پیوندهای مفید
آمار
| تعداد نشریات | 21 |
| تعداد شمارهها | 692 |
| تعداد مقالات | 10,048 |
| تعداد مشاهده مقاله | 71,052,329 |
| تعداد دریافت فایل اصل مقاله | 62,503,940 |
اثربخشی آموزش شکوفایی بر کاهش پریشانی روان شناختی دانش آموزان دبیرستانی | ||
| روانشناسی بالینی: نوآوریها در پژوهش و عمل | ||
| مقاله 4، دوره 9، شماره 1 - شماره پیاپی 33، خرداد 1396، صفحه 39-50 اصل مقاله (532.66 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22075/jcp.2017.9541. | ||
| نویسندگان | ||
| ژاله رسا1؛ علیمحمد رضایی* 2؛ ایمان الله بیگدلی3 | ||
| 1کارشناس ارشد روانشناسی بالینی دانشگاه سمنان، سمنان، ایران | ||
| 2استادیار، گروه روانشناسی تربیتی دانشگاه سمنان، سمنان، ایران | ||
| 3دانشیار، گروه روانشناسی دانشگاه فردوسی مشهد، مشهد، ایران | ||
| تاریخ دریافت: 04 بهمن 1393، تاریخ بازنگری: 23 خرداد 1396، تاریخ پذیرش: 23 خرداد 1396 | ||
| چکیده | ||
| مقدمه: با توجه به مطرح شدن روان شناسی مثبت گرا در سال های اخیر، هدف از پژوهش حاضر بررسی اثربخشی مبتنی بر روان شناسی مثبت گرا و به طور ویژه آموزش شکوفایی بر کاهش پریشانی روان شناختی بود. روش: به منظور نیل به هدف پژوهش از طرح پیش آزمون و پس آزمون با گروه کنترل استفاده شد. جامعه آماری پژوهش شامل ۴۰۰ نفر از دانش آموزان دختر دبیرستان رضوی منطقه ۱۲ شهر تهران بود. ابتدا از تمامی دانش آموزان، مقیاسDASS به عمل آمد و تعداد ۴۰ نفر که بیشترین نمره را در مقیاس DASS کسب کرده بودند انتخاب و به طور تصادفی در دو گروه آزمایش و کنترل قرار گرفتند. برای گروه آزمایش، آموزش شکوفایی در ۸ جلسه دو ساعته (هفته ای دو جلسه) اجراء شد، اما گروه کنترل هیچ نوع درمانی دریافت نکرد. داده ها با آزمون تحلیل چند متغیره و تک متغیره مورد تجزیه وتحلیل قرار گرفت. یافته ها: نتایج آزمون کواریانس چند متغیره و تک متغیره نشان داد که آموزش شکوفایی موجب کاهش افسردگی، اضطراب و استرس دانش آموزان گروه آزمایش، در مقایسه با گروه کنترل شده است. نتیجه گیری: استفاده از روان شناسی مثبت گرا و به طور ویژه آموزش شکوفایی می تواند در کاهش افسردگی، اضطراب و استرس دانش آموزان دبیرستانی مؤثر واقع شود. لذا استفاده از این روش راهی مؤثر در کاهش پریشانی روان شناختی دانش آموزان است. | ||
| کلیدواژهها | ||
| روان شناسی مثبت گرا؛ آموزش شکوفایی؛ پریشانی روان شناختی؛ افسردگی؛ اضطراب؛ استرس | ||
| عنوان مقاله [English] | ||
| Effectiveness of Flourish Training on Reducing of Psychological Distress in High School Students | ||
| نویسندگان [English] | ||
| Zhaleh Rassa1؛ A.M Rezaei,2؛ I Bigdeli,3 | ||
| 1کارشناس ارشد روانشناسی بالینی دانشگاه سمنان، سمنان، ایران | ||
| 2استادیار، گروه روانشناسی تربیتی دانشگاه سمنان، سمنان، ایران | ||
| 3دانشیار، گروه روانشناسی دانشگاه فردوسی مشهد، مشهد، ایران | ||
| چکیده [English] | ||
| Introduction:According to the introduction of positive psychology in recent years, this study examined the effectiveness based on positive psychology and in particular self-actualization training in reducing of psychological distress. Method: In order to achieve this goal, pretest and posttest with control group design was used. The study population consisted of 400 girl students of Razavi high school in 12th district of Tehran. First, all of students performed DASS scale and then 40 students with the highest score of the DASS were chosen and were randomly assigned into experimental group and control group. For the experimental group, self-actualization training was carried out in 8 sessions (twice a week), but the control group did not receive any treatment. Multivariate and univariate analysis were uses to analyze the data. Results:Univariate and multivariate analysis of covariance showed that self-actualization training reduces depression, anxiety and stress students in the experimental group compared with the control group. Conclusion: The use of positive psychology in particular self-actualization training can be effective in reducing depression, anxiety and stress of high school students. The use of this method is an effective method to reduce students' psychological distress. | ||
