The effect of teaching mindfulness techniques on happiness, mental well-being and rumination of single girls

Document Type : Original Article

Authors

1 M.A of Personality Psychology, Islamic Azad University, Science and Research Branch, Tehran, Iran

2 PhD in Psychology, Allameh Tabatabai University, Tehran, Iran

Abstract

Introduction: The aim of this study was to investigate the effect of teaching mindfulness techniques on happiness, mental well-being and rumination of single girls aged 20 to 30 years in Sanandaj. Method: The research method was quasi-experimental with pretest-posttest design with control group and two-month follow-up test. The statistical population of this study consisted of 30 single girls aged 20 to 30 years who referred to Mehrsa and Jiran counseling centers in Sanandaj in the period of October to November 2016, with high scores in the rumination questionnaire and low scores in the psychological well-being and happiness questionnaire. They were selected and randomly assigned to the experimental group (15 girls) and the control group (15 girls). For the experimental group, the intervention method of mindfulness techniques was performed for 8 sessions of 90 minutes and the results were analyzed using repeated measures analysis of variance. Results: The results showed that training in mindfulness techniques reduces rumination (F = 17.77, P = 0.001) and increases mental well-being (F = 16.12, P = 0.001) and happiness (F=16.89, P = 0.001) was in the experimental group and these results were stable at the follow-up stage. Conclusion: The mindfulness treatment approach can be used as an appropriate intervention to promote the happiness of young girls in adapting to living conditions and reducing the psychological effects of celibacy.

Keywords

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History

  • Receive Date: 03 August 2020
  • Revise Date: 04 August 2020
  • Accept Date: 04 August 2020

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