Indian Journal of Clinical Psychology Copyright, 2021, Indian Association of

2021, Vol. 48, No. 4, 25-35 Original Paper Clinical Psychologists (ISSN 0303-2582)

A Virtual Positive Psychology Based Intervention Model for Young Adults during
the COVID 19
1
R. Sudha, and 2S. Gayatridevi
The COVID 19 pandemic has brought about considerable changes to all our lives. People have suffered
numerous physical and psychological issues. This paper is an effort to create a Virtual Positive
Psychology Based Intervention Model to help students overcome depression, Anxiety and Stress brought
by the pandemic and develop hope and happiness to stride forward in future. An initial survey of 258
students in the age group of 18 to 23 years was conducted by psychometrically assessing using the hope,
depression, anxiety, stress and the subjective happiness of the participants After the initial screening, 55
students who were vulnerable to develop anxiety and depression were selected. After informed consent,
the 15-day intervention model designed by the researchers was conducted. The whole intervention had
a set of exercises conveyed and followed up virtually. The tests were repeated after the intervention. A
follow-up was conducted with the same psychological tests after a period of three months. The results
indicated a significant difference in the Before, After and Follow-up phases in stress, anxiety and
depression. It indicated that the intervention was successful in reducing the psychological issues in the
participants.
Keywords: stress, anxiety, depression, positive psychology

The COVID 19 pandemic has brought about resulted in creating a Virtual Positive Psychology
considerable changes to our lives. All over the Based Intervention Model called CARE (C:
world, people have evolved and brought forward Compassion and Self Compassion, A:
new and effective coping strategies. Priorities of Achievement and Purpose in Life, R: Good
individuals have changed; people are more Relationships and E: Positive Emotions). The
focused on micromanaging their health. intervention module has the objective to improve
However, the main challenge has been the well-being of the participants through
maintaining mental health and well-being despite exercises designed to enhance the feelings of
many setbacks. The education system has compassion and self-compassion, achieving a
changed too. The whole teaching-learning system purpose in life, building and maintaining good
has undergone substantial change. Students and relationships, building positive feelings such as
teachers have responded to this in diverse ways optimism, resilience, hope and happiness. Thus,
starting from embracing the new method of online this intervention was designed to get the
teaching and learning to being critical about the participants involved in activities to bring about
success of this new system. lasting wellbeing for them. Jain (2021) suggests
During the last two years, people from diverse that greater exposure to COVID related news
backgrounds, cultures, socioeconomic leads to more significant stress and hence lesser
backgrounds, and various facilities have all had satisfaction and gratitude levels and suggests
multiple reactions to these changes. They have building positive emotions to overcome this
faced uncertainties and frustrations through stress. In a study on the effectiveness of positive
everyday exposure to news about COVID 19, psychology-based online intervention among
causing stress and anxiety, frustrations and adults in Greece, Brouzos et al. (2021) reported
depression and many more psychological that the positive psychology intervention helped
difficulties. Much uncertainty has plagued the to reduce anxiety, stress and loneliness. Also, this
minds of students and their parents. The life skills intervention improved positive psychology
were needed to overcome this pandemic stress. It constructs such as empathy and resilience among
ranged from simple relaxation to resilience- the participants. Jordan et al. (2021), in a study on
building, to resetting and reorganizing their goals the protective factors for elders during the
and objectives while working through constraints COVID pandemic, outlined the importance of
posed by this global threat. This forward-focused coping that can be built through

1,2
Department of Psychology, Avinashilingam Institute for Home Science and Higher Education for Women, Coimbatore
Corresponding Author's Email: [email protected]
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Sudha and Gayatridevi

positive psychological interventions. In a study concluded that improvements in compassion