| کلیدواژهها [English] | ||
| positive psychology, self-actualization training, psychological distress, depression, Anxiety, Stress | ||
| مراجع | ||
|
1- Cohen S, Pressman SD. Positive Affect and Health. Department of Psychology, Carnegie Mellon University. Pittsburgh, PA 15213. E-mail: scohen@cmu.deu. 2006; Volume 15- Number3. 2- O’Neill E. The Inside Story: The Impact of Depression on Daily Life (Depression Alliance). 212 Spitfire Studios, 63–71 Collier Street, London N1 9BE. Date of preparation. April 2008. 3- Saylor CF, Finch AJJr, Spirito A, Bennett B. The Children’s depression inventory: a systematic evaluation of psychometric properties. Journal of Consulting and Clinical Psychology. 1984; Dec. 52(6): 955-967. 4- Schliebner CT, Peregoy JJ. Unemployment effects on the family and the child: Interventions for counselors. Journal of Counseling and Development.1994; 72(4): 368- 372. 5- Patton W, Donohue R. Effects on the family of a family member being long term unemployed. Journal of Applied Health Behaviour. 2001; 2(1): 31-39. 6- Bermass H. Investigate the relationship between depression and student’s attitude to drug abuse in Tehran high schools. Institute for Humanities and Cultural Studies, Center for Humanities. 2002; [Persian]. 7- National Advisory Committee on Drugs and Alcohol (NACD: 2011). Drug use in Ireland and Northern Ireland. First results from the 2010/2011 Drug Prevalence Survey. Dublin & Belfast: NACD & Public Health Information and Research Branch (PHIRB). 8- Rohde P, Lewinsohn PM, Seeley JR. Are adolescents changed by an episode of a major depression? Journal of American Academy of Child and Adolescent Psychiatry.1994; 33: 1289-98. 9- Dalgleish T, Power M. Handbook of Cognition and Emotion. New York: Wiley. 1999. 10- Sadock BJ, Sadock VA. Comprehensive Textbook of Psychiatry. 8th ed. Philadelphia: Lippincott Williams & Wilkins. 2005. 11- Hu TW, He Y, Zhang M, Chen N. Economic costs of depression in China. Soc Psychiatry PsychiatrEpidemiol. 2007; 42(2): 110-116. 12- Said Nozadi M, Ebadgahian E, SarGolzaiee MR. Study of Economic Burden of Depressive Disorders for Patients and Society. AndeeshehvaRaftar. 1998; 6(21): 20-4. 13- Lopez, A.D., Mathers, C.D., Ezzati, M., Jamison, M.D., & Murray, C.J.L. Global Burden of Disease and Risk Factors, Oxford University Press. New York. 2006. 14- Center C, Davis M, Detre T, Ford D. Confronting depression and suicide in physician: A consensus statement. JAMA. 2003; 289(23): 3161-6. 15- O'Brien P, Winifred Z, Kennedy, Karen A. Psychiatric mental health nursing. Sudbury: Jones and Bartlett Publication. 2008. 16- Gold Leaf R. Anxiety. Poorafkari A, translator. Tehran: Semat Publication. 1999. [Persian]. 17- Chahardoli, A. N. (1382). The prevalence of depression among high school students in Hamedan province in the 77-76 school year. Master's thesis, Faculty of Education and Psychology, University of Teacher Education. [Persian]. 18- Talton CW. Touch--of all kinds--is therapeutic. RN 1995; 58(2): 61-4. 19- Lieb R, Becker E, Altamura C. The Epidemiology of Generalized Anxiety Disorder in Europe. EurNeuropsychopharmacol. 