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    Effectiveness of a Psycho-education Program on Learned Helplessness and Irrational Beliefs
    (Edam, 2013) Ulusoy, Yagmur; Duy, Baki
    The purpose of this study was to examine the effect of a psycho-education program aimed at reducing learned helplessness and irrational beliefs of eightgrade elementary students. The study was an experimental study based on the pre-test-post-test model with control and placebo group. A total of 27 participants, 9 group members in each group, participated in the study. Irrational Beliefs Scale and Attribution Style Questionnaire for Children were used to gather data. The psycho-education program based on cognitive behavioral therapy developed by researchers had been carried out with the experimental group for ten weeks, while a group guidance program focusing on problems in adolescence was run with the placebo group for four weeks. No procedure was applied to the control group. Group comparisons were investigated by two-way ANOVA for repeated measures. According to the results of analysis, there were no significant differences among three groups regarding learned helplessness and irrational beliefs scores, while there was a significant difference between pre-test and post-test scores of the experimental group with regard to irrational scores. The results of the study exhibited that the psycho-education program was effective in decreasing irrational beliefs, but not effective in decreasing learned helplessness of the participants.
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    Psychodrama as an intervention management instrument for internal/external adolescent problems: A systematic literature review
    (Pergamon-Elsevier Science Ltd, 2023) Ulusoy, Yagmur; Sumbas, Ezgi; Sertkaya, Betul
    It is likely that adolescents who have difficulties in coping with internalized or externalized problems seek psychotherapy. Psychodrama, which provides individuals with the opportunity of staging problems instead of talking about them, is a very suitable psychotherapy option for adolescents. The present study aimed to conduct a systematic review that would meticulously summarize the empirical evidence presented in earlier studies on the effectiveness of psychodrama in solving internalizing/externalizing problems of adolescents. Peer-reviewed studies conducted on psychodrama interventions for adolescents, published in English between 1 January 2001 and 31 December 2021, indexed in five databases (EBSCOHOST, Scopus, Web of Science, PubMed, and Science Direct) were searched. After the review, it was concluded that 7 empirical studies met the inclusion criteria. The characteristics and methodological features of these studies were reviewed, the efficiency of psy-chodrama was evaluated and the problem areas of focus were determined. Four studies were conducted in Turkey, one in Israel, one in Palestine, and one in Iran. The effectiveness of psychodrama was tested on 11-17 years, old adolescents. It was seen that the Experimental/Quasi-Experimental Design was used in the included studies, in-group/intergroup effects were compared, and psychodrama interventions varied between 9 and 22 sessions, the effect size was clearly expressed in some of them and was not stated in most of them. It was found that the risk in terms of selection, performance, and attrition bias was unclear or low in these studies. The studies mostly investigated the effects of psychodrama on aggression, and the findings demonstrated that the method was effective on internalized behavior such as loneliness, introversion, anxiety, depression, commitment, con-fidence, self-disclosure, loyalty, self-awareness, tension, suicidal ideation, and externalized behavior such as smoking, alcohol and substance use, leaving home, risky sexual intercourse, and conflict resolution skills. It is considered that the results of this study will increase the awareness that psychodrama is functional in the intervention of adolescents' internal and external problems. Suggestions for improvement in future studies that will uncover the effectiveness of psychodrama are discussed.