on employee positive psychology coaching, levels showed a significant increase in job
Nieuwerburgh et al. (2021) reported that such satisfaction, mindfulness, self-compassion, and
coaching re-energized their employees. Also, reduced interpersonal conflict. However, no
positive psychology coaching brought forth effect was seen on burnout. This study had an
increased awareness and self-reflection. The intervention programme to build and develop
coaching helped alleviate negative emotions in compassion in everyday life.
participants and improved their confidence levels. In interesting research by Cohen et al. (2006),
In a similar study benefitting communities, study participants were initially assessed on their
Waters et al. (2021) discuss the positive effects of Positive Emotional Style (Happy, Cheerful,
positive psychology on schools, workplaces, and Lively or Calm) versus a Negative Emotional
families that are inclusive of marginalized Style (stressed, anxious, hostile or depressed).
populations during the pandemic. Then they were exposed to the Influenza virus.
Tejada-Gallardo et al. (2020) conducted a The results remarkably indicated that increased
meta-analysis of nine randomized and non- positive emotional style was associated very
randomized control trials on the effectiveness of clearly with a lesser risk of upper respiratory tract
multicomponent positive psychology infections.
interventions on improving well-being and The CARE Intervention that is taken up for
reducing distressing symptoms such as study in the present research was effective in
depression. This study found the positive reducing social anxiety and improving the
psychological components such as optimism, happiness levels of 55 female college students.
hope and happiness to be very effective in (Sudha & Gayatridevi, 2021). The same
improving subjective and psychological well- intervention is being used in the present study to
being and reducing depressive symptoms among reduce stress, anxiety and depression and help
adolescents. A similar result was reported in build hope and happiness.
clinical populations where positive psychology
interventions focusing on increasing positive Given the enormous uncertain circumstances,
psychology constructs such as optimism and hope it is essential to help people in their coping
helped improve emotional and psychological strategies, to help in reducing psychological
well-being. (Bolier et al., 2013). Parks and distress and helping to build hope and optimism
Boucher (2020) suggest that positive psychology when the COVID variants continue their nonstop
interventions focusing not only on happiness but onslaught. Building a simple to use positive
on building hope and optimism are necessary for psychology-based intervention that could be
the pandemic period. The researchers suggest that conveyed virtually was hence undertaken by the
due to social distancing norms, these researchers.
interventions have to be developed in such a way Method
that they can be conveyed digitally are necessary. The study was conducted to identify the
Chakhssi et al. (2018) reported that positive psychological distress in the students during the
psychological interventions focusing on COVID and to analyze the effectiveness of a
developing positive emotions, cognitions, and virtual positive psychological intervention to
behaviour help improve well-being while reduce stress, anxiety, and depression among the
effectively reducing symptoms of Stress, participants and analyze the effectiveness of a
Anxiety, and Depression among the clinical virtual positive psychological intervention to
population. A similar randomized control study improve hope and happiness among the
(Pietrowsky & Mikutta, 2012) reported that brief participants. The overall aim of the study was to
positive psychology interventions helped bring forward an easy-to-use positive
alleviate the symptoms of Depression and helped psychological intervention that can be given
to increase well-being. An investigation on the virtually to the participants. The literature review
effectiveness of the Compassion Cultivation reveals that positive psychology-based
Programme on burnout and job satisfaction interventions help in reducing psychological
among health care workers (Scarlet et al., 2017) distress
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Sudha and Gayatridevi

Hypotheses who displayed high levels of stress were selected.

