Development of Contextual Positive Psychology Program and comparing the effects of the program and life skills traing on reduction of dysfunctional attitudes and improvement of quality of life among students
Subject Areas : Psychology
ata tehranchi
1
,
Mohadeseh Keivani
2
1 - 1. Assistant Professor of Psychology, department of psychology, Imamreza International University, Mashhad, Iran
2 - 2. Ph.D in counselling, Islamic Azad University, Bojnourd Branch, Bojnourd, Iran
Keywords: contextual positive psychology, dysfunctional attitudes, life skills, quality of life, students, wellbeing.,
Abstract :
The main aim of this study was to develop a contextual positive psychology program and examine its effects on dysfunctional attitudes, quality of life, and happiness-related factors. The study employed a quasi-experimental research method and focused on university students residing in Mashhad. After informed consent, seventy-two students took part in the study. The participants were randomly assigned to one of three groups: contextual positive psychology, a Life Skills Training Program, and a control group. Before the intervention, as well as after its completion, participants completed the World Health Organization Quality Of Life –Brief version (Bonomi et al, 2000), Positive Psychotherapy Inventory (Rashid, 2008), and Dysfunctional Attitudes Scale (Power et al, 1994). The results indicated that both intervention groups were more successful in reducing dysfunctional attitudes and improving overall quality of life, physical health, psychological health, social relationships, and positive psychotherapy indicators (such as hedonic life, meaningful life, and engaged life) compared to the control group. Notably, participants in the contextual positive psychology program experienced greater improvements in reducing dysfunctional attitudes and enhancing elements of happiness, psychological health, physical health, and social relationships as opposed to those in the life skills training program. In conclusion, it can be inferred that a contextual positive psychology program based on well-being theory is an effective intervention for enhancing the quality of life and well-being of students. The findings of this study hold practical implications for practitioners working with both clinical and non-clinical populations.
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