Effectiveness of positivity group training on quality of life and resilience of female teachers of exceptional students

Document Type : Original Article

Authors

1 MA, Department of Counseling, Psychology and Educational Science Faculty, Al-Zahra University, Tehran, Iran.

2 Professor, Department of Counseling, Faculty of Education & Psychology, Alzahra University. Tehran, Iran.

3 Professor, Department of Counseling, Faculty of Education & Psychology, Alzahra University. Tehran, Iran

Abstract

The aim of this study was to determine the effectiveness of positivity group training on quality of life and resilience of female teachers in exceptional students in Tehran. The research method was quasi-experimental with a pretest-posttest design with a control group. The statistical population of this study included all female teachers in special schools in Tehran in the 2015-2016 academic year (680 people), from among which 24 people were selected by available sampling and randomly replaced in experimental group (12 people) and control (12 people). They answered the WHO Quality of Life Questionnaire (WHOQOL) and the Davidson & Connor Resilience Questionnaire (CD-RSC). Experimental group participants received 8 sessions of positivity treatment program. Data were analyzed using multivariate analysis of covariance in SPSS-22 software. The results showed that the research hypothesis on the effectiveness of positivity group training on quality of life and resilience of female teachers in exceptional students was confirmed and the female teachers in the experimental group were significantly higher than the female teachers in the control group in the post-test. They had more resilience. Thus, the use of positivity group training increases the quality of life and resilience of female teachers of exceptional students, because the positivity intervention method can increase positive emotions, behaviors and cognitions in people. Therefore, using this training can be useful in order to improve the quality of life and resilience of teachers in exceptional schools.

Keywords

References

Beiranvand, M., Moghadam, M. K., Sabounchi, R., Delphan, M., Ghafuori, A., & Moghadam, K. R. (2019). The effectiveness of positive thinking training on self-efficacy and emotion regulation in men with hemophilia. Trends in Medicine. 19(4), 1-5.
Brabcova, D., Zarubova, J., Kohout, J., & Krisek, P. (2015). Effect of learning disabilities on academic self-concept in children with epilepsy and on their quality of life. Research in Developmental Disabilities. 10 (45-46): 120-128.
Chan, A. C. Y., Piehler, T. F., & Ho, G. W. K. (2021). Resilience and mental health during the COVID-19 pandemic: Findings from Minnesota and Hong Kong. Journal A ffect Disord. 29(5), 771-780.
Conner, K. M., & Davidson, J. R. T. (2003). Development of a new resilience scale: The Conner-Davidson Resilience Scale (CD-RISC). Journal of Depression and Anexiety. 18 (2), 76-82.
Crane, N., Zusho, A., Ding, Y., & Cancelli, A. (2016). Domain-specific metacognitive calibration in children with learning disabilities. Contemporary Educational Psychology, In Press, Corrected Proof, Available online 12 October 2016.
Gu, Q., & Day, C. (2007). Teachers resilience: A necessary condition for effectiveness. Teaching and Teacher Education, 23(8), 1302 –16.
Holz, N.E., Tost. H & Lindenberg, A.M. (2020). Resilience and the brain: a key role for regulatory circuits linked to social stress and support. Molecular Psychiatry, 25, 379- 396.
Izquierdo, M. G., Risquuez, M. I. R., Garcia, C. C., & Sabuco- Tebar, E. D. L. A. (2015). The moderating role of resilience in the heaith in nursing students. Educational Psychology, 38 (1), 1-13.
Johnson, B., Down, B., Sullivan, A., Cornu, R. L., Peters, J., Pearce, J. & Hunter, J. (2013). Early career teachers: stories of resilience, an Electronic Journal for Leaders in Education, 11(9), 1-7.
Kavanagh, B. A., Stuart, A. J., Berk, M., Turner, A., Dean, O. M., Pasco, J. A., Jackson, H. J., Koivumaa-Honkanen, H., Chanen, A. M., & Williams, L. J. (2020). Personality disorder increases risk of low quality of life among women with mental state disorders. Comprehensive Psychiarty. 10(2), 152-193.
Kotera, Y., & Ting, S. H. (2021). Positive psychology of Malaysian university students: Impacts of engagement, motivation, self-compassion, and wellbeing on mental health. International Journal of Mental Health and Addiction. 19, 227-239.
Lima, S., Teixeira, L., Esteves, R., Ribeiro, F., Pereira, F., Teixeira, A & Magalhães, C.   (2020). Spirituality and quality of life in older adults: a path analysis model. BMC Geriatr. 20(1), Article 259.
Lu, L., Xu, D., Liu, H., et al. (2018). Internet addiction in Tibetan and Han Chinese middle school students: prevalence, demographics and quality of life. Psychiatry Research. 26(8), 131-136.
Moon, H. J., Yoo, S., & Cho, YW. (2017). The effect of chronotype and social jetlag on sleep, mental health, quality of life, and academic performance of medical students. Journal of the Neurological Sciences. 38(1), 296-299.
Quoidbach, J., Mikolajczak, M., & Gross, J. J. (2015). Positive interventions: An emotion regulation perspective. Psychological Bulletin. 141(3), 655-693.
Scheffers, F. , Van Vugt, E., & Moonen, X. (2020). Resilience in the face of adversity in adulths with an intellectual disability:A literature review. Journal of Applied Research in Intellectual Disability. 33 (5),828-838.
Seligman .M.,E. P. (2005). Positive inter vention: more evidence of effectiveness. Authentic Happiness Newsletter.
Seligman, M. E. (2019). Positive psychology: A personal history. Annual Review of Clinical Psychology. 15(1), 1-23.
Seligman, M. E., Rashid, T., & Parks, A. C. (2006). Positive psychotherapy. American Psychologist. 61(8),774-788.
Spivey, C. A., Stallworth, S., Olivier, E., & Chisholm-Burns, M. A. (2020). Examination of the relationship between health-related quality of life and academic performance among student pharmacists. Currents in Phatmacy Teaching and Learning. 12(11), 1304-1310.
Taylor, G. J., & Bagby, M. (2000). An overview of the alexithymia construct. In R. BarOn & J. D. A. Parker (Eds.), The handbook of emotional intelligence (pp. 263-276). San Francisco: Jossey-Bass.
Weiss, M. P. (2018). How to review for Teaching Exceptional Children. Teaching Exceptional Children. 50(3), 123-129.
WHOQOL group. (2002) WHOQOL-BREF Introduction, Administration and scoring, Field Trial version, World Health Organization, Geneva.
World Health Organization. (2016). Reducing Risk, Promoting Healthy Life. Geneva: World Health Organization.
 

Files

History

  • Receive Date: 01 August 2021
  • Revise Date: 11 August 2021
  • Accept Date: 09 October 2021

Share

How to cite

Statistics