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The COVID-19 pandemic has significantly impacted the well-being of university students, particularly those in healthcare and medical programs. Psychological interventions rooted in positive psychology have proven effective in enhancing mental health, with online and digital delivery methods proving to be equally viable. This study aims to enhance mental health among Italian university students through digital interventions, including virtual reality, utilizing a stepped care approach. Specific objectives include implementing online positive interventions for students experiencing mild distress (DigiWell_Step 1), evaluating a Virtual-Reality intervention for moderate distress (DigiWell_Step 2), and identifying students experiencing high distress or optimal well-being. Cluster analyses and linear models will assess intervention outcomes. It is anticipated that students undergoing these steps will experience significant improvements in wellbeing and distress reduction, with sustained benefits at a three-month followup. This research contributes to understanding the efficacy of mental health interventions for university students, leveraging digital technologies to enhance accessibility and user engagement. The integration of digital technologies enhances the cost-effectiveness and engagement of interventions delivered through a stepped care approach tailored to the targeted population. [ABSTRACT FROM AUTHOR]

Participating in research on aversive topics can produce discomfort. However, the affective consequences of taking part in hedonic research are unknown. Positive psychology interventions (PPIs) harness personal strengths, values, beliefs, and emotions to promote optimal functioning. A growing body of evidence suggests they can be effective in addressing a range of mental health conditions and promoting well-being. Savoring is one of the more potent classes of PPIs, and even brief interventions can shift positive affect (PA) and negative affect (NA) in directions conducive to greater well-being. In a study of 1,804 Australian adults, we found that responding to an online survey asking about pleasure produced a small but significant increase in PA and a substantial reduction in NA. The magnitude of the effects was comparable with other published PPIs. We briefly discuss this finding in the context of emotional sensibility and consider the nexus between intervention and research. [ABSTRACT FROM AUTHOR]

This randomized controlled trial evaluated the effectiveness of a 3-week multicomponent positive psychology self-help application on ability to adapt and mental well-being in the following the Covid-19 pandemic in adults with mild to moderate anxiety and depression levels. Outcomes were assessed online at baseline, posttest (three weeks after baseline), and follow-up (12 weeks after baseline). The intervention group (n = 118) received the application after baseline, whereas the control group (n = 116) received the app after completing posttest. Linear mixed models showed significant effects on ability to adapt, mental well-being, anxiety, depression, spiritual well-being, and self-compassion at post-test compared to the control condition (d = 0.56–0.96). Effects in the intervention group were maintained at follow-up. Results suggest that a multicomponent positive psychology self-help application can support adults with distress to recover after a psychologically disruptive pandemic. Clinical Trial Registration ClinicalTrials.gov (NCT05292560). [ABSTRACT FROM AUTHOR]

This study aims to explore the effect of psychological guidance and sandplay therapy in the intervention of adolescent mental health. In this study, adolescents aged 12 to 18 hospitalized for various illnesses, accidents and other reasons were taken as the research objects, and then the application of sandplay to the mental health intervention of hospitalized sick adolescents was proposed. The collected research objects were randomly classified into experimental and control groups through a questionnaire survey. The experimental group used a combination of psychological guidance and sandplay therapy. Lastly, statistical analysis was conducted on four dimensions: emotional state, social function, self-awareness, and psychological adaptation using psychological assessment scales. The results found that after psychological counseling and sandplay therapy intervention, only about 22% of participants in the experimental group showed low mood, nervousness, and anger, and significantly improved scores in social function, self-recognition, and psychological adaptability. In terms of emotional state, the experimental group scored lower, indicating that participants in the experimental group were less likely to experience depression, anxiety, and anger. In contrast, the control group scored higher, suggesting a noticeable intervention effect of psychological guidance and sandplay therapy. These results suggest the comprehensive application of psychological guidance and sandplay therapy positively impacts adolescent mental health intervention's emotional state and psychological adaptation. Integrating the use of psychological guidance and sandplay therapy can provide useful enlightenment for the follow-up exploration and optimization of adolescent mental health problems. [ABSTRACT FROM AUTHOR]

