Design and Internal Validation of an Educational-Therapeutic Model for Addressing Co-Dependency Based on Perceived Lived Experiences of Adolescents

Abstract

Purpose: Adolescence is the third developmental stage, beginning after the completion of childhood. This stage, influenced by developmental changes, exposes individuals to a higher risk of developmental dysfunctions and psychosocial harm compared to other life stages. The present study aimed to design and internally validate an educational-therapeutic model for addressing co-dependency based on the perceived lived experiences of co-dependent adolescents in the Khattam region.
 
Methods and Materials: A sequential exploratory mixed-methods approach was employed. The qualitative part utilized inductive content analysis, while the quantitative part gathered opinions from professors and experts through a survey. In the qualitative section, the statistical sample for semi-structured interviews included 15 co-dependent adolescents from the Khattam region. In the quantitative section, 12 professors and specialists were selected as the sample. Based on the content analysis, 5 main themes and 12 sub-themes were extracted.
 
Findings: The qualitative findings indicated that the themes and sub-themes were divided into two dimensions, individual and social. The individual dimension included reactivity with sub-components (denial, obsession, and anger), the need for control with sub-components (suppression of emotions and difficulty in establishing relationships), and alienation. The social dimension included interpersonal dependency with sub-components (controlling, distrust, abnormal relationships, weak boundaries), and external focus with sub-components (caring for others and being influenced by external factors).
 
Conclusion: It can be concluded that educational system stakeholders should consider the proposed model of this research for designing and implementing effective education aimed at enhancing the self-efficacy of adolescents.