Effectiveness Program Resiliency Pennsylvania on Strategies Coping, a Quality of Life and Optimism Students

Transcription

1 Effectiveness Program Resiliency Pennsylvania on Strategies Coping, a Quality of Life and Optimism Students Maryam Poorrahimi Department of Psychology, Khouzestan Science and Research Branch, Islamic Azad University, Ahvaz, Iran Hassan Ahadi* Professor of Psychology in Department of Psychology, Allamehtabatabai University, Tehran, Iran *Corresponding Author:Drhahadi5@gmail.com Parvis Askari Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran Saeed Bakhtiarpour Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran Abstract The purpose of this study was to investigate the effectiveness of Pennresiliency program on students coping strategies, quality of life & optimism. The research method was quasiexperimental with pre-, post- and follow-up. Among Islamic Azad University, central Tehran branch, 40 students were selected and were matched for age, educational status, sex and other criteria considered in this research. Then they were randomly divided into two experimental and control groups. The experimental group received 7 sessions of Penn resiliency program 2 hours per session but the control group did not receive any intervention. We used quality of life, life orientation & ways of coping questionnaire. The data were analyzed with covariance. The results indicated that there was a significant difference between experimental and control group in quality of life, optimism, and problem-focused strategies. The rate of optimism, quality of life and problem-focused strategies in the experimental group were higher in comparison with the pre-post, follow up and control group. These results persisted after 3 months as follow up. Keywords: Penn Resiliency Program, coping strategies, a quality of life, optimism. Page 1048

2 Introduction Various research evidence shows that now, for the most dominant youth and learners at different levels, Experience situations such as school achievement, along with a wide range of emotions is progress. In other words, the results of various studies show that emotional experiences of learners in situations visible progress in explaining differences in quality of life are of considerable importance. But in the current situation, Emotions phenomenon pervasiveness progress in academic situations on the one hand and the need to equip students with the aim of optimizing receivables management training, educational opportunities, and Develop effective intervention programs makes it unavoidable. In the past 20 years, various intervention programs designed for young people that include training in problem-solving skills, coping and emotion regulation and cognitive restructuring. According to this, accordingly, a large number of researchers interested in the theme of promoting the quality of life of students through the design and implementation of intervention programs, Health behaviors and realize the great mission of facilitating the provision of the necessary training to efficiently manage emotional experiences in the context of the follow-up study. Review of research evidence Shows that the design of intervention programs related to emotional experiences among students on teaching quality management components such as coping strategies effective and efficient, Time Management, Social problem-solving training and strengthening the emphasis will be motivational and cognitive resources. A lot of researchers, Plans effectively manage emotional experiences in school have studied tissue. Empirical evidence suggests that these interventions are mainly aimed at reducing stressful experiences, Emotional implications associated with these experiences such as anxiety and depression and use psychological disorder. But in recent years into a rejection of the positive psychologist with regards to the talents and capabilities of human beings (to accommodate and address the anomaly of impairments) of interest to psychologists is located. (Robbins [ix], 2008). The resiliency programs derived from positive psychology, Pennsylvania as one of the intervention programs fill Psychological used to equip people to deal with negative life experiences Such as education. The importance is undeniable (Seligman [x], 2012). Seligman use of prevention programs, according to Pennsylvania As a retraining program, document the aim serious implications manage multiple subsequent confrontations with negative life events and provides a secure mental (Seligman, 2002). The results Seligman (2002) Showed that the resiliency of Pennsylvania by reducing the size of the batteries Wholesale mediated in some data sources such as negative automatic thoughts and despair and increase. The average size of optimism and self-esteem was associated with reduced depressive symptoms. The results Bacchant [xiii], Gardnzvatz [xiv], Seligman (199 9), which aims to change the on-rantbaq documentary style by a group of university students, Showed that the use of the cognitive intervention program - Behavioral change, explanatory style, The hope and the attitude towards the failure of The students were (Bacchant and colleagues, 1999). In addition to these, The results Gilliam, Brown, Vassar and the Pharisees [xv] (2008) The effectiveness of the program in reducing the resiliency of Pennsylvania Page 1049

