Effectiveness Of Positive Psychology Interventions Research Articles

Effect of positive psychological intervention on the treatment and prognosis of patients with acute cerebral infarction.

To analyze the psychological status of patients with acute cerebral infarction (ACI), and to evaluate the effect of positive psychological intervention on the treatment and prognosis of ACI. This was retrospective study. Eighty patients with ACI admitted to Institute of Psychology, Chinese Academy of Sciences from January 2021 to September 2022 were included and randomly divided into observation group (n=40) and control group(n=40). Patients in the control group received conventional treatment and routine care, while those in the observation group received positive psychological intervention based on the control group. Adverse psychological scores, treatment and prognosis, and quality of life as well as nursing satisfaction etc. were analyzed and compared between the two groups. Both groups showed a significant decrease in SDS and SAS scores at three months after the intervention compared with the pre-intervention period, with a statistically significant difference(P<0.05). After the intervention, the NIHSS score of both groups decreased, with a statistically significant difference(P<0.05). The FMAS and MBI scores increased in both groups compared with those before the intervention, with a statistically significant difference(P<0.05). The SS-QOL scores of both groups were significantly improved compared with before the intervention, with a statistically significant difference(P<0.05). The hospital satisfaction rate in the observation group was significantly higher than that in the control group, with a statistically significant difference (t=12.325, P=0.000). Positive psychological intervention offers a variety of benefits in the treatment of patients with ACI, such as may alleviate anxiety and depression, reduce neurological deficits, improving quality of life and motor function, and ameliorate the prognosis of patients.

Effects of positive psychology intervention based on the PERMA model on psychological status and quality of life in patients with Parkinson's disease

ObjectiveTo explore the effect of a positive psychology intervention based on the PERMA model on depressive mood and the quality of life of patients with Parkinson's disease (PD). MethodsA total of 60 patients with PD with depression hospitalised between February 2022 and February 2023 were selected using a convenience sampling method. They were divided into a study group (30 cases) and control group (30 cases) using the random number table method. The control group was given routine nursing, whereas the observation group was treated using the PERMA model of positive psychological intervention. The Unified Parkinson's Disease Rating Scale (UPDRS), Parkinson's Disease Quality-of-Life Questionnaire (PDQ-39), Hamilton Depression Scale (HAMD), Hamilton Anxiety Scale (HAMA), Positive and Negative Affect Schedule (PANAS), and Connor–Davidson Resilience Scale (CD-RISC) scores were collected and compared before and after the intervention, and patient care satisfaction after the intervention was also recorded and compared. ResultsStatistically significant differences were identified in the UPDRS (t = 4.221, p < 0.001), PDQ-39 (t = 5.331, p < 0.001), HAMD (t = 4.298, p < 0.001), HAMA (t = 3.412, p < 0.001), CD-RISC (t = 3.426, p < 0.001), and PANAS (t = 3.432, t = 4.523, p < 0.001) scores. The UPDRS, PDQ-39, HAMD, HAMA, and negative emotion scores in the study group were lower than those in the control group, whereas the CD-RISC and positive emotion scores in the study group were higher than those in the control group. A significant difference in nursing satisfaction was also determined between the two groups (Z = −2.700, p = 0.012), and this result was higher in the study group (93.33 %) than in the control group (73.33 %). ConclusionA positive psychology intervention using the PERMA model can effectively counter the negative psychological states of depression, anxiety, and negative emotion in patients with PD, thereby significantly improving their quality of life, psychological resilience levels, and patient satisfaction.

Effect of Positive Psychology Interventions on Psychological Flourishing, Optimism, and Hope among Depressive Patients

Effect of Positive Psychology Interventions on Psychological Flourishing, Optimism, and Hope among Depressive Patients

Comment on-The effectiveness of positive psychological interventions for patients with cancer: A systematic review and meta-analysis.

Comment on-The effectiveness of positive psychological interventions for patients with cancer: A systematic review and meta-analysis.

Application of Positive Psychology in Digital Interventions for Children, Adolescents, and Young Adults: Systematic Review and Meta-Analysis of Controlled Trials.

