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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]

Background: Premenstrual syndrome affects many women in their reproductive years and often disrupts their social connections and work. This study aimed to compare the effects of positive psychology and physical activity on depression, anxiety, and stress among students with premenstrual syndrome. Methods: In this four-group parallel clinical trial with blinded data analysis, 120 eligible students who experienced premenstrual syndrome were recruited based on inclusion/exclusion criteria and randomly allocated to four groups (n = 30) including three experiment groups as positive psychology, physical activity, and positive psychology, physical activity, and control group, using a simple randomization method. All four groups completed premenstrual syndrome screening and the DASS-21 questionnaire before the intervention. Then, the positive psychology intervention group received eight sessions of 70–90 min weekly intervention, the second group received eight weeks of aerobic physical activity intervention, and the third group received positive psychology and physical activity intervention for eight weeks. The control group did not receive any interventions. The DASS-21 was completed immediately after the intervention and two months later by all four groups. In this study, the participants and investigators were not blinded; however, the analysts were. The recruitment process took place from September 2018 to March 2019. One hundred twenty participants fulfilled the study. The Data were collected and analyzed using SPSS (v18). Results: Before and immediately after the intervention, there was no statistically significant difference in depression, anxiety, and stress mean scores among the positive psychology, physical activity, positive psychology, and physical activity and control groups (p ≥ 0.05). However, two months after the intervention, a significant difference was observed between the four groups so there was a difference between the scores of the three intervention groups and the control group (p < 0.05). There was no significant difference between positive psychology, and physical activity groups. No significant adverse events or side effects were observed. Conclusion: Our findings supported the use of aerobic physical activity and educational interventions based on positive psychology as non-pharmacologic interventions to reduce anxiety, depression, and stress. This research should be replicated in different settings. Trial registration clinical trials: Iranian Registry of Clinical Trials; https://irct.behdasht.gov.ir/trial/32363 (IRCT20130812014333N97), registered (11/08/2018). [ABSTRACT FROM AUTHOR]

This study aimed to identify moderators of treatment effect (i.e. depressive symptoms and well-being) of Mindfulness-Based Cognitive Therapy (MBCT) and Positive Psychology Intervention (PPI) in patients with bipolar disorder. Data were drawn from two multicenter randomized controlled trials investigating effectiveness of MBCT vs treatment as usual (TAU; n = 144) and PPI vs TAU (n = 97) in bipolar disorder. Outcomes were assessed at baseline, posttreatment, and 12 months after baseline. Data were analyzed using separate linear regression models, comparing the pooled MBCT or PPI outcomes to TAU, and comparing MBCT to PPI. The exploratory analyses not corrected for multiple comparisons showed a number of variables that were associated with stronger response to the interventions, including higher baseline anxiety, lower well-being, and lower levels of self-focused positive rumination, well-being, and self-compassion, and variables associated with a stronger response to either MBCT (higher levels of depression and anxiety and being married) or PPI (being male). After correcting for multiple testing, depressive symptoms appeared to be the most robust variable associated with better response to MBCT than PPI. The RCTs handled slightly different enrollment criteria and outcome measures. The most robust finding is that patients with more severe symptomatology seem to benefit more from MBCT than PPI. This is a first step to improve personalized assignment of third-wave CBT interventions for patients with bipolar disorder. However, before definite treatment assignment criteria can be formulated and implemented in clinical practice, these findings should be replicated. • This is a first step to improve personalized assignment of third-wave CBT interventions for patients with bipolar disorder. • Findings show that both MBCT and PPI are more helpful than TAU in improving well-being at 12-months after baseline. • Patients with more severe symptomatology benefit more from MBCT than PPI at posttreatment and 12 months after baseline. [ABSTRACT FROM AUTHOR]

Multicultural scholars suggest that effective Diversity, Equity, and Inclusion (DEI) training must raise awareness of prejudice and racism while also including strategies for changing behavior by developing certain approach goals (e.g. the goal of becoming a more courageous and patient person). This study examines how virtue interventions that cultivate courage and patience may be a useful approach for increasing motivation to respond without prejudice during interracial interactions. Virtue interventions were tested in 292 White college students (69.2% female; MAge = 20.9) across four conditions (control, virtue only/no race salience, virtue and race salient, and race salient/no virtue). Results suggest that White college students receiving the virtue/race salient intervention increased internal motivation to respond without prejudice, but those who received the race salient/no virtue condition reported decreased levels of courage and decreased motivation to respond without prejudice. Findings are discussed in light of positive psychology, DEI, anti-racism training and interventions, and virtue development. [ABSTRACT FROM AUTHOR]

