The Effects of the Social Problem-Solving Program on Adolescents in Institutional Care

Abstract

This study included a quasi-experimental design with pre and post-test control groups to examine the effectiveness of the Social Problem-Solving Program (SPSP) on adolescents in institutional care. Data from 12 adolescents in the institutional care of the Turkish Provincial Directorate of Family and Social Policies in Amasya, six of them were in the experimental, and the rest of them were in the control group are presented. The Interpersonal Problem-Solving Inventory (IPSI) was used as a measuring tool. The SPSP was applied in 10 sessions, 90 minutes a day per week. In the analysis to identify the effects of the SPSP, it was found that the experimental group's approach to the problem negatively has decreased significantly, and constructive problem-solving and insistent-persevering approach scores have increased significantly after the program. Nevertheless, there are no effects on a lack of self-confidence and unwillingness to take responsibility. Based on this information, although it is seen that SPSP's social problem-solving of the adolescent in institutional care have significant contributions; it is thought that repeating the research in larger samples may yield more effective results, organizing training to understand and express emotions in the schools where they receive education, and increasing the number of sessions can contribute positively to their social problem-solving skills.