2005; 15: 445-52. 20- Gayle Beck J. Interpersonal Processes in Anxiety Disorders. Implications for Understanding Psychopathology and Treatment. American Psychological Association. Publication Date: March 2010; Pages: 311. Item: 4318075. ISBN: 978-1-4338-0745-9. 21- Hettema JM, Neale MC, Kindler KS. A review and meta-analysis of the genetic epidemiology of anxiety disorder. Am J Psychiatry.US National Library of MedicineNational Institutes of Health . 2001, 158(10):1568-78. 22- Burns’ S. Medical Foundations of Stress, Depression, Anxiety, Insomnia and Addiction. 2012. Translated by NaghibzadehMashyekh A.Published in 2013 by MalekMohamadi J. Criminological Articles. [Persian]. 23- Giga SI. (2001). the implied employment relationship: investigating the effect of psychological contract violation on employee wellbeing. First Published (2013) by PALGRAVE MACMILAN. UK. 24- Struthers CW, Perry RP,Menec VH. An examination of the Relationship among Academic Stress, Coping, Motivation, and Performance in College. Research in Higher Education. 2000; 41(5): 581-92. 25- Shokri O, Kadivar P, Naghsh Z, Ghanaei Z, Danshpour Z, Molaei M. charactertraits, academic stressandacademic performance. Psychological Studies, Faculty of Education andPsychology, University ofAl-Zahra. Autumn 2007; 3: Volume 3. [Persian]. 26- Mangrulkar L, Vince Whitman C, Posner M. Life skills approach to child and adolescent healthy human development. Washington, DC: Pan American Health Organization. 2001; 110-6. 27- Compton WC. Introduction to positive psychology. Stamford, CT: Thomson/Wadsworth. 2005. 28- Seligman, Martin EP, Rashid, Tayyab, & Parks, Acacia C. Positive psychotherapy. American Psychologist. 2006; 61(8): 774. 29- Gable, Shelly L, &Haidt, Jonathan. what (and why) is positive psychology? Review of general psychology. 2005; 9(2): 103. 30- Compton, William C, & Hoffman, Edward. Positive Psychology: The Science of Happiness and Flourishing: The Science of Happiness and Flourishing. 2012. 31- Cengage LearningAzguez C, Chaves C. positive Psychology. Encyclopedia of Mental Health (second Edition). 2016; 290- 99. 32- Wood Alex M, Maltby J, Gillett R, Alex Linley p, Joseph S. Journal of Research in Personality, Volume 42, Issue 4, August. 2008; 854-71. 33- BahadoriKhosroshahi J, HashemiNosratAbadi T. The Relationship between HopeandResiliencywith Psychological well-beingofstudents at the university. Journalof thoughtandBehavior in Clinical Psychology,winter 2011; 22. [Persian]. 34- Tarkhan M. Short-termEfficacy ofinterpersonal group Therapy onpsychological well-beingand quality of lifeof spouses ofaddicts. Journalof Educational Psychology, Islamic Azad University. Secondyear, first issue. spring 2011; 23-36 [Persian]. 35- Ghassemi N, Kajbaf M.B, Rabiei M. The effectiveness ofgroup therapybasedonsubjective well-being, quality of life andmental health. Journal of Clinical Psychology. 2011; 2.[ Persian]. 36- Seligman, Martin EP, &Csikszentmihalyi, Mihaly. (2000). Positive psychology: An introduction (Vol. 55): American Psychological Association. 37- Seligman M. Flourish: Positive Psychology and Positive Interventions. The Tanner Lectures on Human Values. Delivered at The University of Michigan. 2010; 231-43. 38- Keyes CLM. Promoting and protecting mental health as flourishing: a complementary strategy for improving national mental health. American psychologist. 2007; 62(2): 95-108. 