The rising prevalence of mental health issues in children, adolescents, and young adults has become an escalating public health issue, impacting approximately 10%-20% of young people on a global scale. Positive psychology interventions (PPIs) can act as powerful mental health promotion tools to reach wide-ranging audiences that might otherwise be challenging to access. This increased access would enable prevention of mental disorders and promotion of widespread well-being by enhancing self-efficacy, thereby supporting the achievement of tangible objectives. We aimed to conduct a comprehensive synthesis of all randomized controlled trials and controlled trials involving children, adolescents, and young adults, encompassing both clinical and nonclinical populations, to comprehensively evaluate the effectiveness of digital PPIs in this age group. After a literature search in 9 electronic databases until January 12, 2023, and gray literature until April 2023, we carried out a systematic review of 35 articles, of which 18 (51%) provided data for the meta-analysis. We included randomized controlled trials and controlled trials mainly based on web-based, digital, or smartphone-based interventions using a positive psychology framework as the main component. Studies included participants with a mean age of <35 years. Outcomes of PPIs were classified into indicators of well-being (compassion, life satisfaction, optimism, happiness, resilience, emotion regulation and emotion awareness, hope, mindfulness, purpose, quality of life, gratitude, empathy, forgiveness, motivation, and kindness) and ill-being (depression, anxiety, stress, loneliness, and burnout). PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines were used for the selection of studies and data extraction. Quality assessment was performed following the CONSORT (Consolidated Standards of Reporting Trials) guidelines. For well-being outcomes, meta-analytic results showed that PPIs augmented the feeling of purpose, gratitude, and hope (Hedges g=0.555), compassion (Hedges g=0.447), positive coping behaviors (Hedges g=0.421), body image-related outcomes (Hedges g=0.238), and positive mindset predisposition (Hedges g=0.304). For ill-being outcomes, PPIs reduced cognitive biases (Hedges g=-0.637), negative emotions and mood (Hedges g=-0.369), and stress levels (Hedges g=-0.342). Of note, larger effect sizes were found when a waiting list control group was considered versus a digital control group. A funnel plot showed no publication bias. Meta-regression analyses showed that PPIs tended to show a larger effect size on well-being outcomes in studies including young adults, whereas no specific effect was found for ill-being outcomes. Revised evidence suggests that PPIs benefit young people's well-being and mitigate ill-being symptoms. Digital platforms offer a unique way to address their mental health challenges, although not without limitations. Future research should explore how they work for the needs of the young population and further examine what specific PPIs or combination of interventions is most beneficial with respect to other digital control groups. PROSPERO International Prospective Register of Systematic Reviews CRD42023420092; https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=420092.

A digital positive psychology intervention for college student mental health and health behaviors

PurposeThe purpose of this study is to evaluate the impact of a 10-week positive psychology course on college student stress, anxiety, self-compassion, resilience and health behaviors.Design/methodology/approachThis study implemented a 10-week positive psychology program that included ten one-week modules. Each module consisted of a reading on a given positive psychology topic, a guided learning slideshow, a video to reinforce topical understanding and individual reflection or application exercises. Participants completed pre and postintervention measures, including the perceived stress scale, generalized anxiety disorder-7, self-compassion scale, brief resilience scale and wellness behavior inventory.FindingsA total of 48 students consented to participate in the study, of which 35 completed the 10-week positive psychology online intervention as well as the pre and postsurveys (27.1% attrition rate). There were no statistically significant differences between pre and postresponses for any of the outcome scales. However, there was a trend toward a decrease in perceived stress and generalized anxiety, as well as a trend toward an increase in self-compassion and health behaviors from pre to posttest.Research limitations/implicationsThe main limitation of this study was design and sample size. Although it was a pilot study, future research should consider a randomized control trial, including pre and postevaluation and blind comparison group. Finally, this intervention was only implemented in the online, asynchronous format. Future research might consider comparing face-to-face, asynchronous online and synchronous online modalities.Practical implicationsFuture implementation should include a more rigorous design, such as a comparison group with randomization as well as a larger sample size.Social implicationsGiven the previous effectiveness of positive psychological interventions on health behaviors, continued research may use direct measures of health behavior engagement throughout the intervention (Biber and Ellis, 2019). This study provides other researchers and practitioners with a model for utilization with middle, high and university students.Originality/valueThis study used open-access content that was free of charge to students to promote positive mental health and health behavior change.

The effectiveness of positive psychological interventions for patients with cancer: A systematic review and meta-analysis.

