Efficacy of a Preventive Counseling Program for Improving Psychological Hardiness and the Positive Use of Social Network
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Efficacy of a Preventive Counseling Program for Improving Psychological Hardiness and the Positive Use of Social Network Sites among Students at Risk Abdallah Salem Farhan Almahaireh 1 & Anas Saleh Rabi Aldalaeen 2 & Suhib Khaled Ahmad Takhaineh 2
# Springer Science+Business Media, LLC, part of Springer Nature 2018
Abstract The purpose of this study was to investigate the efficacy of a preventive counseling program for improving psychological hardiness (PsyH) and the positive use of social network sites (SNSs). The sample consisted of 30 students from Mu’tah University in Jordan who were randomly assigned into either an experimental group (15) or a control group (15). Two constructed scales - the PsyH scale and the Positive Use of SNSs scale - were administered to both groups pre-test and post-test, and a onemonth follow-up measure was also administered to the experimental group. The findings revealed that the preventive counseling program significantly improved the level of PsyH and the positive use of SNSs and seemed to have sustained efficacy. Keywords Preventive counseling program . Social network sites . Psychological hardiness . Students at risk . Jordan
* Abdallah Salem Farhan Almahaireh [email protected] Anas Saleh Rabi Aldalaeen [email protected] Suhib Khaled Ahmad Takhaineh [email protected]
1
School of Educational Science, Department of Counseling and Special Education, University of Jordan, Amman, Jordan
2
Faculty of Educational Science, Department of Counseling and Special Education, Mu’tah University, Mu’tah, Jordan
Int J Adv Counselling
Introduction The Internet and social network sites (SNSs) are increasingly attracting individuals because of their prevalence, availability and mobility. It is a challenge to keep up with developments in regard to this rapid global phenomenon, and there are several studies in the literature that have investigated their positive and negative impacts, in general (Caplan 2003; Donelly and Kuss 2016) and in regard to students’ academic performance (Du et al. 2010), physiology (Baker and Algorta 2016; Deandrea et al. 2012; Kirschner and Karpinski 2010; Nie et al. 2017) and personality traits (Hamburger and Vinitzky 2010; Oh et al. 2014; Öztürk et al. 2015). Overusing and addictive use of SNSs or the Internet in general have different symptoms for people (Caplan 2003; Donelly and Kuss 2016), typically involving neglect and loss of social/ familial relations, delay with completing tasks and studies, depression and anxiety symptoms and severe stress if disconnected from these online activities (Tarsha 2016). Also, often such individuals’ use of the Internet becomes a kind of Internet addiction (IA), and they do not demonstrate PsyH (American Psychiatric Association 2000). As well as that they may have depression and anxiety symptoms; for example, Akin and Iskender (2011) showed that IA is associated positively with depression, anxiety, and stress. These results indicate that the more addicted to the Internet a student is, the more stress and anxiety he or s
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