flourish

The purpose of this study is to examine the impact of positive psychotherapy on decreasing the students' stress, anxiety, depression and increasing their well-being. In this study, an   experimental research method was adopted using a pretest-posttest control group design. A total of 34 undergraduate students were sampled out of 1200 students in academic year 2013-2014 University of Shahid Beheshti. Using convenience sampling, the participants were randomly assigned to the experimental and control groups. The instruments employed in the study included Depression/ Anxiety and Stress Scale Lovibond (1995) and positive psychotherapy inventory (Rashid & Seligman, 2013). The positive psychotherapy was trained to the experimental group on a weekly basis during six two-hour sessions. The results of covariance indicated that positive psychotherapy was effective in decreasing stress, anxiety, depression and increasing the students' well-being and that their permanence was observed two months after the experiment. Because the early period of the students' life is stressful, and as the results represented, positive psychotherapy can be beneficial for students as an effective way to strengthen the psychological resources and mental health.

Purpose: The aim of this study was to predict Predicting flourish in female adolescents by maternal character strengths: the mediating role of emotional regulation. Methodology: This was an applied study conducted based on a descriptive-correlational design. The statistical population consisted of 3996 secondary high school students from Rey city during the academic year of 2018-2019. For sample size, a total of 350 students were chosen according to Kerjcie and Morgan’s table and using multi-stage cluster sampling. Research tools included an actualization questionnaire developed by Soleymani et al. (2015), Seligman and Peterson’s character strengths questionnaire (2004), and emotion regulation questionnaire (Gross and Jhon, 2003). The reliability of questionnaires was confirmed by professors and their credibility by Cronbach’s alpha (α = 0.85). Data were analyzed through correlational tests and structural equations in Spss24 and Amos20. Findings: From the results, maternal character strengths directly (by a path coefficient of 0.65) and indirectly (through emotion regulation; with a Path coefficient of 0.21) influences girl’s actualization (p<0.001). Also, emotion regulation affects actualization with a Path coefficient of 0.58. Research variables predicted 51 % of the variance of secondary high school girl’s actualization (R2=0.51). Conclusion: Education and empowering character strengths, as well as regulating maternal emotions, improves girl’s actualization