To evaluate the effectiveness of positive psychological interventions on quality of life, positive psychological outcomes and negative psychological outcomes in patients with cancer. Patients with cancer often suffer from various psychological problems and have a poor quality of life. Positive psychological interventions have been increasingly applied to patients with cancer, but the results of these studies have not been synthesized. A systematic review and meta-analysis of randomized controlled trials according to PRISMA. Six English databases and four Chinese databases were searched from the inception to December 2022. Two reviewers independently assessed the risk of bias using the Cochrane Risk of Bias tool. RevMan was used for meta-analysis. Twenty-nine randomized controlled trials examined the effects of positive psychological interventions including meaning therapy, dignity therapy, positive psychotherapy, mindfulness- based intervention, life review, expressive writing intervention, acceptance and commitment psychotherapy, attention and interpretation therapy, compassion training and spiritual therapy on patients with cancer. Positive psychological interventions significantly improved the quality of life, enhanced positive psychological outcomes including well-being, meaning of life, self-esteem, optimism, resilience and self-efficacy and alleviated negative psychological outcomes including depression, anxiety and hopelessness. However, the heterogeneity of some outcomes was rather high, due to the wide diversity of the interventions included. Positive psychological interventions have potentially positive effects on improving quality of life, enhancing positive psychological outcomes and alleviating negative psychological outcomes in patients with cancer. However, due to the heterogeneity and the lack of follow-up studies, more high-quality studies are needed to confirm the results of our review and to clarify the long-term effects of positive psychological interventions. As feasible psychological interventions, healthcare professionals can consider applying appropriate positive psychological interventions according to the condition of cancer patients. No patient or public contribution.

The Influence of Positive Psychology Interventions on Adolescent Well-being: A Systematic Literature Review

With rising living standards, there has been a growing focus on well-being in recent years. Adolescence, widely recognized as a pivotal stage in life, has drawn significant interest from researchers and scholars across disciplines due to its profound impact on adolescents' well-being. Positive psychology interventions originated in the 1990s and have experienced rapid growth into the 21st century. Increasingly, researchers have recognized the potential of positive human attributes in mitigating mental illnesses, leading to the emergence of positive psychology interventions. However, most researchers have focused on studying positive psychology interventions within the realm of clinical medicine, with fewer studies conducted in the field of education. Therefore, this paper employs a systematic literature review methodology to examine and consolidate the research on positive psychology interventions and well-being within the realm of education over the past decade. It is found that (1) In the past few years, psychologists have paid more and more attention to the impact of positive psychology on adolescent well-being, and there are more studies on this in Western countries. (2) Positive psychology interventions yield substantial short-term benefits for adolescents' well-being, including fostering positive emotions and enhancing their resilience. (3) There is limited research in the realm of education regarding the effects of positive psychology interventions on the well-being of at-risk adolescents.

Promoting a thriving school community: Investigating the effectiveness of positive psychology interventions for improved teacher-student and staff relationships: A critical review

Promoting a thriving school community: Investigating the effectiveness of positive psychology interventions for improved teacher-student and staff relationships: A critical review

Promoting a thriving school community: Investigating the effectiveness of positive psychology interventions for improved teacher-student and staff relationships: A critical review

Promoting a thriving school community: Investigating the effectiveness of positive psychology interventions for improved teacher-student and staff relationships: A critical review

The Impact of Positive Psychological Intervention on English Teaching

This study aims to explore the application of positive psychological intervention in English teaching and its impact on students’ learning. Through literature review, empirical research, and case analysis, this paper deeply analyzes the positive effect of positive psychological intervention on students’ learning motivation, attitude, and performance, and puts forward specific suggestions for the implementation of positive psychological intervention in teaching practice.

The Effectiveness of Positive Psychological Interventions on Social Isolation of Girl Students During the COVID-19 Pandemic

Background: Past studies have revealed that positive psychological intervention has a positive impact on social isolation. Objectives: The purpose of this investigation was to examine the effect of positive psychological interventions on students' social isolation during the COVID-19 pandemic. Methods: The research design of the study was quasi-experimental, comprising post-test and pre-test types with experimental and control groups. The population of this study included all female students of the 10th grade at Isfahan Conservatory during the academic year 2022 - 2023. The sample size consisted of 30 female students who were selected through convenience sampling and randomly assigned to two groups: The control group (15 students) and the experimental group (15 students). Eight sessions of positive psychological intervention were conducted with the experimental group, while the control group did not receive any intervention. Results: The results of Fisher’s Exact test and chi-square test did not reveal any significant difference between the two groups of fathers in terms of education level (P = 0.169), and there was also no significant difference between the two groups of mothers in terms of education level (P = 0.715). The mean scores of social isolation (control: 50.00 ± 7.44, intervention: 30.00 ± 7.60) significantly decreased in the intervention group (P = 0.0001), but there was no significant decrease in the control group (P = 0.45). Accordingly, the pre-test mean scores of social isolation (P = 0.143) did not show significant between-group differences, and the post-test mean scores of social isolation (P = 0.001) in the intervention group were significantly lower than in the control group. Conclusions: The positive psychological intervention had a significant effect on the students' social isolation in the experimental group during the COVID-19 pandemic, indicating that this intervention can be used to reduce the social isolation of students.

