Aim: The purpose of this study is determining of the effectiveness of positive psychology on psychological well-being in mothers of autistic children. Methods: The Statistical population of this research was included all mothers of autistic children that was conducted in Karaj city. Among of visitors, 30 mothers of autistic children were selected as sample with convenience sampling method. Groups of sample were randomly replaced into two groups of experiment (n = 15) and control (n = 15) with quasi-experimental model. In order to gathering data, Ryff scale questionnaires of psychological well-being (RSPWB) and Gilliam (GARS) assessment of autism symptoms was used. The experimental group were trained for 8 sessions of 2 hours. Results: In order to analyzing the data, analysis method of covariance was used by SPSS software and the results showed that training the positive psychology on psychological well- being in mothers of autistic children is effective. The results of follow-up test also showed that this method has enough stability and sustainability. Conclusion: The result of this research demonstrates that training the positive psychology can increase the psychological well-being in mothers of autistic children.
hosein abadi, S., pourshahryari, M., & zandipour, T. (2017). Effectiveness of positive psychology on psychological well-being of mothers of autistic children. Empowering Exceptional Children, 8(1), 54-60.
MLA
seddighe hosein abadi; mahsima pourshahryari; tayyebe zandipour. "Effectiveness of positive psychology on psychological well-being of mothers of autistic children". Empowering Exceptional Children, 8, 1, 2017, 54-60.
HARVARD
hosein abadi, S., pourshahryari, M., zandipour, T. (2017). 'Effectiveness of positive psychology on psychological well-being of mothers of autistic children', Empowering Exceptional Children, 8(1), pp. 54-60.
VANCOUVER
hosein abadi, S., pourshahryari, M., zandipour, T. Effectiveness of positive psychology on psychological well-being of mothers of autistic children. Empowering Exceptional Children, 2017; 8(1): 54-60.