39- Keyes CLM. The Mental Health Continuum: From Languishing to Flourishing in Life. Journal of Health and Behavior Research. 2002; 43: 207–22. 40- Narimani M, HssanZadeh SH, Abolghassemi A. Efficacyof psycholo gicalimmunizationin reducingstress, anxietyanddepression amongpre-college school girls. Journal of PsychologySchool. 2012; 1: 101-17. [Persian]. 41- Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Earlbaum Associates. 42- Sha EY. (2011). Resilience, Character Strengths and Flourishing: A Positive Education Workshop for Singapore Teachers. University of Pennsylvania Scholarly Commons. Master of Applied Positive Psychology (MAPP) Capstone Projects. Positive Psychology Center. 8-1-2011.happycoachee@gmail.com. 43- Lovibond SH, Lovibond Pf. Manual for the Depression anxiety Stress Scales. (2 nd Ed) Sydney: Psychology Foundation. 1995. 44- Lovibond F, Lovibond SH. The structure of negative emotional states. Behavior Research Therapy. 1995; 33(3): 335-43. 45- Antony MM, Beilingp J, CoxB J, Enns MW, Swinson RP. Psychometric properties of 42-Item and 21-item version of depression, anxiety, stress scale in clinical group a community sample. Psychometric Assment. 1988; 10(12): 176-81. 46- Afzali A, Delavar A, Borjali A, Mirzamani M. Psychometric Properties ofDASS-42testsona sample ofhigh school students inKermanshah. Behavioral Science Research. 2007; 2. [persian]. 47- Tabachnick BG, Fidell LS. Using multivariate statistics (5th edn).Boston: Pearson Education. 2007. 48- Benard B. Protective Factors in the Family, School, and Community. Portland, OR: Western Center for Drug-Free Schools and Communities. 1991. 49- Fredrickson BL. What good are positive emotions? Rev Gen Psychol. 1998; 2: 300-19. 50- Fredrickson BL.The role of positive emotions in positive psychology:the broaden and build theory of positive emotions. Am Psycho. 2001; 56: 218-26. 51- Post SG. Altruism, happiness, and health: It's good to be good. International Journal of Behavioral Medicine. 2005; 12(2): 66-77. http://dx.doi.org/10.1207/s15327558ijbm1202_4. 52- Snyder C R, Hoza B, Pelham WE, Rapoff M, Ware L, Danovsky M. et al. The development and validation of the Children’s Hope Scale. Journal of Pediatric Psychology. 1997; 22: 399–421. doi: 10.1093/jpepsy/22.3.399. 53- Ong AD, Bergeman CS. (University of Notre Dame); Bisconti, T.L. (University of New Hampshire); Wallace, K.A. (University of Montana). Psychological Resilience, Positive Emotions, and Successful Adaptation to Stress in Later life. Journal of Personality and Social Psychology. 2006; 91(4): 730-49. 54- Feldman DB, Snyder CR. Hope and the meaningful life: Theoretical and empirical associations between goal-directed thinking and life meaning. Journal of Social and Clinical Psychology. 2005; 24: 401-21. 55- Dawood R. Positive Psychology and Child Mental Health; a Premature Application in School-Based Psychological Intervention? Procedia - Social and Behavioral Sciences . 2014; 44 –53. 56- Schwartz B, Monterosso J, Lyubomorsky S, White K, and Lehman DR. Maximizing versus satisfying: happiness is a matter of choice. J PersSoc Psychol. 2002; 83: 1178- 97. 57- Seligman MEP. Learned Optimism. New York: Knopf. 1991. 58- Seligman MEP, Rashid T, Parks AC. Positive Psychotherapy. Am Psychol. 2006; 61: 774-88. 59- Rashid T. Positive Psychotherapy. In: Lopez SJ, ed.PositivePsychlogy: Exploring the Best in People; Vol. 4. Westport, CT: Praeger Publishers. 2008; 187-217.
| ||
|
آمار تعداد مشاهده مقاله: 2,988 تعداد دریافت فایل اصل مقاله: 4,851 |
||