Introduction: Engagement with life is central to aging well. There is currently a lack of flexible programs for promoting engagement that tailor to the unique interests, capacities, and life circumstances of individuals. We designed and evaluated a new program for promoting engagement with later life based on principles of behavioral activation. Methods: A total of 135 adults aged 65 years and older who scored at or below the median on the Life Engagement Test were randomly assigned to either a 6-week behavioral activation program (n = 69) or a 6-week well-being program based on brief positive psychology interventions (the active control; n = 66). Participants completed assessments at baseline, 1-week follow-up, and 3-month follow-up. The primary outcome was engagement with life, and secondary outcome measures included social network characteristics, measures of mental health, well-being, and psychological and self-regulatory resources. Results: Participants in both conditions showed improvements in engagement with life post-intervention that were sustained at 3 months. Post-intervention improvements in both conditions were observed across most secondary outcomes; however, for several outcomes, participants with more limited functional and cognitive resources benefitted from participation in the positive psychology (active control) condition, but not the treatment condition. Conclusion: Similar levels of improvement in engagement with life and well-being were evident for participants who completed a behavioral activation-focused intervention, compared with participants who completed a positive psychology-focused intervention. The positive psychology approach may confer greater benefits for emotional well-being among those with poorer functional and cognitive abilities. [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 study investigates the implementation of Positive Psychology Interventions (PPIs) within the clinical context among clinical psychologists in the Philippines. The previous research has examined the use of PPIs with diverse populations, such as survivors of natural disasters, victims of domestic violence, overseas Filipino workers, and students, linking PPIs to their overall well-being and academic achievements. However, there are still limitations in the context of the clinical setting that need further investigation, such as the effectiveness of interventions for mental illnesses and similar conditions. Thus, this study focuses on the concept and utilization of PPIs, investigating their perceived effectiveness within the clinical psychology profession. This study employed a phenomenological approach with open-ended questions during social media interviews to gather detailed data. However, social media interviews may not fully capture the entirety of the experience. The selection of participants was carried out using a combination of purposive sampling and snowball techniques. Participants were chosen based on specific criteria: 5 years of clinical experience, a background in positive psychology interventions, and a demonstrated utilization of these interventions in their clinical sessions. The study revealed several main themes that shed light on the participants' unique observations and experiences within each domain. These themes include: 1. Integrated practice, where PPIs are seamlessly combined with traditional methods; 2. Adapted method, which explores how PPIs are tailored for use in clinical settings; 3. Applied intervention, highlighting the practical application of PPIs; 4. Personal growth, illustrating the significant contributions of PPIs to both clients and practitioners; 5. Gratitude, reflecting statements of effectiveness; 6. Holistic healing, emphasizing the advantages of integrated practices; and 7. Limitations, acknowledging constraints of PPIs’ utilization. Further research is recommended to address these limitations and to expand and validate experiences within the clinical realm, contributing to the growing body of knowledge and understanding of the efficacy and applicability of PPIs in clinical psychology practice. [ABSTRACT FROM AUTHOR]

The 'Three Good Things' (TGT), a structured journaling exercise, has shown great effect in helping improve mental well-being. However, the exercise could be quite tedious and difficult to carry out daily. To improve the user experience of the exercise, we developed 'Happy Click', a mobile application which makes use of a physically present smart button to enable users to record their daily TGT in a more engaging manner. Two preliminary exploratory studies were carried out to examine the feasibility of our approach where the effects of the TGT intervention designed around the mobile and tangible happy click concepts were examined. The findings suggested that participants had significantly less stress after carrying out the TGT using the tangible interface. Participants also reported better user experience and acceptance when carrying out the exercise using the tangible interface compared to the mobile and higher levels of attractiveness and stimulation with the mobile TGT compared to the traditional approach. While these promising results should be interpreted with caution due to the limited sample size, they also underscore the potential advantages of our 'Happy click' approach and highlight the need for further, larger-scale evaluations to be conducted to validate its efficacy and scalability. [ABSTRACT FROM AUTHOR]

In 2000, Seligman and Csikszentmihalyi published the highly influential "Positive Psychology: An Introduction" in American Psychologist, and with it, they advocated for a strengths-based approach for helping people live a "good life". Building on that work, positive psychology was further conceptualized as consisting of meta-psychological and practical aspects. The meta-psychological constitutes the aims or "grand vision" of what positive psychology stands for, whereas the practical constitutes the "nuts-and-bolts" elements that should be focused on in developing interventions. In the present commentary, we build on this previous work to propose a "positive psychology pragmatic framework" to develop strengths-based interventions (SBIs) for use with special student populations; in this case, students with special needs and P-3 and gifted students. Relatedly, we review the empirical and theoretical/conceptual literature relevant to the use of SBIs within each subpopulation as well as discuss some characteristics that make each subpopulation unique. Consequently, to the highest degree possible, we advocate for integrating intrapersonal, interpersonal, contextual/environmental, systemic, and developmental factors in developing SBIs and we make specific recommendations for future research through the lens of this proposed framework. [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]

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]