Optimism involves the general expectation good things will occur and greater optimism is associated with a number of positive life outcomes related to better mental and physical health. These outcomes include reduced likelihood of depression, more effective immune functioning and lower mortality. Emotional intelligence, which consists of adaptive emotional functioning, may be a foundation for optimism. This meta‐analysis examined the relationship between emotional intelligence and optimism across 6889 participants from 25 independent samples. Across studies, a higher level of emotional intelligence was associated with greater optimism with a weighted effect size of, r =.35, p <.001. Measurement approach and country of participants moderated the effect size. These results have relevance for the design of positive psychology interventions. [ABSTRACT FROM AUTHOR]

The last decade has shown a growing interest in robots as well-being coaches. However, insightful guidelines for the design of robots as coaches to promote mental well-being have not yet been proposed. This article details design and ethical recommendations based on a qualitative analysis drawing on a grounded theory approach, which was conducted with a three-step iterative design process which included user-centered design studies involving robotic well-being coaches, namely: (1) a user-centred design study conducted with 11 participants consisting of both prospective users who had participated in a Brief Solution-Focused Practice study with a human coach, as well as coaches of different disciplines, (2) semi-structured individual interview data gathered from 20 participants attending a Positive Psychology intervention study with the robotic well-being coach Pepper, and (3) a user-centred design study conducted with 3 participants of the Positive Psychology study as well as 2 relevant well-being coaches. After conducting a thematic analysis and a qualitative analysis, we collated the data gathered into convergent and divergent themes, and we distilled from those results a set of design guidelines and ethical considerations. Our findings can inform researchers and roboticists on the key aspects to take into account when designing robotic mental well-being coaches. [ABSTRACT FROM AUTHOR]

The purpose of this study was to qualitatively examine the impact of an online self-regulation intervention (SI) and mindfulness intervention (MI) in improving exercise-induced-pain (EIP) management, mental performance (i.e., SI and MI), and mental health. A sample of 16 middle-distance runners who participated in an 8-week SI or MI was purposefully selected based on the participants' high, moderate, and low pre–post intervention evolution scores. Findings, which were generated by performing a codebook thematic analysis, suggest that both the SI and MI positively impacted EIP management, mental performance, and mental health. EIP literacy enabled the participants from both interventions to more effectively manage EIP. Furthermore, screening for mental illness symptoms and referring athletes in a timely manner to appropriate mental health practitioners was perceived as essential for them to receive the care and support they needed. Finally, a hybrid delivery format may be the most effective when providing online sport psychology interventions. [ABSTRACT FROM AUTHOR]

Social connections are one of the most profound influences on an individual's happiness. This review article delves into various studies to explore this intricate relationship between social interactions, mental well-being, and our pursuit of happiness. It also dives into the wide world algorithms of social media and how they can create hindrances in creating worthy social connections creating social isolation. It borrows results and derivatives from many crucial types of research like “the Harvard Study of Adult Development”, which stresses the pivotal role of social connections in contributing to a happy life. Furthermore, exploration is made based on research conducted on the interventions of positive psychology to combat social isolation due to increasing digital platforms. The article follows a comprehensive approach in illustrating a variety of studies concerning the social media paradox. This probes into navigating multifaceted interplay between social connections, happiness, and Social media Platforms. [ABSTRACT FROM AUTHOR]

Objective: Mental well‐being and personal recovery are important treatment targets for patients with bipolar disorder (BD). The goal of this study was to evaluate the effectiveness of an 8‐week group multicomponent positive psychology intervention (PPI) for euthymic patients with BD as an adjunct to treatment as usual (TAU) compared to TAU alone. Methods: Patients with BD were randomized to receive TAU (n = 43) or the PPI in addition to TAU (n = 54). The primary outcome was well being measured with the Mental Health Continuum–Short Form. Personal recovery was measured with the Questionnaire about the Process of Recovery. Data were collected at baseline, mid‐treatment, post‐treatment and 6‐ and 12‐month follow‐up. Life chart interviews were conducted at 12 months to retrospectively assess recurrence of depression and mania. Results: Significant group‐by‐time interaction effects for well‐being and personal recovery were found favouring the PPI. At post‐treatment, between‐group differences were significant for well‐being (d = 0.77) and personal recovery (d = 0.76). Between‐group effects for well‐being were still significant at 6‐month follow‐up (d = 0.72). Effects on well‐being and personal recovery within the intervention group were sustained until 12‐month follow‐up. Survival analyses showed no significant differences in time to recurrence. Conclusions: The multicomponent PPI evaluated in this study is effective in improving mental well‐being and personal recovery in euthymic patients with BD and would therefore be a valuable addition to the current treatment of euthymic BD patients. The fact that the study was carried out in a pragmatic RCT demonstrates that this intervention can be applied in a real‐world clinical setting. [ABSTRACT FROM AUTHOR]

