Shahid Beheshti University Applied Psychology 2008-4331 13 1 2019 07 23 Comparison of the effectiveness between treatment based on improving quality of life and acceptance and commitment therapy (ACT) on increasing happiness of female teachers Comparison of the effectiveness between treatment based on improving quality of life and acceptance and commitment therapy (ACT) on increasing happiness of female teachers 141 162 97097 10.29252/apsy.13.1.141 FA Hasan Elahi Far Department of Counseling, Faculty of Education and Psychology, Abhar Branch, Islamic Azad University, Abhar, Iran Mohamad Ghamari Science and Research branch, Islamic Azad University, Tehran, Iran. Kianosh Zahrakar Department of Counseling, Faculty of Education and Psychology, Kharazmi University, Tehran, Iran Journal Article 2018 09 08 Aim: The present research aimed to compare the effectiveness of therapy based<br />on improving quality of life (QoL) and acceptance and commitment therapy<br />(ACT) on increasing the happiness of female teachers. Method: Research<br />method was quasi-experimental using pretest, post-test and a three month<br />follow up with control group. The statistical population included all 800<br />married female teachers who were working in the City of Abhar Education<br />Authority in the academic year 2017-18. 260 participants were selected by<br />systematic random sampling and responded to the Oxford Happiness<br />Questionnaire )Argyle, Martin, and Krassland, 1989( and then from the 124<br />who scored below 43, 45 subjects were selected randomly and divided into<br />three groups, consisting of 15 participants each. One group received ACT<br />Hayes & Strosahl (2010(; another group received QoL based therapy Frish<br />(2016) and a third received no therapy at all (the control group). Participants<br />took part in eight sessions of 90 minutes duration each held once a week. Data<br />was analyzed using mixed analysis of variance with repeated measures.<br />Results: Results showed that both therapy programs significantly increased<br />teachers’ total scores of happiness as well as life satisfaction (F= 94.08),<br />positive mood (F= 19.19), health efficacy (F= 56.68) and self-esteem (F=<br />48.55) at the 0.01 level. Follow-up analyses showed that these results remained<br />stable after three months. No significant difference was found between the two<br />experimental groups. Conclusion: Since quality of life therapy emphasizes the<br />promotion of happiness and life satisfaction, and ACT leads to psychological<br />flexibility and commitment, these two methods can be applied as effective<br />intervention methods to increase happiness of teachers.  Aim: The present research aimed to compare the effectiveness of therapy based<br />on improving quality of life (QoL) and acceptance and commitment therapy<br />(ACT) on increasing the happiness of female teachers. Method: Research<br />method was quasi-experimental using pretest, post-test and a three month<br />follow up with control group. The statistical population included all 800<br />married female teachers who were working in the City of Abhar Education<br />Authority in the academic year 2017-18. 260 participants were selected by<br />systematic random sampling and responded to the Oxford Happiness<br />Questionnaire )Argyle, Martin, and Krassland, 1989( and then from the 124<br />who scored below 43, 45 subjects were selected randomly and divided into<br />three groups, consisting of 15 participants each. One group received ACT<br />Hayes & Strosahl (2010(; another group received QoL based therapy Frish<br />(2016) and a third received no therapy at all (the control group). Participants<br />took part in eight sessions of 90 minutes duration each held once a week. Data<br />was analyzed using mixed analysis of variance with repeated measures.<br />Results: Results showed that both therapy programs significantly increased<br />teachers’ total scores of happiness as well as life satisfaction (F= 94.08),<br />positive mood (F= 19.19), health efficacy (F= 56.68) and self-esteem (F=<br />48.55) at the 0.01 level. Follow-up analyses showed that these results remained<br />stable after three months. No significant difference was found between the two<br />experimental groups. Conclusion: Since quality of life therapy emphasizes the<br />promotion of happiness and life satisfaction, and ACT leads to psychological<br />flexibility and commitment, these two methods can be applied as effective<br />intervention methods to increase happiness of teachers.  https://apsy.sbu.ac.ir/article_97097_a955b0240e440284972152b3bd71833d.pdf