Impact of a School-Based Multicomponent Positive Psychology Intervention on Adolescents’ Time Attitudes: A Latent Transition Analysis

Time attitudes, which refer to positive and negative feelings towards the past, present, and future, are a salient phenomenon in the developmental stage of adolescence and have been related to better well-being. Positive feelings towards time can be promoted in the school setting through empirically validated positive psychology interventions. However, the extent to which these interventions impact the time attitudes of adolescents remains unknown. The current study investigated the influence of a multicomponent positive psychology intervention on adolescents’ transitions between time attitude profiles and how these transitions are related to their emotional, social, and psychological well-being. Participants consisted of 220 (M = 14.98; 47.3% female) adolescents from two Spanish high schools who participated in the six-week Get to Know Me+ program. Adolescents’ time attitudes and well-being were measured via the Adolescents and Adult Time Inventory–Time Attitudes and the Mental Health Continuum–Short Form, respectively, at pre- and postintervention. Participants were clustered in different profiles through a latent profile analysis, and the transitions were analyzed using a latent transition analysis. Five profiles were identified (negative, present/future negative, past negative, optimistic, and positive), and results indicated that adolescents who participated in the intervention were more likely to transition to positive profiles (optimistic and positive) and generally reported higher well-being, especially those in the negative, present/future negative, and optimistic profiles. Preliminary evidence showed that school-based multicomponent positive psychology interventions can have a positive impact on adolescents’ feelings towards time and well-being.

The Effect of Behavioral Activation on Older Adults' Engagement and Wellbeing: A Randomized Control Trial Protocol

Meaningful activity engagement in later life is widely recognized as crucial for ageing well, but age-related changes and transitions can impede such participation. A behavioral activation framework can provide a person-centred, value-consistent therapeutic approach to increasing activity engagement that is both easy to administer, cost effective and accessible to a broad audience. Although there is evidence supporting the utility of behavioral activation as a treatment for depression in older adults, this study will be the first to examine whether a behavioral activation is more effective in increasing activity engagement and psychological wellbeing among a non-clinical sample of older adults, compared to a multi component positive psychology intervention. This randomized controlled trial will examine the impact of two therapeutic approaches on activity engagement and wellbeing among older adults. One hundred and fifty adults aged 65+ who have relatively lower scores on a measure of engagement with life will be randomized to either a behavioral activation-based intervention, or a multi-component positive psychology intervention. The interventions will involve six individual weekly sessions conducted via telephone or video conference. Participants will be assessed pre-, post-intervention, and at three months follow-up. Outcome measures will include activity engagement, positive affect, and psychological wellbeing. Intra-individual variability will also be assessed via micro-longitudinal data in the behavioral activation condition. This study will be the first to provide evidence to the effectiveness of behavioral activation as an intervention to increase activity engagement and wellbeing among older adults, compared to other therapeutic approaches to increase psychological wellbeing.

The effectiveness of a web-based positive psychology intervention in enhancing college students' mental well-being

During the global pandemic, lockdown policies aimed at curbing the spread of COVID-19 have been affecting all demographics. Although they may be continuing their studies online, university students may suffer severe mental consequences because of loneliness and social isolation. To help students improve their psychological well-being, we examined the effectiveness of a web-based positive psychology intervention (PPI) with 886 students who either took part in PPI sessions or received health reminders. Results show that the PPI sessions (vs. regular health reminders) significantly improved positive mood and mitigated negative emotions among the students. The positive effect of the intervention also remained consistent at both 3and 6-month follow-ups. These findings indicate that PPI should be embraced at universities to boost college students' psychological state.

Effectiveness of Online Positive Psychology Intervention on Psychological Well-Being Among Undergraduate Students

Positive psychology intervention is mediation that aims to promote quality of life and well-being. Current research integrating positive psychology with the Internet is called online positive psychology (OPP) which promotes and prevents mental health problems, improves well-being, and reduces depression. This experimental research aimed 1) to compare the psychological well-being of the experimental group that received online positive psychology intervention in the phase of pre-test, post-test, and follow up and 2) to compare the psychological well-being between the experimental group and the controlled group. The subjects were 24 undergraduate students from Mahasarakham University, Thailand, selected by purposive sampling. Thereafter, the subjects were equally divided into experimental and controlled groups. Measures used in this study were as follows: 1) the online positive psychology intervention to improve psychological well-being and 2) the scale of psychological well-being based on Ryff’s psychological well-being. The statistics used in the data analysis were the Friedman Test, Wilcoxon signed-rank test, and the Mann Whitney U Test. The results of the pre-test and the post-test showed that the mean scores of psychological well-being of the experimental group were significantly different at 0.05 levels. Additionally, the mean scores of psychological well-being between the experimental group and the controlled group in the phases of post-test and follow-up were significantly different at 0.05 levels. The online positive psychology intervention was effective in increasing the psychological well-being of undergraduate students.