The network approach poses an alternative focus to understand psychological constructs as emerging from mutual interactions among indicators. Network psychometrics has been applied to psychopathology to unravel the connections between symptoms, but it can also be applied to the study of well-being. The role of character strengths in mental health is at the forefront of research attention. Previous findings suggest that heart character strengths are more predictive of mental health than mind character strengths. Nevertheless, researchers have rarely applied the network approach in this context. The present study examines, from the network approach, the connections between heart and mind character strengths and mental health. Building upon the dual-factor model of mental health, positive (i.e., happiness and life satisfaction) and negative indicators (i.e., depression) were included in the assessment of this construct. A sample of 597 Spanish undergraduates (M = 23.52; SD = 5.25; 75.6% females) completed cross-sectional self-report measures. Network analysis was used to estimate a network composed of two communities: character strengths and mental health. We used centrality analysis to calculate the importance of each node and bridge centrality to examine the interactions between the communities. The results indicated that the heart strengths of love, zest, hope, and gratitude reported the highest bridge strength centrality, suggesting that they played an intermediary role activating and deactivating components of mental health. Adopting the network approach to explore the connections between character strengths and mental health can help design focused intervention strategies in psychology. [ABSTRACT FROM AUTHOR]

School-based psychosocial interventions are increasingly put forward as a way to support young refugees' and migrants' well-being and mental health in resettlement. However, the evidence on these interventions' effectiveness remains scarce and scholars denounce particular gaps in the evidence to date, pointing to a lack of large-scale, controlled studies and studies including social outcome measures. This cluster randomized study aims to strengthen the evidence base on school-based psychosocial interventions for refugee and migrant youth by assessing the effect of two interventions, Classroom Drama and Welcome to School, on youth's mental health, resilience, and social relations in Belgium, Denmark, Norway, and the United Kingdom. Multilevel analyses were conducted separately for the two interventions (Classroom Drama, n = 307, ages 11-19; Welcome to School, n = 251, ages 11-23), using separate no-treatment control groups. Our analyses indicated a significant main, positive effect of Classroom Drama on perceived family support, and an effect on perceived support from friends that was moderated by country: in the United Kingdom, the intervention group reported an increase in perceived friend support, whereas the control group reported a decrease. Furthermore, baseline resilience moderated the effect of the Classroom Drama intervention on behavioral difficulties and well-being. No effects of Welcome to School on any of the outcome variables were found. Overall, this study provides novel, nuanced evidence on school-based psychosocial interventions for refugee and migrant adolescents. [ABSTRACT FROM AUTHOR]

Introduction: University students have been severely affected by the COVID-19 pandemic, as significant changes supervened their academic and social life. To tackle these challenges, several adjustments in the educational methods may be warranted for cultivating a positive environment at higher education institutions. The aim of this study was to investigate the risk and protective factors of students' mental health and well-being as well as their potential for flourishing in an undergraduate clinical psychology course that took place online due to the COVID-19 restrictive measures and incorporated positive psychology exercises as a means to empower young people amid the adverse conditions of the lockdown. Methods: In total, 124 students attended the course and completed mental health (i.e., DASS-9, HADS, ERQ) and well-being (i.e., MHC-SF, SWLS, PANAS, GQ-6, BRS) measures at two time points (pre-and-post-test), during the first restrictions in Greece (March-June 2020). Results: According to the results, students aged 18-20 years old reported higher levels of stress [χ² = 14.72, p = 0.002], while students who felt that the quality of their studies had deteriorated [χ² = 6.57, p = 0.038] reported increased levels of anxiety. High levels of depression were correlated with worse relationships with significant others (z = 7.02, p = 0.030 and χ² = 11.39, p = 0.003 for family and friends, respectively), while gratitude and resilience were positively correlated with improved relationships with others, both during and after the lockdown. Factors associated with students' well-being were satisfaction with life and gratitude. Discussion: These results suggest that well-being enhancement factors may have added value to current educational practices for promoting students' mental health and well-being in times of crisis. [ABSTRACT FROM AUTHOR]

