Determining The Effectiveness of Positive Psychology Training on the Quality of Parent-Child Relationship and Psychological Capital of Adolescent Senior High School Girls

Taghvayi Bananejad, Mehri; Alidoosti, Fatemeh; Shahamat Dehsorkh , Fatemeh

تعطیلات نوروز ۱۴۰۴-ضمن آرزوی قبولی طاعات و عبادات و همچنین تبریک فرارسیدن بهار و شروع سال جدید، به اطلاع می‌رساند این نشریه از تاریخ ۲۸ اسفندماه ۱۴۰۳ لغایت ۱۵ فروردین ۱۴۰۴ تعطیل می باشد.

Volume 14 - Articles-1403 MEJDS (2024) 14: 99 | Back to browse issues page

Mendeley

Zotero

RefWorks

Taghvayi Bananejad M, Alidoosti F, Shahamat Dehsorkh F. Determining The Effectiveness of Positive Psychology Training on the Quality of Parent-Child Relationship and Psychological Capital of Adolescent Senior High School Girls. MEJDS 2024; 14 :99-99
URL: http://jdisabilstud.org/article-1-3255-en.html

Determining The Effectiveness of Positive Psychology Training on the Quality of Parent-Child Relationship and Psychological Capital of Adolescent Senior High School Girls

Mehri Taghvayi Bananejad¹

, Fatemeh Alidoosti ^*²

, Fatemeh Shahamat Dehsorkh²

1- Department of Psychology, Bojnord Branch, Islamic Azad University, Bojnord, Iran
2- Assistant Professor, Department of Psychology, Faculty of Humanities, Khayyam University, Mashhad, Iran

Abstract: (726 Views)

Abstract
Background & Objectives: The relationship between the adolescent and her/his family members is considered one of the most important factors influencing the socialization of adolescents. The quality of the parent-child relationship often requires a renegotiation of roles and relationships related to everyday issues such as friends, activities, responsibilities, and entering schools and universities. Adolescence is one of the essential age periods that plays an essential role in the growth and evolution of outstanding psychological characteristics such as self-efficacy, resilience, optimism, and hope. These critical components and variables in contemporary psychology have been mentioned in the form of psychological capital. Considering the importance of parent-child relationships and psychological capital, various educational strategies have been used in recent years to strengthen these characteristics, among which positive psychology education can be mentioned. This study aimed to determine the effectiveness of positive psychology training on the quality of parent-child relationships and psychological capital of senior high school girls.
Methods: This study method was quasi-experimental and was conducted with a pretest-posttest design and a control group. The statistical population of this research included all the senior high school girls of Golbahar City, Iran. Among the statistical population, 30 qualified volunteers were recruited using available sampling and randomly assigned to the experimental and control groups (each group includes 15 people). The inclusion criteria to the research included being in the age range of 12 to 18 years, living with their parents, not failing academically for two years in a row, having a GPA above 12, being able to communicate with other members of the group, being interested in participation in research, and the ability to coordinate the class schedule with the meeting schedule. The exclusion criteria were absenteeism of more than three sessions and non-observance of group therapy rules. Both groups completed in the pretest and posttest the Parent-Child Relationship Scale (Fine et al., 1983) and the Psychological Capital Questionnaire (Luthans et al., 2007). The positive psychology training program was implemented in the experimental group during nine 90–minute sessions and every session once a week. Still, the control group did not receive any treatment plan. Data analysis was carried out in two parts: descriptive statistics and inferential statistics. At the level of descriptive statistics frequency, mean, and standard deviation and at the level of inferential statistics, analysis of covariance was used. Data analysis was done in SPSS software version 27, and the significance level of the tests was considered to be 0.05.
Results: The results showed a significant difference in the variables of the parent-child relationship (positive emotions, hate and loss of role, identity, and communication) (p<0.001) and psychological capital (self-efficacy, hope, resilience, and optimism) (p<0.001) between the experimental and control groups in the posttest, after removing the effect of the pretest. Also, positive psychology training could increase positive emotions by 90%, identity by 92%, communication by 88%, but decrease hate and loss of role by 26%. Also, positive psychology training increased the self-efficacy by 96%, hope by 95%, resilience by 87%, and optimism by 85%.
Conclusion: This research showed that positive psychology training for adolescent girls is suitable for improving the parent-child relationship and increasing the psychological capital.