3 internalized maladaptive behavioral patterns (Anxiety) and externalizing behavior problems is maladaptive (Aggression and delinquency) in adolescents empirically supported (Brown Vassar, Gilliam and Kim [xvi], 2009). The results Gilliam Pennsylvania has shown that resilience program on the prevention of anxiety symptoms during a one-year follow-up period had a significant effect (Gayle M. Et al. 2008). Finally, results of internal researchers interested in improving the quality of life of students, the effectiveness of cognitive interventions - Behavioral increase self-efficacy, Self-esteem, Assertiveness and decrease anxiety symptoms have supported (Valid absolute, Kaibab and Salehzadeh, 1390). Mansouri (1392) also have shown that resiliency program documents dysfunction Pennsylvania through changes in patterns of students in enhancing their understanding of the role of psychological adjustment are effective (Mansour, 1392). Thus, according to the results of the studies, this study is the first to design an intervention program in the field of management education in the context of emotional experiences, the effectiveness of the training program on quality of life, Coping strategies, and students to empirically examine optimism. Method The research method was quasi-experimental design with pre- and post- with the track. The study sample consisted of all undergraduate psychology students at Tehran Azad University's Center for sampling, by calling at the University of individuals interested in participating in the workshop were invited and then select The sample, 40 of them were randomly selected sampling method and the experimental groups and one control group. The two groups before and after training, quality of life questionnaire and Lazarus &Folkman coping strategies and life orientation questionnaire responded. Research Tools Life Orientation Questionnaire. Carver and optimism to assess nature, Life Orientation Test (LOT) has developed a self-report summary form and later it was revised. Life Orientation Test- Revised Edition, is the main summary (Including 6 females, 3 represents material as optimistic and pessimistic considered indicative of Article 3). Substances that are detailed in the revised version expectations were emphasized were deleted or overwritten. LOT-R Had good internal consistency (Cranach's alpha coefficient 70/0) and good stability over time. Due to the extensive overlap of material LOT And LOT-R Very high correlation between these two s. The reliability of the questionnaire using Cranach's alpha obtained 74/0 is the reliability of the. -The quality of Life Questionnaire. It is 12 questionnaire question the quality of life in terms of your general health perception (Type 1), Physical performance (I.e. 2 and 3), Health (I.e. 4 and 5), Emotional problems (I.e. 6 and 7), bodily pain (Question 8), social functioning (Expression 9), vitality and vital energy (Or 11) and mental health (I.e. 10 and 12) are examined. Multi-item Likert scale questions put by and both yes and no. Scores range from 12 to 48 ranges. In other words, a high score indicating a higher quality of life.the validity of this is measured by content validity and -re method was used to determine the validity of (90/0 = r). Also, the questionnaire was validated in the elderly and the Iranian society. Page 1050

4 -Coping strategies questionnaire. A 66-point that is based on log Coping strategies and By Lazarus and Folkman built on a four-grade scale of the idea (In fact, Sometimes, usually from the ED) transition score is assigned. The coefficient of internal consistency using Cranach's alpha coefficient 6.10 to 79/0 and 59/0 to 83/0 four-week -re interval it has been reported. Eight patterns checked by the questionnaire into two categories: problem-oriented approach (Seeking social support, Accountability, Thoughtful problem solving and positive reappraisal) and emotion (Confronting coping, Avoid saving, Escape - avoidance and restraint) are divided (Agha Youssef, 1382). Research method After selecting students and their assignment to experimental and control groups, individual differences in pre- control unit in sizes appropriate to the quality of life and optimism and coping strategies, to provide educational packages for groups, Subjects in both groups coping strategies questionnaire, Orientation, and quality of life questionnaires. Then for participants in the experimental group, 2 hours per week for seven weeks and was presented resiliency Pennsylvania. sessions, the subjects were then. Finally, after two months, follow up via was held. The data collected for later analysis software SPSS A. On Table 1 to separate meetings of each of the goals and activities of the program marked resilience Pennsylvania. This program included two major parts cognitive and social. In the identification, the techniques used are the same techniques that are used to treat depression cognitive therapist oriented day. In this section of optimism four main skills are taught the person, which is the automatic thoughts hunting, the evaluation of these thoughts, Find alternative explanations, As if to avoid disaster. In the public sector, the program is consistent with some theoretical models about depression in order to significantly reduce the negative emotional experiences between people, and the key role social elements such as problem-solving skills and social skills are emphasized be. In other words, the soil must be present in applications that provide the perfect platform to enhance social skills to reduce the negative experiences of particular importance in the field of the individual's. Table 1. List resiliency program content Pennsylvania objectives and activities Meetings Goals Activities Users familiar with each other and the First teacher and explain Curriculum session Pennsylvania Second session Third session Fourth Session Training of the relationship between emotional states subsequent Encounter with negative events or individual belief systems based on the model of Q Evaluation of the documents in the face of unpleasant events Debate and deal with disaster hypochondriacally attitudes and beliefs Pre-, Browse theoretical foundation for application resiliency Pennsylvania Presented several scenarios involving a fluke uncomfortable, Facing the consequences of these events and beliefs underlying these outcomes Concept documents - Optimism vs. Pessimism - explain Events Based on the Based on the Q factor and energy debate gives to help four principles: 1 Mark the alternative interpretations of the evidence gathered 2. (3) 4. Avoid disaster concept formulated plans to attack, Page 1051

