1- Department of Psychology, Bojnord Branch, Islamic Azad University, Bojnord, Iran
2- Assistant Professor, Department of Psychology, Faculty of Humanities, Khayyam University, Mashhad, Iran
2- Assistant Professor, Department of Psychology, Faculty of Humanities, Khayyam University, Mashhad, Iran
Abstract: (60 Views)
Background & Objectives: Considering the special and unique features of adolescence, it can be acknowledged that this period is one of the important age periods that can play a role in the growth and evolution of outstanding psychological characteristics for teenagers. So Paying attention to the psychological health of adolescents, especially girl’s adolescents, can be one of the main goals of mental health professionals. This study aimed to determine the effectiveness of the effectiveness of positive psychology training on the quality of parent-child relationship and psychological capital of the second grade high school girls.
Methods: This study was semi–experimental and was conducted with a pre–test–post–test design with two control and experimental groups. The statistical population of this research included all the second grade high school girls of Golbahar city. Among the statistical population, 30 qualified volunteers were available entered into the study and randomly assigned to two experimental and control groups (each group includes 15 people). The criteria for entering participants to the research include: 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. Exclusion criteria were absenteeism more than out of three sessions and non–observance of group therapy rules. In this research, ethical standards including obtaining informed consent and guaranteeing privacy and confidentiality were observed. Also, at the time of participating in the research, the participants were free to withdraw from the research at any time and provide personal information. They were assured that the information would remain confidential and this was also fully respected. Both groups completed 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 as a 9 session’s 90–minute and every session once a week, but 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 of frequency, mean, and standard deviation and 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.
Result: The results showed that there was 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 capitals (self-efficacy, hope, resilience and optimism) (p<0.001) between the experimental and control groups in the post–test, after removing the effect of the pre–test; Also, positive psychology training was able to increase positive emotions by 90%, identity by 92%, communication by 88%, and 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 teaching the positive psychology training to adolescent girls is suitable for improving the parent–child relationship and increasing the psychological capital.
Methods: This study was semi–experimental and was conducted with a pre–test–post–test design with two control and experimental groups. The statistical population of this research included all the second grade high school girls of Golbahar city. Among the statistical population, 30 qualified volunteers were available entered into the study and randomly assigned to two experimental and control groups (each group includes 15 people). The criteria for entering participants to the research include: 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. Exclusion criteria were absenteeism more than out of three sessions and non–observance of group therapy rules. In this research, ethical standards including obtaining informed consent and guaranteeing privacy and confidentiality were observed. Also, at the time of participating in the research, the participants were free to withdraw from the research at any time and provide personal information. They were assured that the information would remain confidential and this was also fully respected. Both groups completed 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 as a 9 session’s 90–minute and every session once a week, but 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 of frequency, mean, and standard deviation and 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.
Result: The results showed that there was 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 capitals (self-efficacy, hope, resilience and optimism) (p<0.001) between the experimental and control groups in the post–test, after removing the effect of the pre–test; Also, positive psychology training was able to increase positive emotions by 90%, identity by 92%, communication by 88%, and 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 teaching the positive psychology training to 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
Type of Study: Original Research Article |
Subject:
Psychology
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