The effectiveness of storytelling optimism training package on girls' academic stress of children

Academic stress is a result of the individual's assessment based on the experience of inconsistency between understanding the demands of academic opportunities and  Intrapersonal resources. The aim of this study was to determine the effectiveness of optimism educational package by storytelling method on academic stress in girl’s children.

The present study is a quasi-experimental study with a pretest-posttest and control group. The statistical population of the study consisted of all students in Kerman in the academic year 2019-2020. A total of 40 people were selected by the available sampling method and randomly assigned to experimental and control groups. Then, Ang and Huan's academic stress questionnaire was administered to all three groups. The experimental groups received 10 sessions of storytelling optimism training. After the intervention, all two groups completed the above questionnaire as a post-test.

The results showed that the intra-case factor of teachers' expectations is significant in three levels of pre-test, posttest (p <0.01 and F = 120.57 (114 and 2), so it can be concluded that the expectations of parents/teachers of individuals are significantly different at tow levels. Also, since the results are significant in the interaction between the expectations of parents/teachers and the group (p <0.01 and F = 18.09 (114 and 2), so it can be concluded that the interaction between the expectations of parents/teachers and groups are meaningful.

Considering the effectiveness of storytelling optimism training, it is suggested that it be used to improve students 'psychological health and reduce students' stress.