Effectiveness of Positive Psychology Skills Training on Life Expectancy of Addicts in Tehran

Aim: This research was administered with the aim of comparing the effectiveness of resilience training and positive psychology training on resilience and social adaptability of mothers of children with gender dysphoria disorder. Method: The current research was a quasi-experimental type with a pre-test, post-test design with a control group and a two-month follow-up. The statistical population included all mothers with children suffering from gender dysphoria, who were diagnosed through membership in official groups of people suffering from gender dysphoria and diagnosed through a diagnostic interview by a clinical psychologist in Isfahan city in 2022. Sampling was done using the accessible method based on the entry criteria and 45 mothers were selected and randomly and using lottery in three groups (two intervention groups and one control group) and each group was replaced by 15 people. Data were collected through social adjustment questionnaires of Bell (1961) and Connor and Davidson resilience (2003). Resilience training (edited and validated in the present study) and positive psychology based on the theory of Seligman et al. (2006) were each implemented during 9 sessions of 95 minutes and the control group received the training after completing the work. In line with the inferential analysis, the data were analyzed through variance analysis of repeated measures and Bonferroni's post hoc test using SPSS version 26 software. Results: The results showed that resiliency training and positive psychology were effective in improving the resilience of mothers (F=9.94, p<0.01). However, resilience training and positive psychology were not effective in promoting social adaptation of mothers (F=3.80, p<0.05). Also, there was a significant difference between the two groups of resilience training and positive training with the control group (p<0.01), but there was no significant difference between the two experimental groups (p<0.05). Conclusion: The results showed the effectiveness of resilience training and positive psychology on increasing the resilience of mothers of people with gender boredom. These two types of training can be used to help improve the resilience of the mothers of these people.

PurposeThe purpose of this paper is to analyze the effectiveness of training, applied to supervisors, to face the effects of resistance to organizational change on work motivation and organizational climate of their direct employees.Design/methodology/approachA quasi-experimental design with a control group was used. The training program was applied in a public organization, which was going through a process of organizational change. The human resources unit formed two groups according to the needs of the organization. A group of seven supervisors received training (experimental group), and another group of eight supervisors received no training (control group). The effectiveness of the training was measured in the subalterns of the supervisors who formed both groups. The training was based on positive psychology and social skills and covered a period of one month and three weeks. The outcomes variables were: work motivation and organizational climate.FindingsThere was a statistically significant increase, from the pretest to the posttest, in the dependent variables registered in the experimental group, compared to the control group. The size of the change (effect size) was moderate magnitude to high.Originality/valueThis research shows an effective training system, applied in supervisors, to improve the work motivation and the organizational climate of the subordinates in processes of organizational change that generate resistance to change in them.

