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Introduction: Epidemiological data suggest substantial issues on the mental health of university students worldwide. Self-compassion is associated with lower rates of psychological distress and better positive mental health. Thus, we have developed a app-based intervention based on self-compassion principles targeting the prevention and promotion of mental health in college students. The current pilot study assessed adherence to intervention, preliminary mental health benefits, and satisfaction and acceptability with the app among Brazilian college students. Methods: The study employed a pre-experimental single-group design along with pre-test and post-test assessments (n = 23). A mixed methods approach was utilized to comprehensively assess the outcomes of the intervention. Results: The overall adherence rate for the intervention was 37.87%, with 26.26% of participants successfully completing all modules. Among the 21 outcomes assessed, 15 exhibited statistically significant results. Notably, there was a substantial increase in self-compassion, demonstrating a large effect size (d = 1.15), and a moderate effect size reduction in stress (d = 0.62) and anxiety (d = 0.52). All satisfaction indicators for the intervention received scores above 7. The intervention was well-received by participants who completed it, although a potential barrier identified was the volume of text within the app and the need to adopt a more playful and concise format for the intervention. Discussion: Despite a notable participant dropout, the adherence to intervention aligns with patterns observed in other online interventions conducted in real-world settings. The observed mental health benefits, high satisfaction levels, and positive acceptance underscore the rationale for pursuing a subsequent randomized clinical trial.

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BACKGROUND: Gastric cancer is a malignant digestive tract tumor that originates from the epithelium of the gastric mucosa and occurs in the gastric antrum, particularly in the lower curvature of the stomach. AIM: To evaluate the impact of a positive web-based psychological intervention on emotions, psychological capital, and quality of survival in gastric cancer patients on chemotherapy. METHODS: From January 2020 to October 2023, 121 cases of gastric cancer patients on chemotherapy admitted to our hospital were collected and divided into a control group (n = 60) and an observation group (n = 61) according to the admission order. They were given either conventional nursing care alone and conventional nursing care combined with web-based positive psychological interventions, respectively. The two groups were compared in terms of negative emotions, psychological capital, degree of cancer-caused fatigue, and quality of survival. RESULTS: After intervention, the number of patients in the observation group who had negative feelings toward chemotherapy treatment was significantly lower than that of the control group (P < 0.05); the Positive Psychological Capital Questionnaire score was considerably higher than that of the control group (P < 0.05); the degree of cancer-caused fatigue was significantly lower than that of the control group (P < 0.05); and the Quality of Life Scale for Cancer Patients (QLQ-30) score was significantly higher than that of the control group (P < 0.05). CONCLUSION: Implementing a web-based positive psychological intervention for gastric cancer chemotherapy patients can effectively improve negative emotions, enhance psychological capital, and improve the quality of survival.

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BACKGROUND: Parenting is the most vital and crucial responsibility, although it is often overlooked. Research studies have found that close relationship with parents is associated with the positive development of a child. Academic resilience is one of the key factors forthe positive development of students. "Academic resilience refers to a student's ability to deal with failure, academic setbacks, and so on". Several research investigations have shown numerous factors that aid in the promotion of academic resilience among students. Parenting is one of them. Therefore, this study tries to investigate the strength and direction of the relationship between parenting style and academic resilience. MATERIAL AND METHOD: Descriptive survey method has been employed in this study. The study was conducted in three govt. high schools of Jorhat district, Assam, India under the SEBA (Secondary Board of Education). The sample of the present study consists of 101 high school students studying in class X, which include both boys and girls. Data were collected by administering two standardized tools to the sample students. STATISTICAL TECHNIQUE USED: Pearson Product-Moment correlation has been used in this study. RESULT: Results indicate that there a exist significant favorable association between democratic parenting style and academic resilience of adolescent students. It is also found that there exists a low correlation between autocratic parenting style and academic resilienceof adolescent students. The correlation between permissive parenting style and adolescent students' academic resilience is also very low. Also, it has been found that there exists a low or weak correlation between uninvolved parenting style and academic resilience of adolescent students. CONCLUSION: The findings of this study indicate a statistically significant positive correlation between different parenting styles and the academic resilience of adolescent students. Based on the findings of this study, it is recommended that future research be conducted to investigate whether certain parenting styles can predict the academic resilience of adolescent students.

