The aim of this study is to determine the effect of the Self-Compassionate Mindfulness Psychoeducation Program on internalized stigma, emotion regulation, and forgiveness among adolescents involved in delinquency under prison conditions.
Objectives
Objective 1: To develop a Self-Compassionate Mindfulness Psychoeducation Program for juveniles involved in delinquency and to ensure its content validity.
Objective 2: To conduct a pilot implementation of the developed psychoeducation program.
Objective 3: To administer pre-tests to juveniles involved in delinquency using psychometrically validated and reliable scales to assess levels of internalized stigma, emotion regulation, and forgiveness.
Objective 4: To implement the developed psychoeducation program in a prison setting over the course of six sessions.
Objective 5: To administer post-tests to juveniles involved in delinquency using psychometrically validated and reliable scales to assess levels of internalized stigma, emotion regulation, and forgiveness.
Objective 6: To perform statistical analyses of the collected data.
H₀ Hypothesis:
The Self-Compassionate Mindfulness Psychoeducation Program administered to juveniles involved in delinquency in a prison setting does not affect the mean scores of internalized stigma, emotion regulation, and forgiveness in the experimental group.
H₁a Hypothesis:
The Self-Compassionate Mindfulness Psychoeducation Program administered to juveniles involved in delinquency in a prison setting decreases the mean scores of internalized stigma in the experimental group.
H₁b Hypothesis:
The Self-Compassionate Mindfulness Psychoeducation Program administered to juveniles involved in delinquency in a prison setting increases the mean scores of emotion regulation in the experimental group.
H₁c Hypothesis:
The Self-Compassionate Mindfulness Psychoeducation Program administered to juveniles involved in delinquency in a prison setting increases the mean scores of forgiveness in the experimental group.
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Parallel
Self-Compassionate Mindfulness Psychoeducation Program
BehavioralThe researcher completed the internationally accredited institutional and practical training program titled "All About Compassion in 12 Weeks: A Thousand Faces of Compassion", offered by the School of Compassion. Expert opinions were sought from the planning phase of the study for the content of the program, which was designed by the researchers. In developing the content of the Self-Compassionate Mindfulness Psychoeducation Program for Delinquent Adolescents, the opinions of three academic faculty members were consulted. Based on the suggestions received, the session titles of the psychoeducation program were determined as follows: 1. Holding Our Own Hand: Discovering Self-Compassion 2. Discovering Awareness of Thought 3. Understanding Pain, Approaching with Compassion 4. Facing Reality: Acceptance 5. Calm Waters: Forgiveness 6. Moving Forward, Farewell, and a New Beginning.
Forgiveness Scale for Adolescents
The Forgiveness Scale for Adolescents (FSA), developed by Asıcı and Karaca (2018), is a 21-item, 5-point Likert-type scale (1 = Does not describe me at all, 5 = Describes me completely) designed to measure adolescents' tendency to forgive in interpersonal relationships. The FSA includes four subscales that reflect components of forgiveness: revenge, holding a grudge, and empathy. Higher scores on each subscale indicate a stronger presence of the trait measured by that subscale. In addition, a total score can be obtained from the scale. Total scores range from 21 to 105, with higher scores indicating a higher tendency to forgive. In this study, only the total scores from the scale were used. In the scale development study, the Cronbach's alpha coefficient for the entire scale was calculated as .90, indicating high internal consistency.
Emotion Regulation Scale for Children and Adolescents
The scale was developed by Phillips and Power (2007) and its validity and reliability study was conducted by Yıldız and Duy (2014). The scale consists of 18 items and is scored on a 5-point Likert scale. It includes four sub-dimensions: Internal Functional Emotion Regulation (IFER), External Functional Emotion Regulation (EFER), Internal Dysfunctional Emotion Regulation (IDER), and External Dysfunctional Emotion Regulation (EDER). As the scores on the sub-dimensions increase, it indicates that the adolescent more frequently uses the emotion regulation strategy represented by that sub-dimension. Conversely, lower scores suggest less frequent use of that strategy. According to Yıldız and Duy (2014), the test-retest reliability coefficients obtained by administering the scale to 175 students with a two-week interval were reported as follows: 0.51 for the internal functional emotion regulation sub-dimension, 0.70 for the external dysfunctional emotion regulation sub-dimension, 0.56 for t
Internalized Stigma Scale for Children and Adolescents
The Internalized Stigma Scale for Children and Adolescents was developed by Çağlayan (2019). The scale consists of 32 items grouped under six factors: Behavioral Problems (25 items): Children and adolescents with emotional and behavioral problems often get into fights. Social and Academic Adjustment (8 items): Children and adolescents with emotional and behavioral problems are considered unreliable. Concealment of Diagnosis (3 items): Individuals with emotional and behavioral problems make an effort to keep their issues a secret. Feelings of Exclusion (1 item): Children and adolescents with emotional and behavioral problems engage in self-harming behaviors. Chronicity of the Problem (5 items): Individuals with emotional and behavioral problems feel bad because of their diagnosis. Emotional Difficulties (19 items): Children and adolescents with emotional and behavioral problems often feel lonely. The total score that can be obtained from the scale ranges between 32 and 160.
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