Background: Positive psychology interventions are known to have an impact on mental health as well as on a number of beneficial characteristics like optimism, gratitude and self-efficacy. The Positive Emotions Training (PoET) is one of the first holistic training programs covering eleven positive psychology constructs. The goal of this study was to test PoET's feasibility in the general population and to assess possible effects on positive and negative mental health factors. Additionally, possible effects on optimism, gratitude, happiness, resilience, and self-efficacy were examined. Methods: The sample (n = 101) was not randomized. Participants were allocated to PoET (n = 55) or control group (n = 46) that did not receive treatment initially. The PoET group completed two training sessions (3.5 h each) that were conducted in an online format with groups of about 30 people. All participants completed positive and negative mental health measures at the beginning of the first training session and at the beginning of the second one as well as 30 days after the second session. Two-factorial repeated measures ANOVAs were conducted to test for possible effects of PoET on mental health. Results: The results showed that the contents were comprehensible and that the conduction of the training was feasible overall. In addition, a significant decrease of depression and anxiety symptoms as well as a significant increase of optimism were found in the PoET group. No significant changes were found in the control group. Conclusions: Results indicate that PoET is an applicable intervention for improving mental health in the general population. Trial registration: Retrospectively registered at ClinicalTrials.gov on 21/02/2023 (Identifier/Trial registration number: NCT05737251). [ABSTRACT FROM AUTHOR]

While there is evidence for the effects of positive psychology interventions (PPIs) in the Western world, we know little about their effects on Arab cultures. This review aimed to assess the effects of PPIs on well‐being and mental health across Arab countries. Systematic searches of randomised controlled trials (RCTs) and quasi‐experimental studies investigating PPIs in Arabia were conducted in six English and Arabic databases from the inception of positive psychology in 1998 to 28 February 2022. The quality of the studies was assessed using the Cochrane risk‐of‐bias tools. The protocol was published in the BMJ Open. Forty‐four studies from 10 Arab countries (n = 3598 participants) were included. Of these, 12 were RCTs and 32 were quasi‐experimental. The studies mainly focused on adults (73%) and healthy populations (86%). PPIs included mindfulness, positive thinking, strengths, hope, optimism, self‐compassion, positive traits, and multiple PPIs. Nearly all studies (91%) mentioned cultural adaptation; however, little detail was given. This is the first review in Arabia. PPIs appear to be effective for promoting well‐being and reducing mental health issues. However, there were some risks of bias concerns. Future research should include younger and clinical populations, using larger samples and providing more details about adaptation. [ABSTRACT FROM AUTHOR]

There is a growing interest in human-computer interaction (HCI) to envision, design, and evaluate technology-enabled interventions that support users’ emotion regulation. This interest stems in part from increased recognition that the ability to regulate emotions is critical to mental health, and that a lack of effective emotion regulation is a transdiagnostic factor for mental illness. However, the potential to combine innovative HCI designs with the theoretical grounding and state-of-the-art interventions from psychology has yet to be fully realised. In this article, we synthesise HCI work on emotion regulation interventions and propose a three-part framework to guide technology designers in making: (i) theory-informed decisions about intervention targets; (ii) strategic decisions regarding the technology-enabled intervention mechanisms to be included in the system; and (iii) practical decisions around previous implementations of the selected intervention components. We show how this framework can both systematise HCI work to date and suggest a research agenda for future work. [ABSTRACT FROM AUTHOR]