5 Fifth session Sixth Session Seventh session Recognize behavioral styles 5 Steps teaching children problemsolving skills Assertive social skills training (Assertiveness) and negotiate Fans can learnt controversy or negative thoughts. Learn to communicate dynamically with the disk model To achieve successful and efficient resolution of issues 5 steps: 1. Linger and ponder 2. From the perspective of looking at others 3. Goals 4. You can choose how to act after determining the positive and negative 5. Test the effectiveness of the selected solution. In other Bigram was emphasizes assertiveness skills training following: 1.Describe the events objectively 2.Expression of the Emotions 3. Calls change Specific and concise (4) Affect of change How to feel. To discuss the following points were emphasized: 1.Identify a logically wanted and elusive 2.In reasonable requests 3. Given the demands of the other four. 5 trying to reach an agreement. The continuation of negotiations to reach an agreement, the implementation of the post- Results In this section, by analyzing data gathered through the questionnaire, to consider hypotheses that have special significance in the conclusions of the research. The used to analyze the data as the ANCOVA is. Information describing the quality of life, Optimism and coping strategies in Table 2 separate pre- and post- and follow-up are provided in the experimental and control groups. As can be seen in the experimental group's average post-, pre- to increase the show. The efficacy of Pennsylvania program on coping strategies, Quality of life and optimism studied students to measure their statistical s such as analysis of covariance was used. The use of parametric statistical methods, must first be authorized assumptions to be used to, so the assumptions of analysis of covariance "Independence observations, Normal distribution of the dependent variable, The homogeneity of variances, Linearity of the relationship between the dependent variable and covariate and Homogeneity of regression slopes were studied in different groups according to coefficients calculated by analysis of variance for the same variables in the regression coefficients, And pre- group interaction was not significant in any of the variables (05/0 P>). As a result, a significant difference between the dependent variables and the covariate in the regression coefficients between the two groups is not and the assumption of homogeneity of regression coefficients in both experimental and control groups for all Jasmine amounts is established. With According to the proposed default position can be seen that data is input to have the analysis of covariance and can be dependent differences in the two groups studied. Page 1052

6 The efficacy of the program on coping strategies of resilience Pennsylvania, Quality of life and optimism studied students to measure their statistical s such as analysis of covariance was used. Table 2. Statistics Descriptive Variables Quality Life, Optimism And Strategies Coping Statistical Indicators Group Test Number Average The standard deviationis Pre-exam 20 82/22 81/4 Control 20 15/23 26/5 Quality of Life Follow up /5 Pre-exam 20 30/21 14/7 Experiment 20 90/26 18/9 Follow up 20 11/26 08/9 Pre-exam 20 85/23 98/5 Control 20 90/23 95/4 Optimism Follow up 20 76/23 83/4 Pre-exam 20 20/22 96/4 Experiment 20 50/27 76/3 Follow up /3 Pre-exam 20 5/69 53/16 Control Problem-focused Follow up 20 16/72 53/16 coping style Pre-exam 20 53/70 35/17 Experiment 20 94/82 11/18 Follow up 20 33/82 42/18 Pre-exam 20 65/56 75/15 Control 20 90/58 61/17 Emotion-focused Follow up 20 40/57 60/15 coping style Pre-exam 20 45/56 39/17 Experiment 20 35/59 81/15 Follow up 20 31/59 45/15 Results Table 3 Show, Deletion of variable pre- and according to the index Of The calculated, observed that the adjusted mean scores for quality of life, Optimism and problemoriented coping style, participants in terms of group membership "Testing and control" at Page 1053

