EBEVEYN DUYGU SOSYALLEŞTİRME VE ÖZEL YETENEKLİ ÖĞRENCİ DUYGU DÜZENLEME PSİKOEĞİTİM PROGRAMLARININ ETKİLİLİĞİ

Abstract

This study employs a quantitative research method to examine the emotion regulation skills of primary school students attending a Science and Art Center. It has two primary objectives. The first is to evaluate the effectiveness of the Emotion Regulation Psychoeducation Program, developed within the scope of this research, in enhancing the emotion regulation skills of gifted students. The second objective is to assess the effectiveness of a psychoeducation program designed to improve the emotion socialization skills of parents of gifted students. The study sample comprises second and third-grade students (three girls, nine boys) and their parents (nine fathers, three mothers). To measure the effectiveness of the programs, the Coping with Children's Negative Emotions Scale and the Emotion Regulation Scale for Children were utilized. A pretest-posttest control group design was implemented, and the research hypotheses were analyzed using Mann-Whitney U, Friedman, and Wilcoxon Signed Ranks tests, which are nonparametric statistical methods. The findings indicate that the posttest scores of both the parent and student experimental groups increased compared to their pretest scores. The Emotion Regulation Psychoeducation Program was found to be effective in improving the emotion regulation skills of gifted students. Additionally, the Emotion Socialization Behaviors Psychoeducation Program led to an increase in positive emotion socialization reactions and a decrease in negative emotion socialization reactions among parents in the experimental group. Based on the research findings, recommendations are provided for researchers, practitioners, and policymakers.