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Introduction. The Doctor of Philosophy (PhD) degree is the zenith of academic achievement and the most prestigious of the doctoral programs, however there is a growing concern about the mental health issues among this graduating population. In the past decade Western research has presented a bleak depiction of mental health status of the trainee graduates with alarming titles in their editorials, which has lead both, academics and policy makers to implement several interventional strategies. Whereas mental health status of doctoral students from developing countries has not been addressed adequately and attempts to design interventional programs for this segment of population are quite limited. Therefore aim of this trial study is to establish the efficacy of an indigenously designed intervention Lets Flourish Together for PhD scholars based upon positive psychology techniques to promote well-being and enhance flourishment. Methods and Analysis. The intervention comprises of eight components based on positive psychology techniques, to be delivered over a period of 8-weeks. 154 PhD scholars will be recruited from six universities of Pakistan showing moderate levels of psychological distress assessed during screening process (t0) through DASS-21, in a two-armed randomized controlled trial. Other assessments will take place at (t1) before the start of the intervention, (t2) a week after the intervention and (t3) following a month. The primary outcome measure of the study is DASS-21, whereas secondary outcomes are flourishment (Positive Psychotherapy Inventory), motivation (Motivation for PhD Studies), perceived social support (Multidimensional Scale of Perceived Social Support), time management skills (Time Management Questionnaire), extent of task delaying (Procrastination Scale), personality traits (Ten Item Personality Inventory), sleep quality (Jenkins Sleep Scale) and physical activity (Six-point Physical Activity Scale). Analysis of data will be based on intention-to-treat principles. Ethics and Dissemination. This trial has been approved by the Institutional Review Board of the Foundation University School of Science and Technology (FURC/IRB/Spring-2022/29). Results will be published in peer-reviewed journals and presented in conferences. Trial Registration. The trial is registered at the WHO Primary Trial Registry Platform through Chinese Clinical Trial Registry; ChiCTR2200063701, dated: 9-15-2022. This is protocol version 1, in case of any important protocol modification, trial registry will be updated. [ABSTRACT FROM AUTHOR]

Research indicates that university students present higher levels of psychological distress compared with non‐student age‐matched youth. These levels are higher among healthcare students, and even higher during the Covid‐19 pandemic. Therefore, cost‐effective large‐scale interventions are needed in order to prevent further development of psychological distress during this period, and more generally. The aim of the current study was to assess the effectiveness of an 8‐week Internet‐based positive psychology intervention for healthcare students in Tunisia. A two‐armed randomized controlled trial was conducted among a sample of 366 health care students (183 in the experimental group and 183 in the control group), with a majority of women (94%). The average age was 20.74 years (±1.64). The participants completed the following online questionnaires at three time‐points (before the program, immediately after, and three months later): stress, anxiety, depression, emotional regulation, optimism, hope, study engagement, and well‐being. Repeated‐measures ANOVAs revealed significant positive effects of the intervention on all the measured variables for the experimental group. The results showed a significant improvement immediately after the intervention compared to the control group, which was maintained three months later. This program may thus be considered as a promising means of improving students' mental health and study engagement. [ABSTRACT FROM AUTHOR]

The effectiveness of multicomponent positive psychology interventions (MPPIs) on adolescents' mental health has been studied with the use of standard procedures throughout the scientific literature. However, little is known about the potential mechanisms underlying the network structure of mental health following the dual‐factor model after an MPPI. We relied on network analysis to explore the reorganization of the connections between mental health indicators after a school‐based MPPI. Adolescents from two high schools in Spain were randomly allocated to the 6‐week intervention group (n = 85) or to the control group (n = 135). Network analysis showed that the relations between the two differentiated network dimensions of mental health (i.e. well‐being and psychological distress) changed after the intervention. Unlike control participants, emotional well‐being was negatively associated with depression and stress, while psychological well‐being was positively related to stress after the intervention. The present study supports the viability of the network approach in analyzing the connections between mental health indicators as defined by the dual‐factor model and the contribution of MPPIs to change the complex pattern of relations between the dimensions of well‐being and psychological distress. [ABSTRACT FROM AUTHOR]