7 post difference is significant (05/0 P <). Thus, according to the average modified concluded that the immunization program participants in the experimental group than the control group psychological Pennsylvania greater impact on the quality of life for the students.the impact "The practical significance of" 35/0 One, i.e. 35% of the total variance of individual differences in the quality of life of students of psychological immunization schedule Pennsylvania. Results Table also show that psychological Pennsylvania immunization program in the experimental group more effective than the control group on optimism the students. The impact "The practical significance of" 34/0One, i.e. 34% of total variance or individual differences in students' optimism about the immunization schedule psychological Pennsylvania. In addition to the yen Deletion of pre- variable, the hypothesis is based on significant differences in variables problem-oriented style Students in the experimental group compared to the control group, is confirmed. As a result, according to the average of the results we can say with 95% of the experimental group compared to controls ensure problem-oriented style has increased. Results shows, Deletion of pre- variable, The hypothesis is based on significant differences in students' emotional styles ranging experimental group compared to the control group, be rejected. Table 3. The results of analysis of covariance to determine the effect on quality of life and resilience Pennsylvania Optimism and coping strategies Statistical Indicators Quality of Life Optimism Problem-focused coping style Emotion-focused coping style Variables SS Df F Sig Effect Ability size Pre-exam 86/ /83001/0 69/0 99/0 Group /19001/0 35/0 98/0 Error 78/ Total 28/ Pre-exam 01/ /26 001/0 42/0 99/0 Group 67/ /19 001/0 34/0 99/0 Error 80/ Total Group 46/ /16 001/0 31/0 97/0 Group 78/ /0 68/0 01/0 07/0 As the results table 4 Given that the show achieved a significant level for all scales is larger than 05/0, the average of all three variables coping style, optimism and quality of life in follow-up to the post- in the group Pennsylvania immunization program, with 95% certainty and no different. Table 4. But the comparison of the post- and follow-up in the group program Immunization Pennsylvania Statistical indicators scale Df The mean difference Score Sig Significance level Problem-oriented style 19 60/0 31/1 20/0 05/0 Page 1054

8 Emotional styles 19 40/0 95/0 35/0 05/0 Optimism 19 81/0 47/1 17/0 05/0 Quality of Life 19 65/0 36/1 18/0 05/0 Result Results on the effectiveness of psychological immunization strategies Pennsylvania, quality of life for students and nose well in the short term and long term to address empirically supported. The results showed that Pennsylvania's quality of life will improve in line with the results of Seligman, yogurt concluded and Glam (2009), Glam & Associates studies. (2008) and Braves and others (2009). You can use the skills that you can learn the problems and opportunities facing stress creative ways to turn them think and then act., can thus improve the quality of life. Moreover, this approach is a welcome boost nose in the experimental group compared to the control group education. The results of the findings of breath (2009) are, karma and colleagues (2002), which is compatible Pennsylvania program to reduce and prevent depressive symptoms had been reported results. In addition to reducing symptoms of depression, the program reduces the negative (both components of effective recognition associated with depression) and was a disappointment automatic thoughts and increasing optimism and confidence. Because of this plan, the four basic skills of hunting, automatic thoughts, evaluate automatic thoughts, provide a description of the field as to avoid disaster is that all skills are welcome to increase the nose and, on the other hand, the program is Pennsylvania reduce the use of rumination, guilt, blame others and help cure tragedy. This program helps people focus on negative thoughts rather than suppressed excitement and challenges and solve cognitive errors can be taught. Show the increased use of cognitive strategies adopted so positive, open and positive approach is expected to increase around the nose, the question is effectiveness. The results show that this program increases the safety of mental Pennsylvania oriented style can be problems. The results of this research, shorts, Bart and Fox [nineteenth] (in 2001),Mitchell and King Henderson [xx] in (to 2010), and Dolby [XXI] (2008) compatible. This training can reduce the call to fight enduring emotional, and cognitive strategies, casting blame, rumination, cognitive strategies such as lead tragedy. The training program created by cognitive stimulation, to help people rebuild thought patterns through cognitive restructuring can be.so, the deal in terms of cognitive development, emotional and behavioral impact of increased use of anti-efficient.focused.while the pessimists are more likely to deal with behavioral and psychological denial and hit the targets that are involved in which Zahra (Snyder and Lopez [XXII] from 2002). Should work together with the limitations of arbitration was to investigate students' performance, therefore, necessary.check the location as well. In turn, the iodine is one of the important signals to determine the effectiveness of the development track position to study the experiences of students feel can be specifiedcatch achieve. Page 1055

