Abstract:

Self-injury is among the most common risk factors in adolescence, and it is known that self- injury is closely associated with not being able to regulate emotions functionally. The aim of this study; To test the effectiveness of the emotion regulation psychoeducational program on self- injury behavior and emotion regulation strategies in adolescents. This research is based on a 2X2 (experiment and control x pretest-posttest) quasi-experimental model. This research was conducted with 204 students studying at a vocational high school in Şanlıurfa in the 2021-2022 academic year. Emotion Regulation Scale for Adolescents and Inventory of Statements About Self-Injury were used as data collection tools in the study. A total of 24 people, 12 in the experimental group and 12 in the control group, participated in the study. After the pre-test measurements of the experimental and control groups were taken, an eight-session Emotion Regulation Psychoeducation program based on emotion-focused therapy and dialectical behavioral therapy, developed by the researchers, was applied to the members of the experimental group. No action was taken in the control group. One week after the Emotion Regulation Psychoeducation program was completed, post-test measurements of the experimental and control groups were made. The effectiveness of the psychoeducational program was tested with a two-way ANOVA for mixed designs. As a result of the analysis, it was seen that the mean scores of self-injury and internal dysfunctional emotion regulation of the experimental group participating in the psycho-education program were significantly lower than the control group. The findings reveal that the Emotion Regulation Psychoeducation program is effective on self-injury and internal dysfunctional emotion regulation strategies

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