Evaluation of a Positive Psychology Group Intervention in Nature for Young Cancer Survivors to Promote Well-Being and Post-Cancer Identity Development

2021 ◽  
Author(s):  
Thomas Albers ◽  
Laura A. Weiss ◽  
Sophia H.E. Sleeman ◽  
Olga Husson
Keyword(s):  
Positive Psychology ◽  
Identity Development ◽  
Cancer Survivors ◽  
Group Intervention ◽  
Well Being

scholarly journals Psychological Benefits of a Sport-Based Program for Female Cancer Survivors: The Role of Social Connections

2021 ◽  
Vol 12 ◽  
Author(s):  
Ilaria Durosini ◽  
Stefano Triberti ◽  
Valeria Sebri ◽  
Alice Viola Giudice ◽  
Paolo Guiddi ◽  
...  
Keyword(s):  
Cancer Survivors ◽  
Peer Influence ◽  
Group Intervention ◽  
Well Being ◽  
Positive Influence ◽  
Social Connections ◽  
Psychological Benefits ◽  
Chronic Patients ◽  
Anxiety Depression ◽  
Female Cancer Survivors

In the context of sports-based interventions for improving health and quality of life in chronic patients, participants could develop meaningful social relationships that affect their well-being as much as intervention activities. In this study, 80 female cancer survivors participated in a running-based group intervention (2 sessions/week; 1.5 h), while 51 acted as controls. The intervention lasted approximately 5 months. Unfortunately, the length of the intervention was reduced and sport activities were altered by the COVID-19 pandemic and lockdown mid-intervention, while the shared therapy sessions continued online. This possibly altered the results, as anxiety, depression, and physical aspects did not show significant differences between the experimental and control groups after the intervention. Participants reported positive comments on the experience as a whole, especially regarding the positive influence of the newly developed social connections. This was corroborated by significant correlations between group perceived cohesion and anxiety, depression, self-efficacy, and positive experience with the group psychological support. Overall, it is possible to suggest that in the program an important role was played by social connections and support, peer influence and the group experience, preserving positive experiential qualities of the intervention even if it was altered by external circumstances.

scholarly journals Short Report: A Pilot Study of a Group Positive Psychology Intervention for Patients with Multiple Sclerosis

2018 ◽  
Vol 20 (3) ◽  
pp. 136-141 ◽  
Author(s):  
Kaitlynne Leclaire ◽  
Audrey Cecil ◽  
Allison LaRussa ◽  
Fiona Stuart ◽  
Christopher C. Hemond ◽  
...  
Keyword(s):  
Multiple Sclerosis ◽  
Positive Psychology ◽  
Group Intervention ◽  
Controlled Trial ◽  
Well Being ◽  
Patient Reported Outcome Measures ◽  
Short Report ◽  
Personal Strengths ◽  
Positive Psychology Intervention ◽  
Patient Reported

Background: Positive psychology uses targeted activities to increase the frequency and intensity of positive emotional experiences. Positive psychology interventions that increase positive constructs may facilitate adjustment and improve well-being in patients with multiple sclerosis (MS). The primary goal of this study was to assess the feasibility and acceptability of a 5-week group positive psychology intervention for patients with MS. In addition, we examined the utility of the group intervention to increase positive psychological constructs and health-related quality of life (HRQOL). Methods: 11 patients completed 5 weeks of group positive psychology training, one time per week (session duration, 45–60 minutes). Each week, patients completed one of the following positive psychology exercises: gratitude for positive events, personal strengths, gratitude letter, enjoyable and meaningful activities, and remembering past successes. Patients completed patient-reported outcome measures, including measures of positive affect, optimism, depression, anxiety, and HRQOL, at baseline and after 5 weeks. Results: All the participants completed the 5-week group positive psychology intervention, and 82% attended four or more sessions. Improvements in fatigue (vitality) and depression after the group intervention were significant (P = .016 and .049, respectively). There were no statistically significant changes in positive or negative affect, optimism, anxiety, HRQOL, or cognition. Conclusions: The 5-week group positive psychology intervention was feasible and acceptable to patients with MS. A randomized controlled trial is necessary to further explore the effectiveness of the group intervention.