A Survey and Analysis of Assessment Literacy among College Foreign Language Teachers in China: A Positive Psychology Perspective

In the current realm of college foreign language education, the diversification of students’ learning needs underscores the necessity of effectively implementing 'assessment for learning' via assessment practices, thereby presenting fresh demands for the enhancement of assessment literacy among college foreign language instructors. Based on positive psychology, this study took some college foreign language teachers from Henan Province of China as the research subjects, explored the current status and existing problems of their assessment literacy through questionnaires and interviews, and analyzed the constraints hindering the enhancement of their assessment literacy. Additionally, to further investigate the effectiveness of positive psychology interventions in enhancing their assessment literacy, the researcher conducted two rounds of classroom observations involving a comparative analysis of pre- and post-intervention assessments to investigate the impact of post-intervention assessments on various aspects such as teaching quality, students’ learning outcomes, as well as their personality traits. The results revealed that positive assessment and feedback from college foreign language teachers can contribute to shaping students’ positive personality traits, igniting their motivation and potential for learning, and ultimately enhancing teaching effectiveness. Through assessment practices, genuine efforts can be made to implement assessment for learning, ultimately promoting students’ comprehensive development.

Distinct associations between gratitude, self-esteem, and optimism with subjective and psychological well-being among Japanese individuals

BackgroundMounting evidence suggests that the effectiveness of positive psychology interventions is influenced by a variety of factors, including cultural context. Identifying intervention targets that can effectively contribute to improving individual well-being under these boundary conditions is a crucial step when developing viable interventions. To this end, we examined how gratitude disposition, self-esteem, and optimism relate to the subjective well-being (SWB) and psychological well-being (PWB) of Japanese individuals.MethodsMultivariate regression analysis was employed to quantify the unique relationships between the three potential intervention targets and both SWB and PWB, while accounting for the influence of other variables. Participants (N = 71) also engaged in a 4-week experience sampling study to explore how gratitude, self-esteem and optimism shape the link between momentary affective states in everyday life and evaluations of day satisfaction.ResultsMultivariate regression analysis revealed that self-esteem was predominantly more strongly associated with SWB compared to gratitude disposition, whereas gratitude disposition was more strongly associated with the PWB dimensions, particularly personal growth, positive relations with others and purpose in life. Experience sampling data indicated that while both gratitude disposition and self-esteem moderated the association between momentary positive affect and day satisfaction evaluations, they did so in opposite ways; greater gratitude disposition strengthened the association, while greater self-esteem weakened it.ConclusionsOverall, the current results suggest that while gratitude, self-esteem, and optimism influence individual well-being as a whole, they likely play distinct roles in facilitating SWB and PWB in the studied cohort.

Swimming against the Tide: A Mixed-Methods Study of how the MARKERS Educator Wellbeing Program Changed Educators’ Relational Space

Effective educator wellbeing interventions should consider the individual, relational, and contextual influences on educator wellbeing. Given the gap between the effectiveness of positive psychology interventions (PPIs) and their real-world success, it is essential to understand and adapt to the school context when integrating psychological interventions into educational settings. The MARKERS (Multiple Action Responsive Kit for Educator, Relational, and School wellbeing) educator wellbeing program is multi-level, designed to consider the individual, relational, and contextual influences on wellbeing. Its multi-foci design also allowed for adaptations to specific contexts. This study examines the impact of the MARKERS program in one school in Aotearoa New Zealand. We use a mixed methods case study approach that draws on measures of educator wellbeing, social network measures of energising interactions, and focus group data. The use of stochastic actor-oriented models (SAOMs) allowed us to examine changes to the social network over time. Findings show that MARKERS program participants experienced a significant positive change in their relational space and experienced more energising interactions, but they were ‘swimming against the tide’ as other staff in the school had fewer energising interactions with their colleagues. Our study illustrates the importance of considering the relational and contextual influences on wellbeing when evaluating educator wellbeing interventions.