Based on principles from positive psychology and broaden‐and‐build theory, we examined whether conducting a Three Good Job Search Things intervention can increase metacognitive activities among job seekers. We further theorize that positive affect (i.e., activating and deactivating) serves as a mediating mechanism for the effect of the reflection intervention on metacognitive activities. We designed a randomized control group pretest–posttest experimental study with three groups (i.e., Three Good Job Search Things, active control, and passive control) and two measurement times (N = 116). Results show that the Three Good Job Search Things intervention increased job seekers' metacognitive activities as compared with the passive control group, but not as compared to the active control group. However, the active control group results did not differ significantly from the passive control group. The effects of the intervention on job seekers' metacognitive activities were not mediated by enhanced positive affect. This study contributes to the job search literature by expanding our understanding of how metacognition during job search can be improved by reflecting upon one's job search process. Practitioners Points: Positive psychology interventions, including those integrated into job search training, might offer potential benefits for job seekers, influencing job search behavior while considering well‐being.The Three Good Job Search Things intervention, though not significantly differing from an active reflection control group, might encourage job seekers to engage in metacognitive activities.Low‐cost, online reflection interventions seem a promising tool to improve self‐regulation during job search. [ABSTRACT FROM AUTHOR]

Drawing on the literature on self-confidence, motivational theories, and positive psychology in the field of language learning, the present paper aspires to contribute to the literature by discussing some key findings of a recent conceptual replication study. In the original study, Shelton-Strong and Mynard (2018, 2021) investigated the benefits of keeping a diary for university language students' motivation and L2 confidence. The replication study by Spricigo (2023) aimed to confirm original findings within a different educational context. For this purpose, the research design underwent some necessary modifications justified by the need to investigate the efficacy of using diaries among Italian younger students (13-14 years old) and the applicability of the teaching intervention in a lower-school context. After briefly presenting the two studies, this article will discuss the main findings, with a special focus on the issue of integrating the diary into the lower-secondary school curriculum. [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 role of emotions in language learning has gained attention in recent years, with some researchers exploring the implications of positive psychology (PP) for second language acquisition. However, PP is relatively new in applied linguistics, and little has been published about integrating positive psychology interventions (PPIs) into language education. The COVID-19 pandemic has highlighted the need to foster positive mental states in students and underlined the importance of developing resilience. This article explores the possible interaction of PPIs in language education, with examples of activities that promote linguistic development while enhancing resilience. This article also reviews the literature on PP, emphasizing the importance of developing indigenous PPIs for different cultures. Culturally appropriate PPIs that focus on gratitude, empathy, and character strengths can be integrated into language education in Asia, with examples including journaling, gratitude visits, active constructive responding, making new social connections, and identifying and using character strengths. Further research is needed to explore the intersection of PP and language education, including teacher psychology. [ABSTRACT FROM AUTHOR]

Introduction: The present study expands the existing knowledge base regarding positive psychology interventions (PPIs), by employing an integrative approach to explore the potential benefits of translating values into action. Methods: Participants (n  =  476) were randomly assigned to the Activating Values intervention, the affirmation-only, or the control (no treatment) group. The intervention involved participants choosing a life area they valued, affirming its importance, identifying a specific action related to that valued area, and then planning and carrying out that chosen action within the following week. Data was collected at baseline and three follow-up points: one, two, and three weeks after the intervention. Results: Results suggest that the intervention contributes to the participants’ well-being, including increased self-insight, sense of coherence, and prioritizing meaning, and decreased symptoms of psychopathology. Exploratory content analyses provide a deeper understanding of the content and frequency of activities chosen and the enabling conditions. Discussion: The discussion explores the findings within this intersection as well as ramifications for brief, scalable interventions to support and promote wellbeing. [ABSTRACT FROM AUTHOR]

In organizational studies, the concept of resilience has recently become more and more prominent. In order to explain how organizations can survive and thrive in the face of adversity or turbulence, it is considered to be a very promising concept. PERMA model intervention is a Positive Psychology Intervention which has been found fruitful in enhancing mental health, well-being and resilience as well. In this study, the resilience of private sector bankers was calculated and PERMA model intervention was used to enhance it in the experimental group. For this objective, 8o subjects were chosen as sample and divided equally into experimental and control groups. Resilience Scale (Wagnild & Young, 1993) was used to assess resilience. 2 week long intervention was given to the experimental group. t-test was found to be 2.70851 with p-value of .004152 which was found significant at 0.05 level. This proved the hypothesis formulated. [ABSTRACT FROM AUTHOR]

Objective: The present investigation delves into the effectiveness of two distinct therapeutic modalities, namely Mentalization-Based Treatment (MBT) and Positive Psychology Intervention (PPI), in tackling issues of mistrust and alienation among homeless females. Methods: The methodology employed in this study was of a semi-experimental nature, characterized by an experimental design utilizing a pre-test/post-test approach with a control group. Participant selection was carried out through a random sampling technique, resulting in the recruitment of 60 individuals who were subsequently allocated randomly into three groups, each comprising 20 participants. Data collection utilized the Early Maladaptive Schemas (EMS) instrument. To assess the research hypotheses, multivariate analysis of covariance and Bonferroni post-hoc tests were conducted. Results: Following a meticulous analysis of post-intervention outcomes, a notable discrepancy in scores between the MBT and PPI cohorts was observed. Specifically, the MBT cohort exhibited a significant enhancement in contrast to the control group, while no substantial variance was detected between the PPI cohort and the control group. Conclusions: As a result, it is deduced from this study that MBT surpasses PPI significantly in alleviating the mistrust and alienation schema prevalent in homeless women. In view of these findings, it is recommended that organizations supporting homeless women, particularly single mothers, contemplate the implementation of the Mentalization-Based Treatment strategy to augment their cognitive schemas and foster psychological well-being. [ABSTRACT FROM AUTHOR]

