Effectiveness Of Positive Psychology Interventions Research Articles

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

AbstractEffective 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.

Hope and Happiness in Infertile Women Undergoing Assisted Reproductive Therapy (ART): The Effect of Positive Psychology Interventions (PPIs)

Hope and Happiness in Infertile Women Undergoing Assisted Reproductive Therapy (ART): The Effect of Positive Psychology Interventions (PPIs)

Results of a pilot study examining the effect of positive psychology interventions on cannabis use and related consequences

BackgroundYoung adults experience high rates of cannabis use and consequences. Cross-sectional work has linked positive psychological constructs (e.g., savoring) to less cannabis use and consequences, and positive psychological interventions (PPIs) have shown promise in targeting other substance use behaviors. This pilot study sought to provide an initial test of PPIs to reduce young adult cannabis use and consequences. MethodsAdults (18–25 years old) who endorsed at least weekly past-month cannabis use (N = 59, 69.6% men, 41.1% White) reported their baseline cannabis use and consequences. Participants were randomized to complete one of three daily exercises (Savoring, Three Good Things, or a control) along with daily text message surveys for two weeks, then completed a follow-up survey at the end of the two weeks. ResultsPaired samples t-tests indicated that participants in the Three Good Things group showed medium to large reductions in frequency of weekly cannabis use (p = .08, gav = −0.57) and cannabis-associated consequences (p = .08, gav = −0.57) from baseline to follow-up. In the Savoring and control groups, there were not significant changes in frequency of weekly cannabis use (Savoring: p = .39, gav = 0.20; Control: p = .96, gav = 0.01) nor cannabis-associated consequences (Savoring: p = .84, gav = 0.05; Control: p = .45, gav = −0.18). Participants in both positive psychology conditions reported the exercises were easy to complete, providing evidence for acceptability. DiscussionResults provide initial support for the feasibility and potential promise of a text-message based PPI as a harm reduction approach for cannabis users. A larger clinical trial is warranted to test the effects of such interventions with adequate statistical power.

The influence of positive psychology on the competence and compressive ability of “double qualified” university teachers

BackgroundWith the spread of COVID-19, in application-oriented undergraduate colleges, the difficulty of teaching work for “double-qualified” teachers has greatly increased, resulting in enormous work pressure for some teachers, which is not conducive to the development of teaching work and the physical and mental health of teachers.Subjects and MethodsTwenty “double qualified” teachers from a domestic finance and economics college were selected and divided into an experience group and a control group. The evaluation index system of college teachers’ competency and anti-pressure ability is constructed by using hesitant fuzzy language. Teachers in the experience group were trained in positive psychology, and their competency and anti-pressure ability were evaluated before and after the experiment using the evaluation model. The evaluation grade is divided into poor, general, relatively good, good and excellent, and is assigned with integers 1-5 respectively. The measurement type data is displayed in the form of mean ± standard deviation, and the t difference significance test is conducted. The difference significance level is 0.05.ResultsAfter completing the experiment, the statistics are shown in Table 1. Observation Table 1 shows that before the experiment, the P value of the t-test for the competency and compression resistance scores of the two groups of teachers is far greater than 0.05, with no significant difference. However, after the completion of the experiment, the average scores of teachers’ competency and compressive capacity in the experience group were 4.52 and 4.63, respectively, higher than those in the control group, and the P value of the t-test was 0.001, which was considered significant.Table 1.Comparison of competence and compressive ability scores of two groups of “double qualified” financial teachersCompetencyCompressive capacity-Experience groupControl grouptPExperience groupControl grouptPBefore experiment3.15±0.143.15±0.170.4851.5263.88±0.203.86±0.240.5711.639After experiment4.52±0.273.16±0.192.8620.0024.63±0.313.85±0.223.3760.001t3.2150.448--3.8940.472--P0.0011.569--0.0011.738--ConclusionsThis research carried out experiments to verify the effect of positive psychological intervention on improving the competency and psychological pressure resistance of “double qualified” teachers. The experimental results showed that the post-competence and anti-pressure ability of the financial “double qualified” teachers in the experience group after positive psychological intervention were higher than those in the control group, and the difference was significant. The experimental results show that positive psychology training is conducive to improving the negative psychological pressure resistance of the “double qualified” teachers in China, so as to enhance their post competency.

What Emotions to Encourage? The Role of High and Low Arousal Positive Emotions in Three Randomized Controlled Trials of Different Positive Psychology Interventions

Growing evidence shows that positive psychology interventions (PPIs) are able to enhance positive emotions. However, less is known about the specific role of high and low arousal positive emotions within such interventions. The goal of the current study is to examine the effect of different types of PPIs on high and low arousal emotions and to explore whether high and low arousal positive emotions serve as mediators for the intervention effects on mental well-being. Post-hoc tests of three formerly published randomized controlled trials were conducted in comparison with waitlist control: (1) a multicomponent PPI (N = 275), (2) a comprehensive gratitude intervention (N = 144), and (3) an acts of kindness intervention (N = 216). Findings showed that the multicomponent PPI improved low arousal emotions, while the gratitude intervention marginally improved high arousal positive emotions. The acts of kindness intervention was not more effective in improving positive emotions compared to waitlist control. Similar conclusions could be drawn from the mediation analyses, yielding most pronounced results for low arousal positive emotions mediating the effect of the multicomponent PPI on mental well-being. The current study provides first evidence that the upward spiral of positive emotions might depend on the type of PPI and its impact on high and in particular low arousal positive emotions.

