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This study examined the effectiveness of a notable chatbot, the Woebot app, in mitigating anxiety and depression among students participating in group counseling courses. It also explored students’ acceptance of the Woebot app as an innovative technological aid in learning group counseling. Utilizing a group of 42 master’s students over an 18-week period, the study found that despite the growing prevalence of technology-assisted learning and the potential benefits of chatbot applications based on counseling theories, there were no significant reductions in students’ anxiety and depression levels associated with course demands and group leadership responsibilities. Additionally, while qualitative feedback highlighted some positive aspects of Woebot, such as fostering understanding and motivation, a notable decline in the app’s acceptance was observed, largely due to usability issues, such as technical glitches, inadequate user experience, and language barriers. These results suggested the need for further research and improvements in chatbot design and application in educational settings to better support students’ learning and mental health needs.

Career decision‐making significantly impacts high school students' academic and career trajectories. Although career interventions are recognized as important, gaps persist, particularly in programs targeting Chinese high school students and the inconsistent findings on gender differences. This study evaluated the effects of career courses and group counseling on Chinese high school students. Study 1 assessed the impact of a career course on 308 first‐year high school students. The course increased self‐efficacy but did not reduce career decision‐making difficulties. Notably, gender differences were observed: male students reported increased difficulties, while female students showed a decreasing trend. Study 2 combined a career course with group counseling. The combined intervention significantly reduced career decision‐making difficulties, with no gender differences. These findings suggest that career courses boost self‐efficacy but adding group counseling helps address career decision‐making difficulties. Our study also highlights the need for gender‐responsive strategies.

The study aims to examine the effects of cognitive behavioral psychological group counseling program on the psychological resilience and emotional flexibility of adolescents. Twenty-eight adolescents were randomly assigned to the experiment group and control group. The Adolescent Psychological Resilience Scale and Emotional Flexibility Scale were administered as data collection tools. In the research, 12 sessions of a cognitive behavioral psychological group counseling program were practiced with the experiment group once a week. As for the control group, no practice was undergone. A 2 × 3 experimental design was used in the research. After the research was finalized, the posttest was performed, and follow-up measurements were carried out two months later. Adolescents in the experiment group demonstrated significant improvements in psychological resilience and emotional flexibility and these improvements were maintained at follow-up compared to those in the control group. This study highlights the effectiveness of the cognitive behavioral psychological group counseling program in improving psychological resilience and emotional flexibility among adolescents.

In this study, the impact of an online cognitive-behavioral group counselling program on anxiety, depression, stress, and resilience was examined among earthquake survivors who experienced the Turkey earthquake centered in Maraş on February 6, 2023. This study was conducted using 3 × 3 randomized controlled experimental design with three groups: online, face-to-face, and a wait-list control group. The study included 83 adult earthquake survivors. Data collection tools consisted of the Depression Anxiety Stress Scale (DASS-21) and the Brief Resilience Scale. The online group received an 8 sessions cognitive-behavioural group counselling program conducted online, while the face-to-face group received the same program in a face-to-face setting. After the post-test measurements, the wait-list control group also received the same program online. The research findings indicated that the groups receiving the cognitive-behavioral group counseling program, whether online or face-to-face, showed a decrease in anxiety, depression, and stress levels, as well as an increase in resilience levels compared to the wait-list group. After being included in the program, participants in the wait-list group also experienced a decrease in anxiety, depression, and stress levels, along with an increase in resilience levels. However, during the follow-up measurements, there were no significant differences found in anxiety, depression, stress, and resilience scores among the three groups. The research findings demonstrate that an online cognitive behavioral group counseling program is as effective as a face-to-face program in reducing anxiety, depression, and stress levels, and increasing resilience levels among earthquake survivors. These findings are significant in providing an alternative method for individuals who do not have access to face-to-face counseling programs.

A growing body of literature illustrates the benefits of online groups for clients, but few studies have examined counselors’ experience facilitating such groups, particularly in regard to counselor work with clients of differing sociodemographic traits. In this study, graduate-level counseling students facilitated two psychoeducational college counseling groups via an online platform. Groups were tailored for Black and/or African American first-generation college students (FGCS) enrolled in urban high schools. Facilitator experiences using an online platform and counseling across sociodemographic variables were explored. Themes included barriers to cohesion building, difficulty of power/oppression discussions via a virtual setting, and adjusting tactics and expectations.

Although many studies have found the effect of group counseling on enhancement of meaning in life, few studies have employed the class group counseling in life education. The present study assessed the effect of class group counseling on life education for undergraduate students. Two classes from a Chinese university were randomly allocated into the intervention and control groups. The intervention group received class group counseling for 1.5 months. The intervention and control groups completed the meaning in life questionnaire (MLQ), the satisfaction with life scale (SWLS), and the positive affect and negative affect scales (PANAS) before and after the intervention. The results showed that the intervention improved students’ life satisfaction, positive affect, and presence of meaning, and decreased negative affect. These findings indicated that class group counseling could play an important role in the life education of undergraduate students. The current study extends our understanding of improving mental health and preventing suicide for undergraduate students.

The purpose of the current study is to examine the effects of the Positive Psychology-Based Online Group Counselling Program (PPBOGCP) on the psychological well-being, self-compassion and hope levels of the mothers having children with intellectual disabilities. The current study is a mixed-design research having quantitative and qualitative dimensions. The quantitative dimension of the study was designed in a quasi-experimental design based on the experimental, placebo and control group pre-test, post-test and follow-up test model. The study group is comprised of a total of 35 participants. While in the experimental group, the 10-session PPBOGCP developed by the researcher was implemented, a 10-session group counselling was conducted in the placebo group. No study was conducted with the individuals in the control group. As the data collection tools, the Psychological Well-Being Scale, Self-Compassion Scale and Dispositional Hope Scale were used in the current study. The quantitative analyses were conducted in SPSS 17 program package while the qualitative data were analyzed with the content analysis technique. According to the findings of the current study, the PPBOGCP created significant differences in the psychological well-being, self-compassion and hope levels of the mothers having children with intellectual disabilities according to the intervention time effect (p < 0.05). It was observed that the data obtained in the individual interviews were collected around the categories of “Learning how to cope with, recognizing the sources of support, perceiving positively-acceptance, empathy and development”.

This study investigates the effect of an emotion-focused group counseling program (EFGCP) on the emotional awareness and psychological well-being of divorced women. It also investigates their opinions regarding its effectiveness. This mixed-method study used a real experimental design with a 2 × 3 pretest–post-test control group with follow-up tests. It administered 16 EFGCP sessions to the experimental group and collected quantitative data from the Levels of Emotional Awareness Scale and Psychological Well-being Scale and qualitative data from client and group leader diaries and focus group interview forms. The quantitative data were analyzed using a mixed 2 × 3 repeated-measure analysis of variance, while the qualitative data were examined using content analysis. Quantitative findings showed that EFGCP increased the emotional awareness levels of divorced women in the experimental group compared with those in the control group. This effect continued for 3 months, and while it improved their psychological well-being, the improvement was not significant. Meanwhile, qualitative results were grouped under two categories: “contribution” and “emotion-focused group counseling.” The contribution category included four themes, namely, emotional awareness, psychological well-being, adaptation after divorce, and metaphors. However, the emotion-focused group counseling category included techniques, group leader, and recommendations for group structure themes. Implications for further research and practice are discussed in light of the literature.

Previous studies have revealed the effect of locus of control on academic engagement and achievement motivation, but the role that achievement motivation plays in the relationship between the other two variables for Chinese adolescents has remained unclear. We conducted two studies to explore this issue. In Study 1 we used standardized scales to measure locus of control (Internal-External Control Scale), academic engagement (Utrecht Work Engagement Scale-Student), and achievement motivation (Achievement Motivation Scale) among 1,811 middle school students. In Study 2 we intervened in the participants' achievement motivation by way of group counseling to further check the effect on their academic engagement. We randomly recruited 64 students from the same school for control and experimental groups and constructed a relationship model among the three variables of locus of control, academic engagement, and achievement motivation. Results demonstrated that intervention in achievement motivation can effectively enhance the academic engagement of middle school students.

The purpose of this study is to examine the effect of group counseling program based on Cognitive-Behavioral Approach on the rumination levels of adolescents. Solomon Quadruple Model was applied in the study. Accordingly, in the study two control and two experimental groups, each consisting of 12 members, were formed. Experimental groups were provided psychological counseling with a group based on cognitive-behavioral approach for 8 weeks. No treatment was given to the control groups. The Rumination Scale Short Form (RS) was used data collection instrument. In accordance with the Solomon Quadruple Model, just one experimental and control group were pretested, while other two were not. Post-test was applied to all four groups. One months after the sessions were completed, the follow up measure was again applied to all four groups. Statistical analyzes revealed that the experimental groups had a significant decrease in the degree of brooding and reflection, rumination and sub-dimensions of rumination. It was also found that the results were independent of Maturation x Time interaction and Pretest effect. There was no statistically significant difference in the control groups. Therefore, based on the results, it can be said that the group counseling program with cognitive-behavioral approach is effective in decreasing the brooding and reflection levels of the rumination and rumination sub-dimensions of the adolescents. The findings were discussed in the light of the related literature and suggestions were made in relation to the results of the research.