The instructional-educational process in learning to swim plays a crucial role in children's development. Approaching methods and use in training practices of all ages and performance levels have been the subject of ever deeper research, so that the effectiveness of training in this area is increasingly visible. The issue of motivation in sports is a topical issue because it is essential for athletes' involvement and performance. Although material stimulation can be considered an important factor in motivating athletes, it is not necessarily enough to commit them to an extremely difficult and risky path, such as that of performance sports. Athletes' motivation stems from a complex combination of factors, including passion for sport, the desire to demonstrate their skills and talents, the aspiration to achieve personal and collective goals, and the desire to achieve recognition and satisfaction through sporting success. The purpose of the research is to identify the level of motivation for swimming and performance of children aged 9-10 years. Research method: the test Motivation for swimming of children aged 9-10 years (adaptation after N. Luskanova) The test was applied by the researcher in October 2022 to a number of 30 children aged 9-10 who practice swimming in the Tirgoviște Swimming Complex and CSȘ Tirgoviște Swimming Pool. Depending on age, we have, within the experimental group, 7 children aged 9 and 8 children aged 10. Within the control group, we identify 6 children aged 9 years and 9 children aged 10 years. We observe that the two groups are homogeneous, referring to the age variable. Regarding the gender of the subjects who are part of the group subjected to the experiment, we observe homogeneity in terms of gender, in each group there are 5 girls and 10 boys. The distribution according to the residential environment from which they come is as follows: from the experimental group 3 subjects come from the rural environment and 12 from the urban environment, and in the control group 1 subject comes from the rural environment and 14 from the urban environment The test results can be seen in Table 1. The difference between the values obtained between the experimental and control groups is not significant from a statistical point of view, since the values of the statistical indicators are close, we observe small differences between them.Table 1. Distribution of results on the Motivation for swimming test of children aged 9-10 years (adaptation according to N. Luskanova), experimental group and control group (n=20 boys)tabelThe differences between the two groups in the statistical indicators are variable, the difference between the averages is small, 0.6 points, in the standard deviation the difference between the groups is 0.77 points, the minimums recorded are equal to 15 points, and the difference between the maximums of the groups is 1 point. These results show homogeneity regarding the level of motivation between the experimental group and that of the control group. Table 2. Analysis of the level of motivation for swimming in the experimental and control groups, boystabelWe find that the level of motivation for swimming of the interviewed subjects is good. On the first level are ranked 2 subjects from the experimental group SC with 26 points and CR with 25 points, and from the control group subject MR with 25 points. These subjects have a very good motivation to practice swimming. On the second level, a number of 3 subjects from experimental group II are ranked with 24 points, AN with 23 points, AT with 20 points and six control subjects BM with 24 points, NA and RN with 23 points each, CI, AI and VE with 21 points each. The motivation of these subjects is characterized as good. Level III, respectively of relatively good motivation, has 5 subjects from the experimental group in the ranking: DF with 19 points, MG with 18 points, BL and IA with 17 points, GI with 15 points. In the control group, three subjects were registered on this level: BG with 19 points, RO with 18 points and DC with 15 points. None of the subjects was ranked on level IV-weak motivation and on level 5-very weak motivation. Overall, the motivation of 9-10 year olds for swimming is good and relatively good. In the following we will analyze the results recorded by the girls' teams. Table 3. Distribution of results on the Motivation for swimming test of children aged 9-10 years (adaptation according to N. Luskanova), experimental group and control group, (n= 5 girls)tabelThe difference between the values obtained between the experimental and control groups is not statistically significant as the values of the statistical indicators are close in value. The difference between the averages of the two groups is 1.04 points, the standard deviation being 2.82 points in the case of the experimental group and 1.49 in the case of the control group. The difference between the minimum values is 1 point, and between the maximum values is 4 points in favor of the experimental group. The results obtained by the girls from the two groups subjected to the experiment, in the Motivation for swimming test of children aged 9-10 years, are as follows: on the first level, with a very good motivation, only GM ranked with 26 points, from the experimental group , on level II, with good motivation, the subjects AF with 22 points and BM with 20 points from the experimental group and DV with 22 points, AN and IF with 20 points each from the control group are highlighted. On level III, relatively good motivation, there are EL with 19 points and MT with 18 points from the experimental group and BP and NO with 18 points each from the control group. Table 4 Analysis of the level of motivation for swimming in the experimental and control groups, girlstabelConclusions The analysis of the obtained data shows us that both groups subjected to the experiment, both in the case of boys and girls, have a good motivation for swimming, but there is a need to increase the level of motivation to maintain interest in this sport and to register performance, through specific activities. We believe that an increased level of motivation among children between the ages of 9 and 10 in swimming practice can have a significant impact on their development both in sports and personally. In correlation with the research results, we propose the following recommendations: - For each group of children, by age level, a psychological training program targeting the motivational component will be developed, which will be integrated into the training process. This program will be adapted to the specific needs of the group and will aim to adapt motivation and, implicitly, sports performance. - The psychological training program will include strategies and techniques to support the development of children's motivation for swimming, promoting commitment, the desire to excel and perseverance in training and competitions. This could include, among other things, visualization sessions, stability of personal goals, working with thoughts and emotions to maintain a positive mindset and focus on success.

