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.
AhmaniGatab, T., Shayan, N., Medizade Tazangi, R., & Taheri, M. (2011). Students’ Life Quality Prediction Based on Life Skills. Procedia - Social and Behavioral Sciences. 30, 1980-1982. http://doi.org/10.1016/j.sbspro.2011.10.384
Alrawahi, S., Sellgren, S. F., Altouby, S., Alwahaibi, N., & Brommels, M. (2020). The application of Herzberg's two-factor theory of motivation to job satisfaction in clinical laboratories in Omani hospitals. Heliyon, 6(9), e04829. https://doi.org/10.1016/j.heliyon.2020.e04829
Arslan, G., Yıldırım, M., Zangeneh, M., & Ak, İ. (2022). Benefits of Positive Psychology-Based Story Reading on Adolescent Mental Health and Well-Being. Child Indicators Research, 1-13. https://doi.org/10.1007/s12187-021-09891-4.
Bannink, F., & Peeters, F. (2020). Practicing positive psychiatry. Hogrefe Publishing. https://doi.org/10.1027/00577-000
Beck, J. S., & Beck, A. T. (2011). Cognitive behavior therapy: Basics and beyond (2nd ed.). Guilford Press.
Bellucci, G. (2020). Positive attitudes and negative expectations in lonely individuals. Sci Rep, 10, 18595. https://doi.org/10.1038/s41598-020-75712-3
Bonomi A.E., Patrick D.L., Bushnell D. M., & Martin M. (2000) Validation of the United States’ version of the World Health Organization Quality of Life (WHOQOL) instrument. J Clin Epidemiol. 53(1): 19-23. https://doi.org/10.1016/s0895-4356(99)00123-7
Chan, S.H., Yu, C.H., Liu, K.H.K., Lau, C., Fung A.O.Y., & Tse S. (2021). Evaluating the emotion regulation of positive mood states among people with bipolar disorder using hierarchical clustering. World J Psychiatry. 11(9):619-634. https://doi.org/10.5498/wjp.v11.i9.619
Christensen, L. B. (2011). Experimental methodology 7th ed. Texas university press
Ciarrochi, J., Kashdan, T. B., & Harris, R. (2013). The foundations of flourishing. In T. B. Kashdan & J. Ciarrochi (Eds.), Mindfulness, acceptance, and positive psychology: The seven foundations of well-being (pp. 1–29). New Harbinger Publications, Inc.
Durães, R. S. S., Khafif, T. C., Lotufo-Neto, F., & Serafim, A. de P. (2020). Effectiveness of Cognitive Behavioral Couple Therapy on Reducing Depression and Anxiety Symptoms and Increasing Dyadic Adjustment and Marital Social Skills: An Exploratory Study. The Family Journal, 28(4), 344–355. https://doi.org/10.1177/1066480720902410
Farmer, N., & Cotter, EW. (2021). Well-Being and Cooking Behavior: Using the Positive Emotion, Engagement, Relationships, Meaning, and Accomplishment (PERMA) Model as a Theoretical Framework. Front Psychol. 12; 12:560578. https://doi.org/10.3389/fpsyg.2021.560578
Ford, B.Q., Lam, P., John, O.P., & Mauss, I.B. (2018). The psychological health benefits of accepting negative emotions and thoughts: Laboratory, diary, and longitudinal evidence. J Pers Soc Psychol. 115(6):1075-1092. https://doi.org/10.1037/pspp0000157
Green, Z. A. (2021). Character strengths intervention for nurturing well-being among Pakistan's university students: A mixed-method study. Applied Psychology: Health and Well-Being, 1–26. https://doi.org/10.1111/aphw.12301
Kakavandi, K., Koohi, R., Shojaee, S., Movallali, G., & Norozali, S. (2017). The effectiveness of life skills training on the quality of life of mothers of children with hearing impairment. Auditory and Vestibular Research. 26(1), 34-40.
Karimi, Z., Haghshenas, L., Mohtashami, T., & Dehkordi, M. A. (2019). Investigating the role of attachment styles, dysfunctional attitudes, and spirituality in predicting membership in addicted and non‐addicted groups. PsyCh Journal, 8(2), 169-179. https://doi.org/10.1002/pchj.254
Kınık, Ö., & Odacı, H. (2020). Effects of dysfunctional attitudes and depression on academic procrastination: Does self-esteem have a mediating role? British Journal of Guidance & Counselling, 48(5), 638-649. https://doi.org/10.1080/03069885.2020.1780564
Hayes, S. C., Strosahl, K. D., & Wilson, K. G. (2011). Acceptance and commitment therapy: The process and practice of mindful change. Guilford press.
