Anales de Psicología ISSN: 0212-9728 [email protected] Universidad de Murcia España Marrero, Rosario-Josefa; Carballeira, Mónica; Martín, Sabrina; Mejías, Miriam; Hernández, Juan-Andrés Effectiveness of a positive psychology intervention combined with cognitive behavioral therapy in university students Anales de Psicología, vol. 32, núm. 3, octubre, 2016, pp. 728-740 Universidad de Murcia Murcia, España Available in: http://www.redalyc.org/articulo.oa?id=16746507014 How to cite Complete issue Scientific Information System More information about this article Network of Scientific Journals from Latin America, the Caribbean, Spain and Portugal Journal's homepage in redalyc.org Non-profit academic project, developed under the open access initiative anales de psicología, 2016, vol. 32, nº 3 (octubre), 728-740 © Copyright 2016: Servicio de Publicaciones de la Universidad de Murcia. Murcia (España) http://dx.doi.org/10.6018/analesps.32.3.261661 ISSN edición impresa: 0212-9728. ISSN edición web (http://revistas.um.es/analesps): 1695-2294 Effectiveness of a positive psychology intervention combined with cognitive behavioral therapy in university students Rosario-Josefa Marrero*, Mónica Carballeira, Sabrina Martín, Miriam Mejías y Juan-Andrés Hernández Dept. of Clinical Psychology, Psychobiology and Methodology. University of La Laguna. Tenerife (Spain). Título: Eficacia de una intervención en psicología positiva combinada con Abstract: The aim of this study was to design and implement a positive in- terapia cognitivo conductual en estudiantes universitarios. tervention combined with cognitive-behavioral therapy to enhance subjec- Resumen: El objetivo de este estudio fue diseñar e implementar una inter- tive and psychological well-being and other positive functioning constructs vención positiva combinada con técnicas de terapia cognitivo-conductual in a convenience sample. Participants analysed were 48 university students para mejorar el bienestar subjetivo y psicológico, así como otras variables (mean age 22.25), 25 assigned nonrandomized to intervention condition de funcionamiento positivo en una muestra de conveniencia. Los partici- and 23 to no-treatment waiting-list control condition. All participants were pantes analizados fueron 48 estudiantes universitarios (media 22.25 años). assessed pre- and post-intervention to test the treatment program effec- Se llevó a cabo una asignación no aleatorizada de los participantes a la con- tiveness. Repeated-measures ANCOVAs, controlling baseline differences dición de intervención (n = 25) y a la condición de control en lista de espe- between the two groups, indicated that the intervention group reported ra sin tratamiento (n = 23). Todos los participantes fueron evaluados antes greater social support after the intervention period than the waiting-list y después de la intervención para probar la efectividad del programa de tra- control group. Within-group differences were found for happiness, self- tamiento. Los ANCOVAs de medidas repetidas, controlando las diferen- acceptance, positive relations with others, optimism, and self-esteem in the cias de la línea base entre los dos grupos, indicaron que el grupo de inter- intervention group; these differences did not appear in the waiting-list con- vención mostraba mayor apoyo social después del período de intervención trol group. These findings suggest the limited capacity of this intervention que en el grupo control en lista de espera. Se encontraron diferencias intra- program for improving well-being through positive activities combined grupo en felicidad, auto-aceptación, relaciones positivas con los otros, op- with cognitive-behavioral therapy. Future research should analyse what timismo y autoestima para el grupo de intervención, mientras que estas di- kind of activities could be more effective in promoting well-being depend- ferencias no aparecían en el grupo de control en lista de espera. Estos ha- ing on the characteristics of participants. llazgos sugieren la capacidad limitada de este programa de intervención para Key words: positive intervention; subjective well-being; psychological well- mejorar el bienestar a través de actividades positivas combinado con terapia being; optimism; self-esteem; social support. cognitivo-conductual. Las investigaciones futuras deberían analizar qué tipo de actividades podrían ser más eficaces en la promoción del bienestar en función de las características de los participantes. Palabras clave: intervención positiva; bienestar subjetivo; bienestar psico- lógico; optimismo; autoestima; apoyo social. Introduction which make a person live up to his/her true self (Ryff, 1995). These two types of well-being, although correlated, The emergence of Positive Psychology has allowed for the are