Keywords: Positive psychology training, Parent-child relationship, Psychological capital, Adolescent girls

Full-Text [PDF 264 kb] (330 Downloads)

Type of Study: Original Research Article | Subject: Psychology

References

1. Boele S, Van der Graaff J, de Wied M, Van der Valk IE, Crocetti E, Branje S. Linking Parent–child and peer relationship quality to empathy in adolescence: a multilevel meta–analysis. J Youth Adolesc. 2019;48(6):1033–55. [DOI]

2. Saadati N, Yousefi Z, Golparvar M. The effectiveness of the systematic training for effective parenting (STEP) on the quality of parent–child relationships, parenting self–efficacy, and cognitive flexibility in adolescent mothers. Journal of Psychological Science. 2020;19(94):1319–30. [Persian] [Article]

3. Tamura T. Effect of perceived parent–child relationship in childhood on resilience in Japanese youth. Psychol Rep. 2019;122(2):485–505. [DOI]

4. Wu CY, Lee TSH. Impact of parent–child relationship and sex on trajectories of children internalizing symptoms. J Affect Disord. 2020;260:167–73. [DOI]

5. Marsh S, Taylor R, Galland B, Gerritsen S, Parag V, Maddison R. Results of the 3 pillars study (3PS), a relationship–based programme targeting parent–child interactions, healthy lifestyle behaviours, and the home environment in parents of preschool–aged children: a pilot randomised controlled trial. PLoS One. 2020;15(9):e0238977. [DOI]

6. Petersen TL, Møller LB, Brønd JC, Jepsen R, Grøntved A. Association between parent and child physical activity: a systematic review. Int J Behav Nutr Phys Act. 2020;17(1):67. [DOI]

7. Yang Y, Yang Z, Qu W. Childhood maltreatment and prosocial behavior: roles of social support and psychological capital. Social Behavior and Personality: An International Journal. 2022;50(1):1–14. [DOI]

8. Lupșa D, Vîrga D, Maricuțoiu LP, Rusu A. Increasing psychological capital: a pre–registered meta–analysis of controlled interventions. Applied Psychology: An International Review. 2020;69(4):1506–56. [DOI]

9. Luthans F, Avolio BJ, Avey JB, Norman SM. Positive psychological capital: measurement and relationship with performance and satisfaction. Personnel Psychology. 2007;60(3):541–72. [DOI]

10. Dehghannezhad S, Hajhosseini M, Ejei J. Effectiveness of positive thinking skill training on social maladjusted adolescent girls’ social adjustment and psychological capital. Journal of School Psychology. 2017;6(1):48–65. [Persian] [DOI]

11. James T, Walters V. How positive is positive psychology in an enabling program? Investigating the transformative power of positive psychology for enabling students. Australian Journal of Adult Learning. 2020;60(2):170–90.

12. Seligman MEP. Positive psychology: a personal history. Annu Rev Clin Psychol. 2019;15:1–23. [DOI]

13. Geldard K. Counselling adolescents: the proactive approach for young people. 5th ed. Thousand Oaks, CA: Sage; 2019.

14. Javanmard J, Rajaee A, Khosrowpour F. The effectiveness of group based on positive psychotherapy on the identity crisis of secondary school girl and boy studentsd boy students. Journal of Jiroft University of Medical Sciences. 2019;6(1):101–11. [Persian] [Article]

15. Hajkhodadadi D, Etemadi O, Abedi MR, Jazayeri RS. The effectiveness of triple–P (Positive Parenting Program) on effective parenting and quality of child–parent relationship in mothers with adolescents. Journal of Psychological Science. 2021;20(98):185–98. [Persian] [Article]

16. Abbasi G, Fathabadi J, Omid S, Zargham Hajabi M. The effectiveness of a positive psychotherapy program on increasing students’ psychological capital and well–being. Journal of Developmental Psychology Iranian Psychologists. 2021;2(68):365. [Persian] [Article]

17. Corbu A, Peláez Zuberbühler MJ, Salanova M. Positive psychology micro–coaching intervention: effects on psychological capital and goal–related self–efficacy. Front Psychol. 2021;12:566293. [DOI]

18. Delavar A. Educational and psychological research. Tehran: Virayesh Pub; 2019. [Persian]

19. Rashid T, Seligman M, Seligman MEP. Positive psychotherapy: clinical manual. Oxford New York: Oxford University Press; 2018.

20. Fine MA, Moreland JR, Schwebel AI. Long–term effects of divorce on parent–child relationships. Developmental Psychology. 1983;19(5):703–13. [DOI]

21. Parhizgar A, Mahmodnia AR, Mohammadi S. A comparative study of relationship between, child–parent’s relation and identity crisis and lack of identity crisis in female high school students. Journal of Applied Psychology. 2009;3(2):82–93. [Persian] [Article]

22. Luthans FL, Avolio BJ, Avey JA. Psychological capital questionnaire [Internet]. 2012 [cited 2024 Jul 13]. Available from: [DOI]

23. Mohsenabadi H, Fathi-Ashtiani A, Ahmadizadeh MJ. Psychometric properties of the Persian version of the psychological capital questionnaire–24 (PCQ–24) in a military unit. Journal of Military Medicine. 2022;23(9):738–49. [Persian] [DOI]