The Effectiveness of Psycho-social Empowerment on Enhancement of Student’s Psychological Well-Being and Resilience
Advances in Social Psychology
Volume 2, Issue 1, February 2017, Pages: 6-13
Received: May 1, 2017; Accepted: May 9, 2017; Published: Jul. 5, 2017
Views 1557      Downloads 44
Authors
Amin Taghipour, Education Department, Bonab, Iran
Gholam Hossein Javanmard, Psychology Department, Payam Noor University (PNU), Tehran, Iran
Article Tools
Follow on us
Abstract
The aim of this study is to investigate the effectiveness of psycho-social empowerment on enhancement of well-being and resilience in the junior high school students. The type of research is Quasi-experimental pretest-posttest study with control group. There were selected30 junior high school students for statistical samples and were placed in two control (n=15) and test (n=15) groups randomly. Both groups responded the questionnaires firstly the resilience questionnaire [1] (CD-RISC) and the psychological well-being questionnaire [2]. The test group received psycho-social empowerment training program and the control group did not receive any intervention. After, the members of both groups answered the psychological well-being questionnaires. The results showed psycho-social empowerment training program was significantly increased the psychological well-being and resilience.
Keywords
Psycho-social Empowerment Program, Psychological Well-Being, Resilience
To cite this article
Amin Taghipour, Gholam Hossein Javanmard, The Effectiveness of Psycho-social Empowerment on Enhancement of Student’s Psychological Well-Being and Resilience, Advances in Social Psychology. Vol. 2, No. 1, 2017, pp. 6-13. doi: 10.11648/j.asp.20170201.12
Copyright
Copyright © 2017 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
References
[1]
Conner, K. M. & Davidson, J. R. T. (2003). Development of a new resilience scale: The Conner-Davidson Resilience Scale (CD-RISC). Depression and Anxiety, 18, 76-82.
[2]
Ryff, Cd. (1989). Happiness is everything or is it? Exploration on the meaning of psychological well-being. Journal of personality and social psychology, 6, 1069-1081.
[3]
Garmezy, N., &Masten, A. (1991). The protective role of competence indicators in children at risk. In E. M. Cummings, A. L. Green, & K. H. Karraki (Eds.), Life span developmental psychology: Perspectives on stress and coping. Hillsdale, NJ: 151-174.
[4]
Waller, M. A. (2001). Resilience in ecosystemic context: Evolution of the child. American Journal of Orthopsychiatry, 71, 290-297.
[5]
Rutter, M. (1990). Psychosocial resilience and protective mechanisms. In J. Rolf, A. Masten, D. Cicchetti, K. Nuechterlein, & S. Weintraub (Eds.), Risk and protective factorsin the development of psychopathology (pp. 181-214). New York: Cambridge University Press.
[6]
Moradi, B., Tebbe, E. A., Brewster, M. L., Budge, S. L., Lenzen, A., Ege, E., Flores, M. (2016). A content analysis of literature on trans people and issues: 2002-2012. The Counseling Psychologist, 44, XX-XX. doi: 10.1177/0011000015609044.
[7]
Garmezy, N. (1991). Resilience and vulnerability to adverse developmental outcomes associate with poverty. American Behavioral Scientist, 34, 416-430.
[8]
Masten, A. S. (2001). Ordinary majic: Resilience processes in development. American Psychology, 56, 227-238.
[9]
Ryan, R. M. & Deci, E. L (2001).“To be happy or to be eudaimonic well-being”. In S. Fiske (Ed.), Annual Review of Psychology, 52, 141-166.
[10]
Karademas, E. (2007). “Positive and negative aspects of well-being: Common and specific predictors”. Personality and Individual Differences, 43, 277-287.
[11]
Moradi, m. 2014. Impact of endometriosis on women’s lives: a qualitative study. BMC Women's Health. 10.1186/1472-6874-14-123.
[12]
KhajeRashidan, F, 1997, investigation of emotional and behavioral problems of students in Semnan province. The second edition, Semnan Department of Education of the city of Semnan.
[13]
Khodayarifard, M. Abedini, Y. 2007, Health problems of adolescents and young people. Tehran. Tehran University Press.