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The purpose of this manuscript was to discuss the implementation process of a student-led positive psychological and behavioral program (i.e., Sources of Strength) at a local high school to prevent opioid use and suicide behavior. Over the course of 2 years of programming, university undergraduate students worked alongside and mentored high school students to implement school-wide and focused campaigns that targeted each of the domains of the Sources of Strength wheel (i.e., mental health, family support, positive friends, mentors, healthy activities, generosity, spirituality, and medical access). The summed total student reach for 2 years of implementation was 8,682 students. The average participation was 456.95 students per campaign. The average percentage of the school population that engaged in each campaign was 34.7%. While no outcome opioid use or suicide behavior data were collected, the participation in the programming was high. Universities can continue to engage with local high schools to provide support, collaboration, and mentorship to promote positive and supportive school culture. Using university undergraduate students to serve as leaders can provide them with applied learning opportunities, mentorship for high school students, and reduce the expectancy for high school staff to establish the program on their own.

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The importance of individual differences, personality traits, and psycho-affective factors in second language (L2) learning has been increasingly substantiated by recent research. However, the relationship between students' mindsets and positive emotions has received insufficient attention in the English as a foreign language (EFL) context. To fill this research gap, we drew on "broaden-and-build" and "control value" (CVT) theories to examine associations among L2 students' growth mindset, grit, and foreign language enjoyment (FLE). A sample of 750 Chinese students completed three formerly validated scales on each of these constructs. Structural equation modeling (SEM) and correlation analysis illustrated significant, strong, positive correlations among English as a foreign language (EFL) students' growth mindset, L2 grit, and FLE. We found that 56% of changes in Chinese students' FLE could be predicted by changes in their growth mindset and grit. We discuss the obtained results, their implications, and future research directions to highlight the contagious nature of positive emotions in L2 education.

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Objective: Our study focuses on the role of psychological states in the development of cardiovascular disease (CVD) and explores the potential of positive psychological factors in reducing CVD risk. While existing research has predominantly examined negative mental states and risk behavior, this longitudinal study takes a novel approach by investigating positive psychological wellbeing and its impact on sustained health behavior. Method: The research involved participants (n = 502) with medium to high cardiovascular risk who underwent a comprehensive risk assessment in 2012, followed by written risk communication. Health behavior and psychological variables were measured in 2012 and 2019. A cross-lagged panel was employed to repeat measures of a cardiovascular health index with latent factors. Results: Results indicated an excellent fit for the model (RMSEA = 0.0644, CFI = 0.936, TLI = 0.921, SRMR = 0.050), with significant associations between the observed variables (p < 0.05) and created latent factors. Furthermore, the model implied significant bivariate correlations (p < 0.05) between latent constructs of sustained health behavior and positive psychological states in 2012 and 2019. A significant regression relationship between Health Awareness Index 2012 and 2019, between Psychological wellbeing in 2012 and 2019 (B = 1.103 p = 0.038), latent factors could be identified (B = 1.103 p = 0.038) using cross-lagged panel model. Results highlighted the importance of cardiovascular health awareness, subjective risk perception, and self-directed efforts in facilitating health behavior change. Conclusion: Relationships between psychological wellbeing and health awareness emphasize that positive experiences and reinforcement are crucial in sustaining optimal health behavior. Our findings offer a new perspective on cardiovascular risk screening and preventive interventions. Extending cardiovascular risk screening with psychological measures may broaden prevention opportunities by including psychological elements reinforcing positive psychological states. The findings suggest that an effective prevention program must consider stabilizing and maintaining positive psychological states to achieve lasting improvements in cardiovascular health.

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The positive mindfulness-creativity link has been widely documented; however, its underlying psychological mechanisms remain less understood. From the perspective of positive psychology, this study examined the mediating effect of psychological capital (PsyCap) on the effect of dispositional mindfulness on creative functioning. A total of 894 Chinese secondary school students in Hong Kong (50.8% female; M age = 15.5 years) completed the study. A cross-sectional design was used, in which context PsyCap and dispositional mindfulness were assessed by the Chinese version of the revised Compound PsyCap Scale (CPC-12R) and the Mindful Attention Awareness Scale (MAAS), respectively. Moreover, by adopting the multiple-measurement approach to creativity, three commonly used creativity tests (i.e., the Wallach-Kogan Creativity Test/WKCT, the Test for Creative Thinking-Drawing Production/TCT-DP, and the Creative Problem-Solving Test/CPST) were applied to capture three aspects of creativity (i.e., divergent thinking, creative combination, and creative problem solving). The results suggest that (1) PsyCap partially but significantly mediated the mindfulness-creativity link for all three aspects of creative functioning, and (2) PsyCap demonstrated the strongest effect size in mediating the mindfulness-creativity link for creative problem solving, followed by creative combination and then divergent thinking. These results, on the one hand, support the positive psychology perspective by confirming a positive psychological resource mechanism regarding the relationship between mindfulness and creativity. On the other hand, the results regarding the varied sizes of the mediation effect further enrich the discourse on this perspective by showing that the mediation mechanism may function to different degrees depending on which aspect of creativity is under consideration. These findings illuminate the positive functioning of mindfulness, psychological resources/capital and creativity.