Background and Purpose: The main problem of cancer patients is the feeling of despair and hopelessness. Religious beliefs can boost the morale of cancer patients. This study aimed to determine the effect of religious interventions on life expectancy in cancer patients undergoing chemotherapy. Materials and Methods: The present clinical trial study was conducted on 128 patients with cancer undergoing chemotherapy referred to the oncology unit of a teaching hospital in Khorramabad, Iran. After selecting the sample size, the patients were randomly divided into intervention and control groups. In addition to routine care, religious intervention sessions were performed for the intervention group, and the control group received only routine care. For the intervention group, training sessions focused on trust in God, good morals, patience, gratitude, and remembrance of God. After 3 weeks and 6 sessions (after finishing the sessions), the post-test was done. Data collection tools were the demographic and Miller’s standard life expectancy questionnaires. Analysis of covariance was used to compare life expectancy after the intervention. SPSS software, version 23 was employed for data analysis. A significance level of 0.05 was considered for all tests. Results: There were 64 men and 64 women in both groups. Also, 111 people were married in both groups. The most frequent cancer seen in both intervention and control groups was gastric cancer (n=37). The mean life expectancy scores of the experimental and control groups before the intervention were not statistically significant (P<0.05). There was a statistically significant difference in life expectancy scores before and after the intervention in the experimental group (P<0.05). There was a statistically significant difference in life expectancy scores after the intervention in the experimental and control groups (P=0.000). Conclusion: Religious intervention increases the life expectancy of cancer patients undergoing chemotherapy. Medical staff, especially nurses, can, along with other routine care, guide patients undergoing chemotherapy to spirituality and help them accept the disease and its complications better.

Corrigendum.

We aim to use the ovariectomized cynomolgus monkey to observe the effect of long-term changes of sex hormone levels on ocular surface. Six healthy adolescent cynomolgus monkeys were randomly assigned to control and experimental groups (n=3/group). Bilateral ovariectomy was performed in experimental group, and sham operation was performed on control animals with their ovaries reserved. The concentrations of serum estradiol and testosterone in cynomolgus monkeys' lower-limb venous were detected by radioimmunoassay before surgery, and at 6, 12, 18, and 24 months after the surgery. Phenol red cotton thread test, tear osmolarity, corneal fluorescein staining, and conjunctival impression cytology were performed to evaluate the ocular surface conditions before surgery, and at 6, 12, 18, and 24 months after the surgery. The histological examinations of the bulbar conjunctiva and labial glands tissues were performed at 12 and 24 months after the surgery. There were no significant differences in the serum level of estradiol and testosterone between the experimental and control groups before surgery, at 6, and 12 months after surgery (P>0.05). Serum level of estradiol and testosterone were significantly less in experimental versus control group at 18 and 24 months after surgery (P<0.05). There was no significant differences in phenol red cotton between the experimental and control groups before surgery, at 6, 12, 18, and 24 months after surgery (P>0.05). Tear osmolarity had no significant differences between experimental and control group before surgery (P>0.05), and it was significantly higher in experimental versus control group at all four time-points after surgery (P<0.05). The number of conjunctival goblet cells had no significant differences between experimental and control group before surgery, at 6 months after surgery (P>0.05), and it was significantly lower in experimental versus control group at 12, 18, and 24 months after surgery (P<0.05). There were no significant differences in the corneal fluorescein staining score between the experimental and control groups before surgery, at 6, 12, and 18 months after surgery (P>0.05), and it was higher in experimental than control group at 24 months after surgery (P<0.05). In addition, inflammatory cell infiltration in bulbar conjunctiva and labial glands tissues was observed in experimental group and was unobserved in control group at 24 months after surgery. Ovariectomy led to decreased sex hormone levels in cynomolgus monkey. In turn, tear osmolarity was increased, the number of conjunctival goblet cells were decreased, the corneal fluorescence staining was increased, and the pathological examination of the bulbar conjunctiva and labial glands tissues were abnormal, phenol red cotton thread test did not change significantly.