People's reasons for goal pursuit strongly relate to well-being. An important concept that captures differences in the reasons for goal pursuit is the goal-striving reasons framework. Until today, it remains unclear whether the goal-striving reasons framework relates differently to the well-being of particular groups of people. Using the positive-activity model as a guiding framework, the paper at hand analyses a number of person-related characteristics which are relevant in a goal-setting context and are assumed to change the relationship between goal-striving reasons and well-being. Employing a large cumulative data set the person-related characteristics comprise of demographic variables (age, gender, managerial status) and selected well-being related variables (assertiveness, burnout, engagement, goal progress). Using correlation analyses in conjunction with Fisher's z-test the results show that contrary to older employees (aged 24 or older) the goal-striving reasons of younger people are not related to their well-being. Women's self-esteem reasons are more strongly related to well-being than they are for men. People's goal-striving reasons are more strongly associated with well-being for people with high levels of assertiveness, low levels of burnout, or high levels of engagement. The findings have implications for the delivery of the Happiness through Goal Setting Training, a Positive Psychology Intervention based on the goal-striving reasons framework, as it identifies various alterations of the training to cater for the needs of these subgroups. [ABSTRACT FROM AUTHOR]

Prioritizing positivity is effective in enhancing positive emotional experiences in everyday life. While a measure of prioritizing positivity is imperative for positive psychology interventions, no scale has been developed to measure this construct for Italian speakers. The current study developed and examined the psychometric properties of an Italian version of the Prioritizing Positivity Scale (I-PPS). Italian participants (N = 501) completed self-report measures of the I-PPS, broad personality, related psychological constructs, and indicators of well-being. Results showed strong evidence for a unidimensional model with factor loadings ranging from 0.67 to 0.82. Correlations in the expected directions were found between the I-PPS and broad personality traits, related psychological constructs, and well-being. Gender and language measurement invariance of the I-PSS revealed strict invariance between genders and metric invariance between the English (N = 642) and Italian versions. Overall, this study provides preliminary evidence that the I-PPS has adequate psychometric properties. As such, the scale could be used in future studies to advance theories, design experiments, and measure the efficacy of positive 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]

The present study examined whether both dispositional mindfulness without mindfulness training and mindfulness resulting from longer-term mindfulness training are positively associated with pre-adolescents' well-being, via enhanced executive functioning (EF) and emotion regulation. EF was assessed in a GoNoGo task via behavioral performance and event-related potentials. Study 1 (N = 62) investigated associations of dispositional mindfulness without mindfulness training with EF, well-being and emotion regulation; longitudinal Study 2 with an active control group compared the effects of long-term mindfulness training (N = 28) with a positive psychology intervention (N = 15). Dispositional mindfulness without training was associated with lower EF, unrelated to emotion regulation and the relationship with well-being was mixed. Long-term mindfulness training was positively related to EF and well-being (reduced negative affect), but was uncorrelated with emotion regulation and mindfulness scores. Taken together, long-term mindfulness training was found to have mixed effects. Further research is required in this area. [ABSTRACT FROM AUTHOR]

Research shows that the labour market integration of refugees is often problematic. Little is known about what kind of measures are effective to help them integrate into the labour market. In the Netherlands, a positive psychology intervention "Mosaic" for Syrian refugees was developed to support their economic participation. This study aims to assess the effect of "Mosaic" on the economic participation and work‐related attitudes of Syrian refugees. "Mosaic" was implemented in six municipalities by conducting an RCT with a waiting list control group. The results show that in the short term, the intervention group realizes a significantly larger increase in hours spent on an internship as well as substantially larger gains in confidence to find work in the future. In the long term, the intervention group experiences larger confidence gains related to finding a job that fits their education and experience. [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]

To explore the effects of social support and positive psychological intervention on subjective well-being and depression of left-behind children. 70 left-behind children with depression tendency participated in this study and were divided into experimental and control groups. The experimental group received a two-year-long psychological intervention of social support in 269 social support activities about 8 themes and positive psychological quality cultivation group counseling with a total of 128h for 64 frequencies. We found that after a consecutive positive psychology intervention and group counseling, the level of subjective well-being of left-behind children significantly improved, and the level of depression decreased significantly. These results showed that both sufficient and diversified social support approaches and the cultivation of positive psychological qualities may significantly improve the subjective well-being of left-behind children and relieve or eliminate their depressive symptoms. [ABSTRACT FROM AUTHOR]

