Document Type : Research Paper


1 PhD Student, Psychology, Faculty of Psychology and Educational Sciences, Semnan University, Semnan, Iran.

2 Assistant Professor of Clinical Psychology, Semnan University

3 Associate Professor, Department of Clinical Psychology, Faculty of Psychology and Educational Sciences, Semnan University, Semnan, Iran


Aim: the aim of research was study of positive youth development program effect on psychological wellbeing factors (Self-acceptance, Personal growth, Purpose in life, Environmental mastery, Autonomy, Positive relations with others). Materials and method: method of research was experimental design of pre-test, post-test and follow-up with control group. Research society was girl students in ninth grade in governmental high schools of Arak city in 2017- 2018 academic year that 60 students were selected through random multi stage sampling were random in all stages and set in experimental group (30 student) and control group (30 student) in random method. Finally expelled 7 students from experimental group and 5 students from control group as for research inclusion and exclusion criteria. Research instrument was Ryff Scales of Psychological Well-Being (18 questions version). Experimental group participated in positive youth development program in 24 one- hour sessions. Then was performed post- test and after 2 months follow- up for both group. Multivariate analysis of covariance was used for data analysis. Results: Findings of research indicated positive youth program increase psychological wellbeing factors (Self-acceptance, Personal growth, Purpose in life, Environmental mastery, Autonomy, Positive relations with others). These findings were stable after 2 months. Conclusion: positive youth development program can appropriate practical plan for enhance of psychological wellbeing factors and concluded to their positive mental health.
Key‌words: positive youth development program, positive psychology, psychological wellbeing, psychological wellbeing factors, adolescents.


