Purpose: This study developed and implemented an Adler’s early recollection program for nursing students based on Adler’s individual psychology theory and evaluated its effects on psychological stress, interpersonal relations, self-encouragement, and social interest.Methods: This quasi-experimental study employed a nonequivalent control group, non-synchronized design. Post-intervention assessments were conducted at 8 and 12 weeks after program completion for the experimental group and at 8 and 12 weeks after the pretest for the control group. The experimental group (n=30) participated in Adler’s early recollection program for 8 weeks (60 minutes per week), whereas the control group (n=30) received no intervention. Data were collected using pre- and post-intervention self-report questionnaires. Data were analyzed using IBM SPSS version 25.0, using the χ² test, independent t-test, Shapiro–Wilk test, and repeated measures ANOVA.Results: Statistically significant interaction effects between group and time were found for psychological stress (F=8.08, p=.001), interpersonal relations (F=56.04, ppp<.001).Conclusion: The findings demonstrate that Adler’s early recollection program is an effective intervention for reducing psychological stress and enhancing interpersonal relations, self-encouragement, and social interest among nursing students. Future replication studies with larger samples and diverse populations are recommended to further validate and generalize these findings.
Myoung-Ju Jo (2026) studied this question.