A Study to assess the effectiveness of psychosocial intervention on self- concept of adolescents of substance using parents

  • Sukhbir Kaur SGRD UNIVERSITY OF HEAlLTH SCIENCES
  • Triza Jiwan

Abstract

Background: Adolescents, whose parents use substance often feel sad, unhappy, and withdrawn due to low self-concept. The self-concept of adolescents can be affected due to parental substance use, and they are found to have difficulty in managing the situations occurring in their life.

Aim: To assess the self-concept of adolescents of substance-using parents and to find the effect of psychosocial intervention on the self-concept of adolescents.

Setting and Design: Quantitative research and a quasi-experimental approach with pre-test and post-test design in a single group were used. Two hundred adolescents of substance-using parents studying in selected senior secondary schools of Punjab were selected by simple random sampling technique.

Methods: Modified CAST- 6 and standardized self-concept questionnaire by Dr. R.K. Sarsawat (1984) were used and translated as per convenience. After pre-testing, adolescents with average and below-average self-concept were selected randomly for the psychosocial intervention, consisting of six sessions for one month. After six weeks of implementing the intervention, post-testing was done to assess the self-concept of adolescents. A total of 183 post-test were collected as there were seven dropouts during the implementation period. 

Results: 84.7% of adolescents of the substance-using parents had an average level of overall self-concept in the pre-test, and maximum (65%) had an above-average level of self- concept in the post-test. Total self-concept post-test mean score, 150.79 ± 19.08, was higher than the pre-test score, 114.53 ± 21.74, with a mean difference of 36.26 ± 15.47 after the implementation of psychosocial intervention and the difference was significant at p <0.000 level. 

Conclusion: Adolescents' self-concept was found to be significantly improved after the implementation of psychosocial intervention. Therefore, these types of interventions, which are school-based programs and which can reach a large number of children, maybe cost-effective if they become a part of the regular curriculum and are delivered by teachers. 

Published
2020-04-01
Section
Original Articles