H1: There will be a significant difference After obtaining informed consent, the 15-day
between Before, After, and Follow-up phases in intervention module was designed by the
depression, anxiety and stress through CARE researchers was conducted. The whole
intervention programme students. intervention consisted of a set of exercises
conveyed and followed up virtually through
H2: There will be a significant difference electronic mail, videos, Google meets and
between Before, After and follow-up phases in WhatsApp. Daily motivational messages with
hope and happiness through CARE Intervention small activities were also sent to them and their
among Students. responses were collected for each day. After
Materials every five days, a feedback session was
The following psychological scales were used conducted with a break day to reflect upon the
in the assessment process in the Before, After and intervention. So the complete intervention
the Follow-up phases. Before the onset of the module took 18 days time.
programme, the participants were administered: The CARE intervention module included
The Adult Trait Hope Scale (Snyder et al., includes Relaxation Exercises such as Counted
1991): The scale consists of 12 items using Breathing, Deep Breathing, Breathing from the
Likert-type response scales of 1 (definitely false) Stomach, and Jacobson’s Progressive Muscle
to 8 (definitely true). Across many studies, Relaxation for a period of 30 to 40 minutes every
internal reliability alphas for the overall hope day in the morning. The CARE intervention with
Scale have ranged from 0.74 to 0.84. The a sample of the activities used in the intervention
construct validity was also sufficiently is given below:
established. (Snyder et al.,1991). On the first day, one, the focus of the activities
The Depression, Anxiety, Stress Scale were on developing compassion. This activity
(DASS-21) (Lovibond, & Lovibond, 1995): This required the participant to choose a certain task(s)
scale consists of 21 items, seven each measuring such as donate money/time/clothing for a good
depression, anxiety and stress, respectively. The cause, smile and wish someone when they least
scale uses a rating scale ranging from 0 (Did not expect it, show concern to someone, give time and
apply to me at all) to 3 (Applied to me very much pleasantness to someone from one’s family. The
or most of the time). The Cronbach alpha values second day consisted of activities striving to build
of reliability (0.80) and factorial validity have optimism. The participants were asked to
been established. (Vasconcelos-Raposo et al. deliberately consider an adverse event that has
2013). happened to him/her in the past 15 days and look
at the advantages/positives deliberately hidden
Subjective Happiness Scale (Lyubomirsky,
behind the negative emotion associated.
1999): This scale uses four items, with a rating
Examples were provided to the participants. They
scale ranging from 1 (less happy) to 7 (happier).
are then required to write down a thoughts
More than 14 studies have proved the reliability
opposed to the negative thinking which were
and validity of this scale among adults, school
associated with the adverse life events. The third
students and college students. Cronbach alpha
day comprised of helping to build resilience.
values of 0.77 have been reported (Lyubomirsky,
Here, the participants were asked to think of a
S. 2020). Another study reported the Cronbach
stressful situation weighing them down. They are
alpha values of 0.84 for a translated version
asked to write it down in detail. Also, to write
(Alquwez et al. 2021)
down ways in which they think they can challenge
Procedure themself and bounce back from the negativity.
An initial survey of 258 female students in the They are asked to imagine that the stressful event
age group of 18 to 24 years from a women’s was is a cloud spreading over them. They are then
conducted during the COVID pandemic, were required to break through the barrier and build on
conducted using the scales mentioned above. thoughts focusing on building the strength to
After the initial screening, 55 students who were bounce back. Each day comprised of activities to
vulnerable to develop anxiety and depression and build one particular positive experience. The
 28
Sudha and Gayatridevi

constructs included were building a sense of were held with the students individually if they
purpose, building good relationships, required any clarifications. They all posted their
constructing one positive emotion of their choice, thoughts freely and participated willingly in the
developing self-compassion, understanding and intervention programme. After the intervention
practicing gratitude even for small things in life, programme, the psychological scales were
exploring their strengths through an activity, administered to all the participants. A follow-up
building hope and happiness, spreading smiles, of the same psychological scales was conducted
and overcoming obstacles in the path to positivity. after three months.
The above intervention programme was Results
conveyed to the selected participants virtually for The data collected were analyzed using the
15 days, with one activity scheduled for a day. A SPSS software version 21. Statistics such as
schedule of activity was provided to the distribution analysis (to analyze the levels of
participants for practice (Annexure-1). The depression, anxiety, stress, hope and happiness
session consisted of 20 to 30 minutes. Their among the participants) and Repeated Measures
responses were collected for each task. ANOVA (to analyze the significant differences in
Discussions were held with the students the levels of depression, anxiety, stress, hope and
individually if they required any clarifications. happiness in the before, after and follow-up
They all posted their thoughts freely and phases of intervention) were conducted. Initially,
participated willingly in the intervention the distribution analysis for the levels of
programme. depression, anxiety, stress, hope and happiness in
The above intervention programme was the initial survey of 258 students was analyzed.
conveyed to the students virtually and their The results are presented in Tables 1 and 2
responses collected for each task. Discussions respectively.

