Hope Level at Baseline (Children's Hope Scale) Description: The Children's Hope Scale (CHS) is a 6-item self-report tool assessing children's hopeful thinking. Scores range from 6 to 36; higher scores indicate greater hope. Time Frame: Baseline (within 1 week before intervention). Unit of Measure: Total score (6-36).

  Baseline (1 week before intervention)

• pretest pretest (6-week solution-focused approach before the intervention)

  Primary Outcome Measure 2: Social Participation Skills at Baseline (Social Skills Scale) Description: The Social Skills Rating System - Social Skills Scale (SSRS) evaluates cooperation, assertion, empathy, and self-control. Scores range from 0 to 90; higher scores indicate better functioning. Time Frame: Baseline (within 1 week before intervention). Unit of Measure: Total score (0-90).

  Baseline (within 1 week before intervention).

Secondary Outcomes (2)

• posttest (After the 6-week solution-focused approach intervention)

  6 weeks after baseline (post-intervention)

• posttest (After the 6-week solution-focused approach intervention)

  Time Frame: Post-intervention (6 weeks after completion of the intervention).

Study Arms (2)

experimental group (Solution-Focused Approach Program)

EXPERIMENTAL

After the data collection tools were administered to the students, the Solution-Focused Approach Program was implemented with the experimental group students by the researcher for six weeks, one day per week for 60 minutes per day. The content of the Solution-Focused Approach Program was prepared in accordance with literature and reviewed by experts. The program content is as follows. Week: Introduction and informing the group Week: Understanding the importance of communication, being able to use active listening skills as an element of communication skills, establishing empathetic communication Week: Understanding the importance of social participation and identifying realistic hopes for the future Week: Becoming aware of sources of social participation and hope, creating mental maps for coping techniques and solutions Week: Drawing attention to change, gaining awareness, focusing on solutions, acquiring problem-solving skills Week: Ending the process, evaluating the process,

Behavioral: solution-oriented approach

control group (No Intervention (Usual Care at Residential Institution)

NO INTERVENTION

No specific intervention was implemented in this group.

Interventions

solution-oriented approach BEHAVIORAL

In this study, the solution-focused intervention was a structured psychosocial support program based on the principles of Solution-Focused Brief Therapy (SFBT). It consisted of six weekly sessions, each lasting 60 minutes, and was designed to help institutionalized children improve their hope levels and social participation skills. The sessions included: Enhancing communication and interpersonal skills Identifying personal strengths and sources of hope Developing social engagement strategies Teaching simple problem-solving techniques The approach focused on children's existing resources and future goals rather than their past problems. It encouraged positive thinking, goal setting, and active participation, promoting emotional resilience and social functioning.

experimental group (Solution-Focused Approach Program)

Eligibility Criteria

• Age: 10 Years - 18 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17), Adult (18-64)

You may qualify if:

• To be residing in child care homes,
• To be continuing their education,
• To have no problems with hearing or visual abilities.

Sponsors & Collaborators

• Muş Alparslan University: lead

Study Sites (1)

Aile Ve Sosyal Hizmetler Il Müdürlüğü

Muş, Merkez, 49100, Turkey (Türkiye)

Location

Related Links

• Related Info

Study Officials

• fatih şahin, dr

  https://www.alparslan.edu.tr/tr

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: DOUBLE
• Who Masked: PARTICIPANT, OUTCOMES ASSESSOR
• Purpose: PREVENTION
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Assistant Professor

Study Record Dates

• First Submitted: July 27, 2025
• First Posted: August 22, 2025
• Study Start: February 5, 2025
• Primary Completion: February 6, 2025
• Study Completion: March 18, 2025
• Last Updated: August 22, 2025

Record last verified: 2025-08

Data Sharing

• IPD Sharing: Will not share

Locations

TU (1)