[14]
Dadsetan, P, 1999, mental development disorder) children to adults, (Vol. Tehran, Samt publisher.
[15]
Giga, S. I. (2001). The implied employment relationship: investigating the effect of psychological contract violation on employee wellbeing. www.yahoo com.
[16]
Carr, A. (1999). The handbook of child and adolescent clinical psychology. London: Routledge.
[17]
Barker, Trembli, Vituto, and Lacurus. 2006. “Do early difficult temperament and harsh parenting differentially predict reactive and proactive aggression?” J Abnorm Child Psychol. 2006 Oct; 34 (5): 685-95.
[18]
Costello, E. J., Sung, M., Worthman, C., & Angold, A. (2007). Pubertal maturation and the development of alcohol use and abuse. Drug and alcohol Dependence, 88 (Supplement 1), S50–59.
[19]
Ruttle, P. L., Shirtcliff, E. A., Serbin, L. A., Fisher, D. B. D., Stack, D. M., & Schwartzman, A. E. (2011). Disentangling psychobiological mechanisms underlying internalizing and externalizing behaviors in youth: Longitudinal and concurrent associations with cortisol. Hormones and behavior, 59 (1), 123-132.
[20]
Naseri, H; Nikpour, R. (March 2005). To evaluate the effectiveness of teaching life skills to student’s mental health. The second seminar student’s mental health. Tehran: Tarbiat Modares University.
[21]
Abedin, A., Molaie, A. (2010). The effectiveness of Group Movie Therapy (GMT) on parental stress reduction in mothers of children with mild mental retardation in Tehran. Procedia Social and Behavioral Sciences, 5, 988–993.
[22]
Bowling, T. K., Hill, C. M., Jencius, M. (2005). An overview of marriage enrichment. The Family Journal: Counseling and Therapy for couples and Families; 13, 1, 115-131.
[23]
World Health Organization. (1994). Life Skills Training Program. R. translations light Qasmabady and Mohamad Khani 1379. Tehran: State Welfare Organization. Department of Cultural Affairs and prevention.
[24]
Mirjana Pibernik-Okanovic, Manja Prasek, Tamara Poljicanin-Filipovic, Ivana Pavlic-Renar, Zeljko Metelko (2004). Effects of an empowerment-based psychosocial intervention on quality of life and metabolic control in type 2 diabetic patients. Patient Education and Counseling, 52, 193–199.
[25]
Zamanzadeh, Seyed Rasoli, A. Jabarzadeh, F, 2008, the effect of empowerment program on psychosocial aspects of managing diabetes. Tabriz Nursing and Midwifery Journal, 11, 32-25.
[26]
Mohammad Khani, S. (1388). Psycho-social empowerment programs in schools: Health promotion focuses on teaching life skills to students. Tehran: United Nations Office on Drugs and Crime's combat and counter-narcotics campaign.
[27]
Elmi, M. (2011). Life skills training and psychological well-being check the compatibility of Karaj middle school students. Dissertation MA, Clinical Psychology (unpublished). Islamic Azad University: Roudehen.
[28]
Sadr mohamadi et al. 2010. The role of life skills and self-efficacy in mental health among male students in High school. International Journal of Medical Research & Health Sciences, 2016, 5, 7S: 118-126.
[29]
VanDirndank. (2005). Psychological well-being: A fortigenic conceptualization and empirical clarification. Paper presented at the 3rd Annual Congress of the Psychological Society of South Africa, Durban, South Africa.
[30]
Chang and Chan. (2005). “Toward a tripartite factor structure of mental health: Subjective well-being, personal growth, and religiosity”. Journal of Psychology, 135, 486-500.
[31]
Dastjerdi, R. 2011, Investigate the role of personality traits, welfare, school, academic identity, self-efficacy and academic motivation and academic predict students' psychological well-being and academic performance up and down. Educational Psychology PhD thesis (unpublished), Faculty of Psychology and Educational Sciences. Tarbiat Moallem University of Tehran.
[32]
Peleg-popko/Ora. (2002). Bowen therapy: A study of differentiation of self/social Anxiety and physiological symptoms. Contemporary family therapy /24 /Human sciences press.