Herbert, M. S., Dochat, C., Wooldridge, J. S., Materna, K., Blanco, B. H., Tynan, M., ... & Afari, N. (2022). Technology-supported Acceptance and Commitment Therapy for chronic health conditions: A systematic review and meta-analysis. Behaviour Research and Therapy, 148, 103995. https://doi.org/10.1016/j.brat.2021.103995.
Jabari, M. Shahidi, Sh. Mutabi, F. (2012). The effectiveness of positive group intervention in reducing the symptoms of depression and anxiety and increasing the life satisfaction of teenage girls. Iranian Journal of Psychiatry and Clinical Psychology (thought and behavior). 20 (4): 287-296 (Persian).
Javadi, M. Sephovand, M.J. Mahmoudi, H. Suri, A. (2012). Investigating the impact of life skills training on the quality of life of nurses in Khorram Abad hospitals. Ibn Sina Journal of Nursing and Midwifery Care. 21 (1): 32-42 (Persian).
Lambert, L., Warren, M. A., Schwam, A., & Warren, M. T. (2021). Positive psychology interventions in the United Arab Emirates: boosting wellbeing–and changing culture? Current psychology, 16, 1-14. https://doi.org/10.1007/s12144-021-02080-0
Linehan, M. M. (2015). DBT® skills training manual (2nd ed.). Guilford Press.
Magyar-Moe, J. L. (2009). Therapist's guide to positive psychological interventions. Elsevier Academic Press.
Malibary, H., Zagzoog, M. M., Banjari, M. A., Bamashmous, R. O., & Omer, A. R. (2019). Quality of Life (QoL) among medical students in Saudi Arabia: a study using the WHOQOL-BREF instrument. BMC medical education, 19(1), 1-6. https://doi.org/10.1186/s12909-019-1775-8
Morosanova, V. I., Fomina, T. G., & Bondarenko, I. N. (2021). The dynamics of the interrelationships between conscious self-regulation, psychological well-being and school-related subjective well-being in adolescents: a three-year cross-lagged panel study. Psychology in Russia: State of the Art, 14(3), 34-49.
Müller, F.H., Thomas, A.E., Carmignola, M., Dittrich, A.K., Eckes, A., Großmann, N., Martinek, D., Wilde, M., & Bieg, S. (2021). University Students' Basic Psychological Needs, Motivation, and Vitality Before and During COVID-19: A Self-Determination Theory Approach. Front Psychol. 25; 12:775804. https://doi.org/10.3389/fpsyg.2021.775804.
Nejat, S., Montazeri, A., Halakui Nayini, K., Mohammad, K., & Majdzadeh, S. (2006). Standardization of the World Health Organization Quality of Life Questionnaire (WHOQOL-BREF): translation and psychometrics of the Iranian version. Journal of Health Faculty and Health Research Institute, 4(4), 1-12.
Niemiec, R. M. (2018). Character strengths interventions: A field guide for practitioners. Hogrefe Publishing.
Niemiec, R. M., Russo-Netzer, P., & Pargament, K. I. (2020). The decoding of the human spirit: A synergy of spirituality and character strengths toward wholeness. Front Psychol, 11, 2040. https://doi.org/10.3389/fpsyg.2020.02040
Power, M.J., Katz, R., Mcguffin, P., Duggan, C.F., Lam, D., & Beck, A.T. (1994). The Dysfunctional Attitude Scale (DAS): a Comparison of forms A and B and proposals for a new subscaled version. J Res Personality, 28, 263–276. https://doi.org/10.1016/j.jad.2011.06.004.
Radfar, S.H., Hamidi, F. (2008). Life skills training guide (special for teachers). Research Institute of Engineering and Medical Sciences of Veterans (Persian).
Rajabizadeh, G., Rajabizadeh, Z., Shokouhi Moghadam, S., & Vafadoost, Z. (2019). The Relationship between Dysfunctional Attitudes and Communication Skills of Women with an Addicted Husband on the Verge of Divorce. Addict Health. 11(1), 51-7. https://doi.org/10.22122/ahj.v11i1.221.