Effective teacher training programs entail cultivating not only professional teaching competencies but also promoting psychological strengths. However, there is a lack of investigation into how different modes of delivering psychological interventions influence well‐being outcomes in the teaching profession, such as preschool educators. This study examines the effects of different technologically driven modes of implementing a PROSPER‐based psychological intervention on positivity, relationship, outcome, strengths, purpose, engagement, and resilience. One hundred twenty‐eight pre‐service preschool teachers were randomly assigned to (1) the full intervention (i.e., online workshop and smartphone app); (2) the online workshop; (3) the smartphone app; and (4) the wait‐list control group. The results demonstrated that the online workshop mode yielded the strongest intervention effects on well‐being outcomes: positivity, purpose, engagement, and resilience. Although the smartphone app mode did not significantly improve psychological outcomes, combining this approach with the online workshop format appeared to have positive retention effects on positivity at the Time 3 follow‐up. The findings suggest that the traditional mode of implementing positive psychological interventions could be more effective than the smartphone app‐based mode in bolstering pre‐service teachers' well‐being. [ABSTRACT FROM AUTHOR]

A variety of positive psychology intervention (PPI) activities can increase subjective well‐being. Still, there is variability in the impact of various PPI activities across people. In two studies, we examine strategies for personalizing a program of PPI activities to efficiently increase subjective well‐being. In Study 1 (N = 516), we examined participants' beliefs about and employment of various PPI activity selection strategies. Participants favored self‐selection over weakness‐based, strength‐based, or random activity assignments. When making activity selections for themselves, they reported using the weakness‐based strategy the most. The tendency to make weakness‐based activity selections related to negative affect whereas strengths‐based activity selections related to positive affect. In Study 2 (N = 112), we randomly assigned participants to complete a set of five PPI activities allocated either randomly, based on their skill weaknesses, or based on their self‐selections. Completing life‐skills lessons significantly increased subjective well‐being from baseline to post‐test. Furthermore, we found evidence for added benefits in terms of subjective well‐being, broad well‐being outcomes, and skills improvement of the weakness‐based and self‐selection personalization strategies compared with the random assignment of these activities. We discuss the implications for research, practice, and the well‐being of individuals and societies offered by the science of PPI personalization. [ABSTRACT FROM AUTHOR]

Aim: Adolescents have been identified as the group who struggle most with successful adjustment to closed loop technology. This study aims to identify the psychological constructs that should form part of a positive psychology intervention to assist with the adjustment to closed loop technology among adolescents living with type 1 diabetes. Method: Qualitative document analysis was employed to integrate findings from two documents: a published ongoing intervention study and a recent phenomenological study by the authors. Reflexive thematic analysis was used to identify themes from the documents. Findings: The following themes were identified as important psychological constructs that aid adjustment: the importance of knowledge and education; the process of positive adjustment to closed loop technology; a positive outlook; and building a relationship with diabetes. Conclusion: Interventions are needed to assist adolescents in their adjustment to closed loop technology. The psychological constructs identified served as a starting point in designing an effective, evidence-based intervention grounded in data and theory. Knowledge and education, responsibility, identity, positive affect, gratitude, support, and trust are psychological constructs that need to be included in an intervention program. [ABSTRACT FROM AUTHOR]

Objectives: This pilot study aims to explore the potential of a positive psychology intervention (PPI) in enhancing the subjective well-being of older individuals with amnestic mild cognitive impairment (MCI), a precursor to dementia. Design and Setting: A randomized trial was conducted, initially recruiting 51 participants aged 65 and above from the Greek Association of Alzheimer's Disease and Related Disorders in Thessaloniki, Greece. The study employed a control-experimental group setup. To ensure randomization, each participant was assigned a unique number, and a random number generator was used for group allocation. Participants: A total of 41 eligible participants with amnestic mild cognitive impairment (MCI) were included in the study after screening. Intervention: The intervention consisted of a 3-week positive psychology program (PPI) where the PERMA Profiler questionnaire was administered at three intervals: pre-intervention, post-intervention, and one month after completion. Main Outcome Measures: The subjective well-being of participants. Results: The analysis, conducted mainly through mixed-measures ANOVAs, supported the study's hypotheses, revealing that the 3-week PPI led to increased PERMA model scores and overall well-being, which persisted even after one month. Conversely, non-participants experienced declines in most domains except for Positive Emotion and Meaning, which demonstrated improvement and recovery during follow-up. Conclusions: These findings suggest the potential of PPI in enhancing the subjective well-being of older adults with amnestic MCI, with implications for addressing dementia-related challenges. Further investigation is warranted to pinpoint PPI effects on MCI and tailor interventions for improved subjective well-being. [ABSTRACT FROM AUTHOR]

As both a lifelong move and component of formal education, language learning could be accompanied with educational stress. However, although debilitating in nature, stress especially if it is at optimal levels could have a facilitating role in keeping students persistent in their learning process. Thus, the present inquiry aimed to shed light on the possible relation between educational stress and EFL persistence. To this end, it utilized mixed methods research design involving both quantitative and qualitative data. Quantitative data were gathered through two different tools as Educational Stress Scale and Persistence Scale for Language Learning. Open-ended question form was administered to collect the qualitative data. Descriptive and inferential statistics was used to analyze the quantitative data while conventional and directed content analyses were performed for the qualitative data. The findings indicated that there is weak but positive correlation between educational stress and EFL persistence. Although students were found to have relatively high levels of academic stress, they had greater tendencies to continue learning instead of giving up and voiced their potential solutions in face of academic challenge. The findings of the current study could contribute not only to the foreign language research dealing with affective constructs but also to the promising field of positive psychology interventions in EFL. [ABSTRACT FROM AUTHOR]

