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Journals / Journal of Sustainable Education Studies / 2026 / Cilt: 7

Single-Session School-Based Interventions for Reducing Stress and Anxiety Risk İn Adolescents: A Scoping Review

Ergenlerde Stres ve Kaygı Riskinin Azaltılmasına Yönelik Tek Oturumluk Okul Temelli Müdahaleler: Bir Kapsam İncelemesi

Sevil Momeni Shabanı(İSTANBUL KÜLTÜR ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ)0000-0002-3069-8281
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Publication Date
2026-10-07
DOI
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Findings indicate that single-session interventions are largely skill-based and demonstrate positive effects in reducing risk factors associated with stress and anxiety.

📌 3 Key Takeaways

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Objective & Hypothesis:Adolescents face multiple sources of stress in the school environment, including academic pressure, concerns about the future, social relationships, and difficulties in emotion regulation.
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Key Findings & Data:Findings indicate that single-session interventions are largely skill-based and demonstrate positive effects in reducing risk factors associated with stress and anxiety.
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Conclusion & Impact:In conclusion, single-session interventions offer a feasible, economical, and scalable preventive approach that can be implemented in school settings.
🔬Design:Review & Systematic Survey
📍Scope:Comprehensive Sample
⚙️Variables:Ergenler · okul psikolojik danışmanlığı · kaygı ve stresin önlenmesi

Abstract

Adolescents face multiple sources of stress in the school environment, including academic pressure, concerns about the future, social relationships, and difficulties in emotion regulation. Research indicates that school-based brief interventions can be effective in reducing risk factors associated with stress and anxiety. In recent years, Single-Session Interventions (SSI) have gained attention as a promising approach to supporting adolescent mental health. These interventions can provide short-term improvements in anxiety and emotional symptoms through structured applications focusing on skills such as emotion regulation, assertiveness, metacognition, and anxiety management. The aim of this scoping review is to map existing research findings on single-session interventions implemented with adolescents in school settings and to examine the risk factors targeted by these interventions and their levels of effectiveness. A scoping review methodology was employed. A systematic search was conducted in the PubMed database using keywords related to anxiety and stress, child and adolescent samples, school settings, and preventive single-session interventions. Findings indicate that single-session interventions are largely skill-based and demonstrate positive effects in reducing risk factors associated with stress and anxiety. In particular, interventions focusing on emotion regulation, cognitive restructuring, and coping skills appear promising in reducing anxiety symptoms in the short term. However, evidence regarding long-term effectiveness remains limited. In conclusion, single-session interventions offer a feasible, economical, and scalable preventive approach that can be implemented in school settings.

Özet

Ergenler okul ortamında akademik baskılar, gelecek kaygısı, sosyal ilişkiler ve duygu düzenleme güçlükleri gibi stres kaynaklarıyla karşı karşıyadır. Araştırmalar, okul temelli kısa süreli müdahalelerin stres ve kaygıya ilişkin risk faktörlerini azaltmada etkili olabildiğini göstermektedir. Son yıllarda Tek Oturumluk Müdahaleler (Single-Session Interventions; SSI) ergen ruh sağlığını desteklemede dikkat çekmektedir. Bu müdahaleler; duygu düzenleme, atılganlık, üstbiliş ve kaygı kontrolü gibi becerilere odaklanan uygulamalar yoluyla kaygı ve duygusal belirtilerde kısa vadeli iyileşmeler sağlayabilmektedir. Bu kapsam incelemesinin amacı, okul ortamında ergenlere yönelik tek oturumluk müdahalelere ilişkin araştırma bulgularını haritalamak ve bu müdahalelerin hedeflediği risk faktörleri ile etkililik düzeylerini ortaya koymaktır. Çalışmada kapsamlı derleme yöntemi kullanılmıştır. PubMed veri tabanında kaygı ve stres kavramları, çocuk-ergen örneklemi, okul ortamı ve önleyici tek oturumluk müdahaleleri içeren anahtar sözcüklerle sistematik tarama yapılmıştır. Bulgular, tek oturumluk müdahalelerin çoğunlukla beceri temelli olduğunu ve stres ile kaygı risk faktörlerini azaltmada etkiler gösterdiğini ortaya koymaktadır. Özellikle duygu düzenleme, bilişsel yeniden yapılandırma ve başa çıkma becerilerine odaklanan müdahalelerin kısa vadede kaygı belirtilerini azaltmada umut verici olduğu görülmüştür. Ancak uzun vadeli etkililik kanıtları sınırlıdır. Sonuç olarak, tek oturumluk müdahaleler okul ortamında uygulanabilir ve ölçeklenebilir bir önleyici yaklaşım sunmaktadır.

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Cite This Article

Shabanı, S. M. (2026). Single-Session School-Based Interventions for Reducing Stress and Anxiety Risk İn Adolescents: A Scoping Review. Journal of Sustainable Education Studies, Cilt: 7. https://ajindex.com/articles/1619231

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