Positive Psychology Group Intervention for Breast Cancer Patients: A Randomised Trial

2014 ◽  
Vol 115 (1) ◽  
pp. 44-64 ◽  
Author(s):  
M. Victoria Cerezo ◽  
Margarita Ortiz-Tallo ◽  
Violeta Cardenal ◽  
Alejandro de la Torre-Luque
Keyword(s):  
Breast Cancer ◽  
Positive Psychology ◽  
Cancer Patients ◽  
Group Intervention ◽  
Psychological Intervention ◽  
Randomised Trial ◽  
Well Being ◽  
Self Esteem ◽  
Breast Cancer Patients ◽  
Experimental Group

This study assessed the effects of a psychological group intervention based on positive psychology in women with breast cancer. 175 women were randomly assigned either to an experimental group, receiving the 14-session intervention ( n = 87), or to a waitlist group ( n = 88) that did not receive any type of intervention. For treatment, a group intervention was applied, based on improving psychological strengths and enhancing positive psychology-based styles of coping. Strength-related outcomes, self-esteem, well-being, and happiness were assessed before and after the intervention. The experimental group showed higher scores on all of the study variables after the intervention. Participants reported improved self-esteem, emotional intelligence-related abilities, resilience, and optimism, as well as positive affectivity, well-being, and happiness. The results show a beneficial effect of this psychological intervention based on positive psychology on female breast cancer patients' psychological health.

Service--Learning in Positive Psychology: Effects on Well-Being and Learning Outcomes

2009 ◽  
Author(s):  
Jeana L. Magyar-Moe ◽  
Katherine Becker ◽  
Lisa Rubow ◽  
Jenna Semling ◽  
Debra Simmerman
Keyword(s):  
Positive Psychology ◽  
Service Learning ◽  
Learning Outcomes ◽  
Well Being

A positive psychology study and intervention on the well-being of French PhD students in biology

2017 ◽  
Author(s):  
Gabriel Marais ◽  
Rebecca Shankland ◽  
Pascale Haag ◽  
Robin Fiault ◽  
Bridget Juniper
Keyword(s):  
Mental Health ◽  
Positive Psychology ◽  
Large Fraction ◽  
Reference Sample ◽  
Well Being ◽  
Attrition Rates ◽  
Human Costs ◽  
The Uk ◽  
And Control ◽  
Health And Well Being

In France, little data are available on mental health and well-being in academia, and nothing has been published about PhD students. From studies abroad, we know that doing a PhD is a difficult experience resulting in high attrition rates with significant financial and human costs. Here we focused on PhD students in biology at university Lyon 1. A first study aimed at measuring the mental health and well-being of PhD students using several generalist and PhD-specific tools. Our results on 136 participants showed that a large fraction of the PhD students experience abnormal levels of stress, depression and anxiety, and their mean well-being score is significantly lower than that of a British reference sample. French PhD student well-being is specifically affected by career uncertainty, perceived lack of progress in the PhD and perceived lack of competence, which points towards possible cultural differences of experiencing a PhD in France and the UK. In a second study, we carried out a positive psychology intervention. Comparing the scores of the test and control groups showed a clear effect of the intervention on reducing anxiety. We discuss our results and the possible future steps to improve French PhD students’ well-being.

An Interview with Sarah Mercer on Language Learner and Teacher Well-Being

Relay Journal ◽  
2019 ◽  
pp. 459-463
Author(s):  
Sam Morris ◽  
Sarah Mercer
Keyword(s):  
Positive Psychology ◽  
Foreign Language ◽  
Language Learning ◽  
Well Being ◽  
Learner Autonomy ◽  
Foreign Language Teaching ◽  
Language Learner ◽  
Language Teacher ◽  
New Directions ◽  
The University

In our June 2019 LAB session on Teacher/Advisor Education for Learner Autonomy, our featured interview was conducted with Sarah Mercer, Professor of Foreign Language Teaching and Head of ELT at the University of Graz, Austria. Sarah has published a wealth of papers in the field of language and teacher psychology, and co-edited many books including, most recently, New Directions in Language Learning Psychology (2016), Positive Psychology in SLA (2016), and Language Teacher Psychology (2018). Sarah was awarded the 2018 Robert C. Gardner Award for Outstanding Research in Bilingualism in recognition of her work. We were delighted that she was able to share her knowledge on the topic of language learner and teacher well-being with us during the session.

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