Sinem ACAR, Uğur DOĞAN, Arca ADIGÜZEL, Atilgan ERÖZKAN

Bilişsel Davranışçı Yaklaşıma Dayalı Olarak Geliştirilen Belirsizliğe Tahammülsüzlükle Başetme Psikoeğitim Programının Üniversite Öğrencilerinin Belirsizliğe Tahammülsüzlük Düzeyleri Üzerindeki Etkililiğinin Sınanması

Çalışmanın amacı bilişsel davranışçı yaklaşımı temel alan grup psikoeğitiminin üniversite öğrencilerindeki belirsizliğe tahammülsüzlüğe etkisinin incelenmesidir. Çalışmada Deneysel desenlerden “Öntest-Sontest-İzme Testi Kontrol Gruplu” desen benimsenmiştir. Çalışma grubu 2016-2017 eğitim öğretim yılında Muğla Sıtkı Koçman Üniversitesi, Eğitim Fakültesine yaşları 20 ile 23 arasında değişen, 14’ü kadın 4’ü erkek, 9’u deney grubunda 9’u kontrol grubunda 18 öğrenci oluşturmaktadır. Ölçümler için Belirsizliğe Tahammülsüzlük Ölçeği kullanılmıştır. Deney grubunun puanları ile kontrol grubunun puanları arasında fark olmadığı görüldükten sonra grup psikoeğitimi çalışmasına geçilmiştir. 6 oturumdan oluşan uygulamanın hemen bitiminde son test ölçümü ve uygulamadan 3 ay sonra izleme ölçümü yapılmıştır. Çalışmanın sonucuna göre bilişsel davranışçı yaklaşımı temel alan grup psikoeğitiminin üniversite öğrencilerindeki belirsizliğe tahammülsüzlüğü azaltmada etkili olduğu görülmüştür.

Anahtar Kelimeler:

belirsizliğe tahammülsüzlük, grup psikoeğitimi, bilişsel davranışçı terapiler, üniversite öğrencileri

Testing the Effectiveness of Psychoeducational Program for Coping with Intolerance of Uncertainty Based on the Cognitive Behavioral Approach on Undergraduates’ Intolerance of Uncertainty Levels

This study aimed to examine the group psychoeducation effect based on the cognitive-behavioral approach on undergraduates’ intolerance of uncertainty. The study utilized the “pretest-posttest-follow-up test control group” design of experimental designs (9 in the control group and 9 in the experimental group with 18 students in total). Before starting the study, the pretests were performed in preliminary interviews. The Intolerance of Uncertainty Scale was used for the pretests. Once it was observed the experimental and control groups were distributed equally in terms of The Intolerance of Uncertainty Scale, the group psychoeducation was commenced. The post-test was carried out at the end of the 6-session procedure, and the follow-up tests 3 months after the procedure. At the end of the study, the group psychoeducation based on the cognitive-behavioral approach was effective in reducing undergraduates’ intolerance of uncertainty.

Keywords:

cognitive-behavioral therapies, group psychoeducation, intolerance of uncertainty, undergraduates,

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