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BACKGROUND: There was a marked decline in child and teenage mental health worldwide during the pandemic, with increasing prevalence of depression, anxiety, and suicide. Research indicates that positive psychological interventions may be beneficial for mental health. OBJECTIVE: The aims of this review were to evaluate positive psychological interventions for child and youth mental health implemented during the COVID-19 pandemic and assess overall effectiveness for mental health and knowledge. METHODS: We undertook a literature search of PubMed, MEDLINE, and Google Scholar for all eligible studies on digital and hybrid in-person psychological interventions for youth mental health during the COVID-19 pandemic. A particular emphasis was placed on positive psychological interventions or interventions that had components of positive psychology, including gratitude, acceptance, positive emotions, or resilience building. RESULTS: A total of 41 interventions were included in this review. Most of the interventions were digital. Overall, most of the interventions assisted with one or more mental health or psychological indicators, such as depression, anxiety, posttraumatic stress disorder, stress, and resilience. However, findings were mixed when it came to targeting both depression and anxiety together. The interventions that promoted youth mental health most often had a range of diverse positive psychology components and were evidence based. Not all studies measured changes in mindfulness. Few studies examined knowledge acquired on mental health self-care, managing mental health problems, knowledge of positive psychological techniques, mindfulness knowledge, or mental health self-efficacy. CONCLUSIONS: Diverse multicomponent interventions appear to assist with youth mental health overall, although their effects on both depression and anxiety are less clear. There is also a need for more research on knowledge gains to determine whether the interventions improved knowledge on mental health-supportive behaviors, which may be sustained beyond the intervention. Finally, more studies need to evaluate whether the interventions assisted with increasing self-efficacy for practicing positive psychological techniques as well as changes in mindfulness levels. Future studies should not only assess effectiveness for mental health outcomes but also assess knowledge translation, with valid measures of knowledge and self-efficacy for mental health-supportive behaviors and positive psychological skills acquired (eg, the ability to practice mindfulness).

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Masturbation is common and generally accepted in Western society as a normal, healthy activity. In contrast, the Catholic Church holds that masturbation is immoral. Noting that the human person is a profound unity of body and spirit, if the Church is correct, masturbation should have negative effects on the human person. If the secular view is correct, masturbation should have conversely positive effects. This paper is divided into three parts. An in-depth literature survey was performed to evaluate the physical, medical, psychological, sociological and spiritual correlates of masturbation. The second part is a theological summary of the Catholic understanding of masturbation. The third part is an approach to therapy. Physically, masturbation was found to be less sexually satisfying than intercourse. Medical complications include penile injury and self-asphyxial behavior. Psychologically, masturbation was found to be associated with depression, anxiety, immature defenses, hypersexuality, guilt, poor body self-image and stress in the workplace. Sociologically most studies indicate a negative correlation between masturbation and relationship satisfaction, quality, intimacy, relational happiness, emotional satisfaction with the partner, trust, passion, and love. Spiritually, masturbation is highly positively correlated with pornography consumption and negatively with religion and religiosity. There is a higher rate of masturbation in homosexuals and bisexuals than in heterosexuals. Theologically, masturbation and pornography directly violate the religious virtue of chastity, undermining one's prayer life and the motivation to develop a spiritual life. Therapeutically, positive psychology, which emphasizes cultivating what it identifies as virtues, including justice, courage, temperance, wisdom (similar to prudence), transcendence (similar to hope) and humanity (similar to charity), can be used to counsel individuals struggling with masturbation. Once the harms are understood, a person can be counseled that this temptation represents a challenge, an opportunity to build self-control, and with self-control the capacity to develop character strengths and major virtues.