This review aimed to assess the use of positive psychology interventions (PPIs), such as using positive mantras, expressive writing, or gratitude diaries, to improve the health behaviours, psychological wellbeing and/or physical health of police staff. The review was registered on PROSPERO before 16 electronic databases were searched for published articles between January 1999 and February 2022. Included studies offered PPIs to improve the physical health (body mass index, blood pressure), psychological well-being (stress, anxiety, mood, emotion, depression, self-efficacy), or health behaviours (physical activity, sitting times, dietary habits, alcohol, or tobacco use) of police staff. The mixed methods appraisal tool (MMAT) was used to assess the risk of bias of included papers. The initial search yielded 4560 results; with 3385 papers remaining after duplicates were removed. Of these, 15 studies were included in the final review. Intervention types included mindfulness-based resilience training (n = 11), physical or wellness practice classes (n = 1), role-play and scenario-based interventions (n = 2) and expressive writing (n = 1). Mindfulness-based interventions improved many psychological wellbeing facets such as anxiety, depression, negative affect and quality of life. Limited improvements were observed for some health behaviours such as alcohol consumption and in self-reported general health. Expressive writing and role-play-based interventions were effective in reducing stress and anxiety, however, improvement in depression scores were inconsistent across studies. Positive psychology interventions are promising to support the health and wellbeing of police staff. Future research should investigate their mechanisms of action to support future innovation in support for police wellbeing. [ABSTRACT FROM AUTHOR]

Over the past decades, research on positive psychology for building strengths has proliferated. The present study aimed to explore the effect of gratitude in a 5-week positive psychology group program for undergraduate engineering students which included an intermediary 2-week gratitude intervention. In a mixed-design, 69 students from three engineering departments of the School of Pedagogical and Technological Education (ASPETE), assigned to the intervention (N = 34) and the control group (N = 35), with an average age of 21.52 years (SD = 4.63), were administered the Gratitude Questionnaire—six item form (GQ-6), the Modified Differential Emotions Scale (mDES), the Connor–Davidson Resilience Scale (CD-RISC), the Subjective Happiness Scale (SHS), and the Life Orientation Test—Revised (LOT-R). The condition experimental vs. control group was designated as the between-subjects factor, and time, that is, baseline vs. post intervention, was set as the within-subjects factor. Students who received the intervention reported significantly higher levels of gratitude. The increase in gratitude was due to the positive psychology group program. In addition, gratitude showed a significant effect on happiness and optimism, but failed to attain a significant impact on positive and negative emotions and resilience. Further research is needed to elucidate the effectiveness of positive psychology programs for undergraduate engineering students and the intervening cognitive processes. [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]

Occupational self-efficacy is a person's belief that he can perform behaviors relevant to his job. This study is an integrative review that aimed to investigate the concept of occupational self-efficacy in order to learn about important characteristics on the subject and to broaden the understanding of the concept. The adopted method followed six stages: 1) identification of the theme and selection of the research question; 2) establishment of inclusion and exclusion criteria; 3) identification of pre-selected and selected studies; 4) categorization of selected studies; 5) analysis and interpretation of results; and 6) presentation of the knowledge review/synthesis. The databases consulted were Web of Science, Lilacs, PubMed, Scielo, Scopus, PsycINFO and Pepsic, considering the entire publication period. The results presented show correlations between occupational self-efficacy and several psychosocial indicators at work, such as motivation, engagement, satisfaction, health and well-being. Instruments for measuring this construct can be used to support interventions in the field of Psychology and in the context of work. Organizations can promote the development of selfefficacy beliefs among workers in order to prepare them for their activities, contributing to the development of people and the organization itself, such interventions may be conducted by professionals in the field of psychology. [ABSTRACT FROM AUTHOR]

PURPOSE Positive psychology shows promise in improving positive affect and happiness. We tested a digital version of a positive psychology intervention called Three Good Things (3GT) among health care workers to assess whether gratitude practice improved well-being. METHODS All members of a large academic medicine department were invited. Participants were randomized to an immediate intervention group or control group (delayed intervention). Participants completed outcome measures surveys (demographics, depression, positive affect, gratitude, and life satisfaction) at baseline, and at 1 month and 3 months post-intervention. Controls completed additional surveys at 4 and 6 months (completion of the delayed intervention). During the intervention, we sent 3 text messages per week asking for 3GT that occurred that day. We used linear mixed models to compare the groups and to look at the effects of department role, sex, age, and time on outcomes. RESULTS Of 468 eligible individuals, 223 (48%) enrolled and were randomized with high retention through the end of the study. Most (87%) identified as female. For the intervention group, positive affect improved slightly at 1 month, then declined slightly but remained significantly improved at 3 months. Depression, gratitude, and life satisfaction scores showed a similar trend but were not statistically different between groups. CONCLUSIONS Our research showed adherence to a positive psychology intervention for health care workers created small positive improvements immediately post-intervention but were not sustained. Further work should evaluate whether utilizing different duration or intensity of the intervention improves benefits. [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]

