positive intervention

Adolescence with special risks during puberty and social crises can provide the ground for the occurrence or exacerbation of psychological problems, since this period is a sensitive and decisive stage, the use of educational and therapeutic approaches to increase the level of flexibility and resilience against problems is of particular importance.

This study aimed to investigate the effectiveness of positive training on students' cognitive flexibility and resilience.

This study is an applied study in terms of a quasi-experimental method from a series of pre-tests, post-tests, and two-month follow-ups with a control group. The statistical population of this study included 11th-grade female students in Tehran in the academic year 2021-2022. The sample consisted of 42 11th-grade female students in Tehran who were selected by multi-stage random sampling method and randomly assigned to two experimental and control groups. Data were collected using the Cognitive Flexibility Questionnaire (Dennis & VanderWaal, 2010) and the Resilience Questionnaire (Connor & Davidson, 2003) in three stages: pre-test, post-test, and follow-up. The experimental group received 14 sessions of 90-minute positivity training based on the educational program (Rashid, 2014) and the control group did not receive any intervention. The data were analyzed using SPSS.27 software and repeated measures analysis of variance.

The results showed that positive attitude training is effective on students' flexibility and resilience (P< 0.05). The results showed a difference between the mean scores of the pre-test and post-test of the experimental and control groups in terms of resilience and resilience. The effect of the intervention was also maintained at follow-up.

These results suggest that positivity training can be used as an evidence-based intervention to improve students' psychological resilience and resilience in students' counseling centers and psychological services.

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.