Practicing hot yoga may bring significant psychological benefits, but it is largely unstudied. We examined the effects of hot yoga on multifaceted well-being indicators with 290 healthy yoga-naïve volunteers partaking in a six-week randomized controlled trial. Participants completed questionnaires pre- and post-intervention, and reported their emotional experiences four times per day throughout an experience-sampling study. Results revealed that the hot yoga group (n = 137) improved their well-being from pre- to post-treatment, comparing to the wait-list control group (n = 153). These improvements included life satisfaction, general health, mindfulness, peace of mind, and eudaimonic well-being (ΔR2 ranging from.01 to.08)—but not flourishing, which describes major aspects of social-psychological functioning. Multilevel analyses demonstrated that momentary positive emotional experiences increased significantly throughout the trial in the yoga group only (conditional R2 =.68), particularly when attending a yoga class (conditional R2 =.50). Interestingly, this increase in momentary positive emotion explained the improvement in post-intervention mindfulness, peace of mind, and general health by 21%, 31%, and 11%, respectively. Finally, the benefits of hot yoga were more notable in individuals with lower levels of baseline eudaimonic well-being (conditional R2 =.45), flourishing (conditional R2 =.61), and mental well-being (conditional R2 =.65), even after ruling out any possible ceiling effects. To sum up, this study demonstrated multiple psychological benefits of hot yoga and its potential to be an effective positive psychology intervention. Future research—especially considering an active control group—is warranted. [ABSTRACT FROM AUTHOR]

Although several theories and studies have explored human strengths and mental well‐being at the global level, these insights are rarely tested and translated into practice in sub‐Saharan Africa. This study aims to describe the development of a 10‐session multicomponent positive psychology intervention, the Inspired Life Program (ILP), designed to promote mental health and reduce symptoms of depression and negative affect in rural adults in Ghana. Guided by the Medical Research Council's framework for developing complex interventions, a seven‑step iterative community‐based participatory research approach was adopted to develop the ILP, based on constructs and principles of positive psychology and cognitive‐behavioral model. The final intervention components included a 10‐session, two‐hourly, once‐weekly manualized program designed to promote meaningful and purposeful living, self‐acceptance, personal growth, goal‐setting and problem‐solving skills, and positive thinking through group discussion and activity sessions. We describe the program theory and implementation strategy of the final intervention, and reflect on the challenges and lessons learned from applying this framework in the study context. The development of strengths‐based interventions and practicality of methods to promote positive mental health in rural adults are feasible, and have important policy implications for mental health and social care in sub‐Saharan Africa. [ABSTRACT FROM AUTHOR]

The high prevalence of mental illness in college students results in adverse consequences that have led to developing prevention programs, with the potential of self-monitoring (SM) to reduce symptomatology. SM as indicated in this study intends to help individuals set goals, increase self-regulation, and provide awareness of personal psychological difficulties along with available support networks. In two studies, an electronic monitoring system was first tested on a bi-weekly basis (SM-B; N = 100), then implemented on a weekly basis (SM-W; N = 186). Monitoring was shown to be feasible in the pilot and showed promising reductions in stress and anxiety in the SM-B condition. While there were reductions in symptoms across experimental and control groups, SM-W significantly reduced anxiety and stress compared with controls. These studies support that implementation of a basic electronic monitoring and feedback system could help protect against mental health degradation over the course of a student's time in college. Important implications for prevention of psychological distress in college students are discussed. [ABSTRACT FROM AUTHOR]

The WHO declared the current outbreak of coronavirus disease 2019 (COVID-19) a pandemic on March 11, 2020. The COVID-19 pandemic shook the entire world on January 2020 last year and is still posing a major threat to the entire humanity. In order to manage the urgent psychological need for support in response to the anticipated reaction of the population to the COVID-19 pandemic, the authors, who are members of Psychiatry Department, Fayoum University, Egypt, developed a new psychological crisis intervention model by implementing a psychological support system. The idea came to light at the time of the first wave of COVID-19 in Egypt, at the mid of May 2020 when the negative psychological impact of the virus was observed and constituted a great demand on the outcome of the virus. It will make a sound basis for developing a more effective psychological crisis intervention response system. [ABSTRACT FROM AUTHOR]

Background: There is growing evidence that positive psychology interventions (PPIs) enhance positive mental health and lead to a decrease in symptoms of psychopathology. This study examines the effectiveness of a 10‐week multicomponent PPI (the Inspired Life Program; ILP) in promoting positive mental health and reducing symptoms of depression and negative affect in a sample of rural poor adults in Ghana. Methods: Using a quasi‐randomized controlled trial design, participants from four rural poor communities were randomly allocated to intervention (n = 40) or control (n = 42) conditions. The intervention group participated in the 10‐week ILP. Both groups completed a battery of mental health measures, including the Mental Health Continuum‐Short Form, at pre‐intervention, immediately after the intervention, and at 3 months follow‐up. Hierarchical linear modeling was applied to evaluate whether the intervention was effective. Results: There was a greater improvement in positive mental health, with a marked reduction in symptoms of depression in the intervention group compared to the control group, immediately and 3 months after the intervention. There were also larger increases in the proportion of flourishers in the intervention group compared to the control group, immediately and three months after the intervention. Conclusions: The observed effects of the ILP intervention program suggest that group‐based PPIs can promote positive mental health and buffer against psychopathology among people living in rural poor communities in sub‐Saharan Africa. [ABSTRACT FROM AUTHOR]

