Journal of Adolescent and Youth Psychological Studies (JAYPS)

Objective: This study aimed to explore the ways in which cultural identity influences the mental health of ethnic minority youth in Turkey.

Methods and Materials: A qualitative research design was employed, using semi-structured interviews with 31 ethnic minority youth aged 15 to 24, from various backgrounds including Kurdish, Arab, Laz, Zaza, and Circassian communities. Participants were selected through purposive sampling, and data collection continued until theoretical saturation was achieved. Interviews were transcribed verbatim and analyzed thematically using NVivo software. The study adhered to ethical research standards and ensured confidentiality, informed consent, and participant anonymity.

Findings: Five overarching themes were identified: Cultural Belonging and Identity, Discrimination and Social Exclusion, Family Dynamics and Intergenerational Tensions, Mental Health and Emotional Well-being, and Resilience and Identity Empowerment. Participants reported experiences of identity conflict, cultural stigma, and institutional exclusion that negatively impacted their mental health. At the same time, they demonstrated resilience through community engagement, family support, and cultural pride. The results revealed how cultural identity acts both as a source of psychological vulnerability and a foundation for empowerment among ethnic minority youth.

Conclusion: Cultural identity plays a dual role in shaping the mental health of ethnic minority youth, functioning both as a risk factor and a protective resource. Effective mental health interventions must consider the lived experiences, cultural narratives, and structural realities of minority youth to promote well-being and inclusion.

Objective: This study aimed to examine the mediating role of self-compassion in the relationship between trauma exposure and suicidal ideation among adults in the United States.

Methods and Materials: A descriptive correlational design was used with a sample of 379 adult participants from the United States, selected based on the Krejcie and Morgan sampling table. Data were collected using standardized instruments: the Beck Scale for Suicide Ideation, the Life Events Checklist for DSM-5, and the Self-Compassion Scale. Descriptive statistics, Pearson correlation analysis using SPSS-27, and structural equation modeling (SEM) using AMOS-21 were employed to analyze the data and evaluate the proposed mediation model.

Findings: Descriptive results indicated moderate levels of trauma exposure (M = 12.47, SD = 4.63), moderately high self-compassion (M = 81.35, SD = 13.92), and low to moderate suicidal ideation (M = 8.23, SD = 5.41). Trauma exposure was positively correlated with suicidal ideation (r = .48, p < .001) and negatively correlated with self-compassion (r = −.41, p < .001). Self-compassion was negatively correlated with suicidal ideation (r = −.52, p < .001). SEM results confirmed that self-compassion significantly mediated the relationship between trauma exposure and suicidal ideation (indirect effect: β = −0.16, p < .01), with model fit indices indicating a good overall fit (χ²/df = 2.35, CFI = 0.96, RMSEA = 0.059).

Conclusion: The findings suggest that self-compassion plays a significant protective role in reducing suicidal ideation among individuals exposed to trauma. Interventions aimed at enhancing self-compassion may serve as effective strategies to mitigate the psychological effects of trauma and reduce suicide risk in diverse adult populations.

Objective: The objective of this study was to investigate the predictive power of social media use and body image perceptions on eating attitudes among youth in South Africa.

Methods and Materials: A correlational descriptive research design was employed involving 350 South African youth participants selected using stratified random sampling, with sample size determined according to Morgan and Krejcie's table. Data were collected using standardized instruments: Eating Attitudes Test (EAT-26), Social Media Use Integration Scale (SMUIS), and Body Shape Questionnaire (BSQ), all validated in previous research. Data analysis was performed using SPSS-27 software, employing descriptive statistics, Pearson correlation coefficients, and linear regression analyses.

Findings: The mean scores for Eating Attitudes (24.53 ± 6.42), Social Media Use (38.29 ± 7.56), and Body Image (107.45 ± 22.18) indicated moderate maladaptive eating behaviors and significant variability in social media usage and body dissatisfaction. Pearson correlation analyses revealed significant positive correlations between Eating Attitudes and Social Media Use (r = .38, p < .01) and Body Image (r = .57, p < .01). Linear regression analyses demonstrated that social media use and body image significantly predicted maladaptive eating attitudes (F(2, 347) = 103.48, p < .01, R² = .37), with body image emerging as the stronger predictor (β = .52, p < .01) compared to social media use (β = .18, p < .01).

Conclusion: These results underscore the importance of addressing both social media consumption habits and negative body perceptions through targeted interventions to improve healthy eating attitudes and psychological well-being among youth.

Objective: This study aimed to examine the effectiveness of a digital literacy intervention on reducing internet addiction and enhancing social skills among undergraduate students.

Methods and Materials: A randomized controlled trial was conducted with 30 undergraduate students from Romania, randomly assigned into intervention (n = 15) and control groups (n = 15). The intervention consisted of ten sessions, each lasting 60–75 minutes, delivered twice weekly over five weeks. The content included digital literacy skills such as self-regulation, critical evaluation of online information, ethical communication, emotional regulation, and face-to-face social interactions. Data were collected at pre-test, post-test, and at a five-month follow-up using the Internet Addiction Test (Young, 1998) and Social Skills Inventory (Riggio, 1986). Statistical analysis involved repeated measures ANOVA with Bonferroni post-hoc tests, performed using SPSS version 27.