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Since boredom significantly contributes to diminished motivation among learners of English as a Foreign Language (EFL), there is a need to identify factors that influence boredom. Amidst various elements that can precipitate students' boredom, educational-related concepts have garnered particular attention, with the learning environment emerging as a chief focal point due to its consequential importance to learners. Specifically, the role of teachers' clarity and immediacy in manipulating learners' performance, enthusiasm, and involvement has been widely recognized. Consequently, in this study, we scrutinized the impact of EFL teachers' immediacy and clarity in mitigating learners' boredom. To this end, we collected data from 383 Chinese students through the administration of three scales measuring their perceptions of teacher clarity, teacher immediacy, and learners' boredom. We identified significant associations between teachers' clarity and immediacy and learners' boredom. In Structural Equation Modeling (SEM) analysis, both teacher immediacy and clarity were robust predictors of students' boredom, with about 48% of the variance in students' boredom accounted for by teachers' immediacy, and 53% of this variance attributed to teachers' clarity. We elaborate upon the implications of these findings in our discussion.

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The developmental period of adolescence is a known transitional life phase with unique risk and protective factors that can affect mental wellbeing outcomes. This, in combination with the pressures and demand of elite sport, make young elite athletes an important population in which positive mental wellbeing can be explored. This study aimed to examine the state of wellbeing, informed by positive psychology and the Positive emotions, Engagement, Relationships, Meaning, Accomplishment (PERMA) model of wellbeing, in a cohort of young athletes aged 16-19 years in the Australian setting as part of a model of continuous improvement. The objectives of these aims were to inform the development of a wellbeing curriculum for implementation in the Australian Rules Football talent pathway and to assess whether wellbeing presents differently in young athletes relative to the general school-attending population of that same age. Participants were 608 young Australian footballers participating in the developmental talent pathway during 2020 and 2021. There were 299 young male footballers, and 309 young women footballers who completed data collection. Wellbeing was assessed using the Engagement, Perseverance, Optimism, Connectedness, Happiness Measure of Adolescent Wellbeing (EPOCH) which corresponds to the PERMA model of wellbeing, and total mean scores were reported. Engagement and connectedness were similar for the young men and women athletes. Young men reported higher perseverance, optimism, happiness, and overall wellbeing relative to young women. Wellbeing among young athletes appears similar to the general population, however perseverance may be higher among young athletes. These findings form an important component of the continuous improvement model adopted in the football program in that the results informed the development of a tailored wellbeing curriculum program that is reflective of the wellbeing needs of the young athletes.

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Gratitude in the workplace can enhance work achievements and promote individual well-being in organizational contexts. Although the Gratitude at Work Scale (GAWS) was developed in the USA, it has not been corroborated in the Persian culture. The purpose of this study was to validate the Persian version of the Gratitude at Work Scale (GAWS). Scale validation procedures included linguistic validation and face and content validity assessment by experts and analysis. There was a correlation of approximately 0.592 between two subscales of GAWS-MW and GAWS-SWE, indicating a moderate level of association. Scale validity analysis demonstrated a positive correlation between GAWS and measures gratitude (GQ6), gratitude toward God, subjective happiness and satisfaction with life scales. The Gratitude at Work Scale exhibited good psychometric properties in assessing the sense of gratitude at work in our population. This may contribute to improving overall individual and organizational performance.

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Introduction: Widely used measures of self-reported subjective well-being and flourishing generally do not directly measure positive experiences that have been demonstrated to improve subjective well-being and flourishing, which could aid in developing personalized interventions to improve individuals' well-being. The present study evaluated the validity of the Well-being Balance and Lived Experience (WBAL) Model and Assessment, a new model of well-being and corresponding assessment instrument that evaluates the self-reported frequency of positive experiences and positive feelings of well-being, balanced across activation and arousal levels. Methods: A total of 496 evaluable subjects completed the WBAL Assessment, the PERMA+ Profiler (PERMA+) and the Well-Being Assessment Adult 24-item (WBA-24). A confirmatory factor model corresponding to the WBAL construct was created, and internal and external validity of the WBAL Assessment were interrogated. Results: The confirmatory factor model showed good fit, indicating that each of the model factors are related but distinct and all items load significantly onto their factors. The WBAL Assessment demonstrated high internal consistency (Cronbach's α = 0.95) and internal validity across well-being factors and Feelings (r = 0.96) and Experiences (r = 0.94) domains. The WBAL Assessment demonstrated strong convergent validity in comparison to PERMA+ (r = 0.80) and WBA-24 (r = 0.75), indicating that the WBAL Assessment measures a similar overall concept of well-being and flourishing. Discriminant validity of WBAL factors was demonstrated for an average of 14.3 of 17 comparator domains. The main differences between instruments are WBAL's assessment of positive Experiences, the comparator instruments' inclusion of feelings with negative valence, and WBA-24's inclusion of financial stability. Discussion: The WBAL Assessment is a reliable and valid instrument to comprehensively measure positive aspects of well-being that evaluates multiple modifiable contributors to individuals' well-being to guide design of personalized assessment and intervention programs to enhance positive well-being.