Table 1: Distribution Analysis of Depression, Anxiety, and Stress among students (N=258)
Depression Anxiety Stress

S. No. Levels Number Percent

Number Percent Number Percent

1 Normal 65 25 52 20 43 17
2 Mild 73 28 81 31 90 35
3 Moderate 53 21 58 23 42 16
4 Severe 36 14 39 15 52 20
Extremely
5 31 12 28 11 31 12
Severe

Table 2: Distribution Analysis of Hope and Happiness percent had Very Severe Stress. Table 2 indicates
among students (N=258) that only 19 percent of the participants had High
S. No. Levels Hope Happiness
levels of Hope, while only 17 percent had High
levels of Happiness. The differences in mean
Number Percent Number Percent values in the Before, After, and Follow-up phases
of Intervention for Depression, Anxiety, Stress,
1 Low 87 34 96 37 Hope and Happiness was further analyzed. The
2 Moderate 121 47 119 46
results are presented in Tables 3 and 4,
respectively. Table 3 shows that the means of
3 High 50 19 43 17 Depression, Anxiety and Stress have reduced in
the After Intervention phase compared to the
Table 1 indicates that 12 percent of Before Intervention phase. Also, this change is
the participants had Very Severe Depression, maintained in the follow-up phase. This
11 percent had Very Severe Anxiety, and 12 difference is also manifested in figure 1.
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Sudha and Gayatridevi

Table 3: Mean and Standard Deviation of Depression,

Anxiety and Stress in Before, After and Follow-up Mean Difference
Phases of Intervention among students (N=55) 60
S. Levels Depression Anxiety Stress 40
No.
Mean SD Mean SD Mean SD 20
0
1 Before 24.27 3.58 20.95 4.04 30.00 5.49 Before After Intervention Follow-up
Intervention Intervention

2 After 8.82 2.21 8.24 2.06 9.85 3.30 Hope Happiness

Intervention
Figure 2: Mean Difference of hope and happiness
3 Follow-up 11.00 1.61 9.51 2.28 10.53 2.07 during before, after and follow-up phases of c a r e
intervention among students
Table 4: Mean and Standard Deviation of Hope and One-way Repeated Measures ANOVA was
Happiness in Before, After and Follow-up Phases of conducted to find significant differences in the
Intervention among Students (N=55)
Before, After and Follow-up phases of
S. Hope Happiness intervention in the students. The results are
No Levels
. Mean SD Mean SD
presented in the following tables.
Table 5: Repeated Measures One Way ANOVA for
Before Depression among Students (N=55)
1 10.75 1.71 10.71 3.13
Intervention
Type III Mean
Source Sum of df F
After Square
2 25.00 3.31 24.02 3.44 Squares
Intervention
Sphericity
3 Follow-up 20.53 3.65 20.71 2.97 7695.76 2 3847.88 539.07 **
Assumed
Greenhouse-
Depression 7695.76 1.74 4436.12 539.07 **
Geisser
Mean Difference Huynh-Feldt 7695.76 1.79 4305.80 539.07 **
80 Lower-bound 7695.76 1.000 7695.76 539.07 **
Sphericity
60 770.91 108 7.14
Assumed
40 Error Greenhouse-
770.91 93.68 8.23
20 (Depression) Geisser
Huynh-Feldt 770.91 96.51 7.99
0
Before After Intervention Follow-up Lower-bound 770.91 54.00 14.28
Intervention **Significant at 0.01 level
Depression Anxiety Stress Table 6: Pairwise Comparisons for Before, After and
Follow-up Phases in Depression among Students
Figure 1: Mean difference of Depression, Anxiety (N=55)
And Stress in the Before, After and Follow-up phases (I) Depression (J) Depression Mean Difference (I-J) Standa
rd
of CARE intervention Error
After 15.40* 0.60
Before
Table 4 shows that the levels of Hope and Follow-up 13.22* 0.50
Happiness have increased in the After Before -15.40* 0.60
After
Intervention phase compared to the Before Follow-up -2.18* 0.42
Intervention phase. Also, this change is Before
-13.22* 0.50
maintained in the follow-up phase. This Follow-up
2.18* 0.42
After
difference is also manifested in Figure 2.
*Significant at 0.05 level
 30
Sudha and Gayatridevi