[33]
Negovan, V. (2010). Dimensions of students’ psychosocial well-being and their measurement: Validation of a students’ Psychosocial Well Being Inventory. Europe’s Journal of Psychology, 2, 85-104.
[34]
Rollinson, D,. Broad, F. A., Edwards, D. (1997). Organizational Behavior and analysis, An Integral Approach, New York, Adison Wesly.
[35]
Murdock / nancy. L. and Gore/paul. A. (2004). Stress/Coping/and differentiation of self: Atest of Bowen.
[36]
Besharat, M. 2007, the psychometric properties of Persian version of Resilience Scale, Research Report. University of Tehran.
[37]
Esmaili, M. 2010, the comparison of effectiveness of stress inoculation training against interpersonal and social skills on psychological wellbeing of sons of veterans with post-traumatic stress. Psychology department of Isfahan University.
[38]
ZarifgolbaYazdi, Hania; aghamohamadian sherbaf, Hamidreza, Mousavifar, Nazhat; Moinizadeh, Majid. (2012). Well-being therapy on stress and psychological well-being of infertile women. Journal of Obstetrics Gynecology and Infertility, 15, 2, 56-49.
[39]
Kaveh, Munira, Alizadeh, Hamid, Delaware, Ali; Borjali, Ahmed al. (1390). Plans to increase resilience against stress and its impact on quality of life components parents of children with mild mental retardation. Iranian Journal of Exceptional Children, 2, 140- 119.
[40]
Tuttle J, Campbell-Heider N, David TM. (2006). Positive adolescent life skills training for high risk teens. Journal of Pediatric Health Care, 20, 3, 184- 191.
[41]
Rudolph KE, Sanchez BN, Stuart EA, Greenberg B, Fujishiro K, Wand GS, Shrager S, Seeman T, Diez Roux AV, Golden SH (2016) Job Strain and the Cortisol Diurnal Cycle in MESA: Accounting for Between- and Within-Day Variability. American Journal Of Epidemiology 183: 497-506 doi: 10.1093/aje/kwv280.
[42]
Mc Conkey, R., Truesdale-Kennedy, M., Chang, M. Y., Jarrah, S. & Shukri, R. (2008). The impact on mothers of bringing up a child with intellectual disabilities: A cross-culteral study. International Journal of Nursing Studies, 45, 65-74.
[43]
Naderi, Farah, Safarzadeh, Sahar, Mashak, Roya. (1390). Compare hypochondriasis, social protection, social anxiety and public health among mothers of children with mental retardation. Journal of Health Psychology, 1, 1, 41, 15.
[44]
Mohammad Khani, n. 2010, strategies for preventing drug use among students at risk identification, assessment and intervention. The UN Office on Drugs and Crime in Iran.
[45]
Dadfar, S. 2011, Effectiveness of social problem solving training on self-control, self-efficacy, impulsivity students with addictive potential. Master's thesis, Islamic Azad University of Ardabil.
[46]
Mahmoudi, N, Malekshahi, M. (October 2007). The effect of emotional intelligence, resiliency and empowerment low psychosocial decline in patients with psychosomatic addiction. Proceedings of the Fourth International Congress of Psychosomatic. Esfahan. Islamic Azad University.
[47]
Taheri, M. & Shafiei Amiri, M. (2012). Effectiveness of muscle relaxation and social problem-solving skills training on decreasing anxiety. European Psychiatry, 27, 153.
[48]
Khajr Rashidan, F. (1978). “Review of compliance with social norms by secondary school students in Semnan province.” A social science research, the spring of 1387.
[49]
Cusullo, M. M. & Castro-Solano, A. (2001). Adolescent student’s perception of psychological well-being meaning. Revista Iberoamericana Diagnostico Y Evaluasion; 12 (2): 57-70 (in Spanish).
[50]
Ann, I., Alriksson-Schmidt, M. A., Jan Wallander, & Fred Biasini. (2005). Quality of life and resilience in adolescents with a mobility disability Journal of Psychology, 32 (3), 370-379.
ADDRESS
Science Publishing Group
1 Rockefeller Plaza,
10th and 11th Floors,
New York, NY 10020
U.S.A.
Tel: (001)347-983-5186