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Adaptive performance will increasingly be confronted with new insights as society today changes constantly. This raises questions as to what factors will impact employee's adaptive performance and what is their inner psychological mechanism. The terms of positive psychology and adaptive performance are important concepts in the domain of organizational behavior and human resource development areas. The literature, however, lacks a systematic review of it. Our research seeks to explore the inherence of employee adaptive performance via the prism of positive psychology, including Psychological Capital and PERMA (Positive Emotions, Engagement, Relationships, Meaning and Accomplishment). We selected 27 papers out of 382, which were generated from Web of Science and Scopus databases associated the keywords of the two concepts, and used the 2020 PRISMA flow program for the paper screening. By analyzing the underpin theories, the causation, and the measurement, we discovered that there is a complex and nuanced relationship between positive psychology and adaptive performance, and most of the research to date suggests that positive psychology components improve employee adaptive performance. This study maps the current knowledge at the nexus of positive psychology and adaptive performance to identify existing gaps and potential for further investigation.

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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.

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BACKGROUND: The rising prevalence of mental health issues in children, adolescents, and young adults has become an escalating public health issue, impacting approximately 10%-20% of young people on a global scale. Positive psychology interventions (PPIs) can act as powerful mental health promotion tools to reach wide-ranging audiences that might otherwise be challenging to access. This increased access would enable prevention of mental disorders and promotion of widespread well-being by enhancing self-efficacy, thereby supporting the achievement of tangible objectives. OBJECTIVE: We aimed to conduct a comprehensive synthesis of all randomized controlled trials and controlled trials involving children, adolescents, and young adults, encompassing both clinical and nonclinical populations, to comprehensively evaluate the effectiveness of digital PPIs in this age group. METHODS: After a literature search in 9 electronic databases until January 12, 2023, and gray literature until April 2023, we carried out a systematic review of 35 articles, of which 18 (51%) provided data for the meta-analysis. We included randomized controlled trials and controlled trials mainly based on web-based, digital, or smartphone-based interventions using a positive psychology framework as the main component. Studies included participants with a mean age of <35 years. Outcomes of PPIs were classified into indicators of well-being (compassion, life satisfaction, optimism, happiness, resilience, emotion regulation and emotion awareness, hope, mindfulness, purpose, quality of life, gratitude, empathy, forgiveness, motivation, and kindness) and ill-being (depression, anxiety, stress, loneliness, and burnout). PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines were used for the selection of studies and data extraction. Quality assessment was performed following the CONSORT (Consolidated Standards of Reporting Trials) guidelines. RESULTS: For well-being outcomes, meta-analytic results showed that PPIs augmented the feeling of purpose, gratitude, and hope (Hedges g=0.555), compassion (Hedges g=0.447), positive coping behaviors (Hedges g=0.421), body image-related outcomes (Hedges g=0.238), and positive mindset predisposition (Hedges g=0.304). For ill-being outcomes, PPIs reduced cognitive biases (Hedges g=-0.637), negative emotions and mood (Hedges g=-0.369), and stress levels (Hedges g=-0.342). Of note, larger effect sizes were found when a waiting list control group was considered versus a digital control group. A funnel plot showed no publication bias. Meta-regression analyses showed that PPIs tended to show a larger effect size on well-being outcomes in studies including young adults, whereas no specific effect was found for ill-being outcomes. CONCLUSIONS: Revised evidence suggests that PPIs benefit young people's well-being and mitigate ill-being symptoms. Digital platforms offer a unique way to address their mental health challenges, although not without limitations. Future research should explore how they work for the needs of the young population and further examine what specific PPIs or combination of interventions is most beneficial with respect to other digital control groups. TRIAL REGISTRATION: PROSPERO International Prospective Register of Systematic Reviews CRD42023420092; https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=420092.

