In this study, the researchers propose a complementary methodological approach to determine how much participants may benefit from a psychoeducation program based on emotion-focused therapy (EFT). We designed the project as a multiple quantitative case study conducted with eight participants enrolled at a university in the Eastern Mediterranean region of Turkey. All participants were undergraduates in a psychological counselling and guidance program in the 2018–2019 spring semester. We collected research data through the repertory grid technique, which is a semi-structured interview method. We detected the distance between the elements (actual self, ideal self, me before the psychoeducation program started) by calculating the standardized Euclidean distance coefficient. Our findings showed that the distance between the elements of actual self and me before the psychoeducation program started was significant. Findings at the phenomenon level showed that the psychoeducation program applied in this study was successful. Findings indicated that therapeutic success could be measured through the idiographic findings at the individual level.

在这项研究中，研究人员提出了一种补充性方法论方法，用于确定可以从基于情绪集中疗法（EFT）的心理教育计划中受益的参与者人数。我们将项目设计为多量化案例研究，在土耳其东部地中海地区的一所大学中招收了八名参与者。所有参与者都是在2018-2019春季学期的心理咨询和指导计划中的本科生。我们通过全格式网格技术（半结构化采访方法）收集了研究数据。在心理教育计划开始之前，我们检测了元素（实际自我，理想自我，我）之间的距离。），通过计算标准化的欧几里得距离系数。我们的发现表明，在心理教育计划开始之前，实际自我和我之间的距离非常重要。在现象层面的发现表明，在这项研究中应用的心理教育计划是成功的。研究结果表明，可以通过个人水平的研究结果来衡量治疗的成功。