Akademik Veri Yönetim Sistemi
2nd International Conference on Social Work & Social Research, Baku, Azerbaycan, 23 - 24 Mayıs 2025, ss.189-191, (Özet Bildiri)
Introduction
The
family is the primary institution directly influencing an individual's
psychosocial development (Darling et al., 2022). Today, rapid social change,
economic hardship, digitalization, and intergenerational value conflicts
threaten the structure and functionality of families (Morris, 2013). Communication problems, weakened
parental roles, domestic violence, addiction, and mental health issues present
multifaceted challenges that negatively impact family well-being (Cuartas, 2022). These issues highlight the need
for protective and preventive social service interventions and structured
family education programs (Greenstein, 2006; Matos & Sousa, 2004). The content and implementation
methods of these programs directly affect accessibility and participation.
Therefore, it is crucial that such programs are developed based on the
knowledge and experience of field professionals who work directly with
families.
This
study aims to structure psychoeducational and group-based interventions to
strengthen family functionality based on the perspectives of professionals who
directly work with families. It seeks to benefit from their field experience to
develop sustainable, effective, and contextually relevant education programs.
The research addresses the following questions:
1. What
are the main social, psychological, and structural problems faced by families
today?
2. What
should be the content, methods, and modules of psychoeducational and group
programs designed for families?
3. What
are the conditions that enhance the applicability, sustainability, and
participation in these programs?
4. What
are the essential qualifications required for professionals who will implement
these programs?
5. How
should the organization, institutional cooperation, and physical infrastructure
be structured for an effective family education process?
Method
The study
adopted a qualitative research approach with a phenomenological design (Patton, 2002). Data were collected through
focus group interviews using a semi-structured interview form developed by the
researcher (Greenbaum, 1998). The participant group consisted
of 22 professionals from public institutions who work directly with families,
including social workers, psychologists, psychological counselors,
sociologists, teachers, academics, and religious officials. The interviews were
conducted over three sessions at the Rize Governorship Meeting Hall with
official approval. Audio recordings were transcribed and analyzed using content
analysis. Open coding was used to derive themes, which were then categorized
under five main thematic areas.
Findings
The data
were organized under five main themes and their corresponding sub-themes:
1. Current Practices
and Problem Areas:
Participants
reported that existing family education programs are limited in scope, and
access to services is problematic. Low participation rates, challenges in
reaching disadvantaged groups, and a lack of inter-institutional coordination
were frequently emphasized.
2. Fundamental
Issues Faced by Families:
Key
issues included poor communication, weak parent-child relationships, unclear
role distribution within marriage, domestic violence, substance addiction,
economic hardship, mental health problems, generational conflicts, and
challenges faced by single-parent families.
3. Expectations
Regarding Psychoeducational and Group Programs:
Participants
highlighted the need for content covering communication skills, conflict
resolution, parenting roles, domestic violence awareness, marriage preparation,
family planning, addiction prevention, and self-awareness. The importance of
tailoring content to disadvantaged groups was also emphasized.
4. Format and
Organization of the Training Program:
Short,
targeted, group-based, and interactive modules were suggested. Creative methods
such as art and play were seen as increasing engagement. Practical factors such
as scheduling, space, and childcare support were underlined. Strategies to
include fathers through workplace collaborations were proposed.
5. Qualifications of
Educators and Implementation Capacity:
Participants
emphasized the necessity for practitioners to possess both theoretical
knowledge and practical experience. Interactive delivery methods, supervision
support, and the development of shared intervention frameworks were seen as
essential for program effectiveness.
Conclusion
The
findings indicate that psychoeducational and group-based family interventions
should be structured around the field experiences of professionals. A
comprehensive, modular, and participatory educational framework is needed to
address the complex issues families face. Flexible and creative implementation
methods, inclusion of men and disadvantaged groups, support for educators, and
strengthened institutional coordination are among the key recommendations. The
study provides evidence-based contributions to the development of
family-focused social service interventions and offers guidance for
practitioners and policymakers.
Keywords: Family education programs, preventive social work, psychoeducation, focus group, family functioning