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KARACA, SEMRA

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    PublicationOpen Access
    The effect of psychoeducation on the social skills and problem-solving skills of female prisoners
    (2022-01-01) KARACA, SEMRA; KIZILKAYA M., Unsal G., KARACA S.
    Objectives: This research was designed to evaluate the effect of education developed to address the psychosocial needs of women in penal institutions related to social skills and problem-solving skills. Methods: The research was conducted between April 2013 and March 2014 with women serving a sentence in 2 Type E, closed prisons in Aydın, Turkey. The data were collected using a personal information form, a brief questionnaire, the Social Skills Inventory (SSI), the Problem-Solving Inventory (PSI) and an evaluation form. Content analysis was used to assess qualitative data, including frequency and percentage distribution, and quantitative data were evaluated using a t-test for dependent groups. Results: The average age of the participants was 37.79±8.94 years, and 48.1% were illiterate. In all, 25.9% of the women were convicted of theft and 72.2% had another 1-4 years remaining to serve. The mean PSI score before the psychoeducation course was 115.72±15.77, and 110.85±14.01 after the program. The mean SSI score was 243.94±31.15 before the psychoeducation course and 248.92±42.59 afterwards. There was a statistically significant difference between the mean scores of both scales before and after the psychoeducation program. Conclusion: The psychoeducation program prepared to meet the needs of the female prisoners studied had a positive effect on their social skills and problem-solving skills. The addition of psychoeducation programs to the educational programs offered in penal institutions could be very beneficial. Additional studies with control group monitoring are recommended.
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    PublicationOpen Access
    The effect of Self-Regulation Based Cognitive Psychoeducation Program on emotion regulation and self-efficacy in children diagnosed with attention deficit hyperactivity disorder
    (2023-06-01) KARACA, SEMRA; Sökmen Z., KARACA S.
    Aim: This study aimed to determine the effect of Self-Regulation Based Cognitive Psychoeducation Program on emotion regulation and self-efficacy in children diagnosed with attention deficit hyperactivity disorder (ADHD) and receiving medication. Method: The sample of this study with control group and pre-test, post-test and follow-up randomized experimental design consisted of children followed in the child and adolescent mental health outpatient clinic of a state hospital. The data were evaluated by parametric and non-parametric analyses. Results: A statistically significant increase was determined in the internal functional emotion regulation mean scores of children, who participated in the Self-Regulation Based Cognitive Psychoeducation Program, measured before, immediately after, and 6 months after the intervention (p < 0.05). A statistically significant increase was also found in their external functional emotion regulation mean scores measured before and 6 months after the intervention (p < 0.05). In addition, a statistically significant difference was found between their internal dysfunctional and external dysfunctional emotion regulation mean scores measured before and 6 months after the intervention; however the mean scores of those in the control group 6 months after the intervention were higher than those in the intervention group (p < 0.05). Furthermore, there was a statistically significant increase in their self-efficacy mean scores measured before and 6 months after the intervention (p < 0.05). Conclusion: The Self-Regulation Based Cognitive Psychoeducation Program was found be effective in increasing the levels of emotion regulation and self-efficacy in children with ADHD.
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    PublicationOpen Access
    Meta-analysis of the effect of psychosocial skills training on the quality of life of people with schizophrenia
    (2022-10-01) KARACA, SEMRA; ÖNGÜN, ESEN; ÜNSAL, GÜL; Öngün E., Ünsal G., Karaca S.
    Purpose The purpose of this study was to synthesize the studies examining the effects of psychosocial skills training (PSST) on the quality of life of people with schizophrenia using a meta-analysis. Design and Methods Fifteen studies were included in the meta-analysis according to the inclusion and exclusion criteria. Findings PSST was found to have a moderate effect on the overall score of quality of life of individuals with schizophrenia, a moderate effect on the psychological dimension, and a low effect on the physical dimension. Practice implications It can be said that psychosocial skills training is an effective intervention that can be used to improve the quality of life of people with schizophrenia.
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    PublicationOpen Access
    Risk factors affecting the mental health of first-year university students on a health sciences campus and related factors
    (2022-11-01) EROL, SAİME; GÜR, KAMER; ÇALIK, KEVSER BURCU; UZUNER, ARZU; KARACA, SEMRA; APAYDIN KAYA, MEMNUNE ÇİĞDEM; EROL S., GÜR K., KARACA S., ÇALIK K. B. , UZUNER A., APAYDIN KAYA M. Ç.
    PurposeThe purpose of this study is to determine the mental health status and risk factors for the mental health of first-year university students on a health sciences campus. Design/methodology/approachThis is a descriptive study. The research was conducted with first-year students in the health sciences, dentistry and medical faculties of a state university (n = 770). The data were collected with a sociodemographic questionnaire, the Risk Behavior of Young Adults Survey, the Bergen Insomnia Scale, General Health Questionnaire-28 and the Mental Health Improvement Scale. Body mass index was calculated. FindingsAmong the students, 53.7% experienced feelings of hopelessness in the last year and 1% had attempted suicide. The percentage of students found to be at risk in terms of mental health was 41.9%; 39.4% reported that they suffered from insomnia. It was found that those who had been subjected to bullying, felt hopelessness, had suicidal thoughts, planned to commit suicide and students who experienced sleeping problems were more at risk in terms of psychological issues (p < 0.01). Insomnia (beta: 3.341) and smoking (beta: 2.226) were identified as the strongest risk factors for mental health in first-year health sciences students (p < 0.005). Practical implicationsThe results of the research offer an opportunity to get to know the characteristics of first-year university students who are at risk for mental health. It offers the opportunity to closely monitor and protect the mental health of students starting from the first grade. Originality/valueIn this study, it was determined that approximately half of the first-year university students were in the risk group in terms of mental health. Female gender, having a chronic illness, smoking a day or more in the past 30 days, not doing any physical activity, having a weak BMI, being bullied in the past 12 months, being cyberbullied in the past 12 months and having insomnia have been identified as risk factors that negatively affect mental health.