Findings: Results indicated significant improvements in both internet addiction and social skills among the intervention group compared to the control group. For internet addiction, the intervention group’s mean scores significantly decreased from pre-test (M = 71.86, SD = 5.24) to post-test (M = 56.43, SD = 6.15) and remained low at follow-up (M = 58.02, SD = 6.47), while the control group showed negligible changes. Social skills significantly improved from pre-test (M = 251.34, SD = 14.09) to post-test (M = 279.67, SD = 15.02) and remained stable at follow-up (M = 276.43, SD = 15.84) for the intervention group. ANOVA results revealed significant interaction effects of group × time for internet addiction (F(2,54)=32.74, p<.001, η²=.555) and social skills (F(2,54)=25.92, p<.001, η²=.490). Bonferroni post-hoc tests confirmed these significant differences.

Conclusion: The findings are suggesting the intervention value as a preventive and developmental tool in higher education settings.

Objective: This study aimed to investigate the effectiveness of humor-based group therapy on depression and self-esteem among adolescents.

Methods and Materials: A randomized controlled trial design was employed, involving 30 adolescent participants from Bulgaria randomly assigned to either an experimental group (humor-based group therapy; n = 15) or a control group (no intervention; n = 15). The experimental group participated in eight weekly 90-minute sessions focused on humor-based techniques designed to enhance emotional regulation, self-esteem, and social interactions. Dependent variables were measured using standardized tools: depression was assessed via the Beck Depression Inventory-II, and self-esteem was assessed with the Rosenberg Self-Esteem Scale at three time points—pre-test, post-test, and a five-month follow-up. Data were analyzed using repeated-measures ANOVA and Bonferroni post-hoc tests through SPSS-27.

Findings: The findings revealed significant reductions in depression (F(2,54) = 28.94, p < .001, η² = .539) and significant increases in self-esteem (F(2,54) = 26.75, p < .001, η² = .498) for the experimental group compared to the control group, with substantial improvements maintained at five-month follow-up. Specifically, depression scores in the experimental group significantly decreased from pre-test (M = 27.60, SD = 4.12) to post-test (M = 15.87, SD = 3.45, p < .001) and remained stable at follow-up (M = 16.53, SD = 3.72). Self-esteem scores significantly improved from pre-test (M = 18.80, SD = 3.67) to post-test (M = 28.40, SD = 4.18, p < .001) and remained high at follow-up (M = 27.87, SD = 4.01).

Conclusion: Humor-based group therapy effectively reduced depressive symptoms and significantly enhanced self-esteem among adolescents, with beneficial effects persisting at five months post-intervention, suggesting it as a promising therapeutic option for adolescent mental health interventions.

Objective: This study aimed to explore how teacher-student relationships influence the emotional development of adolescents.

Methods and Materials: The study employed a qualitative research design using an exploratory approach. Data were collected through semi-structured interviews with 29 participants, including both secondary school teachers and adolescent students from diverse urban and rural regions of Bangladesh. Participants were selected through purposive sampling to ensure diversity in gender, experience, and context. The interviews continued until theoretical saturation was reached. All interviews were transcribed and analyzed using thematic analysis, supported by NVivo software to systematically code and categorize data into emerging themes.

Findings: Three major themes emerged from the data: emotional support from teachers, trust and communication, and the impact of teacher relationships on adolescent emotional growth. Emotional support included teacher empathy, motivation, and individualized attention. Trust and communication were characterized by open dialogue, cultural sensitivity, and confidentiality. Finally, emotional outcomes such as increased self-confidence, emotional regulation skills, and a stronger sense of belonging were linked to positive teacher-student relationships. Quotations from participants highlighted how emotionally attuned teacher behaviors shaped students’ psychological safety and well-being.

Conclusion: In the context of Bangladesh, where emotional expression in schools is often overlooked, the study suggests that teachers can be pivotal figures in guiding emotional maturity.

Objective: This study aimed to assess the effectiveness of a structured digital detox program in reducing screen time and improving sleep hygiene among Chinese adolescents.

Methods and Materials: Thirty adolescents (aged 13–17) were recruited and randomly assigned to an experimental (n = 15) or control (n = 15) group. Over ten weekly sessions, the experimental group participated in a digital detox intervention featuring psychoeducation, cognitive-behavioral techniques, and goal-setting to minimize excessive screen use. Sleep hygiene education was incorporated through discussions on bedtime routines and reducing nighttime device exposure. The control group received no intervention. Data were collected at three time points: pre-intervention, post-intervention, and a five-month follow-up. Outcomes included self-reported measures of daily screen time and sleep hygiene scores. Repeated measures analysis of variance was conducted to evaluate within- and between-group changes, and Bonferroni post-hoc tests were applied to identify significant pairwise differences.