آشوری، محمد و عظیم­زاده، شادی.(1392). جایگاه پرونده شخصیت در فرآیند پیشگیری از پایدار شدنِ بزهکاری جوانان، فصلنامه مطالعات حقوق خصوصی(حقوق سابق)، 43(1)، 195-213.
پرپنجی، معصومه؛ دلاور، علی و فرخی، نورعلی.(1398). طراحی الگوی جامع ارتقای سلامت روان در مدارس دخترانه شهر تهران، فصلنامه مطالعات روان‌شناسی بالینی، 9(34)، 65-87.
خانجانی، مهدی؛ شهیدی، شهریار؛ فتح آبادی، جلیل؛ مظاهری، محمدعلی؛ و شکری، امید.(1393). ساختار عاملی و ویژگی‌های روانسنجی فرم کوتاه(18 سؤالی) مقیاس بهزیستی روان‌شناختی ریف در دانشجویان دختر و پسر، اندیشه و رفتار، 32، 36-27.
فراهانی، محمد؛ محمدخانی، شهرام و جوکار، فرهاد.(1388)، رابطه بین رضایت از زندگی و بهزیستی ذهنی در معلمان شهر تهران، فصلنامهعلمیپژوهشیپژوهشدرسلامت روان‌شناختی، 3(1)، 6-13.
فرنام، علی و حمیدی، محمد.(1394). اثربخشی آموزش مثبت­نگری در افزایش کیفیت زندگی با تأکید بر قرآن و آموزه­های اسلامی، فصلنامۀ فرهنگ مشاوره و رواندرمانی، 6(22) ، 85-61.
گلستانه، سید موسی و بهزادی، علی.(1398). اثربخشی آموزش مداخله روان‌شناسی مثبت بر افزایش بهزیستی، سرزندگی تحصیلی و پیشرفت تحصیلی دانش­آموزان دختر، فصلنامه علمی- پژوهشی روان‌شناسی کاربردی، 13(2)، 187-208.
مولایی یساولی، هادی؛ برجعلی، احمد؛ مولایی یساولی، مهدی و فداکار، پرویز.(1394). پیش­بینی کیفیت زندگی بر اساس مؤلفه­های بهزیستی روان‌شناختی ریف: نقش مداخله­گرایانه رضایت از زندگی، فصلنامه مشاوره و رواندرمانی، 13، 20-7.
نجفی، محمود؛ احدی، حسن؛ سهرابی، فرامرز؛ دلاور، علی. (1394). مدل پیش­بین رضامندی زندگی بر اساس سازه­های روان‌شناسی مثبت­گرا، فصلنامه مطالعات روان‌شناسی بالینی، 21(6)، 31-59.
نجفی، محمود؛ بابایی، جلال؛ رضایی، علی­محمد.(1396)، پیش بینی قلدری بر اساس مؤلفه های تحول مثبت نوجوانی و رضایت از زندگی در نوجوانان، پژوهش نامه روان‌شناسی مثبت، 3(3)، 46-33.
نجفی، محمود؛ مکوند حسینی، شاهرخ؛ محمدی­فر، محمدعلی؛ رستمی، مریم.(1394)، رابطۀ اهداف زندگی و ویژگیهای شخصیتی با بهزیستی ذهنی بزرگسالان، مجلۀ اصول بهداشت روانی، 17(6)، 325-333.
Baranov, V., Haushofer, J., Jang, Ch. (2019). Can Positive Psychology Improve Psychological Well-being and Economic Decision-Making? Experimental Evidence from Kenya. DOI: 10.1086/702860.
Benson, P. L., Scales, P. C., Hamilton, S. F., & Semsa, A., Jr. (2006). Positive youth development: Theory, research, and applications. In R. M. Lerner (Ed.). Theoretical models of human development. Volume 1 of Handbook of Child Psychology (6th ed.). Editors-in-chief: W. Damon & R. M. Lerner. Hoboken, NJ: Wiley.
Bolier, L., Haverman, M., Westerhof, G. J., Riper, H., Smit, F., and Bohlmeijer, E. (2013). Positive psychology interventions: a meta-analysis of randomized controlled studies. BMC Public Health, 13(1):119.
Bronk, K. C., Hll, p, l., Lapsley, T, L., Talib, T.L., Finch, H. (2009). Purpose, hope, and Life Satisfaction in three age groups. Journal of positive psychology, 4, 500- 510.
Catalano, R. F., Berglund, M. L., Ryan, J. A. M., Lonczak, H. S., Hawkins, J. D. (2004), Positive Youth Development in the United States: Research Findings on Evaluations of Positive Youth Development Programs, ANNALS, American Academy of Political and Social Science, 591, 98-124.
Diener, E. & Biswas-Diener, R. (2008). Happiness: Unlocking the Mysteries of Psychological Wealth. Blackwell-Wiley.
Dotterweich, J. (2015). Positive Youth Development 101: A Curriculum for Youth Work Professionals. ACT for Youth Center of Excellence, New York State (NYS).
Erikson, E. H. (1968). Identity, youth, and crisis. New York: Norton.
Ferrand, C., Martinent, G., & Durmaz, N. (2014). Psychological need satisfaction and well-being in adults aged 80 years and older living in residential homes: Using a self- determination theory perspective. Journal of Aging Studies, 30, 104–111.
Flay, B. R., & Allred, C. G. (2010). The Positive Action program: Improving academics, behavior and character by teaching comprehensive skills for successful learning and living. In T. Lovat & R. Tommey (Eds.), International handbook on values education and student well-being (pp. 471–501). Dordrecht, The Netherlands: Springer.
Freud, A. (1969). Adolescence as a developmental disturbance. In G. Caplan & S. Lebovici (Eds.), Adolescence (pp.5-10). New York: Basic Books.
Gilman, R., & Huebner, S. (2003). A review of life satisfaction research with children and adolescents. School Psychology Quarterly, 18, 192–205.
Hall, G. S. (1904). Adolescence: Its psychology and its relations to psychology. anthropology, sociology, sex, crime, religion, and education. New York: Appleton.
Huppert, F.(2008). Psychological Wellbeing: Evidence regarding its causes and consequences – State-of-Science Review: SR-X2, Government Office for Science Foresight Project. Mental Capital and Wellbeing: Making the most of ourselves in the 21st Century.
Kuhn, D. (2009). Adolescent thinking. Handbook of adolescent psychology1, 152-186.
Lerner, R. M., Lerner, J. V., & Colleagues (2013). The positive development of youth: comprehensive findings from the 4-h study of positive youth development. Retrieved February 10, 2015 from positive-youth-development-study/.
Lerner, R. M., Lerner, J. V., Lewin-Bizan, S., Bowers, E. P., Boyd, M. J., Mueller, M. K, & Napolitano, C. M. (2011). Positive youth development: Processes, programs, and problematics. Journal of Youth Development, 6(3), 40-64.
Lerner, R. M., Wang, J., Hershberg, R. M., Buckingham, M. H., Harris, E. M., Tirrell, J. M., et al. (2017). Positive youth development among minority youth: A relational developmental systems model. In N. J. Cabrera & B. Leyendecker (Eds.), Handbook on positive youth development of minority children and youth (pp. 5–17). Cham: Springer.
Linley, A.P., Maltby, J., Wood, A.P., Osborne, G., & Hurling, R. (2009). Measuring happiness: The higher order factor structure of subjective and psychological well-being measures. Personality and Individual Differences 47, 878– 884.
Martin, R. A. & Alacaci, C. )2014), Positive youth development in Turkey: a critical review of research on the social and emotional learning needs of Turkish adolescents, 2000–2012, Research Papers in Education, 30(3), 327-346.
Murry, V. M., Berkel,C., Simons, R. L., Simons,L. G., Gibbons, F. X. (2014)., A Twelve-Year Longitudinal Analysis of Positive Youth Development Among Rural African American Males. Journal of Research on Adolescence, 24(3), 512–525.
Nel, L. (2011). The psychofortological experiences of masters degree students in professional psychology programmes: an interpretative phenomenological analysis (Doctoral dissertation, University of the Free State).
Pilkauskaite-Valickiene, R. (2015)., The Role Of Character, Confidence, And Connection On Contribution And Subjective Well-Being. Procedia - Social and Behavioral Sciences, 197, 265 – 270.
Ryff, C. D. (2014). Psychological well-being revisited: Advances in the science and practice of eudaimonia. Psychotherapy and psychosomatics83(1), 10-28.
Ryff, C. D.(1995). Psychological well-being in adult life. Current Directions in psychological Sciences; 4, 99-104.
Seligman, M. E. P., Ernst, R. m., Gillham, J., Reivich, K., Linkins, M. (2009). Positive education: positive psychology and classroom interventions, Oxford Review of Education,35(3), 293-311, Taylor& Francis online:
Shek, D. T., & Wu, F. K. (2016). The Project PATHS in Hong Kong: Work done and lessons learned in a decade. Journal of pediatric and adolescent gynecology29(1), S3-S11.
Shek, D. T. L. & Yu, L. (2011), A review of validated youth prevention and positive youth development programs in Asia. International Journal Adolescents Medical Health, 23(4), 317–324.
Steger, M. F., & Dik, B. J. (2010). Work as meaning. In Linley, P. A., Harrington, S., & Page, N.(Eds.), Oxford handbook of positive psychology and work. Oxford, UK: Oxford University Press. 131-142.
Tabatabaee, S. M., Albooyeh, G., Safari, H., Rajabpour, M. (2015). The effect of positive psychology intervention on psychological well-being of drugs inmates. International Journal of Applied Behavioral Sciences (IJABS), 2(3), 8-14.
Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting positive youth development through school-based social and emotional learning interventions: A meta-analysis of follow-up effects. Child Development, 88(4), 1156–1171. doi:10.1111/cdev.12864.