teacher training has the opportunity and availability to raise awarness on the happiness of teaching. The stakes are high: inclusive education contexts require teachers to fully support their pupils' heterogeneity. The positive psychology PERMA model (Seligman, 2011) seems to be an interesting evidence-based guide to build teacher training in happiness teaching. The PERMA model (Positive emotions, Engagement, Relationships, Meaning, Achievement) provides an identification of the different factors needed for this happiness teaching training. It also highlights the importance of the teacher-pupil relationship. This fundamental relationship is key to the classroom climate. It allows teachers to nurture the joy of teaching as well as learning, sharing a school project, and progressing -together with their pupils- to a common goal. In this vein, teacher training can give itself the means to foster socio-emotional skills which are the cornerstone to teaching as happiness teacher training. This training would aim both at offering the opportunity to experience positive psychology interventions and developing teachers' reflexive skills. Gratitude practices, emotional regulation interventions, recognition and use of character strengths are levers that act both on intra- and interpersonal relationships. [ABSTRACT FROM AUTHOR]

Aim: This study aimed to assemble and critically reflect on previously acquired insights from investigations that have already been conducted into the role of self-compassion in diabetes and its management. Methods: This study implemented a rapid review approach to assess the pre-existing knowledge in a time-sensitive manner. A rapid review involves the synthesis of existing knowledge using a simplified systematic review process. Results: A total of 16 articles were identified for this rapid review. The main findings from these articles included that self-compassion is associated with improved outcomes (psychologically and medically), self-compassion can be improved through interventions, and that many extraneous factors influence levels of self-compassion. Conclusion: It is apparent that self-compassion plays a rather significant role in the management of diabetes, and that interventions aimed at developing self-compassion showed success in improving health-related outcomes. It is suggested that future research should build on the possibility of using positive psychology interventions to improve the quality of life of those living with diabetes, and work to better understand the influence of aspects such as gender and diabetes duration on self-compassion. [ABSTRACT FROM AUTHOR]

As the science of wellbeing has grown, universities have adopted the challenge of prioritizing the wellbeing of students. Positive psychology interventions (PPIs), activities designed to increase the frequency of positive emotions and experiences, which help to facilitate the use of actions and thoughts that lead to human flourishing, are being increasingly used worldwide. Known to boost wellbeing and a number of other variables, it nonetheless remains unknown whether their use can influence other variables in non-Western cultures. In this study, we determined the impact of PPIs on a variety of wellbeing outcomes. The 6-week PPI program was conducted in the United Arab Emirates on Emirati university students (n = 120) who reported more positive emotion and overall balance of feelings that favored positivity over time relative to a control group. Yet, there was no effect found on negative emotions, life satisfaction, perceived stress, fear of happiness, locus of control, or somatic symptoms, and no effect on levels of collectivism or individualism. Our findings nonetheless support the use of PPIs in higher education as they show an increase in the experience of positive emotion, with this in itself bringing positive life outcomes, and no negative impact on culture. Our findings serve to build a foundation for understanding for whom PPIs work best - and least - around the world. [ABSTRACT FROM AUTHOR]

Objective: Positive psychology is a revolution in the science of psychology as well as a new milestone in the development of human society. The purpose of the study was to use bibliometrics and visual analysis to assess the current state and trends in positive psychology research. Methods: The Web of Science Core Collection was searched for 4,378 papers on positive psychology between 1999 and 2021. The features of positive psychology research were analyzed using Microsoft Excel 2013, VOSviewer (1.6.17), and CiteSpace (5.8.R1). Results: The findings demonstrate a steady growth in positive psychology publications from 1999 to 2021. The United States (1,780) and Harvard University (104), respectively, were the most productive nations and organizations in this subject. Frontiers in Psychology was the most productive journal (288), while the Journal of Personality and Social Psychology had the most co-citations (8,469). Seligman was the most influential author, with 3,350 citations and 5,020 co-citations. The top ten co-cited references, in terms of citation explosion, suggesting that these papers provide the foundation for the growth of this discipline. The systematic review, character strengths, positive psychology intervention, language pleasure, and the COVID-19 pandemic are the focal points of research and development developments in this discipline. Conclusion: These findings have helped researchers in positive psychology find new ways to collaborate with partners, hot topics, and research frontiers. [ABSTRACT FROM AUTHOR]