Table 5 shows a significant effect of the C. A. difference in the After and the Before Phases
R. E intervention on Depression among students, (M=-12.71, SE=0.62). Also, there is a significant
F (2, 108) = 539.07, where p=0.000. Table 6 mean difference in the After and Follow-up
shows that three paired-samples t-test was used to Phases (M= -1.27, SE=0.38). There is a
make post hoc comparisons between the before, significant mean difference in the Follow-up and
After, and Follow-up conditions. There is a the Before Phases (M=-11.44, SE=0.57). Also,
significant mean difference in the Before and the there is a significant mean difference in the
After Phases (M=15.40, SE=0.60). Also, there is Follow-up and After Phases (M= 1.27, SE=0.38).
a significant mean difference in the Before and
Follow-up Phases (M= 13.22, SE=0.50). Table 8: Pairwise Comparisons for Before, After and
Follow-up phases of Anxiety among Students (N=55)
The table shows that there is a significant mean
difference in the After and the Before Phases (I) Anxiety (J) Anxiety Mean Difference (I-J) Standard Error
(M=-15.40, SE=0.60). Also, there is a significant
mean difference in the After and Follow-up After 12.71* 0.62
Before
Phases (M= -2.18, SE=0.42). Follow-up 11.44* 0.57
Before -12.71* 0.62
The above table shows that there is a After
significant mean difference in the Follow-up and Follow-up -1.27* 0.38
the Before Phases (M=-13.22, SE=0.50). Also, Before -11.44* 0.57
Follow-up
there is a significant mean difference in the After 1.27* 0.38
Follow-up and After Phases (M= 2.18, SE=0.42). *Significant at 0.05 level

Table 7: Repeated Measures of One-Way ANOVA Table 9: Repeated Measures of One-Way ANOVA
for Anxiety among Students (N= 55) for Stress among Students (N=55)
Type III Mean Type III
Source df F Mean F
Sum of Square Source Sum of df
Square
Squares Squares
Sphericity 5388.74 2 2694.37 343.72 ** Sphericity 14400.45 2 7200.22 443.63 **
Assumed Assumed
Greenhouse- 5388.74 1.60 3361.16 343.72 ** Greenhouse- 14400.45 1.45 9928.06 443.63 **
Anxiety Geisser Stress Geisser
Huynh-Feldt 5388.74 1.65 3276.38 343.72 ** Huynh-Feldt 14400.45 1.48 9729.65 443.63 **
Lower-bound 5388.74 1.00 5388.74 343.72 ** Lower-bound 14400.45 1.00 14400.45 443.63 **
Sphericity 846.59 108 7.84 Sphericity 1752.89 108 16.23
Assumed Assumed
Error Greenhouse- 846.59 86.58 9.78 Error Greenhouse- 1752.89 78.33 22.38
(Anxiety) Geisser Geisser
(Stress)
Huynh-Feldt 846.59 88.82 9.53 Huynh-Feldt 1752.89 79.92 21.93
Lower-bound 846.59 54.00 15.68 Lower-bound 1752.89 54.00 32.46
**Significant at 0.01 level **Significant at 0.01 level

Table 7 shows a significant effect of the C. A. Table 9 shows a significant effect of the C. A.
R. E intervention on Anxiety among students, F R. E intervention on Stress among students, F (2,
(2, 108) = 343.72, where p=0.000. Table 8 shows 108) = 443.63, where p=0.000. Table 10 shows
that three paired-samples t-tests were used to that three paired samples t-test were used to make
make post hoc comparisons between the Before, post hoc comparisons between the Before, After
After, and Follow-up conditions. There is a and Follow-up conditions. There is a significant
significant mean difference in the Before and the mean difference in the Before and the After
After Phases (M=12.71, SE=0.62). Also, there is Phases (M=20.15, SE=0.95). Also, there is a
a significant mean difference in the Before and significant mean difference in the Before and
Follow-up Phases (M= 11.44, SE=0.57). The Follow-up Phases (M= 19.47, SE=0.77).
table shows that there is a significant mean
 31
Sudha and Gayatridevi