Findings: The experimental group demonstrated a notable decline in mean daily screen time, from 6.82 hours (SD = 0.76) at baseline to 4.31 hours (SD = 0.65) post-intervention, which remained stable at 4.07 hours (SD = 0.61) at follow-up. Sleep hygiene scores improved significantly, rising from a baseline of 81.27 (SD = 6.24) to 93.18 (SD = 5.77) post-intervention and stabilizing at 92.46 (SD = 5.51) at follow-up. In contrast, the control group showed minimal changes across these time points. Statistical analyses confirmed significant time × group interactions for both variables (p < .001).

Conclusion: Incorporating structured sessions, behavioral monitoring, and sleep education may contribute to healthier technology habits and better sleep practices in this population.

Objective: This study aimed to explore the meaning-making processes of adolescents who have experienced parental divorce.

Methods and Materials: A qualitative research design using a phenomenological approach was employed to capture adolescents’ lived experiences. The study included 24 adolescent participants aged 13 to 18 from various provinces in Canada who had experienced parental divorce within the past five years. Participants were recruited through purposive sampling, and data collection was conducted using semi-structured in-depth interviews. Thematic saturation was achieved by the 24th interview. Interviews were transcribed verbatim and analyzed using thematic analysis through NVivo software, allowing for the identification of recurring patterns and central themes.

Findings: Analysis revealed four major themes: Emotional Navigation, Identity Reconstruction, Relational Shifts, and Meaning Construction. Adolescents initially experienced emotional confusion, sadness, and resentment, but some later developed emotional acceptance and resilience. They reported shifts in identity, including reevaluating family roles, trust, and future expectations. Relationships with parents, siblings, and peers were redefined, often marked by conflict, closeness, or detachment. Adolescents engaged in various cognitive strategies to make sense of the divorce, including narrative building, reframing, and philosophical reflection, which contributed to a renewed sense of self and outlook on future relationships.

Conclusion: Adolescents are active agents in processing parental divorce, engaging in complex meaning-making that influences their emotional well-being and developmental trajectory. These findings underscore the need for therapeutic and educational interventions that center adolescents' narratives and support reflective, adaptive meaning-making.

Objective: This study aimed to explore the ways in which cultural identity influences the mental health of ethnic minority youth in Turkey.

Methods and Materials: A qualitative research design was employed, using semi-structured interviews with 31 ethnic minority youth aged 15 to 24, from various backgrounds including Kurdish, Arab, Laz, Zaza, and Circassian communities. Participants were selected through purposive sampling, and data collection continued until theoretical saturation was achieved. Interviews were transcribed verbatim and analyzed thematically using NVivo software. The study adhered to ethical research standards and ensured confidentiality, informed consent, and participant anonymity.

Findings: Five overarching themes were identified: Cultural Belonging and Identity, Discrimination and Social Exclusion, Family Dynamics and Intergenerational Tensions, Mental Health and Emotional Well-being, and Resilience and Identity Empowerment. Participants reported experiences of identity conflict, cultural stigma, and institutional exclusion that negatively impacted their mental health. At the same time, they demonstrated resilience through community engagement, family support, and cultural pride. The results revealed how cultural identity acts both as a source of psychological vulnerability and a foundation for empowerment among ethnic minority youth.

Conclusion: Cultural identity plays a dual role in shaping the mental health of ethnic minority youth, functioning both as a risk factor and a protective resource. Effective mental health interventions must consider the lived experiences, cultural narratives, and structural realities of minority youth to promote well-being and inclusion.

Objective: This study aimed to examine the mediating role of self-compassion in the relationship between trauma exposure and suicidal ideation among adults in the United States.

Methods and Materials: A descriptive correlational design was used with a sample of 379 adult participants from the United States, selected based on the Krejcie and Morgan sampling table. Data were collected using standardized instruments: the Beck Scale for Suicide Ideation, the Life Events Checklist for DSM-5, and the Self-Compassion Scale. Descriptive statistics, Pearson correlation analysis using SPSS-27, and structural equation modeling (SEM) using AMOS-21 were employed to analyze the data and evaluate the proposed mediation model.

Findings: Descriptive results indicated moderate levels of trauma exposure (M = 12.47, SD = 4.63), moderately high self-compassion (M = 81.35, SD = 13.92), and low to moderate suicidal ideation (M = 8.23, SD = 5.41). Trauma exposure was positively correlated with suicidal ideation (r = .48, p < .001) and negatively correlated with self-compassion (r = −.41, p < .001). Self-compassion was negatively correlated with suicidal ideation (r = −.52, p < .001). SEM results confirmed that self-compassion significantly mediated the relationship between trauma exposure and suicidal ideation (indirect effect: β = −0.16, p < .01), with model fit indices indicating a good overall fit (χ²/df = 2.35, CFI = 0.96, RMSEA = 0.059).

Conclusion: The findings suggest that self-compassion plays a significant protective role in reducing suicidal ideation among individuals exposed to trauma. Interventions aimed at enhancing self-compassion may serve as effective strategies to mitigate the psychological effects of trauma and reduce suicide risk in diverse adult populations.