Rashid, T. (2008). Positive psychotherapy. In S. J. Lopez (Ed.), Praeger perspectives. Positive psychology: Exploring the best in people, Vol. 4. Pursuing human flourishing (p. 188–217). Praeger Publishers/Greenwood Publishing Group.
Rezaeisharif, A., Harangza, M., & Fathi, D. (2021). Investigating the mediating role of fear of failure and difficulty in regulating emotion in the relationship between negative perfectionism and academic procrastination. Journal of School Psychology, 10(3), 49-64. https://doi.org/10.22098/jsp.2021.1342
Reyes, A. T. (2022). The process of learning mindfulness and acceptance through the use of a mobile app based on acceptance and commitment therapy: a grounded theory analysis. Issues in Mental Health Nursing, 43(1), 3-12. https://doi.org/10.1080/01612840.2021.1953652.
Ronen, T., & Kerret, D. (2020). Promoting sustainable wellbeing: Integrating positive psychology and environmental sustainability in education. International Journal of Environmental Research and Public Health, 17(19), 6968. https://doi.org/10.3390/ijerph17196968
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860. https://doi.org/10.1016/j.cedpsych.2020.101860
Ryff, C. D. (2022). Positive psychology: Looking back and looking forward. Front Psychol, 1034. https://doi.org/10.3389/fpsyg.2022.840062
Safaralizadeh, H., Azarsa, T., Zeinali, E., & Sharafkhani, R. (2022). Life skills training, hope, and health: An interventional study in the North West of Iran during the COVID-19 pandemic. Public Health in Practice, 100275. https:/doi.org/10.1016/j.puhip.2022.100275.
Šakan, D., Žuljević, D., & Rokvić, N. (2020). The Role of Basic Psychological Needs in Well-Being During the COVID-19 Outbreak: A Self-Determination Theory Perspective. Front Public Health. 12; 8:583181. https://doi.org/10.3389/fpubh.2020.583181
Seligman, M. (2021). Agency in Greco-Roman philosophy. The Journal of Positive Psychology, 16(1), 1-10. https://doi.org/10.1080/17439760.2020.1832250
Shahhosseini, Z., Hamzehgardeshi, Z., Marzband, R., & Azizi, M. (2021). Meaning in life as a predictor of the general health among medical sciences students: A cross‐sectional study. Nursing Open, 8(3), 1175-1182. https://doi.org/10.1002/nop2.731
Soleimani, S., Tehranchi, A., Kareshki, H. (2018). Validation and Factor Analysis of Positive Psychotherapy Questionnaire (three-factor form) in Iranian Population. Journal of Research in Psychological Health. 11(4), 83-98 (Persian).
Tandler, N., Krauss, A., & Proyer, R. T. (2020). Authentic happiness at work: Self-and peer-rated orientations to happiness, work satisfaction, and stress coping. Front Psychol, 1931. https://doi.org/10.3389/fpsyg.2020.01931
Tajima, M., Akiyama, T., Numa, H., Kawamura, Y., Okada, Y., Sakai, Y., Miyake, Y., Ono, Y., & Power, M.J. (2007). Reliability and validity of the Japanese version of the 24-item Dysfunctional Attitude Scale. Acta Neuropsychiatrica, 19: 362–367. https://doi.org/10.1111/j.1601-5215.2007.00203.x
Tehranchi, A., Soleimani, S., Kareshki, H. (2021). Validation and psychometric properties of the Persian version of the 24 item Dysfunctional Attitudes Scale among Iranian students. Rooyesh-e-Ravanshenasi Journal (RRJ),10(8),45-55 (Persian).
Woodrum, J. L., & Kahn, J. H. (2022). Perfectionistic concerns and psychological distress: The role of spontaneous emotion regulation during college students’ experience with failure. Journal of Counseling Psychology, 69(2), 246–256. https://doi.org/10.1037/cou0000580
Yildirim, Y., Kilic, S. P., & Akyol, A. D. (2013). Relationship between life satisfaction and quality of life in Turkish nursing school students. Nursing & Health Sciences, 15(4), 415-422. https://doi.org/10.1111/nhs.12029