Table 10: Pairwise Comparisons for Before, After and Table 11: Repeated Measures of One-Way ANOVA
Follow-up phases of Stress among Students (N=55) for Hope among Students (N= 55)
Type III Mean
(I) Stress (J) Stress Mean Difference (I-J) Standard Error Source df F
Sum of Square
Squares

After 20.15* 0.95 Sphericity 5846.16 2 2923.08 386.01**

Before Assumed
Follow-up 19.47* 0.77
Greenhouse- 5846.16 1.71 3412.32 386.01**
Before -20.15* 0.95 Hope Geisser
After
Follow-up -0.67 0.52 Huynh-Feldt 5846.16 1.76 3314.33 386.01**
Before -19.47* 0.77 Lower-bound 5846.16 1.00 5846.16 386.01**
Follow-up
After 0.67 0.52 Sphericity 817.84 108 7.57
*Significant at 0.05 level Assumed
Error Greenhouse- 817.84 92.52 8.84
The table shows that there is a significant mean (Hope) Geisser
difference in the After and the Before Phases Huynh-Feldt 817.84 95.25 8.59
(M=-20.15, SE=0.95). Also, there is a significant Lower-bound 817.84 54.00 15.15
mean difference in the After and Follow-up **Significant at 0.01 level
Phases (M= -0.67, SE=0.52). The above table
shows that there is a significant mean difference Table 12: Pairwise Comparisons for Before, After and
in the Follow-up and the Before Phases (M=- Follow-up phases of Hope among Students (N= 55)
19.47, SE=0.77). Also, there is a significant mean (I) Hope (J) Hope Mean Difference (I-J) Standard Error
difference in the Follow-up and After Phases (M=
0.67, SE=0.52). The above tables demonstrate After -14.26* 0.43
that there was a significant difference between Before
Follow-up -9.78* 0.51
Before, After, and Follow-up phases in
Depression, Anxiety and Stress among Students. Before 14.26* 0.43
After
It implies that the C. A. R. E Intervention Follow-up 4.47* 0.62
significantly reduced Stress among girl students. Before 9.78* 0.51
Hence the Alternative Hypothesis, “There will be Follow-up
After -4.47* 0.62
a significant difference between Before, After and *Significant at 0.05 level
Follow-up phases in Depression, Anxiety and
Stress through C. A. R. E Intervention among The above table shows that there is a
Students", is accepted. significant mean difference in the Follow-up and
Table 11 shows a significant effect of the C. A. the Before Phases (M=9.78, SE=0.51). Also,
R. E intervention on Hope among students, F (2, there is a significant mean difference in the
108) = 386.01, where p=0.000. Table 12 shows Follow-up and After Phases (M= -4.47,
that three paired-samples t-test were used to make SE=0.62).
post hoc comparisons between the Before, After Table 13 shows a significant effect of the C. A.
and Follow-up conditions. There is a significant R. E intervention on Happiness among students,
mean difference in the Before and the After F (2, 108) = 386.01, where p=0.000. Table 14
Phases (M=-14.26, SE=0.43). Also, there is a shows that three paired-samples t-test were used
significant mean difference in the Before and to make post hoc comparisons between the
Follow-up Phases (M= -9.78, SE=0.51). Before, After and Follow-up conditions on
Happiness. There is a significant mean difference
The table shows that there is a significant mean in the Before and the After Phases (M=-13.31,
difference in the After and the Before Phases SE=0.55). Also, there is a significant mean
(M=14.26, SE=0.43). Also, there is a significant difference in the Before and Follow-up Phases
mean difference in the After and Follow-up (M= -10.00, SE=0.55).
Phases (M= 4.47, SE=0.62).
 32
Sudha and Gayatridevi