conceptually distinct (Keyes, Shmotkin, & Ryff, 2002) integration of various lines of research focused on analysing and depend on different gene expression and regulation pro- the determinants of happiness and the promotion of files (Fredrickson et al., 2013). strengths and other relevant dimensions of positive mental Previous studies have shown a close relationship be- health or well-being (DelleFave & Fava, 2011; Peterson & tween certain personal characteristics and well-being Seligman, 2004). Happiness is a human need (Diener, Suh, (Butkovic, Brkovic, & Bratko, 2012; Marrero & Carballeira, Lucas, & Smith, 1999), and many of an individual‟s actions 2011; Steel, Schmidt, & Shultz, 2008). There is clear evi- and decisions have the ultimate objective of making him or dence of a link between dispositional traits such as opti- her happy. When a person is happy? Research on the matter mism, self-esteem, or gratefulness and greater well-being agrees that happiness or well-being is not just defined as the (Diener & Diener, 2009; Emmons & McCullough, 2003; Ri- sum of pleasant moments—hedonic well-being—but also us-Ottenheim, Van der Mast, Zitman, & Giltay, 2013; implies having a meaningful life—eudaimonic well-being. Schimmack & Diener, 2003; Zhang et al., 2014). One part of Hedonic or subjective well-being (SWB) is represented by well-being is determined by genetic factors (Lykken & Tel- the quantity and quality of experienced events or situations legen, 1996). Another is associated with circumstantial fac- that provide pleasure and are subjectively assessed as posi- tors that can hardly be changed (Lyubomirsky, Sheldon, & tive by individuals (Diener et al., 1999). Eudaimonic or psy- Schkade, 2005), such as the family into which the individual chological well-being (PWB) involves engagement in mean- is born, the cultural reference group, or the historical period ingful activities that allow for the development of the indi- in which he/she has lived. Finally, a third part depends on vidual‟s potential and his/her complete self-actualization intentional activities which are under the individual‟s control (Ryff, 2014). Not all desires lead to well-being, only those (Lyubomirsky et al., 2005). Thus, it is possible to identify the characteristics of naturally happy people so as to increase the well-being of the general population through systematic * Dirección para correspondencia [Correspondence address]: training in positive activities. Rosario J. Marrero Quevedo. Dept. of Clinical Psychology, Psychobiolo- In recent years, a number of positive psychology inter- gy and Methodology. University of La Laguna. Campus de Guajara, s/n. ventions (PPIs) have been developed to increase well-being, 38205 La Laguna. Tenerife (Spain) E-mail: [email protected] - 728 - Effectiveness of a positive psychology intervention combined with cognitive behavioral therapy in university students 729 consisting basically of the promotion of positive feelings, proven effectiveness. Most past interventions had focused cognitions and behaviors (Sin & Lyubomirsky, 2009). How- on isolated positive activities to be self-administered by the ever, there is no unified theoretical framework about what individual. There is evidence of better outcomes for one-on- these positive interventions entail (Parks, College, & Biswas- one or group formats versus self-administered interventions Diener, 2013). The “broaden-and-build” theory of positive (Sin & Lyubomirsky, 2009). In our study, the positive psy- emotions explains that experiencing positive emotions in- chology intervention (PPI) was designed to include activities creases the likelihood of feeling well in the future, initiating that promote both hedonic and eudaimonic components of upward spirals toward enhanced emotional well-being well-being as well as some positive functioning variables that (Fredrickson & Joiner, 2002). Individuals prioritizing positiv- have been shown to be related to well-being, such as opti- ity who make decisions to be happier during their day-to-day mism, self-esteem, social support, forgiveness and gratitude. life have greater resources and experience greater positive Although the focus of attention during treatment was on the emotions (Catalino, Algoe, & Fredrickson, 2014). Also, PPIs positive aspects, we incorporated cognitive behavioral thera- falling under the category of strength-based interventions py (CBT) techniques, such as cognitive restructuring, emo- have been designed to identify and promote many of the tional expression, communication and problem-solving strengths and traits that the individual already has (Peterson skills, which facilitate the acquisition of positive behaviors, & Seligman, 2004), leading to diminished stress and promot- thoughts and feelings. Cognitive