9 References Beasley, M., Thompson, T., & Davidson, J. (2003). Resilience in response to life stress: the effects of coping style and cognitive hardiness. Personality and Individual Differences, 34, Bernat, F. B. (2009). Youth resilience: can schools enhance youth factors for hope,optimism,and success? publisher title: Women &criminaljustice.binghamton, 19, Brunwasser, S. M., Gillham, J. E., & Kim, E. S. (2009). A metaanalytic review of the penn resiliency program s effect on depressive symptoms. Journal of Consulting and Clinical Psychology, 77 (6), Buchanan, G. M., Gardenswartz, C. A., & Seligman, M. E. P. (1999). Physical health following a cognitive-behavioral intervention. Prevention and Treatment,2 (10), Cutuli, j. j., Gillham J., E., Seligman M. E. P., ReivichKaren, J., Gallop Robert, J., Abenavoli Rachel, M., Freres Derek, R. (2013). Preventing adolescents externalizing and internalizing symptoms: effects of the Penn resiliency program. Int J Emot Educ,5(2), Deckro, G. R., Ballinger, K. M., & Hoyt, Wilcher M, Dusek J, Myers P (2002). The evaluation of a mind/body intervention to reduce psychological distress and perceived stress in college students. journal of American College Health, 50, Forgeard, M. J. C., & Seligman, M. E. P. (2012). Seeing the glass half full: a review of the causesanconsequences of optimism. Pratiquespsychologiques, 18, Gillham, J. E., Brunwasser, S. M., &Freres, D. R. (2008). Preventing depression in early adolescence: the Penn resiliency program. In J. R. Z. Abela& B. L. Hankin (Eds.), Handbook of depression in children and adolescents, New York, NY: Guilford Press, pp Goetz, T., Frenzel, A. C., Hall, N. C., &Pekran, R. (2008). Antecedents of academic emotions. Testing the internal/external frame of reference model for academic enjoyment. Contemporary Educational Psychology, 33, Kardmil, E. V., Reivich, K. J., & Seligman, M. E. P. (2002). The prevention of depressive symptoms in low-income minority middle school students. Prevention & Treatment, vol 5, Article 8. Michelle, N. K., & Henderson King, D. (2010). Stress, coping style,and optimism: are they related to meaning of education in students lives? Social psychology of Education: an International journal, 13: Page 1056

10 Misra, R., McKean, M., West, S., & Tony, R. (2000). Academic stress of college students: comparison of student and faculty perceptions. College Student Journal,34 (2), Naber, J., & Wyatt, H. (2014). The effect of reflective writing interventions on the critical thinking skills and dispositions of baccalaureate nursing students. Nurse Education Today, 34 (1), Rawson, H. E, Bloomer, K., & Kendall, A. (2001). Stress, anxiety, depression, and physical illness in college students. Journal of Genetic Psychology, 155, Robbins, B. D. (2008). What is the good life. Positivism and Renaissance of Humanistic Psychology. Journal of Humanistic Psychologist, 36, Seligman, M. E. P. (2002). Positive psychology, positive prevention, and positive therapy. In C. R Snyder, & S. J. Lopez (Eds). The handbook of positive psychology, New York: Oxford Press. Seligman, M. E. P., Ernstb, R, M., & Gillham. C. J. (2009). Reivich, K., &Linkinsd, M. Positive education: positive psychology and classroom interventions. Oxford Review of Education, 35 (3), Shortt, A., Barrett, P., & Fox, T. (2001). Evaluating the FRIENDS program: a cognitive behavioral group treatment of childhood anxiety disorders: an evaluation of the FRIENDS program. J Clin Child Psychol, 30 (4), Snyder, C. R., & Lopez, S. J. (Eds.).(2002). The handbook of positive psychology. New York: Oxford University Press. Steinhardt, M. A., &Dolbier, C. L. (2008). Evaluation of a resilience intervention to enhance coping strategies and protective factors and decrease symptomatology. Journal of American College Health, 56 (4), Page 1057