The table shows that there is a significant mean Hence the Hypothesis, “There will be a
difference in the After and the Before Phases significant difference between Before, After and
(M=13.31, SE=0.55). Also, there is a significant Follow-up phases in Hope and Happiness through
mean difference in the After and Follow-up CARE Intervention among Students", is accepted.
Phases (M= 3.31, SE=0.56). Discussion
Table 13: Repeated Measures of One-Way ANOVA The present study shows that the CARE
for Happiness among Students (N=55)
intervention module effectively reduces
Type III
Source Sum of df
Mean F Depression, Anxiety and Stress while increasing
Square
Squares Hope and Happiness among the highly vulnerable
Sphericity 5281.50 2 2640.75 312.78 ** students due to the pandemic circumstances. This
Assumed intervention focuses on building positive
Greenhouse- 5281.50 1.99 2643.10 312.78 ** psychological constructs to overcome the
Happiness Geisser negative mental health issues and promote
positivity. The COVID pandemic has created
Huynh-Feldt 5281.50 2.00 2640.75 312.78 **
havoc on students' mental health status
Lower-bound 5281.50 1.00 5281.50 312.78 **
worldwide. Feedback and discussion sessions
Sphericity 911.83 108 8.44 held with the participants revealed that some
Assumed
participants had been infected and had become
Error Greenhouse- 911.83 107.90 8.45 carriers and passed on the infection to their family
(Happiness) Geisser members. This resulted in guilt and self-criticism.
Huynh-Feldt 911.83 108.00 8.44 Many of them expressed that the stress they faced
Lower-bound 911.83 54.00 16.89 was because their initial carelessness caused their
**Significant at 0.01 level whole family to suffer from the infection. Such
anecdotes bring to the forefront the mental health
Table 14: Pairwise Comparisons for Before, After and issues faced by the public during the pandemic.
Follow-up phases of Happiness among Students Many studies have been conducted on students
(N=55) and their mental health during the pandemic. To
(I) Happiness (J) Happiness Mean Difference (I-J) Standard
Error quote a recent study, among the medical students
in Iran, the presence of certain positive
After -13.31* 0.55 psychology constructs like life satisfaction,
Before
Follow-up -10.00* 0.55 spiritual well being along with self-esteem were
Before 13.31* 0.55 significantly negatively correlated with
After
Follow-up 3.31* 0.56 depressive symptoms. (Mirhosseini, et al. 2022).
Before 10.00* 0.55 Another study by Waters et al. (2021) found that
Follow-up during the pandemic, positive psychology
After -3.31* 0.56
*Significant at 0.05 level
interventions such as developing self-
compassion, coping, courage, gratitude, character
The above table shows that there is a strengths, positive emotions and relationships
significant mean difference in the Follow-up and building are crucial for buffering and bolstering
the Before Phases (M=10.00, SE=0.55). Also, mental health.
there is a significant mean difference in the While the present study effectively helps in
Follow-up and After Phases (M= -3.31, reducing psychological issues in a small sample
SE=0.56). through virtual means with a small 15-day
The above tables disclose that there was a intervention model, it needs to be said that the
significant difference between Before, After and intervention model must be extended and
Follow-up phases in Hope and Happiness among validated using randomized control trials. Such
Students. It implies that the CARE Intervention trials can compare the CARE intervention with a
significantly enhanced Happiness among larger sample and different populations.
students.
 33
Sudha and Gayatridevi

Conclusion rhinovirus or influenza a virus. Psychosomatic medicine,

68(6), 809–815.
The above analysis indicated that the 15 days https://doi.org/10.1097/01.psy.0000245867.92364.3c
CARE intervention effectively reduced the Jain P. (2021). The COVID-19 Pandemic and Positive
Depression, Anxiety and Stress levels. Also, the Psychology: The Role of News and Trust in News on
intervention effectively increased the Hope and Mental Health and Well-Being. Journal of health
Happiness levels among the participants at the communication, 26(5), 317–327.
same time. Furthermore, the Follow-up clearly https://doi.org/10.1080/10810730.2021.1946219
showed that the change was maintained even after Jordan, L. S., Woodard, J. L., Pena, G. S., Arnold-Nedimala,
three months. Implications for future research N. A., Won, J., Callow, D. D., & Smith, J. C. (2021)
Forward-focused coping predicts better mental health
include modifying the research to suit the varied outcomes in mid- to late-life during the COVID-19
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depression, anxiety and stress scales in a large

