1- Garmsar Branch, Islamic Azad University
2- Faculty of Educational Sciences and Psychology, Allameh Tabatabai University
2- Faculty of Educational Sciences and Psychology, Allameh Tabatabai University
Abstract: (881 Views)
Abstract
Background & Objective: The mental health system was primarily focused on treating mental health disorders and eliminating the symptoms of psychopathology. In the abbreviated version of the disease symptoms checklist, three common symptoms of psychopathology, namely somatization, depression and anxiety, are emphasized. In the abbreviated version of the disease symptoms checklist, three common symptoms of psychological damage, namely somatization, depression and anxiety, are emphasized. However, it has been acknowledged that focusing only on eliminating pathological symptoms alone cannot bring mental health to a person, but in addition to reducing pathological symptoms, positive psychological symptoms should also increase. Positive psychological symptoms provide well-being and good living for a person and include emotional well-being, psychological well-being and social well-being. Therefore, when a person shows few pathological symptoms and high positive psychological symptoms, he experiences complete mental health. The aim of this study was to determine the effectiveness of positive psychology interventions on positive psychological symptoms and pathological-psychological symptoms in Farhangian University students.
Methods: The method of this research was interventional, semi-experimental with a pre-test and post-test design with a control group with a one-month follow-up. The statistical population included all students of Farhangian University in Tehran in the academic year of 2021-2022. Among these, 30 volunteers and eligible to enter the research were selected and randomly assigned to an experimental group (positive psychology interventions) and a control group (15 people in each group). The criteria for entering the research included being a student teacher, filling out an agreement and ethical consent form to enter the research, and not having a stressful event such as the death of a loved one in the last six months. The criteria for withdrawing from the research included failure to complete the ethical agreement and consent form, absence of more than two meetings, and non-cooperation in completing the research tools in the pre-test and post-test stages. First, the content validity of the educational package of positive psychology interventions was checked and confirmed by four experts (3 people with a doctorate in clinical psychology and 1 person with a doctorate in psychometrics). Only the experimental group received nine training sessions of positive psychology interventions. Both the experimental group and the control group responded to two study instruments before and after the training and in the one-month follow-up period, namely, the Mental Health Continuum-Short Form Keyes et al and the Brief Symptom Inventory-18 Derogatis LR, Fitzpatrick (2004) answered. Data analysis was done in SPSS version 24 software at a significance level of 0.05.
Results: Participants were 15 people in the experimental group and 15 in the group. The mean and standard deviation of the age group of the experimental group was 25/27±2/15 and the mean and standard deviation of the age group was 25/40±1/45. The statistical comparison of the average age of the two groups by the t-test of the two independent groups showed that the average age of the two groups was not significantly different. In the experimental group, 10 people (66.68 %) and 5 (33.33 %) were female. In the group, 8 people (53.30 %) were male and 7 (46.70 %) were female. The comparison of the sexual abundance of the two groups with the X2 test showed that the two groups were not significantly different. The results of the analysis of variance with recurrent measurements showed that the effect of time on emotional well -being variables, social well -being, psychological well -being, positive psychological resources, somatization, depression, anxiety, and psychological pathology symptoms were statistically significant (p<0/001). In addition, investigating the inter -group effects of emotional well -being variables, social well -being, psychological well-being, positive psychological resources, somatization, depression, anxiety and symptoms of psychology showed that the statistical difference in these variables between the experimental group and the evidence of existence (p<0/001). Bonfroni test results showed that in the experimental group between the mean scores of emotional well -being variables, social well -being, psychological well -being, positive psychological resources somatization, depression, anxiety, and psychological pathology symptoms in pre -test and post -test became (p<0/05). But there was no significant difference between the average variables in the post -test and follow–up, but there was no significant difference between the average variables in the post -test and follow -up, indicating the durability of the effectiveness of intervention at the follow -up stage.
Conclusion: The findings of the research showed that teaching positive psychology interventions has an effect on increasing positive symptoms of psychology and decreasing psychopathological symptoms of Farhangian University students.
