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This study aimed to compare the effectiveness of group and individual positive psychotherapy on the physical and emotional dimensions of orphaned and abused teenage girls. A sample of 45 girls were selected through convenience sampling and were assigned to three groups (two experimental groups and one control group) with equal numbers of participants. The experimental groups received positive interventions, while the control group did not receive any intervention. Data were gathered using the Beck Depression Inventory. The analysis of variance with repeated measures revealed that individual positive intervention was more effective than group positive intervention in alleviating the emotional symptoms of persistent depression. In the individual positive intervention group, the mean scores for emotional symptoms of persistent depression at post-test (mean = 0.67) and follow-up (mean = 0.93) were significantly lower than those in the group positive intervention group (post-test mean = 2.20; follow-up mean = 2.33) and the control group (post-test mean = 2.93; follow-up mean = 2.57). Although the mean scores for physical symptoms of persistent depression in the individual positive intervention group at post-test (mean = 1.07) and follow-up (mean = 1.47) were also lower than those in the group positive intervention group (post-test mean = 2.13; follow-up mean = 2.33) and the control group (post-test mean = 3.70; follow-up mean = 3.43), the findings indicated that both individual and group positive interventions had the same significant effect on the physical symptoms of persistent depression. Therefore, the effectiveness of positive psychotherapy is more pronounced for emotional symptoms than for physical symptoms of persistent depression among the girls.

One of the problems and obstacles of educational systems is academic failures that impose unpleasant financial and attitude burdens on the educational system, family, and students. Thus, this study aimed to examine the effectiveness of positive psychotherapy on motivational beliefs in secondary school boy students with academic failure. The present study was a quasi-experimental pre-test-post-test and follow-up with a control group. The sample consisted of 30 male students with academic failure in Dezful schools in the academic year of 2018-2019. The participants were selected by the available sampling method and were randomly assigned to experimental and control groups. The experimental group received eight ninety-minute sessions over two months. The applied questionnaire in the study was Motivated Strategies for Learning Questionnaire. Data were analyzed through multivariate analysis of covariance. The results showed that positive intervention affects motivational beliefs in students with academic failure. Therefore, according to the present study's findings, positive intervention can efficiently increase self-efficacy and intrinsic value and reduce test anxiety, which are the subcomponents of motivational beliefs in students with academic failure.

This study was conducted to investigate the effectiveness of positive group intervention on psychological well-being, resiliency and happiness of foster care adolescent girls under the surveillance of Isfahan Welfare Organization. The study was a quasi-experimental research and conducted through the pre-test, post-test, and follow up design with control group. By using purposeful sampling method, 3 centers were selected in Autumn and Winter 2015 and from among them 30 foster care adolescent girls were selected based on inclusion criteria and assigned to the experimental and the control group randomly (15 personseach group). The experimental group received 10 sessions of 90 minutes’ positive group intervention, but the control group received no intervention. All subjects completed the Psychological Well-being Scale (Riff), Resilience Scale (Connor & Davidson) and Oxford Happiness Inventory (Argyle, Martin & Crossland) at the pre-test and post-test as well as after 45 days at the follow-up stages, The results of multivariate covariance indicated significant and considerable increase in the psychological well-being, resiliency and happiness in the experimental’ as compared with the control group at the post-test stage. These results were maintained in the 45 days’ follow-up stage, too. Based on the results of the present study, positive intervention can be used for improvement of psychological well-being, resiliency, and happiness in foster care adolescent girls.