Annexure-1
A 15-day Calendar with Daily Activities

Day 1 Compassion Day: Do a kind task towards another person. Choose from any one of the activities: (a) Donate
money/time/clothing. (b) Smile and wish someone when they least expect it. (c) Show concern to someone.
(d) Give your time and pleasantness to someone from your family
Day 2 Optimism Day: Deliberately consider an adverse event that has happened to you in the past 15 days. Look at
the advantages/positives deliberately hidden behind the negative emotion associated. (Examples given to the
participants). Write down a thought that is opposed to the negative thinking associated with the adverse event.
Day 3 Resilience Day: Think of a stressful situation that is weighing down on you. Write it down in detail. In the
end, write down ways in which you think you can challenge yourself and bounce back from the negativity.
Imagine that the stressful event is a cloud that is spreading over you. You stand upright and bring your hands
fisted up to break through the cloud and emerge a winner.
Day 4 Achievement and Purpose in Life Day: Ask yourself the following questions:(a) What is the purpose of the
day today?(b) What is the one thing that I can achieve today?(c) The motto and objective for today is………
(Choose something fulfilling and satisfying to you, something that will make you happy)
Day 5 Relationship Day:Today, we work to improve one relationship in our life that is not very good. Make sure
you change your thought process about that person and make it positive and open. Go and make deliberate,
patient conversation with eye contact. Be non-judgmental and non-critical. Try to listen. Have an open body
language. Do not deny or jump to defend. Try to repair any maladjustment today.
Day 6 Positive Emotion Day: Today, try to cultivate, build and broaden one positive emotion. Choose one emotion
from the following: Happiness, Savouring, Contentment, Compassion, Gratitude, Hope, Try to fill your mind
with the chosen positive emotion and spread that positive emotion to those around you today.
Day 7 Gratitude Day: Identify at least five things/events/ people in your life that you are thankful/grateful for. Then,
write the reasons that you are grateful for each of the five things. This exercise can also be repeated daily by
identifying one thing you are grateful for that day.
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Sudha and Gayatridevi

Day 8 Self-Compassion Day: Today is kindness to self-day. Are you overly critical about yourself over any particular
weakness/ fault of yours? Show a little compassion to yourself. It is all O.K. There is always tomorrow to
strive to be better.
Day 9 Hope Day: Visualize in full detail a future, where you are very successful, a future where you are achieving
all that you dreamt of.
Day Happiness Day: Find a reason, however small or silly, to be happy today. Enjoy the Joy! Spread the happiness
10 to all around you. Smile and be pleasant to all around you.
Day Spread the Smile Day: Post a message, poem or a few words about a person who has brought a smile to your
11 face today.The person can be your family member/ friend/relative or yourself.
Day Visualize Peace Day: Sit back and picture your favourite place. Sharpen all your senses and feel calm and
12 peaceful. Write down all the details about your favourite spot. Picture yourselves in your favourite place.
Write down your thoughts.
Day Overcome Obstacle Day: Can you think of one obstacle in your path. Then, think about how you can overcome
13 it. Could you write it down?
My Obstacle: I plan to overcome this obstacle by__________
Day Strengths Exploration Day: For today's task, we have a Strength Exploration Worksheet. Given below are
14 some strengths. Feel free to add/ delete and fill up the empty rows with your strengths, as many as you can
think of.
Calm Smart Fun-loving Intelligent

Courageous Honest
Loyal Beautiful

Focused Hard-working
Clues: Answering these questions may give you a list of strengths.
1. What are the qualities in me that help me in friendships?
2. What are the factors within me; that helps me in my work/academics?
3. What helps me maintain cordial relationships with my family?
4. What makes me feel contented/ satisfied/ fulfilled?

Day Overcome FEAR with DARE Day Today's task is to identify and overcome your fears. So what are some
15 things that make you feel scared or nervous?

My FEAR My DARE

F- How do I Feel? D - Develop Skills. What are the skills I need to

develop to overcome this Fear?
E - What are the excessive emotions involved? A – Accept what can not be changed. Can I accept a
part of this situation that I cannot change?
A - Am I Avoiding? Running Away? R - Realistic Goals. Can I have Realistic Goals? Can
I take one day at a time?

R - Am I far away from Reality? E - Embrace positivity. Can I Embrace my values

and principles at this time?