Background: Living with schizophrenic patients and its associated stress and negative psychological burden can bring about different experiences for their families. The provision of stress management training for these families can be helpful in increasing self-confidence and enhancing interpersonal communication in these caregivers, which can improve their mental health status and enhance the quality of patient care. Aim: Regarding this, the aim of the present study was to investigate the impact of stress management training on positive experiences of the families giving care to patients suffering from schizophrenia. Method: This randomized controlled clinical trial was conducted on 57 primary caregivers of schizophrenic patients admitted to Ibn Sina Hospital in Mashhad, Iran in 2016. For the purpose of the study, the participants were divided into the control (including 29 individuals) and experimental groups (entailing 28 subjects). Subsequently, a stress management training program was administered on the experimental group within six one-hour sessions. On the other hand, the control group only received educational pamphlets on stress management at the end of the study. Additionally, the standardized Experience of Caregiving Inventory developed by Szmukler et al. was filled out by the caregivers before and three months after the intervention. The data analysis was performed using independent-samples t-test and Mann-Whitney U test through SPSS version 11.5. Results: The findings of this study revealed that 50% (14 cases) and 69% (20 subjects) of the participants in the experimental and control groups were female, respectively. The results revealed no significant differences in the total scores for positive experiences of the caregivers in the control (61.2±17.3) and experimental groups (62.3±20.7) at the pre-intervention stage (P=0.40). Likewise, no significant difference was observed between the total scores of the control group (64.5±14.3) and experimental group (67.6±12.9) at the post-intervention stage (P=0.40).Implications for Practice: Given the findings of the present study and considering that positive experiences are taken into account as parts of high levels of needs and performance among the caregivers, it seems that improving such positive experiences requires specific and complementary interventions.

Background: Due to the nature of nurses’ work, they play a crucial role in promoting community health, and job motivation is one of the key factors influencing the quality of their work. The impact of positive psychology on organizational success and job performance has been demonstrated in several studies. This research is significant because it provides crucial insights into actionable strategies for organizations seeking to enhance employee well-being, productivity, and overall competitive advantage. Objectives: The present study aimed to determine the effectiveness of group training in positive psychology on nurses' job motivation. Methods: This non-randomized controlled trial was conducted in 2021 at Imam Reza Hospital Complex in Kermanshah, Iran. The study sample included 64 nurses who met the inclusion criteria; they were selected by simple random sampling and equally divided into control and intervention groups. The intervention group received seven weekly 120-minute online group positive-psychology counseling sessions. The data collection tool was the Herzberg Job Motivation Questionnaire, which was completed by all participants as a self-report before the intervention, immediately after, and one month after the intervention. The collected data were analyzed using SPSS software version 21 and appropriate statistical tests (independent t-test, Pearson correlation, analysis of variance (ANOVA), chi-square test, Mann-Whitney U test, and Kruskal-Wallis test). Results: The assessment and comparison of nurses' job motivation before, immediately after, and one month following the intervention revealed no statistically significant differences in overall job motivation or any of its dimensions within the control group (P &gt; 0.05). In the intervention group, however, job motivation was significantly lower before the intervention compared with both immediately after (P ≤ 0.001) and one month after the intervention (P ≤ 0.001). Moreover, job motivation immediately after the intervention was significantly higher than one month later (P &lt; 0.02). Based on the findings, job motivation and its dimensions did not differ significantly between the intervention and control groups at baseline, but differences were significant both immediately and one month after the intervention. The mean score of job motivation and all its dimensions (except salary and wages) in the intervention group was significantly higher than in the control group (P ≤ 0.001). Conclusions: The results indicate that positive psychology training was effective in increasing nurses' job motivation. Therefore, implementing programs that focus on positivity as a strategy to improve nurses' performance and the quality of care appears useful and necessary.