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BACKGROUND: Having positive psychological well-being has been associated with serum high-density lipoprotein cholesterol (HDLC), but no longitudinal study to date has examined the association between Ikigai and serum HDLC. Therefore, we examined the association between Ikigai and change in serum HDLC over time using a cohort dataset spanning 2010-2018. METHODS: The study included 471 men and 776 women aged 40-74 years who underwent a cardiovascular examination in 2010 and were asked their levels of Ikigai. We combined "definitely yes" and "yes" as "with Ikigai" and recorded "a little" as "with a little Ikigai" and "no" as "without Ikigai". We measured serum HDLC using direct methods. The association between Ikigai and serum HDLC levels at baseline, and changes in this relationship during an eight-year period, were analyzed using linear mixed-effect models. RESULTS: At the baseline, relative to those without Ikigai, women with Ikigai had higher serum HDLC (baseline difference in those with a little Ikigai = 7.52 mg/dl, 95% confidence interval [CI]: 1.12 to 13.9 and in those with Ikigai = 8.11 mg/dl, 95% CI: 1.54 to 14.7). The difference in serum HDLC between women with and without Ikigai remained over the eight-year follow-up period. There were no similar Ikigai-associated differences in the serum HDLC of men. CONCLUSIONS: Women with Ikigai showed differences in serum HDLC that were observed at baseline and persisted over time.

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Building on the premises of Positive Psychology, this undertaking conducted a pilot study of the designed 14-session Positive Psychology Intervention (PPI) program established based on the character strengths and virtues (CSV) of persons who use drugs (PWUDs) to assess its usefulness, delivery details, and impacts. Conducted in one of the biggest Drug Abuse Treatment and Rehabilitation Center in the Philippines, 24 PWUDs were randomly selected by the program staff to participate in its pilot run while securing all necessary ethical guidelines and requirements. Via within-subjects pretest-posttest experimental design, the especially adapted and developed tools were used to assess the PWUDs' progress as they were facilitated by the said program. Results yielded significant improvements in the PWUDs' mental wellbeing (M = 1.29, SD = 0.35; t(21) = 9.30, P < .00001), life satisfaction (M = 1.82, SD = 0.24; t(21) = 9.89, P < .00001), and psychological functioning (M = 1.65, SD = 0.19; t(21) = 8.58, P < .00001). Moreover, the PWUDs regarded the designed PPI program very highly and experienced it with positive outcomes, especially for their CSVs. Further improvement of the said program centers around proper time allotment, number of participants in the program sessions, appropriate activities per session, including specific ice breaker games, activity materials needed, and the proper sequencing of each session. These data are used to improve the PPI program structures and components. Pertinent conclusions about the gathered data were drawn, and relevant recommendations were also thereby provided.

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This study investigated the association between self-compassion and psychological pain across various demographic variables. Using canonical correlation analysis, we observed an inverse relationship between the combined factors of the Self-Compassion Scale (SCS) and the Orbach and Mikulincer Mental Pain Scale (OMMP-8). Subgroup analyses revealed differences in SCS subscales among demographic groups with females, individuals with mental health diagnoses, and non-athletes displaying higher scores on negative SCS subscales and PsyPn. Injury status did not significantly affect self-compassion levels, although injured individuals scored higher on the irreversibility subscale of PsyPn. Negative SCS factors exhibited larger group differences and stronger correlations with PsyPn, indicating the potency of negative thinking in influencing psychological pain. These findings underscore the importance of self-compassion in mental health and suggest potential implications for intervention strategies.

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This study aims to assist decision-making in anti-bullying interventions by highlighting the importance of positive factors such as gratitude, forgiveness, and self-regulation in mitigating the negative impacts of bullying/cyberbullying. The objective was to examine and synthesize available evidence on the impact of gratitude, forgiveness, and self-regulation practices in the school context regarding bullying/cyberbullying phenomena. Three databases were consulted (Web of Science, Scopus, and Scielo), and the results include 14 articles. The three character strengths were associated with psychological well-being, life and school satisfaction, improved mental health, increased likelihood of engaging in pro-social behavior, and reduced involvement in bullying/cyberbullying situations. These strengths have the potential to enhance overall well-being and decrease risk behaviors, leading to more positive outcomes in experiences of violence. These results underscore the importance of considering students' individual strengths and the possible interventions to promote healthy school environments.

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