The current study investigated the effectiveness of a group on-line positive psychology intervention (OPPI) designed to mitigate the psychological impact of the COVID-19 pandemic and the subsequent measures to control it. Study participants (N = 82, Mage = 33.07, SD = 9.55) were all Greek adults divided into an intervention (n = 44) and a control group (n = 38). The intervention group attended a voluntary, online, two-week, six-session (each 50 min), group intervention. The intervention aimed at enhancing participants' personal strengths and resilience in order to cope more effectively with the psychological impact of social distancing (e.g., feelings of anxiety, sadness, fear, and/or loneliness). All participants completed an online questionnaire one week before the intervention's implementation, which included scales measuring their: demographic characteristics, empathy, resilience, affectivity, feelings of loneliness, depression and anxiety levels, and feelings of fear regarding the outbreak. Participants in both the intervention and control group completed the same measures the week following the intervention's termination to examine its effects, and two weeks later to examine its long-term effectiveness. The intervention was found to be effective in alleviating the impact of the pandemic and in strengthening participants' resilience. More specifically, the results showed significant decreases for the intervention group in all measures of psychosocial distress (anxiety, depression, loneliness and fear) and significant increases in empathy, resilience, and experience of positive emotions. The study's implications for the development and implementation of online psychological interventions during a crisis are discussed. [ABSTRACT FROM AUTHOR]

Background: Community pharmacies are well-placed to deliver well-being interventions; however, to date, nothing has been produced specifically for this setting. The aim of this study was to develop a positive psychology intervention suitable for a community pharmacy setting with the goal of increasing the well-being of community members. Methods: Intervention development consisted of three steps: Step 1—identify the evidence-base and well-being model to underpin the basis of the intervention (Version 1); Step 2—model the intervention and gather user feedback to produce Version 2, and Step 3—revisit the evidence-base and refine the intervention to produce Version 3. Results: Findings from nine studies (seven RCTs, one cross-sectional, one N-1 design plus user feedback were applied to model a 6-week 'Prescribing Happiness (P-Hap)' intervention, underpinned by the PERMA model plus four other components from the positive psychology literature (Three Good Things, Utilising Your Signature Strengths in New Ways, Best Possible Selves and Character Strengths). A PERMA-based diary was designed to be completed 3 days a week as part of the intervention. Conclusions: This work is an important development which will direct the future implementation of interventions to support well-being in this novel setting. The next stage is to gain the perspectives of external stakeholders on the feasibility of delivering the P-Hap for its adoption into community pharmacy services in the future. [ABSTRACT FROM AUTHOR]

This systematic review assesses if positive psychology interventions (PPI) are more effective than other active psychological interventions for increasing the well-being of depressed adults. A review of randomised trials that compared PPI to other active interventions was conducted. A systematic search was undertaken using PsycInfo, PubMed, EMBASE, Web of Science, Scopus, CINAHL, two trial registries, and a manual search. The outcomes were happiness and depression. Ten studies, totalling 1341 participants, were included in the review. The small effect sizes for depression (Hedge's g = 0.15) and happiness (Hedge's g = 0.20) favoured PPI but were not significant, indicating no difference between PPI and other active interventions for the outcomes. Heterogeneity was high mainly due to differences in trial implementation. Risks of bias ranged from moderate to high. The results should be interpreted with caution because of the small number of included studies, high heterogeneity, and presence of bias. Protocol Registration Number PROSPERO CRD42019152513. [ABSTRACT FROM AUTHOR]

Humor has a rich and wide history; in recent years it has started to receive greater attention due to its benefits for health and well-being. Recent works have highlighted that this construct can be a useful tool in the work context. Nevertheless, in the literature there is no record of a validated measure to assess humor at work in a sample of Portuguese workers. The main aim of this study was to fill this gap, by contributing to the adaptation and validation of the Humor Styles Questionnaire (HSQ). The specific objectives defined were related to the assessment of the: (a) factor validity of the HSQ indicators; (b) convergent validity of the dimensions of this instrument; (c) criterion validity, using concepts such as job satisfaction, affective commitment, continuance commitment, work engagement, emotional exhaustion, and job performance; and (d) reliability. A sample of 201 workers, 52% females and 48% males, was collected. The obtained results showed that the model with four-correlated factors achieved a better fit. Also, there was evidence of factor validity and reliability, however some results, particularly at the convergent validity and criterion validity level, did not meet the expectations. The adaptation and validation of the HSQ is crucial to understand which outcomes can emerge from the different humor styles, as well as it contributes for the development of interventions linked to humor, research has shown that positive psychology interventions promote desirable effects for workers. [ABSTRACT FROM AUTHOR]

The recent study aimed to investigate the relationship between negative life events and psychological distress in adults with acquired physical disability. Purposive sampling technique was used to collect sample of 112 participants form Rawalpindi Hospital. Traumatic Experience Checklist (Nijenhuis et al., 2002) was used to measure the potentially traumatizing negative life events and Kessler’s psychological distress scale (Kessler, 2002) was used to check the level of psychological distress were used in this study. Findings of the study suggested that there was a significant positive relationship between negative life events and psychological. Negative life event was significant predictor of psychological distress. The authors conclude that the evidence supports positive psychology interventions in hospital to combat the effects of negative life events through the positive psychological states of optimism, hope, and gratitude. The specific clinical implications for practicing counselors and educational settings are suggested. [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]