The Effect Of Logotherapy-Based Psychoeducatıon Applıed To Famıly Members Of Indıvıduals Dıagnosıs Of Schızophrenıa

The resources that will strengthen the family members who play a key role in the treatment of schizophrenia should also be activated. One of these resources that enable people to cope with the difficult events they experience is finding meaning in life. The meaning of life is a basic source of motivation for an individual to live despite everything. In this respect, meaning is a source that helps them maintain their mental balance. Another concept that is considered important in terms of protecting and strengthening the mental health of family members is hope. Hope is defined as setting a goal and taking action to achieve it, and looking for different ways when faced with difficulties. Hope gives caregivers the belief that they can cope with stressful experiences. Therefore, it is important to develop hope in family members of individuals with mental disorders. Today, different therapy methods are applied to protect and improve mental health. Recent studies have shown that logotherapy is an effective method in strengthening positive psychological factors and coping with negative emotions. Logotherapy adopts "Therapy through Meaning" as its basic method. The effectiveness of logotherapy on meaning and hope has been demonstrated in many different samples. No study has been found that focuses on meaning and hope in family members of schizophrenia patients. This research, conducted using a parallel convergent mixed methods design, aims to determine the effects of logotherapy-based psychoeducation applied to family members of individuals diagnosed with schizophrenia on meaning in life, hope, and depression, and to examine experiences related to the psychoeducation process. Research hypotheses for the quantitative dimension of the study: 1. Hypothesis (H1a): Beck Depression Inventory scores of the experimental group after intervention are lower than their pre-intervention scores. 2. Hypothesis (H1b): Herth Hope Scale scores of the experimental group after intervention are higher than their pre-intervention scores. 3. Hypothesis (H1c): Meaning of Life Scale scores of the experimental group after intervention are higher than their pre-intervention scores. 4. Hypothesis (H1d): Beck Depression Inventory scores of the experimental group after intervention are lower than those of the control group. 5. Hypothesis (H1e): Herth Hope Scale scores of the experimental group after intervention are higher than those of the control group. 6. Hypothesis (H1f): Meaning of Life Scale scores of the experimental group after intervention are higher than those of the control group. Research question for the qualitative dimension of the study: What are the experiences of family members who participated in the Logotherapy-Based Psychoeducation Program during the psychoeducation process? Research question for the mixed research method: How are the quantitative findings of the study related to the qualitative findings obtained from the interviews, and how do they contribute to solving the research problem when considered together? The study consisted of two groups, an experimental group and a control group, selected through randomization. Each participant was scheduled for a pre-test date, and the Demographic Information Form, Meaning of Life Scale (MLS), Herth Hope Scale (HHS), and Beck Depression Inventory were administered online via Zoom. The following day, the psychoeducation program for family members in the experimental group began with individual online sessions. Eight individual online sessions were conducted with each family member. One day after the completion of the psychoeducation process for each participant, the MLS, HHS, and Beck Depression Inventory were administered again online. On the same day, individual in-depth interviews were conducted using a semi-structured interview form, and qualitative data were collected. In the control group, each participant underwent individual online post-tests eight weeks after the pre-tests. Following the post-tests, participants in the control group were informed that they could participate in the psychoeducation program if they wished. Four participants from the control group received the psychoeducation program. The logotherapy-based psychoeducational program was conducted individually via ZOOM in a total of eight sessions, with one meeting per week. Each session lasted 40-60 minutes. Key points to consider during the sessions were highlighted. One day after the intervention was completed, participants were interviewed online again for final tests, and qualitative data were collected through one-hour in-depth interviews using a Semi-Structured Interview Form. Since this research is a randomized controlled trial, the experimental process was conducted in accordance with the Consolidated Standards of Reporting Trials (CONSORT-SPI 2018) report.