The Effectiveness of Positive Psychology Interventions for Promoting Well-being of Adults Experiencing Depression Compared to Other Active Psychological Treatments: A Systematic Review and Meta-analysis

This systematic review assesses if positive psychology interventions (PPI) are more effective than other active psychological interventions for increasing the well-being of depressed adults. A review of randomised trials that compared PPI to other active interventions was conducted. A systematic search was undertaken using PsycInfo, PubMed, EMBASE, Web of Science, Scopus, CINAHL, two trial registries, and a manual search. The outcomes were happiness and depression. Ten studies, totalling 1341 participants, were included in the review. The small effect sizes for depression (Hedge’s g = 0.15) and happiness (Hedge’s g = 0.20) favoured PPI but were not significant, indicating no difference between PPI and other active interventions for the outcomes. Heterogeneity was high mainly due to differences in trial implementation. Risks of bias ranged from moderate to high. The results should be interpreted with caution because of the small number of included studies, high heterogeneity, and presence of bias.Protocol Registration Number PROSPERO CRD42019152513.

A Web-Based Positive Psychology App for Patients With Bipolar Disorder: Development Study.

BackgroundPatients with bipolar disorder (BD) report lower quality of life and lower levels of well-being than the general population. Despite the growing availability of psychotherapeutic and self-management interventions, important unmet needs remain. These unmet needs are closely linked to positive psychology domains. Although a growing number of studies have evaluated the impact of positive psychology interventions (PPIs) on patients with severe mental illness in general, only few have addressed the application of positive psychology for BD.ObjectiveThis study aimed to gain insight into the opinions of patients with BD and health care professionals about (web-based) PPIs for BD and to develop and pilot-test an app containing PPIs specifically designed for patients with BD.MethodsThe study was conducted in accordance with the Center for eHealth and Disease Management road map principles and incorporated cocreation and designing for implementation. Data were collected using focus group discussions, questionnaires, rapid prototyping, and web-based feedback on a prototype from the participants. In total, 3 focus groups were conducted with 62% (8/13) of patients with BD and 38% (5/13) of professionals. The collected data were used to develop a smartphone app containing short PPIs. The content was based on PPIs for which a solid base of evidence is available. Finally, a pilot test was conducted to test the app.ResultsFocus groups revealed that PPIs as part of the current BD treatment can potentially meet the following needs: offering hope, increasing self-esteem, expressing feelings, acceptance, and preventing social isolation. Some patients expressed concern that PPIs may provoke a manic or hypomanic episode by increasing positive affect. The pilot of the app showed that the PPIs are moderately to highly valued by the participants. There were no adverse effects such as increase in manic or hypomanic symptoms.ConclusionsWith the systematic use of user involvement (patients and professionals) in all steps of the development process, we were able to create an app that can potentially fulfill some of the current unmet needs in the treatment of BD. We reached consensus among consumers and professionals about the potential benefits of PPIs to address the unmet needs of patients with BD. The use of PPI for BD is intriguing and can be usefully explored in further studies. We emphasize that more evaluation studies (quantitative and qualitative) that are focused on the effect of PPIs in the treatment of BD should be conducted. In addition, to establish the working mechanisms in BD, explorative, qualitative, designed studies are required to reveal whether PPIs can address unmet needs in BD.

KS02.6.A Application of positive psychology intervention in continuous quality improvement of nursing care for patients with intracranial tumor

Abstract Background To investigate the effect of positive psychology intervention on continuous quality improvement of nursing care for patients with intracranial tumor Material and Methods A total of 124 patients with intracranial tumor who received surgical treatment in our hospital from October 2020 to December 2021 were selected by convenience sampling method, and the patients were randomly divided into control group and intervention group.Patients in the control group received continuous quality improvement of postoperative routine care, and patients in the intervention group received positive psychological intervention based on postoperative routine care. Postoperative treatment compliance, subjective well-being and daily living ability were compared between the two groups Results The excellent compliance rate of intervention group was 95.15%, significantly higher than that of control group 83.87% (P < 0.05). The subjective well-being in intervention group (56.73±3.42) was significantly higher than that in control group (53.81±2.76) (P < 0.05). There was no significant difference in daily living ability score between 2 groups before intervention (P > 0.05). After intervention, the daily living ability score of the intervention group was (57.49±9.16), which was significantly higher than that of the control group and before intervention (P < 0.05). Conclusion Positive psychology intervention for patients with intracranial tumor can effectively improve the quality of nursing, increase the patient's treatment compliance, and improve the subjective well-being of patients and the ability of daily life is of great significance.

Context matters: Sociocultural considerations in the design and implementation of community-based positive psychology interventions in sub-Saharan Africa

Scholars conducting cross-cultural research in mental health often import intervention programs found to be efficacious in one social context (e.g., Western) and directly implement them in other contexts (e.g., African and Asian) without recourse to the sociocultural disparities between the target populations and the theoretical foundations of the constructs and principles underpinning the intervention programs. Such efforts mistakenly assume that positive psychology interventions (PPIs), most of which were developed from Western perspectives and assumed individualistic cultural orientation and value systems, operate equally across all contexts. Drawing on the extant literature and on insights from designing, implementing, and evaluating group-based (mental) health behavior change intervention programs across several communities in Ghana, we discuss some sociocultural, theoretical, and methodological issues that can significantly constrain the design, uptake, and effectiveness of PPIs in the rural, low literate, socioeconomically disadvantaged, highly collectivistic context of Ghana, and sub-Saharan Africa more generally. In all illustrations, we offer suggestions to guide the design and implementation processes to ensure culturally appropriate, highly acceptable, and potentially effective intervention programs. We argue that PPIs can be potentially fructuous in the sub-region when adapted to, or embedded in, the cultural values of the target population and tailored to the needs, capacities, and circumstances of participants.