Enhancing positive affect (PA) and reducing negative affect (NA) are targets of positive psychology interventions, and well‐being and positive functioning are core elements of mental health. However, the underlying temporal dynamics of these elements are unknown. This study aimed at identifying how a 42‐day daily positive psychology intervention (PPI) impacts affective longitudinal dynamics compared to a control condition. This study employed an experience sampling method (self‐observation diary including the Measurement of Affectivity: Valence/Activation scale, MAVA) with two non‐randomised groups—a control group (n = 43) and an intervention group (n = 43)—taken from a community sample. Compared to the control participants, the PPI participants' trajectories for activated and deactivated NA showed an important decrease over the course of the PPI. The deactivated PA trajectory increased non‐linearly across the PPI, whereas the activated PA trajectory showed a linear increase. This study suggests that PPIs change daily affective life. [ABSTRACT FROM AUTHOR]

Background: Adolescents' behavioral and emotional disorders denote a considerable public health problem in developing countries. Hence, positive psychology intervention plays a prominent role in promoting mental health and increase happiness among adolescents. This study aimed to evaluate the effect of positive psychology intervention for promoting mental health, life satisfaction, and happiness level among adolescents. Method: A quasi-experimental research one group pretest and post-test design were used with baseline data collected from second and third-year preparatory students from Saris Alliyan Aljadida preparatory school, Menoufia governorate, Egypt. Seven instruments were utilized; a constructed interview questionnaire, Brief Symptom Inventory, General Self-Efficacy Scale, Life Orientation Test-Revised, Rosenberg Self-Esteem Scale, Satisfaction with Life Scale, and The Oxford Happiness Questionnaires. Result: the current study's findings proved there were significantly greater increases in self-efficacy, selfesteem, optimism, and life satisfaction scores from preintervention to post-intervention. Also, there was significantly greater increases in happiness level from pre-intervention to post-intervention. Conclusion: This study showed the importance of the application of positive psychology intervention for promoting mental health and increase life satisfaction and happiness levels among adolescents. Recommendation: Based on the study's findings, it was recommended the school nurse regularly assess all adolescents to identify those with low levels of happiness and life satisfaction. Also, the school nurse applies positive psychology intervention to prevent depression, promote mental health and increase life satisfaction and happiness levels among adolescents in the school setting. [ABSTRACT FROM AUTHOR]

E-mental health tools are a new format of treatment delivery that can increase population's access to mental health services. Its effectiveness is higher when grounded on evidence--based therapeutic protocols, such as Cognitive-Behavior Therapy (CBT). We aim to understand how CBT principles can be applied in the development of e-mental health tools, more specifically, in web-based interventions. We use the case example of the Be a Mom program, a web-based psychological intervention, grounded on the principles of CBT, designed to prevent postpartum depression and targeting high-risk postpartum women in the Portuguese population. We describe how the design of Be a Mom was grounded in CBT, by addressing: a) general CBT principles; b) its therapeutic mechanisms; and c) organization of sessions. Also, we discuss the relevance of the therapeutic alliance in web- -based interventions and the importance of evidence-based interventions. By providing insight on how the principles of CBT can be operationalized in an innovative delivery format, we can contribute to the further development of web-based interventions, as well as to increase awareness and knowledge among mental health professionals about the similarities between the principles underlying web-based and face-to-face CBT interventions. [ABSTRACT FROM AUTHOR]