Background & Objective: The mental health system was primarily focused on treating mental health disorders and eliminating the symptoms of psychopathology. In the abbreviated version of the disease symptoms checklist, three common symptoms of psychopathology, namely somatization, depression and anxiety, are emphasized. In the abbreviated version of the disease symptoms checklist, three common symptoms of psychological damage, namely somatization, depression and anxiety, are emphasized. However, it has been acknowledged that focusing only on eliminating pathological symptoms alone cannot bring mental health to a person, but in addition to reducing pathological symptoms, positive psychological symptoms should also increase. Positive psychological symptoms provide well-being and good living for a person and include emotional well-being, psychological well-being and social well-being. Therefore, when a person shows few pathological symptoms and high positive psychological symptoms, he experiences complete mental health. The aim of this study was to determine the effectiveness of positive psychology interventions on positive psychological symptoms and pathological-psychological symptoms in Farhangian University students.
Methods: The method of this research was interventional, semi-experimental with a pre-test and post-test design with a control group with a one-month follow-up. The statistical population included all students of Farhangian University in Tehran in the academic year of 2021-2022. Among these, 30 volunteers and eligible to enter the research were selected and randomly assigned to an experimental group (positive psychology interventions) and a control group (15 people in each group). The criteria for entering the research included being a student teacher, filling out an agreement and ethical consent form to enter the research, and not having a stressful event such as the death of a loved one in the last six months. The criteria for withdrawing from the research included failure to complete the ethical agreement and consent form, absence of more than two meetings, and non-cooperation in completing the research tools in the pre-test and post-test stages. First, the content validity of the educational package of positive psychology interventions was checked and confirmed by four experts (3 people with a doctorate in clinical psychology and 1 person with a doctorate in psychometrics). Only the experimental group received nine training sessions of positive psychology interventions. Both the experimental group and the control group responded to two study instruments before and after the training and in the one-month follow-up period, namely, the Mental Health Continuum-Short Form Keyes et al and the Brief Symptom Inventory-18 Derogatis LR, Fitzpatrick (2004) answered. Data analysis was done in SPSS version 24 software at a significance level of 0.05.
Results: Participants were 15 people in the experimental group and 15 in the group. The mean and standard deviation of the age group of the experimental group was 25/27±2/15 and the mean and standard deviation of the age group was 25/40±1/45. The statistical comparison of the average age of the two groups by the t-test of the two independent groups showed that the average age of the two groups was not significantly different. In the experimental group, 10 people (66.68 %) and 5 (33.33 %) were female. In the group, 8 people (53.30 %) were male and 7 (46.70 %) were female. The comparison of the sexual abundance of the two groups with the X2 test showed that the two groups were not significantly different. The results of the analysis of variance with recurrent measurements showed that the effect of time on emotional well -being variables, social well -being, psychological well -being, positive psychological resources, somatization, depression, anxiety, and psychological pathology symptoms were statistically significant (p<0/001). In addition, investigating the inter -group effects of emotional well -being variables, social well -being, psychological well-being, positive psychological resources, somatization, depression, anxiety and symptoms of psychology showed that the statistical difference in these variables between the experimental group and the evidence of existence (p<0/001). Bonfroni test results showed that in the experimental group between the mean scores of emotional well -being variables, social well -being, psychological well -being, positive psychological resources somatization, depression, anxiety, and psychological pathology symptoms in pre -test and post -test became (p<0/05). But there was no significant difference between the average variables in the post -test and follow–up, but there was no significant difference between the average variables in the post -test and follow -up, indicating the durability of the effectiveness of intervention at the follow -up stage.
Conclusion: The findings of the research showed that teaching positive psychology interventions has an effect on increasing positive symptoms of psychology and decreasing psychopathological symptoms of Farhangian University students.
Keywords: Positive psychology, mental health, positive symptoms of psychology, psychopathological symptoms
Type of Study: Original Research Article |
Subject:
Psychology
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |