Abstract This study examined the effectiveness of a positive psychology–based psychoeducation program (PP-PEP) designed to enhance middle school students’ self-compassion, psychological resilience, and happiness. The study used a nested mixed-methods design. The research was conducted during the 2023–2024 academic year in a middle school in Türkiye. In the quantitative dimension, a quasi-experimental design with pretest, posttest, and follow-up test measurements (2 × 3) including intervention and control groups was employed. In the qualitative dimension, the phenomenological approach was utilized. Participants were 20 students (10 intervention, 10 control) from 6 and 7th grades. Quantitative data were collected through the Self-Compassion Scale for Children, Child and Youth Resilience Measure, Adolescent Happiness Scale, Session Evaluation Form, and Personal Information Form, and analyzed using descriptive statistics, independent samples t-test, and repeated measures ANOVA. Qualitative data, gathered via semi-structured interviews, were analyzed through content analysis. The 14-session PP-PEP was implemented by the researcher with the intervention group, while no intervention was applied to the control group. The follow-up test was conducted one month after the posttest. Quantitative findings showed significant increases in self-compassion, psychological resilience, and happiness levels among intervention students, sustained over time (η 2 = .67–.87). Qualitative findings indicated enhanced positive emotions and skills, stronger social relationships, and satisfaction with the program’s content and number of sessions, though longer sessions were suggested. Materials and activities were described as enjoyable and beneficial, and the group leader as effective. The findings suggest that positive psychology–based psychoeducation programs can be effectively applied in school counseling contexts.
Coşkun et al. (Sun,) studied this question.