To explore and quantify the intervention effect of auricular point sticking on perioperative psychological stress in patients with anorectal diseases. Eighty patients who underwent anorectal surgery were randomly divided into an observation group (40 cases) and a control group (40 cases). The routine preoperative guidance, preoperative visits, and informed of the postoperative condition were received in the control group. On the basis of the treatment in the control group, auricular point sticking was immediately applied at Shenmen (TF4), Shen (CO10), Wei (CO4), Gan (CO12), Pi (CO13), Pizhixia (AT4), E (AT1), Nie (AT2) and Zhen (AT3) in the observation group.The patients were pressed by themselves, 3 to 5 min per point each time, 5 times a day, and the contralateral auricular points were replaced every 2 or 3 days until 1 week after surgery. The Hamilton anxiety scale (HAMA), Hamilton depression scale (HAMD), and Pittsburgh sleep quality index (PSQI) scores were compared between the two groups before and 7 days after surgery. There was no significant difference in the total HAMA scores between after and before surgery in the observation group (P>0.05). The total HAMA score in the control group was higher than that before surgery (P<0.05). The total HAMA score in the observation group after surgery was lower than that in the control group (P<0.05). There was no significant difference in the total HAMD scores between the two groups before and after surgery (P<0.05). There was no significant difference in the total HAMD scores between the two groups after the surgery (P>0.05). The scores of somatic anxiety factor in the two groups were higher than those before surgery (P<0.05). The scores of somatic anxiety factor in the observation group were lower than those in the control group (P<0.05). The scores of psychotic anxiety factors in the two groups were lower than those before surgery (P<0.05). There was no significant difference in the score of psychotic anxiety factors between the two groups (P>0.05). The total score of PSQI in the two groups was lower than that before surgery (P<0.05), and the total score of PSQI in the observation group was lower than that in the control group (P<0.05). Auricular point sticking can effectively improve some psychological stress problems during perioperative period in patients with anorectal diseases.

Multiple teaching methods are used by teachers in order to improve learning of students. The most popular is lecture method, while very effective is cooperative learning method. Later teaching method had been preferred for teaching science and languages as cited by previous research studies. However, in the subjects of social sciences and humanities, its importance cannot be ignored. Following study is an effort to determine effect of cooperative learning method on students’ achievement in subject of Education. Qusi experimental design, with pre and post test of control and experimental group was used to achieve target of the study. Sample of the study consisted of 63 female students enrolled in grade 12 of a public college. An achievement test was used as a pre-test, the students were than divided in experimental and control groups. Multiple cooperative learning activities were performed with experimental group by using three common methods of cooperative learning i.e., STAD, TGT and Jigsaw II. The control group was taught by lecture method only. After 8 weeks a post test was administered on both experimental and control group in order to identify difference in achievement. The independent sample t-test was used to measure the mean scores difference between achievement scores of control and treatment groups on pretest. The results showed that there was no significant difference between the two groups (p=.825) leading to assumption that both groups were on equal level of achievement before intervention. Same test was applied to find out difference between two groups before and after intervention. The results showed that there was a significant difference in scores of control and experimental group in post-test. In addition to this paired sample t-test was conducted to compare the effect of intervention on achievement scores of experimental group. The results showed that there was significant difference between scores of experimental group before and after intervention (p=.000). It can be concluded from results that cooperative learning activities had a positive effect on academic achievement of students enrolled in the subject of Education. This study is a contribution in knowledge body of teaching methods for social sciences. This had clarified that cooperative learning activities are equally helpful for the subject that was considered truly a lecture subject. The teachers can use this teaching method in their classes.

The Effectiveness of Positivism Training on the Life Satisfaction and Character Strengths in the Elderly Men

Positive Self-talk Training to Increase Self Confidence of Students New students are oftentimes required to able adapting to new environments and become more creative, and also independent. This makes some students feel a lack of confidence in their capabilities. This study aimed to determine the effect of positive self-talk training to increase self-confidence in students. The research method used is a quasi-experimental quantitative method with a pretest-posttest control group design. The subjects in this research were 14 people of Yogyakarta universities with a semester range from the first semester until the third semester. Subjects were divided into two groups, experimental group, and control group. Data analysis was used Wilcoxon and Mann-Whitney U tests. Wilcoxon tests, the results obtained were p=0.027 and z=-2.207, meaning that there was a significant difference in self-confidence assessment before and after treatment. Meanwhile, Mann Whitney U test resulted in p=0.014 and z=-2.464, meaning that there was a significant difference in self-confidence scores between the experimental group and the control group.

