An assessment of the impact of teaching positive intervention program on life satisfaction of the employed women

Achieving full life satisfaction in positive psychology is considered to be the ultimate goal of psychological interventions. Life satisfaction reflects the general feeling of a community towards the world they live in. Life satisfaction is one of predictors of mental health. The purpose of this study is to evaluate the formulation and effectiveness of positive intervention program on promotion of life satisfaction in women.     

This study was a three-stage consecutive hybrid design, based on the Kerchi and morganas (1970) sampling table, out of 9682 women employed at Tehran University of Medical Sciences, 318 individuals were selected by cluster sampling method. Purposeful sampling was used in the qualitative section. Dates gathering in the quantitative section was done by the employment of values in action questionnaire (VIA-72) and the life satisfaction questioner (SWLS). In the qualitative part we used the semi-structured interviews with the theoretical framework of positive psychology. In order to analyze the data in the quantitative part we used the correlation and Structural equation modeling method and in the qualitative part, the data from the interviews were analyzed.    

 The results showed that all the six virtues had a direct and meaningful positive relationship with the life satisfaction scale.    
(Humanity= 176, wisdom=37, transandance=413, courage=346. Temperance=304, justice=266). What’s more, the result suggested that the doctrine of character strength components (positive intervention program) be directly related to life satisfaction. A direct relationship between training these components and an increase in life satisfaction was also observed. (f=183.4, p=0.001) And the formulation of the positive intervention program in the Iranian Sample is totally consistent with Seligman’s proposed model.    

The results indicate that the doctrine of character strength components is directly related to life satisfaction. There is also a direct relationship between teaching these components and increased life satisfaction. The formulation of positive intervention program in the Iranian sample is also completely consistent with the model proposed by Seligman. At last, based on the result of the qualitative and quantitative parts of the present, study, positive intervention program led to increased life satisfaction in employed women. The result of this study can specifically be used in designing positive intervention programs to increase life satisfaction in individuals.