Background: The quality of prenatal care has been recognized as critical to the effectiveness of care in optimizing maternal and child health outcomes. This study examined the effect of positive psychology interventions on the quality of prenatal care offered by midwives. Materials and Methods: This field trial was conducted on 60 midwives working in community health centers in Mashhad, Iran, from September 23, 2015 to March 20, 2016. Initially, centers No. 1 and No. 3 were selected via cluster sampling from among the five healthcare centers of Mashhad. Then, all subsidiaries of these centers were listed and assigned to intervention and control groups through simple random sampling. Thus, 60 midwives were randomly assigned to two equal intervention and control groups. The intervention, based on Seligman's Well-Being Theory, was presented weekly with homework in eight 2-h sessions. Before the interventions and immediately after the intervention, the Oxford Happiness Questionnaire (OHQ) and Ryff's Scales of Psychological Well-Being (SPWB) were completed by the midwives, and the Quality of Prenatal Care Questionnaire (QPCQ) was completed by two pregnant women for each midwife. Results: After the intervention, the mean [Standard Deviation (SD)] score of the overall quality of prenatal care in the intervention group was significantly higher than that of the control group [mean (SD) = 1.51 (0.49) vs. 0.05 (0.21); t43,12 = 18.7, p < 0.001]. Conclusions: It seems that improving the well-being of midwives through positive psychology interventions is effective on the quality of prenatal care provided by them. [ABSTRACT FROM AUTHOR]

There is strong evidence that children of mothers with insecure attachment styles have poor outcome trajectories. Maternal sensitivity may be the behaviour which links mother and child attachment models. This would, therefore, be a natural target for treatment in attachment interventions. A systematic literature review was conducted to determine the body of knowledge regarding maternal sensitivity, with a focus on the evidence-base for maternal sensitivity measures and interventions. We searched the PsychINFO and Medline databases up to December 2016, for peer-reviewed journal articles with 'maternal sensitivity' in the subject heading, MeSH Terms or abstract fields. One thousand four hundred and fifteen articles were retrieved. Following removal of duplicates and non-relevant material, 687 articles reviewed and categorized. There is extensive research linking maternal sensitivity, attachment, and child outcomes. Far fewer articles exist of published maternal sensitivity measures or interventions. At present, the evidence-base for directly affecting attachment via maternal sensitivity interventions is equivocal. [ABSTRACT FROM AUTHOR]

Background. Self-efficacy refers to an individual's belief in his or her capacity to execute certain behaviors and determines changes in the lifestyle of persons with chronic diseases such as obesity. There is currently no instrument with optimal psychometric properties measuring self-efficacy for a healthy diet. HAPA is a theoretical framework that can describe, explain, and predict health behavior changes and its relationship with self-efficacy, and it that is useful for the development of interventions, particularly in the area of healthy diets. Objective. The purpose of this study was to develop an instrument to measure self-efficacy for a healthy diet in Mexican population with obesity and the evaluation of the psychometric properties of the Self-Efficacy Scale for a Healthy Diet (SSHD). Method. The sample included 202 participants receiving care in public obesity clinics. The SSHD applied is a Likert-type scale developed from the Health Action Process Approach containing 45 items. Omega coefficient and Confirmatory Factor Analyses were estimated to evaluate the psychometric properties. Results. The scale has good measures of goodness of fit ÷2 = 66.49; p < .001; ÷2 SB/gl = 41; CFIS = .955; NFI = .893; RMSEAS = .056 (95% CI [.029, .079]) and total scale reliability of ù = .896 (CI 95% [.876, .915]). Discussion and conclusion. The SSHD is a reliable, valid instrument for measuring the three types of self-efficacies proposed in HAPA in people with obesity who require changes to adhere to a healthier diet. [ABSTRACT FROM AUTHOR]

Recent studies suggest that positive perinatal maternal mood can buffer the effects of negative feelings and promote women and infant well-being. Evidence from Positive Psychology has shown that Positive Psychology Interventions (PPIs) can enhance well-being and/or reduce negative symptoms. The objective of this comprehensive narrative review was to identify and critically review the current evidence about the use of PPIs designed to improve women's mental well-being during the perinatal period. A systematic search of four online databases was conducted. Two intervention programmes have been identified. Both interventions were online-based and gratitude was the common PPI. The common target was women's mental health well-being during the perinatal period. This review has synthesised the first studies in the wake of a new model of PPIs aimed to foster women's well-being during the perinatal period. Nevertheless, much more research is required to establish which, how, and for whom PPIs can be suitable. [ABSTRACT FROM AUTHOR]