Objective To observe the effect of mindfulness behavior training on negative emotions and quality of life for the elderly with retirement syndrome. Methods A total of 89 elderly people with retirement syndrome was divided into experimental group (45 cases, regular exercise) and control group (44 cases, regular exercise + mindfulness behavior training) according to single blind random number table grouping method. The effect was evaluated by mindful attention awareness scale (MAAS), profile of mood states (POMS) and SF-36 before and after the intervention. Results Before the intervention, there were no significant differences in scores of MAAS, POMS and SF-36 (P>0.05). After the intervention, scores of MAAS, POMS and SF-36 were all higher than those before training (P<0.05). The score of MAAS (59.26±9.32) in experimental group was higher than that in control group (54.32±9.44), (t=2.48; P<0.05); Scores of POMS in tension-anxiety, depression-dejection, fatigue-inertia and vigor-activity were (17.84±2.36), (17.10±2.24), (16.20±2.81) and (27.30±2.66) in the experimental group were better than those in the control group (21.90±2.28), (20.20±3.42), (21.24±2.88), (21.43±3.20), (t=6.48, 3.99, 6.56 and 7.41; P<0.05); average scores of SF-36 in experimental group were higher than that in control group (P<0.05). Scores of SF-36 were higher than those in control group except for the item of social function (P<0.05). Conclusions Mindfulness behavior training can improve negative emotions and quality of life for the elderly with retirement syndrome. Key words: Aged; Retirement syndrome; Mindfulness behavior training; Negative emotions; Quality of life

Academic self-efficacy is individual conviction to be up against academic duty assignment accords that expected. Academic self-efficacy motivated student for ductile and persistent in finalizing college task, up to aim, and settles $emerging interference (Bandura, 1997, p. 117). Positive thinking helps college student to face situations that evoke stress in study and makes college student to focus on the positive things. Therefore, positive thinking often used to determinant of high in academic self-efficacy, because it’s making college student focus successful possibility in academic while stress gristle situation (Kivimaki, et al, 2005, p. 413). Methodology: This research intent to test effect of positive thinking training to step up academic self-efficacy at college student. This research is done on 21 first year college student undergraduate, they have never been followed positive thinking training thinks before all, and they has academic self-efficacy low or moderate category. They agglomerated in two groups, which is experiment group and control group. Hypothesis that proposed in this research which is there is difference of academic self-efficacy at experiment and control groups. This research used Randomized Pretest-Posttest Control Group Design. Positive thinking training is given up to three meeting. Data collecting is done by use of observation method, interview, and academic self-efficacy scale for college student. Results: Hypothesis testing result by use of Independent Sample t-test yields value of p (0,000) < 0,05. It points out that there is significantly difference of academic self-efficacy score between experiment and control groups after treatment. Thus, positive thinking can be one of the ways to increase academic self-efficacy at college student. Conclusions: There is effect of positive thinking training to academic self-efficacy at first year college student at sychology faculty of Diponegoro University on Semarang. Kata Kunci : Positive thinking training, academic self-efficacy, college student Permalink :

Objective To observe the effect of emotional resilience group training on fatigue and sleep quality of patients with gastrointestinal cancer. Methods A total of 321 hospitalized patients with gastrointestinal cancer were randomly divided into experimental group (160 cases) and control group (161 cases) by random number table. Two groups of patients were treated with routine nursing care. In addition, the experimental group was given 8 weeks of emotional resilience group training once a week. The effect of intervention was assessed by the cancer fatigue scale (CFS) and Pittsburgh sleep index (PSQI) before and after the intervention. Result There was no significant difference in CFS and PSQI between the two groups before intervention (t=0.18, 1.82, P>0.05). After intervention, there was no significant difference in the total scores and each dimension scores of CFS and PSQI in the control group (P>0.05). The total scores of CFS and PSQI in the intervention group (13.72±1.33 and 10.62±1.01) were significantly lower than those before intervention (25.35±2.07 and 17.38±2.69). The dimensions of CFS, sleep quality, sleeping time, sleep disorder, hypnotic drug use and daytime dysfunction were significantly lower than those before intervention (P<0.01, P<0.05). After intervention, there were significant differences in scores of CFS, somatic, cognitive and emotional dimensions between the two groups (t=18.21, -36.94, -13.17, -6.17, P<0.01), and the scores of PSQI, sleep quality, sleeping time, sleep disorder, hypnotic use and daytime dysfunction were statistically different between the two groups (t=19.96, -82.86, -16.59, -9.39, -28.00, -9.25, P<0.01). Conclusion Emotional resilience group training can effectively reduce the fatigue of patients with gastrointestinal cancer and improve sleep quality. Key words: Gastrointestinal tumor; Emotional training; Fatigue; Sleep