اثربخشی برنامه روان‌درمانگری مثبت‌نگر بر ارتقای سرمایه روان‌شناختی و بهزیستی دانش‌آموزان
محورهای موضوعی : روان‌شناسی بالینی
غلامرضا عباسی
1
(
دانشجوی دکتری روان شناسی تربیتی
واحد قم
دانشگاه آزاد اسلامی
قم، ایران
)
جلیل فتح‌آبادی
2
(
دانشیار گروه روان شناسی کاربردی
دانشگاه شهید بهشتی
تهران، ایران
)
امید شکری
3
(
استادیار گروه روان شناسی کاربردی
دانشگاه شهید بهشتی
تهران، ایران
)
مجید ضرغام حاجبی
4
(
دانشیار گروه روان‌شناسی
واحدقم
دانشگاه آزاد اسلامی
قم، ایران
)
کلید واژه: برنامة روان‌درمانگری مثبت‌نگر, سرمایة روان‌شناختی, مدل بهزیستی پرما, نیرومندی‌های منشی,
چکیده مقاله :
این پژوهش با هدف تعیین اثربخشی برنامة روان‌درمانگری مثبت‌نگر بر افزایش سرمایة روان‌شناختی و مدل بهزیستی پرما در دانش‌آموزان انجام شد. در یک پژوهش شبه‌تجربی با طرح پیش‌آزمون‌ـ پس‌آزمون با گروه گواه غیرمعادل و همراه با پیگیری دوماهه، 52 دانش‌آموز دختر در دو گروه آزمایش (27 نفر) و گواه (25 نفر) قبل و بعد از برنامة آموزشی به پرسش‌نامة سرمایة روان‌شناختی (لوتانز، آولیو، آوی و نورمن، 2007) و سیاهة روان‌درمانی مثبت‌نگر (رشید و سلیگمن، 2013) پاسخ دادند. از طریق 7 جلسه و هر جلسه دو ساعت، بستة روانی‌ـ آموزشی روان‌درمانگری مثبت‌نگر به شیوة گروهی برای گروه آزمایش اجرا شد. نتایج روش آماری تحلیل واریانس مختلط ساده نشان داد بستة روانی/ آموزشی روان‌درمانگری مثبت‌نگر در افزایش وجوه سرمایة روان‌شناختی شامل خودکارآمدی، امید، تاب‌آوری و خوش‌بینی و ابعاد مدل بهزیستی پرما شامل هیجان‌های مثبت، تعهدمندی، روابط، معنا و پیشرفت، مؤثر بوده است. نتایج این پژوهش، همسو با دیگر پیشرفت‌های انجام‌شده ذیل رویکرد آموزش و پرورش مثبت، نشان می‌دهد که مداخلة روانی‌ـ آموزشی روان‌درمانگری مثبت‌نگر از طریق تغذیة منابع مقابله‌ای یادگیرندگان و تجهیز سرمایة روانی آن‌ها در تدارک مهارت‌های ناظر بر تأمین بهزیستی، شادکامی و نیرومندی‌های منشی یادگیرندگان در کنار دیگر مهارت‌های تحصیلی سنتی در مؤثر بوده است.
This study aimed to determine the effectiveness of a positive psychotherapy program on increasing students’ psychological capital and well-being. The research method was a quasi-experimental with pretest-posttest design and follow up for two months, 27 female students in the experimental group and 25 girl students in the control group before and after positive psychotherapy training program, responded to the Psychological Capital Questionnaire (Luthans, Avolio, Avey & Norman, 2007) and Positive Psychotherapy Inventory (Rashid & Seligman, 2013). The experimental group received 7 sessions of positive psychotherapy training package (2 hour a session). The results of simple mixed ANOVA indicated that in the short and long term, the psycho-educational package was effective in increasing the dimensions of psychological capital including hope, resiliency, optimism and self-efficacy and dimensions of PERMA well-being model including emotions, engagement, accomplishment, purpose and relationship. The results of this study consistent with the results of other studies in field of positive education showed that psycho-educational positive psychotherapy intervention by strengthening learners' coping resources and equipping their psychological capital was effective in creating skills based on well-being, happiness and character strengths of learners along with other traditional academic skills in them.
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