Effect of positive psychology intervention on stress among tribal adolescents in Jawadhu Hills, India

The purpose of this study is to examine the impact of a positive psychology intervention on the stress levels of tribal adolescents living in the Jawadhu Hills area of India. Tribal communities often have distinct socio-economic and cultural barriers that lead to increased stress levels among adolescents. To address this issue, a positive psychology intervention was implemented that included the use of approaches designed to enhance emotional well-being and resilience. The research used an experimental pre-post control group design and a purposive sampling strategy to assess changes in stress levels using standardized stress measurement instruments. Results showed that the positive psychology intervention dramatically reduced stress levels among tribal youth in the experimental group compared to the control group, from 22.53 to 14.27. Several implications have been raised in light of these findings. First, it is important to emphasize the urgent need for increased awareness of mental health issues among tribal youth. In addition, the use of skilled professional counselors for adolescents significantly alleviates their emotional concerns. It is also essential to tailor interventions to the cultural milieu of the tribal community, taking into account their own needs, values, and traditions. In addition, it is important that local governments, NGOs, and educational institutions work together to implement and sustain positive psychology interventions in tribal schools. Therefore, this research contributes significantly to the understanding of how positive psychology interventions can successfully reduce stress among marginalized tribal youth.

Teaching positive psychology lessons in an intensive English program

Abstract This article investigates the effectiveness of positive psychology interventions (PPIs) in an intensive English program for non-matriculated university students. Interventions based on the PERMA model were implemented through weekly 65-minute lessons given during the first class of each week. These were followed by short daily activities during the rest of the week. Using positive psychology topics as the content, students concurrently engaged in language learning activities. Each participant was asked to complete a questionnaire at the end of the semester consisting of five open-ended questions relating to the PPIs, the lessons, the activities, the topics, and how they felt the PPIs affected their language learning and their life outside of class. Two raters individually reviewed each student response and marked them as positive, neutral, or negative. On the whole, the learners viewed the PPIs as being helpful for their well-being without detracting from their linguistic development.

Implications of positive psychology in community service guidance practice: A group intervention for community children

Positive Psychology Interventions (PPIs) has been widely used in the world with children and has achieved good results. In recent years, PPIs has been carried out among college students in China and has achieved certain results. In contrast, there is little use in Chinese children. In order to verify the effect of PPIs on children in Chinese communities, so that we can provide an effective way to serve children in the community. This study adopted the method of experimental research, and compared the effect of PPIs on the improvement of positive psychological quality of children in communities by pre - and post-test. The results showed that through PPIs, the positive psychological quality of children in the community was significantly improved, and it was not affected by gender, grade and whether they came from a single parent family. But this improvement is only an overall improvement, not an improvement in every quality. Which quality can be improved depends on which PPIs program is used. Therefore, this study suggests that PPIs can be widely used in children in the community, but it needs to be measured before intervention, and the appropriate PPIs program should be accurately selected according to the measured results.

What Works Best for Whom?

Abstract: Positive psychology interventions (PPIs) mostly address changes in trait-like measures of subjective well-being. Addressing psychobiological state change, the present study employed experience sampling and smartwatch sensing to evaluate the effects of self-selected PPIs on real-world psychological and biological indicators and the moderating role of the Big Five personality traits. In linear mixed effect models, we analyzed data of N = 27 participants in a four-week study, yielding NESM= 2317 measurement points of psychological stress and well-being, and NBio= 433 measurement points for biological stress values as registered by a smartwatch. The results indicate PPI effects on mostly psychological, but not biological indicators with agreeableness and neuroticism as moderators. Across participants, the psychobiological correspondence was weak, yet stronger for more conscientious and more neurotic persons. The present study highlights the contrast between psychological and biological states and the need for personalized interventions that are evaluated on different effectiveness indicators.

A Contextual Approach to Designing, Implementing, and Adapting a Wellbeing Program: A case Study of the MARKERS Wellbeing Program for Educators

Improving educator wellbeing presents a complex challenge due to the variety of influences on wellbeing at the individual, relational, and contextual (school and policy) levels. This complexity contributes to the gap between the effectiveness of positive psychology interventions (PPIs) and their real-world success. To bridge this gap, it is essential to understand and adapt to school context when integrating psychological interventions into educational settings. This study addresses this gap through an approach to developing an educator wellbeing program that embraces the idea of understanding and adapting to context. We use a theory of change approach to designing a program, that outlines the context, design rationale, activities, and outcomes of the program. The program is multi-level, targeting influences on educator wellbeing at the individual, relational, and contextual (school) levels. Additionally, it employs a multi-foci strategy, encompassing a range of activities that target different levels and allow for adaptation. We present a case study of program implementation in one school, exploring contextual factors, adapting the program accordingly, and evaluating the degree to which theory of change outcomes were achieved. Program participants experienced improved wellbeing and a relational space characterised by more positive interactions with colleagues. This design and case study contribute to the ongoing discourse on progressing towards context-specific, whole-school approaches to wellbeing.